India’s Ministry of Education is expanding efforts to align higher education with employment opportunities through apprenticeship programmes, industry partnerships and skills-focused curricula. The measures, outlined in a recent statement by the ministry, build on the National Education Policy (NEP) 2020 and aim to improve graduate employability through practical training, flexible learning pathways and greater integration between academic and vocational education.
The reforms include apprenticeship-embedded degree programmes, technology-enabled training management systems, revised engineering curricula and expanded access to artificial intelligence (AI) and digital skills education. The initiatives are being implemented by bodies including the University Grants Commission (UGC) and the All India Council for Technical Education (AICTE).
Flexible learning pathways under NEP 2020
According to the ministry, NEP 2020 promotes multidisciplinary and flexible higher education models intended to help students develop broader knowledge and skills beyond a single academic discipline. Policy mechanisms including the National Credit Framework, National Higher Education Qualification Framework, Academic Bank of Credits and multiple entry and exit provisions are designed to support the transfer and accumulation of academic, vocational and experiential learning.
Higher education institutions are also being encouraged to adopt outcome-based education, project-based learning, internships and closer industry engagement. These changes are intended to strengthen links between classroom learning and labour market requirements.
The government has also continued to expand AI-related learning pathways across the education system. Recent reforms complement broader initiatives such as India’s introduction of AI and computational thinking from Grade 3, which seeks to prepare students for emerging technology-driven sectors from an earlier stage.
Apprenticeship programmes scaled across higher education
UGC and AICTE have issued guidelines for apprenticeship-embedded degree programmes delivered through higher education and technical institutions. The programmes aim to provide students with workplace experience during their studies while improving professional competencies and employment readiness.
The ministry said assessment processes for apprenticeship components involve participation from industry, academic institutions and higher education providers. The National Apprenticeship Training Scheme (NATS), implemented through four regional Boards of Apprenticeship Training and Practical Training located in Mumbai, Kanpur, Chennai and Kolkata, remains a central mechanism for workplace-based skills development.
Between 2021-2022 and 2025-2026, approximately 1.722 million apprentices were enrolled under NATS. During the same period, the Ministry of Education released ₹2,892.75 crore (approximately US$331 million) in stipend support for apprentices.
The ministry has also introduced the NATS 2.0 portal as a digital platform for apprenticeship registration and management. The system supports digital apprenticeship contracts, monitoring of training and stipend processes, and improved tracking of apprentices and participating establishments.
Under NATS, around 457 memoranda of understanding have been signed with higher education institutions to support implementation of apprenticeship-embedded degree programmes. More than 75,000 apprentices have also participated in AI apprenticeship initiatives.
Engineering curriculum reforms focus on industry needs
AICTE has undertaken a review of technical education curricula and teaching methods in emerging technology fields and core engineering programmes. The review aims to shift emphasis away from degree-centred learning towards practical skills, adaptability and industry relevance.
Model curricula have been developed with input from academic institutions, industry specialists, public organisations and research bodies. These include experiential learning, internships, multidisciplinary exposure and competencies linked to emerging technologies.
The updated framework also reduces some credit requirements and introduces value-added courses focused on employability. AICTE launched Project Practice in September 2025 to encourage project-based learning and industry-linked training in AICTE-approved institutions located in tier-2 and tier-3 cities.
Additional reforms include incorporating work-based learning, project portfolios and AI competencies into campus programmes. AI, machine learning, robotics and cyber-physical systems are increasingly being integrated into engineering courses and electives, reinforcing broader efforts to restructure AI curricula in engineering education.
Expansion of vocational and digital skills education
UGC has continued to support skills-based education through community colleges, Bachelor of Vocation degree programmes and Deen Dayal Upadhyay Kaushal Kendras. Employment-oriented modules covering communication, self-management, ICT, entrepreneurship and green skills have also been incorporated into courses and the SWAYAM online learning platform.
The SWAYAM Plus portal has been introduced to support workforce upskilling and reskilling. According to the ministry, more than 500 courses developed with 89 industry partners across 17 sectors are now available, including programmes in AI and data analytics.
The wider reforms reflect the government’s ongoing focus on linking education policy with workforce development and economic priorities. They also align with broader national efforts to expand digital and technical training opportunities, including specialised skills programmes such as women’s technical skills training initiatives.
The information was provided by Minister of State for Education Dr Sukanta Majumdar in a written reply to the Rajya Sabha on 29 July 2026.
This article is created with the assistance of OpenGov AI.
