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 Outdated curricula, regulatory inertia and a substantial disconnect between academia and industry were the immediate reasons for this shortcoming.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.
The writer is chairman, UGC and former VC, JNU. Views are personal
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. 
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