Innovative Hybrid Model to Enhance Employability in Indian Higher Education, ETEducation
By Prof (Dr) Hemant Sharma
Indian higher education journey today stands at a critical juncture. While National Education Policy (NEP) 2020 excessively emphasizes on skill-development, flexible learning, digital transformation of teaching-learning process, and curtailing industry academia gap, crisis of employability gap between graduates and industry needs lies. Each year, we produce over 1.5 million engineering graduates, along lakhs in management and other professional streams, but as per the latest NASSCOM’s reports, around 55% of these graduates remain unemployed because they lack in practical skills, experiential learning, teamwork and adaptability, and job readiness as per the demand of industries. Companies often complaint that students deficient in competences aligned with National Occupational Standards (NOS) because syllabi are not regularly updated to reflect digital changes and have limited exposure to apprenticeships or live projects. For instance, a firm might need debugging experts, but freshers arrive with only theoretical electronics knowledge without any hands-on test equipment like spectrum analyzers and oscilloscope. In a cyber security firm, threat analysis skills are valued, but curricula lag by 2-3 years.
Industries like IT services, banking, insurance, shipping, manufacturing, automobiles, and logistics etc. often prefer to hire the candidates who can deliver immediate performance instead of spending several lakhs to tarin them on the job. This disparity causes the freshers grapple after the graduation to gain the experience of real-world problem-solving, tool proficiency, and necessary soft skills that delays the hiring cycles and pulls back India’s growth. NEP 2020 promises practical learning, skill development, flexible credits, and digital advancements, yet Indian higher education sector demands an aggressive seamless blend of academia and industry immersion through some innovative models to bridge the gap between “what is taught in the class” and “what is required by industry”. Micro-credentials are quite effective to address industry related skilling and upskilling. They are skill specific with short duration of 7.5 – 30 hours (online, 0.25-1 credit) modules, aligned to prescribed levels 4.5 – 6 of NSQF/NHEQF. They cover niches like “Data Science and Analytics”, “Software Development and DevOps Fundamentals,” “Digital Marketing”, “Digital Automation”, and “Internet of Things” and often delivered via online platforms like SWAYAM Plus or university LMS. The credits are transferrable via Academic Bank of Credit (ABC) when obtained from platform SWAYAM Plus or any NCVET approved Awarding Body (University/Institution/Council). Such modules are impressive for developing conceptual readiness and foundational skills among the students. Apprenticeship Embedded Degree Program (AEDP), integrating general (academics) and vocational education also appears very powerful tool to bridge the employability gap. Apprenticeship training is vital in AEDP which embeds at least one full semester of paid apprenticeships in 3 years-UG programs and two full semesters in 4 years UG programs. As per guidelines, all AEDP apprenticeships onboard via NATS 2.0 portal for compliance, stipend reimbursement, attendance tracking, and certification. Stipend reimbursement to learner is shared between government and industry partner. For this, students enroll on NATS (via Sandwich/AEDP option), industries post vacancies, and a tripartite agreement is executed digitally through the NATS 2.0 portal. The training adheres to provisions of Apprentices Act, 1961.
A close look unveils that both micro-credentials and AEDP uniquely address the employability gap, yet a wise integration of both offers a better structured pathway imbibing from basic skilling to industry immersive work experience among the students. The sequence holds the key. First, micro-credentials equip the students with prerequisites enabling them then to enter AEDP apprenticeships as the competent contributors, not novices. In this manner, micro-credentials provide the precise skill knowledge aligned with NOS-mapped outcomes, certified by third approved party, while AEDP furnishes empirical proof of learning through supervised work logs and performance evaluations. For instance, a BTech Robotics and Automation student completes a 5 or 5.5 level micro-credential in “PLC Programming”, then joins L & T as an apprentice, mastering in process automation in real set up. This innovative pathway promises to deliver a “plug-and-play” talent pipeline for the industries specifically for filling entry level roles. Industries benefit from shorter onboarding and reduced on-job training cost. Also, industries gain loyalty, lower attrition, and innovation from fresh perspectives, while regulatory compliance via MSDE norms ensures scalability. Credits transfer via ABC, flexible exits and enabling RPL transform this hybrid model into “earn-while-you-learn” pathways, fully aligned with NEP’s vision of skill-embedded education.
This hybrid model could be the game changer for the students struggling for employability and financial security. The stipend to AEDP apprentices varies ₹8,000-15,000 monthly under MSDE, scaling to ₹25,000 for advanced trades, thus —compensating education costs, crucial for Tier-2/3 city students from modest backgrounds. The digital badges, earned through micro-credentials enhance the visibility and interview calls on LinkedIn. Students on the successful completion earn degree, micro-credentials and apprenticeship certificate coupled with RPL credits for lateral entry and above all professional networks making them more confident. Such online micro-credentials promote inclusivity by including the students and women from rural India and bring global opportunities, if they match with international standards.
Government reports depict that India needs to train 500 million people in next five years and produce 70% job ready graduates to become a developed nation by 2047. AEDP after micro-credentials is the key. In this synergy lies India’s competitive edge: a skilled, earning, innovative youth powering the vision of Atmanirbhar Bharat. It leads nation building a resilient workforce, reducing brain drain, curbing inequality, and pushing the priority sectors like renewable energy, semi-conductor, defense, financial sectors etc. Government must incentivize it further by offering aggressive tax cuts for companies hiring apprentices, quick approvals, and on-line platform integration. Universities also gain edge in NIRF ranking, UGC grants, higher graduate employability, and contributing to national goals. Thus, Universities must lead—pilot in 2026 cohorts, track outcomes, and scale. This hybrid model has the potential to power the mission of self -reliant India.
Prof (Dr) Hemant Sharma is the Vice Chancellor, GNA University.
DISCLAIMER: The views expressed are solely of the author and ETEDUCATION does not necessarily subscribe to it. ETEDUCATION will not be responsible for any damage caused to any person or organisation directly or indirectly.
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