Growing emphasis on education in India, a increase in enrollment for primary education is all witnessed in India. To know more about the status of education in India, watch the video.

India: Growing emphasis on education in India

Union HRD minister Ramesh Pokhriyal, Union Information and Broadcasting Minister Prakash Javadekar, Secretary Higher education Amit Khare and Secretary School education Anita Karwal held a press conference at 4 pm to talk about NEP, which was set up in 1968 and was last updated in 1992.

India gets new education policy after 34 years | Explainer | MHRD

India needs funds for education, but foreign funds come with strings attached. India's education system needs urgent reform and money.

This is a young country - a demographic jackpot. But no Indian university features among the top 100 in the world. It's not because of a lack of talent, but because of lack of capital.

India's education sector is starved of funds - major universities are still state-run and they depend on the government for cash.

In this budget, the government allocated Rs 99,300 crores to education - it sounds like a big sum, but it's not enough.

It was a modest increase from the previous budget, but academics say it won't fulfil the needs of educational institutions. That's where foreign players come in.

The entry of foreign universities can improve the system and make Indian universities more competitive, promote innovation and facilitate global academic cooperation.

But, how do you regulate such a setup? How do you make sure that foreign money doesn't influence Indian education?

That is the problem America is grappling with today. Since 2012, American colleges and universities reported more than 10 billion dollars in foreign assistance. In 2017, 91 institutions reported that they received more than one billion in gifts and contracts from foreign governments and non-government sources.

The money came from 105 countries. But, China has emerged as the biggest donor, now the Trump administration is cracking down. The initial probe suggests that the relationship between universities and foreign donors has evolved over time.

And the laws have simply failed to catch up as India opens its doors to foreign players, it must take lessons from America. A tight regulatory framework is needed to keep foreign investments in check.

The government should not leave academic research completely in the hands of private players, funding research critical to national development must remain a strategic priority.

Academic experts must be mobilised to review foreign grants, contracts, collaborations and affiliations. In the end, foreign funding must promote learning, academic autonomy and student engagement at universities.

India's campuses are centres of learning, free speech and debate, foreign funding should not be allowed to turn them into agenda pushers.

(Disclaimer: WION Edit is the channel's take on the big events of the world) 
&nbsp;

India needs funds for education, but foreign funds come with strings attached. India's education system needs urgent reform and money. This is a young country - a demographic jackpot.

India needs funds for education, but foreign funds come with strings attached. India's education system needs urgent reform and money. This is a young country - a demographic jackpot. But no Indian university features among the top 100 in the world. It's not because of a lack of talent, but because of lack of capital. India's education sector is starved of funds - major universities are still state-run and they depend on the government for cash. In this budget, the government allocated Rs 99,300 crores to education - it sounds like a big sum, but it's not enough. It was a modest increase from the previous budget, but academics say it won't fulfil the needs of educational institutions. That's where foreign players come in. The entry of foreign universities can improve the system and make Indian universities more competitive, promote innovation and facilitate global academic cooperation. But, how do you regulate such a setup? How do you make sure that foreign money doesn't influence Indian education? That is the problem America is grappling with today. Since 2012, American colleges and universities reported more than 10 billion dollars in foreign assistance. In 2017, 91 institutions reported that they received more than one billion in gifts and contracts from foreign governments and non-government sources. The money came from 105 countries. But, China has emerged as the biggest donor, now the Trump administration is cracking down. The initial probe suggests that the relationship between universities and foreign donors has evolved over time. And the laws have simply failed to catch up as India opens its doors to foreign players, it must take lessons from America. A tight regulatory framework is needed to keep foreign investments in check. The government should not leave academic research completely in the hands of private players, funding research critical to national development must remain a strategic priority. Academic experts must be mobilised to review foreign grants, contracts, collaborations and affiliations. In the end, foreign funding must promote learning, academic autonomy and student engagement at universities. India's campuses are centres of learning, free speech and debate, foreign funding should not be allowed to turn them into agenda pushers. (Disclaimer: WION Edit is the channel's take on the big events of the world)

WION Edit: Foreign financial Influence in universities -  lessons for India

The number of <a href="https://www.wionews.com/.../wion-edit-will-artificial-intelligence-lead-to-job- losses-260746">Indian students</a> studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday.

This marks the sixth consecutive year that the total number of Indians pursuing their higher education in the US has grown, the US embassy in New Delhi said in a release.

The report, which provides an annual statistical survey on international students in the US, shows that Indians make up over 18 percent of all international students in the US, and provides the second-highest number of graduate students and third-highest undergraduate students.

