| What role will the Apprenticeship Cell have in HEIs? | a facilitator and counsellor for apprenticeship/internship related activities | 14 14 The HEIs are encouraged to offer the Apprenticeship/Internship embedded Degree Programme to the students. HEIs will make the students aware about the programme along with its merits to motivate them to opt for apprenticeship/internship embedded Degree Programme and elicit their interest in participation. The HEIs in consultation with Sector Skill Councils and/or industry/industry associations and/ or commercial/non-commercial organisations/enterprises and/or offices, would design the Apprenticeship/Internship embedded Degree Programme in a way consistent with these guidelines. The HEIs shall have an Apprenticeship Cell with an overall role of a facilitator and counsellor for apprenticeship/internship related activities. The HEIs concerned must obtain the approval from their respective Academic/ Executive Bodies as required by their Statutes. | 657 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | The HEIs shall have an Apprenticeship Cell with an overall role of a facilitator and counsellor for apprenticeship/internship related activities. | 16 | page=16,block=0 | 0.700 | valid |
| What kind of learning does Apprenticeship/Internship provide? | industry led, practice oriented and outcome based learning | India is going to have the largest working age population in the world by 2030, but gainful employment for general stream students is a major challenge. Improving employability of these students requires a new vision with curricular support for employment. Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. This is considered to be one of the most effective ways to develop skilled manpower for the country. It provides for an industry led, practice oriented and outcome based learning. Striving to fulfil this objective of improving employability and forming robust industry-academia linkage, the UGC has framed Guidelines for Higher Education Institutions to offer Apprenticeship/Internship embedded Degree Programme. | 521 | definition | 0.980 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | It provides for an industry led, practice oriented and outcome based learning. | 5 | page=5,block=2 | 0.700 | valid |
| What determines the period of apprenticeship or internship training in a degree programme? | The period of apprenticeship/internship training shall be decided on the basis of individual requirements of course concerned. | 8. Any UG degree programme will have an option to embed at least one semester of apprenticeship/internship as part of the degree programme without altering the total duration of the programme. 9. The period of apprenticeship/internship training shall be decided on the basis of individual requirements of course concerned. 10. The HEIs shall have the flexibility to schedule apprenticeship/ internship within the course duration. 11. The spells of apprenticeship/internship shall be scheduled either continuously or at intervals depending upon the requirement and practicality of the discipline concerned. | 196 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | 9. The period of apprenticeship/internship training shall be decided on the basis of individual requirements of course concerned. 10. | 11 | page=11,block=2 | 0.700 | valid |
| What is identified as a major disconnect in the education system? | 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 curriculum so that the Employment-Employability gap is overcome. The education system has to be tailor-made to suit the requirements of the society at large and the economy in particular. Further, with a large number of students enrolled in general degree programmes in India every year, there is a consensus among stakeholders for shift from “academic only” approach. The minimal linkage between the general degree curriculum and employer’s requirement calls for an effective remodeling of degree programmes, driven by changing needs of the industry and service sector. | 41 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | there is a need to bridge the disconnect between ‘what is taught in the class’ and ‘what is required by the society’. | 7 | page=7,block=1 | 0.700 |
| What potential does apprenticeship have in combining learning methods? | combine work-based learning with theoretical knowledge of related disciplines | This remodelling in turn needs a robust institutionalised framework for industry-academia linkage to increase the employability of the students. Apprenticeship and internship have a huge role to play in this context. World over, apprenticeship is considered as the most efficient and promising structured training for exposure to the real working environment. This has enormous potential to combine work-based learning with theoretical knowledge of related disciplines. Through apprenticeship/internship, students may actively engage with the practical side of their learning | 391 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | This has enormous potential to combine work-based learning with theoretical knowledge of related disciplines. | 7 | page=7,block=1 | 0.700 | valid |
| What role does Apprenticeship/Internship play in higher education? | linking higher education with the requirements of the industry and the world of work | India is going to have the largest working age population in the world by 2030, but gainful employment for general stream students is a major challenge. Improving employability of these students requires a new vision with curricular support for employment. Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. This is considered to be one of the most effective ways to develop skilled manpower for the country. It provides for an industry led, practice oriented and outcome based learning. Striving to fulfil this objective of improving employability and forming robust industry-academia linkage, the UGC has framed Guidelines for Higher Education Institutions to offer Apprenticeship/Internship embedded Degree Programme. | 315 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | Apprenticeship/Internship has a prominent role to play in linking higher education with the requirements of the industry and the world of work. | 5 | page=5,block=2 |
| What role will Sector Skill Councils and the Board of Apprenticeship Training play in identifying industries? | helping the HEIs in identifying industries for apprenticeship/internship | ASSOCIATIONS, SSC AND BOAT • The industry associations like FICCI, CII, commercial and non- commercial organizations or enterprises and industry would assist the HEIs in designing the apprenticeship/internship embedded Degree Programme. • Sector Skill Councils (SSC) and Board of Apprenticeship Training (BOAT) will play an important role in helping the HEIs in identifying industries for apprenticeship/internship. • The SSC and BOAT can also assist the HEIs in designing the apprenticeship/internship embedded Degree Programme in a way consistent with these guidelines. | 342 | relationship | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | • Sector Skill Councils (SSC) and Board of Apprenticeship Training (BOAT) will play an important role in helping the HEIs in identifying industries for apprenticeship/internship. | 17 | page=17,block=2 | 0.700 | valid |
| What does embedding apprenticeship or internship in degree programmes aim to promote? | active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations | 1. To improve the employability of students pursuing Undergraduate level general degree Programme. 2. To focus on outcome-based learning in degree programmes. 3. To promote active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations. | 173 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | To promote active linkage between the higher education system and industry, non-commercial and commercial enterprises/organisations. | 9 | page=9,block=1 | 0.700 | valid |
| What does the inclusion of 24 credits in an embedded degree programme ensure for students? | vertical mobility to the student to a post graduate programme | embedded degree programme, at least 24 credits are being offered as core course which otherwise form a part of a regular undergraduate programme within the CBCS e.g. a BBA (Logistics – apprenticeship/ internship) will necessarily have 24 credits (within its 12 core papers) from a subject area – say BA(Economic) or BA (Vocational Studies- Materials Management) - which are there in the UGC list of Bachelor courses in CBCS. This will ensure vertical mobility to the student to a post graduate programme. | 442 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | This will ensure vertical mobility to the student to a post graduate programme. | 13 | page=13,block=10 | 0.700 | valid |
| What does the minimal linkage between the general degree curriculum and employer’s requirements call for? | an effective remodeling of degree programmes, driven by changing needs of the industry and service sector | 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 curriculum so that the Employment-Employability gap is overcome. The education system has to be tailor-made to suit the requirements of the society at large and the economy in particular. Further, with a large number of students enrolled in general degree programmes in India every year, there is a consensus among stakeholders for shift from “academic only” approach. The minimal linkage between the general degree curriculum and employer’s requirement calls for an effective remodeling of degree programmes, driven by changing needs of the industry and service sector. | 662 | summary | 0.970 | https://www.ugc.gov.in/pdfnews/4216546_UGC-Guidelines-English-8.pdf | The minimal linkage between the general degree curriculum and employer’s requirement calls for an effective remodeling of degree programmes, driven by changing needs of the industry and service sector. |