NITI Aayog

Choose Report Type

Publications

Publication Date

Fri, 02/20/2026 - 14:07

Report Upload

Download (21.22 MB)

vertical

Skill Development, Labour & Employment

PDF Text

REVITALIZING INDIA’S
APPRENTICESHIP ECOSYSTEM
FEBRUARY 2026
INSIGHTS, CHALLENGES,
RECOMMENDATIONS AND BEST PRACTICES Revitalizing
India’s
Apprenticeship
Ecosystem
FEBRUARY 2026
Insights, Challenges,
Recommendations and

Best Practices Suggested Citation NITI Aayog: Revitalizing India’s Apprenticeship Ecosystem: Insights,
Challenges, Recommendations and Best Practices, February 2026.
Copyright and Disclaimer
Copyright© NITI Aayog, 2026 Every care has been taken to provide correct and up to
date information with references. However, NITI Aayog shall not be liable for any loss or
damage whatsoever, including incidental or consequential loss or damage, arising out of, or
in connection with any use of or reliance on the information in this document. Readers of this
document should be aware that the document may be subject to revisions.
New Delhi – 110001
Dr. Sonia PantProgramme Director
Dr. Sakshi KhuranaSenior Specialist
Shailendra YadavConsultant Gr. I
Radhika TalekarYoung Professional
NITI AAYOG RESEARCH TEAM New Delhi
February, 2026 New Delhi
February, 2026 New Delhi
February, 2026 Revitalizing India?s Apprenticeship Ecosystem xv
Table of Contents
Executive Summary��x
Message from Vice-Chairman��xii
Message from Member, NITI Aayog��xiii
Message from CEO, NITI Aayog��xiv
Message from Programme Director��xv
1. Building the Future: How Apprenticeships Power India’s
Viksit Bharat @2047 Vision��1
2. Bridging Eras: India’s Apprenticeship Journey from 20
th
to 21
st
Century��9
3. Trends and Insights under NAPS and NATS in India��17
3.1 Introduction��18
3.2 All India insights into Establishments under NAPS��18
3.3 Trends in apprentices under NAPS��22
3.4 Trends among apprentices engaged under NATS��32
4. Trends and Insights under NAPS and NATS (States and Special Districts��35
4.1 Introduction��36
4.2 State/UT-wise comparison of REs and AEs under NAPS��38
4.3 AE-RE Percentage for all States/UTs (FY 2024-25)��41
4.4 State-wise insights into Apprentices under NAPS��43
4.5 Trends among States/UTs in apprentices registered, engaged, and completed
training under NAPS in last five years��50
4.6 Trends among REs and AEs among special regions under NAPS��52
4.7 Insights on trends in apprentices under NATS (States and UTs)��54
4.8 Trends in apprentices engaged under NATS among States/UTs in last five years��57
4.9 Proportion of apprentices engaged under NATS in each State/UT��57
4.10 Proportion of apprentices engaged under NAPS in each State/UT��58
4.11. Comparative analysis of NAPS and NATS among apprentices engaged��59
5. Stakeholder Consultations��65
6. Unpacking the Roadblocks: Challenges in India’s Apprenticeship Ecosystem��69
7. Building a Future-Ready Apprenticeship Framework: Key Recommendations.��75
7.1 Introduction��76
7.2 Policy and Systemic Recommendations��77
7.3 Structure and Regulatory Recommendations�� 83
7.4 States/UTs and special district-specific recommendations��87
7.5 Industry and Employer Recommendations��89
7.6 Apprentice and Aspirant Recommendations�� 94
References��100
Annexures��107 Revitalizing India’s Apprenticeship Ecosystem xvi
List of Figures
Fig. NoDescription
1.1Apprenticeship Career Journey
1.2Methodology for revitalizing apprenticeships in India
2.1India’s Apprenticeship Journey through 20th to 21st Century (1950-2025)
2.2Stakeholders of the National Apprenticeship Promotion Scheme (NAPS)
2.3Stakeholders of the NATS (NATS)
2.4Type of Apprentices and their Regulatory Bodies
3.1REs under NAPS (All India)
3.2AEs under NAPS (All India)
3.3REs and AEs under NAPS (All India)
3.4Participation of active establishments (Public and Private Sector)
3.5
Apprentices registered, engaged and completed training under NAPS
(All India)
3.6
Percentage of apprentices engaged and completed training under NAPS
(All India)
3.7
Number of Apprentices registered and did not engage in training (All
India)
3.8Percentage of dropouts from engaged Apprentices under NAPS
3.9
Active establishments and Apprentices engaged by Enterprise Size under
NAPS (FY 2018-19 to 2024-25)
3.10Share of apprentices engaged Enterprise wise (FY 2018-19 to 2024-25)
3.11
Trade preference by apprentices under Apprenticeship Scheme (FY 2018-
19 to FY 2024-25)
3.12Apprentices registered under NAPS (All India - Gender-wise)
3.13Number of male apprentices registered and engaged under NAPS
3.14Number of female apprentices registered and engaged under NAPS
3.15
Percentage of apprentices who completed training from those engaged
under NAPS (All India - Gender-wise)
3.16
Number of female apprentices engaged and completed training under
NAPS
3.17Number of Apprentices engaged under NATS (all India)
4.1 Proportion of Active Establishments in all States/UTs
4.2Top 10 States (AEs under NAPS) FY 2024-25
4.3Bottom 10 States (AEs under NAPS) FY 2024-25
4.4Northeast States (Establishments under NAPS) FY 2024-25
4.5Union Territories (Establishments under NAPS) FY 2024-25
4.6AE-RE percentage in each State/UTs (FY 2024-25) Revitalizing India’s Apprenticeship Ecosystem xvii
4.7Top 10 States (Apprentices engaged under NAPS)
4.8Bottom 10 States (Apprentices engaged under NAPS)
4.9Northeast States (Apprentices under NAPS)
4.10Union Territories (Apprentices under NAPS)
4.11
Top 10 States (apprentices engaged and completed training under NAPS
till 2024-25)
4.12
Bottom 10 States (apprentices engaged and completed training under
NAPS till 2024-25)
4.13
Northeast States (apprentices engaged and completed training under
NAPS till 2024-25)
4.14
Union Territories (apprentices engaged and completed training under
NAPS till 2024-25)
4.15Establishments in Special Districts FY 2018-19 to 2024
4.16Apprentices in Special Districts (FY 2018-19 to 2024-25)
4.17
Top 10 States in Apprentices Engaged under NATS (FY 2019-20 to 2024-
25)
4.18
Bottom 10 States in Apprentices Engaged under NATS (FY 2019-20 to
2024-25)
4.19
Apprentices Engaged under NATS in Northeast States (FY 2019-20 to
2024-25)
4.20
Apprentices Engaged under NATS in Union Territories (FY 2019-20 to
2024-25)
4.21Proportion of Apprentices engaged under NATS (till FY 2024-25)
4.22Proportion of Apprentices engaged under NAPS (till FY 2024-25)
4.23Total number of apprentices engaged under NAPS (till FY 2024-25)
4.24Total number of apprentices engaged under NATS (till FY 2024-25) Revitalizing India’s Apprenticeship Ecosystem xviii
Table No.Title
2.1 Minimum Rate of Stipend Payable to Apprentices under NAPS
2.2 Minimum Rate of Stipend under NATS
3.1 Trade preferences of apprentices under NAPS according to educational
qualifications
4.1 Rank of each State in RA*, EA, and CT (NAPS) from FY 2020-21 to
2024-25
4.2 Rank of each State/UT in apprentices engaged (NATS) from FY 2020-
21 to 2024-25
Box No.Title
I Maharashtra’s maps model to broaden establishment eligibility
II International Best Practices: Modular Apprenticeships & SkillsFuture
Portal Initiative, Singapore
IIIInternational Best Practices: Employer-Led & Degree Apprenticeships in
the UK
IV International Best Practices: Dual Vocational Training System in Germany
V Tamil Nadu: education-industry integration model
VI National Best Practices: National Scheme for Industrial Training Institute
(ITI) Upgradation, May 2025
VIINational Best Practices: North East Apprenticeship Pilot Scheme, (May
20, 2025)
VIIIKarnataka: Industry Engagement Model
IX International Best Practices: Public-Private Partnerships for Vocational
Training, China
X Gujarat: Mukhya Mantri Apprenticeship Yojana (MAY)
XI International Best Practices: Meister Schools & Vocational High Schools,
South Korea
List of Tables
List of Boxes Revitalizing India’s Apprenticeship Ecosystem xix
Abbreviation Description
AAApprenticeship Advisors
ABCAcademic Bank of Credits
AE Active Establishment
AEDPApprenticeship Embedded Degree Programme
AEIApprentice Engagement Index
AGPCsApprenticeship Guidance and Placement Cells
AI Artificial Intelligence
AICTEAll India Council for Technical Education
AISHEAll India Survey on Higher Education
ALISApprenticeship Linked Incentive Scheme
AQFAustralian Qualification Framework
ASIAnnual Survey of Industries
ASSOCHAMAssociated Chambers of Commerce and Industry of India
B.A.Bachelor of Arts
B.Com.Bachelor of Commerce
B.Sc.Bachelor of Science
B.Voc.Bachelor of Vocation
BoATBoard of Apprenticeship Training
BoGBoard of Governors
BoPTBoard of Practical Training
BPMBusiness Process Management
CACCentral Apprenticeship Council
CAGRCompound Annual Growth Rate
CIIConfederation of Indian Industries
CoECentre of Excellence
CPSUCentral Public Sector Undertaking
CSRCorporate Social Responsibility
CSSCentrally Sponsored Scheme
CSSMCentrally Sponsored State Managed
DBTDirect Benefit Transfer
DCDistrict Collector
DDU-GKYDeen Dayal Upadhyaya Grameen Kaushalya Yojana
DGTDirectorate General of Training
DHEDepartment of Higher Education
DLAHDistrict Apprenticeship Facilitation Hubs
DMEODevelopment Monitoring and Evaluation Office
List of Abbreviations Revitalizing India’s Apprenticeship Ecosystem xx
Abbreviation Description
DPIITDepartment for Promotion of Industry and Internal Trade
DSCDistrict Skill Committee
EPFOEmployees’ Provident Fund Organisation
EQFEuropean Qualification Framework
ESICEmployees State Insurance Corporation
E-to-EEducation-to-Employment
EVElectric Vehicle
FGDFocus Group Discussion
FICCIFederation of Indian Chambers of Commerce & Industry
FYFinancial Year
GDPGross Domestic Product
GoIGovernment of India
GSTGoods and Services Tax
HEIsHigher Education Institutions
IGNOUIndira Gandhi National Open University
IIEIndian Institute of Entrepreneurship
IITIndian Institute of Technology
ILOInternational Labour Organization
INRIndian National Rupee
IoTInternet of Things
IRDAIInsurance Regulatory and Development Authority of India
ITInformation Technology
ITeSInformation Technology Enabled Services
ITIIndustrial Training Institute
JAAJoint Apprenticeship Adviser
KATSKarnataka Apprenticeship Training Scheme
KSDMKarnataka Skill Development Mission
KYCKnow Your Customer
LWELeft Wing Extremism
M.Voc.Master of Vocation
MAYMukhyamantri Apprenticeship Yojana
MCAMinistry of Corporate Affairs
MEAMinistry of External Affairs
MEITYMinistry of Electronics and Information Technology
MISManagement Information System
MLMachine Learning
MNCMulti-National Corporation
MoCIMinistry of Commerce and Industry
MoDoNERMinistry of Development of North Eastern Region Revitalizing India’s Apprenticeship Ecosystem xxi
Abbreviation Description
MoEMinistry of Education
MoHFWMinistry of Health and Family Welfare
MoLEMinistry of Labour and Employment
MoMSMEMinistry of Micro, Small & Medium Enterprises
MOOCMassive Open Online Courses
MoSPIMinistry of Statistics and Programme Implementation
MoUMemorandum of Understanding
MoWCDMinistry of Women and Child Development
MoTAMinistry of Tribal Affairs
MSDEMinistry of Skill Development and Entrepreneurship
MSMEMicro, Small, & Medium Enterprises
NANot Available
NAACNational Assessment and Accreditation Council
NADNational Academic Depository
NAMNational Apprenticeship Mission
NAPNational Apprenticeship Portal
NAPSNational Apprenticeship Promotion Scheme
NASSCOMNational Association of Software and Service Companies
NATSNational Apprenticeship Training Scheme
NCrFNational Credit Framework
NCSNational Career Service
NCVETNational Council for Vocational Education and Training
NCVTNational Council for Vocational Training
NeGDNational e-Governance Division
NEPNational Education Policy
NERNorth East Region
NGONon-Governmental Organization
NICNational Informatics Centre
NIESBUDNational Institute for Entrepreneurship and Small Business Development
NIRFNational Institutional Ranking Framework
NIT National Institute of Technology
NITINational Institution for Transforming India
NOSNational Occupation Standards
NRLMNational Rural Livelihoods Mission
NSDCNational Skill Development Corporation
NSQFNational Skills Qualification Framework
NSTINational Skill Training Institutes
OJTOn-the-Job Training
PFProvident Fund
PIAProject Implementation Agency Revitalizing India’s Apprenticeship Ecosystem xxii
Abbreviation Description
PIBPress Information Bureau
PLIProduction Linked Incentive
PMNAMPrime Minister National Apprenticeship Mission
PPPPublic Private Participation
RDSDERegional Directorate of Skill Development and Entrepreneurship
RERegistered Establishments
RE-AE Ratio Active to Registered Establishments Ratio
RPLRecognition of Prior Learning
SAAState Apprenticeship Adviser
SaaSSoftware as a Service
SANKALPSkills Acquisition and Knowledge Awareness for Livelihood Promotion
SCVTState Council for Vocational Training
SDE Division Skill Development and Employment Division
SDGSustainable Development Goal
SIAMSociety of Indian Automobile Manufacturers
SIDHSkill India Digital Hub
SMESmall and Medium Enterprises
SoPStandard Operating Procedure
SPSUState Public Sector Undertaking
SPVSpecial Purpose Vehicle
SRLMState Rural Livelihoods Mission
SSCSector Skill Council
SSDMState Skill Development Mission
STTShort Term Training
SWAYAMStudy Webs of Active-learning for Young Aspiring Minds
TNSDCTamil Nadu Skill Development Corporation
ToTTraining of Trainers
TPTraining Partner
TPAThird Party Aggregator
TRIFEDTribal Cooperative Marketing Development Federation of India Limited
TVETTechnical Vocation and Education Training
UGCUniversity Grants Commission
UKUnited Kingdom
UNUnited Nations
UNDPUnited Nations Development Programme
UNESCOUnited Nations Educational, Scientific and Cultural Organization
UNEVOCUNESCO Vocational Education
USTTADUpgrading the Skills and Training in Traditional Arts/Crafts for Development
UTUnion Territory
VETVocational Education and Training Revitalizing India?s Apprenticeship Ecosystem xxiii
India’s aspiration to emerge as a leading
global economic and knowledge hub by
2047 is articulated through the vision of
Viksit Bharat @2047. This necessitates a
fundamental transformation in the way
the country develops and deploys its
human capital. The youth aged 15–29 years
constituted 27.2% of the population in 2021
and in absolute terms, India will continue to
have a youth population of approximately
345 million by 2036, the largest in the world
(MOSPI, 2022). To translate this youth bulge
into a demographic dividend, India must
ensure that its young population is equipped
with the necessary skills, education, and
employment opportunities. At the heart
of this transformation lies the imperative
to strengthen the skilling ecosystem,
particularly through the revitalization of
apprenticeships.
Apprenticeship training serves as a critical
conduit between formal education and
employment, enabling youth to acquire
job-relevant skills through structured,
work-based learning. Apprenticeships
boost productivity and innovation for
businesses by giving them access to
a pool of talented people specifically
matched to their requirements. Despite
successive policy efforts and the existence
of flagship schemes such as the National
Apprenticeship Promotion Scheme (NAPS)
and the National Apprenticeship Training
Scheme (NATS), there is immense scope
for strengthening the Indian apprenticeship
ecosystem.
As of FY 2024–25, over 51,000
establishments were active under NAPS,
yet data reveals stark regional disparities
in engagement and completion that vary
across States and UTs (MSDE, 2025; NCVT,
2025). An emphasis on apprenticeships
is necessary for developing a workforce
capable of propelling India’s economic
expansion. This report is an exercise to
analyse the structural evolution, current
trends, institutional gaps, and performance
bottlenecks in India’s apprenticeship system
and to offer strategic recommendations
aimed at enhancing its scale, quality, and
relevance.
The report presents a comprehensive
assessment of apprenticeship policies and
implementation experiences across the
country. It draws on an extensive literature
review of Government and industry reports,
data from official public platforms such
as the NAPS portal and NATS dashboard,
and insights from expert consultations
with stakeholders from Central and State
Governments, industry associations,
academia, and international organizations.
The report is divided into seven chapters. The
first chapter contextualizes apprenticeships
within India’s broader national development
goals and highlights their critical role in
high-growth sectors such as advanced
manufacturing, electric mobility, green
energy, and digital services. The second
chapter traces India’s apprenticeship
journey from the Apprentices Act of
1961 through successive policy reforms,
presenting an overview of key stakeholders
and their evolving roles.
Chapter three conducts a granular analysis of
national-level trends under NAPS and NATS
using official data, focusing on indicators
such as establishment registrations, sectoral
distributions, enterprise size, gender
participation, and dropout rates. Chapter
four disaggregates these patterns further,
by providing a detailed state-wise and
special district-wise assessment, capturing
both high-performing and underperforming
regions, with special focus on the Northeast
Region (NER) and UTs.
Chapter five contains comprehensive
Executive Summary Revitalizing India?s Apprenticeship Ecosystem xxiv
insights gained from extensive stakeholder
consultations conducted by Skill
Development and Employment (SDE)
Division, NITI Aayog. Chapter six synthesizes
challenges into five broad categories viz.
policy and system-related, structural and
regulatory, States and special districts
specific, industry and employer related, and
apprentice/aspirant-level constraints.
Drawing upon national and state-level
analysis and stakeholder consultations,
chapter seven presents 20 recommendations
and these are categorised these into 5
interlinked pillars: (i) Policy and systemic
reforms, (ii) Structural and regulatory
strengthening, (iii) State and district-
specific interventions, (iv) Industry and
employer engagement, and (v) Apprentice-
and aspirant-level support mechanisms.
Each recommendation is mapped to
responsible institutions, implementation
timelines, and measurable performance
indicators to ensure accountability and
outcome tracking.
At the policy and systemic level, it
recommends a unified NAM–NAP mission
framework, consolidation of apprenticeship
portals, seamless mobility between
education and skilling pathways, and formal
alignment with National Credit Framework
(NCrF) and NEP 2020. On structure
and governance, the report proposes
the introduction of an Apprenticeship
Engagement Index to benchmark
performance; standardizing training and
assessment protocols; strengthening post-
apprenticeship benefits, and accelerating
adoption and upgradation of Industry
4.0 aligned ITIs. It emphasizes on the
role of District Skill Committees as nodal
implementation anchors and targeting
high-potential, yet low-performing special
districts to improve completion and
transition outcomes.
Industry-facing reforms focus on deepening
MSME participation through cluster-
based consortia and community networks,
especially in traditional skills sectors;
promoting a Startup Apprenticeship
Programme (SAP); improving industry
perception through strategic outreach;
expanding apprenticeships into the gig and
platform economy; and reducing regulatory
frictions that deter employer participation.
The report also underscores the need
to build institutional capacity among
training providers and intermediaries to
deliver quality, demand-driven training.
For apprentices and aspirants, the
recommendations prioritize improving
stipend adequacy and retention, facilitating
travel and accommodation support,
expanding insurance and social security
coverage, strengthening early awareness
and counselling systems, enabling
international mobility and exposure and
advancing women’s inclusion across sectors
and geographies.
The report positions apprenticeships
as a strategic investment in human
capital and national competitiveness.
Through the effective implementation of
recommendations, stakeholders in the
apprenticeship ecosystem can together
address the current skill deficit, unlock the
potential of India’s demographic dividend,
and build an apprenticeship ecosystem
that is agile, inclusive, and aligned with the
demands of the 21st-century world of work. Revitalizing India’s Apprenticeship Ecosystem xxv ?
?
Building a Future-Ready Apprenticeship
Framework: Key Recommendations
Policy and Systemic
?
Structure and Regulatory
?
States/UTs & Special District Specific
?
Industry & Employers
?
Apprentice & Aspirant 1
Building the Future:
How Apprenticeships
Power India’s Viksit Bharat
@2047 Vision Revitalizing India?s Apprenticeship Ecosystem 2
1.1 Introduction
India’s ambitious vision of Viksit Bharat
@2047 envisions a transformative shift
towards a high-tech, innovation-driven
economy. Several national initiatives such
as Make in India, PM-Gati Shakti, National
Infrastructure Pipeline, Industrial Smart
Cities, the Production Linked Incentive (PLI)
Scheme, and the aspiration to make India a
global manufacturing and services hub, all
align with the national vision. At the core
of these goals is the necessity to develop a
workforce that is not only highly skilled but
also adaptable to the rapid technological
changes across all sectors including
advanced manufacturing, information
technology, healthcare, renewable
energy, financial services, logistics, and
semiconductor production.
Advanced manufacturing relies on precision
engineering and automation, demanding a
workforce adept in areas like robotics, AI,
and IoT. Similarly, sectors such as renewable
energy, healthcare, IT, logistics, and financial
services require expertise in emerging
technologies, environmental sustainability,
digital transformation, and advanced
practices. The apprenticeship model in
India is being positioned to support these
national goals by addressing the skill gaps
that impede industrial and economic growth
across the entire spectrum of the economy.
Apprenticeship schemes such as National
Apprenticeship Promotion Scheme
(NAPS) and National Apprenticeship
Training Scheme (NATS) bridge these
gaps by integrating on-the-job training
with theoretical knowledge, ensuring
that individuals are prepared to meet the
specific demands of these high-growth
and high-impact sectors. Furthermore,
apprenticeship programmes enhance
productivity and global competitiveness
by enabling industries and service sectors
to maintain a pipeline of skilled talent.
A key feature of apprenticeship is its
potential to prepare youth for their future
careers, promote career advancement,
and foster lifelong learning aligning
with the dynamic nature of the modern
economy. As industries and services
evolve, along with the way goods and
services are delivered, apprenticeships can
be tailored to equip individuals with new
competencies, ensuring their relevance in
an ever-changing job market.
This adaptability is vital for achieving
India’s vision of becoming a knowledge
economy and a leader in high-tech industries
and services, particularly in areas like
semiconductor manufacturing, green jobs
(renewable energy, green hydrogen, energy
storage, sustainable infrastructure), defence
technologies (defence manufacturing and
R&D), artificial intelligence (AI)/machine
learning (ML) technologies, information
technology (IT) and digital services (including
cloud, cybersecurity, SaaS), electric vehicles
(EVs), automotive (including battery tech
and charging infrastructure), logistics, and
financial services, where global demand is
rapidly increasing.
A strong and effective ecosystem for
apprenticeship training can ensure that
apprenticeship is not merely a training
mechanism, but a catalyst for economic
transformation. By harmonizing with national
goals as well as with international standards,
India’s apprenticeship framework can
promote innovation, inclusivity, and industry
relevance. As India positions itself as a global
manufacturing hub and a leader in sustainable
development, apprenticeship programmes
will play a critical role in equipping its
workforce to meet the challenges of the
21st century, driving the nation towards the
ambitious goal of Viksit Bharat @2047.
1.2 Understanding apprenticeship:
definition and scope
Apprenticeship is a cornerstone of workforce
development, providing opportunities for skill
acquisition and practical learning. It facilitates
the transition from education to employment,
bridging the gap between theoretical
knowledge and industry-specific skills.
UNESCO-UNEVOC defines an apprentice
as “a person who undertakes training Revitalizing India’s Apprenticeship Ecosystem 3
under an apprenticeship programme,” and
elaborates that apprenticeships are “formal
vocational education and training schemes
that combine learning in education or
training institutions with substantial
work-based learning in companies and other
workplaces, lead to nationally recognised
qualifications, are based on an agreement
defining the rights and obligations of
the apprentice, the employer and, where
appropriate, the vocational education and
training institution, and with the apprentice
being paid or otherwise compensated for
the work-based component (UNESCO-
UNEVOC, 2025).
According to the ILO
1
, apprenticeships
are “a unique form of technical vocational
education and training, combining on-the-
job training and off-the-job learning, which
enable learners from all walks of life to acquire
the knowledge, skills and competencies
required to carry out a specific occupation.
They are regulated and financed by laws and
collective agreements and policy decisions
arising from social dialogue, and require a
written contract that details the respective
roles and responsibilities of the apprentice
and the employer; they also provide the
apprentice with remuneration and standard
social protection coverage. Following a
clearly defined and structured period of
training and the successful completion of
a formal assessment, apprentices obtain a
recognized qualification” (ILO, 2025).
The World Bank typically aligns with the ILO
and UNESCO in its definition, describing
apprenticeships as structured programmes
that combine work-based learning (on-the-job
training) with classroom-based instruction,
governed by a formal agreement or contract,
and leading to a recognized occupational
qualification (World Bank, 2013).
There are various forms of work-based
learning that are prevalent apart from
apprenticeship viz. informal apprenticeship,
internship and traineeship. At times, these
terms may have confounding meanings.
It might be helpful then, to clarify the
distinction between various forms of work-
based learning.
Informal apprenticeships are to be found
in the informal economy and provide for
the transmission of appropriate skills from
an experienced craftsperson to a young
person, usually covering all skills of a trade.
These do not follow a curriculum, do not
lead to qualifications and are regulated by
social norms and traditions rather than laws
and regulations.
Internships and traineeships provide
young people, who have finished their
studies or are still studying, with an
opportunity to learn in a workplace - usually
covering specific aspects of a job or an
occupation, but not all skills needed for
it – while working in a particular sector of
the economy or in a specific occupation.
Typically, these programmes also do not
follow a curriculum or lead to qualifications
based on an assessment of skills, but with
internships and traineeships in particular,
the differences between the two depend
significantly on how the stakeholders in a
particular country define them.
In short, apprenticeships are a form of work-
based learning, but not all forms of work-
based learning are apprenticeships. Accord-
ingly, this report focuses on apprenticeships;
and does not cover initiatives on internships
including those by the Government such as
PM Internship Scheme.
As per the Apprentices Act, 1961,
Apprenticeship training is a course of training
in an industry or establishment, under a
contract of apprenticeship which consists
of (a) basic training component and (b) on-
the-job-training (OJT)/practical training at
workplace. Firms benefit from low-wage
workers (usually early in their careers), and
individuals have the opportunity to receive
firm-specific training. This arrangement is
very popular and useful for promoting the
transition from school to work because it
gives youth the opportunity to develop
1
ILO Toolkit for Quality Apprenticeships Volume I: Guide for Policy Makers, 2017 Revitalizing India’s Apprenticeship Ecosystem 4
skills that are directly relevant to the labour
market after completion of a course of
study.
The Apprentices Act, 1961 was formalized
to utilize industry facilities for skill training,
enabling youth to acquire industry-relevant
skills through on-the-job training. The
Apprentices Act has been amended several
times to address operational challenges
and make it industry-friendly. The
Apprenticeship Rules, 1992 were formulated
under the Apprentices Act, 1961 and
provide a detailed regulatory framework for
apprenticeship training in India.
Ministry of Skill Development and
Entrepreneurship (MSDE), has launched
initiatives like the NAPS and undertaken
recent reforms in the Apprenticeship
Rules. MSDE administers NAPS for various
trades, while the Ministry of Education
(MoE) manages the NATS for engineering
graduates and diploma holders.
The NEP 2020 also highlights the integration
of vocational education and apprenticeship
within the formal education system,
promoting a culture of “learning by doing”
and “earning while learning”. Through
this dual approach, it can be ensured that
individuals from various socio-economic
backgrounds have access to opportunities,
establishing apprenticeship as a key element
in inclusive skill development (PIB Ministry
of Education, 2022).
1.3 Key Insights from Literature Review
The literature on India’s apprenticeship
landscape offers a nuanced and
multidimensional understanding of the
structural, institutional, and operational
challenges impeding the effective
implementation of apprenticeship
schemes, particularly the NAPS and the
NATS. Drawing on a wide array of sources,
including parliamentary committee reports
(notably the 33rd, 35th, and 49th reports of
the Standing Committee on Labour, Textiles
and Skill Development), Jobs & Skills report
(DMEO, NITI Aayog, 2021), and research
conducted by industry bodies such as
FICCI and organizations like TeamLease,
Wheebox, and Just Jobs Network, the
literature highlights a consistent set of
bottlenecks and reform imperatives.
A prominent finding across these studies
is the limited awareness and uptake of
apprenticeship programmes among both
employers and youth. Weak industry-
academia linkages, inadequate institutional
coordination, and fragmented regulatory
Fig 1.1. Apprenticeship Career Journey Revitalizing India?s Apprenticeship Ecosystem 5
frameworks continue to constrain
the scalability and effectiveness of
apprenticeship initiatives. Parliamentary
committee reports and DMEO (2021) report
state lack of employer incentives, and
regional disparities as persistent challenges.
Furthermore, the limited integration of
apprenticeship with formal education
pathways, as emphasized by FICCI and
similar bodies, restricts its recognition
as a credible alternative to conventional
academic routes.
Several reports also draw attention to the
misalignment between the supply of skills
and labour market demand. Employer
surveys conducted by TeamLease (2024) and
Wheebox (2025) reveal that while businesses
acknowledge the value of apprenticeship, their
participation is hindered by administrative
burdens, low stipend caps, and lack of clarity
in implementation guidelines. Simultaneously,
youth perspectives captured in these studies
reflect concerns about career progression,
inadequate social protection, and gendered
barriers, particularly in non-traditional trades.
The reviewed literature not only diagnoses
systemic inefficiencies but also provides
forward-looking recommendations.
These include strengthening institutional
governance, ensuring better policy
coherence, enhancing industry engagement,
and embedding apprenticeships within
broader skilling and employment strategies.
Methodologically, the reports employ a Revitalizing India’s Apprenticeship Ecosystem 6
mix of quantitative surveys, stakeholder
consultations, secondary data analysis, and
international comparisons, enriching the
evidence base for policy reform.
Importantly, while the literature offers critical
diagnostic insights, it also highlights the
need for disaggregated, data-driven analysis
to examine the real-world functioning of
apprenticeship schemes across different
sectors, geographies, and demographic
groups. By leveraging data on enrolment
trends, regional patterns, completion rates,
and employer participation, this report
provides a grounded assessment of how
national apprenticeship schemes perform in
practice and where targeted interventions
are most needed. For the detailed literature
review undertaken for this report, please
refer Annexure 1.
1.4 Approach to the study
As depicted in Figure 1.2, the research
methodology of this report was carefully
deliberated upon by the Skill Development
and Employment Division of NITI Aayog.
A systematic review of the current
apprenticeship ecosystem followed, entailing
a detailed examination of the historical
development of the Apprentices Act, 1961,
its subsequent amendments, and the array
of schemes introduced by both central and
State Governments over time. This review
facilitated an accurate mapping of policy
evolution and implementation trends.
The research process included an extensive
literature review (including reports of
Parliamentary Committees on the subject),
incorporating reports from reputable
organizations, pertinent case studies, and
academic research papers focused on
apprenticeships. This foundational step led
to a comprehensive understanding of the
topic.
To ensure the findings were grounded in
robust evidence, the research team utilised
secondary data sourced from official
public platforms, including but not limited
to NAPS and NATS portals. These data
sources provided quantitative insights into
programme reach, participation rates, and
operational outcomes. Along with all-India
insights, a comparative analysis of States/
UTs was undertaken.
In order to understand the challenges in
the apprenticeship ecosystem, a number of
stakeholder consultations were organised.
Fig 1.2.: Methodology for revitalizing apprenticeships in India Revitalizing India?s Apprenticeship Ecosystem 7
Representatives from Central Ministries, State
Government Departments, industry leaders,
international organizations and academia
participated in these consultations. The
discussions also led to exchange of ideas on
good practices and innovative models that
can be adopted across the board. Expert
contributions offered valuable qualitative
insights and enriched the analysis with
practical experiences and sectoral viewpoints.
The recommendations articulated in this
report are derived from a careful synthesis
of secondary data analysis, stakeholder
insights, and learnings from apprenticeship
models implemented by various Indian States
and global examples. Details on stakeholder
consultation are mentioned in Chapter V.
1.5 Structure of the report
This report offers a structured and
comprehensive exploration of India’s
apprenticeship ecosystem, beginning by
tracing its historical evolution and the
legislative milestones that have shaped its
current form. Chapters I and II provide an in-
depth assessment of the present landscape,
examining the reach, and evolution.
Chapters III and IV present insights and
trends across India and for States/UTs
and special districts. Chapter V provides
details of insights that emerged from the
stakeholder consultations. Building on this
foundation, Chapter VI analyses challenges
that continue to impede apprenticeship
training. Drawing on both domestic and
international case studies, as well as
insights from stakeholder consultations,
chapter VII presents evidence-based
recommendations and best practices for
revitalizing the framework. Each chapter
makes an attempt to contribute a distinct
perspective, collectively charting a
forward-looking pathway to strengthen
the apprenticeship system as a driver of
employability, productivity, and inclusive
economic growth.
Chapter II - India’s apprenticeship journey
from 20
th
to 21
st
century
This chapter presents a historical and
institutional overview of the evolution of
India’s apprenticeship framework, tracing
its development from the 20th century to
the present day. It commences with the
Apprentices Act of 1961, that established
the foundation for formal apprenticeship
training in the country. The chapter
outlines the gradual transformation of the
apprenticeship landscape, highlighting key
policy reforms and structural realignments
that have sought to broaden participation
and enhance industry collaboration. The
chapter maps all the key stakeholders
involved in the NAPS and the NATS
along with their respective roles and
responsibilities.
Chapter III - Apprenticeship in practice:
Trends, Performance, and Insights
(National Trends)
This chapter provides an overview of
the trends and performance of India’s
apprenticeship initiatives, particularly
the major schemes - NAPS and the
NATS. Using data from official public
sources, it tracks key indicators such as
Registered Establishments (REs) and
Active Establishments (AEs), dropout rates,
engagement and completion of training by
apprentices and their trade preferences. By
disaggregating data by enterprise size and
gender, it reveals both existing challenges
and areas of progress among States/
UTs and special districts. It also maps the
distribution of apprenticeships across
public and private sectors. The analysis
attempts to interpret performance trends
to offer insights into the evolving dynamics
of India’s apprenticeship landscape.
Chapter IV - Trends and insights under
NAPS and NATS (States and Special regions)
Chapter IV provides a deeper analysis of
apprenticeship trends under the NAPS
and the NATS across Indian States, UTs,
and special regions from FY 2018-19 to
FY 2024-25. The chapter evaluates the
differential impact, resource allocation,
and programme effectiveness by tracking
State-wise and district-wise registrations of Revitalizing India?s Apprenticeship Ecosystem 8
establishments and their active status, as
well as apprentice engagement. The analysis
categorizes States into top and bottom
performers and separately examines the
performance of UTs and North East States.
For NATS, the chapter offers a State-wise
analysis of apprentices engaged, focusing
on spatial patterns, trends, and regional
disparities. The chapter identifies leading
and lagging States in apprenticeship
adoption and provides insights into the
distinct institutional and economic contexts
of UTs and North East States. It concludes
by emphasizing the importance of tracking
these trends for improving apprenticeship
penetration and addressing India’s skill
deficit.
Chapter V - Stakeholder consultations
As a part of this study, a series of
stakeholder consultations were undertaken
with representatives from Central Ministries,
State Governments, industry bodies, skill
development experts, and multilateral
organizations. The consultations discussed
the challenges in the implementation
of apprenticeship training, highlighting
perspectives from Central Government,
State Governments, industry, training
providers and sector skill councils.
Stakeholders also highlighted innovative
practices and possible solutions for
strengthening apprenticeship training,
contributing to knowledge exchange
among the participants. The challenges,
best practices, and policy recommendations
presented in this report are substantially
based on the insights gained from these
discussions.
Chapter VI - Unpacking the roadblocks:
challenges in India’s apprenticeship
ecosystem
This chapter examines the multifaceted
challenges obstructing the growth and
effectiveness of India’s apprenticeship
ecosystem such as limited industry
participation, regulatory barriers, quality
of training, and gaps in alignment with
labour market demands that continue
to impede the full realization of
apprenticeship potential in India. Drawing
on consultations with Government,
industry, and international experts, the
chapter categorizes roadblocks into
policy, structural, industry, and aspirant-
related issues. It aims to provide a guided
understanding of these bottlenecks and
recommends pathways to revitalize and
scale India’s apprenticeship framework.
The ultimate goal is to align apprenticeships
with the evolving demands of the labour
market and ensure equitable access and
outcomes for all stakeholders.
Chapter VII - Building a future-
ready apprenticeship framework: Key
recommendations
This chapter presents actionable
recommendations to transform
India’s apprenticeship ecosystem. The
recommendations stem from identified
challenges and extensive consultations
with government, industry, academia, and
international experts. They are organized
around four pillars: policy and system,
structure and regulation, industry and
employer engagement, and apprentice and
aspirant empowerment.
The chapter advocates for unifying
and streamlining the country’s diverse
apprenticeship schemes into a single,
integrated system to enhance accessibility
and relevance. It highlights the need
for robust mechanisms to monitor and
benchmark apprenticeship quality and
performance across States and districts,
while empowering local institutions to
drive localized transformation. The chapter
also showcases good practices from other
countries and successful State and Central
Government initiatives to inspire and
inform future policy. An implementation
roadmap is provided for each one of the
recommendations. Revitalizing India’s Apprenticeship Ecosystem 9
2
Bridging Eras:
India’s Apprenticeship
Journey from 20th to
21
st
Century Revitalizing India?s Apprenticeship Ecosystem 10
2.1 Introduction
In India, the apprenticeship ecosystem is
regulated by the Apprentices Act, 1961
which was enacted with the objective to
fully utilize the industries to provide practical
on-the-job-training (OJT) and promote
skilled manpower to contribute to industrial
production of the country (Apprentices
Act, 1961). The two main objectives of
Apprentices Act are to regulate and
promote the apprenticeship training in the
industry and utilize the facilities available
in the industry for imparting on-the-job/
practical training with a view to meet the
requirements of skilled manpower for the
industry.
It regulates the overall training programme,
which includes curriculum design, duration
of training, examination and certification of
the apprentices and outlines the framework
for apprenticeship contracts, the obligations
of employers and apprentices, and the
duration and termination of apprenticeships.
The Central Apprenticeship Council (CAC),
a committee headed by Hon’ble Minister of
Skill Development and Entrepreneurship,
is an apex statutory body under the
Apprentices Act, 1961 and it advises the
Central Government on its implementation
in India.
Currently, under the Apprentices Act, 1961,
establishments with a workforce of 30 or
more employees, including contractual staff,
are mandated to engage apprentices within
a range of 2.5% to 15% of their total workforce
strength. This framework ensures that
industries contribute to skill development
through practical training opportunities.
2.1.1 India’s Apprenticeship Journey
through 20
th
to 21
st
Century
The apprenticeship ecosystem in India has
undergone significant transitions over the
years since India’s Independence, evolving
through legislative reforms, programmatic
innovations, and the integration of digital
tools to address workforce development
challenges. Below is an explanation of the
transition:
Craftsman Training Scheme (CTS) – 1950:
The foundation of the apprenticeship
ecosystem in India was laid with the
Craftsman Training Scheme (CTS), which
provided pre-apprenticeship training for
ITI trainees. The ITIs continue to play a
critical role in offering pre-apprenticeship
training under the CTS framework. They
prepare students with the necessary skills
and knowledge to transition into formal
apprenticeship programmes, ensuring
alignment with industry requirements.
(Directorate General of Training, 2025).
Apprentices Act – 1961: The Apprentices Act
of 1961 established the legal framework for
apprenticeship training in India. It defined
categories, regulations, contract obligations,
and promoted a skilled workforce through
structured on-the-job training programmes.
This act marked the formalization of
apprenticeships as a critical component of
vocational education.
Amendments to the Apprentices Act - 1973
and 1986: In 1973, amendments expanded
the scope of apprenticeships to include
graduate and technician apprentices. Further
changes in 1986 enabled apprenticeships
for vocational students (10+2), fostering
industry exposure for young learners and
broadening participation.
Apprenticeship Rules – 1992: The
Apprenticeship Rules standardized
implementation across industries by
setting uniform standards for training and
quality. These rules ensured consistency in
apprenticeship practices nationwide.
National Apprenticeship Training Scheme
(NATS) – 1993: NATS focused on practical
training for graduates and diploma holders
across various industries. It emphasized
hands-on training, certification, and
alignment with industry needs, providing
opportunities for higher education graduates
to gain relevant skills.
Amendments to the Apprentices Act
– 2014: The amendments introduced
Optional Trades (OT) tailored to emerging
industry requirements and set an age Revitalizing India’s Apprenticeship Ecosystem 11
limit for hazardous trades. This flexibility
allowed industries to create customized
apprenticeship programmes aligned with
market demands.
National Apprenticeship Promotion
Scheme (NAPS) – 2016: NAPS incentivized
employers to engage apprentices by
sharing up to 25% of prescribed stipends
(up to ₹1,500/month). It also reimbursed
basic training costs for designated
trades, fostering greater participation in
apprenticeship programmes.
Reforms in Apprenticeship Rules – 2019:
Reforms introduced in 2019 simplified
processes for both employers and
apprentices, and changed the engagement
band of apprentices, eligibility criteria
to engage apprentices, period of
apprenticeship, revised the minimum
stipend, among other changes.
The employers having four or more
workers shall only be eligible to engage
apprentices and engagement of apprentices
by establishment having thirty or more
number of workers shall be obligatory. It
also increases the band of apprenticeship
engagement from the earlier maximum limit
of 10% to a revised range of 2.5% to 15% of
the total workforce, thereby allowing greater
industry participation in apprenticeship
training.
NAPS 2.0 – 2023: The latest iteration,
NAPS 2.0, replaced manual reimbursement
processes with Direct Benefit Transfer
(DBT) mechanisms, ensuring transparency
and efficiency in stipend payments.
NATS 2.0 - 2024: NATS 2.0 launched in July
2024 is an upgraded version of NATS training
scheme, aimed at enhancing industry
academia collaboration and employability.
The scheme, implemented through the
NATS 2.0 portal with support from AICTE
and BoATs/BoPTs, serves as a one-stop
platform for managing the complete
apprenticeship lifecycle from registration
and vacancy advertisement to contract
creation, certification, and DBT-based
stipend disbursal. The revamped scheme
simplifies processes through a unified digital
system ensuring transparency, efficiency,
and wider industry participation.
Apprenticeship Embedded Degree
Programme (AEDP) – 2024: The
Apprenticeship Embedded Degree
Programme (AEDP) was announced in Union
Budget 2020-21 to improve employability
of students. MoE constituted a committee
for framing guidelines on “Apprenticeship
Embedded Degree Programme for Technical
Education dated 6th June, 2023 (MSDE,
2025).
Reforms in Apprenticeship Rules - 2025:
Reforms introduced in 2025 include
revisions in re-engagement rules, definition
of ‘degree apprenticeship,’ ‘institution,’
‘contractual staff,’ inclusion of PwDs and
further revisions in the minimum monthly
stipends.
1950
1961
1973
1986
199220142019
199320162023
Craftsman Training
Scheme (CTS)
established
Amendments to
includ e graduate and
technical apprentices
NATS 2.0
implem ented
2025
Apprenticeship
Rules
stand ardized
Amendments f or
Optional Trades
(OT)
Amendments to
Apprenticeship
Rules
Apprentices A ct
enacted
Amendments f or
vocational
students (10+2)
National
Apprenticeship
Training Scheme
(NATS) launched
National
Apprenticeship
Promotion S
chem e
(NAPS) launched
NAPS 2.0
implem ented
Guidelines on
Apprenticeship
Embedded Degree
Programme (AEDP)
2025
2024
Figure 2.1: India’s Apprenticeship Jour ney through 20th to 21st Centur y (1950-2025)Figure 2.1: India’s Apprenticeship Journey through 20th to 21st Century (1950-2025) Revitalizing India?s Apprenticeship Ecosystem 12
2.2 National Apprenticeship Promotion
Scheme (NAPS)
MSDE launched the NAPS on August 19,
2016, with the objective of encouraging
establishments to engage apprentices under
the Apprentices Act, 1961. This initiative is
designed to strengthen the apprenticeship
ecosystem in India by incentivizing employers
and promoting skill development among the
workforce.
Under NAPS, financial assistance is provided
to participating employers in the form of
reimbursement for a portion of the stipend
paid to apprentices. Specifically, the scheme
reimburses 25% of the prescribed stipend
amount, subject to a maximum of ₹1,500 per
apprentice per month. In addition to stipend
support, NAPS also addresses the need for
foundational skills among candidates who
require basic training before starting their
apprenticeship. The scheme covers basic
training costs up to ₹7,500 per candidate
for a maximum duration of 500 hours. These
provisions aim to bridge skill gaps and create
a robust framework for apprenticeship
training, ultimately contributing to the
development of a skilled and employable
workforce in the country.
2.2.1 Key Provisions under NAPS 2.0
Building on the success of NAPS,

