Bridging Skill Gaps in India’s Higher Education through Communication

Through my extensive engagement with academic institutions, industry leaders, and educational policymakers, I have come to recognize a critical gap that must be addressed to fully realize the potential of our students. While NEP 2020 has laid an excellent foundation for academic excellence, I believe there is an urgent need to complement this with structured communication skills development throughout higher education.

My perspective is shaped by both admiration for the existing policy framework and a pragmatic understanding of what students need to thrive in today's competitive global environment. The World Economic Forum's Future of Jobs Report 2023 identifies analytical thinking, complex problem-solving, and communication skills as the most critical competencies for future workplaces. Yet, research indicates that only 47% of Indian graduates possess the employability skills required by industries, with communication abilities being a significant area of deficiency (National Skill Development Corporation, 2022).

I propose that we build upon the strengths of NEP 2020 by integrating comprehensive communication training into higher education curricula. This would involve mandatory courses in professional communication, technical writing, public speaking, and digital communication strategies. Such training should be complemented by co-curricular activities like debates, mock interviews, drama clubs, and research publication workshops.

My vision aligns with the government's goals while addressing identified skill gaps. For instance, the National Curriculum Framework for Higher Education (NCF-HE) 2021 emphasizes the importance of communication skills as part of holistic development. By formalizing and standardizing communication training across institutions, we can ensure that all students develop the confidence and competence needed to succeed in academic and professional settings.

I advocate for a practical examination component in these communication courses, ensuring that students demonstrate proficiency before graduation. This approach mirrors successful models implemented at institutions like IIM Bangalore, where structured communication assessments have significantly improved student employability outcomes.

Furthermore, I recommend leveraging digital platforms like SWAYAM and DIKSHA to provide scalable communication resources, particularly for students in rural and underserved regions. These platforms have already demonstrated their effectiveness in delivering quality educational content to millions of learners across India.

In conclusion, my perspective is one of constructive enhancement rather than criticism. By building upon the strengths of NEP 2020 and addressing identified skill gaps, we can create a generation of Indian graduates who are not only academically accomplished but also confident communicators prepared to excel in any global arena.