Speaking on the occasion of the release of the report at the United States India Educational Foundation (USIEF), the US Embassy's Minister Counselor for Consular Affairs, Charisse Phillips, said, "Student exchanges between our two countries (India and the US) help strengthen the foundation upon which our strategic partnership is built. Indian students are looking for a great education and the United States offers the best return on this investment."

In 2018-19, US colleges and universities hosted more than one million international students for the fourth consecutive year, while the total number of international students expanded for the thirteenth consecutive year.

The top places of origin for international students studying in the US were China, India, South Korea, Saudi Arabia, Canada, Vietnam, Taiwan, Japan, Brazil and Mexico, while the top host states were California, New York, Texas, Massachusetts, Illinois, Pennsylvania, Florida, Ohio, Michigan, and Indiana.

The number of Indian students studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday.

The number of Indian students studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday. This marks the sixth consecutive year that the total number of Indians pursuing their higher education in the US has grown, the US embassy in New Delhi said in a release. The report, which provides an annual statistical survey on international students in the US, shows that Indians make up over 18 percent of all international students in the US, and provides the second-highest number of graduate students and third-highest undergraduate students. Speaking on the occasion of the release of the report at the United States India Educational Foundation (USIEF), the US Embassy's Minister Counselor for Consular Affairs, Charisse Phillips, said, "Student exchanges between our two countries (India and the US) help strengthen the foundation upon which our strategic partnership is built. Indian students are looking for a great education and the United States offers the best return on this investment." In 2018-19, US colleges and universities hosted more than one million international students for the fourth consecutive year, while the total number of international students expanded for the thirteenth consecutive year. The top places of origin for international students studying in the US were China, India, South Korea, Saudi Arabia, Canada, Vietnam, Taiwan, Japan, Brazil and Mexico, while the top host states were California, New York, Texas, Massachusetts, Illinois, Pennsylvania, Florida, Ohio, Michigan, and Indiana.

Indians studying in US increase by 3 per cent in 2018-19: Report

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges.&nbsp;

While primary education has witnessed increasing penetration in India, it is higher education that needs our immediate attention. Higher education consists of vocational education, university education, &nbsp;technical and management education.&nbsp;

Vocational training refers to hands-on and practical training in specific career tracks, while university education entails students enrolling in general degree programmes at the undergraduate level. The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are the best-known institutions in India offering undergraduate, post-graduate, and doctoral studies in various technical fields, while the Indian Institute of Management (IIMs) and institutes like MDI, ISB, FORE, FMS and S P Jain are the best known for imparting management skills.

The greatest challenge the higher education sector is facing is quality and relevance. The 2019 edition of the India Skill Report, an annual survey and a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU), shows that only 36.4 per cent MBAs are considered employable!&nbsp;

The employability rate of engineering graduates is relatively better, but still at a low 57.1 per cent! The survey parameters include employability and a skill test.&nbsp;

Over 3,10,000 graduates across disciplines appeared for the test and were evaluated on various subjects, including English, critical thinking, numerical aptitude, domain knowledge, and behavioural competence.

Rampant over-expansion in some areas (such as engineering) and under-expansion in others has resulted in substandard institutions with low standards of curriculum and pedagogy.

Shrinking government budgetary allocation to education has led to a funding crunch in higher education in India. This has, in turn, resulted in the rapid and some would say, unplanned growth of private higher education.

These institutions finance themselves through donations, capitation fees, and high tuition fees. It means that quality private education is accessible only to a small percentage of the population that can afford it.

Some estimates put higher education enrollment rates (percentage of 18-23-year-olds in formal higher education) in high single digits! Enrollment rates are obviously higher in urban areas, implying therefore that rural enlisting is poor, as is gender disparity in enrollment.

The mushrooming of private institutions has led to a situation where degrees are awarded by unregulated or poorly-regulated entities. While regulatory authorities like the UGC and the AICTE have tried to crack down on institutions that are not accredited, students with limited awareness or recourse often fall prey to fly-by-night operators.

The management education sector has grown exponentially in the last few years on the back of demand for management graduates. Since ‘management’ is a relatively subjective topic, it’s small wonder that this field suffers considerably from poor quality institutions, instruction, and curriculum. The net result; low employability of MBA graduates.

Regulation is clearly one of the most important and urgent areas of reform. The present government has declared its intention of putting into place a single higher education regulator, a key recommendation by a number of committees that have examined the poor state of higher education in India.&nbsp;

Strengthening of the vocational education sector will help to open up opportunities for students who want to focus on their careers by building specific and relevant skill sets. The courses need to be affordable, targeted and up-to-date with industry needs.

