Abstract
This paper explores the skills set required for sustainable employability of engineering graduates in India. Students with skills like positive attitude, effective communication, problem solving, time management, team spirit, self-confidence, handling criticism, and flexibility — collectively known as soft skills — have much better chances of survival in the corporate world compared to students who are lacking in these skills. The paper lists the skills needed for students to get employed in reputed companies and shows how these skills are important for working in a performance-oriented work environment. Data was collected from students and placement officers using interview schedules as research tools.
Keywords: soft skills, employability, engineering education, curriculum design, campus placement
Review of Related Literature
Articles found in journals and internet resources emphasize that seven soft skills should be incorporated in the syllabus at the tertiary level: (i) Communicative skills, (ii) Critical thinking and Problem Solving skills, (iii) Team work, (iv) Life-Long Learning and Information Management Skills, (v) Entrepreneurship skills, (vi) Ethics, Moral and Professional, and (vii) Leadership skills.
Models of Implementing Soft Skills in Higher Education
Two models facilitate learning related to soft skills: the Stand Alone Subject Model and the Embedded Model. The first offers specific courses and elective courses to develop soft skills. The Embedded Model incorporates soft skills in teaching and learning activities across the curriculum, including questioning, class discussion, brain storming, team work, presentation, role play, project, field work and site visits.
Analysis of Data and Interpretation
Out of 25 students, 15 listed essential sub-skills including the ability to deliver ideas clearly and effectively, active listening, clear presentation, reasoning skills, and presence of mind. Placement officers confirmed that soft skills are very much essential for students to succeed in campus interviews and suggested that soft skills training be incorporated in the curriculum and spread over all four years of the B.E./B.Tech degree program.
Suggestions
Training on soft skills is essential because the Indian education system does not delve into personality development. Instead of outsourcing soft skills training, it is recommended to bring soft skills within the curriculum. Soft skills training need not be confined only to the English curriculum but could be extended to all other subjects. The entire teaching should follow a learner-centered approach rather than a teacher-centered one.
Conclusion
NASSCOM has identified that some of the world’s most admired companies are in need of industry-ready candidates. Engineering colleges must focus on nurturing employability skills so that they can empower their talent pools. The syllabus has to be designed to enhance the employability skills of individual candidates and help them get placed in multinational companies.
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