the National Apprenticeship Promotion
Scheme 2.0 (NAPS-2) was launched on
August 23, 2023. NAPS-2 represents an
evolved version of the original scheme and
is implemented as a Central Sector Scheme,
fully funded by the GoI. It forms a part of
the broader Skill India Programme, which
encompasses other key sub-components
such as Pradhan Mantri Kaushal Vikas Yojana
(PMKVY) 4.0 and Jan Shikshan Sansthan
(JSS) (MSDE, 2023).
• No reimbursement of basic training cost
will be provided under NAPS-2, both for
DT and OT.
• The stipend support by GoI will be paid
through Direct Benefit Transfer (DBT) to
the bank account of apprentices.
• No stipend support will be available
under NAPS-2 to the Central and State
Government Departments and Central
and State Public Sector Undertakings/
Enterprises, including Public Sector
Banks.
• Large private organisations will be
encouraged to join a “Give It Up Campaign”
and forego the stipend support by GoI
under the scheme.
• To avail partial stipend support under
NAPS-2, upper age limit for apprentices
will be 35 years at the time of registration
on the portal. For establishments that
do not want the partial stipend support
under NAPS-2, the upper age limit will be
as specified by the Apprentices Act, 1961.
Revitalizing India’s Apprenticeship Ecosystem
12
2.2 National Apprenticeship Promotion
Scheme (NAPS)
MSDE launched the NAPS on August 19,
2016, with the objective of encouraging
establishments to engage apprentices under
the Apprentices Act, 1961. This initiative is
designed to strengthen the apprenticeship
ecosystem in India by incentivizing employers
and promoting skill development among the
workforce.
Under NAPS, financial assistance is provided
to participating employers in the form of
reimbursement for a portion of the stipend
paid to apprentices. Specifically, the scheme
reimburses 25% of the prescribed stipend
amount, subject to a maximum of ₹1,500 per
apprentice per month. In addition to stipend
support, NAPS also addresses the need for
foundational skills among candidates who
require basic training before starting their
apprenticeship. The scheme covers basic
training costs up to ₹7,500 per candidate
for a maximum duration of 500 hours. These
provisions aim to bridge skill gaps and create
a robust framework for apprenticeship
training, ultimately contributing to the
development of a skilled and employable
workforce in the country.
2.2.1 Key Provisions under NAPS 2.0
Building on the success of NAPS,
the National Apprenticeship Promotion
Scheme 2.0 (NAPS-2) was launched on
August 23, 2023. NAPS-2 represents an
evolved version of the original scheme and
is implemented as a Central Sector Scheme,
fully funded by the GoI. It forms a part of
the broader Skill India Programme, which
encompasses other key sub-components
such as Pradhan Mantri Kaushal Vikas Yojana
(PMKVY) 4.0 and Jan Shikshan Sansthan
(JSS) (MSDE, 2023).
• No reimbursement of basic training cost
will be provided under NAPS-2, both for
DT and OT.
• The stipend support by GoI will be paid
through Direct Benefit Transfer (DBT) to
the bank account of apprentices.
• No stipend support will be available
under NAPS-2 to the Central and State
Government Departments and Central
and State Public Sector Undertakings/
Enterprises, including Public Sector
Banks.
• Large private organisations will be
encouraged to join a “Give It Up Campaign”
and forego the stipend support by GoI
under the scheme.
• To avail partial stipend support under
NAPS-2, upper age limit for apprentices
will be 35 years at the time of registration
on the portal. For establishments that
do not want the partial stipend support
under NAPS-2, the upper age limit will be
as specified by the Apprentices Act, 1961.

Table 2.1 Minimum Rate of Stipend Payable to Apprentices under NAPS
Sr.
No.
Category
Minimum Stipend Rate
(per month in ₹)
1 School pass-outs (Class 5th - Class 9th) 6,800/-
2 School pass-outs (Class 10th) 8,200/-
3 School pass-outs (Class 12th) 9,600/-
4 National or State certificate holder 9,600/-
5
Technician (vocational) apprentice or Vocational Certificate
holder or Sandwich Course (Students from Diploma
Institutions)
9,600/-
6
Technician apprentices or diploma holder in any stream or
sandwich course (students from degree institutions)
10,900/-
7
Graduate apprentice or Degree apprentice or Degree in any
stream
12,300/-
(Source: Gazette Notification on Apprenticeship (Amendment) Rules, 2025)
Revitalizing India?s Apprenticeship Ecosystem 13
2.3 National Apprenticeship Training
Scheme (NATS)
NATS is a flagship initiative of the GoI under
MoE, aimed at equipping Indian youth with
practical skills in various trade disciplines.
Established under the provisions of the
Apprentices Act, 1961, and amended in
1973, NATS provides on-the-job training
(OJT) opportunities for graduate students,
diploma holders, and vocational certificate
holders. The training duration ranges from
6 months to 1 year, offering participants
hands-on experience to enhance their
employability.
KEY FEATURES OF THE SCHEME INCLUDE:
• Sandwich Apprenticeships: The scheme
accommodates students enrolled in
degree or diploma programmes where
apprenticeship is a mandatory component
of their curriculum.
• Eligibility Window: Graduates and
diploma holders are eligible to apply for
apprenticeship under NATS within five
years of completing their graduation.
• Lifecycle Management: The entire process,
from application to completion of training,
is managed through the dedicated NATS
portal, ensuring seamless administration
and monitoring.
• Stipend Support: The Government of
India provides financial assistance by
covering 50% of the prescribed minimum
stipend payable to apprentices, thereby
encouraging employer participation.
The scheme is implemented through
four Regional Boards of Apprenticeship/
Practical Training (BoATs/BoPT) located
in Mumbai, Kanpur, Chennai, and Kolkata.
These boards operate in accordance with
the policies and guidelines formulated
by the Central Apprenticeship Council
(CAC), the apex statutory body constituted
under the Apprentices Act, 1961. Through
its structured framework and regional
implementation, NATS plays a critical role
in bridging the gap between academic
learning and industry requirements, thereby
contributing to the development of a skilled
workforce in India. NATS provides structured
apprenticeship opportunities to graduates
and diploma holders who have no prior
relevant work experience. The duration of
the apprenticeship ranges from 6 months to
1 year, offering practical, hands-on training
to enhance employability
The primary objective of the scheme is
to bridge the gap between theoretical
education and practical skills by offering
hands-on training to fresh graduates and
diploma holders. This enhances their
technical competencies and prepares them
for employment aligned with industry
needs. The scheme also aims to strengthen
apprenticeship training by expanding
its scope to include students from non-
engineering streams such as Humanities,
Science, and Commerce, alongside
engineering students. Apprenticeship
opportunities for non-engineering graduates
are tailored to trades such as Travel &
Tourism Management, Library Science,
Banking & Financial Services, Hospitality,
Office Management, and others required by
industry.
Furthermore, the scheme emphasizes
inclusivity by targeting underserved regions
such as aspirational districts and tribal
areas. It seeks to raise skill standards across
sectors while fostering economic growth
through a skilled workforce. The duration
of apprenticeship training ranges from 6
months to 3 years, depending on industry
requirements, with reimbursement of
stipends limited to a maximum of 12 months.
End-to-end management of apprenticeship
training is facilitated through the NATS
portal, ensuring seamless administration
and monitoring of the programme.
2.3.1 NATS to NATS 2.0
On July 30, 2024, the National
Apprenticeship and Training Scheme (NATS)
2.0 portal was launched. This initiative aims
to enhance the employability of young
graduates and diploma holders by providing Revitalizing India?s Apprenticeship Ecosystem 14
on-the-job training across sectors such as
IT, manufacturing, and automobiles. The
NATS 2.0 portal serves as a comprehensive
platform for managing the apprenticeship
lifecycle, facilitating student registrations,
vacancy advertisements, application
processes, contract creation, certification,
reporting, and stipend disbursal through
DBT. This effort aligns with the National
Education Policy (NEP) 2020’s goal to
integrate vocational and general education,
thereby bridging the skills gap and preparing
youth for future employment opportunities
(MoE, 2024).
2.4 Stakeholders involved in
implementing apprenticeship schemes
Here are some key stakeholders in the
skill policy landscape of India, particularly
focusing on the apprenticeship ecosystem
under schemes like NAPS and NATS. Each
stakeholder plays a distinct role in driving
skill development, vocational education, and
apprenticeship training across the country.
2.4.1 Stakeholders and their Roles and
Responsibilities under NAPS
i. Ministry of Skill Development and En
-
trepreneurship (MSDE):
Ministry of Skill Development and
Entrepreneurship (MSDE) is responsible for
the overall regulation, management, and
monitoring of NAPS-2.
ii. National Council for Vocational Educa
-
tion and Training (NCVET):
National Council for Vocational Education and
Training (NCVET) is the overarching regulator
establishing regulations and standards to
ensure quality in the Technical and Vocational
Education & Training (TVET) space.
iii. Regional Directorate of Skill Develop
-
ment & Entrepreneurship (RDSDEs):
RDSDEs act as Apprenticeship Advisers
(AAs) for Designated Trades under
Central Government jurisdiction.

Promote, implement, monitor, and supervise
NAPS-2, approve contracts, conduct
examinations and certifications, coordinate
with State Governments/UTs, and engage
educational institutions to expand
apprenticeship reach.
iv. State Government/Union Territories
(UT) Administration:
State Governments implement
apprenticeship training for Designated and
Optional Trades under their jurisdiction.
Appoint State Apprenticeship Advisers
(SAAs) and Deputy/Assistant Advisers.
Monitor apprenticeship engagement through
District Skill Committees (DSCs) and State
Skill Development and Entrepreneurship
Committees (SSDECs).
v. State Apprenticeship Advisers (SAAs):
SSAs act as Apprenticeship Advisers for
Designated and Optional Trades under State
jurisdiction. Promote, implement, monitor,
and supervise NAPS-2, approve contracts,
conduct examinations and certifications,
build stakeholder capacity, and coordinate
with RDSDEs. Appoint Mission Directors or
Assistant Apprenticeship Advisers at district
level for effective implementation.
vi. National Skill Development Corpora
-
tion (NSDC):
NSDC’s major role is to implement,
monitor, and supervise Optional Trades
apprenticeship under Central Government
(Source: Ministry of Education, 2025) Revitalizing India?s Apprenticeship Ecosystem 15
establishments through Sector Skill Councils
(SSCs). Manage apprenticeship portal,
release stipend support via DBT, conduct
awareness campaigns, and promote
stakeholder engagement.
vii. Sector Skill Councils (SSCs):
SSCs implement Optional Trades
apprenticeship, promote, monitor, and
supervise NAPS-2, approve contracts,
conduct examinations and certifications,
engage stakeholders, and ensure sector
establishments actively participate.
viii. Industrial Training Institutes (ITIs):
ITIs create awareness, facilitate
apprenticeship for students, organize
promotional activities, track students
during apprenticeship and placements for
one year, collect employer feedback, and
integrate apprenticeship into District Skill
Development Plans (DSDPs).
ix. Third Party Aggregators (TPAs):
TPAs bridges demand between
establishments and apprentices, mobilize
and counsel candidates, meet curriculum
requirements, process claims, facilitate
assessments and certifications, promote
the scheme, and track placements for one
year. Submit monthly performance reports
to NSDC/MSDE.
x. Directorate General of Training (DGT):
DGT implement and regulate apprenticeship
training for Designated Trades, ensuring
compliance with the Apprenticeship Act.
xi. Beneficiaries:
Trade/Graduate/Technician/Technician
(Vocational)/ Optional trade apprentices
undergo Basic Training and On-the-Job
Training (OJT) at industry workplaces,
gaining practical skills and hands-on
experience.
2.4.2 Stakeholders and their Roles and
Responsibilities under NATS

i. Ministry of Education:
The Department of Higher Education
(DHE) under the MoE administers the NATS
and oversees its overall implementation,
ensuring effective coordination between
training institutions and industries.
ii. Board of Apprenticeship Training (BoAT)
and Board of Practical Training (BoPT):
The Board of Apprenticeship Training
(BoAT) and Board of Practical Training
(BoPT), located in Mumbai, Kanpur, Chennai,
and Kolkata, implement NATS under the
DHE. They facilitate training placements, vet
apprenticeship contracts, and reimburse the
government’s share of stipends to training
FIGURE 2 .2 STAKEHOLDERS IN NAPS Overall regulation,
management and
monitoring of the
scheme MSDE 1 2 4 6 8 3 5 7 9 NCVET Overarching
regulator
establishing
regulations and
quality standards 10 11 DGT Implement the
apprenticeship
training falling
under DT Promote, implement,
monitor and supervise
for Central govt in DT;
and coordinate with
States/UTs RDSDEs Implement
apprenticeship
training and review
progress through
DSCs & SSDMs State/UT Govt Promote, implement,
monitor, and
supervise for State
govts; and coordinate
with RDSDEs SAAs NSDC Implement, monitor
and supervise OT,
manage portal and
release GoI stipend
via DBT Promote, implement,
monitor, and
supervise for OT;
build awareness and
capacity SSCs Establishements
offer
Apprenticeship
opportunities Industry ITIs Create awareness,
facilitate student-
employer linkages,
track apprentices
and placements TPAs Mobilise and counsel
apprentices, process
claims, facilitate
assessments and track
placements 12 Trade/Graduate/
Technician/ Technician
(vocational)/ Optional
trade apprentices Benefic iaries
(Source: MSDE, 2025)
FIGURE 2 .2 STAKEHOLDERS IN NAPS Overall regulation,
management and
monitoring of the
scheme MSDE 1 2 4 6 8 3 5 7 9 NCVET Overarching
regulator
establishing
regulations and
quality standards 10 11 DGT Implement the
apprenticeship
training falling
under DT Promote, implement,
monitor and supervise
for Central govt in DT;
and coordinate with
States/UTs RDSDEs Implement
apprenticeship
training and review
progress through
DSCs & SSDMs State/UT Govt Promote, implement,
monitor, and
supervise for State
govts; and coordinate
with RDSDEs SAAs NSDC Implement, monitor
and supervise OT,
manage portal and
release GoI stipend
via DBT Promote, implement,
monitor, and
supervise for OT;
build awareness and
capacity SSCs Establishements
offer
Apprenticeship
opportunities Industry ITIs Create awareness,
facilitate student-
employer linkages,
track apprentices
and placements TPAs Mobilise and counsel
apprentices, process
claims, facilitate
assessments and track
placements 12 Trade/Graduate/
Technician/ Technician
(vocational)/ Optional
trade apprentices Benefic iaries Revitalizing India?s Apprenticeship Ecosystem 16
establishments. Board of Governors (BoG)
monitors BoAT by reviewing the progress of
the Apprenticeship Training Scheme during
its peri odic meetings held throughout the
financial year.
iii. Beneficiaries:
NATS provides training courses to fresh
engineering graduates, diploma holders, or
those pursuing these qualifications, enabling
them to gain practical industry experience in
relevant establishments. NATS is expanding
to include non-engineering degree (B.A.,
B.Com., B.Sc.) and diploma students by
embedding apprenticeships within their
curriculum through the Apprenticeship/
Internship Embedded Graduate Programme,
providing practical work experience
alongside academic studies.
iv. Other Stakeholders:
• Industry and establishments including
Central and State Government
departments, Public Sector Undertakings,
Private Limited Companies, and MNCs
provide apprenticeship training to
graduates and diploma holders. They
engage apprentices and are responsible
for paying their monthly stipends.
• University Grants Commission (UGC)
plays a significant role in facilitating and
promoting NATS through urging HEIs to
register on NATS portal, issuing guidelines
for HEIs to embed apprenticeship into
their undergraduate degree programmes
through a structured credit system, as
part of the AEDP.
• All-India Council for Technical Education
(AICTE) reforms curricula to include
vocational training, hands-on experience,
strengthening apprenticeship training for
technical students.
Conclusion
As observed in this chapter, the evolution of
India’s apprenticeship ecosystem reflects a
steadfast commitment to skill development.
Stakeholders have together worked to
bridge the gap between academic learning
and practical training. The introduction of
DBT under NAPS 2.0 and NATS 2.0 and the
lowering of employer thresholds for engaging
apprentices demonstrate a willingness
to innovate and expand participation.
Similarly, embedding apprenticeships within
higher education through AEDP aligns
with the vision of the National Education
Policy 2020 and promotes employability.
The collaborative efforts of multiple
stakeholders, including Central ministries,
State Governments, training providers, and
monitoring agencies, have strengthened the
implementation of apprenticeship initiatives.
The schemes also address inclusivity by
targeting MSMEs and underserved regions,
ensuring broader access to skill development
opportunities. By leveraging digital platforms
and transparent processes, significant strides
have been made in improving efficiency
and trust in stipend disbursement and
programme management. The continued
evolution of mechanisms for apprenticeship
training underscores India’s resolve to build
a future-ready workforce. Collectively, these
measures highlight a pragmatic and adaptive
approach to strengthening skill training,
rooted in collaboration and guided by a
vision of inclusive growth.
STAKEHOLDERS IN NATS Scheme under
MoE implemented
by DHE Establishements offer
Apprenticeship
opportunities DHE, MoE Benefic iaries 1 3 Regional BoAT/BoPT 4 Autonomous
organizations responsible
for implementation
region-wise Figure 2 .3: Benefic iaries Graduate/
Diploma (Technician)/
Graduate (Sandwich)/
Diploma Technician
(Sandwich) apprentices
(Source: MoE, 2025) Revitalizing India’s Apprenticeship Ecosystem 17
3
Trends and
Insights under NAPS
and NATS in India Revitalizing India?s Apprenticeship Ecosystem 18
3.1 Introduction
India’s rapidly evolving economic and
technological context has positioned
apprenticeship as an instrumental
mechanism in bridging the persistent gap
between formal education and labour
market requirements. Apprenticeship
schemes such as NAPS and NATS serve
as critical instruments for enhancing the
employability of young individuals by
embedding practical, hands-on industry
experience within their educational
and skilling trajectories. By facilitating
structured learning in the workplace, these
programmes not only address the skill
mismatches that constrain productivity, but
also contribute to building a workforce that
is responsive to the dynamic demands of
India’s growth sectors.
This chapter examines the trends and
performance of NAPS and NATS at the all-
India level using publicly available official data.
The analysis offers a granular assessment of
how establishments registered under NAPS
and apprentices engaged under both NAPS
and NATS are distributed across different
dimensions, including enterprise size
(micro, small, medium, and large), sectoral
categories (public and private enterprises),
trade preferences, gender participation,
and engagement outcomes, wherever
applicable.
By combining visualization of quantitative
data and analysis with interpretive insights,
the chapter aims to generate a detailed
portrait of the apprenticeship landscape,
offering both a snapshot of comparative
State performance and an exploration of
key trends that have emerged over the
past several years. This analysis sets the
stage for a more nuanced examination
of the opportunities and challenges that
define its future trajectory. The chapter
contributes to advancing data-driven
policy discussions and facilitate the design
of more targeted interventions to revitalize
India’s apprenticeship framework.
3.2 All India insights into Establishments
and Apprentices under NAPS
Under NAPS, an establishment refers to any
entity engaged in a business or trade with the
requisite infrastructure to provide OJT. As
per statutory guidelines, all establishments
with a workforce of 30 or more, including
both regular and contractual employees, are
mandated to engage apprentices ranging
from 2.5% to 15% of their total manpower
annually (Apprentices Act, 1961). For
establishments employing between 4 to 29
individuals, participation in apprenticeship
programmes remains optional (FAQs –
Apprenticeship under the Apprentices Act,
1961). Analysing the registration and active
status of establishments under NAPS
has relevance for evaluating compliance,
industry engagement, and the overall
capacity of the apprenticeship ecosystem to
generate meaningful training opportunities.
These indicators offer valuable insights
into both the scale and sustainability of
apprenticeship implementation across
sectors.
3.2.1 Registered Establishments

(RE) under NAPS
Under NAPS, establishments serve as the
primary implementing units responsible
for engaging apprentices across
sectors. These include enterprises from
manufacturing, services, and other eligible

industries registered under the scheme
to offer structured, on-the-job training.
Analysing the registration and active
status of these establishments is crucial for
assessing the outreach, effectiveness, and
operational integrity of the apprenticeship
ecosystem. The number of REs indicates
the scheme’s penetration and industry
engagement, while the proportion of
AEs reflects sustained participation
and capacity to deliver training.

