A Dichotomous Conundrum

A Dichotomous Conundrum

dichotomy
/dʌɪˈkɒtəmi,dɪˈkɒtəmi/

noun: dichotomy; plural noun: dichotomies
a division or contrast between two things that are or are represented as being opposed or entirely different

 

conundrum
/kəˈnʌndrəm/

noun: a confusing and difficult problem or question.
“one of the most difficult conundrums for the experts”

Many great persons have expressed their views in the past that India has a strange situation prevailing which potentially impacts the economic & social fabric of the nation.That is the challenge we face from “unemployability” of many our graduates/degree-holders, perhaps is a bigger issue than “unemployment” for a developing nation.

If one looks at this aspect of “unemployability” that is plaguing our country, it seems like there is a dichotomy at play, perhaps leading to a conundrum. On one side we have a large number of engineering colleges, universities and other educational institutions that roll-out lakhs of graduates year after year. Many amongst these graduates are “educated/qualified” and hold valid ‘degrees/certificates’ having passed the requisite exams, but not skilled (enough) to start being productive when employed. Well, the academic circle (enrolment to graduation), seems to have completed its path with the input-output process – students attending classes to undergo the learning of various principles, processes, methods and practices to successfully completing it to the satisfaction of the evaluators/administrators, who conduct the examinations/award degrees. With this done & dusted, all the students who ‘graduated’ become eligible to join the workforce and get employment in the industries/companies of their choice. Campus hiring ushers in the placement in various companies and a new journey of work and career begins for these graduates. Yes, in theoretical viewpoints, but practical life seems to have a different take. The reality is different, as it does not happen for all graduates and that is the one side of the dichotomy. Having education / qualifications seems to be starkly different from possessing skills to do work as required by the industry for productive employment.

The other side (of this dichotomy) lies the world of ’employment’. Lack of suitable employment opportunities, gets referred to as “unemployment”. This is an economic & social issue that causes significant challenges to the economy and the social fabric of the country. Lack of work leads to poverty and impoverishment across various sectors and contributes to crime and cultural degradation. Ill-afforded by any country and society at large. Well, such ‘unemployment’ conditions occur when many companies do not need to employ people for their work or companies do not grow sufficiently enough to increase their workforce. But, the moot question is – what if there are enough ‘open’ jobs or posts that are vacant and not filled because sufficiently skilled persons are not available in the market? The conundrum occurs when there are enough people available in the market who apply to all such open positions or vacancies, but the employer(s) find them having inadequate skills or competencies and hence do not ‘risk’ employing such persons. This is referred to as “Unemployability”, where the dichotomous conundrum attains a peak position. It’s akin to being at sea, surrounded by water, however the thirst is not quenched – ‘Water water everywhere, not a drop a drink’. Hence there is a need to resolve this situation through innovative and courageous solutions to ensure “unemployability” does not lead to an “unemployment” crisis, an avoidable man-made disaster at best.

SkillForce wants to be the “Change Agent” and the “Catalyst” for enabling graduates with adequate skills such that the challenge of “unemployability” is mitigated. The industry and academic circles are motivated to function and grow in size and quality. A contribution to the nation building process is the way we see it at SkillForce.

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This internship stage may be for a duration of about 1 year and depending on the progress made, the time duration could be lesser. The prime objective of "True Internship" is to learn all aspects of software development in a practical environment (as in a software company) and become ready for an active role in the industry with the needed skills. During this time, the fresh engineers are provided with significant learning on software development processes and methods that are industry standard with universal acceptance. Alongside the methodologies, the interns are coached through intensive learning of various tools and technologioes using a comprehensive hands-on approach to software development. A rigourous working model following the SDLC processes are pursued in real-time and real-life product development / project execution scenario's. Actual production oriented work becomes the practice ground to hone the skills learnt during the internship and not 'academic', 'practice' or 'simulation' projects. Apart from hands-on technical knowledge being imparted, the interns also go through a series of self-development, charecter building as future software professional and importantly 'soft-skills' including communication skills learning to acquire all-round skills. This is a pure play skill development exercise that makes the "interns" fully equipped and ready to take up "individual contributor" roles.

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This is the second stage in the program, generally reached after successfully completing the "True Internship" stage, is the real beginning of a career ladder that each aspiring software professional needs to climb. During this stage, each of the successful resources of the "True Internship" program would be assigned to various client facing roles and project work, depending on the skills set they possess at that time and opportunities at hand. Which means, each resource is fully 'employable' in generic perspectives, but needs to get 'real' experience under their belt to move onto the next stage in their career. During this stage, each resource would be enrolled in the CLP (Continuous Learning Program) where they would benefit from ongoing training initiatives, including learning of advanced technology topics. This stage not only provides for quality work execution related experiences, but also consolidates the learning for accelerated growth in the next stage.

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