IJM 08 01 006

One of the most appalling challenges in India is persistently rising unemployment, explicitly in the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are "seeking or available for work," as per 2011 census data. There will be no peace and prosperity in the country unless jobless people get appropriate channel. In India deficiency of skills is among the main constraints for recruitment of Technical Education. Productivity of Technical Education in not entirely absorbed due to lack of skills required by the employers. Along with the ample arguments, taking place in recent times, regarding reformation in the productivity of Technical Education, this present study syndicates focus on services delivered and its impact on employability skills. The objective of this paper is to find out whether Technical Education institutes in rural part are keen to focus on the employability skills? The paper also focuses on distinguished skills required by the employer for recruitment. The study also emphases on the services offered by the Institutes and their correlation on skills development.

ABSRACT Ample of the current motivation to teach and assess employability skills will decide India's ability to compete in the world economy. For a win-win situation, there must not be any differences in Institute's perception and students' experience in accessing employability skills for future prospective. What this paper aims to demonstrate is that, although as academics/service providers, we can use a general term " Employability skills " , we need to describe what is meant by this term to students, and colleges also need to recognize how their services and skill development are impacting on satisfaction of students while accessing employability skills. The purpose of this study is to examine the importance perceived by the institutes and experience realized by the students and to connect employability skills' growth on students' satisfaction of selection of an institute of Technical Education.

Skill development is an earned aptitude with copious enthusiasm. The transition of a pupil who is campus ready into a corporate ready employee requires two major skill set one is soft skills and the other hand hard skills. The perfect combination and permutation of hard and soft skills can be well defined as employable skills. In the optimistic permeation of globalization, an individual in whatever nook of the globe has an opportunity to try and emulate one’s skills across the world. The career market of any aspiration lays a red carpet welcome to those who prove and exhibit the edification of employability skills. The present study identifies, suggests and modifies the skills require to clutch the prospective opportunities available and uplift the performance of an engineer in academic and professional arena. The ongoing research is an extending a step further to outstanding study made by NASSCOM, on identifiable skills. By considering major recommendations, present cram wholly focuses on nine important dimensions of employable skills such as training needs, personal traits, academic skills, communication skills, soft skills, corporate skills, technical skills, job seeking skills, and schooling. The global trade body NASSCOM strongly recommends that employability skills are the key factor to conquer and uphold the advanced aspirations of the ever-changing corporate world. The gentle blend of the two skills can be a way out to answer the umpteen questions pertaining to employability.

Skill shortage remains one of the major constraints to continued growth of the Indian economy. Employability skills have defined as a range of abilities or competencies that you may develop during your life through your education, training, work experience, interests and extra-curricular activities. They have sometimes referred to as generic skills, life skills, core skills, essential employment skills, key competencies or transferable skills. This paper have make based on published books, research paper and articles.

" education, vocational training and lifelong learning are central pillars of employability, employment of workers and sustainable enterprise development "-international labour organisation Skills and knowledge are the driving forces of economic growth and social development for any country. Countries with higher and better levels of skills adjust more effectively to the challenges and opportunities of world of work. As india moves progressively towards becoming a 'knowledge economy' it becomes increasingly important that the country should focus on advancement of skills and these skills have to be relevant to the emerging economic environment. Globalization, knowledge and competition have intensified the need for highly skilled workforce in both the developing and developed nations as it enables them to accelerate their growth rate towards higher trajectory. For india, skill development is critical from both socioeconomic and demographic point of view. Therefore, the present paper attempts to study the present skill capacity, challenges in front of skill development initiatives in india along with their solutions. The skill capacity has been assessed in the form of general education and vocational training level of the indian workforce. The study also found that both the government and its partner agencies have undertaken various measures/initiatives for the effective implementation of the skill development system in the economy, but still faces a number of unresolved issues/challenges that need immediate attention of the policy makers. Hence, skill development initiatives of the government should focus on these obstacles and develop the programs accordingly to resolve these hurdles for the complete success of the skill development initiatives.

India is a country today with 65% of its youth in the working age group. If ever there is a way to reap this demographic advantage, it has to be through skill development of the youth so that they add not only to their personal growth, but to the country's economic growth as well. With the raising level of science and technology in every sector, graduates are expected to have adequate knowledge along with practical application in real time situations. Though the number of graduates is increasing, the increasing demand of skilled manpower in various industrial, tertiary sector is of today's main concern. In a rapidly changing and increasingly competitive employment environment, relatively few people can find the "job for life" . The purpose of this research paper is to examine the various initiatives taken by the Government of India to develop the employability skills among the largest youngest population of the world to make them enrich with the skills and competitive in the labour market, as well as to maintain the gap between the demand and supply of the skilled manpower for the development of the country.

