| What is the basis for awarding a Bachelor's Degree in a learning outcome-based approach to curriculum planning? | demonstrated achievement of outcomes (expressed in terms of knowtedge, understanding skitts, attitudes and vatues) and on the basis of demonstrated achievement of academic standards | 25. The underiying premise of the [earning outcome-based approach to curricutum ptanning and devetopment is that, higher education quatification such as a Bachetor's Degree is awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowtedge, understanding skitts, attitudes and vatues) and on the basis of demonstrated achievement of academic standards (expected of graduates of a programme of study). 77. UGC through the Learning Outcome based Curricutum Framework (LOCF) provides for flexibitity and innovation in programme design and syttabus development by HEls. 28. HEls offering apprenticeshi p / internship- embedded degree programme shoutd devetop and maintain domain specific Learning Outcomes for the Apprenticeship/ lnternship Programme. 29. | 200 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | The underiying premise of the [earning outcome-based approach to curricutum ptanning and devetopment is that, higher education quatification such as a Bachetor's Degree is awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowtedge, understanding skitts, attitudes and vatues) and on the basis of demonstrated achievement of academic standards (expected of graduates of a programme of study). | 14 | page=14,block=1 | 0.700 | valid |
| What role will the Apprenticeship Cell have in higher education institutions? | a facititator and counsettor for apprenticeship / internship retated activities | JY" ;19!3 9i"t;JI ;JJ1;Ji;! lDUC;YJOIJ JtJ5tIIUIJgTJS The HEls are encouraged to offer the Apprenticeship / lnternship embedded Degree Programme to the students. HEls witt make the students aware about the programme along with its merits to motivate them to opt for apprenticeship / internship embedded Degree Programme and eticit their interest in participation. The HEls in consultation with Sector Skitt Councits and/or industry/industry associations and/ or commercia[/non-commerciat organisations/enterprises and/or offices, would design the Apprenticeship / lnternship embedded Degree Programme in a way consistent with these guidelines. The HEls shalt have an Apprenticeship Cett with an overalI role of a facititator and counsettor for apprenticeship / internship retated activities. | 711 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | The HEls shalt have an Apprenticeship Cett with an overalI role of a facititator and counsettor for apprenticeship / internship retated activities. | 15 | page=15,block=0 |
| What type of learning does Apprenticeship/Internship provide? | industry [ed, practice oriented and outcome based learning | T9;TZ'Y9;T!) ffi \v- lndia is going to have the largest working age poputation in the wortd by 2030, but gainfut emptoyment for general stream students is a major chaltenge. lmproving empLoyabitity of these students requires a new vision with curricutar support for employment. Apprenticeship/ lnternship has a prominent rote to ptay in tinking higher education with the requirements of the industry and the wortd of work. This is considered to be one of the most effective ways to devetop skitled manpower for the €ountry. lt provides for an industry [ed, practice oriented and outcome based learning. Striving to futfit this objective of improving emptoyabitity and forming robust 'industry-academia linkage, the UGC has framed Guidelines for Higher Education lnrtitutions to offer Apprenticeship/lnternship embedded Degree Programme. | 543 | definition | 0.980 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | lt provides for an industry [ed, practice oriented and outcome based learning. | 4 | page=4,block=0 | 0.700 |
| What determines the period of apprenticeship or internship training in a degree programme? | the basis of individuat requirements of course concerned. | 8. .AnyrUG. degree programme wi[[ have an option to embed at least ore sernester of apprenticeship / internsh ip as part of the . degree prograrnme without altering the total duration of the programme. 9. The period of apprenticeship / internship training shatt be decided on the basis of individuat requirements of course concerned. 10. The HEls shatt have the flexibitity to schedule apprenticeship/ internship within the course duration. 11. The spells of apprenticeship/ internship shatt be scheduted either continuousty or at intervats depending upon the requirement and practicality of the disciptine concerned. | 276 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | The period of apprenticeship / internship training shatt be decided on the basis of individuat requirements of course concerned. 10. | 10 | page=10,block=2 | 0.700 | valid |
| What disconnect needs to be bridged in the education system? | the disconnect between 'what is taught in the class' and 'what is required by the society' | there is a need to bridge the disconnect between 'what is taught in the class' and 'what is required by the society'. The competencies demanded by the industry need to be embedded in our university curricutum so that the Emptoyment-Emptoyabitity gap is overcome. The education system has to be taitor-made to suit the requirements of the society at [arge and the economy in particutar. Further, w'ith a large number of students enrotted in generat degree programmes in lndia every year, there is a consensus among stakehotders for shift from ,,academic only,, approach. The minimat linkage between the generat degree curricutum and emptoyer's requirement catts for an effective remodel.ing of degree programmes, driven by changing needs of the industry and service sector. | 26 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | there is a need to bridge the disconnect between 'what is taught in the class' and 'what is required by the society'. | 6 | page=6,block=0 | 0.700 |
