India’s higher education landscape is rapidly evolving under the National Education Policy (NEP) 2020, which places employability, innovation and multidisciplinary learning at the centre of academic reforms. While universities across the country have begun redesigning curricula and adopting modern teaching methods, one question continues to challenge educators and policymakers alike: How should students be assessed to ensure they are truly prepared for the workplace?
This question formed the foundation of an insightful panel discussion titled “Designing Skill-Based Assessment Frameworks for a Future-Ready Higher Education Ecosystem” at the Campus to Careers Summit 2026 held on 15-16 May in Bengaluru. Moderated by Dr Sriram Devanathan, Principal of Amrita School of Engineering, Amrita Vishwa Vidyapeetham, the session brought together policymakers and academic leaders from diverse institutions to deliberate on one of the most critical yet often overlooked aspects of higher education – assessment.
S Narayanan, Director General and Secretary, Higher Education Department, Government of Haryana
Representing the policy perspective, S. Narayanan acknowledged that India’s education system has already begun transitioning towards competency-based learning through NEP 2020. However, he cautioned that the journey has only just begun.
Reflecting on India’s traditional examination culture, he observed that earlier systems primarily rewarded students who could reproduce information during examinations. “The older system was memory-based, theoretical examination-based… it never evaluated creative skills, communication ability or problem-solving skills.” His remarks reinforced one of the central themes of the panel that academic excellence alone is no longer sufficient in a rapidly changing employment landscape. Today’s graduates are expected to demonstrate creativity, adaptability and analytical thinking alongside subject knowledge.
He explained that while governments and universities have revised curricula to align with NEP recommendations, successful implementation depends largely on teachers. “The teachers are still the same, they are not fully trained to equip themselves for this particular changed scenario.” The observation was not intended as criticism but as a reminder that educational reforms require significant investment in faculty development. Teachers themselves must become comfortable with competency-based learning, experiential education and new methods of evaluation before they can effectively assess students.
Drawing from Haryana’s experience, S Narayanan shared how the state has actively promoted industry collaboration and research-led innovation. Haryana has established stronger partnerships between higher education institutions and industries while also introducing a State Research Fund worth around ₹20 crore to encourage innovation across colleges and universities.
Despite these efforts, he candidly admitted that designing a comprehensive assessment framework remains a work in progress. “We have not achieved a very concrete framework on this one” His willingness to openly acknowledge existing challenges reflected the broader consensus emerging from the discussion—that there is no universal model yet for competency-based assessment, and institutions must continue learning from one another.
Narayanan strongly advocated continuous and comprehensive evaluation instead of relying entirely on end-semester examinations. “It should be a continuous and comprehensive evaluation system.” He suggested that assessments should be distributed across classroom presentations, projects, experiential learning, simulations, assignments, viva voce and peer evaluations. Such an approach would provide a much more holistic picture of a student’s capabilities than a single written examination.
Perhaps his most significant recommendation centred on industry participation. “Without the inputs from industry experts, it is not going to happen.”He argued that employers are the ultimate consumers of higher education outcomes and therefore should actively contribute to curriculum design as well as assessment methodologies. Their involvement would help universities ensure that graduates possess not only academic qualifications but also the practical abilities required from the very first day of employment.
Prof. M. Muniraju, Vice Chancellor, Vijayanagara Sri Krishnadevaraya University (VSKU), Bellary
Offering the perspective of a university serving one of Karnataka’s educationally backward regions, Prof. M. Muniraju reminded the audience that assessment reforms cannot ignore regional realities.
He explained that a significant proportion of students entering Raichur University come from rural and economically disadvantaged backgrounds, where exposure to industries, technology and career opportunities remains limited.
According to him, the needs of these students differ substantially from those studying in metropolitan cities with established industrial ecosystems. Rather than focusing exclusively on conventional degree programmes, Prof. Muniraju argued that universities in such regions should gradually introduce skill-oriented and employment-linked programmes in emerging fields including Artificial Intelligence, Business Analytics, Medical Physics and Data Science.
Although the moderator steered the discussion back towards assessment, his broader message remained relevant. Skill-based evaluation cannot succeed unless institutions first provide students with meaningful opportunities to develop those skills.
He also highlighted the importance of communication skills, personality development and practical exposure as integral components of higher education, especially for first-generation learners who often require additional support before entering the workforce. For universities located in aspirational districts and underserved regions, he suggested that assessment frameworks must recognise local challenges while preparing students to compete confidently in an increasingly technology-driven economy.
Prof. (Dr.) Jayakara Shetty M, Vice–Chancellor, Bangalore University, Bengaluru
Sharing the perspective of one of India’s largest public universities, Prof. (Dr.) Shetty, spoke about the practical realities of implementing skill-based education across a vast and diverse student population. With nearly 300 affiliated colleges, 47 departments and around 1.5 lakh students, the university serves learners from a wide range of socio-economic backgrounds, many of whom come from rural areas and have studied in Kannada-medium schools.
