When we talk about employability in Indian higher education, the conversation usually revolves around skills—what students have, what they lack, and what employers want. But the more uncomfortable question is this: what are students never being taught in the first place?The TeamLease EdTech Report: From Degree Factories to Employability Hubs makes one thing clear. India’s employability gap is not only about outdated syllabi or fast-changing jobs. It is about a silent curriculum—industry exposure, applied learning, credentials, and networks—that exists in theory, but reaches only a fraction of students in practice.
Industry exposure : Present, but largely invisible
Industry professionals in classrooms are often held up as a symbol of reform. Yet the data shows how limited this exposure really is. Only 23% of higher education institutions have engaged industry professionals to train students in any meaningful way.Even more telling is how narrowly this exposure is distributed. Just 7.56% of institutions integrate industry professionals across multiple programmes, while 15.46% restrict them to a few departments. More than half—54.45%—have not implemented this at all, and 22.53% are still “planning”.What this creates is a two-tier learning experience. Some students graduate having worked with industry mentors, understood workplace expectations, and built professional confidence. Most others never encounter industry expertise beyond a guest lecture—if that. The silent lesson here is not about skills, but access.
Certifications: Optional for students, essential for jobs
Industry certifications are another part of this invisible curriculum. Employers increasingly value them, yet institutions remain reluctant to integrate them deeply into academic structures.According to the report, over 60% of HEIs have not explored embedding industry certifications into their curriculum. Only 15.09% have embedded them within the core curriculum, while 24.74% offer them as optional or add-on programmes.This “optional” framing matters. When certifications sit outside the core degree, they reward students who already have awareness, time, or financial flexibility. For everyone else, the degree remains formally complete—but professionally insufficient. What should be a bridge to employment becomes an extracurricular advantage.
Applied learning: A privilege, not a norm
Applied learning through live industry projects is often cited as the fastest way to make education relevant. Here, there is movement—but it is still early.Only about 25% of institutions use live projects frequently or very frequently. 9.68% integrate them very frequently, while 14.84% do so frequently. The remaining majority rely on occasional exposure or none at all.This means that for most students, learning continues to be abstract. They graduate having mastered concepts, but not contexts. The silent curriculum of problem-solving under real constraints—deadlines, ambiguity, client expectations—remains missing.
Alumni networks : The forgotten classroom
Perhaps the most striking gap is alumni engagement. Alumni are living proof of where degrees lead—or don’t. Yet around 80% of HEIs have not explored alumni networks to improve employability.Only 5.44% report highly engaged alumni, with 15.09% describing engagement as fairly active. That leaves the vast majority of institutions disconnected from one of their strongest employability assets.The result? Students navigate career decisions without mentors who once stood exactly where they stand today. An entire layer of informal learning—guidance, referrals, industry insight—remains absent.
What the silence reveals
Taken together, the data reveals a higher education system where employability is discussed loudly, but taught quietly—if at all. Industry exposure is selective. Certifications are peripheral. Applied learning is uneven. Alumni networks are underused.This is the silent curriculum of Indian higher education. It does not appear on transcripts, but it shapes outcomes. And until institutions treat it as central rather than supplementary, degrees will continue to signal education—without guaranteeing readiness.The shift from degree factories to employability hubs will not come from more panels or policy statements. It will come when the silent curriculum is made visible, mandatory, and accessible to every student—not just the lucky few.
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