Global Skills for a Global India
India at a Global Crossroads
A student in India today may write code for a Canadian firm, pitch a startup idea to a Dubai investor or attend a virtual class with peers from Germany before turning 25. But are our classrooms truly preparing them for this reality?
As the world redefines itself around digital networks, cross-border collaborations and knowledge economies, India stands at a historic juncture. With one of the youngest populations globally, we have the potential to shape the future, not just of our nation, but of the world. That potential can only be realised if we equip our students with more than academic knowledge, we must empower them with global skills.
The Skills Shift is Real
The World Economic Forum’s Future of Jobs Report 2023 warns that by 2027, 44 percent of core workplace skills will undergo transformation. While analytical thinking, digital literacy, and adaptability are on the rise, traditional roles are giving way to automation and AI-driven disruption. The same report estimates the creation of 69 million new jobs globally, even as 83 million current roles may disappear.
For a country like India, where over 12 million youth enter the job market each year, this shift presents both a challenge and an opportunity. The question is not whether jobs will exist, but whether our graduates will be ready for them. India’s National Education Policy 2020 recognises this urgency. It calls for a flexible, multidisciplinary and skill-enriched education system from early years to higher education. Yet implementation lags. Most Indian classrooms continue to prioritise repetition over reflection, answers over inquiry and syllabi over skills.
In the words of John Dewey, “Education is not an affair of ‘telling’ and being told, but an active and constructive process.” This sentiment resonates with Rabindranath Tagore, who believed, “The highest education is that which does not merely give us information but makes our life in harmony with all existence.” Yet, far too often, our education system treats learning as a transaction rather than a transformation.
What Global Readiness Looks Like
We must urgently reimagine how we define and deliver education in India. Global skills such as cross-cultural communication, emotional intelligence, multilingual expression, ethical reasoning and digital creativity must be embedded across curricula, not treated as electives or afterthoughts.
A growing number of institutions are showing the way. In Kerala, for instance, the Venture Village initiative, led by Kerala-origin entrepreneur Unnikrishnan Kurup in Finland, has partnered with over 25 schools and 3,700 students to introduce Finnish-style learning rooted in sustainability and climate awareness. Through this collaboration, students engage in hands-on projects involving waste management, renewable energy and environmental resilience. This model demonstrates that global readiness is not about privilege, it is about vision and the willingness to embrace experiential, values-driven education.
Language proficiency and communication also require greater focus. While English is widely taught, the ability to speak, write and present ideas effectively in real-world contexts remains a gap. In today’s globally networked world, expression is empowerment. Equally critical is teacher development. A globally competent student needs a globally aware educator. Teachers must be trained not only in subject expertise but also in digital tools, intercultural sensitivity and problem-based learning methods. Dr. A.P.J. Abdul Kalam reminded us that “The purpose of education is to make good human beings with skill and expertise… Enlightened human beings can be created by teachers.”
We must also connect students with the issues of our age, climate change, migration, gender justice, data ethics and peace-building. These are not just topics for debate, but the very landscapes on which tomorrow’s youth will act and lead. Swami Vivekananda once said, “Education is the manifestation of the perfection already in man.” That perfection must be drawn out through relevance, reflection and responsibility.
Mind the Employability Gap
At present, there is a visible disconnect between degrees and employability. According to a recent Mercer‑Mettl study, only 42.6 percent of Indian graduates are considered job‑ready. This is not because they lack knowledge, but because they lack confidence, creativity and collaborative competence. To change this, reforms must go beyond policy documents. We need transformation on the ground, in classrooms, staffrooms, assessments and campus culture. Immediate steps include embedding project-based learning in every grade, promoting virtual international collaborations, strengthening communication training, introducing language labs, supporting teacher exchange and mentoring students from rural and remote areas.
As Mahatma Gandhi said, “By education, I mean an all-round drawing out of the best in the child and man, body, mind and spirit.” This holistic approach is no longer a luxury. It is a national necessity. India aspires to become a global leader not only in business or diplomacy but also in ideas. That aspiration will remain incomplete unless our youth are equipped to lead global conversations, co-create global solutions and embody global values.
A Personal Reflection
Let us not reduce education to a race for marks or preparation for jobs alone. Let us reclaim it as the art of awakening the human spirit, of nurturing learners who can think beyond boundaries, act with empathy and adapt with courage. In preparing our youth to thrive in a connected and complex world, we are not just building careers. We are building character. Having visited over 600 universities and colleges across the country and interacted closely with thousands of students over the last two decades, I have witnessed both the brilliance of Indian youth and the barriers they face. Their aspirations deserve an education that empowers them not only to succeed, but to lead with integrity rooted in India’s timeless wisdom and open to the world’s possibilities.
As John Dewey and Rabindranath Tagore remind us, education is not a rehearsal for life. It is life itself and the foundation upon which a peaceful, inclusive and resilient future must be built.
Dr. Shahid Ali Khan, Cultural Officer, Researcher and Academician at the University of Kashmir.