As disruption takes root and makes present skill sets redundant, higher education needs to reinvent itself with current industry needs.&nbsp;

The rise of the IT sector has limited applicability to higher education. At the same time, course offerings also need to be broadened beyond just IT and engineering to cover areas such as liberal arts.

If India is to achieve its potential and place in the global economy, higher education will need to do a fair degree of heavy lifting. This will involve a renewed focus on curriculum and pedagogy, faculty abilities, research capabilities, industry partnerships, and infrastructure. The road is a long and hard one, but the destination holds a lot of promise. 
 
(This article was originally published on The DNA. Read the <a href="https://www.dnaindia.com/analysis/column-higher-education-reforms-imperative-to-push-india-story-2792386">original article</a>)

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL) &nbsp; 
&nbsp;

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges.

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges. While primary education has witnessed increasing penetration in India, it is higher education that needs our immediate attention. Higher education consists of vocational education, university education, technical and management education. Vocational training refers to hands-on and practical training in specific career tracks, while university education entails students enrolling in general degree programmes at the undergraduate level. The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are the best-known institutions in India offering undergraduate, post-graduate, and doctoral studies in various technical fields, while the Indian Institute of Management (IIMs) and institutes like MDI, ISB, FORE, FMS and S P Jain are the best known for imparting management skills. The greatest challenge the higher education sector is facing is quality and relevance. The 2019 edition of the India Skill Report, an annual survey and a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU), shows that only 36.4 per cent MBAs are considered employable! The employability rate of engineering graduates is relatively better, but still at a low 57.1 per cent! The survey parameters include employability and a skill test. Over 3,10,000 graduates across disciplines appeared for the test and were evaluated on various subjects, including English, critical thinking, numerical aptitude, domain knowledge, and behavioural competence. Rampant over-expansion in some areas (such as engineering) and under-expansion in others has resulted in substandard institutions with low standards of curriculum and pedagogy. Shrinking government budgetary allocation to education has led to a funding crunch in higher education in India. This has, in turn, resulted in the rapid and some would say, unplanned growth of private higher education. These institutions finance themselves through donations, capitation fees, and high tuition fees. It means that quality private education is accessible only to a small percentage of the population that can afford it. Some estimates put higher education enrollment rates (percentage of 18-23-year-olds in formal higher education) in high single digits! Enrollment rates are obviously higher in urban areas, implying therefore that rural enlisting is poor, as is gender disparity in enrollment. The mushrooming of private institutions has led to a situation where degrees are awarded by unregulated or poorly-regulated entities. While regulatory authorities like the UGC and the AICTE have tried to crack down on institutions that are not accredited, students with limited awareness or recourse often fall prey to fly-by-night operators. The management education sector has grown exponentially in the last few years on the back of demand for management graduates. Since ‘management’ is a relatively subjective topic, it’s small wonder that this field suffers considerably from poor quality institutions, instruction, and curriculum. The net result; low employability of MBA graduates. Regulation is clearly one of the most important and urgent areas of reform. The present government has declared its intention of putting into place a single higher education regulator, a key recommendation by a number of committees that have examined the poor state of higher education in India. Strengthening of the vocational education sector will help to open up opportunities for students who want to focus on their careers by building specific and relevant skill sets. The courses need to be affordable, targeted and up-to-date with industry needs. As disruption takes root and makes present skill sets redundant, higher education needs to reinvent itself with current industry needs. The rise of the IT sector has limited applicability to higher education. At the same time, course offerings also need to be broadened beyond just IT and engineering to cover areas such as liberal arts. If India is to achieve its potential and place in the global economy, higher education will need to do a fair degree of heavy lifting. This will involve a renewed focus on curriculum and pedagogy, faculty abilities, research capabilities, industry partnerships, and infrastructure. The road is a long and hard one, but the destination holds a lot of promise. (This article was originally published on The DNA. Read the original article) (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Higher education reforms imperative to push India story

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries. 
 
Many came back home with degrees but still got no jobs as medical degrees were not being accepted back at home. This rule remains but&nbsp;students still flock Russian universities. Now they can sit for an additional exam and do a year of internship to make the transition as a full-fledged medical professional in India. Vladivostok is also home to many Indian students. After opening up in 1992, it has seen a steady rise in Indian fraternity. I had an opportunity to bump into a batch of students from India at Far Eastern Federal University. The students love Russia despite language and food problems. The Russian food is almost bland in comparison to regular Indian food but the ambience at the FEFU campus and neat environment of Vladivostok make up for the food and host of other issues. Education in Russia is affordable if compared to the West. Almost all students were enrolled in medicine.

