‘Employability is a shared responsibility between universities and industry’: Mamidala Jagadesh Kumar

Interview/ Mamidala Jagadesh Kumar, former chairman, University Grants Commission, and former VC, JNU

Q/ What are universities doing to bridge the gap between education and employment?

Education will grow only when educational institutions have sufficient freedom within certain broad national guidelines. NEP 2020 has clearly mandated that our regulatory system has to become a facilitator rather than micromanaging institutions. If there is a mismatch between the pace of reforms and the implementation capacity of institutions, that is a challenge.

Since NEP 2020 was introduced, UGC has worked on redesigning education around learning outcomes, flexibility and employability. UGC introduced the Curriculum and Credit Framework for Undergraduate Programmes, with a focus on internship credits, vocational minors, skill-based components, and flexible entry and exit options. The National Credit Framework has integrated academic, vocational and experiential learning into a synchronised system. This represents a structural shift from a degree-centred to a learner-centred model.

Q/ Are industry partnerships truly integrated or largely symbolic?

UGC introduced skill education as part of degree programmes. A student doing BA psychology can use credits to also study digital media and communications. A student with a mathematics background can pursue data sciences or insurance. This is how we are integrating skills. There is also the concept of professors of practice. If a college wants to introduce skill programmes but its teachers are not trained, it can appoint a professor of practice—an expert from industry who delivers lectures on new skills, while students intern and can later be employed by that company.

A major step was the introduction of the apprenticeship embedded degree programme, where up to 50 per cent of total credits can be assigned to apprenticeship in industry. Over 100 institutions are already offering such programmes. Universities can survive only if they translate these reforms into stronger student experiences and better labour-market relevance.

Q/ How effectively are universities adapting to changing skill demands?

UGC has created a more flexible framework and conducted nationwide awareness programmes urging universities to respond to changing skill needs. The National Credit Framework allows academic, skill-based and experiential learning to be creditised together. UGC frameworks allow universities to include areas such as AI, machine learning, big data and drone technologies. SWAYAM Plus (SWAYAM is the government’s portal for open online courses) has been launched with industry-integrated courses in AI and data analytics. Universities must focus on curriculum reform, faculty preparedness and institutional execution at a faster pace.

Q/ Is technology bridging the gap or widening inequality between institutions?

UGC’s open and distance learning and online programmes regulations and the SWAYAM credit framework have expanded digital pathways in higher education. As of 2025, over 116 HEIs were offering 1,149 ODL programmes, and more than 100 HEIs were offering 544 online programmes, serving over 19 lakh students nationwide. Students can transfer up to 40 per cent of credits from SWAYAM MOOCs (massive open online courses) to their programme credits. Technology by itself does not guarantee equity. Successful implementation depends on how institutions strengthen their capacity and adopt digital technologies.

Q/ Who is ultimately accountable for employability—universities, industry or government?

Employability is a shared responsibility. Universities focus on curriculum quality, learning outcomes, internships and career guidance. Industry must co-design programmes and create apprenticeship opportunities. Institutions should focus on placements because they matter to students, but placements should not become the sole measure of institutional quality. A meaningful evaluation model should combine placement outcomes with broader indicators such as skills, internships, entrepreneurship and student capability development.