Together, these metrics provide key insights
into the functioning and responsiveness

of the NAPS framework at the enterprise
level. Revitalizing India?s Apprenticeship Ecosystem 19
Fig. 3.1 indicates a pattern of moderate
growth followed by stagnation and
subsequent decline. The number of REs
increased significantly from 1,69,152 in FY
2018–19 to 1,99,832 in FY 2019–20, marking
a substantial year-on-year rise of 18.1%. In
FY 2020–21, the number of establishments
rose only marginally to 2,03,707, reflecting
near saturation after the initial expansion.
From FY 2021–22 onwards, the trend reveals
a gradual contraction. The total registered
establishments declined slightly to 2,00,922
in FY 2021–22 and remained almost stagnant
at 2,02,200 in FY 2022–23. The number of
registered establishments reduced to 1,98,329
in FY 2023–24 and further to 1,95,939 in FY
2024–25. This represents a cumulative fall of
3.8 % from the peak of FY 2020–21.
3.2.2 Active Establishments (AE)

under NAPS
Under NAPS, an AE refers to a registered
employer that is currently engaged in
providing apprenticeship training to at least
one apprentice within a defined period,
typically a financial year (MSDE, NAPS
Guidelines). Mere registration on the NAPS
portal does not qualify an establishment
as active; it must have entered into and
maintained valid apprenticeship contracts
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 20
with apprentices, and the training must
be ongoing. These establishments are
considered functionally contributing to
the apprenticeship ecosystem, as they are
not only compliant with the registration
formalities but are also operational in
offering workplace-based training.
Being an AE also makes the employer eligible
to receive government reimbursement for a
portion of the stipend paid to apprentices,
provided other scheme conditions are met.
The proportion of AE relative to total RE is
a critical indicator (AE-RE percentage) of
the scheme’s effectiveness, as it highlights
the actual industry participation in skilling
efforts under NAPS.
The Fig. 3.2 demonstrates a trend of gradual
and sustained growth, albeit at a modest pace.
In FY 2018–19, the number of AEs stood at
46,717, which increased to 50,309 in FY 2019–
20, registering an annual rise of 7.7%. This
early increase reflected the strengthening of
the scheme’s implementation and improved
establishment participation.
From FY 2020–21 onwards the number of
AEs remaining broadly constant around the
51,000. Specifically, the figure increased
slightly to 50,889 in FY 2020–21, 51,091 in FY
2021–22, and 51,245 in FY 2022–23, before
showing a marginal decline to 51,016 in FY
2023–24. The number recovered modestly
to 51,133 in FY 2024–25. This phase indicates
that the scheme successfully retained
establishment participation at a steady
level, though without substantial further
expansion. Overall, the data suggests that
NAPS has been able to maintain a stable
base of over 50,000 active establishments
in recent years.
The comparison (Fig. 3.3) of registered
and active establishments under NAPS
from FY 2018–19 to FY 2024–25 reveals a
consistent gap between enrolment and
actual participation. While the number of
REs ranged between 1.69 lakh and 2.03
lakh during the period, the AEs remained
much lower, ranging from 46,717 to 51,245.
Consequently, the share of AEs out of REs
fluctuated between 24.98% and 27.62%.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 21
In FY 2018–19, 27.62% of REs were active,
representing the highest conversion ratio in
the given period. However, this proportion
declined in the following year to 25.18% and
further stabilized around 25 % in subsequent
years. The lowest ratio was recorded in FY
2020–21 at 24.98 %, coinciding with the year
when registered establishments peaked at
2.03 lakh. From FY 2021–22 onwards, the
ratio stabilized, with minor improvements,
reaching 26.10 % in FY 2024–25.
This analysis highlights two key trends.
First, while the absolute number of active
establishments remained steady around
50,000 after FY 2019–20, the registered
base showed slight contraction after FY
2020–21. Second, the participation rate
(Active-to-Registered ratio) has remained
low, consistently around one-fourth,
suggesting that a large proportion of
establishments registered under NAPS do
not transition to active engagement.
While the increase in registrations signals
growing awareness or compliance with
the scheme, the persistently high volume
of non-active establishments indicates
lower conversion of registration into actual
apprenticeship engagement. On average,
over 74% of registered establishments
remain inactive each year. Addressing this
gap is crucial for ensuring that employers
registering under the scheme are able to
offer apprenticeships.
3.2.3 Trends in AEs under NAPS across
public and private sector
Analysing trends in establishments under
NAPS from both the public and private
sectors between FY 2018–19 and FY
2024–25 holds critical significance for
understanding the evolving dynamics of
India’s apprenticeship ecosystem. Public
and private sector establishments play
distinct yet complementary roles in shaping
the landscape of skill development.
A longitudinal view of participation trends,
as presented in Fig. 3.4, reveals a clear and
consistent shift in the share of AEs under
NAPS from the public to the private sector
over the period 2018–19 to 2024–25.
Active establishments under NAPS for
the private sector have steadily increased
from 68.13% in 2018–19 to a notable 83.12%
in 2024–25. In contrast, the public sector
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 22
(comprising both CPSUs and SPSUs)
has seen a marked decline, with its share
dropping from 31.87% to just 16.88% in the
same period. Within the public sector, both
segments, Central and State Governments
and Central and State PSUs, show a steady
decrease in participation, with PSUs
showing the steepest fall from 11.48% to
5.29%. This trend indicates growing reliance
on the private sector to drive apprenticeship
engagement.
3.3 Trends in apprentices under NAPS
Any person eligible as per the prescribed
criteria under the Apprentices Act 1961 and
willing to join the apprenticeship programme
has to register on the “Apprenticeship portal”
(https://www.apprenticeshipindia.gov.in/). Post
online registration, the candidate may apply for
the apprenticeship training against the notified
apprenticeship opportunities posted by an
establishment (FAQs – Apprenticeship under
the Apprentices Act, 1961).
Analysing trends in apprentice registration,
engagement, and completion is significant
for assessing the effectiveness and outreach
of the scheme. Registration data reflects
awareness, access, and interest among
eligible youth, while engagement figures
indicate the actual absorption of apprentices
by establishments. Completion rates, on the
other hand, provide insight into the quality,
continuity, and efficacy of training provided.
Together, these indicators help evaluate
the scheme’s performance in fostering skill
development, inform policy adjustments,
and ensure alignment with industry needs
and labour market demands.
The data in Fig. 3.5 on apprentices under
NAPS from FY 2018–19 to FY 2024–25
reveals distinct patterns in registration,
engagement, and training completion.
In terms of registration, the numbers
fluctuated significantly over the years.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 23
Registrations stood at 11.37 lakh in FY 2018–
19, declined sharply to 7.54 lakh in FY 2020–
21, and then rebounded to exceed 13.09 lakh
in FY 2024–25. This indicates volatility in

enrolments, with a clear dip during FY
2020–21 followed by steady recovery.
Registrations grew from 11.36 lakh in FY
2018–19 to 13.09 lakh in FY 2024–25,
representing a 1.15 times increase over
seven years.
In contrast, engagements expanded far
more rapidly, rising from 35,484 in FY 2018–
19 to 9.85 lakh in FY 2024–25, which is an
increase of 27.7 times over seven years.
With regard to training completion, the trend
also shows substantial growth, along with
some fluctuations. Completions increased
from 35,272 in FY 2018–19 to 5.82 lakh in FY
2023–24.
However, in FY 2024–25, the number
dropped significantly to 2.51 lakh, despite
high engagement levels in the same year.
At its peak, completions grew 16.5 times
compared to FY 2018-19.
3.3.1 Engagement and completion