I was shocked to discover that this particular batch of students was having a hard time from the agency which helped them through admission and accreditation at FEFU. Almost all will spend, Rs 30 lakhs in the six years they will spend in the university but did not get what the agency promised them. They told me that they were even promised cooked Indian food facility but discovered to their rude shock that they had to share a kitchen on a floor where they were expected to cook their own food. Food is expensive in Russia and students felt cheated. They were even given small dormitories. I immediately understood that many agencies operating from India continue to take students interested in studying in Russia for a ride. The only silver lining is that the senior batch has come out in strength to help the juniors. This batch does not have their original papers which continues to be in the possession of a Chhattisgarh based agency. In its absence, they end up losing their admission.&nbsp;

Students said that they had asked for their original certificates and agency which agency has denied them. They complained that they were made to sign in Russian that documents would continue to be in the agency’s possession which makes them vulnerable. Though none wants to go back because in Russia we are not treated as South Asians but as Indians and different from Pakistanis. 
 
FEFU Reporting Blues

It is one thing to enjoy a campus as a student and another to report from it. FEFU is a beautiful campus but TV journalist like me had a hard time on the 2nd day itself. The campus is situated on an island which in itself is a small mountain. Buses only ply from one point towards Eastern Economic Forum centres but if one has to go to any other part then except walking there exists no option. So, one gets end up getting dropped at the gate coming back from the city there on the drudgery begins. It means, heavy lifting of camera equipment and ends up walking a lot with formal clothes on. It sounds like a good idea, keeping my waist in mind but let me tell you, it didn’t work. It only led to binge eating as instead of feeling refreshed, every bone in my body ached. 
 
<img alt="Campus" data-entity-type="file" data-entity-uuid="97d074b3-1cd1-40aa-89c3-4f37e9525bd9" src="//cdn.wionews.com/sites/default/files/inline-images/campus.jpg" />

Pebble Beach: Nature Reshapes Man-Made World

I read about this beach in a magazine long time back and thought that I will visit it if I ever get the chance to visit the Far East. I did this time around. The beach looks at the Sea of Japan is filled covered with glass pebbles. The story goes that a glass factory dumped a lot of waste glass in the nearby river which eventually came down to the sea and nature stamped its authority on the man-made waste by polishing it and throwing it back on the beach. 
 
<img alt="Beach" data-entity-type="file" data-entity-uuid="74498c94-07c2-499e-be76-cdf898545b43" src="//cdn.wionews.com/sites/default/files/inline-images/beach_0.jpg" />

Today, it is a big tourist attraction in Vladivostok. People come for a swim and cook their own food on the beach. The beach is not commercial and is surrounded by forest. The beach is a classic example of how the natural world can reshape the artificial world built by mankind. If anyone goes to the beach, I would recommend, boiled sweet corn cob and deep-fried patty made of meat, salt, sweated onions and cumin. It is pure bliss. There is no chat masala to go by, but I promise you that the humble and simple flavour of the corn and tenderness of the meat will blow you away.

Gujarati ‘Karhi’ in Vladivostok

Vegetarians can have a tough time in Russia. Vladivostok too is no different. Vegetarian food is hard to find. A nearby store had no vegetarian food and the owner tried her best to sell chicken sandwich saying that this is the closest thing she had to a vegetarian meal. When I protested, she quickly directed me the potato chips corner. I am not a vegetarian but my cameraman is. He ended his first day with chips and I with Russian vodka and beef sandwiches. I felt guilty as I did give him enough time to eat food offered by gracious Shilpa Kothari whose husband we had covered a day earlier. So, the next day, I took my cameraman to her factory where she was busy organising a religious ritual. I had official work to do but I knew that she would definitely ask my cameraman to eat as she knew that he was a vegetarian. This time he did not decline and had pure vegetarian food. I also ended up eating and glad I did. We were treated to an amazing Gujrati Karhi. It was as authentic as it could have been. 
 
(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL) 
&nbsp; 
&nbsp;

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries.

