The conversation around employability in India has evolved significantly over the last decade. While higher education institutions continue to produce millions of graduates every year, industries across sectors repeatedly point to a growing mismatch between academic qualifications and workplace readiness. This challenge took center stage during the panel discussion, “From Education to Employment: Institutionalising Skilling in Formal Education” held at the Campus to Career Summit on 15-16 May in Bengaluru. Moderated by Arun Kumar, Director of Government and Education, HP India, the session brought together education leaders, policymakers, and industry experts to examine how India can bridge the gap between classrooms and careers.
From Classrooms to Careers
Arun Kumar Isac, Director of Government and Education, HP India began by reflecting on a message shared by the Former Chief Minister during the inauguration, a thought that he said would influence how his organisation works with educational institutions in the future. “It’s not the number of students who come out of an institution, but the lives you transform that matter.” Highlighting the significance of this statement, he stressed that educational success should be measured not by the number of graduates produced, but by the impact institutions create in shaping students’ futures.
He also spoke about the AI Lab and Gaming Garage initiative supported by his organisation, describing it as an effort to help students gain practical skills in emerging technologies such as artificial intelligence, coding, and game development, while improving their employment readiness.
From Degrees to Competencies
Shri Ramana Reddy, Chairman of the Karnataka Skill Development Authority (KSDA), Government of Karnataka stated that India’s employability crisis stems from an education system that prioritises degrees over practical skills. Despite producing millions of graduates each year, many remain unemployable because academic qualifications alone do not equip them for industry requirements. He warned that India’s demographic dividend could become a liability if young people are not provided with the skills needed to secure meaningful employment.
Reflecting on the problem, he noted that vocational education pathways such as ITIs, polytechnics, and skill-based programmes have long been viewed as less prestigious than traditional degree courses. This has led students to focus on earning qualifications and achieving high grades rather than developing workplace competencies. He stressed that industries today increasingly value demonstrable skills over academic credentials.
As he put it, “Degree is like a passport, but skill is like a visa to get into a job.” This highlights that while a degree may open doors and create opportunities, it is practical skills that ultimately determine whether a graduate can enter and succeed in the workforce.
To address this challenge, Karnataka has introduced a skilling framework for higher education developed jointly by the Higher Education Department, the Karnataka State Higher Education Council, and the Karnataka Skill Development Authority. The framework aims to integrate skilling into higher education through standalone skill courses, industry-linked degree programmes, and the long-term embedding of practical and experiential learning into every academic course. The initiative also seeks to strengthen industry participation in curriculum design, governance, and training delivery, ensuring that education remains aligned with evolving workforce needs.
Breaking Barriers to Innovation
Prof. S Sadagopan, Chairman, Karnataka Higher Education Vision Group, Former Director, IIIT-Bangalore offered a compelling example to demonstrate why educational institutions must rethink conventional approaches to talent development.
He narrated the story of a first-year IIIT Bangalore student who was voted the best intern in a startup team that included students from prestigious global institutions, including MIT.
The lesson, according to Prof. Sadagopan, was simple yet powerful young people often possess capabilities that institutions fail to recognize because of rigid assumptions about age, experience, or qualifications. “Don’t put rules and let these kids just flourish.” The statement reflects a broader challenge in education. While regulations and academic structures are necessary, excessive restrictions can sometimes limit innovation and creativity. The success of the student highlighted how talent can emerge when institutions create space for experimentation and independent learning.
He also directed attention toward industry’s role in solving the employability crisis. While companies frequently criticize graduates for lacking workplace skills, he argued that businesses must contribute more actively to educational development. “Unless you write the checks, things will not happen.” His message was direct, Industry-academia collaboration cannot be limited to conferences and discussions. Meaningful partnerships require investment in faculty training, infrastructure, research, technology access, and curriculum development. Without financial and strategic support from industry, many educational institutions will struggle to keep pace with evolving workforce demands.
A New Model for Skilling
Prof. C. M. Thyagaraja, Vice–Chancellor, Rani Channamma University, Belagavi presented a practical example of how universities can shift their focus from education to employability.
Serving a predominantly rural student population, the university recognized that traditional academic programs were no longer sufficient. Despite obtaining degrees, many students lacked the practical competencies needed by employers.
Working alongside the Deshpande Foundation, the university introduced large-scale skilling initiatives that trained students in communication, technology, problem-solving, and workplace readiness. One observation stood out during his address “Paper qualifications are not performance qualifications.” This statement captures one of the core concerns raised throughout the discussion. Academic certificates often indicate what a student has studied, but they do not necessarily demonstrate what a student can do. Employers increasingly seek candidates who can apply knowledge in real-world situations, making practical competence just as important as theoretical understanding.
Prof. Thyagaraj also stressed the importance of changing student mindsets. Many graduates continue to pursue conventional office-based careers even as new opportunities emerge across sectors. According to him, universities must help students develop adaptability, entrepreneurship, and a willingness to embrace evolving career pathways.
The Need for Industry Exposure
Dr. Usha Titus, Chairman & Managing Director of Additional Skill Acquisition Programme (ASAP) Kerala focused on the disconnect between classroom learning and workplace expectations.
She noted that employers today expect graduates to contribute productively from their first day on the job. However, many students graduate with limited exposure to practical tools, workplace environments, or industry-specific processes.
According to her, the solution lies in embedding skill acquisition directly into educational programs through internships, projects, and industry engagement.
She also pointed to an important institutional challenge. Despite national initiatives such as the Academic Bank of Credits and skill-based certification frameworks, many universities remain hesitant to recognize learning acquired outside traditional classrooms.
Her comments underscored a key reality: modern learning is increasingly taking place across multiple platforms, and higher education systems must evolve to acknowledge these diverse learning pathways.
Healthcare’s Growing Talent Gap
Bringing a healthcare perspective to the discussion, Dr. Neeraj Mahindroo, Dean for Academics and Quality Assurance – Allied Health , Apollo Healthcare Academy emphasized the urgent need for skilled allied healthcare professionals.
India’s healthcare system faces a significant workforce shortage, and meeting future demand will require large-scale investment in training and skill development.
According to Dr. Neeraj Mahindroo, healthcare education offers an important model for other disciplines because it already incorporates extensive practical training.
He argued that competency-based assessments should become the norm across sectors rather than relying solely on theoretical examinations. In healthcare, the ability to perform tasks safely and effectively matters far more than simply understanding concepts in theory.
His remarks reinforced a recurring theme of the discussion: skills should not be evaluated separately from education—they should be embedded within it.
Also Read: The Government of Karnataka’s Vision for Outcome-Based Higher Education
The Road Ahead
A key message that emerged from the discussion was that education must evolve from being degree-centric to outcome-oriented. As industries continue to demand job-ready talent, institutions must focus on equipping students with practical skills, industry exposure, and real-world experience alongside academic knowledge.
The panel highlighted that stronger collaboration between academia, industry, and government is essential to bridge the gap between classrooms and careers. From curriculum reforms and internships to faculty upskilling and competency-based learning, the path forward requires a collective effort to make graduates more employable and future-ready.
The conversations at the Campus to Career Summit reinforced that the true value of education lies not just in earning qualifications, but in preparing learners to thrive in an increasingly dynamic and skill-driven world.