Despite these challenges, Prof. Shetty expressed confidence that students are eager to learn and succeed if institutions provide them with the right opportunities. “Education with skill, there is a job. Education without skill, there is no job.” This concise statement captured the changing expectations of today’s employment landscape. Academic qualifications alone are no longer enough. Employers are looking for graduates who can communicate effectively, solve problems, collaborate with teams and adapt to changing technologies. Prof. Shetty’s remarks reflected the growing recognition that universities must prepare students for careers, not just examinations.
To bridge this gap, Bangalore University has introduced initiatives such as English language laboratories and finishing schools with CSR support to strengthen communication skills among students. These interventions are particularly significant for first-generation learners and students from rural communities who often struggle with language barriers despite possessing strong academic potential.
Prof. Shetty also highlighted how technology can play an important role in modernising assessments. Referring to the university’s online education programmes, he explained that digital platforms have enabled secure online examinations and faster evaluation processes. However, he emphasised that technology should not merely digitise traditional examinations but should support more meaningful competency-based assessments.
Drawing from his own medical background, he pointed to the competency-based evaluation model already adopted in medical education. “Whatever we have studied in theory and practical, we have to do it in the practical, and the same thing will be evaluated.” He explained that medical education measures whether students can actually perform clinical procedures rather than simply describe them. Similar principles, he argued, should gradually be adopted across commerce, science, humanities and other disciplines so that students are evaluated on their ability to apply knowledge in real-life situations.
Beyond technical expertise, Prof. Shetty stressed that universities must deliberately nurture what are commonly referred to as 21st-century skills. Communication, leadership, collaboration, critical thinking, creativity, interpersonal abilities and digital literacy, he said, are no longer optional additions to higher education—they are essential competencies that determine employability.
His observations reinforced a key message emerging throughout the discussion: assessments should evolve to recognise these broader capabilities alongside subject knowledge if universities wish to produce graduates who are truly industry-ready.
Col. Dr S.N. Sridhara, Vice Chancellor, Adichunchanagiri University, Bellur
Offering one of the most comprehensive perspectives during the session, Col. Dr. S.N. Sridhara explained how Outcome–Based Education (OBE) can fundamentally reshape the way universities evaluate student learning.
According to him, every programme and every course should begin by clearly defining what students are expected to achieve by the end of the learning process. “The outcomes are already defined; then the examinations should also be defined in a similar way.” This simple yet powerful observation highlighted an important principle. If institutions clearly identify the competencies students are expected to develop, assessments should naturally measure those competencies rather than unrelated theoretical knowledge.
Using the example of accountancy education, Col. Dr. Sridhara illustrated how practical learning could be seamlessly integrated into classroom teaching. Instead of relying solely on lectures and written examinations, students could learn accounting concepts in computer laboratories using industry software while completing practical exercises throughout the semester.
Such an approach, he explained, transforms assessment into an ongoing process rather than a single high-stakes examination conducted at the end of the semester. He also advocated the wider adoption of project-based learning, peer learning and flipped classrooms, where students prepare learning material in advance and actively participate in classroom discussions instead of passively listening to lectures.
These pedagogical methods, he argued, naturally lend themselves to competency-based assessment because they require students to demonstrate understanding, teamwork, analytical thinking and communication throughout the learning journey.
One of the most thought-provoking moments came when Col. Dr. Sridhara spoke about open-book examinations, an assessment model still viewed with hesitation by many institutions. “In industry they’ll say there’s a problem… solve it by whatever resources you have.” He explained that professional life rarely expects individuals to solve complex challenges purely from memory. Engineers consult manuals, managers analyse reports, doctors refer to clinical guidelines and accountants work with specialised software. The true test lies in analysing information and arriving at sound decisions rather than recalling textbook definitions.
Open-book examinations, therefore, assess students’ ability to think critically, synthesise knowledge and solve practical problems—competencies that closely resemble workplace expectations. Another important issue raised by him was the need to strengthen the relationship between academia and industry not only for students but also for faculty members. “A teacher should go to industry as an internship, not only students.” He explained that while teachers possess strong pedagogical expertise, spending time within industries would help them understand emerging technologies, workplace practices and evolving employer expectations. This experience would ultimately enrich classroom teaching and make assessments more relevant to contemporary professional environments.
Towards the end of his address, he acknowledged that implementing Outcome-Based Education across institutions is not without challenges. Faculty training, student awareness and designing meaningful assessment rubrics all require sustained effort. However, he remained optimistic that gradual implementation supported by technology and institutional commitment could make competency-based assessment the norm rather than the exception.
Also Read: Why AI and Human Compassion Must Go Hand in Hand
Conclusion
The discussion underscored that assessment reform is central to preparing graduates for the demands of a rapidly evolving workforce. As universities embrace competency-based learning under NEP 2020, stronger collaboration between academia, industry and policymakers will be essential to ensure students graduate with practical skills, critical thinking and real-world readiness. The Campus to Career (C2C) Summit 2026 provided a valuable platform for these conversations, bringing together education leaders to share ideas and shape assessment frameworks that can better bridge the gap between classrooms and careers.