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries. Many came back home with degrees but still got no jobs as medical degrees were not being accepted back at home. This rule remains but students still flock Russian universities. Now they can sit for an additional exam and do a year of internship to make the transition as a full-fledged medical professional in India. Vladivostok is also home to many Indian students. After opening up in 1992, it has seen a steady rise in Indian fraternity. I had an opportunity to bump into a batch of students from India at Far Eastern Federal University. The students love Russia despite language and food problems. The Russian food is almost bland in comparison to regular Indian food but the ambience at the FEFU campus and neat environment of Vladivostok make up for the food and host of other issues. Education in Russia is affordable if compared to the West. Almost all students were enrolled in medicine. I was shocked to discover that this particular batch of students was having a hard time from the agency which helped them through admission and accreditation at FEFU. Almost all will spend, Rs 30 lakhs in the six years they will spend in the university but did not get what the agency promised them. They told me that they were even promised cooked Indian food facility but discovered to their rude shock that they had to share a kitchen on a floor where they were expected to cook their own food. Food is expensive in Russia and students felt cheated. They were even given small dormitories. I immediately understood that many agencies operating from India continue to take students interested in studying in Russia for a ride. The only silver lining is that the senior batch has come out in strength to help the juniors. This batch does not have their original papers which continues to be in the possession of a Chhattisgarh based agency. In its absence, they end up losing their admission. Students said that they had asked for their original certificates and agency which agency has denied them. They complained that they were made to sign in Russian that documents would continue to be in the agency’s possession which makes them vulnerable. Though none wants to go back because in Russia we are not treated as South Asians but as Indians and different from Pakistanis. FEFU Reporting Blues It is one thing to enjoy a campus as a student and another to report from it. FEFU is a beautiful campus but TV journalist like me had a hard time on the 2nd day itself. The campus is situated on an island which in itself is a small mountain. Buses only ply from one point towards Eastern Economic Forum centres but if one has to go to any other part then except walking there exists no option. So, one gets end up getting dropped at the gate coming back from the city there on the drudgery begins. It means, heavy lifting of camera equipment and ends up walking a lot with formal clothes on. It sounds like a good idea, keeping my waist in mind but let me tell you, it didn’t work. It only led to binge eating as instead of feeling refreshed, every bone in my body ached. Pebble Beach: Nature Reshapes Man-Made World I read about this beach in a magazine long time back and thought that I will visit it if I ever get the chance to visit the Far East. I did this time around. The beach looks at the Sea of Japan is filled covered with glass pebbles. The story goes that a glass factory dumped a lot of waste glass in the nearby river which eventually came down to the sea and nature stamped its authority on the man-made waste by polishing it and throwing it back on the beach. Today, it is a big tourist attraction in Vladivostok. People come for a swim and cook their own food on the beach. The beach is not commercial and is surrounded by forest. The beach is a classic example of how the natural world can reshape the artificial world built by mankind. If anyone goes to the beach, I would recommend, boiled sweet corn cob and deep-fried patty made of meat, salt, sweated onions and cumin. It is pure bliss. There is no chat masala to go by, but I promise you that the humble and simple flavour of the corn and tenderness of the meat will blow you away. Gujarati ‘Karhi’ in Vladivostok Vegetarians can have a tough time in Russia. Vladivostok too is no different. Vegetarian food is hard to find. A nearby store had no vegetarian food and the owner tried her best to sell chicken sandwich saying that this is the closest thing she had to a vegetarian meal. When I protested, she quickly directed me the potato chips corner. I am not a vegetarian but my cameraman is. He ended his first day with chips and I with Russian vodka and beef sandwiches. I felt guilty as I did give him enough time to eat food offered by gracious Shilpa Kothari whose husband we had covered a day earlier. So, the next day, I took my cameraman to her factory where she was busy organising a religious ritual. I had official work to do but I knew that she would definitely ask my cameraman to eat as she knew that he was a vegetarian. This time he did not decline and had pure vegetarian food. I also ended up eating and glad I did. We were treated to an amazing Gujrati Karhi. It was as authentic as it could have been. (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Vladivostok Diaries: Russian dreams and Indian students

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum.

The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies.&nbsp;

In the United States, this integrated approach to teaching Art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers.&nbsp;

Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments,

While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education.

This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by.

While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals.

When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly.&nbsp;

However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations.

From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner.&nbsp;

I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple Art projects can transform learning environments. From drawing maps to designing habitats, Art is one of the most universally accessible forms of education that we have.

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum.

The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies.&nbsp;

In the United States, this integrated approach to teaching art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers.&nbsp;

Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments,

While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education.

This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by.

While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals.

When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly.&nbsp;

However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations.

From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner.&nbsp;

I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple art projects can transform learning environments. From drawing maps to designing habitats, art is one of the most universally accessible forms of education that we have.

&nbsp; 
*A previous version of this article was originally published on February 7th, 2019, by the American India Foundation.&nbsp;

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL.)

&nbsp;

&nbsp; 
&nbsp;

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons.