International Journal of Research Culture Society, 2021

In a high-level competitive environment, the lack of employability skills in fresh management graduates is a serious concern of worry worldwide but especially in the Indian context. Currently, in a knowledge economy, the development depends upon the knowledge, skills, ability of the employees and the entrepreneurial enthusiasm and the prosperity of the corporation and the nation need such kind of up-gradation. Not only job security has been difficult to be protected but grabbing a job has also become a hard nut for fresh graduates. To attract, engage, and retain employees, businesses today rely solely on improving their employable abilities. There is no clear definition of employability skills at this time, however, much research implies that employability skills are the ability to work in a variety of settings that can make the employees get, maintain, or even get new employment. Individuals' knowledge, skills, abilities, qualities, and behavior, as well as superior technical grasp and subject knowledge, are the indicators that can be defined as a set of employability skills. Aside from that, other important skills such as teamwork, problem-solving, self-management, practical business knowledge, ICT knowledge, good interpersonal and communication skills, the ability to use initiative while also following instructions, and leadership are all part of the employability skills set. An employer expects an employee to be acquired this set of skills. From the perspective of employers, employability of the graduates often seems to refer to ready to work and it could be possessed by acquiring the set of employability skills, knowledge, attitudes, and commercial awareness that will enable them to contribute productively to company goals shortly after starting work. Currently, Government, academicians, and employers are concerned with the ready-to-work stage of graduates. In terms of general employability skills, higher education administrators are under pressure to create degree programs that are more closely matched with a graduate employer and industry needs. Higher education institutions have responded to this requirement by offering internships and dedicated work-integrated learning (WIL) programs. Research into effective WIL activities in higher education has risen, as expected, although it is still primarily focused on Western institutions in Western countries. However, there is a global demand for graduates with employability skills. Lack of

International Journal of Applied Science and Engineering, 2017

Vocational education system relates to programmes of study with job readiness. Though vocational education is non-formal in nature and focuses primarily on industry specific trade, occupation or vocational study enabling grass-root level people to acquire job specific skills based on hands-on-practice and/or training for their gainful employment. The Indian education system recognizes the role of vocational education, keeping in view the demand of highly skilled labour force both in the government as well as private/business sectors. The Ministry of Skill Development and Entrepreneurship (MSDE) set up by the Government of India plays an important role in coordination with its allied bodies like-National Skill Development Agency (NSDA), National Skill Development Corporation (NSDC), Sector Skill Councils (SSC) and training partners for fulfilling the industrial requirements of trained and skilled manpower, besides skill up-gradation, and building of new skills not only for existing jobs but also aiming at jobs that are to be created in near future. Notwithstanding that there are many areas in which India is facing challenges to overcome problems in implementation of vocational education in regard to quality and employability, the paper intends to emphasize on some aspects of quality, employability and Government's role in vocational education programme implementation.

Journal of Engineering Education Transformations, 2021

Objective: Employability skills and placements are extremely important for any technical institute. Analysis of strengths, weakness, opportunities and challenges (SWOC) helps to make informed decisions on the inputs received from the stakeholders. The purpose of this paper is to identify the SWOC of training and placement cell of a technical institute, undertake initiatives based on the SWOC analysis and determine the impact of these initiatives. Methodology: IT tools like Google form were designed and employed to carry out the SWOC analysis. This Google form was sent to the students and responses were obtained from 1087 students. The students responses were grouped under strengths, weaknesses, opportunities and challenges and then segregated under five sub categories namely - institute and infrastructure; staff; teaching and learning; training/placement activities and mechanism or policies for improvement. Based on the SWOC analysis, certain initiatives were undertaken to overcome ...

This paper analyses the needs, strategies, opportunities, and challenges of developing employability of young Indians (i.e. those in the age group of 14-35 years). Capacity building programmes are strategically essential for enhancing their marketable vocational skills and developing personality. They form about 65% of the total population. Scope of enhancing their employability through existing formal system of imparting technical, professional and management education at the graduate and postgraduate level is limited. Therefore, there is a need for creating more infrastructure and academic facilities to impart vocational skill training. The need for creating the cadre of employable young workforce is not only to meet the human resource requirement of the country, but also meet the increasing global demands for employing low-cost but rich Indian talents in the near future. There is a felt need for doubling the existing training capacity to increase the formally trained workforce by 150 percent. The paper discusses various strategic actions involving government and private institutions through Public-Private Partnership (PPP) to realise the mission of creating a human capital with 200 million graduates and 500 million skilled people in India by 2022. A SWOT analysis of Odisha, an economically poor state with low human development index, is made to understand the importance of enhancing employability for economic development. Strategic initiatives of National Skill Development Corporation (NSDC) and National Council on Vocational Training (NCVT) of India through PPP projects, various issues and challenges faced by the key stakeholders in the process of implementation of skill development programmes have been discussed in detail. A model defining road map for success of enhancing employability of young Indians is suggested with short-term and long-term measures. Creation of employment opportunities and employable workforce should go hand in hand. Otherwise, it can create more problems of unemployment. The skill development alone cannot ensure employability of a person unless other competencies such as communication, inter-personal relations and positive attitude towards work and people are developed as per the requirement of different employers. Therefore, vocationalisation of mainstream education needs to be emphasized rather than vocational education. To achieve this,