Low Employability Skills among Engineering Students in India India is the world‟s second largest producer of engineering and

technical graduates. Unfortunately, many of these graduates are not immediately „employable‟ (which is not the same as not getting jobs). Several independent studies have highlighted this problem. A recent survey conducted reveals that out of the 360,000 engineering graduates produced by India every year, only 25% of them were employable. It also concluded that “only 10% of science, commerce and arts students were employable”. Many of India‟s top businessmen share this concern. The skills required by any employer are the same whether the employer is in the United Kingdom, the United States or India. A „ready-to-deploy‟ graduate is one who is equipped to be deployed on projects and can generate revenue for the company. To bring graduates to a state of „ready-todeploy‟ most IT organisations spend around 3-4 months training them at a cost of two lakhs per employee. In tough times like this, that is a cost most companies would like to reduce Therefore, employers are keen for graduates to have developed their awareness and aptitude for transferable skills within higher education. There are fundamental problems at the design level of engineering courses in India. The curricula followed at our universities and colleges are often outdated with hardly any focus on the requirements of the industry. While engineering education is supposed to develop key skills such as problem solving and process manipulation, bulk of learning in our institutions is centred around passing the exams that rely on rote-memorising the content. Also, there is hardly any interaction between industry and academia. Given these factors, the actual quality of technical resources coming out of Indian institutes need not surprise us. To avoid being overlooked by potential employers, students need to focus on developing transferable skills – skills that are applicable across industries, such as thinking, behavioural and interaction skills. Students need to be aware and look out for every „skill enhancement opportunity‟ that is available inside or outside campuses and make optimum use of the same. To achieve the `adaptability' required for working within different contexts and situations, graduates are now expected to have acquired some degree of competence in a range of transferable skills to enhance their personal development and professional abilities. To meet this demand, students will be required, as part of their course, to demonstrate their communication and team working abilities on more than one occasion; this is in addition to the more technical skills required of their disciplines. Employability skills are very essential in the current global job market. These skills can be termed as soft skills, which are given utmost importance in campus interview. The on-campus recruitment process consists of three or four stages: 1) aptitude test, 2) technical interview, 3) group discussion, and 4) HR interview. During the four stages the candidates‟ technical knowledge, analytical, verbal reasoning, critical

The sub-skills under this category are: a) Ability to identify and analyze problems in difficult situation and make justifiable evaluation. analysis and evaluate discussion. communication and group skills are assessed and at each stage the unsuccessful candidates are filtered out. b) Ability to expand and improve thinking skills such as explanation. b) Ability to practice active listening skills and respond. interact and work effectively with others. c) Ability to find ideas and look for alternative solutions. d) Ability to build a good rapport.thinking. . a) Ability to deliver idea clearly. Moral & Professional vii) Leadership skills In the case of ‘Communication Skills’ the following sub-skills can be taken into account. c) Ability to present clearly and confidently to the audience. The sub-skills of „Teamwork are: a) Ability to understand and play the role of a leader and follower alternatively. behavior and beliefs. b) Ability to recognize and respect others attitude. Next. Then ‘Team Work’ another soft skill which is indispensable for those who would like to work in IT industries. ‘critical thinking’ are also important for job seekers. i) Communicative skills ii) Critical thinking and Problem Solving skills iii) Team work iv) Life-Long Learning & Information Management Skills v) Entrepreneurship skills vi) Ethics. The different soft skills required for an engineering graduate to be ready-to deploy are. effectively and with confidence either orally or in writing.

The seventh category is ‘Leadership Skills’ and it is concerned with the ability to lead a project and knowledge of the theories of leadership. ‘Entrepreneurship Skill’ is the fifth of soft skills which is related to the ability of identifying job opportunities. such as analyzing and solving engineering problems. and curricula away from lower-order thinking skills. . toward higher-order skills. (iii) refocus the assessments. engineering education institutions should: (i) seek to improve the skill set of graduates. and (iv) interact more with employers to understand the particular demand for skills in that region and sector. Therefore. b) Ability to receive new ideas performs autonomy learning. b) Ability to take decisions related to ethics. It includes the sub-skills such as a) Ability to find and manage relevant information from various sources. They are: a) Ability to understand the economy crisis. teaching-learning process.The fourth category is ‘Life-Long Learning’ and information management skills. such as remembering and understanding. The next category of soft skill is ‘Ethics. It includes two sub-skills. environment and social cultural aspects professionally. (ii) recognize the importance of Soft Skills. as well as creativity. Skill shortage remains one of the major constraints to continued growth of the Indian economy. moral and professionalism’.

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