Higher Education and Employability in Assam: Skill Development, Unemployment and Reform Strategies

Introduction: Are Assam Graduates Job-Ready?

When students step out of college in Assam, their biggest concerns are job stability, relevance of their degree, and the fear of being replaced by technology and artificial intelligence. While degrees are increasing, employability confidence is declining. This reflects a deeper issue in Assam's higher education system - the mismatch between academic learning and industry expectations.

Although access to higher education has improved, the focus must now shift from simply producing graduates to developing skilled, employable, and industry-ready youth.

Current Employment Scenario in Assam

Assam has faced persistent unemployment challenges for decades. The unemployment rate has remained higher than the national average, estimated around 8.2 percent. At the same time, only about 11 percent of the population is employed in government jobs.

This creates a serious imbalance. Every year thousands of graduates enter the job market, but limited industrial growth and private sector expansion fail to absorb them. The result is rising educated unemployment, particularly among urban youth and women.

Higher Education Landscape in Assam

Assam has witnessed growth in colleges, universities, and private institutions. However, quality remains inconsistent. The system largely follows a knowledge-based approach, emphasizing theory over practical skills.

Key statistics reflect structural weaknesses:

• Gross Enrolment Ratio in higher education historically lower than national average

• Literacy rate around 73.2 percent (below national average of 74.04 percent as per Census 2011)

• Human Development Index lower than national average

Despite infrastructure expansion, employability outcomes remain weak.

Major Challenges Affecting Employability

1. Education-Employability Mismatch
   Courses are largely theoretical and fail to meet professional industry requirements.

2. Skill Gap
   Students lack digital literacy, communication skills, technical competencies, and soft skills like teamwork and problem solving.

3. Overemphasis on Grades
   Marks are prioritized over hands-on learning, internships, and project-based exposure.

4. Lack of Internships and Industry Exposure
   Many colleges do not provide structured on-campus training or apprenticeship opportunities.

5. Language Barriers
   Limited proficiency in English and communication skills restrict global opportunities.

6. Industrial Stagnation
   Slow private sector growth restricts job creation.

7. Educated Unemployment
   Large numbers of graduates remain jobless, contributing to social problems such as substance abuse and economic distress.

8. Infrastructure Gaps
   Many rural colleges lack libraries, laboratories, digital facilities, and modern learning resources.

9. Financial Constraints
   With a large agrarian population and significant poverty levels, investment in higher education infrastructure remains inadequate.

10. Research Neglect
    Higher education institutions focus less on research and innovation, limiting knowledge creation and industry solutions.

11. Overcrowded Classrooms
    Student-teacher ratios in some institutions exceed recommended levels, affecting quality.

12. Privatization Concerns
    Private institutions are often profit-driven, making quality education unaffordable for economically weaker students.

13. Decline in Traditional Disciplines
    Enrollment in pure sciences, classical languages, and arts is declining as students migrate to professional courses outside Assam.

Historical Evolution of Skill Education in Assam

Skill education in Assam has deep roots. In ancient and medieval periods, education emphasized agriculture, weaving, carpentry, pottery, and handicrafts.

During British rule, emphasis shifted to English and science education, reducing focus on traditional skill training.

After independence in 1947, industrialization increased demand for skilled workers. Vocational programs in engineering, agriculture, and nursing were introduced. Industrial Training Institutes were established in the 1970s.

However, integration between formal education and vocational training remained weak for decades.

Institutional Efforts for Skill Development

Several national and state initiatives were launched to bridge the skill gap:

• National Skill Development Corporation (NSDC) in 2009 to promote vocational training

• Skill, Employment and Entrepreneurship Department (SEED) in Assam in 2014

• Sector Skill Councils developing National Occupational Standards

• Pradhan Mantri Kaushal Vikas Yojana (PMKVY)

• Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY)

• Pradhan Mantri Vishwakarma

These initiatives aim to align training with industry demand, but implementation challenges persist.

Introduction of B.Voc Programs

In 2013, the University Grants Commission introduced skill-based higher education leading to Bachelor of Vocation (B.Voc) degrees under the National Skills Qualification Framework.

In 2014, universities were directed to start B.Voc courses in collaboration with industries. In 2015, AICTE approved B.Voc courses in engineering and technology.

The first batch in Assam began in 2015-16 in institutions such as:

• Abhayapuri College

• Chaiduar College

• Jagiroad College

• Kaliabar College

• Nazira College

• Pub-Kamrup College

• Sonapur College

• Tezpur University

Currently, 27 colleges in Assam offer B.Voc courses across more than 23 trades including agriculture, healthcare, IT, retail, travel and tourism, fashion designing, and banking.

However, these remain additional streams rather than the mainstream model.

Role of Higher Education in Human Resource Development

Human Resource Development refers to enhancing people's knowledge, skills, and competencies to achieve personal and societal goals.

Higher education plays a crucial role by:

• Producing skilled professionals and managers

• Generating research-based solutions

• Promoting innovation and productivity

• Developing adaptability, creativity, teamwork, and leadership

The Kothari Commission (1966) emphasized that development of human resources must be the core objective of education. The National Policy on Education 1986 also highlighted education as the foundation of economic and national development.

For Assam to compete globally, higher education must produce not only degree holders but competent problem-solvers.

Need for Integration of Skill Education

Integrating skill education into mainstream higher education is essential. This includes:

• Embedding coding, data analysis, and digital literacy

• Strengthening communication and soft skills

• Expanding internships and industry partnerships

• Promoting entrepreneurship education

• Reforming assessment methods to value practical skills

Such integration bridges the gap between academic output and market demand.

Recommendations for Reform

1. Introduce skill-oriented vocational training within all degree programs.

2. Promote research and innovation in universities.

3. Increase funding and infrastructure support from the government and UGC.

4. Ensure fair and transparent internal evaluation.

5. Strengthen teacher training and capacity building.

6. Launch entrepreneurship development courses across disciplines.

7. Improve collaboration between industries and institutions.

8. Maintain balanced development of both professional and traditional fields.

Conclusion

Higher education in Assam stands at a turning point. While access has improved, employability remains a pressing challenge. Without strong integration of skill development, research, industry collaboration, and entrepreneurship education, educated unemployment will continue to rise.

A well-designed higher education policy supported by adequate funding, infrastructure, and monitoring can transform Assam's human capital into a productive force rather than an economic burden.

The goal must shift from producing graduates to producing employable, skilled, and future-ready citizens.