Employment-Oriented Education in India: Challenges, Evidence, and Pathways Forward

Shailendra  Vishwakarma; Priyanka  Gupta; Ashok  Soni

doi:10.69968/ijisem.2025v4i2176-180

Authors

Shailendra Vishwakarma Assistant Professor, TRUBA Institute, Bhopal
Priyanka Gupta Assistant Professor, TIT Bhopal
Ashok Soni Assistant Professor, TIT Bhopal

DOI:

https://doi.org/10.69968/ijisem.2025v4i2176-180

Keywords:

employment-oriented education, vocational training, graduate employability, India, skill development, education reform

Abstract

India's demographic landscape presents a striking contradiction that policymakers can no longer ignore. While university convocation ceremonies nationwide celebrate record numbers of graduates each year, corporate hiring managers increasingly voice frustration - nearly half of these degree holders lack the basic competencies required for entry-level positions. This disturbing trend has brought employment-oriented education (EOE) into sharp focus as educators grapple with systemic failures. Unlike traditional academic models that prioritise theoretical knowledge, EOE emphasises hands-on skill development through three critical pillars: industry-aligned training modules, mandatory internship requirements, and competency-based assessment frameworks. Yet implementing meaningful reforms faces multilayered challenges. In Maharashtra's industrial belt, for instance, engineering colleges continue teaching outdated manufacturing processes while local factories adopt Industry 4.0 technologies. Vocational training initiatives struggle with perception issues, often viewed as second-class alternatives to conventional degrees. Perhaps most critically, the absence of standardised career counselling leaves students navigating complex labour markets without proper guidance - a problem acutely visible in India's aspirational districts.

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