UGC’s Draft Guidelines on AEDP: How Flexible Credit Transfer and Apprenticeship Rules Will Benefit Students

The University Grants Commission (UGC) has unveiled draft guidelines for the

Apprenticeship Embedded Degree Programme

(AEDP) that promise to revolutionise the

higher education

landscape in India. By allowing flexibility in credit transfer and apprenticeship durations, the new guidelines aim to enhance students’ employability and bridge the gap between academic learning and practical industry experience.

This initiative not only addresses the needs of students but also responds to the demands of industries for a skilled workforce.
UGC Chairman, Prof. M. Jagadesh Kumar, emphasised the significance of these guidelines, stating, “The draft guidelines for the Apprenticeship Embedded Degree Programme (AEDP) are a significant step towards enhancing the employability of our youth. By formally embedding apprenticeships within degree curricula, students will acquire experiential learning alongside theoretical knowledge, equipping them with the competencies that employers seek.” This initiative is set to become a game-changer for students looking to bolster their career prospects.

Flexible Credit Transfer Mechanism

One of the most notable features of the UGC’s draft guidelines is the flexibility in credit transfer for students participating in the AEDP. Institutions that meet specific accreditation standards can integrate apprenticeships into undergraduate programmes, allowing students to earn academic credits based on their practical training experiences. This approach not only acknowledges the value of hands-on learning but also encourages students to engage more deeply with their studies.

As outlined in the guidelines, “The credit system is established based on training hours, with 30 hours of training equating to 1 credit. This means that a minimum of 40 credits can be earned through a year-long apprenticeship.” This flexibility allows students to tailor their academic paths according to their career aspirations and industry requirements. “We urge all eligible higher education institutions to take advantage of these guidelines and offer AEDP programmes to their students,” said Prof. Kumar, reinforcing the call for institutions to embrace this model.
Strengthening Industry-Academia Collaboration
The draft guidelines emphasise the importance of collaboration between higher education institutions and industries. By fostering strong connections, the AEDP framework ensures that academic curricula are aligned with industry needs, thus enhancing the relevance of the education students receive. This closer partnership aims to provide students with a comprehensive understanding of real-world challenges while also preparing them for the workforce.
The guidelines allow for apprenticeships to be scheduled from the second semester onward, enabling students to gain practical experience while still completing their academic requirements. “The integration of apprenticeship training within degree programmes will not only improve employability but will also provide students with critical skills and experience that are highly sought after in the job market,” said Prof. Kumar.
Stipends and Financial Support
Another significant aspect of the AEDP guidelines is the provision for stipends. The UGC has stated that students will be eligible for stipends based on whether the AEDP is offered through the National Apprenticeship Training Scheme (NATS) or directly with the industry, as per the Apprentices Act, 1961. This financial support is crucial for students, particularly those from economically disadvantaged backgrounds, as it provides them with the necessary resources to pursue apprenticeships without financial burden.
Moreover, the guidelines stipulate that higher education institutions are expected to monitor students’ progress after completing their apprenticeships to assess the effectiveness of the programmes. This commitment to ongoing evaluation demonstrates the UGC’s dedication to ensuring that the apprenticeship model remains effective and beneficial for all stakeholders involved.
A Step Towards an Inclusive Education System
The UGC’s draft guidelines for the Apprenticeship Embedded Degree Programme represent a significant shift in how higher education institutions approach curriculum design and student engagement. By incorporating flexible credit transfers and apprenticeship opportunities, the guidelines aim to create a more inclusive and innovative education system.
The draft guidelines also mandate a tripartite agreement between the higher education institution, the industry, and the student, ensuring that roles and responsibilities are clearly defined. This collaborative approach is expected to yield better outcomes for students, industry partners, and educational institutions alike.
Prof. Kumar’s assertion that “these guidelines will empower our students by providing them with the tools they need to succeed in a rapidly changing job market” encapsulates the overarching aim of this initiative. By focusing on experiential learning and

industry collaboration

, the UGC is laying the groundwork for a new generation of graduates equipped with the skills, knowledge, and experience necessary to thrive in their chosen careers.
In the coming days, the draft guidelines will be made available for public consultation, inviting feedback from stakeholders, including students and educational institutions. As this innovative framework takes shape, it holds the promise of not only transforming education in India but also of equipping students with the vital skills needed to navigate the complexities of today’s job market.