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum. The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies. In the United States, this integrated approach to teaching Art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers. Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments, While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education. This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by. While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals. When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly. However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations. From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner. I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple Art projects can transform learning environments. From drawing maps to designing habitats, Art is one of the most universally accessible forms of education that we have. I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum. The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies. In the United States, this integrated approach to teaching art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers. Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments, While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education. This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by. While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals. When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly. However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations. From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner. I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple art projects can transform learning environments. From drawing maps to designing habitats, art is one of the most universally accessible forms of education that we have. *A previous version of this article was originally published on February 7th, 2019, by the American India Foundation. (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL.)

Blog: Art as an equaliser in education

India Skills Report 2019’, a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU) along with Wheebox, PeopleStrong and Confederation of Indian Industry (CII), was released on November 22, 2018. This report is based on the results of the ‘Employability and Skills Test’ conducted between July 15 and October 30, 2018, in which some 3,00,000 students from across India appeared.&nbsp;

The students were tested on English language skills, critical thinking skill, numerical aptitude, domain knowledge, and behavioural competence. The report suggests that 57 per cent final-year engineering graduates were found employable (5 per cent increase from last year). Without disclosing a number for per cent employable out of MBAs, the report suggests a decline of 3 per cent for them. The report concludes that 48 per cent of all the students finishing their higher technical education are employable.

This report is a huge indictment of the technical higher education in India. There are two important findings – first, the Indian Higher Technical Education system, overseen by the All India Council for Technical Education (AICTE), produces technically qualified manpower of which more than half is not even employable; and secondly, mere 48 per cent who pass muster for being employable would be quite likely stratified as “the very best” to “just about acceptable”. Hazarding a deduction about such “employable” manpower to be normally-distributed in statistical terminology, it would be reasonable to estimate that only 50 per cent of such “employable” manpower or just 24 per cent of the total technical manpower being produced would show average or above average propensity towards being employable.

An employability assessment company ‘Aspiring Minds’ had created a stir last year through its study by claiming that 95 per cent of engineers in the country were not fit for software development jobs.&nbsp;

Mohandas Pai, Chairman of Manipal Global Education, expectedly, had termed the study “total rubbish” despite him being an IT veteran, a CFO and a board member at Infosys. However, an industry veteran, CP Gurnani, CEO &amp; MD of Tech Mahindra, echoed the findings of the study during his observations in June this year when he said that 94 per cent of engineering graduates were not fit for hiring.

Well, both Pai and Gurnani are correct. As the leader of an educational deliverance body, Pai is relying on the aggregate employable at 48 per cent and may well like to signal that his deliverance body betters the national average. As the leader of a top tech company which would like to access the best of the best, Gurnani would rely on the top stratum and such stratum would not be more than 5 per cent in weight.

This leaves a big question – What is going on? And the answer to this question is to be found in examining the system for delivery of higher technical education which has evolved as a mushroom rather than being designed and regulated. The system has grown as a business in delivery of a public-good (service) with no concern for the good of the public. Education systems are designed to enable people to succeed. The biggest problem, which no policymaker or regulator seems to be mindful of, is that education deals with human beings and the system of deliverance, which has been created, is setting up more than half of its learners for failure. Higher education degrees stick. They are earned through high monetary and time costs. Repairing them or reworking on them for defect correction is not an option. India does not have the luxury of ignoring discomforting questions; it is time to amputate the gangrenous limbs in the system rather than guillotine careers and the future of young people.

While perusing websites of private universities, engineering colleges, and MBA institutes, one will inevitably find an “About Us” page featuring the origin story of the establishment together with a Vision and a Mission statement. No one would ever know how good those stories or statements are until one travels to visit some of them.

It is so shocking to see how these institutions operate in such sad conditions that at times one wonders how could such institutions be established and approved in the first place. Sometimes one gets to meet a few students, who, despite not having the wherewithal of any amenities and methods for any realistic teaching and learning activities, smile all the time. Their stories are so inspiring that no one can escape the fact about each one having in them the attitude, aptitude, hunger and a dedication to succeed. Sometimes one gets to meet with some teachers, who neither exhibit any knowledge nor the perseverance to teach and enable learning. Interestingly, India Skills Report mirrors the observation claiming that the crème-de-la-crème of quality learners are to be found in tier-2 and tier-3 towns and cities.&nbsp;

The sense of discovery, purpose, and heroism on these institutional websites would feel impressive if it weren’t such a cliché. It is as if their statements have been borrowed from the 700 verses of Bhagwad Gita.

