“VTU ensures that skills translate into successful careers, bridging the gap between education and industry needs,” says Dr. Sandhya R. Anvekar, Director, VTU-Skill Development Centre, Visvesvaraya Technological University (VTU).
Skill development has become a crucial pillar of higher education, ensuring that students are job-ready and equipped with industry-relevant expertise. At Visvesvaraya Technological University (VTU), skill-based learning is integrated with academic programs to bridge the gap between education and industry needs.
In an insightful conversation with Dr. Madhuri Dubey, Director-Founder, National Skills Network – NSN, Dr. Sandhya R. Anvekar, Director, VTU-Skill Development Centre, Visvesvaraya Technological University (VTU), shared key perspectives on VTU’s evolving skill development ecosystem.
The discussion also emphasized the integration of skilling, reskilling, and upskilling with academic learning, industry collaborations through Skill Development Centers (SDCs) and Centers of Excellence (CoEs), and the impact of multi-stakeholder engagement on curriculum, internships, placements, and hands-on learning for engineers.
Here are some of the highlights from the interview. To watch the full video, please visit our YouTube channel.
Q. Please share insights on VTU’s skill development and work-integrated learning initiatives for skilling, reskilling, and upskilling?
A. Visvesvaraya Technological University (VTU), the largest and only university for technology in Karnataka. With over 200 affiliated engineering colleges, we see more than 50,000 students graduate each year. VTU serves as the key monitoring agency for technical education in the state and holds notable rankings, including being the 22nd top state university in India and among the top 15 government technical universities.
Named after Bharat Ratna Sir M. Visvesvaraya, VTU has been pioneering advancements in technological education. While traditionally known for academics, in recent years, VTU has significantly expanded its focus on skill development. Today, the university not only provides education but also equips students with industry-relevant skills, enhancing their employability. VTU ensures that skills translate into successful careers, bridging the gap between education and industry needs.
Q. Are VTU’s skill development initiatives helping engineering graduates become more hands-on and job-ready?
A. VTU Skill Development Center focuses on skilling, reskilling, and upskilling across three key stakeholder groups: students, faculty, and the general public. The general public is further categorized into women, the general workforce, and unemployed youth.
To bridge the gap between academia and industry, we integrate hands-on training into our curriculum. Traditionally, engineering education emphasized theoretical knowledge, leading to a lack of industry-ready skills. However, initiatives like NEP 2020, Make in India, and industry collaborations have shifted this approach. Today, hands-on training is a priority to ensure graduates are job-ready from day one.
At our university, we have successfully aligned industry expectations with academic programs. Our Board of Studies, comprising industry experts, academicians, and administrators, regularly updates the curriculum based on industry needs. Additionally, we have established Centers of Excellence in various domains, offering students paid and free internships.
We have partnerships with leading companies such as Autodesk, Bentley, Triumph, and government-backed initiatives like TCOE for telecom research. Our collaboration with NTTF further strengthens our skilling ecosystem, ensuring students gain practical exposure alongside their academic learning.
Q. How do you differentiate between skilling, reskilling, and upskilling, and who are the target learners for each?
A. VTU has actively contributed to skill development beyond academics, focusing on training students and the general public. Initially, VTU partnered with the National Skill Development Corporation (NSDC) and the Automotive Skills Development Council (ASDC) at the Karnataka State level and secured its first project on PM Vishwakarma scheme, training 2,000 candidates in 18 traditional trades. Due to its success, the target increased to 40,000, leading to the establishment of VTU Skill Development Centers across affiliated colleges. These centers operate under a revenue-sharing model, utilizing college infrastructure while VTU handles training and execution.
VTU has expanded its initiatives through partnerships with Karnataka Skill Development Corporation (KSDC) and Chief Minister’s Kaushalya Karnataka Yojane (CMKKY), securing a five-year government project to train 25,000 non-engineering dropouts for employability. Additionally, VTU supports women through CSR-funded programs, designing entrepreneurship and financial assistance courses.
Recognized nationally, VTU’s skill center in Talakal was among the top three PM Vishwakarma performers in India and was selected for direct interaction with the Prime Minister.
Q. How do VTU’s skill development centers operate, and what is the affiliation process for colleges in Karnataka?
A. VTU’s Skill Development Centers operate across nine locations, offering domain-specific hands-on training in fields like electrical, electronics, mechanical, civil, computer science, and aerospace. These centers are located within VTU campuses and support undergraduate, postgraduate, and PhD programs.
For affiliated colleges, VTU facilitates general skilling programs funded by entities like Kerala State Textile Corporation Ltd. (KSTC), Nano Science and Technology Consortium (NSTC), National Bank for Agriculture and Rural Development (NABARD), and CSR initiatives from banks and corporations. Colleges interested in setting up a VTU Skill Development Center must first engage in discussions, followed by an MoU outlining roles and requirements. The basic infrastructure requirements include 3-4 well-equipped training rooms, at least one smart classroom for high-end courses, and a lab if IT-related training is included.
Also read: Industry perspectives on skill development and technical education
Q. How can traditional colleges set up skill centers and build long-term, sustainable industry partnerships beyond placements?
A. Industries today actively utilize CSR funds to add value to society, and many invest in skill development initiatives through academia-industry collaborations. One effective model involves industries setting up Centers of Excellence (CoEs) in academic institutions under CSR, providing hardware, software, and infrastructure while institutions offer space and basic amenities.
Academia should proactively engage with industries aggressively investing in CSR for skill development. Many industries, including Tata, Bajaj, and Bosch, have established CoEs, integrating skill-based training within educational institutions. These collaborations also focus on employability, ensuring direct industry involvement in student training and placements.
With industry-driven training, students receive direct exposure to real-world skills, bridging the academia-industry gap. Institutions must actively seek MoUs with industries, integrate industry-led programs into their curriculum, and leverage internship platforms that offer both paid and unpaid opportunities. This approach not only enhances employability but also ensures industry-aligned education and career opportunities for students.
Q. Is there anything else you would like to share with our audience?
A. Academic institutions today should go beyond traditional knowledge transfer and focus on consultancy as a key objective. While teaching and research have been integral for decades, consultancy remains underutilized. Institutions can leverage CSR funds to establish a revenue-sharing model where infrastructure is provided by academia, and funding comes from industry.
This not only generates income but also facilitates internships, placements, and certificate programs. Additionally, faculty members, particularly in engineering, can enhance their roles by becoming industry trainers, leading to professional growth and skill enhancement. Many educators have successfully transitioned into industry trainers after undergoing training programs, highlighting the vast opportunities available in this space. Institutions should prioritize this avenue for greater industry collaboration and faculty development.
