According to data released by the Ministry of Statistics, the unemployment rate in India grows with higher education levels. This contradiction reveals a significant difference between educational achievement and employment – a difference that requires immediate attention. , Photo Credit: Getty Image/ISTOCKPhoto
AThe admission season begins for S colleges and universities, institutions across India are once again promoting their programs, promoting their programs under banners promising knowledge, change and research excellence. This increase in enrollment at graduation, postgraduate, and PhD levels suggests a dynamic academic landscape filled with capacity. Nevertheless, below this expansion is an important challenge: degrees are moving faster than meaningful job opportunities.
There is a difference that requires attention
According to data released by the Ministry of Statistics, the unemployment rate in India grows with higher education levels. This contradiction reveals a significant difference between educational achievement and employment – a difference that requires immediate attention.
This challenge is particularly acute in India’s vast network of non-eligible institutions in Tier 2 and Tier 3 colleges, where most students pursue BA, BCom, or BSc degree and their respective master programs. These institutions often face resource shortage and limited industry connections, working with courses that have not coordinated with the developed job market. While elite college placements are in the headlines for challenges, gradual erosion of employment in everyday colleges is often noticed.
In many such institutions, with limited emphasis on real -world skills, instructions are largely theoretical. For example, an English literature student can study the Shakespeareian tragedy, yet missing practical skills such as writing professional emails. Similarly, an economics graduate can understand complex principles but can struggle with everyday devices such as Excel. This disconnect means that millions of educated youth find their degree difficult to translate to career opportunities.
This situation is partially stems from a deep disgusting academic culture that gives importance to scholarship and abstraction on practical applications. Within many academic circles – even iconic – higher education is often observed as an end in itself, while immediate employment is sometimes subtle assessed. Postgraduate degrees and PhDs are often carried forward as a shelter not only for intellectual fulfillment, but also from the job market, forming a cycle, where many graduates end teaching in many colleges that eliminate the same system.
It is important to identify that gradual governments have accepted the issue. Initiatives like Skill India, Start-up India and National Education Policy have emphasized for skill development, vocational training and entrepreneurship. However, the change remains incomplete. Many undergraduate and postgraduate programs insist on learning ruts on practical skills. While new courses are being introduced in AI or entrepreneurship, they often deficient depth, and lack integration in a broader course.
A comprehensive social challenge
Countries such as China and Japan have successfully aligned education with economic strategies by increasing technical and vocational education in central role in workforce development. In India, vocational training is still often considered as a decline alternative, both within academics and society. This stigma limits the appeal and effectiveness of skill-based education, despite the important role in economic empowerment.
This contradiction highlights a broad social challenge: the degrees are highly valued as a symbol of above mobility, but they have failed to guarantee it rapidly. This is not a call to give up liberal education or abstract education – they are essential for important thinking and creativity. However, education should also provide tangible economic benefits. The degree should offer the way to the agency and dignity, especially for students of small cities and under-relieved institutions.
A method is further practical skill modules – communication, digital literacy, budget, data analysis, hospitality and health services integrate – as core elements in general degree programs, not alternative extra. Doctoral education should be diversified to prepare candidates for policy, analysis, consultation, development and industry roles, not only academics. Research remains important, but it should be followed by people with inclination towards it.
Finally, extensive aspirations for government jobs reflect graduates of limited opportunities that currently experience. While these roles remain important, expanding the routes of private sector and entrepreneurship through better employment will provide a wide range of options to the youth. Increasing skills and opportunities can reduce over-over-excessiveness on competitive examinations. India’s growing economy demands an education system that not only enrolls students, but also equipped students with skills. It is necessary to see education as a social contract that guarantees a meaningful relationship between learning and livelihood.
Gaurishankar S. Hiramath teaches economics in IIT Kharagpur. Views are personal
Published – May 31, 2025 01:18 AM IST