Page 33 - EW may 2026

Expert Comment

Engineering education for

employability

K.B. KUMAR

NDIA GRADUATES 1.5 MILLION ENGINEERS EACH When engineering institutions fail
year, but over 80 percent of them complete their degrees
without a job in hand or an internship offer. Of those em- to recognise students’ strengths and
Iployed, selection is often based on circumstance rather interests before enrollment, and nurture
than merit. Despite claims of “steady improvement” in tal-
ent quality, most engineers enter an oversaturated market them after, focus dilutes, talent erodes
lacking ‘in-demand’ skills. A persistent gap remains between and national skill development suffers
job readiness and job absorption. What systemic flaws are
behind these outcomes, and what are the remedies? dispositions align with their higher education aspirations
History of uniformity mindset. The issue is deeply will pursue their studies with rigour, thereby enhancing em-
linked to socio-educational systems shaped by the Industrial ployability, well-being, and personal happiness.
Revolution, which redefined quality as ‘worker conformity’ Curriculum, faculty, and experiential learning.
to standardised production systems. This period prioritised Excessive massification of education institutions without
mass production over craftsmanship and individual excel- proper oversight encourages rote learning, outdated skills,
lence. Taylorism particularly, aimed for “one best way” of and mechanical reproduction of information, sidelining
working, denigrating individual discretion. That philosophy creativity, critical thinking, ethical judgment, and founda-
still influences how our engineers are selected, taught, and tional capabilities. These shortcomings, together with gaps
assessed. It directly undermines the needs of a post-indus- in maths, reasoning, and communication, highlight failures
trial-age knowledge-economy centred on problem-solving, in basic schooling and warrant diagnostic intervention.
creativity, cognitive skills, and adaptability. AI, data analytics, semiconductors, cybersecurity, ad-
Structural change is overdue, yet schools and colleges re- vanced manufacturing, and design receive inadequate
main stuck in traditional, standardised models. When engi- thrust in college syllabi. Research indicates that curricula
neering institutions fail to recognise students’ strengths and co-designed with industry and reviewed every two to three
interests before enrolment, and nurture them after, focus di- years by experts, improves employability. As evidenced by
lutes, talent erodes, and national skill development suffers. research, Industry Advisory Boards with real authority, con-
Cognitive mismatch begins in K-12 education. Many stituted for engineering institutions, strengthen students’
students begin higher education hindered by structural and employability.
cognitive limitations ingrained in the K-12 system which Empowering educators is crucial. Engineering educa-
barely understands how the brain learns or functions. With tion must begin by strengthening core capabilities, niche
86 billion neurons and over a quadrillion synapses, the proficiencies, and differentiated instruction capabilities.
human brain’s potential far exceeds what our classrooms Moreover, big-picture-driven reforms that auto-integrate
demand. Despite advances in neuroscience, India’s K-12 K-12 education can prepare students for higher studies in
schooling is mired in text, rote memorisation and examina- advance, enabling college faculty to focus on developing
tions that evaluate very little of what truly matters. niche skills and differentiated instruction. Regrettably, con-
Over time, students and teachers become what exami- temporary engineering education is classroom-centric, and
nations demand of them. Just as the helm steers the ship, most faculty lack industry experience. Faculty nevertheless
examinations shape teaching and learning. Reimagining remain products of the same system they are expected to
examinations as catalysts can unlock the potential we seek reform.
to nurture in students and teachers. As a first step, educa- Structural realignment, not incremental reform.
tors can experiment with portfolio-based and design-cen- The employability crisis in engineering is the result of an
tred assessment of creativity and comprehension, strategic education system that clings to its comfort zones, unwilling
self-assessment, open-book examinations, and peer-group to move away from traditions rooted in uniformity, scale,
evaluation to develop more authentic learning metrics. and paper degrees. Comprehensive reform, anchored in
Assessment, fit, and case for early differentiation. early recognition of learner potential, assessment systems
Tools and instruments to assess course suitability, learn- that reward demonstrated competence, regularly updated
ing style preferences, and career fit already exist. Frame- industry-collaborative curricula, differentiated teaching-
works such as Multiple Intelligences, the Big Five, MBTI, learning, real-world skills development, and fostering of
Keirsey, and aptitude-based psychometrics illustrate this intrinsic motivation through appropriate tools, can be trans-
variety. Others are structured interviews, interest inven- formative. Unfragmented, these regenerative inputs can ad-
tories, behavioural assessment, and AI-enabled tools such dress the current crisis confronting engineering education.
as Pymetrics and Hogan. No single metric is perfect: the
best approach combines complementary tools, guided self- (K.B. Kumar is a Kerala-based development educationist, former national
reflection, and expert mentorship. School students whose director of FIITJEE and Network Director of the Shri Ram Group)

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