of training among apprentices under
NAPS
The Fig 3.6. showing a comparison of
apprentice registration, engagement in
training, and completion rates provides
valuable insights. Tracking these three
interconnected trends is essential for
enhancing the overall effectiveness of the
apprenticeship programme.
The share of apprentices engaged from those
registered shows a marked improvement over
the years, rising from a marginal 3.12% in FY
2018–19 to a peak of 77.64% in FY 2023–24.
This upward trend indicates a progressive
strengthening of mechanisms to convert
registrations into active training opportunities
but the average shows only 46.55% of
apprentices that engage in training from those
registered each year. Additionally, in FY 2024–
25 the engagement rate declined marginally
to 75.26%, signalling challenges in uptake.
In contrast, the completion efficiency among
engaged apprentices displays a declining
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 24
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
trajectory. From an exceptionally high level
of 99.40% in FY 2018–19, completion rates
dropped steadily to 66.31% in FY 2021–22
and remained at a similar level in FY 2022–
23. The decline accelerated in subsequent
years, falling to 62.41% in FY 2023–24 and
further plummeting to 25.47% in FY 2024–
25. The data collection for FY 2024-25 for
completion of training may still be pending
for collection, however, only an average of
70% apprentices complete training from
total engaged each year.
When analysed in relation to total
registrations, the proportion of apprentices
completing training initially improved, rising
from 3.10% in FY 2018–19 to nearly half of all
registrants (48.46%) in FY 2023–24. However,
in FY 2024–25, this measure dropped sharply
to 19.17%, reflecting the impact of the steep
decline in completion efficiency. On average,
only 27.38% of apprentices complete training
from those registered each year.
Taken together, these trends point to a
dual challenge: while significant progress
has been made in mobilising and engaging
apprentices, the system is experiencing a
sharp reduction in successful completions.
This pattern underscores the need for
strengthening retention and addressing
barriers that limit apprentices from
completing their programmes. The data
thus highlights both the achievements of
NAPS in expanding participation and the
urgent requirement for corrective measures
to sustain training outcomes.
3.3.2 Non-engagement among
apprentices under NAPS
While registration reflects initial interest
and outreach success, the gap between
registration and actual engagement
highlights critical challenges that may
hinder the scheme’s intended impact on
skilling and employability.
Figure 3.7 reveals a consistent improvement
in engagement efficiency over the years. In
FY 2018–19, nearly all registered apprentices
(about 97%) failed to engage in training,
suggesting a major disconnect between
registration and actual participation.
However, there has been a steady reduction
in this gap, with the non-engagement rate
declining year after year. By FY 2021–22,
the proportion had fallen to FY 2023–24 to
nearly half and by FY 2024-25, it reduced
further to around one-fourth of registrants.
Thus, indicating significant progress in
converting registrations into training
participation. Revitalizing India?s Apprenticeship Ecosystem 25
3.3.3 Dropouts under NAPS
The data in Fig. 3.7 also reflects a marginal
drop in registrations in recent years,
warranting focused efforts to sustain
youth interest and institutional outreach.
Continuous monitoring of drop-out rates
between registration, engagement, and
completion are crucial for ensuring quality
outcomes.
The percentage of dropouts (Fig. 3.8) rose
markedly from 4% in 2019-20, 8.83% in 2020-
21 to 16.35% in 2021-22, further escalating
to 31.73% in 2022-23, and reaching its peak
at 36.27% in 2023-24. Although there is a
marginal decline in 2024-25 to 35.46%, the
dropout rate remains considerably high
with more than one-third of all engaged
apprentices not completing their training
despite initial engagement.
3.3.4 Trends among establishments
and apprentices engaged by enterprise
size under NAPS
Fig. 3.9 presents a consolidated view
of the share of AEs under NAPS and
the corresponding share of apprentices
engaged by enterprise size. This
juxtaposition highlights critical mismatches
between enterprise engagement and
apprenticeship delivery, offering valuable
insights into the structural dynamics of
India’s skilling ecosystem.
The data (Fig. 3.9) reveals a stark asymmetry
between the size of establishments and their
contribution to apprenticeship training.
Despite comprising only 26.09% of active
establishments (AEs), medium and large
enterprises account for a disproportionate
72.93% of total apprentice engagement
under NAPS. This stark imbalance highlights
the decisive influence of enterprise scale on
apprenticeship absorption capacity.
In contrast, micro and small enterprises
collectively constitute over one-third
of active establishments (33.20%) but
engage only 11.56% of apprentices.
Medium enterprises, representing 19.14%
of establishments, engage 31.30% of
apprentices, indicating relatively balanced
participation.
Moreover, the significant proportion
(32.58%) of establishments for which size
data is unavailable (as per NAPS dashboard)
indicates improvement in data collection
and quality of enterprise classification
requires attention. The trends in apprentice
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 26
engagement by enterprise size under NAPS
offers insights into the dynamics of industry
participation and the distributional pattern
of skilling efforts across sectors. The data
reveals a significant shift in participation
patterns over time, particularly between
large enterprises and others such as small,
medium, and micro units.
Fig. 3.10 highlights that in the initial phase
(FY 2018–19), large enterprises accounted
for the majority of apprentice engagements
(55.82%). However, their share declined
sharply in subsequent years, dropping to
15.70% in 2022–23 before partially recovering
to 35.51% in 2024–25. In contrast, the
category labelled “Others” (as mentioned
on NAPS portal) consistently increased its
share, peaking at 38.19% in 2022–23. This
suggests a broadening of participation
beyond traditional large players.
Micro enterprises remain marginal
contributors, although starting from a smaller
base, rising from 0.73% in 2018–19 to 11.76%
in 2022–23 as well as Medium enterprises
showing fluctuatuing growth in their share as
well. Small enterprises have slowly increased
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 27
their engagement of apprentices from 6.72%
in FY 2018-19 to 11.71% in FY 2024-25.
The “Data Not Available” category’s
rising share, especially 21.27% in 2023–
24, flags a need for improved data
availability and classification to enhance
policy targeting. Trend analysis by
enterprise size is essential to assess the
inclusivity, compliance, and scalability of
apprenticeship implementation under NAPS.
It helps identify gaps, strengthen sector-
specific strategies, and align interventions
to ensure equitable skill development across
India’s diverse industrial landscape.
3.3.5
Trends among apprentices about
trade preferences under NAPS in India
The data (Table 3.1) on educational
qualifications of apprentices across
designated and optional trades reveals
significant insights for NAPS. The
overwhelming majority of apprentices
in designated trades are from Industrial
Training Institutes (ITIs), comprising
over 10 Lakh apprentices, accounting for
approximately 90% of all apprentices in this
category. In contrast, optional trades witness
a more diverse educational representation.
The data in (Table 3.1) on the educational
qualifications of apprentices under
designated and optional trades reveals a
stark contrast in participation patterns.
Optional trades account for over twice the
enrolment compared to designated trades
(25.7 lakh vs. 12.2 lakh)
The largest group in optional trades comes
from the 12th pass category (7,97,079
apprentices), followed closely by 10th pass
(5,76,394) and graduate-level participants
(4,81,759). Notably, individuals with
below metric, diploma, and postgraduate
qualifications also show substantial
engagement in optional trades, which
suggests that these trades are accessed by
a wider variety of educational backgrounds.
Under the designated trade, ITI graduates
overwhelmingly dominate (Fig. 3.11) with
a share of 85.64%, reflecting the scheme’s
historical alignment with vocational training.
However, participation from other education
levels remains marginal, especially for those
with higher education such as graduates
(3.70%) and postgraduates (0.47%), and almost
negligible from 11th pass candidates (0.02%).
Conversely, optional trades showcase a
more diverse educational representation,
with 12th pass candidates forming the
largest group at 31%, followed by 10th pass
(22.42%) and graduates (18.74%). This shift
indicates that optional trades offer greater
flexibility and appeal to a wider talent pool,
including general education students.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 28
The contrast highlights a potential need to
restructure or expand designated trades
to accommodate broader educational
backgrounds and tap into underutilized
human resources, particularly from general
academic streams. The trends in trade
preferences under NAPS reveal a strong
continuity between institutional training
and apprenticeship choices, with 96.9% of
engineering apprentices and 85.3% of non-
engineering apprentices pursuing trades
aligned with their original ITI specialisations
2
.
This alignment underscores the role of
apprenticeships as extensions of formal
ITI training rather than avenues for
diversification or trade-switching, which,
while reinforcing trade-specific skills,
limits flexibility for graduates seeking
broader exposure. Placement dynamics
further demonstrate the centrality of
institutional mediation, as ITI faculty or
principals account for nearly two-thirds
of apprenticeship placements, with digital
portals and personal networks playing
secondary roles
3
.
3.3.6 Gender-wise trends among
apprentices under NAPS in India
NAPS plays a pivotal role in strengthening
India’s skill development ecosystem by
promoting apprenticeships across sectors.
As the nation moves towards achieving
inclusive and sustainable economic
growth, it is critical to ensure equitable
access to apprenticeship opportunities
for all demographic groups, particularly
women. Conducting a gender-wise
analysis of apprentices engaged under
NAPS is instrumental in assessing the
level of women’s participation, identifying
prevailing gender disparities, and evaluating
the impact of policy interventions designed
to foster inclusivity (MSDE, 2022). The
gender-wise distribution of apprenticeships
under NAPS reflects a clear imbalance, with
male participation (10.2%) exceeding female
participation (7.4%). Women constitute
just 18.2% of the overall apprentice pool,
pointing to strong male dominance in
access to opportunities
4
.
While this indicates that women are not
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
2
Tracer Study to Assess Employment Outcomes of ITI Pass Outs from Skills Strengthening for Industrial Value
Enhancement (STRIVE) Project, 2024”
3
The “Other” category is as given on NAPS dashboard Revitalizing India?s Apprenticeship Ecosystem 29
absent from the apprenticeship system,
their participation remains limited in
both scale and scope. The smaller female
base suggests that when women do
engage in apprenticeships, they are often
concentrated within a restricted set of trades
or institutional contexts, which constrains
their overall visibility and absolute numbers.
3.3.7 Comparative analysis of
registration of male and female
apprentices under NAPS
Male apprentices have consistently
constituted the majority of total
registrations under NAPS across all
financial years (Fig. 3.12). Registrations for
male apprentices stood at approximately
10.54 lakh in FY 2018–19 and peaked at
18.16 lakh in FY 2021–22.
This growth trajectory reflects the greater
involvement of male candidates to formal
skilling pathways. However, a notable
decline followed in the subsequent years,
with registrations dropping to 16.87 lakh in
FY 2022–23 and further to 10.55 lakh in FY
2023–24.
Female apprentice registrations (Fig. 3.12)
increased markedly from 1.42 lakh in FY
2018–19 to 4.94 lakh in FY 2021–22. Despite
this progress, the trend reversed post-2021–
22, with registrations falling to 4.13 lakh in
FY 2022–23 and further to 2.91 lakh in FY
2023–24.
Throughout the six-year period, a
substantial gender gap has persisted.
In FY 2023–24, the difference between
male and female apprentice registrations
was approximately 7.63 lakh, reflecting
continued underrepresentation of women
in the apprenticeship landscape.
A comparative analysis of gender-wise
apprenticeship engagement data reveals
distinct trends in the number of apprentices
registered and engaged under NAPS from
FY 2018–19 to FY 2023–24. The figures shed
light on the growing involvement of both
male and female apprentices and highlights
areas requiring targeted interventions
for achieving gender equality in skill
development.
3.3.8 Comparative analysis of
engagement under NAPS among male
and female apprentices
Male apprentices have consistently accounted
for a larger proportion of both registrations
and engagements. In FY 2023–24, male
apprentices constituted approximately 79%
of total engagements. Registrations reached
a peak (Fig. 3.13) of approximately 18.16 lakh
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
4
Tracer Study to Assess Employment Outcomes of ITI Pass Outs from Skills Strengthening for Industrial Value
Enhancement (STRIVE) Project, 2024 Revitalizing India?s Apprenticeship Ecosystem 30
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
in FY 2021–22, before declining to 10.55 lakh
in FY 2023–24.
However, the number of male apprentices
engaged exhibited sustained growth,
increasing more than 26-fold from 28,281 in
FY 2018–19 to 7.35 lakh in FY 2023–24. This
trend indicates an improving absorption of
male apprentices into the workforce. Female
participation, though initially limited, has
shown encouraging progress (Fig. 3.14).
Registrations rose steadily from 1.42 lakh in
FY 2018–19 to a peak of 4.94 lakh in FY 2021–
22. Engagements similarly increased from
7,232 in FY 2018–19 to 1.97 lakh in FY 2023–
24, reflecting an almost 27-fold improvement.
3.3.9 Comparative trends in completion
rates among male and female
apprentices under NAPS
The completion rates of apprentices from
FY 2018–19 to FY 2023–24, disaggregated
by gender, exhibit a consistent declining
trend for both male and female
apprentices (fig. 3.15). In FY 2018–19,
92.14% of male apprentices and 82.33%
of female apprentices who were engaged Revitalizing India?s Apprenticeship Ecosystem 31
under NAPS successfully completed their
training. These figures reflected a relatively
high level of retention and completion,
particularly among males. The following
year, FY 2019–20, witnessed a significant
convergence in gender completion rates,
with 90.90% of males and 90.40% of
females completing their training. This near
parity marked a brief phase of gender-
balanced outcomes under the scheme.
However, beginning in FY 2020–21, both
male and female completion rates began
to decline sharply. For male apprentices,
the completion rate fell to 75.75%, and
for females, it decreased to 74.57%. This
downward trend persisted in subsequent
years, with male completion rates declining
to 67.19% in FY 2021–22, 64.87% in FY 2022–
23, and ultimately 59.60% in FY 2023–24.
Female completion rates followed a similar
trajectory, falling to 62.86% in FY 2021–22,
63.42% in FY 2022–23, and 60.86% in FY
2023–24. While both genders experienced
consistent declines, the male completion
rate exhibited a steeper fall, dropping by
more than 32% over six years, compared to
a 21.5% decline among female apprentices.
Notably, FY 2023–24 marks a reversal in the
gender trend, wherein the completion rate
for female apprentices (60.86%) marginally
exceeded that of their male counterparts
(59.60%). This shift may indicate either
improvements in female apprenticeship
retention or a sharper deterioration in male
completion performance. The convergence
of male and female completion rates in
recent years points to a narrowing gender
gap, although it is driven more by the decline
in male participation than by substantial
gains in female outcomes. The overall
decline in completion rates across genders
warrants critical policy attention, particularly
in light of the scheme’s objective to create a
skilled workforce through structured on-the-
job training. These trends suggest a need to
examine the factors contributing to attrition
and to formulate targeted interventions
that address the evolving challenges in
apprenticeship implementation.
3.3.10 Trends among engagement
and completion of training of female
apprentices under NAPS
In FY 2018–19, a total of 7,232 female
apprentices were engaged, of whom 5,954
completed the training, resulting in a
completion rate of 82.33% (Fig. 3.16). This
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 32
figure improved significantly in FY 2019–
20, when 35,464 female apprentices were
engaged and 32,058 completed the training,
yielding a completion rate of 90.40%. This
year marked the highest female completion
efficiency during the observed period. From
FY 2020–21 onwards, however, the trend
shifted. Although the absolute number of
female apprentices engaged continued to
rise, from 55,783 in FY 2020–21 to 196,913 in
FY 2023–24, the corresponding completion
rates declined steadily. In FY 2020–21,
41,597 female apprentices completed
training, reflecting a reduced completion
rate of 74.57%. This decline continued into
FY 2021–22, where the number of engaged
female apprentices more than doubled to
124,002, yet only 77,953 completed their
training, lowering the completion rate to
62.86%.
A similar pattern persisted in the subsequent
years, with completion rates of 63.42% in
FY 2022–23 and 60.86% in FY 2023–24,
despite record-high engagement levels of
1,48,981 and 1,96,913 female apprentices,
respectively. This data points to a
significant divergence between scale and
outcomes. While the expansion of female
participation in apprenticeships reflects
progress in outreach and enrolment, the
declining percentage of completions
suggests challenges related to retention,
quality assurance, and support mechanisms
during training. Therefore, policy efforts
must focus not only on enhancing female
participation but also on strengthening the
quality and continuity of training to ensure
that engagement leads to meaningful skill
acquisition and employability.
3.4 Trends among apprentices engaged
under NATS
NATS implemented by MoE serves as a
crucial mechanism for skilling India’s youth
and linking formal education with workplace
training. The all-India data (fig. 3.17) on
apprentices engaged under NATS from FY
2016–17 to FY 2024–25 indicates considerable
fluctuation over the nine-year period, with an
overall upward trajectory in recent years.
Engagement peaked initially at 38,612
apprentices in 2016–17, but declined over the
next three years, reaching 1,02,943 in 2020–
21, reflecting a contraction in engagement
levels. From FY 2021–22 onwards, there is
a marked recovery and expansion, with
engagement rising sharply to 1,48,512,
followed by 2,68,234 in 2022–23, 2,57,705
in 2023–24, and reaching a record high of
5,23,289 in 2024–25.
Cumulatively, 18,08,031 apprentices were
engaged under NATS over the nine-year
period, demonstrating the scheme’s growing
scale and its increasing capacity to absorb
apprentices nationally. The data highlights a
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 33
period of initial stagnation followed by rapid
acceleration in engagement, underscoring
both the expansion of programme outreach
and the enhanced participation of industry
and institutions in recent years. This long-term
trend suggests that, despite early fluctuations,
NATS has gained significant momentum and
is establishing a stronger presence in India’s
apprenticeship ecosystem.
3.4.1 Women Beneficiaries under NATS
Gender-wise distribution reveals very low
participation of women in NATS (~ 20%)
(NILERD, 2019). However, the limited data
available on women beneficiaries under the
NATS indicates an upward trajectory (Rajya
Sabha session - 254 unstarred question no.
1976). In FY 2019–20, the number of women
beneficiaries stood at 27.04% of total
apprentices under NATS (29,715). The share
of women beneficiaries increased marginally
to 27.19% (27,993) in FY 2020–21.
Although the absolute number of beneficiaries
increased to 39,381 in FY 2021-22, the share
of women declined to 26.52% as the total
beneficiaries increased by 45,569 (only
11,388 of them being women). An increase
in participation occurred in FY 2022-23 with
82,121 beneficiaries and the share crossing the
30% mark for the first time. However, where
the share of women beneficiaries declined to
27.64% (71,228) in 2023-24 from 30.62% in
FY 2022-23. The share of women under NATS
increased to 35.67% (1,86,660 participants) in
2024-25.Conclusion
The analysis underscores the growing
prominence of apprenticeship as a strategic
instrument in India’s skill development
architecture. The trends observed across
various indicators, from establishment
registration and activation to apprentice
engagement and completion, reflect both
progress and persistent challenges in
realizing the full potential of schemes like
NAPS and NATS.
While the consistent growth in engagement
and the increasing participation from
diverse educational and gender groups
point towards enhanced outreach and
operational maturity, the high proportion
of inactive establishments, dropout
rates, and uneven sectoral participation
reveal structural constraints that merit
targeted policy intervention. Furthermore,
the evolving role of the private sector,
differentiated patterns of enterprise-size
engagement, and widening participation in
optional trades collectively signal towards
an evolving apprenticeship ecosystem.
The focus in the chapter that follows, shifts
from national aggregates to the granular
dynamics of State and district-level
performance. Such a comparative analysis
helps understand regional strengths
and weaknesses thereby enabling more
geographically nuanced and evidence-
informed strategies to strengthen India’s
apprenticeship landscape.
(Source: NATS Dashboard, as on 25 April 2025) Revitalizing India’s Apprenticeship Ecosystem 34 Revitalizing India’s Apprenticeship Ecosystem 35
4
Trends and Insights
under NAPS and NATS
(States and Special
Districts) Revitalizing India?s Apprenticeship Ecosystem 36
4.1 Introduction
This chapter presents a structured analysis
of apprenticeship engagement across India
under the two major national schemes -
NAPS and NATS.
The analysis of NAPS is structured to
examine State-wise and special region-
specific trends, thereby enabling a granular
understanding of regional disparities in
apprenticeship implementation. It explores
trends in the number of establishments
registered and those actively engaged in
apprenticeship training from FY 2018–19 to
FY 2024–25, identifying spatial imbalances
and emerging patterns.
Particular emphasis is placed on the
performance of the top 10 and bottom 10
States in FY 2024–25, along with a separate
examination of the UTs and NER, which have
distinct policy and institutional contexts.
The chapter also analyses the contribution
each State/UT to growth of REs, AEs and
apprentices engaged from FY 2020–21 to
FY 2024–25 in all India, offering insights into
the pace and consistency of apprenticeship
expansion across different geographies.
In the case of NATS, the chapter provides
a State-wise assessment of apprentice
engagement from FY 2019–20 to FY 2024–
25. This includes a comparative review of the
top and bottom performing States based
on engagement volumes, as well as the
performance of UTs and NER States. Although
the scope of analysis under NATS is narrower
due to data limitations, it nevertheless
contributes valuable insights into spatial
disparities and institutional participation.
The final section examines the contribution
of each State/UT in growth of apprentices
engaged under NATS over the six-year
period, highlighting dynamic shifts in
participation and identifying States
that demonstrate sustained progress or
stagnation. Collectively, these analyses
seek to support the development of more
equitable, inclusive, and regionally tailored
strategies to enhance the effectiveness and
reach of India’s apprenticeship ecosystem.
In analysing apprenticeship implementation
at State-level, active establishments
serve as a more accurate and meaningful
indicator. They capture real-time employer
engagement, operational readiness, and
programme adoption. A high Active to
Registered Establishment percentage
suggests efficient conversion from intent to
action, while a low ratio may signal challenges
faced by the establishments. The chapter
includes analysis of share of registered and
active establishments, share of apprentices
that are registered, engaged in training
and completed training under NAPS in all
States/UTs, and special regions such as NER,
aspirational districts, LWE, Border, and Tribal
districts from FY 2018-19 to 2024-25. It also
covers analysis of the share of apprentices
engaged under NATS in all States/UTs from
FY 2016-17 to 2024-25.
4.1.1 Active Establishments (AEs)
under NAPS in India
An analysis of the distribution of AEs in
FY 2024–25 for NAPS reveals significant
inter-State disparities. Fig. 4.1 depicts the
distribution of AEs under NAPS spread across
each State and UT. The bulk of apprenticeship
engagement is concentrated in a few
industrially advanced states. Gujarat dominates
with 24.18%, followed by Maharashtra (17.80%)
and Uttar Pradesh (11.80%). Together, these
three states account for over half of India’s
total apprenticeship engagement. The top 5
States cover 70% of the AEs in India whereas,
the bottom 10 States (excluding UTs and NE
States) cover 10% of the AEs in India.
Haryana (11.21%) also demonstrates strong
performance, followed by Tamil Nadu
(5.04%) and Karnataka (4.05%). Other
contributors include Kerala (3.51%), Andhra
Pradesh (2.64%), and West Bengal (2.15%).
Mid-range contributors such as Telangana
(1.99%), Madhya Pradesh (1.73%), Punjab
(1.42%), Rajasthan (1.37%), and Odisha
(1.22%) reveal fewer AEs. Smaller States
like Goa (0.79%) and Uttarakhand (1.12%)
show modest shares, while Bihar (0.76%),
Jharkhand (0.57%), and Chhattisgarh (0.31%)
remain underrepresented. Revitalizing India?s Apprenticeship Ecosystem 37
The Union Territories collectively account for
a very small share (3.45%) of All-India AEs
in FY 2024–25. Delhi emerges as the leading
contributor at 1.67% among UTs, reflecting its
relatively large industrial and service sector
base. Puducherry contributes 0.41%, while
Dadra and Nagar Haveli and Daman and Diu,
which host significant industrial clusters,
record 0.21%. Chandigarh follows with
0.14%, and the Andaman & Nicobar Islands,
Ladakh, and Mizoram each contribute only
0.03%. Lakshadweep reports negligible
engagement (0.002%). Overall, the UTs
remain peripheral contributors, with Delhi as
the only significant player.
The North Eastern Region shows a modest
contribution (1.67%) to the national AE Revitalizing India?s Apprenticeship Ecosystem 38
pool. Assam leads with a share of 1.45%,
reflecting its relatively stronger industrial
base compared to other NE states. Tripura
contributes 0.09%, Sikkim 0.07%, Mizoram
0.03%, and Meghalaya 0.016%. Arunachal
Pradesh and Manipur possess only 0.01%
and 0.006% each, while Nagaland reports
0.0039%, indicating negligible engagement.
The NER collectively contributes less than
2% to the national total, implying a need to
take proactive steps towards increasing the
number of AEs.
4.2 State/UT wise comparison of REs and
AEs under NAPS
A State-wise exploration using the Active
to Registered Establishment (AE-RE)
percentage as a key performance indicator
to indicate conversion from registered to
active establishment serves as a critical
metric to evaluate the actual penetration
of apprenticeship schemes and emphasizes
the need for tailored interventions in
underperforming regions to enhance India’s
skilling ecosystem. 25.72% of AEs are active
from the total REs in India as of FY 2024-25.
4.2.1 Top 10 States with highest share
of Active Establishments (AEs) under
NAPS
The top ten States account for 84.37% of
the total AEs under NAPS in FY 2024–25,
thereby underscoring their leading role in
shaping India’s apprenticeship landscape.
Fig. 4.2 on the top 10 States by volume of AEs
under NAPS offers critical insights into the
effectiveness of State-level implementation.
Gujarat leads in both absolute numbers and
efficiency at 44.92%, indicating nearly half of
its REs are active, contributing to 24.18% of the
national total AEs. Maharashtra, while having
the highest number of REs (28,791), follows
with an AE to RE of 31.62%, contributing
significantly (17.80%) to the national total.
Uttar Pradesh, despite a similarly high
registration base, has a much lower ratio
at 21.58%, suggesting underutilization of
potential apprenticeship capacity. Haryana
and Kerala exhibit relatively strong ratios at
26.07% and 34.87% respectively, reflecting
more efficient AE-RE ratio.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 39
Top 10 States with highest share Tamil Nadu,
Karnataka, and Telangana all demonstrate
Registered Establishment to Active
Establishment Ratios just above or below
22%. Andhra Pradesh and West Bengal
also show moderate ratios (25.64% and
33.29%), suggesting comparatively better
mobilization of registered capacity. Overall,
this data emphasizes the importance of not
only expanding registration but also ensuring
high AE-RE percentage. Gujarat’s model, in
particular, merits deeper examination as a
potential benchmark for policy replication in
lagging States.
4.2.2 Bottom 10 States with lowest share
of Active Establishments (AE) under NAPS
Fig. 4.3 on the bottom ten States by the
number of AEs under NAPS reveals significant
inefficiencies in the AE-RE percentage.
These States account for 10.51% of total
AEs in India and include Madhya Pradesh,
Punjab, Rajasthan, Himachal Pradesh, Odisha,
Uttarakhand, Goa, Bihar, Jharkhand, and
Chhattisgarh.
Odisha presents another case of
underperformance, where only 624 out of
6,218 REs are active (AE to RE of 10.04%).
Similarly, Chhattisgarh, with 3,076 REs, has
only 159 AEs (5.17%). Bihar, despite having a
substantial number of 9,912 REs, reports 388
AE (3.91%).
In contrast, Goa, though it contributes only
0.79% of India’s AEs, exhibits the highest AE-
RE percentage in this group, with 404 out of
794 REs being active (50.88%). Uttarakhand
also demonstrates moderate effectiveness,
with 572 AEs out of 1,998 registered, yielding
a percentage of 28.63%. Other States in this
category such as Punjab (14.36%), Rajasthan
(18.06%), Himachal Pradesh (20.67%),
and Jharkhand (11.63%) continue to face
challenges in mobilizing registered entities
towards active apprenticeship engagement.
Despite ranking 11th to 24th nationally in
terms of AEs, these States show a wide
variance in AE-RE percentage.
Addressing these gaps requires targeted
State-specific strategies and proactive
interventions by respective State
Governments that are aimed at improving
institutional outreach, employer facilitation,
and compliance mechanisms to increase
AEs.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 40
4.2.3 Establishments under NAPS in
Northeastern States
The NER displays (Fig. 4.4) limited but
gradually emerging engagement under
NAPS. Assam stands out with 740 AEs out of
2,043 registered, translating to AE-RE ratio
of 36.22%. This relatively high percentage
places Assam 13th nationally in terms of AEs
and accounts for 1.45% of the country’s total
AEs, by far the highest among Northeastern
States.
Sikkim also demonstrates promising
efficiency, with 36 AEs out of 88 registered,
yielding an AE to RE of 40.91%, although
it contributes only 0.070% to the national
total due to its small establishment base.
Similarly, Arunachal Pradesh and Mizoram,
despite very low absolute numbers (5 out
of 15 and 13 out of 46, respectively), show
reasonably strong AE-RE (33.33% and
28.26%), indicating a degree of institutional
engagement.
Conversely, the NER also includes some of
the lowest performers nationally. Manipur
and Nagaland exhibit particularly deficient
outcomes, with only 3 out of 84 and 2 out
of 25 establishments active, respectively,
resulting in dismal AE-RE of 3.57% and 8%,
and contributing almost nominally to the
national apprenticeship ecosystem (less than
0.01% each). Meghalaya and Tripura also
reflect weak performance, with only 8 out
of 56 (14.29%) and 46 out of 354 (12.99%)
active establishments.
Overall, while States like Assam and Sikkim
display relatively higher AE-RE percentage,
the NER as a whole remains marginal in
terms of absolute contributions to India’s
apprenticeship infrastructure. These trends
point to the need for region-specific
policy interventions and proactive steps
by respective State Governments towards
strengthening apprenticeship adoption
and improvement in registered to active
establishment conversion.
4.2.4 Establishments under NAPS in UTs
Fig. 4.5 shows the heterogeneous patterns in
participation of establishments under NAPS
among UTs. Delhi demonstrates the strongest
institutional engagement among UTs, with
853 active establishments, accounting for
60.93% of its 1,400 registered establishments.
This high AE-RE percentage, coupled with
Delhi’s 1.67% share in India’s total active
establishments, places it 12th nationally,
far ahead of other UTs. Its performance
suggests robust implementation and industry
engagement with apprenticeship schemes
aligned with its status as the National Capital.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
) Revitalizing India?s Apprenticeship Ecosystem 41
Jammu and Kashmir shows the highest
number of REs (3,312), yet only 14.79% are
active. Despite this low AE-RE percentage,
its contribution to the national total
(0.96%) is relatively substantial, ranking it
19th. This indicates significant untapped
potential, where improving institutional
activation could yield considerable gains in
apprenticeship uptake.
Puducherry and Lakshadweep both display
a 25% AE-RE ratio, though their scale differs
significantly. Puducherry has 209 active
establishments, contributing 0.41% nationally
(ranked 23rd), while Lakshadweep has just
one active establishment, contributing only
0.002%, placing it last (36th). These figures
reflect both limited industrial presence and
need for higher push in smaller UTs.
Dadra and Nagar Haveli and Daman and Diu
show a modest AE-RE of 17.30%, with 109
active establishments, contributing 0.21%
nationally (ranked 25th). Chandigarh, despite a
smaller base of 241 registered establishments,
shows better AE-RE (30.29%) than most UTs
but contributes only 0.14% nationally (ranked
26th), suggesting a small absolute scale.
Andaman and Nicobar Islands have a low AE-
RE (15.24%) and minimal national contribution
(0.031%), ranking 29th.
4.3 AE-RE Percentage for all States/UTs
(FY 2024-25)
The data (Fig. 4.6) on the percentage of
AEs out of total REs in FY 2024-25 reveals
significant inter-State variation in the
implementation and operationalization
of the NAPS. The leading States and UTs
include Delhi (60.93%), Goa (50.88%),
Gujarat (44.92%), and Sikkim (40.91%),
which demonstrate exceptional AE-RE
efficiency. These regions have been able
to convert a significant share of registered
establishments into active contributors,
thereby positioning themselves as
benchmarks of institutional responsiveness
and private sector participation.
Among the better performing States, Assam
(36.22%), Kerala (34.87%), West Bengal
(33.29), Maharashtra (31.62%), Haryana
(26.07%), and Andhra Pradesh (25.64%),
reflect comparatively stronger outcomes.
These states exhibit higher-than-average
AE-RE percentages. A middle tier of States,
including Tamil Nadu (23.17%), Telangana
(22.39%), Uttar Pradesh (21.58%), Karnataka
(21.29%), Himachal Pradesh (20.67%),
Madhya Pradesh (18.47%), and Rajasthan
(18.06%), show moderate engagement,
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
) Revitalizing India?s Apprenticeship Ecosystem 42
where roughly one-fifth to one-quarter of
registered establishments are active.
At the lower end of the spectrum, states such
as Manipur (3.57%), Bihar (3.91%), Chhattisgarh
(5.17%), Nagaland (8.00%), Odisha (10.04%)
and Jharkhand (11.63%) demonstrate very
limited conversion of registered establishments
into active participants. Union Territories such
as Puducherry and Lakshadweep (25.00%
each), Chandigarh (30.29%), and Ladakh
(21.43%) also show relatively higher conversion
compared to many larger states, with Delhi
emerging as the only UT with an AE to RE
above 50%. Revitalizing India?s Apprenticeship Ecosystem 43
4.4 State-wise insights into
Apprentices under NAPS
Understanding the State-wise and Union
Territory wise trends in apprentices engaged
under NAPS is critical for evidence-based
policymaking, targeted skilling strategies,
and balanced regional development. This
section examines the top 10 and bottom 10
States, and also provides separate analyses
for UTs and Northeastern States, offering a
nuanced perspective on spatial disparities
in apprenticeship engagement under NAPS
across India.
The data from NAPS Dashboard presents a
comprehensive overview of the distribution
and engagement of registered apprentices
across Indian States and UTs, highlighting
both the scale of registration and the
proportion of apprentices engaged.
Nationally, 78,43,822 apprentices are
registered, of whom 37,75,729 are engaged,
resulting in an overall engagement rate of
48.14%. This indicates that while nearly half
of all registered apprentices are successfully
engaged, there remains significant variation
across States in both scale and efficiency of
engagement.
4.4.1 Top 10 States: Apprentices
Engaged under NAPS
The Fig. 4.7 shows the top ten States and
UTs by number of apprentices engaged
under NAPS and reveals significant variations
between the volume of registered apprentices
and actual engagement levels. The data on
the top ten States and UTs by apprenticeship
engagement reveals notable variations in
both scale and efficiency of participation.
Maharashtra emerges as the clear leader, with
the highest number of registered apprentices
(13,92,306) and engaged apprentices
(9,85,919), reflecting a strong alignment
between registration and training uptake, as
indicated by a substantial engagement rate
of 70.81%.
Gujarat follows in second place with 4,32,146
engaged apprentices out of 6,91,033
registered, achieving a comparatively high
engagement rate of 62.54%. Tamil Nadu
demonstrates even greater efficiency with a
76.42% engagement rate, engaging 3,64,898
apprentices from 4,77,492 registered,
ranking third overall. Karnataka stands
out as a key performer with the highest
engagement rate among these top States
at 85.29%, engaging 3,05,469 apprentices
from 3,58,140 registered, placing it fourth in
total engagement despite ranking eighth in
registrations.
Uttar Pradesh, which holds the second-
highest registration volume (11,34,065),
exhibits a comparatively low engagement
rate of 24.65%, securing fifth place in
engagement. Haryana demonstrates
strong performance with 2,71,586 engaged
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
) Revitalizing India?s Apprenticeship Ecosystem 44
apprentices and a 60.60% engagement
rate, ranking sixth in engagement despite
its fifth position in registrations.
Telangana, with 2,65,669 registered
apprentices, ranks seventh in engagement,
reflecting efficiency at 62.96%. West Bengal,
Madhya Pradesh, and Andhra Pradesh, ranked
eighth, ninth, and eleventh in engagement
respectively, show mixed performance,
with engagement rates of 37.82%, 30.54%,
and 21.88%. Andhra Pradesh, despite
ranking sixth in registrations, records the
lowest engagement rate among this group,
highlighting gaps between apprenticeship
registration and training absorption.
Overall, the data illustrates that while larger
States such as Maharashtra and Gujarat
dominate in scale, States like Karnataka
and Tamil Nadu demonstrate exceptional
efficiency, whereas others, notably Andhra
Pradesh and Uttar Pradesh, face considerable
challenges in converting registrations into
active apprenticeships.
4.4.2 Bottom 10 States: Apprentices
Engaged under NAPS
Fig. 4.8 showing the bottom ten States and
UTs in apprenticeship engagement under
NAPS highlights significant disparities
between registration and actual engagement.
Uttarakhand demonstrates remarkable
efficiency, engaging 77,356 apprentices
from 92,445 registrations, achieving an
engagement rate of 83.68%, the second
highest among all States despite its lower
registration rank (20th). Goa similarly exhibits
high efficiency, with an engagement rate of
80.15% and 35,248 apprentices engaged out
of 43,977 registered.
In contrast, Rajasthan, while ranking 12th
in registrations (2,47,522), secures only the
13th position in engagement (76,195), with
a moderate engagement rate of 30.78%,
indicating gaps between outreach and
absorption. Punjab performs moderately
well, with 50.84% engagement, translating
1,27,362 registrations into 64,757 active
apprentices.
Other States display considerable
inefficiencies in apprenticeship conversion.
Kerala (27.50%), Odisha (23.34%), and
Jharkhand (23.14%) each rank high in
registrations but exhibit comparatively
low engagement, placing them at 15th,
16th, and 17th in engagement respectively.
Himachal Pradesh shows moderate
performance with a 47.39% engagement
rate, engaging 35,705 apprentices from
75,339 registered. Bihar, despite having
the seventh-highest registration volume
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 45
(3,82,437), records the lowest engagement
rate of 6.66%, securing only the 21st position
in engagement. Chhattisgarh, with 1,18,536
registered apprentices, also demonstrates
limited training absorption with a 21.01%
engagement rate.
Overall, this distribution reveals that while
smaller States like Goa and Uttarakhand
excel in efficiency, several larger States with
higher registration volumes are unable to
achieve proportional engagement.
4.4.3 Northeastern States: Apprentices
Registered and Engaged under NAPS
The Fig. 4.9 and analysis of apprenticeship
performance in the NER reveals significant
disparities in both scale and efficiency.
Assam dominates the region in absolute
numbers, with 1,35,339 registered
apprentices and 42,319 engaged, reflecting
an engagement rate of 31.27% and placing
the State 16th in registrations and 18th in
engagement nationally. Tripura follows
distantly with 18,336 registrations and 2,129
engaged apprentices, but with a modest
engagement rate of 11.61%, ranking 24th
in registrations and 27th in engagement.
Sikkim demonstrates exceptional efficiency
in contrast, with a 71.62% engagement rate,
the highest in the region, despite its small
scale, engaging 1,537 apprentices from just
2,146 registered, ranking 32nd nationally in
registrations and 28th in engagement.
Other States in the region face considerable
challenges in apprenticeship absorption.
Meghalaya achieves a moderate engagement
rate of 28.73%, with 944 engaged
apprentices out of 3,286 registered. Manipur,
Arunachal Pradesh, Mizoram, and Nagaland
all record engagement rates below 15%, with
Nagaland performing the weakest at 4.78%
engagement, ranking 35th in engagement
nationally.
These figures indicate that while smaller
States such as Sikkim are efficient in
converting registrations into training
opportunities, much of the region lags
behind national averages in both scale
and absorption, underscoring the need for
targeted policy interventions.
4.4.4 Union Territories: Apprentices
Registered and Engaged under NAPS
The analysis
5
(Fig. 4.10) of apprenticeship
engagement in UTs under NAPS reveals
considerable variation in efficiency and scale.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
5
Dadra and Nagar Haveli has been excluded from this analysis due to inconsistencies in the reported data Revitalizing India?s Apprenticeship Ecosystem 46
Delhi emerges as the leading UT, with 1,12,961
registered apprentices and 94,945 engaged,
achieving an engagement rate of 84.05%,
which places it 10th nationally in engagement
despite ranking 19th in registrations.
Puducherry also demonstrates strong
performance, engaging 10,114 apprentices
from 12,552 registered, translating to an
engagement rate of 80.58%. Chandigarh
follows with a relatively high engagement
rate of 68.17%, engaging 5,038 apprentices
from 7,390 registered, showcasing effective
utilisation of its smaller registration base.
In contrast, several UTs record low
engagement levels. Jammu and Kashmir,
with 24,282 registered apprentices, engages
only 17.91%, while Ladakh achieves a modest
25.30% engagement rate from its limited
base of 664 registrations. Andaman and
Nicobar Islands and Lakshadweep reflect the
lowest levels of engagement, at 14.62% and
14.75% respectively, highlighting significant
gaps in apprenticeship implementation.
Overall, while Delhi and Puducherry stand
out for their efficiency and scale, other UTs
demonstrate a need for targeted efforts to
enhance participation and align training
uptake with registration drives.
4.4.5 Apprentices Engaged and
Completed Training under NAPS among
States/UTs
Analysing apprentices engaged and those
who have completed training at the state and
UT level is highly useful for evidence-based
policymaking, programme monitoring, and
resource allocation. Such analysis provides
granular insights into the performance and
outreach of NAPS across diverse regions.
4.4.6 Top 10 States: Apprentices
Engaged and Completed Training under
NAPS
The top ten states (Fig. 4.11) by cumulative
apprentice engaged under NAPS till FY
2024–25 collectively account for a significant
share of India’s apprenticeship ecosystem,
yet they exhibit considerable variation in
training completion efficiency.
As of FY 2024-25, Maharashtra leads with
9,85,919 apprentices engaged, but its
completion rate of 52.1% highlights a gap
between enrolment and successful training
outcomes. Gujarat follows with 4,32,146
engaged apprentices and a comparatively
high completion rate of 64.6%, indicating
stronger programme efficiency. Tamil Nadu,
despite ranking third with 3,64,898 engaged
apprentices, has one of the lowest completion
rates at 46.1%, suggesting challenges in
sustaining apprenticeship completion.
Karnataka, Uttar Pradesh, and Haryana form
a mid-tier cluster with engagement levels
above 2.7 lakh and completion rates ranging
from 53.2% to 61.3%, positioning Haryana as a
State with better engagement rates.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 47
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
Telangana, West Bengal, and Madhya
Pradesh contribute meaningfully to
national total with moderate engagement
volumes and high completion rates above
58%, reflecting a strong focus on training
outcomes. Andhra Pradesh rounds out the
list with 84,323 engaged apprentices and a
59.2% completion rate, maintaining balance
between participation and programme
delivery. Overall, these trends reveal a
concentration of apprenticeship activity
in a few States, with Gujarat, West Bengal,
Madhya Pradesh, and Haryana demonstrating
better outcome efficiency compared to
higher-volume but less efficient States like
Maharashtra and Tamil Nadu. This highlights
the need for State-specific interventions to
close the completion gap while sustaining
engagement growth.
4.4.7 Bottom 10 States: Apprentices
Engaged and Completed Training under
NAPS
Fig. 4.12 shows the ten States with the lowest
cumulative apprentice engagement under
the NAPS in FY 2024–25. Uttarakhand,
Rajasthan, and Punjab lead this cohort
in terms of absolute engagement, with
cumulative engagement figures of 77,356,
76,195, and 64,757 respectively; however,
their completion rates remain modest at
44.4%, 59.7%, and 57.2%, indicating scope for
enhancing training efficiency. Kerala, Odisha,
and Jharkhand demonstrate comparatively
stronger performance, recording completion
rates of 69.2%, 72.8%, and 70.6%, suggesting
that despite lower engagement volumes
than the top-performing states nationally,
these states maintain a higher proportion of
successful training outcomes.
Notably, Chhattisgarh stands out with the
highest completion rate in this group at
75.4%, reflecting effective implementation
despite having the lowest engagement
figure of 24,908 apprentices. Bihar similarly
achieves a high completion rate of 71.9%,
underlining efficiency in training delivery
relative to its engagement base.
Conversely, Himachal Pradesh and Goa,
while having moderate engagement levels
of 35,705 and 35,248 respectively, display
relatively lower completion efficiencies
of 51.8% and 50.0%. Overall, this analysis
underscores that States with lower absolute
engagement volumes, such as Chhattisgarh,
Bihar, and Odisha, demonstrate comparatively
stronger outcome-oriented approaches,
whereas some higher-engagement States
like Uttarakhand and Punjab face challenges
in translating enrolment into completions.
This highlights the need for differentiated Revitalizing India?s Apprenticeship Ecosystem 48
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
strategies focusing on scaling participation
in smaller states while improving completion
efficiency in states with higher apprentice
engagement but weaker training outcomes.
4.4.8 Northeastern States: Apprentices
Engaged and Completed Training under
NAPS
The Fig. 4.13 on apprenticeship participation
in Northeast India under the NAPS reveals
distinctive trends in engagement, training
completion, and state-wise performance.
Although Northeast States collectively
represent a small fraction of national
apprenticeship figures, several demonstrate
exceptional training completion rates.
Assam dominates the region, with 44,505
apprentices engaged, accounting for
the majority of participation, and it also
demonstrates high training completion
efficiency at 75.6%, ranking third nationally.
Tripura and Nagaland, though having lower
engagement volumes of 2,129 and 103
respectively, exhibit strong completion
performance, with rates of 69.0% and
76.7%, reflecting highly effective training
delivery relative to scale. Sikkim and
Arunachal Pradesh show moderate
engagement, with 1,537 and 194 apprentices
engaged, and completion rates of 49.4%
and 55.7%, respectively, indicating stable
implementation.
Conversely, Meghalaya and Manipur register
low engagement and relatively weak
completion efficiency at 38.8% and 40.7%,
respectively. Mizoram, despite notable
growth trends, records both low engagement
(171 apprentices) and the lowest regional
completion rate (11.7%), highlighting need
for focussed interventions.
4.4.9 UTs: Apprentices Engaged and
Completed Training under NAPS
Fig. 4.14 on apprenticeship engagement
in India’s UTs under the NAPS reveals
significant variation across regions, with
performance measured by both scale
(engagement and completions) and Revitalizing India?s Apprenticeship Ecosystem 49
effectiveness (completion rate).
Delhi leads with the highest cumulative
apprentice engagement at 94,945,
contributing substantially to the national
total, and maintains a strong completion rate
of 61.5%, reflecting balanced participation
and efficiency. Puducherry follows distantly
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025)
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 50
with 10,114 engaged apprentices, though its
completion rate of 48.2% indicates room for
improvement in training effectiveness. Dadra
and Nagar Haveli and Ladakh stand out for
high completion rates of 71.3% and 70.8%,
respectively, demonstrating strong efficiency
despite smaller engagement volumes of
9,452 and 168 apprentices. Chandigarh and
Jammu & Kashmir, with engagement levels of
5,038 and 4,348 apprentices, show moderate
completion performance at 53.4% and 62.1%,
respectively, highlighting consistent though
limited outreach.
Smaller UTs display contrasting trends, with
Lakshadweep achieving an exceptional
completion rate of 84.4%, the highest
nationally, despite having only 45 apprentices
engaged, signifying high training quality and
individualized focus. Conversely, Andaman
and Nicobar Islands record a notably low
completion rate of 31% from just 300
engaged apprentices, underscoring systemic
challenges in implementation. Overall, Delhi
dominates in scale, while smaller UTs like
Lakshadweep, Ladakh, and Dadra and Nagar
Haveli exemplify high training efficiency,
indicating that while larger territories have
succeeded in outreach, smaller ones excel
in outcome quality, thereby reflecting a dual
challenge of scaling engagement without
compromising completion performance.
4.5 Trends among States/UTs in
apprentices registered, engaged, and
completed training under NAPS in the
last five years
Table 4.1
6
shows a comparative analysis
of rankings across States and UTs from
FY 2020–21 to FY 2024–25 in under
NAPS reveals patterns in apprenticeship
registration, apprentices engaged, and
apprentices completed training. Comparing
rankings across registration, engagement,
and completion stages is especially
insightful because it reveals mismatches
in performance at different stages of the
apprenticeship pipeline, states that rank high
in registrations but low in completions, for
example, may face challenges in employer
absorption, training quality, or learner
retention, that can be further explored.
This layered analysis enables targeted
interventions, ensuring that resources,
incentives, and technical support are
directed to states that need them most.
It also helps track progress over time,
evaluate policy effectiveness, and encourage
healthy competition among states to
improve rankings. Furthermore, rank-based
comparisons simplify communication of
performance data to stakeholders, making
it easier for central and state governments
to benchmark success, share best practices,
and align efforts to achieve national skilling
and employability targets more equitably.
Among larger States, Maharashtra
consistently dominates all three metrics,
ranking first in registration, engagement,
and completion throughout FY 2020–21
to FY 2024–25, demonstrating both scale
and operational efficiency. Uttar Pradesh
ranks consistently high in registrations
(2nd) but fluctuates in engagement and
completion ranks, typically between 3rd
and 6th, revealing persistent challenges in
converting large registration volumes into
active apprenticeship outcomes. Gujarat
and Tamil Nadu show stable high rankings,
with Gujarat maintaining top-five positions
across all three indicators and Tamil Nadu
achieving particularly strong engagement
and completion performance despite slightly
lower registration ranks.
Karnataka and Haryana reflect significant
efficiency: Karnataka ranks sixth in registration
(FY 2024–25) but appears consistently in the
top three for engagement and completion,
while Haryana, although 10th in registrations,
achieves 6th rank in engagement and
completion, signalling strong programmatic
effectiveness. States such as Bihar and Andhra
Pradesh, despite moderately high registration
ranks (5th and 7th in FY 2024–25), show lower
engagement and completion ranks, indicating
gaps in converting registered apprentices into
trained and completing participants.
6
Source: National Apprenticeship Promotion Scheme Dashboard, as of 25 August 2025 Revitalizing India’s Apprenticeship Ecosystem 51 Revitalizing India?s Apprenticeship Ecosystem 52
Madhya Pradesh, West Bengal, Rajasthan,
Delhi, Telangana, Kerala, Punjab, Odisha, and
Himachal Pradesh exhibit varying levels of
efficiency, with engagement and completion
ranks generally close to registration ranks,
reflecting proportional outcomes. Goa,
although low in registration, consistently
demonstrates moderately higher
engagement and completion ranks (16th–
19th), suggesting effective management of
apprenticeship programmes relative to scale.
The Northeastern Region displays marked
heterogeneity in performance. Assam, with
relatively higher registration ranks (16th in FY
2024–25), maintains moderate engagement
and completion ranks (20th each). Sikkim,
despite minimal registration numbers (32nd
in FY 2024–25), achieves higher engagement
and completion ranks (28th and 29th),
reflecting strong conversion relative to its
scale. Manipur, Meghalaya, Arunachal Pradesh,
Mizoram, and Nagaland generally exhibit low
registration, engagement, and completion
ranks, with only modest fluctuations over
the five-year period. Mizoram and Nagaland
consistently occupy the bottom ranks in all
three indicators, highlighting severe limitations
in apprenticeship participation.
Among UTs, Delhi consistently demonstrates
strong performance, ranking 17th in
registered apprentices in FY 2024–25
while achieving 11th in engagement and
11th in training completion, reflecting high
conversion efficiency relative to registration
size. Puducherry and Chandigarh show
moderate registration ranks (25th and 28th,
respectively) but achieve higher relative
ranks in engagement and completion,
consistently in the low twenties, suggesting
effective utilization of their limited
apprentice base. Dadra and Nagar Haveli
presents an unusual pattern in FY 2024–25,
with its engagement and completion ranks
(24th and 23rd) exceeding its registration
rank (27th), indicating potentially significant
post-registration participation.
Andaman & Nicobar Islands and
Lakshadweep consistently occupy the
lowest ranks in registration, engagement,
and completion across all years,
with minimal variation, highlighting
persistent challenges in generating
apprenticeship activity in smaller UTs.
Ladakh exhibits low registration ranks (35th)
and moderate engagement and completion
performance, with some improvements
noted in FY 2023–24, reflecting marginal
gains in participation.
4.6 Trends in REs and AEs among special
regions under NAPS
NAPS has shown notable expansion across
India, yet the performance of special
(National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 53
districts, presents a mixed picture (Fig 4.15).
On the NAPS dashboard, special districts
include Aspirational, Border, LWE, NER and
tribal districts. As shown in Fig. 4.15, as of
FY 2024, there remains a considerable gap
between REs and AEs across India’s special
category districts, underscoring persistent
barriers in translating policy outreach into
operational apprenticeship engagement.
Tribal Districts lead among special regions,
with 23.82% of the 15,161 REs actively engaged
in apprenticeship programmes. Border
Districts follow with 20.89% activation,
with 1,663 of 7,962 REs active. Aspirational
Districts show a lower AE-RE of 14.36%, with
only 1,839 of 12,810 REs active.
The gap highlights the need for focused
interventions to sustain apprenticeship
programmes in these districts. NER Districts
(103 districts) report an AE-RE percentage
of 16.23%. 38 LWE-affected districts register
the lowest AE-RE of just 11.52%, with 1,001
out of 8,692 REs active.
4.6.1 Trends in apprentices engaged
and completed training among special
regions under NAPS.
Fig. 4.16 reveals significant regional varia-
tions in apprenticeship engagement and
completion outcomes under NAPS, under-
scoring critical policy insights.
Aspirational districts, with 1,53,630 engaged
apprentices and a completion rate of 55.91%,
demonstrate substantial participation but
slightly below-average completion efficiency
compared to the national rate of 56.79%.
Border districts show a smaller volume of
apprentices (56,043 engaged) yet achieve a
relatively higher completion rate of 57.90%.
LWE districts stand out with a high
completion rate of 70.35%, the highest
among all regions. The NER reports 5,219
engaged apprentices with a completion
rate of 57.79%, slightly above the national
average, suggesting training quality is
maintained despite the region’s logistical
and infrastructural constraints.
(Source: National Apprenticeship Promotion Scheme Dashboard, as on 10 April 2025) Revitalizing India?s Apprenticeship Ecosystem 54
Tribal districts account for the largest
regional share after All India totals, with
2,52,560 engaged apprentices, but their
completion rate of 55.39% falls slightly
below the national average, pointing to
challenges in retention and completion
despite large-scale engagement. These
insights help prioritise regions not only by
participation but also by efficiency, ensuring
that apprenticeship programmes achieve
both inclusivity and quality.
4.7 Insights on trends in apprentices
under NATS (States and UTs)
NATS serves as a crucial mechanism for
skilling India’s youth and linking formal
education with workplace training. NATS
maintains public dashboards and publishes
State-wise and sectoral data, offering
insights into apprentice engagement from
which performance trends, growth rates,
and regional variations can be analysed.
At present
7
, publicly available data on
apprentice engagement under NATS is
restricted to just two financial years, FY
2024–25 and FY 2025–26. Moreover,
granular data on registered and active
establishments, apprentices disaggregated
by sector, geography, industry, gender, and
qualifications, and details of participating
educational institutions are not accessible.
The performance of Indian States and
UTs under NATS reveals considerable
heterogeneity in apprenticeship
engagement, measured through both the
absolute numbers from FY 2019–20 to FY
2024–25 and the percentage share from all
India.
The 20 States, 8 UTs and 8 Northeastern
States are analysed separately with a
ranking among them based on their
apprentices engaged in each year. The data
reveals a diverse pattern of engagement
and growth across States, with some
regions demonstrating rapid acceleration in
apprenticeship uptake, while others reflect
steady but moderate increases. The ranking
figures provide empirical evidence of state-
level performance, which holds significance
for comparative policy assessment, inter-
state benchmarking, and the design
of targeted interventions to enhance
apprenticeship participation. The data for
Andhra Pradesh and Telangana is combined
as well the data for Kerala and Lakshadweep
at the source.
4.7.1 Top ten States by share of
apprentices under NATS (FY 2019-20
to 2024-25)
Fig. 4.17 shows that apprenticeship engagement
under NATS is highly concentrated in a few
states, with Maharashtra and Tamil Nadu
alone accounting for over one-third of the
national total. West Bengal also emerges as a
significant contributor, bringing the combined
share of the top three states to more than half
of all apprentices engaged nationally. Odisha,
with 1,19,747 apprentices, contributes 8.52%,
and Haryana engages 96,872 apprentices,
representing 6.89% of the total, demonstrating
significant regional variation in scale.
As per the combined data at source, Andhra
Pradesh and Telangana contribute 72,665
apprentices (5.17%), followed by Karnataka
(65,325; 4.65%), Uttar Pradesh (64,567;
4.59%), and Gujarat (47,217; 3.36%). These
figures illustrate that while a few states
account for a substantial share of national
apprenticeship engagement under NATS,
engagement is uneven across the country.
4.7.2 Bottom ten States by share of
apprentices under NATS
The data (Fig. 4.18)
8
from FY 2019-20 to
2024-25 on the bottom ten States in terms
of apprentices engaged under NATS reveals
critical insights into regional disparities and
growth dynamics.
Fig. 4.18 on the bottom ten States in
apprentice engagement under NATS
highlights significant inter-state disparities in
participation and outreach of the programme.
Kerala, along with Lakshadweep, despite
7
September 2025
8
Data for Kerala and Lakshadweep is combined in Fig. 4.18 and Fig. 4.21 (3.10% share of both in India) Revitalizing India?s Apprenticeship Ecosystem 55
being at the top of this lower segment,
accounts for only 3.06% of all India engaged,
while States like Goa, Himachal Pradesh, and
Punjab contribute less than 0.5% each. Large
States such as Bihar, Jharkhand, and Madhya
Pradesh also appear in this group.
This distribution shows that apprentice
engagement is concentrated in a few leading
States, while a considerable number of States
remain underrepresented. Analysing these
figures can help identify regions requiring
targeted capacity building, stronger industry
linkages, and increased institutional outreach.
It also points to the need for differentiated
strategies, as challenges in industrialised
states may differ significantly from those in
smaller States or Union Territories with lower
industrial bases. Overall, this comparison
provides a valuable evidence base for
allocating resources, designing state-specific
interventions, and achieving more balanced
growth in skill development outcomes under
NATS.
(Source: National Apprentice Training Dashboard, as on 25 April 2025)
(Source: National Apprentice Training Dashboard, as on 25 April 2025) Revitalizing India?s Apprenticeship Ecosystem 56
(Source: National Apprentice Training Dashboard, as on 25 April 2025)
4.7.3 Performance of Northeastern
States
The Fig. 4.19 on Northeastern States’
participation in NATS (FY 2019-20 to 2024-
25) reveals stark disparities and mixed
growth patterns.
The analysis of apprenticeship engagement
under NATS in the NER reveals the
region’s comparative contribution to the
national apprenticeship ecosystem, both
in terms of absolute engagement numbers
and percentage share of the all-India
total. Assam leads the region with 7,943
apprentices engaged, accounting for 0.57%
of the national total, which highlights its
comparatively stronger industrial and
training infrastructure. Sikkim follows with
2,583 apprentices, contributing 0.18%,
reflecting its focus on skill development
despite geographical constraints. Other
States, including Tripura, Arunachal
Pradesh, Manipur, Meghalaya, and Mizoram,
show minimal engagement levels, each
contributing less than 0.1% to the national
total, underscoring persistent challenges
in industrial outreach and apprenticeship
implementation. Nagaland’s engagement is
the lowest at only 62 apprentices (0.004%),
highlighting a stark gap in institutional
capacity and employer participation.
4.7.4 Performance of UTs
The Fig. 4.20 shows the number of
apprentices engaged under NATS across the
UTs of India (FY 2019-20 to 2024-25).
The engagement of apprentices under
NATS in UTs reflects a highly concentrated
distribution, with Delhi emerging as the
dominant contributor. Delhi, with 24,282
apprentices engaged (1.73% of the all-India
total), significantly outperforms other UTs,
benefitting from its dense industrial base
and concentration of higher education
institutions that facilitate apprenticeship
linkages. Chandigarh follows distantly with
3,259 apprentices (0.23%), while Puducherry
records 2,485 apprentices (0.18%), both
reflecting moderate engagement levels
relative to their smaller economic and
industrial ecosystems.
Smaller UTs, such as Dadra and Nagar
Haveli and Daman and Diu (1,281
apprentices, 0.09%) and Jammu & Kashmir
and Ladakh (974 apprentices, 0.07%), Revitalizing India?s Apprenticeship Ecosystem 57
demonstrate limited participation, which
may indicate structural constraints such
as weaker industry presence and fewer
training institutions. Andaman and Nicobar
Islands, with only 116 apprentices (0.01%),
illustrate the lowest engagement nationally,
highlighting geographic isolation and
infrastructural limitations.
4.8 Trends in apprentices engaged
under NATS among States/UTs in last
five years
The ranking trends of States and UTs in
apprenticeship engagement under NATS
between 2020–21 and 2024–25 reveal both
stability among leading states and variation
among mid- and lower-ranking regions.
Tamil Nadu and Maharashtra maintain
consistent top-tier positions, with Tamil Nadu
occupying first or second rank across all
five years and Maharashtra holding the first
rank from 2022–23 onwards, demonstrating
sustained leadership in apprenticeship
absorption. West Bengal and Odisha also
display stable performance, ranking within
the top five consistently, highlighting effective
engagement strategies. Several States exhibit
upward mobility in engagement rankings,
reflecting improvements in programme
implementation or industry participation.
Andhra Pradesh and Telangana rise from
the 10th position in 2020–21 to the 5th
position in 2024–25, while Haryana improves
from 8th to 4th. Kerala and Lakshadweep
maintain moderate but steady performance,
consistently ranking between 9th and 11th.
Northeastern States, including Arunachal
Pradesh, Mizoram, Meghalaya, and Nagaland,
remain at the lower end of the rankings.
Manipur shows notable fluctuations,
dropping to the 33rd position in 2023–24
before rising back to 28th in 2024–25.
Jharkhand and Bihar demonstrate variable
performance, with Jharkhand moving from
5th to 13th and Bihar from 14th to 10th over
the period. Smaller UTs such as Andaman
and Nicobar Islands and Dadra and Nagar
Haveli and Daman and Diu generally occupy
the lowest ranks.
4.9 Proportion of apprentices engaged
under NATS in each State/UT
Fig. 4.21
9
shows a snapshot of apprentice
engagement under NATS based on
cumulative data from FY 2016–17 to FY 2024–
25 across States/UTs. It reveals substantial
inter-State variation in participation, both
in terms of total numbers and percentage
9
Combined data published at source (NATS Dashboard) for Kerala and Lakshadweep,

