|Graduates now require skills like critical thinking, communication, collaboration and creativity that are documented in the approach paper of the plan document in the 12th Plan. Special emphasis on verbal communication skills, especially English, will help in bringing employability. We need an interactive and collective arrangement|
between academic institutions and the business cooperation, for the achievement of certain mutually inclusive goals and objectives. There is a growing need of industry in making new recruits productive with right skill and knowledge, and thereby reducing the cost.
Shakila Shamsu, Officer on Special Duty, Department of Higher Education, Ministry of Human Resource Development, Government of India
|The sectoral approach is that we need to scale quality capacity among the faculty, infrastructure, students, and the ecosystem, at large. Employability at the entry-level, and research and development at the higher level, both are required. While the industry has gone on its own journey, we have not made our efforts to bridge the misconception of supply and demand requirement. So the supply side has actually perceived the industry requirement and moved on its own journey.|
Dr Sandhya Chintala, Executive Director, Sector Skills Council, NASSCOM
|The government is not solely responsible for doing everything. There are many examples across the world where education, health, transport and many important sectors are into private domains. It is good to involve private sector, both at the school level and higher education level in education, as it increases the competitiveness. When we say that education is the backbone, it is about inculcating democratic and secular values among the citizens.|
Capt H A Arfi, IAS, (Retd) Director
AICC & AIESR, Amity University,
|Industry and academia are not working together. We are facing this issue that after four years of engineering, the companies come to us and say that their mindset is different, and they want something else from the students. We made industry-specific learning as a part of our curriculum. There are some industryrelevant curriculums, which we have designed in consultation with major companies.|
Dr Madhu Chitkara, Vice Chancellor, Chitkara University
|We have kept the concept of corporate mentor at our institute, whereby we assign 15 students to a corporate and the mentors groom students. They take all the responsibility, starting from the academics to placements and teach business etiquette to students. We are also providing vocational courses to our students as corporates need students with basic knowledge of a particular industry. We must emphasise on practical knowledge and then the theory.|
Prof (Dr) Sandip P Solanki,
Director, MBA Dept, M H Gardi
School of Management, Gardi
|During the second year of MBA course, we talk to the industry people, and they give curriculum to us, which has to be added to the syllabus. Retail giant, Shoppers Stop, approached us and said that they need 900 employees every year. Attrition rate is high, but we have to give extensive training to graduates for one year to make them employable. They suggested us to give sixmonth training in the last year of graduation for students who want to join the retail industry.|
Dr Deepak Shah, Secretary,
Kamala Education Society (KES)
|Gujarat Knowledge Society (GKS) is a revolutionary measure of the Gujarat Government, undertaken in 2008, to bridge the gap between the industry and academia. GKS believes in empowering the youth. We incorporate training centres with the help of various industries, where quality education is imparted to the candidates. GKS has already registered with some of the finest public and private institutions in the country like NIIT, HCL, etc. The students get great employment opportunities along with enhancement of the skills and knowledge.|
Ritesh Maheta, Accounts Officer, Gujrat
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