The transition from higher education to professional employment is often affected by a mismatch between graduates’ academic preparation and the competencies required in contemporary workplaces. This challenge is particularly significant for graduate apprentices who are expected to apply theoretical knowledge while developing practical technological and professional capabilities in industrial environments. Industry–academia collaboration provides a structured mechanism for reducing this mismatch through curriculum co-design work-integrated learning industrial mentorship shared infrastructure applied research and joint assessment. This study examines how these mechanisms contribute to the development of graduate-apprentice competencies. Drawing on the literature on experiential learning employability work-integrated learning and university–industry partnerships the study proposes a conceptual framework for evaluating the impact of collaboration. It argues that collaboration is most effective when industry participation extends beyond recruitment and includes continuous engagement in curriculum development training delivery supervision and evaluation. The study also identifies implementation barriers including fragmented institutional responsibilities unequal access to industrial placements inadequate mentor preparation confidentiality constraints and weak assessment systems. Finally, it proposes recommendations for higher education institutions employers’ policymakers and graduate apprentices. The study concludes that sustained and well-governed collaboration can improve workplace readiness shorten the transition from learning to productive employment and support the continuous renewal of graduate skills.