Jammu & Kashmir and
Ladakh (formed after 2019) is combined in Fig. 4.18, 4.20, 4.21 and 4.24.
(Source: National Apprentice Training Dashboard, as on 25 April 2025) Revitalizing India?s Apprenticeship Ecosystem 58
share of national engagement. The
cumulative engagement of apprentices
under the National Apprenticeship Training
Scheme (NATS) from FY 2016–17 to FY
2024–25 demonstrates a pronounced
concentration among a few leading states,
reflecting both industrial capacity and
institutional efficiency. Maharashtra leads
decisively, engaging 3,87,551 apprentices
and accounting for 21.44% of the national
total, followed by Tamil Nadu with 3,17,774
apprentices (17.58%) and West Bengal
with 2,14,216 apprentices (11.85%). Odisha
(1,60,924; 8.90%) and Haryana (1,17,487;
6.50%) complete the top five, together
highlighting the apprenticeship engagement
capacity of these States.
Other States with moderate contributions
include Uttar Pradesh (92,119; 5.10%),
Karnataka (89,534; 4.95%), Gujarat (59,196;
3.27%), Kerala
9
(55,984; 3.10%), and Telangana
(51,834; 2.87%), reflecting effective but
comparatively smaller-scale engagement.
States/UTs such as Andhra Pradesh, Bihar,
Jharkhand, Rajasthan, and Delhi contribute
between 1.5% and 2% of total engagement,
indicating limited participation relative to
the national scale.
The remaining States, particularly those
in the Northeastern Region, and UTs,
contribute minimally, with Nagaland
engaging only 64 apprentices (0.00%) and
Andaman and Nicobar Islands engaging 163
apprentices (0.01%), highlighting persistent
regional disparities. Collectively, the data
underscore a skewed distribution in NATS
engagement, with a few States accounting
for the majority of apprentices and smaller
or less industrialized regions contributing
marginally.
4.10 Proportion of apprentices engaged
under NAPS in each State/UT
The fig. 4.22 cumulative distribution of
apprentices engaged under NAPS until
FY 2024–25 demonstrates substantial
concentration among a limited States,
reflecting the uneven engagement of
apprentices across the country. Maharashtra
emerges as the clear leader, engaging
9,85,919 apprentices, which constitutes
26.10% of the all-India total, underscoring
the State’s robust apprenticeship ecosystem
and strong industry participation. Other
high-contributing States include Gujarat
(4,32,146; 11.44%), Tamil Nadu (3,64,898;
9.66%), and Karnataka (3,05,469; 8.09%),
which together with Maharashtra account
for over half of the national cumulative
engagement.
Mid-level contributors include Uttar Pradesh
(2,79,516; 7.40%), Haryana (2,71,586; 7.19%),
and Telangana (1,67,265; 4.43%), reflecting
moderate efficiency in bridging registration
and training uptake. West Bengal (1,12,905;
2.99%), Madhya Pradesh (1,05,495;
2.79%), Andhra Pradesh (84,323; 2.23%),
Uttarakhand (77,356; 2.05%), and Rajasthan
(76,195; 2.02%) occupy intermediate
positions, highlighting variable regional
implementation outcomes.
States such as Punjab (64,757; 1.71%),
Kerala (59,076; 1.56%), Odisha (48,065;
1.27%), Jharkhand (46,829; 1.24%), Assam
(44,505; 1.18%), Himachal Pradesh (35,705;
0.95%), Goa (35,248; 0.93%), Bihar (25,458;
0.67%), and Chhattisgarh (24,908; 0.66%)
collectively account for a small proportion
of national engagement, indicating relatively
limited scale and absorption capacity.
UTs contribute marginally to total apprentices
engaged, reflecting both their smaller
population and constrained industrial base.
Puducherry leads among UTs with 10,114
apprentices (0.27%), followed by Dadra and
Nagar Haveli (9,452; 0.25%) and Chandigarh
(5,038; 0.13%). Jammu & Kashmir engages
4,348 apprentices (0.12%), Tripura 2,129
(0.06%), and Sikkim 1,537 (0.04%).
Remaining States and UTs, including
Meghalaya (944; 0.02%), Manipur (354;
0.01%), Andaman & Nicobar Islands (300;
0.01%), Arunachal Pradesh (194; 0.005%),
Mizoram (171; 0.005%), Ladakh (168; 0.004%),
Nagaland (103; 0.003%), and Lakshadweep Revitalizing India’s Apprenticeship Ecosystem 59
(45; 0.001%), collectively contribute a small
share, highlighting persistent disparities in
apprenticeship engagement.
Overall, the data underscores a pronounced
concentration of NAPS engagement in
industrially advanced States, moderate
participation in mid-tier States, and minimal
engagement in smaller States and UTs,
pointing to several factors influencing
apprenticeship uptake across India.
4.11 Comparative analysis of NAPS and
NATS among apprentices engaged
A comparative assessment (fig 4.23 and
4.24) of apprenticeship engagement under
NAPS and NATS reveals both convergence
and divergence in the performance of States
and Union Territories. Industrially advanced
states such as Maharashtra, Gujarat, Tamil
Nadu, Karnataka, and Haryana consistently
occupy the top positions in both schemes,
(Source: National Apprentice Training Dashboard, as on 25 August 2025)
Rank of each State/UT in Apprentices Engaged under NATS from FY 2020-21 to 2024-25 Revitalizing India?s Apprenticeship Ecosystem 60
indicating that strong institutional
frameworks, industry absorption capacity,
and well-established apprenticeship
linkages allow these States to maintain
leadership irrespective of the scheme
modality. These States demonstrate high
relative efficiency, translating registrations
into meaningful engagement, and their
dominance is evident across multiple years.
Mid-tier States, including Uttar Pradesh,
Telangana, West Bengal, Madhya Pradesh,
Andhra Pradesh, Rajasthan, and Punjab,
generally hold moderate ranks in both
schemes. However, relative differences
emerge in some cases: certain states
perform better under NATS than NAPS,
whereas others exhibit stronger relative
positioning under NAPS. States such
as Bihar, Jharkhand, Chhattisgarh, and
Himachal Pradesh, consistently remain at
the lower tier in both schemes. Revitalizing India?s Apprenticeship Ecosystem 61
Union Territories generally mirror their
relative positions across both schemes.
Delhi consistently ranks highest among
UTs, reflecting a relatively mature industrial
and training ecosystem. Puducherry, Dadra
and Nagar Haveli, and Chandigarh maintain
mid-tier positions relative to other UTs,
while smaller territories such as Andaman &
Nicobar Islands, Lakshadweep, and Ladakh
remain at the bottom in both schemes,
with negligible shifts in rank. This suggests
that structural constraints, such as limited
industrial presence and small population size,
dominate over scheme-specific differences.
The North Eastern States exhibit a distinct
pattern. Assam occupies a relatively Revitalizing India?s Apprenticeship Ecosystem 62
higher position among the region’s States
in both NAPS and NATS, while other
States such as Tripura, Sikkim, Arunachal
Pradesh, Manipur, Meghalaya, Mizoram,
and Nagaland consistently remain near the
bottom nationally. Their relative positions
across schemes show minimal variance.
Overall, while top-performing and bottom-
tier states largely retain their relative
positions across both NAPS and NATS, mid-
tier States and UTs show some scheme-
specific variation, reflecting the influence
of local industrial ecosystems, programme
design, and operational effectiveness. The
comparison underscores that scheme-
specific factors can slightly alter relative
engagement positions, but structural and
regional determinants remain dominant in
shaping overall apprenticeship outcomes.
25,458 Revitalizing India’s Apprenticeship Ecosystem 63
7,943 Revitalizing India?s Apprenticeship Ecosystem 64
Conclusion
This chapter has presented an empirical
analysis of the trends and patterns observed
under NAPS and the NATS from FY 2018–19
to FY 2024–25. The analysis has focused
on establishment-level participation,
apprenticeship engagement, and training
completion across States, UTs, and special
geographies such as Aspirational Districts
and NER. The findings indicate significant
variations in the extent to which registered
establishments have transitioned into active
engagement under NAPS, suggesting
differential levels of operational uptake across
States.
With respect to apprenticeship engagement,
the data reveals that Maharashtra,
Gujarat, and Tamil Nadu, which account
for a substantial share of the national
apprentice pool are the leading States.
However, high engagement levels do not
necessarily correspond to high training
completion rates. States such as Dadra
and Nagar Haveli, Assam, Odisha, Kerala,
and Jharkhand have recorded consistently
higher completion rates, whereas some
high-engagement States have reported
lower-than-average training completion.
This divergence between engagement
volume and completion rate highlights
inefficiencies in the apprenticeship lifecycle
across different geographies.
Furthermore, the analysis of special
districts indicates modest yet uneven
progress. While targeted interventions have
facilitated increased registrations in several
Aspirational Districts and parts of the NER,
overall engagement and completion remain
limited. The share of apprentices from these
regions in the national completion pool is
comparatively low, underscoring the need
for sustained institutional and industrial
engagement to enhance participation and
outcomes.
Collectively, these insights reflect substantial
spatial disparities in the implementation
and effectiveness of apprenticeship
programmes. While India’s apprenticeship
ecosystem under NAPS and NATS has
made commendable progress in terms of
outreach and institutional participation,
regional imbalances persist. High-volume
States must improve training completion,
while low-engagement regions, particularly
in the NER and special districts, require
targeted support to enhance scale without
compromising on quality.
The analysis on establishment activation,
apprentice engagement, and training
completion rates across States/UTs and
districts indicates the complexity of the
apprenticeship ecosystem in India. The
evidence presented in this chapter lays a
foundation for the subsequent discussion
on the key challenges in the apprenticeship
ecosystem. The next chapter critically
examines these challenges through the lens
of stakeholder consultations. Revitalizing India’s Apprenticeship Ecosystem 65
5
Stakeholder
Consultations Revitalizing India?s Apprenticeship Ecosystem 66
5.1 Introduction
As part of this study, a series of stakeholder
consultations were undertaken with
representatives from industry bodies,
government agencies, skill development
experts, State officials, and multilateral
organizations. The sectoral challenges, best
practices, and policy recommendations
presented in this report are substantially
based on the insights gained from these
discussions.
5.2 Stakeholder discussion on
apprenticeship with Industry
Representatives
The first stakeholder consultation was
held on 9th September 2024 with industry
experts, organized by the SDE Division
of NITI Aayog. The consultation aimed to
evaluate the current state of apprenticeship
schemes in India and to explore actionable
pathways for strengthening the education-
to-employment (E-to-E) transition,
particularly through enhanced industry
participation. Industry stakeholders
emphasized the need for a unified,
integrated portal and pathways for vertical
and horizontal mobility for candidates to
move between skill training and education.
Another point of discussion was the lack
of awareness regarding apprenticeship
schemes such as NAPS and NATS. Both
students and employers, especially in
some States with lower apprenticeship
participation, were reported to have limited
knowledge of these schemes and the
opportunities they offer. This awareness
gap was seen as a major barrier to
increased participation in apprenticeships
across sectors.
The industry consultation underscored
the importance of digital integration,
stakeholder awareness, and coordinated
policy support for improving
apprenticeship outcomes. Insights from
this discussion informed the broader set
of recommendations presented in this
report, particularly concerning digital
infrastructure, outreach strategies, and
systemic reforms to facilitate a smoother
E-to-E pathway. A complete list of
participants from the meeting is included in
Annexure 2.
5.3 Roundtable on strengthening
apprenticeship training
SDE Division of NITI Aayog organized a
multi-stakeholder roundtable discussion
on 18th February 2025 chaired by Dr.
Arvind Virmani, Member, NITI Aayog.
The roundtable served as a platform
for engagement among representatives
from government bodies, industry, SSCs,
international organizations, and academia.
The primary objective was to deliberate
upon key challenges and emerging
opportunities within India’s apprenticeship
ecosystem.
States presented notable best practices.
Gujarat was acknowledged for its
financial incentives and transport support
mechanisms. Maharashtra shared its
proposals for legal amendments to scale up
apprenticeship implementation. Tamil Nadu
highlighted its National Skills Qualifications
Framework (NSQF)-aligned training models
and commendable placement outcomes.
Recommendations from industry and
SSCs focused on enhancing digital portals
and promoting apprentice engagement
through CSR-linked incentives and
MSME-oriented models.International
perspectives contributed insights on
the importance of quality assurance
in apprenticeship standards, inclusive
participation of women, and structured
trainer development initiatives.
The roundtable concluded with policy
recommendations aimed at strengthening
implementation. These included
consolidating digital platforms, increasing
stipends, expanding sectoral and
regional coverage, and developing robust
monitoring and evaluation frameworks.
The complete list of participants from the
roundtable is provided in Annexure 2. Revitalizing India?s Apprenticeship Ecosystem 67
5.4 State Consultation for
Strengthening Apprenticeship
The third stakeholder consultation on
strengthening apprenticeship training was
held on 16th April 2025 with representatives
from SSDMs. The consultation was chaired
by Programme Director (SDE), NITI Aayog.
The primary objective of this engagement
was to gather state-level insights and
implementation experiences to inform
the revitalization of India’s apprenticeship
ecosystem.
The consultation began with a national
overview covering the NAPS, NATS,
and the roles of various stakeholders.
The discussion was structured around
eight guiding questions addressing
implementation challenges, identification
of best practices, gender inclusion, MSME
participation, and employment outcomes
post-apprenticeship.
The perspectives shared by participating
States, including Telangana, Andhra
Pradesh, Delhi, Uttar Pradesh, Karnataka,
Odisha, Madhya Pradesh, Assam,
Jharkhand and Haryana, provided valuable,
implementation-focused insights. These
contributions have played a critical
role in shaping the analysis and policy
recommendations in this report. The
consultation ensured that the voices
of state-level actors were meaningfully
integrated into the development of a robust,
responsive, and inclusive apprenticeship
policy framework.
A complete list of participants from the
meeting is included in Annexure 2. Revitalizing India’s Apprenticeship Ecosystem 68 Revitalizing India’s Apprenticeship Ecosystem 69
6
Unpacking the
Roadblocks: Challenges
in India’s Apprenticeship
Ecosystem Revitalizing India?s Apprenticeship Ecosystem 70
6.1 Introduction
India’s apprenticeship ecosystem stands
at a critical juncture as the country aims
to equip its burgeoning youth population
with industry relevant skills and bridge the
gap between education and employment.
Despite multiple policy interventions and
initiatives by different stakeholders such as
Central and State Governments, industry
and employers several challenges continue
to affect the scale and effectiveness of
the apprenticeship programme. There
is an immense potential to leverage and
strengthen the apprenticeship model in
India, which is globally recognized for its
ability to create a skilled workforce through
experiential and on-the-job learning.
Several key challenges were identified
based on the analysis as detailed in
the previous chapters and extensive
consultations with multiple stakeholders
such as representatives from Central
and State Governments, ministries and
departments, industry leaders, experts
from international organizations, and
academia. This chapter outlines these
challenges by categorizing them into
five pillars viz. policy and system related,
structural and regulatory, region specific,
industry/employer-related, and challenges
from the perspective of aspirants and
apprentices.
By unpacking these roadblocks, this report
seeks to provide an understanding of the
existing bottlenecks and suggest pathways
for revitalizing India’s apprenticeship
framework to meet the demands of the
rapidly evolving labour market.
6.2 Policy and Systemic
Challenges
6.2.1 Multiplicity of schemes and
processes
As discussed in chapter two of the report,
the apprenticeship ecosystem includes
different Central and State Government
initiatives, target groups, norms,
modalities, and diverse institutional
arrangements. This may lead to the
creation of multiple brands and processes
for both employers and candidates.
6.2.2 Low apprenticeship stipend
Stakeholders were of the view that the
overall stipend amounts received by
apprentices from employers remain
low. As the cost of living rises, many
apprentices may find that their earnings
are insufficient to cover basic expenses,
making apprenticeship opportunities less
attractive.
6.2.3 Potential for smaller
establishments to engage
apprenticeships
Stakeholder discussions indicated that
smaller and medium sized establishments
are often not aware of apprenticeship
schemes and initiatives. To scale up
apprenticeship adoption, smaller/medium
sized establishments could be made
aware and incentivised through distinct
awareness campaigns/initiatives.
6.2.4 Need for mobility pathways and
integration between apprenticeships
and education
Since apprenticeships provide experiential
and on-the-job training, linkages between
apprenticeships and education are
important. Multiple entry and exit pathways
for a candidate can ensure that a person
undergoing academic education has the
option to transition to apprenticeship and
for an apprentice or a skilled candidate to
come back to mainstream education at
any point in time. Initiatives like the NCrF
and Apprenticeship Embedded Degree
Programme (AEDP) are important in
this regard and need to be implemented
across education and skilling institutions. Revitalizing India?s Apprenticeship Ecosystem 71
6.3 Structural and Regulatory
Challenges
6.3.1 Need for standardization
of certification
Both designated and optional trades
under NAPS have a different certification
process. Designated Trades are specifically
notified by DGT and have fixed standards
for training and certification. Certification
for designated trades is regulated and
awarded under the official apprenticeship
portal. The certificate for optional trades is
awarded after the completion of employer-
designed or sector skill council-approved
training, and is distinct from designated
trade certification. Stakeholders were
of the view that standardization of
certification norms may help further
streamline the process and enhance the
value of the apprenticeship certificate.
6.3.2 Improving availability of Data
Enhancing the granularity and accessibility of
data under both the NAPS and NATS scheme
is critical for strengthening evidence-based
policy formulation and sectoral analysis
across geographies. Despite being one of
the older components of the apprenticeship
ecosystem, NATS continues to face
limitations in terms of data availability.
6.3.3 Improving training quality
at the ITIs
A large number of candidates take up
apprenticeships after training at ITIs.
The infrastructure and facilities at both
Government and Private ITIs can be
upgraded to cater to changing demands of
industry and the job market. The National
Scheme for ITI Upgradation is a significant
step in this regard.
6.4 States/UTs and special
district specific challenges
6.4.1 Leveraging DSCs in
apprenticeship programme
The District Skill Committees (DSCs) set
up by MSDE under SANKALP form the
backbone for localized skill development.
DSCs can help strengthen district-driven
apprenticeship ecosystem which can
effectively address regional employment
and skill challenges.
6.4.2 Need to address State-
wise disparity in participation of
establishments under NAPS
The state-wise data on AEs under the
Apprenticeship Scheme in FY 2024–25
reveals a stark regional disparity, with
Gujarat (24.18%) and Maharashtra (17.80%)
alone accounting for about 42% of total
active participation. In contrast, several
States and UTs, including North East
States like Nagaland (0.004%), Manipur
(0.006%), and Arunachal Pradesh (0.01%),
as well as UTs like Lakshadweep (0.002%)
and Andaman & Nicobar Islands (0.03%),
contribute negligibly to the scheme
(Refer Map 4.1). While industrialized
States have higher rates of apprenticeship
engagement, low participation from other
regions indicates several bottlenecks that
require deliberate interventions from all
stakeholders.
6.4.3 Low active to registered
establishment ratio among States/UTs
Fig. 4.3 on the percentage of AEs
from registered ones in FY 2024–25
indicates a trend of underutilization of
the apprenticeship framework. While
some States/UTs like Delhi (60.93%), Goa
(50.88%), and Gujarat (44.92%) show high
registered to active establishment rates, Revitalizing India?s Apprenticeship Ecosystem 72
others such as Bihar (3.91%), Manipur
(3.57%), and Chhattisgarh (5.17%) indicate
a disconnect between registration and
actual implementation of apprenticeships.
This mismatch reflects a key challenge: a
large number of REs are not translating
into active apprenticeship opportunities.
6.4.4 Regional disparities among
States/UTs in apprentices’ engagement
and completion
While States like Maharashtra and Gujarat
have high numbers of apprentices
engaged and completed training,
the highest completion rate out of
those engaged among apprentices
under NAPS is in States like Manipur
(84.46%), Chhattisgarh (75.35%), etc.
The distribution of apprentices in India
indicates a concentration of apprenticeship
engagement in a few States, while a large
number of States and UTs account for
marginal shares.
6.4.5 Apprenticeship participation
in special districts
The share of total apprentices from FY
2019 to FY 2025 by special districts (Fig.
4.16) and completion rates, reveals a
persistent and multifaceted challenge of
achieving balanced and sustained growth
in apprenticeship engagement across all
regions. Significant disparities remain,
with Aspirational Districts consistently
outperforming others, while NER and
Tribal Districts continue to lag with minimal
participation. LWE affected and Border
Districts face stagnant or declining shares,
reflecting structural, and socio-economic
barriers that hinder broader engagement.
These trends highlight the difficulty of
uniformly scaling up apprenticeship
programmes.6.5 Industry and Employer
Challenges
6.5.1 Lower ratio of Active
Establishments under NAPS
The analysis of NAPS data reveals 51,133
active establishments, which are 26.10% of
the total registered establishments. This
indicates that despite robust registration
numbers, a significant proportion of firms
remain inactive.
6.5.2 Potential for Greater
Participation of MSMEs
MSMEs, despite their significant role in
employment and output, MSMEs show
inconsistent and limited participation
in NAPS. Micro and small enterprises
collectively constitute over one-third
of active establishments (33.20%) but
engage only 11.56% of apprentices.
Medium enterprises, representing 19.14%
of establishments, engage 31.30% of
apprentices, indicating relatively balanced
participation. Key constraints include
low awareness, limited HR capacity,
compliance burden, and inadequate
infrastructure (FICCI, 2019). Large firms
also show declining engagement, from
55% in 2014–19 to 15.70% in 2022-23, rising
again to engaging 35.51% of apprentices,
suggesting underutilization of capacity.
Stronger MSME integration and renewed
large-firm participation would be the key
to scaling up apprenticeships.
6.5.3 Start-ups in India’s
apprenticeship ecosystem
There is potential to incorporate start-ups
in the apprenticeship ecosystem. Early-
stage start-ups can be provided support
and motivation to engage apprentices. Revitalizing India?s Apprenticeship Ecosystem 73
6.5.4 Industry perception on Low
“Return on Investment”
A major barrier to widespread adoption of
apprenticeship programmes by employers
is the prevailing perception of low return on
investment, as cited by employers (TeamLease,
2024). Industries, especially MSMEs, often view
apprentices as an additional cost rather than
a productive resource due to the time and
effort required for training, supervision, and
compliance. Another concern, especially for
MSMEs, is the poaching of trained candidates
after the completion of apprenticeship.
As a result, many firms either refrain from
participating in apprenticeship schemes or
engage only minimally.
6.5.5 Need for greater alignment with
industry needs
In general, the need for greater alignment of
vocational and apprenticeship programmes to
industry requirements was highlighted. Various
industry stakeholders observed that graduates
of skilling programmes often lack job-ready
skills, requiring companies to invest in re-training
even after certification. This disconnect may
weaken the employability of young workers.
6.5.6 Addressing barriers related to
technological and digital access
Digitalization of apprenticeship registration
and tracking processes, as well as DBT
for Government stipend contribution are
major advancements in the apprenticeship
ecosystem. Lack of access to internet
devices such as smartphone, particularly
for candidates from rural and underserved
regions, multiple user interfaces, and lack
of clarity around procedural steps could
create obstacles during registration and on
boarding. These barriers could be overcome
through provision of user support, digital
access, grievance redressal mechanisms, and
regional language accessibility for the target
population. The need for a robust integrated
platform (in multiple languages with AI
assistance) that is easy to access and use for
participating enterprises, government, and
prospective apprentices was emphasized by
the stakeholders in the discussions. 6.6 Apprentice and Aspirant
Challenges
6.6.1 Low completion rates of
apprentices
While engagement levels have improved
substantially, completion rates of
apprenticeships need improvement. Some
of the reasons mentioned in the NILERD
(2019) report for low seat utilization under
NATS included aspirant perception of no
job guarantee after completion of training,
low stipend as cost of living in the cities is
high, and non-availability of training in the
areas near their residence (NILERD, 2019).
6.6.2 Low participation of women in
apprenticeships
Women face a multitude of challenges
in accessing and participating in skill
training through ITIs and apprenticeship
programmes, as is evident from their lower
rates compared to men in registration,
engagement and completion. According to
NILERD Report (2019) women constitute
only 20% of the total apprentices under
NATS. Female trainees often face a dual
burden of household responsibilities and
training commitments, leading to high
dropout rates, recorded at an average of
23%. Financial barriers further compound
the problem; high training fees, travel
costs, and a preference among families to
invest in sons’ education over daughters
restrict women’s access to private ITIs
and apprenticeship opportunities. To
address these barriers, a multi-pronged
strategy that includes gender-sensitive
infrastructure, inclusive pedagogy, flexible
training models, and stronger counselling
and placement support is essential.
6.6.3 Limited awareness about
international opportunities
Despite the growing recognition of
vocational education, many young
people still perceive it as less prestigious
compared to academic routes. As pointed
out in the stakeholder consultation, young
aspirants may have limited exposure Revitalizing India?s Apprenticeship Ecosystem 74
to or awareness about international
opportunities. Many aspirants are
unfamiliar with foreign labour market
requirements, face language and cultural
barriers, and lack institutional backing
for overseas placement. Stakeholders
could together work on strengthening
international apprenticeship pathways for
connecting India’s skilled workforce with
global employment opportunities.
6.6.4 Need to strengthen career
counselling and awareness
Youth are often unaware of the career
pathways that apprenticeships can offer.
Several stakeholders identified the need
for structured counselling, mentorship,
and placement support within ITIs,
polytechnics, and higher education
institutions. Lack of awareness regarding
apprenticeship programmes and the
benefits accruing from these programmes
could be a key reason for slow adoption
(FICCI, 2019). Counselling and guidance
for students and candidates along the
skilling lifecycle needs to be emphasised
to create aspirations and help learners
understand possible pathways.
6.6.5 Differentiating apprentices from
regular employees
Another challenge in the apprenticeship
ecosystem is the treatment of apprentices
on par with regular employees in many
workplaces, without commensurate
benefits or protections. While apprentices
are meant to be in a learning phase,
they are often expected to deliver the
same output as full-time employees,
with little differentiation in workload or
accountability. This undermines the core
objective of apprenticeships as structured
learning experiences and may discourage
apprentices from completing the training. Conclusion
This chapter has unpacked the challenges
and helped identify barriers for
strengthening apprenticeships in India.
High dropout rates and low aspirations
among youth need to be addressed
through career counselling and awareness
throughout the lifecycle of skilling. Lower
female participation, though improving,
reflects deep-rooted social and structural
barriers. Regional disparities also need
to be overcome and the potential of
district planning and implementation can
be leveraged. There is immense scope
for more industries, including small and
medium ones to engage apprentices.
Addressing these challenges requires
a multi-pronged approach by different
stakeholders. The next chapter seeks to
build on this analysis by offering actionable
recommendations aimed at overcoming
roadblocks, thereby paving the way for
a more robust, inclusive, and effectively
revitalizing apprenticeship framework that
aligns with the nation’s aspirations for skill
development and economic growth. Revitalizing India’s Apprenticeship Ecosystem 75
7
Building a Future-
Ready Apprenticeship
Framework:
Key Recommendations Revitalizing India?s Apprenticeship Ecosystem 76
7.1 Introduction
As India accelerates its journey toward
becoming a global economic powerhouse,
the apprenticeship ecosystem must evolve
to meet the demands of a rapidly changing
workforce and industry landscape. The
recommendations detailed in this chapter
have emerged from the challenges identified
in Chapter V and solutions proposed
during the consultations held with Ministry
representatives, State Government
representatives, industry experts, SSCs and
experts from academia and international
organizations.
The recommendations are structured
across five pillars named policy and system,
structure and regulation, State and region
specific, industry and employer engagement,
and apprentice and aspirant empowerment.
Examples of apprenticeship models in other
countries and good practices by States and
initiatives of the Central Government have
also been highlighted.
The recommendations in the chapter place
an emphasis on unifying and streamlining
the country’s diverse apprenticeship
schemes. The recommendations suggest
creating a single unified system, integrating
apprenticeships with the startup ecosystem,
and facilitating seamless transitions between
education and skilling. These suggested
initiatives could help the apprenticeship
programme become more accessible,
aspirational, and relevant to the evolving
needs of both learners and employers.
The recommendations also focus on building
robust mechanisms to support and monitor
apprenticeship adoption and quality at
every level. This includes the development
of tools to benchmark performance
across States and UTs, empowering local
institutions such as District Skill Committees,
and establishing district-level hubs to drive
localized transformation.
For industry and employers, the
recommendations in the chapter stress
on deepening engagement and providing
handholding support. This involves fostering
greater participation from a diverse range of
enterprises, including MSMEs, and enhancing
the capacity of training institutions to meet
the demands of strategic sectors. From the
perspective of apprentices and aspirants,
these recommendations suggest initiatives
for clear pathways for mobility between
skills and formal education, enhanced
engagement and completion rates through
holistic support to a candidate throughout
his/her apprenticeship journey.
BUILDING A FUTURE-READY APPRENTICESHIP FRAMEWORK: KEY RECOMMENDATIONS
1.
Policy &
Systemic
2.
Structure &
Regulatory
3.
States/UTs &
Special District
Specific
4.
Industry &
Employers
5.
Apprentice &
Aspirant
NAM + NAP unified mission
Seamless education–skilling
mobility
Incentives for districts,
NE & women
Future-ready & social impact
sectors
Wider employer eligibility
Apprenticeship
Engagement Index
Standardized training &
assessment
Post-apprenticeship
benefits
Industry–ITI adoption &
upgradation
District Skill
Committees to
drive local
apprenticeship
Targeted support
for higher
completion in
special districts
MSME cluster consortia +
community networks +
traditional skills
Startup Apprenticeship
Program (SAP)
Strategic & aspirational
industry perception
Apprenticeships in the gig
economy
Travel & accommodation
Insurance and social security
Early awareness, counselling
& outreach
International mobility,
exchanges & competitions
Women’s inclusion Revitalizing India?s Apprenticeship Ecosystem 77
7.2 Policy and Systemic
Recommendations
The recommendations also focus on building
robust mechanisms to support and monitor
apprenticeship adoption and quality at
every level. This includes the development
of tools to benchmark performance
across States and UTs, empowering local
institutions such as District Skill Committees,
and establishing district-level hubs to drive
localized transformation.
7.2.1 National Apprenticeship
Mission (NAM) and National
Apprenticeship Portal (NAP): a
unified mission to mainstream
apprenticeship in India
The apprenticeship ecosystem, at present,
includes initiatives from different ministries
and State Governments, diverse target
groups, norms, modalities, and institutional
arrangements. This often leads to the
creation of multiple brands, possibly
causing confusion for both candidates and
employers. Hence, a unified apprenticeship
mission and a digital platform could be
launched to streamline and enhance
apprenticeship engagement across the
country. A mission such as the National
Apprenticeship Mission (NAM) could serve
as a common platform with information on
various types of apprenticeship programmes
accessible through a single gateway, the
National Apprenticeship Portal (NAP).
Under NAM, all major Central and State-
run apprenticeship programmes could be
harmonized under a common framework
with unified branding, governance, and
communication guidelines, leveraging
existing infrastructure in ITIs, vocational
institutions, tool rooms, and training centres.
The National Apprenticeship Portal could
serve as a single gateway for the entire
apprenticeship lifecycle from one-time
registration for candidates and employers,
to contract generation, assessments,
certification, stipend disbursal, and
performance monitoring. It could integrate
with key platforms such as Skill India Digital
Hub (SIDH), Udyam Portal, and academic
credentials (NAD/ABC), incorporating
biometric e-KYC, multilingual mobile
interfaces, and AI-driven analytics for smart
matching, drop-out tracking, and inclusion
monitoring. The portal should be strengthened
with AI-enabled chatbots, bulk action
features, and an efficient grievance redressal
mechanism. Additional functionalities
could include post-training support, career
counseling, and placement linkages.
POLICY AND SYSTEMIC RECOMMENDATIONS
Pathways for
seamless
Education -
Skilling
mobility
Apprenticeship-
Linked Incentive
Scheme for
Aspirational
Districts, NE
States, & women
apprentices
Expanding
apprenticeships
in emerging,
future-ready, and
social impact
sectors
Increase
eligibility of
establishments
and the band
to engage
apprentices
NAM & NAP:
a unified
mission to
mainstream
apprenticeship Revitalizing India’s Apprenticeship Ecosystem 78
Implementation can draw inspirations from
model like Singapore’s SkillsFuture initiative
which serves as an integrated gateway for
lifelong learning, including apprenticeships
(Refer Box I and II).
Implementation Roadmap for
National Apprenticeship Mission (NAM)
Short-Term (0–1 Year)
• Constitute a Steering Committee under
MSDE to frame NAM’s structure, mandate,
and governance model.
• Map features of existing scheme and
portals (NAPS, NATS) and design a
unified architecture.
• Harmonize existing apprenticeship
policies and schemes across ministries
under a unified framework.
• Develop common branding,
communication guidelines, and operating
procedures for all government-led
apprenticeship programmes.
• Launch awareness campaigns to
reintroduce NAM as India’s flagship
apprenticeship mission.
Long-Term (1–3 Years)
• Institutionalize NAM through a Cabinet-
approved policy or legislative framework.
• Establish a permanent mission office
to oversee strategy, compliance, and
performance evaluation.
• Align funding mechanisms of various
schemes under NAM’s strategic umbrella.
• Full-scale integration of all Central and
State-run apprenticeship schemes.
• Enable smart matching between
apprentices and establishments.
• Incorporate biometric e-KYC, contract
generation, attendance, e-assessment,
certification, and stipend processing.
• Incorporate AI-based analytics
dashboard for policymakers to monitor
uptake, dropouts, sector performance,
and gender/disability inclusion.
• Develop mobile and multilingual
interfaces to expand access.
Actors Responsible
• MSDE, SSDMs
• MoE (UGC,AICTE)
• MoLE
• MoMSME
• MoCI
Performance Success Indicators
• Launch of NAM within 12 months with
unified identity for apprentices and
strategic plan
• All major Central and States’
apprenticeship schemes aligned under
NAM
• Increase in total apprenticeship seats
offered nationally by Year 3
• Consistent quarterly performance
reporting by States and sectors
Box I: International Best Practices:
Modular Apprenticeships &
SkillsFuture Portal Initiative,
Singapore
Key Features of Singapore Model
• Apprentices can complete short-
term skill modules, earning credits
toward higher certifications or
degrees.
• The government subsidizes
training costs, making skill
development accessible to all
citizens.
• Companies receive funding
support for in-house training,
ensuring continuous workforce
development.
(Source: SkillsFuture Singapore:
Skills-based modular courses for lifelong
learning) Revitalizing India’s Apprenticeship Ecosystem 79
7.2.2 Pathways for Seamless
Education–Skilling Mobility
In order to make apprenticeships more
aspirational, emphasis needs to be given on
its integration with education and facilitating
pathways for mobility between skilling and
education. Apprenticeships, as done under
AEDP, must carry standardized and transferable
academic credits, computed based on the
duration of on-the-job training. This integrated
model supports NEP 2020’s vision of holistic,
flexible, and employability-driven education,
particularly for youth entering the workforce
through alternate routes. Additionally, linking
NATS participation with institutional assessment
frameworks such as NAAC and NIRF rankings
can incentivize Higher Education Institutions
(HEIs) to increase engagement. Inspiration
could also be drawn from the Employer-led &
Degree Apprenticeships offered in UK and the
Dual System of Training offered in Germany
(Refer Box III and IV). Within India, inspiration
can be drawn from Tamil Nadu’s Education-
Industry Integration Model (Refer Box V).
Implementation Roadmap
Short-Term (0–12 months)
• Embed NAPS/NATS modules into curricula
of selected UG programmes, dedicating at
least one semester to apprenticeship.
• Launch pilot AEDPs in HEIs integrating
NCrF-aligned apprenticeship credits with
NAPS/NATS registrations.
• Develop model tripartite MoUs among HEIs,
industry partners, and apprentices, defining
shared assessment and learning outcomes.
• Conduct training workshops for HEIs
and industry partners on credit mapping,
assessment protocols, and curriculum co-
design with faculty and industry.
• Expand apprenticeship-linked pathways
to postgraduate, diploma, and open
learning programmes (IGNOU, SWAYAM).
• Initiate a national awareness campaign
showcasing “Earn While You Learn”
success stories.
Long-Term (1–3 years)
• Scale AEDPs across all NIRF/NAAC-
qualified HEIs, mandating at least one
semester of credit-bearing apprenticeship
in degree programmes.
• Institutionalize apprenticeship-linked
metrics in accreditation and ranking
frameworks to incentivize adoption.
• Promote region-specific Industry–
Academia Hubs to decentralize access in
Tier 2/3 cities.
Actors Responsible
• MoE (UGC, AICTE, HEIs)
• MSDE (NCVET, NSDC, SSCs)
Performance Success Indicators
• Number of HEIs offering NCrF-aligned
AEDPs
• Increase in learners completing
NAPS/NATS-aligned credit-bearing
apprenticeships
• Growth in horizontal/vertical academic
mobility enabled via apprenticeship credits.
• Number of co-certification cases (degree
+ apprenticeship)
• Volume of tripartite MoUs with clear credit
assessment norms
Box II: International Best
Practices: Employer-Led & Degree
Apprenticeships in the UK
Key Features of the UK Model
• The Apprenticeship Levy System,
introduced in 2017, mandates large
employers to contribute 0.5% of
their payroll into an apprenticeship
fund, which is then used for
workforce training.
• The UK also introduced Degree
Apprenticeships, where students
earn a university degree while
working full-time, making
apprenticeships a mainstream
alternative to higher education.
• Employers receive funding support
from the government to train
apprentices, ensuring financial
sustainability.
(Source: Office for Students (UK). Degree
apprenticeships: Guide for employers.) Revitalizing India’s Apprenticeship Ecosystem 80
Box III: International Best Practices:
Dual Vocational Training System in
Germany
Key Features of the German Model
• Apprentices split their time between
schools and industries, typically
spending 3-4 days per week in
companies and the rest in vocational
schools.
• The curriculum is industry-driven,
and apprentices earn a stipend
while they learn, making vocational
education attractive.
• Over 50% of German students
in upper secondary education
participate in apprenticeships, and
more than 60% secure full-time jobs
post-training.
(Source: Federal Institute for Vocational
Education and Training. Germany’s dual
vocational education and training system)
Box IV: Tamil Nadu: Education-
Industry Integration Model
• Key Initiative: Dual System of
Training (DST) / Embedded Course
Framework
• "Earn While You Learn" Model:
Integrates apprenticeships directly
into educational curriculum
• Academic Credit: Apprenticeship
hours count toward formal
qualification requirements
• Progression Pathways: Clearly
defined career advancement routes
post-apprenticeship
(Source: Tamil Nadu Skill Development
Corporation (TNSDC))
7.2.3 Apprenticeship-Linked Incentive
Scheme (ALIS) for Aspirational
Districts, North East States, and
women apprentices
An Apprenticeship Linked Incentive
Scheme (ALIS) with financial incentives
for both employers and apprentices may
be designed for Aspirational Districts,
North East States, and women apprentices.
This scheme could also be integrated as
a component under NAPS. To encourage
industry-wide adoption of apprenticeships,
a performance-based incentive framework
for employers based on apprentice
retention, employment conversion, and
diversity (gender, regional, marginalized
groups) in apprenticeship cohorts may be
effective. Along with a special focus on
aspirational districts and North East States,
this scheme could encourage recruitment
of women apprentices. ALIS could play a
significant role in making apprenticeships
a strategic investment for firms while
reinforcing the principles of social equity
and workforce diversity.
Implementation Roadmap
Short-Term (0–12 months)
• Define a tiered incentive structure (e.g.,
additional stipend and travel allowances)
for apprentices from aspirational districts,
North East States, and women.
• Launch pilots in Aspirational Districts
and North East States, targeting women
apprentices. Partner with local industry
clusters and women’s self-help groups to
identify candidates.
• Integrate incentive tracking into the NATS/
NAPS portal and ABC/NAD platforms,
enabling real-time disbursement and
monitoring.
• Conduct district-level workshops with
State Education Departments, DCs, and
local NGOs to onboard HEIs, ITIs, and
women’s associations. Publish scheme
guidelines in regional languages.
Long-Term (1–3 years)
• Expand the incentive scheme to all
Aspirational Districts and North East
States.
Actors Responsible
• MSDE (NSDC, SSCs)
• MoE (UGC,AICTE)
• MoCI
• MoDoNER Revitalizing India?s Apprenticeship Ecosystem 81
Performance Success Indicators
• Number of apprentices enrolled under
the scheme in Aspirational Districts,
North-East States, and women cohorts
• Percentage increase in women
apprentices annually
• Apprenticeship completion rate among
incentivized groups
• Conversion rate to full-time employment
or continued higher education
• Growth in participation from SC/ST/OBC
communities within special districts
• Number of formal MoUs signed between
HEIs/ITIs and local industries for
incentive-linked placements
• Volume of disbursed incentives vs.
allocated budget
• Apprentice and employer satisfaction
scores (through regular surveys)
• Case studies capturing career trajectories
of women and rural apprentices
7.2.4 Expanding Apprenticeships in
Emerging, Future-Ready, and Social
Impact Sectors
To make apprenticeship training aspirational,
inclusive, and industry-relevant, India
must actively promote apprenticeships in
both high-growth sunrise industries and
other labour-intensive sectors. Emerging
industries such as semiconductors, electric
vehicles (EVs), drones, IT & BPM, healthcare,
electronics, and telecommunications
are driving technological and economic
transformation, with the drone industry
recording a Net Apprenticeship Outlook
(NAO) of 86% and the EV & Mobility sector
at 75% (TeamLease Degree Apprenticeships
Report, 2024). This higher NAO signifies
employer interest and commitment towards
engaging apprentices in these sectors.
Simultaneously, the care economy including
childcare, elder care, disability support,
and community health services presents
immense potential for job creation.
However, this sector remains largely
informal and excluded from structured
skilling systems. Integrating these domains
into the formal apprenticeship framework
will professionalize the workforce, address
acute skill gaps, and prepare India for both
present and future workforce demands.
Government initiatives like Make in India,
PLI scheme, and targeted policy measures
can accelerate adoption. Sector-specific
pilots could be launched in emerging urban
hubs, while rural areas can be integrated
through MSME clusters and agro-tech
initiatives. Special focus must be placed
on gender diversity, incorporating women
in STEM-intensive trades (e.g., solar,
semiconductors) and care-related sectors.
Industry–academia partnerships, Centres of
Excellence, and advanced digital platforms,
will be critical to scaling impact. The
integration of virtual reality (VR) training
for specialized tasks, micro-credentials,
and international collaboration can further
enhance quality and mobility.
Implementation Roadmap
Short-Term Actions (0–12 Months)
• Identify and map apprenticeship
opportunities across high-growth sectors
(semiconductors, EVs, drones, IT/BPM,
healthcare, electronics, telecom) and
labour intensive, social impact sectors
(care economy, education aides, geriatric/
disability care, home healthcare).
• Add new optional trades in NAPS/NATS
for care and allied services.
• Launch joint communication campaigns
with State Directorates of Training,
industry bodies (NASSCOM, SIAM,
CII, FICCI), SSCs, and NGOs to raise
awareness.
• Initiate pilot programmes in priority cities
and rural clusters, prioritizing high youth
unemployment areas or strong sectoral
presence.
• Develop sector-specific curriculum
modules and micro-credentials in
collaboration with industry, academia,
and NGOs.
• Expand and digitize apprenticeship
registration, monitoring, and compliance Revitalizing India?s Apprenticeship Ecosystem 82
platforms along with AI-driven skill
matching.
• Facilitate quick onboarding of MSMEs
and micro-enterprises through cluster-
based and simplified compliance models.
Long-Term Actions (1–3 Years)
• Develop a national industry–academia–
government partnership framework for
sustained engagement in emerging and
care sectors.
• Establish State-level monitoring cells to
ensure quality implementation and track
apprentice outcomes.
• Create a central impact evaluation
dashboard for metrics like placement
rates, stipend utilization, dropout
reduction, and gender diversity.
• Extend financial incentives, including
performance-linked bonuses for training
providers and participating industries,
with a focus on MSMEs and underserved
regions.
• Set up Centres of Excellence (CoEs) with
advanced labs and industry tie-ups in key
hubs.
• Introduce VR-based training for
specialized and hazardous tasks.
• Integrate formal degree and diploma
programmes with up to 60% on-the-job
training in partnership with IITs, NITs, and
leading industries.
• Enable global exposure through
partnerships with international vocational
systems (e.g., Germany, Singapore).
Actors Responsible
• MSDE (DGT, NSDC, SSCs), SSDMs
• MoCI
• MoHFW
• MoWCD
• Industry Associations (NASSCOM, SIAM,
CII, FICCI, ASSOCHAM), TPAs
Performance Success Indicators
• Annual apprentice registrations in
emerging, future-ready, and care sectors
• Percentage increase in industry
partnerships with training institutions
• Enrolments, completions, and placement
rates post-training
• Number of new optional trades and
micro-credentials introduced
• Number of Centres of Excellence
operationalized
7.2.5 Increase eligibility of
establishments and the band to engage
apprentices
To widen the net of industry participation
and enhance apprenticeship coverage, it is
proposed that the eligibility threshold for
establishments be revised. All establishments
with a workforce of 20 or more could
be brought under the apprenticeship
framework, expanding beyond the
current requirement. Simultaneously, the
permissible apprenticeship engagement
range could be increased from the existing
2.5%–15% to 2.5%–25%. This shift could
enable smaller establishments to also
engage apprentices and offer opportunities
for skilling to the youth.
Implementation Roadmap
Short-Term (0–12 months)
• Amend the relevant rules under the
Apprentices Act, 1961 to revise the
workforce threshold and engagement
range.
• Develop incentive frameworks for
participating employers.
• Create a national database of
establishments with 20+ employees to
identify target entities.
• Launch an awareness campaign informing
employers of the new mandate.
• Build capacity among apprenticeship
advisors and other regulators at the State
level to support implementation and
grievance resolution. Revitalizing India?s Apprenticeship Ecosystem 83
Long-Term (1–3 years)
• Institute differential targets and
handholding strategies for large
enterprises, MSMEs, and Startups to
facilitate adoption.
• Evaluate and recalibrate periodically
based on sectoral growth, workforce
absorption capacity, and regional
dynamics.
Actors Responsible
• MSDE (DGT, SSDMs, DSCs)
• MoLE
• MoMSME
• Industry Associations (e.g., CII, FICCI,
ASSOCHAM)
Performance Success Indicators
• Number of establishments with 20+
workforce recruiting apprentices
• Increase in apprenticeship engagement
rate across sectors, States and districts
• Share of MSMEs and startups participating
under the revised threshold
• Compliance rate verified through third-
party audits or integrated systems
7.3 Structure and Regulatory
Recommendations
7.3.1 Apprenticeship Engagement Index
(AEI) for States and UTs
To drive data-informed policymaking and
encourage healthy inter-State competition,
an Apprenticeship Engagement Index (AEI)
could be instituted. The AEI could serve as a
real-time, publicly accessible dashboard that
ranks States and UTs on indicators such as
their performance in engaging apprentices
relative to their youth population, industrial
base, and skilling infrastructure. This
evidence-based tool could enable the
Central Government to deploy targeted
technical assistance and resource allocation
to underperforming regions.
Implementation Roadmap
Short-Term (0–12 months)
• Design the AEI framework, including
methodology, data sources, weightages
etc.
• Develop a digital dashboard integrated
with the Apprenticeship Portal and State
MIS systems for automated data capture.
STRUCTURE AND REGULATORY RECOMMENDATIONS
Apprenticeship
Engagement
Index (AEI)
for States and
UTs
Standardization
of evaluation
and
assessment
of training
Expanding
Apprenticeships
through Post-
Training
Support
Strategic
industry
adoption and
upgradation of
ITIs Revitalizing India?s Apprenticeship Ecosystem 84
• Pilot the AEI in a few diverse States to
validate methodology and reporting
cadence.
Long-Term (1–3 years)
• Release the first public AEI ranking with
baseline indicators and trends.
• Institutionalize AEI reporting on
a quarterly basis with interactive
dashboards for public access.
• Link AEI rankings to performance-based
funding, incentives, or recognition under
central schemes.
• Use AEI as a benchmarking tool for
inter-State learning, peer reviews, and
capacity-building interventions.
• Expand the AEI to include disaggregated
district-level insights to aid localized
planning and implementation.
Actors Responsible
• MSDE (NSDC), SSDMs
• MoE
• Academic and Research Institutions
Performance Success Indicators
• Operationalization and public availability
of AEI dashboard
• Number of States/UTs ranked with real-
time and disaggregated data
• Frequency and regularity of AEI updates
and publications
• Use of AEI rankings in State-level policy
interventions and programme prioritization.
• Stakeholder satisfaction with the AEI as a
transparency and accountability tool
• Correlation of AEI with other
developmental outcomes (e.g.,
employment rates, skilling enrolments)
7.3.2 Standardization of evaluation and
assessment of training
Assessment timelines, evaluation
methodologies, assessor qualifications,
and grievance redressal protocols could be
standardized for apprenticeship training.
A uniform framework will ensure greater
consistency, transparency, and trust in the
system while enhancing the credibility of the
certification process.
Implementation Roadmap
Short-Term (0–12 months)
• Define key parameters including assessor
qualifications, evaluation rubrics,
timelines, and grievance redressal
procedures.
• Establish a digital dashboard for SSCs and
training providers to report assessment
schedules and outcomes.
• Launch capacity-building sessions
for assessors and trainers on the new
standardized framework.
Long-Term (1–3 years)
• Monitor adherence to SoPs and other
guidelines across and continuously refine
based on ground feedback.
• Undertake independent audits of
assessment agencies and providers to
ensure compliance.
• Establish a centralized grievance redressal
portal for resolution tracking.
Actors Responsible
• MSDE (DGT, NCVET, NSDC, SSCs, TPs,
Assessment agencies), SSDMs
• MoE
Performance Success Indicators
• Number of SSCs/training providers
adopting and implementing the uniform
framework
• Improvement in learner satisfaction and
trust in the certification process.
• Reduction in grievance redressal
turnaround time
• Percentage increase in certified trainees
and reduced assessment variability
across sectors, monitored
• Frequency and consistency of updates to
the list of inactive training establishments,
with NCVET’s regulatory input
• Compliance rate of training providers Revitalizing India’s Apprenticeship Ecosystem 85
with standardized protocols, as audited
and enforced by NCVET
• Number of audits and follow-up actions
conducted against non-compliant
agencies, overseen by NCVET
7.3.3 Expanding Apprenticeships
through Post-Training Entrepreneurial
and Career Support
To drive long-term value and increase the
attractiveness of apprenticeships, it is essential
to go beyond stipend-linked incentives and
introduce comprehensive post-apprenticeship
benefits. Apprentices who are interested to
start their own ventures, could be provided seed
funding opportunities, incubation support, and
mentorship. Encouraging apprentices to view
their training as a pathway to entrepreneurship
will not only boost self-employment but
also foster a culture of innovation and job
creation. Additionally, exclusive mentorship
programmes, targeted job fairs, and networking
opportunities with industry leaders can facilitate
career growth. These measures will elevate the
overall value proposition of apprenticeship
programmes, encouraging higher completion
and certification rates.
Implementation Roadmap
Short-Term (0–12 months):
• Identify financial institutions and
development banks to co-create start-
up grant or relaxed loan schemes for
certified apprentices interested in
entrepreneurship.
• Pilot mentorship and alumni programmes
in high-performing apprenticeship
clusters.
Long-Term (1–3 years):
• Organise exclusive job fairs and industry
networking events at regional and
national levels.
• Launch a dedicated entrepreneurship
track with mentorship, funding access,
and business incubation support for
certified apprentices.
• Monitor the long-term impact of
post-certification interventions on
employment, income levels, and
entrepreneurial success.
Actors Responsible
• MSDE (NSDC, SSCs)
• MoE
• MoCI
• Financial Institutions
• Industry Associations
Performance Success Indicators
• Volume and disbursement rate of Start-
up grants
• Participation rate in mentorship
programmes and exclusive job fairs
• Longitudinal data on employment,
income growth, and entrepreneurial
outcomes among certified apprentices
Box V: Central Government Initiative: PM SETU (4, Oct, 2025)
The Prime Minister launched PM-SETU (Pradhan Mantri Skilling and
Employability Transformation through Upgraded ITIs), a landmark ₹60,000 crore
centrally sponsored scheme to transform 1,000 Government ITIs across India into
modern, industry-aligned training institutions.
PM-SETU will follow a hub-and-spoke model, with 200 hub ITIs linked to 800
spoke ITIs. Each hub will be equipped with advanced infrastructure, innovation and
incubation centres, production units, training of trainer facilities, and placement
services, while the spokes will extend access and outreach.
(MSDE, Press release, 2025, October) Revitalizing India’s Apprenticeship Ecosystem 86
7.3.4 Strategic industry adoption and
upgradation of ITIs
Given that a significant proportion of apprentices
originate from ITIs, enhancing the infrastructure,
training quality, and industry relevance of ITIs
is imperative. The ITI Upgradation Scheme
is a significant step in this direction (Box V).
Industry adoption and co-management of ITIs
backed by demonstrated success stories in
several States, can serve as a scalable solution
to bridge persistent skill gaps in other States.
Larger firms must proactively contribute to ITI
modernization through curriculum alignment,
infrastructure upgrades, and capacity-
building of instructors. Such collaborations
can simultaneously fulfil industry and skilling
obligations while generating a pipeline of job-
ready, industry-aligned apprentices, thereby
strengthening the broader skilling ecosystem.
Implementation Roadmap
Short-term (0 to 12 months)
• State to identify priority ITIs for industry
adoption based on enrolment, placement
records, and infrastructure needs.
• Facilitate MoUs between select industries
and ITIs for infrastructure refurbishment and
curriculum co-design.
• Integrate industry tools, machinery, and
practices into existing training modules.
Long-term (1 to 3 years)
• Embed flexible, industry-driven curricula
updated regularly through SSC inputs.
• Create industry-ITI innovation hubs to pilot
sector-specific technologies and training.
Actors or Stakeholders Responsible
• MSDE (DGT, NSDC, SSCs), SSDMs
• Large private enterprises and CSR bodies
Performance and Success Indicators
• Number of ITIs upgraded
• Number of ITIs with Industry Collaboration
• Improvement in ITI infrastructure scores and
training outcomes
• Increase in apprenticeship placements
originating from adopted ITIs
• Feedback from trainers and trainees on
quality of instruction
Box VI: Central Government
Initiative: North EastApprenticeship
Pilot Scheme, (May 20, 2025)
The North East Apprenticeship
Pilot Scheme, implemented by
MSDE, marks a significant stride
toward inclusive growth and regional
empowerment in India’s skilling
ecosystem. This initiative aims to
provide over 26,000 youth from the
NER with structured, paid, and industry-
aligned apprenticeship opportunities,
including an additional ₹1,500 monthly
stipend for one year above the standard
NAPS allowance, ensuring mobility and
access to high-quality training both
within and outside the region.
With a total outlay of ₹43.94 crore
including funds for outreach, capacity
building, and implementation the
scheme is implemented by the
Indian Institute of Entrepreneurship
(IIE), Guwahati, and the NSDC, in
collaboration with State Skill Missions
and local partners. This scheme not only
bridges the gap between education
and employment but also establishes
a scalable, region-specific model for
industry-linked skilling, empowering
the North East to take a leading role in
India’s journey toward a future-ready,
globally competitive workforce. (PIB,
MSDE, 2025) Revitalizing India?s Apprenticeship Ecosystem 87
STATES/ UTs AND SPECIAL DISTRICT SPECIFIC RECOMMENDATIONS
Targeted support and
systemic strengthening
for improved
apprenticeship
completion rates in
special districts
District Skill Committees
to catalyse local
apprenticeship
transformation
7.4 States/UTs and special
district-specific recommendations
7.4.1 District Skill Committees (DSC’s)
to catalyse local apprenticeship
transformation
To unlock the full potential of apprenticeships
and drive inclusive economic growth, District
Skill Committees (DSCs) should be remodelled
as the central engines of decentralized
apprenticeship adoption. This can be
achieved by institutionalizing apprenticeship
promotion and scheme implementation within
District Skill Development Plans (DSDPs),
and aligning annual targets with district-
specific demographics and industry needs.
Integrated District Apprenticeship Facilitation
and Placement Hubs should be established
as robust, one-stop platforms within DSCs
including in low-performing, aspirational, tribal,
and hilly districts to serve all apprenticeship-
related needs. The hubs can generate
demand for apprentices across emerging and
traditional sectors, facilitate industry–institute
partnerships, and provide end-to-end support
for onboarding, career counselling, and pre-
apprenticeship guidance to training progress
monitoring, post-apprenticeship placement,
and long-term employment tracking. They will
maintain a real-time database of apprentices,
employers, and training providers; organize
awareness campaigns, apprenticeship fairs, and
job events such as PM National Apprenticeship
Melas (PMNAM) and provide grievance
redressal. Leveraging digital platforms for
registration, monitoring, and reporting, the
hubs may also ensure targeted outreach to
underserved groups including women, rural
youth, and marginalized communities. By
adopting this comprehensive, locally-driven
approach, DSCs can transform apprenticeships
into aspirational career pathways and bridge
the education-to-employment gap at the
grassroots level.
Implementation Roadmap
Short-Term (0–12 months)
• Issue revised DSDP guidelines mandating
inclusion of apprenticeship targets and
integration of apprenticeship schemes.
• Onboard all DSCs onto centralized
apprenticeship dashboard.
• Launch training programmes for DSC
members on industry engagement, demand
mapping, and compliance facilitation.
• Introduce recognition/reward initiative for
top 25 districts based on apprenticeship
growth metrics.
Medium & Long-Term (1–3 years) Revitalizing India?s Apprenticeship Ecosystem 88
• Institutionalize district-specific
apprenticeship roadmaps co-created
with local industries and academic
institutions.
• Scale convergence meetings to all
districts, ensuring regular feedback loops
with State-level apprenticeship cells.
• Roll out simplified apprenticeship
registration and compliance modules
tailored for MSMEs through DSCs.
• Mainstream local apprenticeship
innovation by documenting best practices
and facilitating peer learning exchanges.
• Expand provisions to reward districts
that exceed apprenticeship placement
and retention benchmarks.
Actors Responsible
• MSDE (DGT, NSDC), SSDMs , DSCs
• MSMEs and Industry Associations
• Local Chambers of Commerce and NGOs
Performance and Success Indicators:
• Number of DSCs with apprenticeship-
integrated DSDPs
• Percentage increase in district-level
apprenticeship enrolment year-on-year
• Number of industry-academia
partnerships formalized through DSC
facilitation
• District-wise apprenticeship placement
rates, disaggregated by gender and
socio-economic background
• Proportion of MSMEs participating in
apprenticeship schemes with DSC support
7.4.2 Targeted support and systemic
strengthening for improved
apprenticeship completion rates in special
districts
Improving apprenticeship completion
rates in special districts requires a dual
strategy that combines targeted regional
interventions with broader systemic
reforms. Localized support including
enhanced mentorship, region-specific
training infrastructure, and contextualized
incentives must directly address the barriers
faced by apprentices in underperforming
areas. Simultaneously, the system must be
strengthened through improved monitoring,
employer coordination, and data-driven
policy responses that ensure continuity of
learning and workplace integration. Drawing
on successful models from high-performing
districts, and customizing them for local
application can further enhance completion
outcomes and institutional resilience.
Implementation Roadmap
Short- Term Change (0–12 months):
• Conduct district-level needs assessments
to identify specific barriers to
apprenticeship completion.
• Launch mentorship programmes and
provide local facilitation support for at-
risk apprentices.
•
Develop employer handbooks to guide
best practices in apprentice support and
retention.
• Initiate targeted awareness campaigns
to promote the value of apprenticeship
completion.
Long-Term Change (1–3 years):
• Establish integrated apprenticeship
support centres within special districts to
offer continuous guidance and monitoring.
• Institutionalize feedback loops between
apprentices, employers, and authorities to
inform programme refinement.
• Promote public-private collaboration to
invest in district-level infrastructure for on-
the-job training.
• Scale and adapt best practices from high-
performing regions through structured
knowledge transfer mechanisms.
Actors or Stakeholders Responsible:
• MSDE (DGT, SSCs), SSDMs, DSCs Revitalizing India’s Apprenticeship Ecosystem 89
• Industry Associations and SSCs
• Local Training Providers and Community-
Based Organizations
Performance and Success
Indicators or Metrics:
• Increase in district-level apprenticeship
completion rates over baseline levels
• Number of apprentices benefiting from
mentorship or support interventions
• Enhanced employer satisfaction and
engagement in apprentice completion
• Operationalization and impact of district
apprenticeship support centres
• Evidence of successful adaptation of
high-performing district practices in new
contexts
7.5 Industry and Employers
Recommendations
7.5.1 Strengthening Apprenticeship
Participation through MSME-Cluster
Consortia, Community Networks, and
Traditional Skills Integration
To significantly broaden apprenticeship
participation and enhance training quality, a
dual strategy is required:
(i) MSME-Cluster Consortia Model: MSMEs
within industrial clusters could form
apprenticeship consortia to facilitate
rotational placements of apprentices
across firms, ensuring holistic exposure
to varied processes. By pooling stipends,
infrastructure, and administrative
resources, MSMEs can achieve economies
of scale and overcome individual capacity
limitations. Empanelled Third-Party
Aggregators (TPAs) can serve as critical
partners mobilizing and counselling
apprentices, ensuring curriculum
compliance, facilitating assessments,
processing claims, issuing certifications,
tracking placements for at least one-year
post-training, and submitting monthly
performance reports.
(ii) Community and Cooperative
Integration: Traditional skill ecosystems
such as weaving, embroidery, folk arts,
and artisanal crafts, which have thrived
through the traditional ustaad model of
apprenticeships, should be preserved and
scaled up by embedding apprenticeships
into cooperatives, guilds, ustaad-pupil
networks, tribal artisan collectives, and
NRLM groups. Partnerships with TRIFED,
NRLM, and sector guilds can formalize
skill transition.
Implementation Roadmap
Short-term (0–12 months)
INDUSTRY AND EMPLOYERS RECOMMENDATIONS
Strengthening apprenticeship
participation through MSME-
cluster consortia, community
networks, and traditional
skills integration
Integrating
apprenticeships
in India’s gig economy: a
strategic framework for
digital workforce development
Integrating
apprenticeships with the
startup ecosystem - Startup
Apprenticeship Program
(SAP)
Transforming industry
perception to position
apprenticeships as strategic
and aspirational
investments Revitalizing India?s Apprenticeship Ecosystem 90
• Identify and map industrial clusters,
cooperatives, guilds, ustaad-pupil
networks, tribal artisan groups, NRLM
and SRLM collectives to assess readiness
for apprenticeship adoption.
• Engage TPAs for demand assessment,
apprentice mobilization, and compliance
tracking.
• Develop guidelines for forming
apprenticeship consortia, including
rotational training models and shared
infrastructure funding.
• Create sector-specific apprenticeship
modules for both traditional and modern
skills in collaboration with TRIFED, guilds,
and NRLM.
• Launch joint awareness campaigns
through State Directorates, industry
bodies, and community organizations.
• Pilot rotational apprenticeship
programmes in selected clusters and
community networks with TPA support
for counselling, assessments, and
placement tracking.
• Establish linkages with TRIFED and NRLM
to embed entrepreneurship, marketing,
and digital skills into training.
• Facilitate pooled stipend mechanisms for
MSME clusters and community groups,
with TPAs processing claims.
• Set up digital and community-based
registration mechanisms to ease
onboarding.
Long-term (1–3 years)
• Scale successful pilots nationwide,
institutionalizing MSME-cluster and
cooperative-based apprenticeship
frameworks with incentive structures.
• Formalize partnerships between industry,
cooperatives, guilds, NRLM groups,
and MSME clusters for sustainable
apprenticeship delivery.
• Establish State/cluster-level monitoring
cells and dedicated support units for
training logistics and quality assurance.
• Integrate apprenticeship-linked micro-
credentials and stackable certifications
into community and MSME training
programmes.
• Expand outreach to rural and tribal areas
by leveraging TRIFED, NRLM, and MSME
cluster networks.
• Promote gender and social inclusion by
reserving slots for women, tribal, and
marginalized apprentices.
• Introduce monthly reporting for data-
driven improvements.
Actors or Stakeholders Responsible
• MoMSME
• MSDE (DGT, NSDC, SSCs), SSDMs, TPA
• MoTA (TRIFED)
• MoRD (NRLM & SRLMs)
• District Industries Centres (DIC)
• MSME Industry Associations & Cluster
Development Agencies
• Cooperatives and Guilds
• Ustaad/Master Craftspersons
Performance and Success Indicators
• Number of operational MSME cluster-
based apprenticeship consortia.
• Number of apprentices registered from
cooperative, tribal, NRLM, and MSME
cluster backgrounds.
• Increase in apprenticeship uptake among
MSMEs and community groups.
• Reduction in per-capita training costs for
participating firms.
• Placement/employment rates within 6
months post-training.
• Diversity metrics, including percentage
of female and tribal apprentices.
• Effectiveness of digital and community-
based registration and monitoring
systems.
7.5.2 Integrating apprenticeships
with the Startup ecosystem - Startup
Apprenticeship Programme (SAP) Revitalizing India?s Apprenticeship Ecosystem 91
Going forward, the apprenticeship
programme could explicitly include
Startups ensuring tailored benefits that can
support the Startup ecosystem to recruit
apprentices. By introducing Startup-
specific apprenticeship incentives, the
Central and State Governments can enable
early-stage ventures to hire and provide on-
the-job training to youth without incurring
excessive financial burdens. This approach
will not only help Startups scale efficiently,
but also create a structured pathway for
youth to gain hands-on experience in
high-growth industries. To bridge the gap
between apprenticeship training and the
new-age Startup ecosystem, a Startup
Apprenticeship Programme (SAP) under
NAPS can be launched, offering apprentices
practical exposure in emerging sectors
such as AI, Fintech, and e-commerce. With
targeted apprenticeship initiatives for
Startups, India can foster an innovation-
driven economy where young talent
integrates seamlessly into the workforce
while supporting entrepreneurial success.
Implementation Roadmap
Short-Term (0–12 months)
• Modify scheme guidelines, where may be
necessary, to formally include Startups.
• Design SAP modules with support from
stakeholders.
• Launch targeted outreach campaigns
to onboard Startups and promote SAP
among youth.
• Implement pilots in key Startup hubs
such as Bengaluru, Hyderabad, Pune, and
NCR.
Long-Term (1–3 years)
• Scale SAP implementation across all
major Startup clusters in India.
• Embed apprenticeship modules in
Startup incubator and accelerator
programmes.
• Utilize data analytics and AI tools
to optimize matching and monitor
apprenticeship outcomes.
• Institutionalize feedback and grievance
redressal mechanisms through digital
channels.
Actors Responsible
• MSDE (NSDC)
• MoCI (DPIIT)
• Startup Incubators & Accelerators
• IT Partners/System Integrators
Performance Success Indicators
• Number of Startups registered under
SAP (monthly and annual growth)
• Number of apprentices onboarded by
Startups, disaggregated by sector and
location
• Increase in representation of women
and underrepresented groups in startup
apprenticeships
• Average time taken for Startup
registration and apprentice onboarding
7.5.3 Transforming industry