(This article was originally published on DNA. Read the <a href="https://www.dnaindia.com/analysis/column-educated-but-unemployable-2690730">original article</a>)

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

India Skills Report 2019’, a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU) along with Wheebox, PeopleStrong and Confederation of Indian Industry (CII), was released on November 22, 2018.

India Skills Report 2019’, a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU) along with Wheebox, PeopleStrong and Confederation of Indian Industry (CII), was released on November 22, 2018. This report is based on the results of the ‘Employability and Skills Test’ conducted between July 15 and October 30, 2018, in which some 3,00,000 students from across India appeared. The students were tested on English language skills, critical thinking skill, numerical aptitude, domain knowledge, and behavioural competence. The report suggests that 57 per cent final-year engineering graduates were found employable (5 per cent increase from last year). Without disclosing a number for per cent employable out of MBAs, the report suggests a decline of 3 per cent for them. The report concludes that 48 per cent of all the students finishing their higher technical education are employable. This report is a huge indictment of the technical higher education in India. There are two important findings – first, the Indian Higher Technical Education system, overseen by the All India Council for Technical Education (AICTE), produces technically qualified manpower of which more than half is not even employable; and secondly, mere 48 per cent who pass muster for being employable would be quite likely stratified as “the very best” to “just about acceptable”. Hazarding a deduction about such “employable” manpower to be normally-distributed in statistical terminology, it would be reasonable to estimate that only 50 per cent of such “employable” manpower or just 24 per cent of the total technical manpower being produced would show average or above average propensity towards being employable. An employability assessment company ‘Aspiring Minds’ had created a stir last year through its study by claiming that 95 per cent of engineers in the country were not fit for software development jobs. Mohandas Pai, Chairman of Manipal Global Education, expectedly, had termed the study “total rubbish” despite him being an IT veteran, a CFO and a board member at Infosys. However, an industry veteran, CP Gurnani, CEO & MD of Tech Mahindra, echoed the findings of the study during his observations in June this year when he said that 94 per cent of engineering graduates were not fit for hiring. Well, both Pai and Gurnani are correct. As the leader of an educational deliverance body, Pai is relying on the aggregate employable at 48 per cent and may well like to signal that his deliverance body betters the national average. As the leader of a top tech company which would like to access the best of the best, Gurnani would rely on the top stratum and such stratum would not be more than 5 per cent in weight. This leaves a big question – What is going on? And the answer to this question is to be found in examining the system for delivery of higher technical education which has evolved as a mushroom rather than being designed and regulated. The system has grown as a business in delivery of a public-good (service) with no concern for the good of the public. Education systems are designed to enable people to succeed. The biggest problem, which no policymaker or regulator seems to be mindful of, is that education deals with human beings and the system of deliverance, which has been created, is setting up more than half of its learners for failure. Higher education degrees stick. They are earned through high monetary and time costs. Repairing them or reworking on them for defect correction is not an option. India does not have the luxury of ignoring discomforting questions; it is time to amputate the gangrenous limbs in the system rather than guillotine careers and the future of young people. While perusing websites of private universities, engineering colleges, and MBA institutes, one will inevitably find an “About Us” page featuring the origin story of the establishment together with a Vision and a Mission statement. No one would ever know how good those stories or statements are until one travels to visit some of them. It is so shocking to see how these institutions operate in such sad conditions that at times one wonders how could such institutions be established and approved in the first place. Sometimes one gets to meet a few students, who, despite not having the wherewithal of any amenities and methods for any realistic teaching and learning activities, smile all the time. Their stories are so inspiring that no one can escape the fact about each one having in them the attitude, aptitude, hunger and a dedication to succeed. Sometimes one gets to meet with some teachers, who neither exhibit any knowledge nor the perseverance to teach and enable learning. Interestingly, India Skills Report mirrors the observation claiming that the crème-de-la-crème of quality learners are to be found in tier-2 and tier-3 towns and cities. The sense of discovery, purpose, and heroism on these institutional websites would feel impressive if it weren’t such a cliché. It is as if their statements have been borrowed from the 700 verses of Bhagwad Gita. (This article was originally published on DNA. Read the original article) (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Educated but unemployable

Andhra Pradesh has topped the list of states with the highest employability followed by Rajasthan and Haryana, as per the India Skills Report 2019.

The employability levels of B.Tech/B.E have increased across all the sectors, touching a new high of 63.11 per cent, which remained at 42.08 last year.

However, the employability levels of MBA and polytechnic stand low between 47.18 per cent and 45.90 per cent.

Despite the lack of renowned institutions like IITs/IIMs, the growth trend can be seen in tier II and tier III cities.

