A university education, for the real world
New UGC guidelines will address the disconnect
between academia and industry, bridge the gap between academia and job market
The
most reasonable path for students to seize opportunities in high-demand and
emerging areas is by acquiring credits in skill-based courses as part of their
regular degree programmes.
For a long time, the inability of Indian
higher educational institutions (HEIs) to integrate job-oriented skill courses
in BA, BCom, and Bsc programmes — these attract a significant share of students
in higher education — has significantly impacted the employability of
graduates. Outdated curricula, regulatory inertia and a substantial disconnect
between academia and industry were the immediate reasons for this shortcoming.
However, with the introduction of the National Education Policy (NEP) 2020,
regulators such as the UGC are facilitating transformation in higher education
through innovative regulations, frameworks and guidelines.
Recently, the UGC announced comprehensive
guidelines to incorporate skill-based education and micro/nano-credentials as
part of the degree programmes offered by HEIs. These guidelines, aligned with
NEP 2020, extoll skill and experiential education, aim to overhaul the
conventional educational framework and bridge the gap between academic learning
and the job market.
The most reasonable path for students to
seize opportunities in high-demand and emerging areas is by acquiring credits
in skill-based courses as part of their regular degree programmes. This
enhances employability without burdening the students with extra academic
stress.
A core feature of the UGC guidelines is
permitting students to plan their learning by designing personalised
educational journeys and earning stackable credits by choosing courses from
academic disciplines and skill domains through the National Credit Framework
(NCrF). The guidelines allow students to earn micro/nano-credentials through
flexible and multidisciplinary learning pathways. Incorporating micro/nano-credentials
in regular degree programmes is a progressive way to provide targeted skill
development opportunities to students specialising in specific competencies.
UGC guidelines advise that Indian
enterprises or multinational corporations (MNCs) who desire to offer
skill-based courses can submit their proposals to the UGC. A committee
comprising subject experts and industry representatives will evaluate the
proposals based on their adherence to UGC guidelines and quality standards.
Courses approved by the UGC are listed on the SWAYAM Plus platform and linked
to the academic bank of credits, making them accessible to students nationwide.
The UGC’s comprehensive assessment framework
for skill-based courses and micro-credentials emphasises a structured,
multi-tiered approach to evaluating students’ competencies through internal and
external assessments. Its guidelines recommend diverse areas for skill-based
courses and micro-credentials. The principal areas advised by the UGC include
advanced technologies such as artificial intelligence, blockchain, machine
learning, cybersecurity, robotics, and data analytics courses. These will equip
students with skills in high-demand sectors.
Skill-based courses in traditional crafts,
textiles, tourism and hospitality management programmes could support regional
economic growth in areas with a rich cultural heritage. Micro-credentials in
communication, leadership, and entrepreneurship ensure students develop
essential soft skills, enabling success in diverse professional environments.
The UGC guidelines encourage HEIs to align
their skill-related courses with national priorities and local strengths. These
institutions must, therefore, identify specific industry demands in their area
and choose skill-based courses accordingly. For example, institutions in
regions with agricultural sectors might offer agri-tech or sustainable farming
courses, while those in financial hubs could focus on fin-tech-related courses.
By using the localised approach, HEIs could ensure their education aligns with
regional economic development. The adoption of these guidelines by HEIs could
place Indian higher education on par with international standards by adopting
global best practices in competency-based evaluation, blended learning, and
collaborative assessments and ensuring that Indian graduates are globally
competitive.
A closer examination of the challenges of
graduate unemployability today provides a deeper sense of why skill-based courses
must be an integral part of degree programmes. Regrettably, some academicians
stick to an archaic view of higher education as a purely academic pursuit
rather than a possibility for making students career-ready. Because of
unjustified misconceptions, they view the introduction of skill-based education
as a dilution of the intellectual scope of traditional degree programmes,
perpetuating an elitist mindset that prioritises theoretical knowledge over
practical application. Their resistance to change in higher education harms
students and undermines India’s progress. The understanding that it is
impossible to carry on one’s way into the future with a stagnant educational
framework should caution us to the necessity of transforming higher education.
Considering the potential of skill-based
courses to enhance student employability, more Indian HEIs must operate with
accountability for the outcomes of their graduates. HEI administrators must
work toward creating value for our students. They should remain concerned about
whether students secure employment after completing their degrees or if they
are forcing the students to pursue costly additional training to become
employable. To overcome the existing mindset that constrains pragmatism, HEIs
must rethink curricula, restructure faculty roles, and speedily integrate
industry-relevant skill-based courses into regular degree programmes. As much
as it challenges HEIs to free themselves from the conventional way of imparting
education, this approach has real value. One thing is clear: HEIs must realise
that our students deserve more than obsolete degrees. They merit an education
that invigorates them to succeed in the real world.
Source | The Indian Express | 4 March
2025
Regards!
Librarian
Rizvi Institute of Management
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