perception to position
apprenticeships as strategic and
aspirational investments
To unlock the full potential of
apprenticeships in India, a dual-pronged
strategy is essential: first, reshape
employer perception of apprenticeships
from cost-centric to long-term strategic
investments, and second, transform
entrenched social biases that undervalue
vocational pathways. An integrated
campaign embedding success stories,
targeting both industry and society, to
reposition apprenticeships as high-value,
aspirational, and return on investment
-driven workforce development tools
would be critical.
To increase the demand for
apprenticeships, it is imperative to align
vocational training and apprenticeship
curricula with real-time industry needs.
This requires a shift towards demand-
driven, competency-based education
that reflects the dynamic nature of work
and technology. By increasing industry Revitalizing India’s Apprenticeship Ecosystem 92
participation in curriculum development,
fostering experiential learning models, and
leveraging digital micro-credentialing, the
apprenticeship ecosystem can become
more responsive, relevant, and attractive
to employers and trainees alike.
Box VII: Karnataka: Industry Engagement Model
Karnataka’s industry engagement model for skill development emphasizes robust
partnerships to bridge training and employment gaps, particularly in IT and manufac-
turing sectors. The key initiative, Karnataka Apprenticeship Training Scheme (KATS),
integrates apprenticeships with industrial training aligned to national schemes. It of-
fers a financial incentive of an additional ₹1,500 per month per apprentice beyond
central schemes, boosting employer participation and resulting in over 50,000 place-
ments. Industry outreach includes 121 apprenticeship melas connecting local indus-
tries with ITI graduates, facilitating direct recruitment from over 1,000 companies.
Additional features encompass partnerships with tech giants like Infosys and Wipro
for specialized training in AI and cybersecurity, a network of 50+ skill development
centres focusing on biotechnology and renewable energy, and a digital tracking
platform for monitoring progress and ensuring 75%+ employability rates.
(Source: Karnataka Skill Development Mission)
Implementation Roadmap
Short-term (0 to 12 months)
• Conduct sector-wise industry consultations
to identify emerging skill needs.
• Publish sector-specific return on
investment case studies showing
productivity gains, reduced attrition, and
cost savings from apprenticeships.
• Develop digital toolkits and onboarding
platforms to simplify compliance and
monitoring for employers.
• Organize employer sensitization
workshops and “Apprenticeship
Pakhwadas” with chambers like CII, FICCI,
and ASSOCHAM.
• Develop digital micro-credentials for
niche, in-demand skills with industry
endorsement.
• Invite industry professionals to
contribute as guest lecturers, evaluators,
or mentors.
Long-term (1 to 3 years)
• Establish a national apprenticeship
return on investment framework for
benchmarking returns across sectors and
regions.
• Institutionalize employer recognition
systems (e.g., annual rankings, awards,
CSR tax incentives) to boost visibility and
prestige.
• Promote plug-and-play modular training
formats, co-created with SSCs and
industry to ease participation.
• Institutionalize Annual National
Apprenticeship Melas and Community
Roadshows in every district
• Institutionalize a framework for periodic
curriculum review and industry feedback
integration.
• Establish ‘Sector Skill Innovation Hubs’
jointly managed by industry and training
institutes.
• Create apprenticeship modules that
adapt to regional and sector-specific
labour market trends.
• Promote scalable partnerships like
Karnataka’s industry engagement model Revitalizing India?s Apprenticeship Ecosystem 93
across States.
Actors or Stakeholders Responsible
• MSDE (DGT, NCVET, NSDC, SSCs), SSDMs
• Industry associations and corporate
partners
Performance Success Indicators
• Frequency and quality of curriculum
updates in alignment with industry needs
• Increase in employer satisfaction scores
and participation rates
• Uptake of micro-credential courses by
apprentices and trainees
• Establishment and operationalization of
Sector Skill Innovation Hubs
• Improved apprenticeship completion
rates and employment outcomes post-
training
7.5.4 Integrating apprenticeships in
India’s Gig and Platform Economy:
A strategic framework for digital
workforce development
Promoting apprenticeships in India’s gig and
platform economy, particularly in sectors
like e-commerce, transport and logistics, can
significantly enhance workforce readiness
by providing structured, hands-on training
tailored to the digital and flexible nature
of work. By integrating apprenticeships,
platforms can upskill young workers in
industry-relevant technical and soft skills.
This could allow apprentices to gain practical
experience, improve their employability, and
also transition into micro-entrepreneurial
roles. (NITI Aayog, 2022)
This initiative would require collaboration
among gig platforms, skilling agencies, and
financial institutions to provide apprentices
with access to credit, insurance, and
continuous learning opportunities. By
aligning apprenticeship models with the
unique characteristics of the gig economy,
India can unlock new pathways for youth
employment and create a more resilient,
future-ready workforce.
Implementation Roadmap
Short-Term Actions (0–12 Months)
• Co-create apprenticeship modules
tailored to gig and platform sectors.
• Develop Digital Credentialing Systems:
Integrate API-based digital credentials
and micro-certifications for apprentices,
ensuring that skills gained are portable
and recognized across platforms.
• Simplify registration and onboarding with
user-friendly, multi-lingual interfaces and
mobile-first access to lower entry barriers
for youth in rural and low-connectivity
areas.
Long-Term Actions (1-3 Years)
• Foster Collaboration: Institutionalize
collaboration among platforms, skilling
agencies, SSCs, and financial partners to
sustain innovation and address emerging
challenges in the gig economy.
• Offer fiscal and non-fiscal incentives to
platforms in sectors such as e-commerce,
logistics and transport for engaging
apprentices, maintaining high training
quality, and supporting worker welfare.
• Explore global deployment opportunities
for apprentices in the gig and platform
sector, enabling them to access
international markets and remote work
opportunities through recognized digital
credentials.
Key Stakeholders
• MSDE (NSDC) SSDMs
• Digital labour platforms
• Training Providers: ITIs, vocational
institutes, NGOs, and community
organizations.
• Financial Institutions: Banks, microfinance
institutions, insurance companies.
• Technology Partners: Portal developers,
AI solution providers, digital credentialing
agencies. Revitalizing India?s Apprenticeship Ecosystem 94
Performance and Success Indicators
• Increase in gig apprenticeship
registrations, completions, and digital
credential issuance.
• Employer and apprentice satisfaction
ratings and reduction in dropouts.
• Growth in gig apprentices’ transition
to formal employment or micro-
entrepreneurial roles.
7.6 Apprentice and Aspirant
Recommendations
7.6.1 Provision for travel and
accommodation facilities
To ensure access to apprenticeship
opportunities, particularly for youth
from economically weaker sections and
remote regions, support for travel and
accommodation needs to be considered.
Many apprentices are required to relocate
to industrial hubs, but their stipend could
be insufficient to meet the costs of travel,
accommodation, and daily sustenance.
Difficulty in commuting may lead to
dropouts and discourage participation.
Introducing structured support such as
travel arrangements and travel allowance,
and subsidized housing or transport
can significantly ease financial stress
and improve completion rates. Gujarat’s
Mukhya Mantri Apprenticeship Yojana
(MAY) (Box VIII), which provides additional
stipends and transport concessions, serves
as a viable State-level model that can be
replicated to enhance the appeal and
feasibility of apprenticeships. The stipend
under NATS should be rationalized to
reflect the cost of living variations across
Tier 1, 2, 3 cities.
Implementation Roadmap
Short-Term (0–12 months):
• Publicize successful models like Gujarat’s
MAY scheme through policy briefs and
workshops.
• Introduce pilot initiatives
Medium & Long-Term (1–3 years):
• Institutionalize a national support
framework for apprentices
• Create partnerships with industry and
CSR.
Actors or Stakeholders
Responsible:
• MSDE (DGT), SSDMs
• Employers and Industry Associations,
CSR Foundations
• Urban Local Bodies
Performance and Success Indicators:
• Reduction in dropout rates due to
difficulty in commute.
• Increase in participation of candidates
from rural and low-income backgrounds.
• Replication of State-level models like
APPRENTICE AND ASPIRANT RECOMMENDATIONS
Provision for
travel and
accommodation
facilities
Expand
insurance and
other social
security
measures for
apprentices
Enhancing global
competitiveness
through
international
mobility, exchange
pathways, &
competitions
Creating
aspirations
through early
awareness and
counselling
Enhancing
women inclusion
in apprenticeship
programs Revitalizing India’s Apprenticeship Ecosystem 95
Gujarat’s MAY in other States.
Box VIII: Gujarat: Mukhya Mantri
Apprenticeship Yojana (MAY)
• Gujarat’s Mukhya Mantri Appren -
ticeship Yojna (MAY) provides
additional stipend as well as trans
-
port facility for the apprentices. It
is the best example to promote
apprenticeship actively. This mod
-
el demonstrates how state-level
initiatives can complement cen
-
tral schemes for greater impact.
• Concessional bus pass
-
es for apprentices travel -
ing over 30km (₹5.75 Cr
allocated, benefitting 4,144 can
-
didates) under Mukhyamantri
Apprenticeship Yojana and Mah
-
ila Apprentice Protsahak Yojana.
Source: Gujarat Skill Development Mission
(GSDM)
7.6.2 Expand insurance and other social
security measures for apprentices
Providing protection against risks and
accidents to apprentices can also make
apprenticeship training a more sought-
after option. Section 16 of the Apprentices
Act, 1961 provides for compensation under
the (section 8) Workmen’s Compensation
Act, 1923 in the event of injury during
apprenticeship. Expanding insurance to
cover medical, accidental, and life risks
would significantly enhance the appeal
and security of apprenticeships, especially
in high-risk sectors.
Implementation Roadmap
Short-Term (0–12 months)
• Conduct a risk assessment of sector-
specific occupational hazards across
apprenticeship trades.
• Launch pilot group insurance schemes
for apprentices in hazardous sectors (e.g.,
manufacturing, mining, automotive)
through co-sharing of premiums by
employers and government.
• Integrate apprentices with existing
government schemes like:
o Ayushman Bharat for basic health
coverage
o ESIC for registered units
o State-specific social security boards
where applicable
• Run nationwide awareness drives
targeting employers, apprentices, and
families to improve uptake and trust.
Long-Term (1–3 years)
• Institutionalize a national framework for
apprentice insurance.
• Collaborate with IRDAI and insurance
providers to design standardized group
insurance products.
• Establish a digital portal for enrolment,
premium management, claims
processing, and grievance redressal.
• Create linkages with skilling data
portals for auto-enrolment and
real-time monitoring.
• Include insurance enrolment as a
pre-condition for apprenticeship
contract registration.
Actors Responsible
• MSDE
• MoLE
• IRDAI
• Employers and Private/Public Insurance
Providers
Performance Metrics
• Percentage of apprentices enrolled in
health/life/accident insurance
• Reduction in apprentice dropout due
to injury/illness
• Turnaround time for insurance claims
processing
• Inclusion of insurance in
apprenticeship MIS dashboards Revitalizing India’s Apprenticeship Ecosystem 96
7.6.3 Creating aspirations
through early awareness
and counselling
Early awareness and career guidance
programmes that showcase the value and
opportunities of apprenticeship pathways
could be introduced at the school level.
This can be achieved by integrating
apprenticeship-related modules within
the school curriculum under vocational
education, organizing interactive
workshops and career fairs with industry
participation, and facilitating exposure
visits to workplaces. Collaborations
with skill institutes, local industries, and
apprenticeship promotion schemes can
provide exposure to students. South
Korea’s Meister School (Box IX) is a good
example in this respect.
Implementation Roadmap
Short-term (0 to 12 months)
• Launch mass media and digital
campaigns with real apprentice success
stories and the “Earn While You Learn”
narrative.
• Integrate apprenticeship awareness
into school, ITIs, and college career
counselling curricula.
• Host Apprenticeship Days and interactive
workshops at educational institutions.
• Engage influencers, employers, public
figures, and alumni to advocate
vocational education across platforms.
Long-term (1 to 3 years)
• Embed apprenticeship and vocational
literacy into the national curriculum and
NEP-aligned school frameworks.
• Track societal attitude shifts via surveys
and integrate findings into policy design.
Actors or Stakeholders Responsible
• MSDE (NSDC and SSCs)
• Industry Bodies (CII, FICCI, ASSOCHAM)
• Educational institutions, including
schools, ITIs, and HEIs.
• Media agencies and digital content
creators.
• Public representatives, social influencers,
and industry bodies.
Performance and Success Indicators
• Campaign reach, frequency, and
engagement metrics across media and
digital platforms.
• Number of schools and ITIs incorporating
apprenticeship awareness in curricula
and counselling.
• Participation rates in Apprenticeship
Day events, Melas, and workshops.
Box IX: International Best Practices:
Meister Schools & Vocational High
Schools, South Korea
Key Features of
South Korean Model
• Students in Meister Schools re -
ceive intensive skill-based train-
ing, with industry partner -
ships ensuring job placements.
• The employment rate for voca
-
tional school graduates is over
90%, significantly higher than that
of general high school graduates.
• The government provides finan
-
cial aid and incentives to students
opting for vocational education,
making it a preferred choice.
(Source: Inter-American Development Bank,
Meister High School: A model for workforce de-
velopment.)
7.6.4. Enhancing Global
Competitiveness through International
Mobility, Exchange Pathways, and
Competitions
To position India as a global hub for
skilled manpower, apprenticeship and
vocational training programmes should
integrate comprehensive international Revitalizing India?s Apprenticeship Ecosystem 97
mobility and excellence frameworks. This
includes embedding language training,
intercultural competence, and soft skills
such as communication, adaptability, and
cross-cultural collaboration into curricula.
Collaborations with international industry
partners are essential to align technical
training with global standards, supported
by bilateral agreements with countries that
have a demand for skilled labour from India.
Models such as Japan’s Technical Intern
Training Programme (TITP) offer replicable
frameworks for formal apprenticeship
exchange pathways, emphasizing joint
certification, curriculum harmonization,
skills recognition, and structured exchange
programmes.
Additionally, participation of apprentices
and skilled candidates in prestigious global
skill competitions like WorldSkills needs to
be encouraged. This could inspire excellence,
provide global visibility, offer benchmarking
opportunities, and set aspirational goals for
youth.
Implementation Roadmap
Short-term (0 to 12 months)
• Integrate language, intercultural, and
international training modules into
select apprenticeship and vocational
programmes.
• Initiate partnerships with international
industry bodies to align training curricula.
• Begin negotiations for bilateral
apprenticeship exchange agreements
with priority countries.
• Develop frameworks for joint certification
and skills recognition.
• Identify and support high-performing
vocational trainees for participation in
upcoming international competitions.
• Launch awareness drives in ITIs,
polytechnics, and vocational institutes
about WorldSkills and similar platforms.
• Establish district and State-level
competitions as feeder platforms for
national selection.
• Provide intensive coaching and
mentorship to shortlisted candidates.
Long-term (1 to 3 years)
• Institutionalize comprehensive
international training components
across apprenticeship and vocational
programmes.
• Formalize and operationalize bilateral
agreements facilitating apprenticeship
exchanges.
• Establish structured exchange
programmes enabling apprentices to
gain global work experience.
• Create dedicated training centres of
excellence aligned with WorldSkills and
international benchmarks.
• Offer scholarships and career
advancement incentives for medal-
winning candidates.
• Embed global competition benchmarks
into vocational curricula and assessments.
Actors or Stakeholders
Responsible
• MSDE (NSDC, SSCs), SSDMs
• MEA
• International industry partners
Performance and Success Indicators
• Number of apprenticeship/vocational
programmes incorporating international
training modules.
• Number of bilateral agreements
signed which incorporate provision for
apprenticeship exchange
• Count of apprentices and trainees
participating in international exchange
programmes
• Medals and rankings secured in global
skill competitions.
• Feedback from apprentices, trainees, and
host employers on skill development,
adaptability, and cross-cultural
competencies.
• Recognition and portability of jointly Revitalizing India?s Apprenticeship Ecosystem 98
certified skills across partner countries.
• Enhanced training standards aligned with
global benchmarks.
7.6.5. Enhancing women inclusion in
apprenticeship programmes
While women’s participation in
apprenticeship has improved over the
years, there remains scope to increase
women’s participation in the apprenticeship
programme. A targeted approach that
includes additional direct financial
incentives, for women apprentices,
can significantly improve participation.
Complementary measures like gender-
sensitive infrastructure (e.g. female
restrooms), simplified onboarding on NAPS/
NATS portals, and outreach in underserved
areas further support inclusivity. Digital
and virtual apprenticeship models should
be explored in sectors such as IT, software
services, banking, and finance, which could
also be beneficial to women.
Models like Odisha’s Sudakshya Scheme
demonstrate the effectiveness of such
strategies. Encouraging women-led MSMEs
and integrating apprenticeship awareness
into girls’ education institutions will
collectively foster gender equity, enhance
retention, and build a more diverse and
empowered workforce.
Implementation Roadmap
Short-Term (0–12 Months)
• Launch State-level pilot initiatives
modelled on Odisha’s Sudakshya Scheme
in States and districts with the lowest
female participation.
• Provide additional financial incentives for
female apprentices.
• Simplify registration on apprenticeship
portal via mobile-based and multilingual
interfaces.
• Build awareness through targeted
community campaigns in rural, tribal, and
underserved urban areas.
• Train apprenticeship counsellors and
placement officers in gender-responsive
onboarding.
Long-Term (1–3 Years)
• Institutionalize women-friendly
infrastructure standards (e.g., restrooms,
secure transport)
• Promote career orientation programmes
that create awareness on apprenticeships
in girls’ schools, ITIs, and colleges.
• Develop gender-disaggregated real-time
monitoring of enrolment, dropouts, and
completion rates.
• Incorporate women-led MSMEs in
apprenticeship framework, using cluster-
based mobilization to engage informal
employers.
Actors Responsible
• MSDE (DGT, NSDC, SSCs), SSDMs
• MoWCD, Women & Child Departments in
States
• Employers, Women’s Industry
Associations
Performance Metrics
• Percentage increase in female enrolments,
completions, and retention in NAPS/
NATS
• Number of districts implementing
gender-responsive apprenticeship pilots
• % of employers adopting gender
infrastructure standards and claiming
incentives
• Participation rate in DBT schemes and
outreach activities Revitalizing India?s Apprenticeship Ecosystem 99
Conclusion
The recommendations outlined in this
chapter provide a clear and actionable
roadmap for mainstreaming and
modernizing apprenticeships in India. By
anchoring reforms in four pillars viz. policy
and system, structure and regulation,
industry and employer engagement, and
apprentice and aspirant empowerment.
India can create a seamless continuum
between education and skilling. Initiatives
such as a unified National Apprenticeship
Mission, integration with the startup
ecosystem, and credit-linked pathways
through the NCrF are poised to transform
the apprenticeship experience, making it
more accessible, attractive, and impactful.
Structural innovations like the
Apprenticeship Engagement Index,
District Skill Committees, and localized
apprenticeship hubs hold potential to
drive quality and accountability, while
industry-focused measures can ensure
that apprenticeship programmes remain
relevant, dynamic, and aligned with both
domestic and global opportunities. Equally
important is to place apprentices and
aspirants at the heart of the ecosystem
providing them with mobility, support, and
recognition, and fostering an environment
where talent from all backgrounds can
thrive.
Revitalizing India’s apprenticeship
ecosystem is not just a policy imperative,
it is a strategic investment in the nation’s
human capital. By strengthening existing
initiatives and introducing some new ones,
India can bridge the gap between education
and employment, unlock the potential of its
demographic dividend, and position itself
as a global leader in skills and innovation.
The journey ahead demands collaboration,
commitment, and courage. With a revitalized
apprenticeship framework, India will be well
equipped to meet the challenges and seize
the opportunities presented by the future
of work. Revitalizing India’s Apprenticeship Ecosystem 100
REFERENCES
1. Ahlawat & Associates. (2024, January
12). The Apprentices Act, 1961: A
pathway to skill development or
a compliance burden? Retrieved
May 25, 2025, from https://www.
ahlawatassociates.com/blog/the-
apprentices-act-1961-a-pathway-to-skill-
development-or-a-compliance-burden
2. All India Council for Technical
Education, Confederation of Indian
Industry, & Association of Indian
Universities. (2025). India skills report
2025. Wheebox. https://wheebox.com/
assets/pdf/ISR_Report_2025.pdf
3. ALP Consulting. (2025, February 18).
The evolution of NAPS to something
bigger: Will it succeed? Retrieved
May 25, 2025, from https://alp.
consulting/why-naps-will-be-a-
success-in-india/#:~:text=1.%20%25%20
Increase%20in,in%204%20years
4. Apprenticeship, Government of India.
(2025). Apprenticeship India. Retrieved
May 25, 2025, from https://www.
apprenticeshipindia.gov.in/
5. ASK Training. (2024, June 3). What is
SkillsFuture SG? A guide to Singapore’s
apprenticeship initiatives. Retrieved
May 25, 2025, from https://asktraining.
com.sg/blog/what-is-skillsfuture-sg-
essential-guide/
6. Beegam, R., & Ajesh, S. R. (2017).
Skill development, employability
enhancement and building a startup
ecosystem: The much-needed actions
to address unemployment issues.
International Journal of Engineering
Technology Science and Research, 4(9),
1–7.
7. Confederation of Indian Industry.
(2021). Status of apprenticeship in
India: Key challenges and way forward.
Confederation of Indian Industry.
https://www.cii.in
8. Deutschland.de. (2023, August 15).
How Germany’s dual vocational training
system works. Retrieved May 25, 2025,
from https://www.deutschland.de/en/
topic/business/how-germanys-dual-
vocational-training-system-works
9. Development Monitoring and Evaluation
Office, NITI Aayog. (2021). Jobs and skill
sector report. Government of India.
10. Directorate General of Training (DGT),
Ministry of Skill Development and
Entrepreneurship. (2024). Tracer study
to assess employment outcomes of
ITI pass outs from Skills Strengthening
for Industrial Value Enhancement
(STRIVE) Project. Government of India.
Retrieved May 8, 2025, from https://dgt.
gov.in/sites/default/files/National%20
Tracer%20Study%20-%20STRIVE.pdf
11. Directorate General of Training,
Government of India. (2024).
Apprenticeship training. Retrieved
May 25, 2025, from http://dgt.gov.in/
Apprenticeship_Training
12. Directorate General of Training. (2022).
Annual performance review report 2021–
22. Ministry of Skill Development and
Entrepreneurship, Government of India.
13. Directorate General of Training. (2025).
Craftsmen training scheme (CTS).
Retrieved May 25, 2025, from https://
dgt.gov.in/CTS
14. Ernst & Young. (2019). Gender study
to identify constraints on female
participation in skill training and labour
market in India. Directorate General of
Training, Government of India. https://
dgt.gov.in/sites/default/files/2024-02/
Gender_Study_1.pdf
15. Federal Institute for Vocational
Education and Training. (2024).
Apprenticeship toolbox: Germany’s
dual vocational education and
training system. Retrieved May 25,
2025, from https://www.bibb.de/en/ Revitalizing India?s Apprenticeship Ecosystem 101
apprenticeshiptoolbox.php
16. Federation of Indian Chambers of
Commerce and Industry. (2019).
Implementation of apprenticeship
in India. Retrieved May 25, 2025,
from https://ficci.in/public/study_
details/23143
17. Government of India, Ministry of
Finance. (2023). Economic survey
2022–23. Government of India.
18. Government of India. (1961). The
Apprentices Act, 1961. Government
of India. https://www.indiacode.nic.
in/bitstream/123456789/1668/1/
AAa52__1961.pdf
19. Government of India. (2022). The
Apprenticeship Amendment Rules,
2022. Government of India. https://
www.greythr.com/notifications/the-
apprenticeship-amendment-rules-2022/
20. Inter-American Development Bank.
(2023). Meister High School: A model
for workforce development. Retrieved
May 25, 2025, from https://blogs.iadb.
org/educacion/en/meister-high-school/
21. International Labour Organization (ILO).
(2024). Germany’s vocational education
and training model: A global benchmark.
Skills for Employment Report.
International Labour Organization.
https://www.skillsforemployment.
org/sites/default/files/2024-01/
wcmstest4_058045.pdf
22. International Labour Organization.
(2017). Apprenticeship in India:
Developing skills for employability and
sustainable livelihoods. International
Labour Organization.
23. International Labour Organization.
(2018). Apprenticeship in India:
Challenges and potential for youth
employment and decent work.
International Labour Organization.
24. International Labour Organization.
(2019). Women and men in the
informal economy: A statistical brief.
International Labour Organization.
25. International Labour Organization.
(2021). Global employment trends for
youth 2021: Technology and the future
of jobs. Retrieved May 25, 2025, from
https://www.ilo.org
26. International Labour Organization.
(2021). Skills and lifelong learning for
women’s empowerment. Retrieved May
25, 2025, from https://www.ilo.org
27. International Labour Organization.
(2023). Apprenticeships Development
for Universal Lifelong Learning and
Training (ADULT): Good practices in
apprenticeships in India: Challenges and
opportunities. Flanders State of the Art.
28. International Labour Organization.
(2023). Recommendation concerning
quality apprenticeships. Retrieved May
25, 2025, from https://normlex.ilo.org/
dyn/nrmlx_en/f?p=NORMLEXPUB:12100
:0::NO::P12100_ILO_CODE:R208
29. International Labour Organization.
(2023). Recommendation
concerning quality apprenticeships
(Recommendation No. 208).
International Labour Conference, 111th
Session.
30. International Labour Organization.
(2024). What are quality
apprenticeships? Retrieved May 25,
2025, from https://www.ilo.org/topics/
apprenticeships/publications-and-tools/
digital-toolkit-quality-apprenticeships/
what-are-quality-apprenticeships
31. ]Korea Research Institute for
Vocational Education and Training.
(2023). Vocational education reforms:
Meister High Schools in South
Korea. Retrieved May 25, 2025, from
https://www.krivet.re.kr/eng/sub.
do?menuSn=62&pstNo=E120230287 Revitalizing India?s Apprenticeship Ecosystem 102
32. Mehrotra, S., et al. (2014). Vocational
education and training reform in
India: Learning from good practices
at home and abroad. Institute of
Applied Manpower Research, Planning
Commission, Government of India.
33. Ministry of Education, Government of
India. (2025). National Apprenticeship
Training Scheme (NATS). Retrieved
May 25, 2025, from https://www.nats.
education.gov.in
34. Ministry of Education, South Korea.
(2024). Educational policies on
vocational training in South Korea.
Retrieved May 25, 2025, from https://
english.moe.go.kr/sub/infoRenewal.
do?m=0306&page=0306&s=english
35. Ministry of Human Resource
Development & National Institute
of Labour Economics Research and
Development. (2019). Efficacy and
impact of National Apprenticeship
Training Scheme (NATS). Government of
India.
36. Ministry of Skill Development &
Entrepreneurship, Government of
India. (2025, September 11), Gazette
Notification on Apprenticeship
(Amendment) Rules, 2025.
37. Ministry of Skill Development &
Entrepreneurship. (2025, August 18).
Status of Apprentice Scheme [Press
release]. Press Information Bureau,
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2157511.
MySkillsFuture. (2025). Portal
for lifelong learning and modular
apprenticeship programs. Government
of Singapore. Retrieved May 25, 2025,
from https://www.myskillsfuture.gov.sg/
content/portal/en/index.html
38. Ministry of Skill Development &
Entrepreneurship. (2025, July 23).
Proposal of increasing apprenticeship
stipend [Press release]. Press
Information Bureau, Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=2147367
39. Ministry of Skill Development &
Entrepreneurship. (2025, July 28).
Apprenticeship embedded degree
programmes [Press release]. Press
Information Bureau, Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=2149332
40. Ministry of Skill Development &
Entrepreneurship. (2025, May 20).
North East Apprenticeship Pilot
Scheme jointly launched [Press
release]. Press Information Bureau,
Government of India. Retrieved May 25,
2025, from Press Information Bureau
https://pib.gov.in/PressReleasePage.
aspx?PRID=2129889 Press Information
Bureau
41. Ministry of Skill Development and
Entrepreneurship (Ed.). (2023).
Guidelines for implementation of
National Apprenticeship Promotion
Scheme-2 (NAPS-2). Ministry of Skill
Development and Entrepreneurship.
https://naps-cdn.s3.ap-south-1.
amazonaws.com/NAPS+2.0_
Guidelines_25-08-2023.pdf
42. Ministry of Skill Development and
Entrepreneurship (MSDE). (2025).
Apprentices’ engagement trend data
source. Apprenticeship India portal.
43. Ministry of Skill Development and
Entrepreneurship, Government of
India. (2024). National Apprenticeship
Promotion Scheme (NAPS). Retrieved
May 25, 2025, from https://master-
msde.digifootprint.gov.in/offerings/
schemes-and-services/details/national-
apprenticeship-promotion-scheme-naps
44. Ministry of Skill Development and Revitalizing India?s Apprenticeship Ecosystem 103
Entrepreneurship, Government of
India. (1992). Apprenticeship rule 1992.
Retrieved May 25, 2025, from https://
apprenticeshiptraining.delhi.gov.in/sites/
default/files/inline-files/apprenticeship_
rule_1992.pdf
45. Ministry of Skill Development and
Entrepreneurship, Government of India.
(2015). National Skill Development
Mission. Retrieved May 25, 2025, from
https://www.msde.gov.in/sites/default/
files/2019-09/National%20Skill%20
Development%20Mission.pdf
46. Ministry of Skill Development and
Entrepreneurship, NAPS Portal. (2024).
Completion data of apprentices by
state: FY 2018–19 to 2023–24. Retrieved
May 25, 2025, from https://www.
apprenticeshipindia.gov.in
47. Ministry of Skill Development and
Entrepreneurship. (2022). Action taken
by government on the observations/
recommendations of the committee
contained in their report on
Apprenticeship Promotion Scheme
(NAPS)/National Apprenticeship
Training Scheme (NATS). Lok Sabha
Secretariat, Government of India.
48. Ministry of Skill Development and
Entrepreneurship. (2022). Annual report
2021–22. Government of India.
49. Ministry of Skill Development and
Entrepreneurship. (2022). National
Apprenticeship Promotion Scheme:
Implementation guidelines. Government
of India.
50. Ministry of Skill Development and
Entrepreneurship. (2023). Forty-
ninth report: Standing Committee on
Labour, Textiles and Skill Development.
Government of India.
51. Ministry of Skill Development and
Entrepreneurship. (2023, August
21). MSDE expands apprenticeship
opportunities through collaboration
with industry bodies. Press Information
Bureau Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=1948596
52. Ministry of Skill Development and
Entrepreneurship. (2023, January 9).
MSDE launches pioneering initiative to
promote apprenticeship in emerging
technologies. Press Information
Bureau Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=1890011
53. Ministry of Skill Development and
Entrepreneurship. (2023, March 20).
National Apprenticeship Mela witnesses
participation from over 1,000 companies
across India. Press Information
Bureau Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=1919502
54. Ministry of Skill Development and
Entrepreneurship. (2023, November
15). Apprenticeship scheme creates
over 15 lakh opportunities for youth in
2023. Press Information Bureau Press
Release. Government of India. Retrieved
May 25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=1973452
55. 54. Ministry of Skill Development
and Entrepreneurship. (2024, April
15). MSDE signs MoUs with global
companies to strengthen apprenticeship
ecosystem. Press Information Bureau
Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=2016423
56. Ministry of Skill Development and
Entrepreneurship. (2024, February 27).
MSDE conducts mega Apprenticeship
Mela under Skill India Mission. Press
Information Bureau Press Release.
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2002586 Revitalizing India?s Apprenticeship Ecosystem 104
57. Ministry of Skill Development and
Entrepreneurship. (2024, July 18).
Over 5 lakh apprentices onboarded
under NAPS 2.0 in FY 2023–24. Press
Information Bureau Press Release.
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2032871
58. Ministry of Skill Development and
Entrepreneurship. (2024, November
30). National Apprenticeship Mela
2024 records highest-ever participation
of candidates and employers. Press
Information Bureau Press Release.
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2063482
59. Ministry of Skill Development and
Entrepreneurship. (2024, September
5). MSDE organizes National
Apprenticeship Awareness Campaign
in partnership with state governments.
Press Information Bureau Press Release.
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2045255
60. Ministry of Skill Development and
Entrepreneurship. (2025, January
10). MSDE sets target of 20 lakh
apprenticeship opportunities for FY
2024–25. Press Information Bureau
Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=2078456
61. Ministry of Skill Development and
Entrepreneurship. (2025, July 28).
Apprenticeship embedded degree
programmes [Press release]. Press
Information Bureau, Government
of India. https://www.pib.gov.in/
PressReleseDetailm.aspx?PRID=2149332
62. Ministry of Skill Development and
Entrepreneurship. (2025, July 28).
Apprenticeship embedded degree
programmes [Press release]. Press
Information Bureau, Government
of India. https://www.pib.gov.in/
PressReleseDetailm.aspx?PRID=2149332
63. Ministry of Skill Development and
Entrepreneurship. (2025, March
22). Skill India conducts nationwide
Apprenticeship Mela, with participation
from MSMEs and large enterprises.
Press Information Bureau Press Release.
Government of India. Retrieved May
25, 2025, from https://pib.gov.in/
PressReleasePage.aspx?PRID=2092354
64. Ministry of Statistics and Programme
Implementation, Government of India.
(2023). Annual survey of industries
(ASI) summary results 2022–23.
Retrieved May 25, 2025, from https://
www.mospi.gov.in/sites/default/files/
asi_results/ASI%20Summary%20
Results%202022-23.pdf
65. Ministry of Statistics and Programme
Implementation, Government of India.
(2023). Periodic Labour Force Survey
(PLFS): Annual report 2022–23.
Government of India.
66. Ministry of Statistics and Programme
Implementation, Government of India.
(2023). Annual survey of industries
(ASI) summary results 2022–23.
Retrieved May 25, 2025, from https://
www.mospi.gov.in/sites/default/files/
asi_results/ASI%20Summary%20
Results%202022-23.pdf
67. MySkillsFuture. (2024). Portal
for lifelong learning and modular
apprenticeship programs. Retrieved
May 25, 2025, from https://www.
myskillsfuture.gov.sg/content/portal/en/
index.html
68. National Apprenticeship Promotion
Scheme. (2025). Apprentices’
engagement trend data source.
Government of India.
69. National Apprenticeship Promotion
Scheme. (2025). Apprentices’
engagement trend data source.
Government of India.
Revitalizing India?s Apprenticeship Ecosystem 105
70. National Skill Development Corporation
(NSDC). (2024). Skilling landscape in
India. NSDC. https://skillsip.nsdcindia.
org/sites/default/files/kps-document/
NSDC%20Skilling%20Landscape%20
in%20India_1.pdf
71. National Skill Development Corporation
(NSDC). (2025). Apprenticeship FAQs.
NSDC. https://nsdcindia.org/sites/all/
themes/ibees/pdf/apprenticeship-faqs.pdf
72. National Skill Development Corporation.
(2024). Skilling landscape in India.
Retrieved May 25, 2025, from https://
skillsip.nsdcindia.org/sites/default/files/
kps-document/NSDC%20Skilling%20
Landscape%20in%20India_1.pdf
73. National Skill Development Corporation.
(2025). Apprenticeship FAQs. Retrieved
May 25, 2025, from https://nsdcindia.
org/sites/all/themes/ibees/pdf/
apprenticeship-faqs.pdf
74. NITI Aayog. (2022). India’s Booming Gig
and Platform Economy: Persepectives
and Recommendations on the Future of
Work, June, 2022.
75. NITI Aayog. (2025). Expanding quality
of higher education through states and
state public universities. NITI Aayog.
76. Office for Students. (2025). Degree
apprenticeships: Guide for employers.
Office for Students. Retrieved
May 25, 2025, from https://www.
officeforstudents.org.uk/for-providers/
student-choice-and-flexible-learning/
degree-apprenticeships/degree-
apprenticeships-guide-for-employers/
funding-and-finance/
77. Policy Centre Gender Lab. (2020).
Role of different stakeholders in skill
development. Policy Centre Gender Lab.
Retrieved May 25, 2025, from https://
policycentreandgenderlab.blogspot.
com/2020/08/role-of-different-
stakeholders-in-skill.html
78. Press Information Bureau (PIB),
Government of India. (2025,
February 5). Launch of NATS 2.0
portal [Press release]. https://pib.
gov.in/PressReleaseIframePage.
aspx?PRID=2039276
79. Press Information Bureau (PIB),
Ministry of Education. (2022,
July 29). Salient features of NEP,
2020 [Press release]. https://pib.
gov.in/PressReleaseIframePage.
aspx?PRID=1847066
80. Prime Minister’s Office. (2024, January
12). PM Modi highlights importance of
apprenticeship in making India the skill
capital of the world. Press Information
Bureau Press Release. Government of
India. Retrieved May 25, 2025, from
https://pib.gov.in/PressReleasePage.
aspx?PRID=1991255
81. Rajya Sabha. (2025, July 24). Unstarred
question no. 1976, Rajya Sabha
Session 254: National Apprenticeship
Training Scheme (NATS). Rajya Sabha
Secretariat. Retrieved July 24, 2025,
from https://rajyasabha.nic.in/rsnew/
Questions/Search_QnoWise.aspx
82. Rooj, S. (2022). Making India
employable: Future of apprenticeship in
India [Report]. TeamLease EdTech.
83. SkillsFuture Singapore. (2025). Skills-
based modular courses for lifelong
learning. Government of Singapore,
SkillsFuture Singapore. Retrieved May
25, 2025, from https://www.skillsfuture.
gov.sg/newsroom/skills-based-modular-
courses
84. Standing Committee on Labour, Textiles
and Skill Development. (2022). Thirty-
third report. Lok Sabha Secretariat.

