India produces nearly five crore graduates each year, but alarmingly, over 80% of them are deemed “not industry-ready” by employers. This means that close to four crore educated youth remain unemployed or underemployed annually. Such a massive gap between education and employability has raised concerns about the effectiveness of the higher education system. But is the curriculum to blame—or is the real issue being overlooked?
Misconceptions About “Industry-Readiness”
When discussions around employability arise, “industry-readiness” is often equated with preparation for software or IT jobs. However, this perspective is misleading. The IT sector accounts for only about 3–4 lakh jobs per year. In contrast, the real employment potential lies in traditional sectors like services, manufacturing, construction, and grooming industries. For instance, India needs one barber for every 1,000 people and one beautician for every 1,000 women—translating into over 13 lakh jobs annually. Clearly, job markets exist; the mismatch lies in preparedness and guidance.
Availability of Skill Resources Isn’t the Issue
Today, a motivated student can access a wide range of online learning platforms such as SWAYAM, NPTEL, or Udacity. It’s possible to master new skills within weeks. So why do employers continue to find graduates unsuitable?
The problem appears to go beyond technical skills. Even with accessible learning resources, students often lack the guidance to apply their knowledge effectively. This reveals a deeper flaw in the system—one rooted in faculty roles and mentorship.
The Decline of Faculty as Mentors
Historically, Indian education placed teachers at the heart of the learning process. They weren’t just instructors—they were mentors, shaping character, thinking skills, and career paths. Names like Chanakya and Gopal Krishna Gokhale stand testament to the enduring legacy of strong mentorship in Indian education.
However, in the last 20 years, this dynamic has changed. Regulatory decisions have reduced the student-faculty ratio from 1:15 to 1:20. Simultaneously, colleges are incentivized to use online modules in place of live teaching. As a result, students today often turn to YouTube over professors for clarity—highlighting a disconnect between institutions and learners.
Faculty Challenges in Indian Higher Education
The quality of teaching in higher education is uneven, owing to a fractured and underdeveloped system:
- Contract-based faculty: No job security or long-term institutional commitment.
- Part-time lecturers: Often split time between multiple colleges.
- Temporary hires: With minimal training or institutional vision.
- Fallback professionals: Entering academia not by passion, but necessity.
- Dedicated educators: A shrinking minority.
This imbalance results in a lack of engagement, outdated teaching methods, and poor mentorship, leaving students ill-prepared for real-world challenges.
Rise of Online Education and Its Pitfalls
Online learning was introduced in Indian institutions to bridge the skill gap, especially through platforms like SWAYAM and NPTEL. While helpful, these resources are often used as replacements rather than supplements for faculty instruction. Unfortunately, this has proven inadequate.
Globally, institutions are realizing the irreplaceable value of teacher-student mentorship. In contrast, India’s continued dependence on online modules—without developing faculty quality—has only widened the gap between education and employability.
The Root Cause: A Two-Decade Shift
The Y2K boom saw rapid growth in private higher education institutions. These colleges mushroomed without structured teacher training programs. Unlike primary education, where B.Ed. or M.Ed. is mandatory, higher education had no such filters. Fresh graduates were hired as faculty without training or experience, compounding the crisis.
During the service industry boom of the 2000s, this didn’t matter as much. Companies hired indiscriminately. But now, with a shift to consumption-driven growth, the demand is for skilled graduates. The gap has become visible—and concerning.
What India Must Do to Fix Higher Education
To revive India’s higher education sector and improve graduate employability, the following steps are essential:
- Faculty development programs: Mandatory training and certification for teachers, similar to B.Ed. standards.
- Mentorship programs: Encouraging close teacher-student interaction to build trust and learning.
- Quality-based hiring: Hiring faculty based on merit and passion for teaching, not just qualifications on paper.
- Use of technology: Integrating online platforms as learning aids, not replacements for teaching.
- Curriculum reform: Designing industry-aligned syllabi that cover both theoretical and practical aspects.
Conclusion: Restoring Faculty to the Center of Education
India stands at a critical juncture. The country must choose whether to continue prioritizing certification-based learning or return to a mentorship-driven model of education. Faculty are not just dispensers of knowledge—they are builders of future talent. Ignoring their role has led to the current crisis. Reclaiming their central position in the education ecosystem is the only way forward.
Failing to address this could see India suffer the fate of nations like Argentina or Greece—economically strained despite a well-educated population. The decision lies with policymakers, institutions, and educators alike. Will India choose to rebuild its higher education with mentorship and faculty excellence at its core? Only time will tell—but the urgency is undeniable.
