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To bridge the gap between academic knowledge and industry requirements, the University Grants Commission (UGC) has announced the launch of Apprenticeship-Embedded Degree Programmes (AEDP). Higher education institutions (HEIs) will roll out these programmes starting January 2025 academic session.
This is a significant step toward enhancing employability among Indian youth by integrating formal apprenticeship opportunities within degree courses. It provides students with valuable experiential learning while equipping them with competencies directly aligned with market demands.
Apprenticeship-embedded degree
The high unemployment rate among youth is a huge problem. The AEDP seeks to address this issue by embedding hands-on apprenticeships into the academic structure of degree programmes. This has been called a “major step” toward improving employability.
With real-world training alongside theoretical education, students will be better prepared to meet industry expectations upon graduation. Unlike traditional internships, apprenticeships are more structured and formal, combining theory and practical work in a specific profession or task. With its longer duration and formal structure, AEDP aims to offer students a deeper, more comprehensive form of experiential learning.
Key features
According to the draft guidelines released by the UGC, HEIs that meet specific accreditation criteria, either through a high National Assessment and Accreditation Council score or a strong National Institutional Ranking Framework ranking, will be eligible to offer the AEDP.
Students can begin their apprenticeship as early as the second semester, and the training could account for up to 50 per cent of their total degree duration. Students will earn academic credits based on the number of hours spent in training. One full year of apprenticeship will equate to a minimum of 40 credits, in line with the National Credit Framework.
Integrating apprenticeship into the credit system reflects a broader push towards competency-based education, prioritising practical skills and industry relevance. To safeguard students’ interests and ensure the program’s quality, UGC has stipulated that a tripartite agreement must be signed between the HEI, the student, and the industry partner. This agreement will clearly outline the roles and responsibilities of all parties involved, ensuring transparency and accountability.
The concept of embedding apprenticeships into academic curricula is not new globally. Countries like Germany and Switzerland have long been hailed for structured apprenticeship programmes. By adopting a similar model, India will align its education system with global standards, making its graduates more competitive. These international models also highlight the potential for solid university-industry partnerships. Such collaborations can lead to better alignment between academic programmes and the evolving needs of the job market.
Challenges
While the AEDP offers promising opportunities for students, it also has challenges. One key concern is the uneven quality of apprenticeship experiences that students may encounter. Not all industries have robust apprenticeship systems, and students may face inconsistent mentorship or inadequate training. If not properly monitored, this could lead to uneven learning outcomes, with some students gaining more from the programme than others.
Another significant issue is the potential for financial strain. Although stipend provisions exist, the amount may not always be sufficient, particularly for students from low-income backgrounds. Apprenticeships often require a significant time commitment, which could limit scholars’ ability to take on additional part-time jobs.
The UGC and HEIs must ensure that stipend amounts are fair and that students are not disadvantaged due to their financial situation. There is also the risk of exploitation. Without regulations, some companies might view the programme as a source of cheap labour, taking advantage of students without offering meaningful learning opportunities. Robust regulatory frameworks must be implemented to protect students from exploitation and ensure that apprenticeship experiences are genuinely educational.
Ensuring inclusivity and equity
There is also a risk of the programme attracting only students from marginalised or economically disadvantaged backgrounds. While these students may benefit from the programme, if the AEDP fails to attract a diverse cohort of students from various socioeconomic backgrounds, it could perpetuate social stratification within the education system. Ensuring that the AEDP is an attractive option for students across the board is crucial for its long-term success.
A positive step
Despite these challenges, the AEDP represents a progressive move towards modernising India’s higher education system. The UGC proactively addresses the country’s skill gap and high unemployment rates by embedding apprenticeship opportunities within degree programmes.
The initiative also aligns with the broader governmental push towards creating a more skilled workforce under schemes like the National Education Policy (NEP) 2020, emphasising experiential learning and employability. With careful implementation and solid regulatory frameworks, AEDP could be a game-changer in addressing India’s unemployment crisis and preparing the next generation for the future workforce.
(The author is a professor and dean, Christ University, Bengaluru)