The Promise of Practical Experience
Let's be clear: the push for integrating practical experience into academic curricula, championed by policies like the National Education Policy (NEP) 2020, is a positive step. For decades, a common criticism of Indian higher education was its over-reliance
on theory, leaving graduates ill-equipped for the workplace. Full-semester industry placements, in theory, solve this. They offer students a chance to apply classroom knowledge to real-world problems, build professional networks, and develop crucial soft skills like teamwork and communication that no textbook can teach. Regulatory bodies like the All India Council for Technical Education (AICTE) and the University Grants Commission (UGC) have recognised this, issuing guidelines that mandate and structure these internships as part of the degree itself. The goal is to make students more employable, and companies gain a pipeline of trained, tested talent. It sounds like a win-win.
When Learning Becomes Unpaid Labour
The problem arises when the line between a structured learning experience and a source of free labour begins to blur. A full-semester placement, especially when unpaid, is where this danger becomes most acute. Many internships in India are unpaid, a practice that is increasingly normalised. While a short, supervised internship can be a valuable learning opportunity, a commitment spanning four to six months without compensation raises serious questions. In many cases, interns perform tasks identical to those of full-time employees, contributing directly to a company's productivity and profits, yet receive no wages, benefits, or legal protections. The label of 'intern' can become a convenient loophole for companies to fill resource gaps without incurring salary costs, turning a pedagogical tool into an exploitative practice.
The Erosion of Academic Foundations
The core of a university degree is its structured academic learning. When an entire semester is dedicated to an external placement, the university must ensure that the learning outcomes are equivalent to, or even superior to, the campus-based curriculum it replaces. If the placement is little more than a string of menial tasks or unsupervised work, the student is not only being exploited for their labour but is also being short-changed on their education. They are paying tuition fees for academic credits that are earned through work that may have little to no academic rigour. This devalues the degree itself. The placement must be a genuine partnership between the university and the company, with clear learning objectives, regular supervision from faculty mentors, and rigorous evaluation—not just a box-ticking exercise to fulfil a credit requirement.
A Crisis of Equity and Access
Perhaps the most damaging aspect of long-term, unpaid internships is the creation of a system that favours the privileged. The ability to work for free for several months is a luxury. Students from lower-income backgrounds, or those from smaller towns who need to relocate to a metro for an internship, simply cannot afford it. They face the burden of travel, accommodation, and daily expenses without any income. This creates a two-tiered system where students with financial backing can build a strong CV with 'premium' internships, while equally talented students without those resources are left behind. Mandatory unpaid placements, therefore, become a significant barrier to social mobility, reinforcing existing inequalities rather than dismantling them. It directly contradicts the goal of providing equitable access to opportunities.
Forging a Fairer Path Forward
Industry placements hold immense potential, but they must be governed by fairness and a primary commitment to education. The solution isn't to abolish placements, but to regulate them stringently. First, a stipend should be mandatory for any internship that spans a significant duration, such as a full semester. This is not just about compensation; it's about acknowledging the intern's contribution and ensuring access for all. Second, universities have a duty of care. They must vet host companies, establish clear tripartite agreements outlining learning objectives and work responsibilities, and provide active mentorship throughout the placement. The academic credit awarded must correspond to genuine, supervised learning, not just hours worked. While guidelines from the UGC and AICTE exist, their enforcement and the prevention of exploitation must become a higher priority for all institutions.