Further, the report stated that Andhra Pradesh is one of the preferred hiring destinations in India, which offers equal space to both male and female workers.

The students from ITIs, polytechnic and engineering colleges are identified and ranked for their top skills, including work ethics, verbal communication, analytical and critical thinking, problem-solving, interpersonal skills, written communication skills.

"The increase in employability in Andhra Pradesh is a good sign for the market. But we have a long way to go and entire ecosystem should focus on bridging the employability gaps, enhancing the talent pool thus taking measures from school level to professional level focusing on learning," said Founder and CEO - Wheebox, Nirmal Singh.

"Educational institutes should work on the skills of students and they should be given a proper platform to explore and develop their skills as it would help them to follow a right direction towards their career," he added.

The India Skills Report 2019 further held that around 70 per cent of the youth face problem due to lack of professional guidance in finding desirable jobs that worth their skills.&nbsp;

The report also highlights the fact that from FMCG to startups, every industry offers paid or unpaid internship programmes to youth.

According to the report, a small percentage of students in all states have done at least one internship in the past twelve months.

Another insight from the report shows that 80 per cent of assessed candidates are willing to explore internship opportunities as they believe that it would assist them in getting employed in reputed firms, whereas 85 per cent candidates feel they lack proper information or guidance to take a thought-out career decision.

For the employability test, the team reached out to more than 3 lakh students across 29 States and 7 Union Territories.

Moreover, the key sectors for hiring employees are artificial intelligence, design, analytics, research and development.

The report also says that apart from domain expertise and skills, organisations usually prefer to hire those candidates who possess better communication skills and are willing to learn and adapt to changing business environment.

Around 60 per cent recruiters feel that the right candidates are not available as many of them don't meet the required skills.

The survey was conducted jointly by Wheebox, PeopleStrong, Confederation of Indian Industry (CII), and supported and backed by All India Council for Technical Education (AICTE), United Nations Development Programme (UNDP) and Association of Indian Universities (AIU).

Andhra Pradesh has topped the list of states with the highest employability followed by Rajasthan and Haryana, as per the India Skills Report 2019. The employability levels of B.

Andhra Pradesh has topped the list of states with the highest employability followed by Rajasthan and Haryana, as per the India Skills Report 2019. The employability levels of B.Tech/B.E have increased across all the sectors, touching a new high of 63.11 per cent, which remained at 42.08 last year. However, the employability levels of MBA and polytechnic stand low between 47.18 per cent and 45.90 per cent. Despite the lack of renowned institutions like IITs/IIMs, the growth trend can be seen in tier II and tier III cities. Further, the report stated that Andhra Pradesh is one of the preferred hiring destinations in India, which offers equal space to both male and female workers. The students from ITIs, polytechnic and engineering colleges are identified and ranked for their top skills, including work ethics, verbal communication, analytical and critical thinking, problem-solving, interpersonal skills, written communication skills. "The increase in employability in Andhra Pradesh is a good sign for the market. But we have a long way to go and entire ecosystem should focus on bridging the employability gaps, enhancing the talent pool thus taking measures from school level to professional level focusing on learning," said Founder and CEO - Wheebox, Nirmal Singh. "Educational institutes should work on the skills of students and they should be given a proper platform to explore and develop their skills as it would help them to follow a right direction towards their career," he added. The India Skills Report 2019 further held that around 70 per cent of the youth face problem due to lack of professional guidance in finding desirable jobs that worth their skills. The report also highlights the fact that from FMCG to startups, every industry offers paid or unpaid internship programmes to youth. According to the report, a small percentage of students in all states have done at least one internship in the past twelve months. Another insight from the report shows that 80 per cent of assessed candidates are willing to explore internship opportunities as they believe that it would assist them in getting employed in reputed firms, whereas 85 per cent candidates feel they lack proper information or guidance to take a thought-out career decision. For the employability test, the team reached out to more than 3 lakh students across 29 States and 7 Union Territories. Moreover, the key sectors for hiring employees are artificial intelligence, design, analytics, research and development. The report also says that apart from domain expertise and skills, organisations usually prefer to hire those candidates who possess better communication skills and are willing to learn and adapt to changing business environment. Around 60 per cent recruiters feel that the right candidates are not available as many of them don't meet the required skills. The survey was conducted jointly by Wheebox, PeopleStrong, Confederation of Indian Industry (CII), and supported and backed by All India Council for Technical Education (AICTE), United Nations Development Programme (UNDP) and Association of Indian Universities (AIU).

India skills report: Andhra Pradesh tops in employability rate, talent quality