| What kind of link does the apprenticeship or internship experience aim to establish between education and industry? | a ctose functional link between education and industry/seryice sectors on a sustainable basis | tike probtem-sotving, creative thinking, digitat skitts, teamwork etc. This apprenticeshi p/ internship experience wiIt augment the empLoyabitity of students in the general stream substantiatty and wi[[ also forge a ctose functional link between education and industry/seryice sectors on a sustainable basis apart from hetping the industry securing good quatity manpower. Reatising this need, the Budget announcement of 2020'21 set out for the introduction of Apprenticeship Embedded Degree/Diploma Programme to improve employability of general stream students. Amendments made to Apprenticeship Act and Apprenticeship Rutes during 2014 to 2019 have opened the prospect of tinking apprenticeship programme to education. | 214 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | This apprenticeshi p/ internship experience wiIt augment the empLoyabitity of students in the general stream substantiatty and wi[[ also forge a ctose functional link between education and industry/seryice sectors on a sustainable basis apart from hetping the industry securing good quatity manpower. |
| What potential does apprenticeship or internship have in combining learning and knowledge? | enormous potentiaI to combine work-based tearning with theoreticat knowledge of retated disciplines | This remodetting in turn needs a robust institutionatised framework for industry-academia [inkage to increase the emptoyabitity of the students. Apprenticeship and internship have a huge rote to play in this context. World over, apprenticeship is considered as the most efficient and promising structured training for exposure to the reat work.ing environment. This has enormous potentiaI to combine work-based tearning with theoreticat knowledge of retated disciplines. Through apprenticeship/internship, students may activety engage with the practicat side of their tearning 5 ..- | 370 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | This has enormous potentiaI to combine work-based tearning with theoreticat knowledge of retated disciplines. | 6 | page=6,block=0 | 0.700 | valid |
| What can SSC and BOAT assist HEIs with, besides identifying industries for apprenticeship or internship? | designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines | X,,,#o#,9 F J,r J-rJliJX/ *t.. i, r CA-IJ2rJJ,.i.ic ffi -WZz L &JJ} JCT*J Thq indqstry qssociations like FlCCl, Cll, commercial and non- commerciat organizations or enterprises and industry wouId arsiit the HEls in designing the apprenticeship / internship .embedded Degree Programme. Sector Skitl. Councils (SSC) and Board of Apprenticeship Training (BOAT) witt play an important role in hetping the HEls in identifying industries for apprenticeship / internsh ip. The S5C and BOAT can also assist the HEls in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines. | 511 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | The S5C and BOAT can also assist the HEls in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidetines. | 16 | page=16,block=0 | 0.700 | valid |
| What do stakeholders agree should replace the 'academic only' approach? | a consensus among stakehotders for shift from ,,academic only,, approach | there is a need to bridge the disconnect between 'what is taught in the class' and 'what is required by the society'. The competencies demanded by the industry need to be embedded in our university curricutum so that the Emptoyment-Emptoyabitity gap is overcome. The education system has to be taitor-made to suit the requirements of the society at [arge and the economy in particutar. Further, w'ith a large number of students enrotted in generat degree programmes in lndia every year, there is a consensus among stakehotders for shift from ,,academic only,, approach. The minimat linkage between the generat degree curricutum and emptoyer's requirement catts for an effective remodel.ing of degree programmes, driven by changing needs of the industry and service sector. | 496 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | Further, w'ith a large number of students enrotted in generat degree programmes in lndia every year, there is a consensus among stakehotders for shift from ,,academic only,, approach. | 6 | page=6,block=0 |
| What does the Learning Outcome based Curriculum Framework (LOCF) provide for higher education institutions? | flexibitity and innovation in programme design and syttabus development | 25. The underiying premise of the [earning outcome-based approach to curricutum ptanning and devetopment is that, higher education quatification such as a Bachetor's Degree is awarded on the basis of demonstrated achievement of outcomes (expressed in terms of knowtedge, understanding skitts, attitudes and vatues) and on the basis of demonstrated achievement of academic standards (expected of graduates of a programme of study). 77. UGC through the Learning Outcome based Curricutum Framework (LOCF) provides for flexibitity and innovation in programme design and syttabus development by HEls. 28. HEls offering apprenticeshi p / internship- embedded degree programme shoutd devetop and maintain domain specific Learning Outcomes for the Apprenticeship/ lnternship Programme. 29. | 515 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/9105852_ugc-guidelines_ApprenticeshipInternship.pdf | UGC through the Learning Outcome based Curricutum Framework (LOCF) provides for flexibitity and innovation in programme design and syttabus development by HEls. | 14 |