Revitalizing India?s Apprenticeship Ecosystem 106
85. Standing Committee on Labour.
(2023). Thirty-fifth report on the
implementation of apprenticeship
schemes. Ministry of Labour and
Employment, Government of India.
86. TeamLease. (2024). Future of
apprenticeship in India. TeamLease
EdTech. https://www.teamleaseedtech.
com/pdf/Report-Future-of-
Apprenticeship-in-India.pdf
87. TeamLease. (2025). Apprenticeship
outlook report. TeamLease EdTech.
https://degreeapprenticeship.teamlease.
com/outlook-report
88. UK Government. (2019). Employer
guide to apprenticeships. Department
for Education. https://assets.publishing.
service.gov.uk/government/uploads/
system/uploads/attachment_data/
file/800059/Employer_guide_to_
apprenticeships.pdf
89. UN Women. (2022). Gender equality:
Women’s empowerment through skills
and training. United Nations Entity for
Gender Equality and the Empowerment
of Women. https://www.unwomen.org
90. UN Women. (2023). Gender equality:
Why it matters. United Nations
Entity for Gender Equality and the
Empowerment of Women. https://www.
unwomen.org
91. UNESCO-UNEVOC. (2025).
Apprentice – TVETipedia glossary.
UNESCO. Retrieved May 25, 2025,
from https://unevoc.unesco.org/
home/TVETipedia+Glossary/lang=en/
show=term/term=apprentice
92. University of Exeter. (2025).
Apprenticeship levy: Funding
apprenticeships. University of
Exeter. Retrieved May 25, 2025, from
https://www.exeter.ac.uk/study/
degreeapprenticeships/employers/levy/
93. World Bank. (2013). Apprenticeships:
A path to jobs. World Bank. https://
openknowledge.worldbank.org/
handle/10986/16629
92. World Bank. (2020). Women, business
and the law 20
20. World Bank Group. Revitalizing India’s Apprenticeship Ecosystem 107
Annexure 1
Literature Review: Key
Findings from Recent
Studies on Apprenticeship
in India Revitalizing India?s Apprenticeship Ecosystem 108
1.1. Jobs & Skills: Sector Report
by DMEO, NITI Aayog, GoI
published in 2021.
1.1.1 Research Methodology
The report employed a nationally
representative mixed-methods evaluation
framework, combining both qualitative
and quantitative approaches. This
methodological choice reflects a careful
effort to balance breadth and depth,
aiming to generate robust, triangulated
evidence across schemes and sectors.
On the quantitative side, the study
drew upon structured surveys covering
1,682 respondents under schemes like
the Pradhan Mantri Rojgar Protsahan
Yojana (PMRPY) and National Career
Service (NCS), with a detailed sampling
strategy designed to capture State-level
and scheme-level performance. On the
qualitative side, the team conducted
264 Key Informant Interviews (KIIs) with
stakeholders ranging from central and
State officials to scheme implementers,
along with 65 FGDs to capture nuanced,
context-specific insights.
The multi-layered analytical design stands
out as a particular strength. The evaluation
was structured across three levels: sector,
umbrella scheme, and individual scheme,
allowing the analysis to capture systemic
patterns as well as scheme-specific
dynamics. The methodology explicitly
adhered to the REESI+E framework
(Evaluating Relevance, Effectiveness,
Efficiency, Sustainability, Impact, and
Equity) which provided a structured, multi-
dimensional assessment. This framework
was complemented by cross-sectional
themes such as gender mainstreaming,
inclusion, industry linkages, and use of
technology, reflecting an awareness of
broader social and institutional factors.
Another commendable feature was the
consultative review process, where draft
reports were circulated among subject
experts, concerned ministries, and external
reviewers to incorporate feedback and
ensure technical robustness. This iterative
validation, combined with third-party data
collection by professional agencies (KPMG
and Hansa Research), added credibility
and operational rigour to the research
process. The key findings from this report
are given below.
1.1.2 Policy and System
• Limited Integration: There is currently
no clear pathway for candidates from
Short-Term Training (STT) Programmes
like PMKVY and DDU-GKY to integrate/
participate with the apprenticeship
systems.
1.1.3 Structural and Regulatory
• Low Awareness and Uptake: Despite the
existence of schemes like NAPS, there is
a lack of awareness about them among
organizations. The India Hiring Intent Survey
indicated that only 64% of organizations
were aware of the apprenticeship scheme,
and only 56% of these had registered for it.
1.1.4 Industry and Employer
• Limited Industry Involvement: There
is insufficient linkage with employers
and the private sector in the skilling
process, including apprenticeships.
Industry participation is often limited,
with companies acting more as
customers of skilled labour rather
than being effectively involved in the
skilling process. A lack of appropriate
incentives for private players to offer
sector-specific employer-led training
contributes to this.
1.1.5 Apprentices and Aspirant
Lack of awareness: Despite the
implementation of schemes, there is a lack
of awareness of these schemes among
organizations and implementers, leading
to uncertainty in the implementation of the
Apprentices Act, 1961. Revitalizing India?s Apprenticeship Ecosystem 109
1.2 33rd Report by the Standing
Committee on Labour, textile and Skill
Development on Implementation of
National Apprenticeship Promotion
Scheme (NAPS)/ National Apprenticeship
Training Scheme (NATS), (2021-22)
1.2.1 Research Methodology
The Thirty-Third Report of the Standing
Committee on Labour, Textiles, and Skill
Development employs a formal parliamentary
examination methodology grounded
in documentary review, oral evidence,
and inter-ministerial consultations. The
Committee undertook its assessment of the
implementation of the NAPS and the NATS by
systematically collecting evidence from key
institutional actors, including the MSDE and
the MoE (Department of Higher Education).
The methodology included analysis of
administrative data drawn from official
portals such as apprenticeshipindia.gov.
in, providing quantitative insights into
apprentice registration, engagement, and
completion rates across States and sectors.
The Committee also engaged with national-
level reports, audit findings, and monitoring
updates to assess scheme performance.
By integrating qualitative insights from
stakeholder consultations with quantitative
data on scheme progress, the Committee
constructed a holistic evaluation framework.
1.2.2 Policy and System
• Coordination Between Parallel
Apprenticeship Schemes: While both
the NAPS under the MSDE and the NATS
under the DHE, MoE, share the objective
of enhancing youth employability
through apprenticeship training under the
Apprentices Act, 1961, they operate under
separate administrative frameworks. NATS
primarily caters to engineering and general
stream graduates and diploma holders,
whereas NAPS focuses on other categories.
This division presents an opportunity to
strengthen inter-ministerial coordination
and align efforts to build a more integrated
and efficient apprenticeship ecosystem.
• Incentive-Based Stipend Support: Both
schemes offer financial incentives to
employers by sharing a portion of the
stipend paid to apprentices. NATS
reimburses 50% of the minimum stipulated
stipend for eligible categories, while NAPS
shares 25% up to a maximum of ₹1,500 per
month. NAPS also shares basic training
costs for some apprentices.
• Web Portals and Integration Efforts: NAPS
and NATS currently operate with separate
web portals for managing apprenticeship
training. There are ongoing efforts to
integrate these portals to avoid overlapping
registrations and simplify processes for
users.
• Disparity in Stipend Reimbursement:
A key difference lies in the stipend
reimbursement rates, with NATS offering
a higher percentage (50%) for engineering
graduates and diploma holders compared
to NAPS (25% maximum) for most
categories, including non-technical degrees
and diplomas. There is a recognised need
to bring parity to these rates.
1.2.3 Structural and Regulatory
• Need for Enhanced Engagement: Despite
the schemes, the number of establishments
actively engaging apprentices remains low
compared to the total registered. There is
a need for better industry interface and
incentivization to increase participation.
• Focus on Quality and Monitoring:
Monitoring mechanisms are in place
involving various agencies like DGT, NSDC/
SSCS, State Apprenticeship Advisors, and
BOAT. Strengthening these mechanisms
and ensuring the quality of training are
crucial.
• Integration with Education and Skilling:
Efforts are being made to integrate
apprenticeships with higher education
programmes and short-term skilling
initiatives to improve employability
and provide pathways for further skill
development. Revitalizing India?s Apprenticeship Ecosystem 110
1.3 35th Action Taken Report by the
Standing Committee on Labour, textile
and Skill Development on Implementation
of National Apprenticeship Promotion
Scheme (NAPS)/ National Apprenticeship
Training Scheme (NATS), (2021-22)
1.3.1 Research Methodology
The Thirty-Fifth Report of the Standing
Committee on Labour, Textiles, and
Skill Development employs a structured
and rigorous parliamentary review
methodology, grounded in formal
procedures of legislative oversight. The
Committee draws its methodological
foundation from the systematic
examination of government actions taken
on recommendations presented in its
earlier Thirty-Third Report concerning
the implementation of the NAPS and the
NATS.
The Committee bases its research
approach primarily on the analysis of
documentary evidence, including action-
taken notes furnished by the MSDE and the
MoE (Department of Higher Education). In
addition to the review of official written
submissions, the Committee conducts
detailed deliberations and adopts draft
reports through formal sittings, ensuring
that collective parliamentary judgment
shapes the final outputs. The report
explicitly references periodic assessments,
such as regular monitoring meetings,
quarterly reviews by Boards of Governors,
half-yearly reviews by the MoE, and efficacy
studies (e.g., conducted by NILERD, NITI
Aayog), integrating institutional feedback
loops into its evaluation.
The Committee also examines operational
aspects of the schemes, including the
functioning and integration of digital
portals, financial disbursement mechanisms
(e.g., stipend payments), outreach
campaigns, and stakeholder engagement
strategies such as apprenticeship fairs
and workshops. The report demonstrates
an iterative engagement process, where
earlier recommendations are revisited,
and corrective measures or new directions
are proposed based on the government’s
reported actions.
By combining administrative data,
inter-ministerial consultations, formal
parliamentary deliberations, and analysis of
implementation challenges, the Committee
constructs a multi-dimensional evaluation
framework.
1.3.2 Policy and System
• Monitoring and Assessment of NAPS
and NATS: The Committee noted the
periodic assessments by MSDE and
the Department of Higher Education.
They desire the continuation and
escalation of this monitoring. The
Committee wants to be informed about
the outcome of the NILERD efficacy
study on NATS and the subsequent
systemic improvements.
• Government’s Response to Earlier
Recommendations: There were total 15
recommendations in the 33rd Report.
10 were accepted by the Government.
2 were not pursued by the Committee.
3 required reiterations due to non-
acceptance.
1.3.3 Structural and Regulatory
• Integration of Web Portals: The
Committee observed the separate web
portals for NAPS and NATS and noted
the initiated action for integration.
Finding the Government’s reply vague,
they exhorted MSDE to ensure effective
integration to avoid overlapping
registrations. This is a reiteration of a
previous recommendation.
1.3.4 Industry and Employer
• Involvement of Public Representatives:
The Committee appreciated MSDE’s
involvement of public representatives.
They urged the Department of Higher
Education to invariably involve public
representatives in their workshops for
valuable feedback. This is a reiteration
of a previous recommendation. Revitalizing India?s Apprenticeship Ecosystem 111
1.3.5 Apprentices and Aspirant
• Enhancement in Stipend for NATS
Apprentices: The Committee noted
the implementation of revised
minimum stipends from April 1, 2021.
They expressed concern about prior
underpayment and emphasized the
need to ensure payment of the revised
stipend with retrospective effect from
April 1, 2021. The Committee reiterated
their earlier recommendation for further
enhancement of the monthly stipend
to ₹18,000 for Graduate Engineers and
₹15,000 for Diploma Holders.
• Publicity and Awareness Campaigns:
The Committee appreciated MSDE’s
efforts in organising workshops and
Apprenticeship Melas. The Committee
reiterated the importance of including
apprenticeship as an essential
component after short-term training.
1.4 49th Report by the Standing
Committee on Labour, textile and
Skill Development
1.4.1 Research Methodology
The Forty-Ninth Report of the Standing
Committee on Labour, Textiles, and
Skill Development applies a formal
parliamentary review methodology. The
Committee conducted its examination of
the functioning of the DGT under the MSDE
by systematically gathering evidence
through both written and oral procedures.
The Committee’s research process
involved collecting and reviewing
extensive background materials,
action-taken notes, post-evidence
written replies, and data submissions
provided by the Ministry. The Committee
complemented this documentary review
with oral evidence taken from ministry
representatives during formal sittings,
thereby ensuring that deliberations were
grounded in both administrative data and
institutional perspectives. This combined
evidence base enabled the Committee
to analyse multiple dimensions of policy
implementation, such as institutional
performance, administrative challenges,
infrastructural development, instructor
recruitment, training quality, and scheme-
specific outcomes.
The Committee also drew upon third-party
evaluations and independent assessments
of DGT-administered schemes, such as
evaluations conducted by the National
Productivity Council, Indian Institute of
Public Administration, National Institute
of Labour Economics Research and
Development (NILERD), and Indian
Institute of Management Indore. The
Committee also engaged with national-
level reports, such as NITI Aayog’s
assessment on transforming Industrial
Training Institutes (ITIs), integrating cross-
institutional perspectives into its analysis.
1.4.2 Structural and Regulatory
• Lack of comprehensive placement data
for ITI pass-outs: DGT lacks readily
available employment outcome data,
as uploading placement details on the
NCVT portal is not mandatory for ITIs.
• Keeping pace with technological
changes and industry requirements:
Despite the introduction of new-age
courses, there is a gap in aligning
training programmes and curricula with
current employment demands.
• Shortage of instructors in ITIs: A high
percentage of sanctioned instructor
posts are vacant in both Government and
Private ITIs; monitoring compliance with
norms in private ITIs is also difficult.
• Ensuring all trainers are CITS trained:
Although mandated by NCVET, a
significant number of trainers still lack
the CITS qualification.
• Monitoring the large number of ITIs
effectively: With 14,953 ITIs, including
11,707 private ones, ensuring quality
and adherence to norms is a major
challenge.
• Challenges in monitoring the quality
of training in Private ITIs: State Revitalizing India?s Apprenticeship Ecosystem 112
Governments and RDSDEs face difficulty
in overseeing quality training delivery
due to the volume of institutions.
1.4.3 Apprentices and Aspirant
• Lower demand for new-age courses
compared to traditional trades: Despite
the relevance of Industry 4.0 courses,
students still prefer traditional trades,
limiting diversification.
• Low enrolment in ITIs: Low fill rates in
Government and Private ITIs (59.18%
and 39.52% respectively) suggest issues
like poor awareness, limited placement
opportunities, etc.
1.5 Efficacy and Impact of NATS – All
India Study by National Institute of
Labour Economics Research and
Development (NILERD) in Dec 2019.
1.5.1 Research Methodology
The NILERD report titled “Efficacy and
Impact of National Apprenticeship Training
Scheme (NATS) – All India Study” employs
a comprehensive and methodologically
rigorous mixed-methods research design
to assess the implementation, outcomes,
and challenges of NATS across India.
Sponsored by the Ministry of Human
Resource Development (MHRD), the study
covers all States and UTs and integrates
both quantitative and qualitative research
components to generate evidence-based
insights.
The research team, led by NILERD,
designed a nationally representative
sampling framework that systematically
included all key stakeholders: BoAT/BoPT,
industrial establishments, educational
institutions, on-roll apprentices, and
ex-apprentices. Establishments were
stratified into CPSUs, SPSUs, and private
sector firms, ensuring coverage of both
public and private actors.
Primary data collection was conducted
using structured and open-ended
questionnaires tailored to each
stakeholder group. Additionally, the
researchers employed qualitative
techniques, including focused group
discussions (FGDs) and informal debates,
particularly coordinated through BoAT
officials across all four geographic
regions (Northern, Southern, Eastern,
and Western). This multi-stakeholder,
multi-region approach ensured that
both demand-side (employers) and
supply-side (educational institutions and
trainees) perspectives were adequately
captured.
Quantitative data encompassed detailed
variables such as seat allocations,
utilization rates, stipend disbursement
patterns, demographic profiles
of apprentices, and post-training
employment outcomes, disaggregated
by region, gender, and social category.
These data were systematically analysed
using descriptive statistical methods to
generate comparative insights across
regions and sectors.
The study also incorporated secondary
data analysis, drawing upon past
evaluations, administrative records,
and national-level monitoring reports.
By triangulating findings from primary
and secondary sources, the research
ensured both analytical depth and
validity. Importantly, the study aligned its
evaluation framework with the broader
objectives of NATS, including assessing
alignment with national policy goals,
Sustainable Development Goals (SDGs),
and skill gap mitigation.
1.5.2 Policy and System
• Policy Push Post-2014 - The 2014
amendment to the Apprentices Act,
1961 aimed at scaling apprenticeship
numbers to 1 crore, setting the stage
for rapid expansion.
1.5.3 Industry and Employer
• Industry Endorsement of NATS -
Employers recognize NATS as filling
structural skill gaps, especially by
building theoretical, analytical, and
practical capabilities. Revitalizing India?s Apprenticeship Ecosystem 113
1.5.4 Apprentices and Aspirant
• Apprenticeship Bridges Skill Gaps -
Apprenticeship programmes effectively
align industry needs with labour market
skills, offering hands-on experience and
certification to enhance job readiness.
• NATS Targets Practical Training - The
NATS addresses the lack of practical
exposure among engineering graduates,
diploma holders, and vocational pass-
outs.
• High Employability Outcomes -
NATS boosts job prospects—73% of
surveyed ex-apprentices secured wage
employment, proving it to be a cost-
effective, outcome-driven scheme.
• Positive Trainee Feedback - Nearly
82% of ex-apprentices rated NATS as
useful in gaining employment, reflecting
strong trainee satisfaction and scheme
relevance.
• Significant Skill Upgradation - Trainees
reported a jump in skills from 25–50% at entry
to over 75% post-training, showing NATS’
effectiveness in real skill enhancement.
• Strong Job Placement Rates - Around
79% of apprentices find employment after
training, validating apprenticeships as a
pathway to formal workforce inclusion.
1.6 Report on “Implementation of
Apprenticeship in India”, FICCI (2019)
1.6.1 Research Methodology
The report “Implementation of
Apprenticeship in India” by FICCI uses
a multi-layered research methodology
combining secondary research,
stakeholder consultations, and empirical
case studies. It relies on an extensive
review of policy documents, global
benchmarks, regulatory frameworks, and
industry reports to contextualize India’s
apprenticeship system.
Structured consultations with key
stakeholders—including MSDE, NITI
Aayog, SSCs, DGT, industry leaders, and
international agencies like ILO and World
Bank—provide sector-specific insights and
validate findings. The study also integrates
select case studies from companies like
Mahindra & Mahindra, ONGC, TCS, NHPC,
and Indian Oil, showcasing practical
applications and outcomes under the
Apprentices Act, NAPS, and NATS.
Additionally, the report uses FICCI’s
sectoral survey data to capture quantitative
trends on employer participation,
perceived benefits, productivity impacts,
and retention outcomes.
1.6.2 Policy and System
• Underutilization Despite Longstanding
Legislation - Although the Apprentices
Act was enacted in 1961, repeated
amendments have not enabled full
utilization due to persistent systemic
gaps and implementation hurdles.
• Systemic and Regulatory Challenges
Persist - Complex procedures,
outdated legal provisions, and limited
infrastructure have slowed industry and
youth participation in apprenticeship
programmes, despite policy support.
1.6.3 Structural and Regulatory
• Shift Needed from Academic-Only
Models - The report calls for reducing
dependency on classroom-based
learning and adopting apprenticeships
as a cost-effective and practical model
for delivering job-ready skills.
• Fragmentation in the Skill Ecosystem
- The skill development landscape is
scattered across numerous ministries
and departments, leading to inefficient
coordination and policy overlap.
• Compliance Gaps Highlighted in FICCI
Survey - FICCI’s 2018 survey found
that large firms benefited more from
apprenticeship programmes than
smaller ones, which struggled with
compliance and reporting procedures.
1.6.4 Industry and Employer
• Proven Benefits for Employers and
Apprentices - International evidence
shows that apprenticeships ease entry
into employment for youth and offer Revitalizing India?s Apprenticeship Ecosystem 114
firms higher productivity and retention,
making them a mutually beneficial
investment.
• SME Participation Remains Marginal
- Small and Medium Enterprises face
financial and technical constraints,
limiting their ability to contribute to
apprenticeship training despite being
major employment generators.
• Sectoral Skew Towards Manufacturing
- Apprenticeship programmes remain
largely confined to ITI graduates and the
manufacturing sector, while the services
sector, with high employment potential,
remains underexploited.
1.6.5 Apprentices and Aspirant
• Apprenticeship as a Viable Transition
Pathway - Apprenticeships are
acknowledged as a structured, real-
work training model that strengthens
youth employability and contributes to
economic development by bridging the
school-to-work divide.
• Multiple barriers for Apprentices - Key
bottlenecks include low awareness
among stakeholders, unclear career
progression for apprentices, lack of
training infrastructure, and missing
provisions for informal sector integration.
1.7 Future of Apprenticeship in
India, (Team Lease Tech, 2023)
1.7.1 Research Methodology
The report “Future of Apprenticeship in
India” employs a structured, mixed-methods
research approach combining quantitative
surveys, institutional data analysis, and
qualitative insights. The research team at
TeamLease EdTech conducted a national
survey involving over 110 universities and
higher education institutions to assess the
role of degree apprenticeships in improving
employability, financing education, and
addressing skill gaps.
The methodology integrates survey
data capturing institutional perceptions
on the benefits, financing models, and
labour market outcomes of degree
apprenticeships. This quantitative
data is complemented by qualitative
insights gathered from industry leaders,
university vice-chancellors, and policy
stakeholders, providing a multidimensional
understanding of the apprenticeship
landscape.
The report also conducts comparative
analysis by benchmarking India’s
apprenticeship participation rates against
global peers such as Germany, the UK,
and the USA, using data from international
statistical sources
10
. Additionally, it
incorporates recent industry outlook
reports (e.g., NETAP Apprenticeship
Outlook) to identify employer trends,
stipend ranges, and return on investment
perceptions related to apprenticeships.
1.7.2 Policy and System
• India vs. Other Countries: India has a
low apprenticeship penetration rate
of about 0.11% compared to Germany
11

