Curriculum and employability skills: A Siamese twin?

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By: K. Zubemo Humtsoe

Director, Department of Business Administration, 
St. Joseph’s College Autonomous, Jakhama


With the rise in the number of educated population in Nagaland State, the State’s literacy rate isshowing positive growth. The estimated number of students graduated in the under graduate coursesfrom the State of Nagaland (students studied from Nagaland) in the year 2019is more than 7,000. Thisphenomenal increase in the number of graduates havebrought smile on the faces of the citizens andhad given relief to many parents who have invested and patiently waited for 17 yearswith much anticipation ofreceiving better returns. But, on the other hand, ithas put us in worry stateas the State does not have enough job opportunities to offer to these young graduates, and the lack of major industrial activities in the State weakens the hope of many.Escalating the situation, many job seekers concentrate only in Nagaland State and do not want to search and get employment outside the State and such decisions might be influenced by many factors.The reality check giveunbiased information about the imbalance created between the number of educated unemployed and the availability of job opportunities in the State. The few jobs created in the State have put the graduates on test in terms of employability skills.There is a general opinion that many graduates do not possess the required technical skills, communication, human relations and other related skills, and the lack of these skills make them unemployable.The feedbackreceived from manyrespondents on this pertinent mattershows more concerntowardsthe need for developing relevant curriculum that matches with the current demand of business enterprises and organisations, formulating and implementing varied programs and practices that can raise thelevel of knowledge, improve skills and abilities that canmake them employable as well as enable them to start their own business ventures.When the talks are more on developing employability skills of students, the reality shows that the students are being confined within the four walls of the class room, thereby, reducing the opportunities of learning specific skillspractically. Enforcing aggressive class room teaching on theoretical concepts alone cannot help the students to acquire the right skills and abilities that are needed by contemporary business enterprises.Also, one should understand various factors such as the curriculum structure and its relevance, practical learning opportunities, employment opportunities in the State of Nagaland, ability of the students to learn,etc., instead of throwing random opinionswhich does no good to mitigate the effect of such pertinent issue.


The current curriculum need review in terms of analysing the curriculum structure and its content, and assess whetherthe current learning opportunitiessupport the idea of imbibing the right knowledge and skills to perform any given job in the contemporary business organisations.Although, efforts are put to formulate better curriculum based on the current context, it may not be adequate to meet the demands of the contemporary business enterprises due to dynamism of the business environment as well as extensive use of readymade curriculumsof others without proper review. Therefore, it is necessary toset up reviewcommittees on curriculum (or it can be called by any other relevant names)in the National as well as State level with inclusive participation of academicians, research scholars and industrialistsby the concerned government agencies and institutions in orderto undertakeserious research,initiate thorough discussions and debates on the formulation of relevant curriculum and assess its ramifications, and revamp the existing curriculumin line with the needs and requirements of the contemporary business enterprises.


It is advisable to make holistic curriculum which encompasses many areasviz. industrial oriented syllabi,integrated courses/ diplomas/certificates, creating more exposure to understand industrial needs and requirements, arrangement ofextensivestudents-industrial interactions, engaging students through relevant practical projects/assignments, arranging effectiveinternship programs,inclusion of relevant subjects on ability and skill enhancement,etc. in order toprovide adequate learning opportunities to the students, acquiremore practical aspects of business, and enhance their technical and other skills, knowledge, critical thinking and problem solving abilities, etc.


Although, there are many other factors thatcan reflect the strength of a University, Institution or College, relevant curriculum evincesthe quality or standard of education of a particular University or institution.The formulation and effective implementation of such curriculum supported by highly qualified and experienced educators, extensive practical exposures and use of required facilities that aid such practices will definitely help a University or institution to produce competent and highly qualified graduates that can be absorbed by corporates or by Government agencies.The constant demand forspecific skills, ,knowledge, abilities, etc.by contemporary business enterprises and other agencies is a big challenge for the apex central Agencies, Central and Private Universities, autonomous institutionsin order to shoulder this inevitable responsibility of formulating relevant curriculum in line with the needs of the contemporary business enterprises as well as tobe socially ethical and responsible in providing up-to-date curriculum that canhelp the graduates to get jobs or to survive by their own. 


This makes curriculum and employability skills inseparable. Their inter-dependability naturebinds both together and acquiring employability skills lies on the effective implementation ofrelevant curriculum by Universities and educational institutions (in the context of formal education). This is the time for us to look and act beyond the conventional curriculum, which can produce not mere graduates but graduates possessing the required employability skills, knowledge and competencies.