(2.96%), the UK
12
(2.1%), USA
13
(0.39%),
and Australia
14
(1.6%). Despite the low
penetration, India is witnessing rapid
growth in apprenticeship adoption.
1.7.3 Industry and Employer
• Apprenticeships as a Solution for Supply
Chain Challenges: Apprenticeships
provide a structured pathway for
training individuals in specific trades and
skills required by supply chain sectors,
enhancing workforce competency and
productivity. Apprenticeships reduce
hiring costs and improve retention rates.
These programmes offer comprehensive
training, combining theoretical
knowledge with practical experience.
• Return on Investment (ROI) from
Degree Apprenticeships: 61% of
10
Data Sources: World Bank and NATS, 2021, apprenticeshipindia.gov, OECD 2021
11
German Federal Statistical Office, 2021
12
Apprenticeship Statistics, House of Commons Library, UK. 2021
13
U.S. Department of Labour, Employment and Training Administration, 2020
14
National Centre for Vocational Education Research, Australia, 2020 Revitalizing India?s Apprenticeship Ecosystem 115
employers perceive a higher ROI from
degree apprenticeships than other
categories, indicating their effectiveness
in workforce development. These
programmes enhance productivity,
reduce attrition, and provide a cost-
effective way to create talent, aligning
with industry needs.
1.8 Apprenticeship Outlook Report
by TeamLease in Jan-March
quarter, 2025
1.8.1 Research Methodology
The Apprenticeship Outlook Report (Jan–
Mar FY 2025) adopts a rigorous and
structured research methodology that
combines quantitative and qualitative
approaches to examine industry
apprenticeship trends. The study employs
a random stratified sampling technique
to ensure representative coverage
across industries, cities, and business
sizes. Specifically, the sampling design
focuses on HR managers, HR heads,
business owners, and directors as target
respondents, recognizing their critical role
in apprenticeship decision-making.
Data collection was executed through the
valuvox® mobile survey application, which
facilitated the efficient administration of
the survey instrument to 714 respondents,
all of whom reported intentions to
engage apprentices in the January–March
2024–25 quarter. To complement the
quantitative survey, the report integrates
qualitative insights gathered through four
in-depth expert interviews—two from
the manufacturing sector and two from
the services sector. This combination
strengthens the analysis by blending
empirical data with sectoral perspectives.
Moreover, the report draws upon multiple
secondary sources to enhance contextual
understanding, including official data
from the MSDE (via the NAPS portals),
the MoE (via the NATS portal), and legal
frameworks such as The Apprentices Act,
1961.
1.8.2 Policy and System
• Degree Apprenticeships Shape
New Pathways - Degree-linked
apprenticeships are redefining non-
technical vocational education,
combining academic learning with
industry exposure.
• Diversity and Inclusion Take Centre
Stage - There is growing emphasis
on increasing female and LGBTQIA+
participation, aiming to make
apprenticeships more inclusive.
1.8.3 Industry and Employer
• Positive Growth Trend Continues - NAO
has steadily grown from 56% in Jan–
Jun 2022, recording a 10.7% CAGR,
signalling consistent employer interest
in apprenticeships.
• IT & BPM Sector Leads the Surge - With
an 88% NAO, the IT & BPM sector shows
the highest apprentice engagement for
the Jan–Mar 2025 quarter. Bengaluru
tops as the leading city.
• Biotech and Pharma See Strong Gains
- The Biotech, Pharma & Life Sciences
sector recorded a 77% NAO, with Pune
and Bengaluru emerging as key hubs for
apprentice engagement.
• Apparel Sector Expands Talent Pool -
Leather, Textiles & Apparel reached a
72% NAO, driven by a focus on talent
expansion and gender diversity.
• Capital Goods Sector Builds Skills
Efficiently - With a 58% NAO, the
Capital Goods industry emphasizes
cost optimization and skill-building. Top
cities include Chennai and Pune.
• Chemical Industry Prioritizes Cost
and Talent - Apprentice hiring in the
Chemical sector is motivated by talent
development and cost efficiency, with
Mumbai and Ahmedabad showing
strong activity.
• Talent Pool Creation is a Core Driver -
Across sectors, the primary motivation Revitalizing India?s Apprenticeship Ecosystem 116
for engaging apprentices is to build or
augment a future-ready talent pipeline.
1.8.4 Apprentices and Aspirant
• Apprenticeship Outlook Hits All-Time
High - The Net Apprenticeship Outlook
(NAO) surged to 76% for Jan–Mar
2025, up from 68% in the previous half-
year, indicating rising momentum for
apprenticeships in India.
• Tackling Social Stigma Around
Apprenticeships - The report
stresses public awareness campaigns
and success stories to challenge
outdated perceptions and promote
apprenticeships as aspirational career
paths.
1.9 India Skills Report 2025 by Wheebox
1.9.1 Research Methodology
The India Skills Report 2025 employs
a rigorous, multi-layered research
methodology that integrates quantitative
and qualitative approaches to assess
employability trends and hiring intentions
across India. The research combines two
complementary surveys: the Wheebox
Global Employability Test (G.E.T) and the
India Hiring Intent Survey – Early Career
Edition 2025.
The G.E.T. involved an extensive online
skill assessment of over 650,000 students
from diverse educational backgrounds,
capturing wide-ranging demographic and
skill-related data. This component applied
structured survey designs, statistical
methods, and psychometric evaluations
to assess educational domain alignment,
technical and non-technical skills, State
and city-specific employability, gender-
based trends, salary expectations, and
internship interest. Careful attention
was given to data representativeness,
using statistical safeguards to avoid bias
and polarization, ensuring that insights
accurately reflected the broader student
population.
The India Hiring Intent Survey gathered
insights from more than 1,000 corporate
respondents across 15 industries, using
an online platform between September
and November 2024. This segment
examined industry-specific recruitment
trends, regional hiring patterns, preferred
experience brackets, and the demand
for emerging skills among early-career
professionals. It incorporated both
quantitative metrics and qualitative
insights to forecast hiring expectations
for 2025.
1.9.2 Policy and System
• Apprenticeships Aid School-to-Work
Transition - Global research shows
apprenticeships ease the shift from
education to employment, increasing the
likelihood of job placement in both formal
and informal sectors.
1.9.3 Industry and Employer
• Focus on Employability Skills: The report
extensively discusses the employability
of Indian talent based on the G.E.T.,
highlighting the skills and domains where
graduates perform well. Apprenticeships
are a key pathway to developing and
enhancing these employability skills.
1.10 Report on Reimagining
Employability for the 21st
Century by JustJobs Network and
TeamLease, (August 2022)
1.10.1 Research Methodology
The report employs a qualitative and
analytical research methodology
grounded in secondary data analysis,
expert consultation, and international
benchmarking. The authors systematically
compile and examine existing national
datasets, including sources such as the
All-India Survey on Higher Education
(AISHE), the National Statistical Office’s
reports, and the Periodic Labour Force
Survey (PLFS), to assess the State of
employability, skills, and apprenticeship
systems in India.
The methodology emphasizes a structured
inventory analysis across three key
dimensions: education, skills training, and Revitalizing India?s Apprenticeship Ecosystem 117
socio-economic background, to evaluate
employability outcomes. By critically
reviewing government policies, legislative
frameworks (such as the Apprentices Act,
1961 and its amendments), and institutional
architectures, the report develops an
integrated understanding of structural
bottlenecks in India’s apprenticeship
landscape. It further incorporates
comparative international experiences
by examining apprenticeship systems
in Germany, Australia, Switzerland,
South Korea and the United States to
contextualize the Indian experience within
global best practices.
Additionally, the report integrates
stakeholder insights gathered through
consultations with industry leaders,
policy experts, and educational
institutions. This approach strengthens
the analytical foundation of the study
by blending data-driven insights with
practitioner perspectives. The report
applies iterative goal-setting and scenario
analysis to propose actionable policy
recommendations aimed at expanding
degree-linked apprenticeships and
bridging the education-to-employment
gap. Overall, the methodology reflects
a multidimensional, evidence-based
approach that combines policy analysis,
institutional review, and comparative
learning to inform a roadmap for large-
scale apprenticeship reform in India
1.10.2 Policy and System
• Apprenticeships are crucial for
providing better choices to India’s
youth: The current supply-driven model
of skills training is insufficient. Skills
aligned with market demand and work
experience through apprenticeships
offer better choices to India’s youth.
• The governance of apprenticeships
is complex and needs streamlining:
The involvement of multiple ministries
(MSDE, MoE) and implementing
bodies (DGT, NSDC) creates a complex
governance architecture.
• Degree-linked apprenticeships in higher
education are a promising starting point:
Higher education institutions offer
tremendous potential for promoting
degree-linked apprenticeships due
to longer training durations, better
alignment with larger employers’ needs,
and students’ access to technology.
• International experience highlights
the value and diverse approaches to
apprenticeships: Examining systems in
Germany, the United States, Australia,
and Switzerland provides valuable
lessons on effective apprenticeship
models, such as the dual system training
programme.
1.10.3 Structural and Regulatory
• A significant gap exists between
education, training, and employment:
The report highlights a widening
chasm between education, training,
and employment in India. This is
compounded by technology and
pandemic altering the job market faster
than educational institutions can adapt.
• The regulatory and administrative
burden is a deterrent: Companies,
especially MSMEs, find the regulatory
and administrative burden of engaging
in apprenticeship programmes
discouraging.
1.10.4 Apprentices and Aspirant
• Education alone is no longer a
guaranteed path to employment:
Despite gains in enrolment and literacy,
the current systems’ inadequacies hinder
the realisation of India’s demographic
advantage. Notably, a greater share of
the unemployed have higher levels of
education.
• There’s an aspirational bias towards
academic education: A deep-seated
bias favouring academic education over
vocational training hinders the uptake
of apprenticeships. Revitalizing India’s Apprenticeship Ecosystem 118 Revitalizing India’s Apprenticeship Ecosystem 119
Annexure 2
Roundtable Discussion
on Strengthening
Apprenticeship Training
Organized by SDE
Division, NITI Aayog Revitalizing India’s Apprenticeship Ecosystem 120
Roundtable Discussion on Strengthening Apprenticeship Training Annexure 3
State Consultation
for Strengthening
Apprenticeship
Organized by SDE
Division, NITI Aayog S.no State Name Designation
1 Telangana Mr. Nagesh
Joint Director, Department of
Employment and Training
2 Andhra PradeshSri N. Solomon Assistant Director
3 Delhi Mr. Rajesh Additional Director, RDSDE
Mr. Mohammad Hussain B Deputy Apprenticeship Advisor
4 Uttar Pradesh Rajendra Prasad Additional Director
P K Shakyawar Dy Director
5 Karnataka Shri BL Chandrashekran Joint Director
6 Odisha
Shri Deepak Ranjan
Patnaik
Sr Lecturer and OIC
Apprenticeship Training
7
Madhya
Pradesh
Shakti SinghApprenticeship Advisor
8 Assam Mr. Atul Kumar Apprenticeship Advisor
9 Haryana Mr. Parveen Verma Project Manager HSDM
State Consultation for Strengthening Apprenticeship NOTES

Revitalizing India’s Apprenticeship Ecosystem: Insights, Challenges, Recommendations and Best Practices