Degrees without skills : What I see every day in our classrooms
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Dr Pangambam Sendash Singh
India proudly calls itself a young Nation. We have one of the largest higher education systems in the world, and every year lakhs of students graduate with degrees in Engineering, Science, Commerce, and Arts. On paper, it looks like we are producing a highly educated workforce ready to take on the future. But as a teacher who interacts with students every day, I see a very different reality. The truth is uncomfortable : many of our students are collecting degrees, not gaining education.
In my classroom, I often notice that students are more focused on “what will come in the exam” than on “what should I understand.” If a topic is not important for marks, it is often ignored. If an assignment can be completed by copying from somewhere, many will not hesitate. The goal, for a large number of students, is simple — pass the exam, get the degree, and move on. Some may argue that students have always been like this. But the situation today is more serious because the system itself is encouraging this behaviour.
Our education system is still largely exam-driven. We reward memory more than understanding. A student who can reproduce answers word by word often scores better than a student who actually understands the concept but cannot present it in a “standard” format. Over time, students learn that marks matter more than knowledge. Naturally, they adjust their efforts accordingly.
One of the biggest consequences of this approach is the lack of basic skills. I teach subjects related to Computer Science, and I regularly come across students who can write code by copying from online sources but struggle to explain what the code actually does. Many are familiar with tools, but not with the logic behind them. This is not just about programming — it reflects a deeper issue. Students are learning “how to get the answer” without understanding “why the answer works.” The situation becomes even more worrying when we talk about employability. We often hear that companies are not finding suitable candidates despite a large number of graduates. From my experience, this is not surprising. When students are trained to focus only on exams, they are not prepared for real-world problems, where there is no fixed answer and no step-by-step guide.
Another major change I have observed in recent years is the impact of technology. Today’s students have access to unlimited information. With a few clicks, they can find answers, solutions, and even complete assignments. Artificial intelligence tools have made this even easier. While these technologies are powerful and can support learning, they are also being misused. I have seen assignments that are clearly not written by the students themselves. The language, the structure, even the examples—everything indi- cates that the work has been generated or copied. When questioned, many students are unable to explain what they have submitted. This is not just a matter of academic dishonesty; it is a missed opportunity to learn. At the same time, I do not blame students alone. We need to honestly look at the system we have created.
Many universities are still following outdated curricula that do not reflect current industry needs. Practical exposure is often limited. Internships, projects, and research are sometimes treated as formalities rather than meaningful learning experiences. Teachers, too, are under pressure —completing the syllabus, handling administrative work, and managing large classes. In such conditions, it becomes difficult to focus on innovative teaching.
There is also a social factor. For many families, a degree is seen as a ticket to a stable job. This belief is understandable, especially in a country where opportunities are limited and competition is high. But this mindset also creates pressure on students to prioritise results over learning.
Despite all these challenges, I want to highlight that not all students are the same. In every class, there are a few students who are genuinely curious, who ask questions, who try to understand concepts deeply. They may not always get the highest marks, but they are the ones who truly learn. Unfortunately, our system does not always recognise or reward such efforts.
So, what can be done ? First, we need to change how we evaluate students. Exams should test understanding, not memory. Questions should encourage thinking, application, and analysis rather than simple reproduction. Even small changes in assessment patterns can make a big difference in how students approach learning.
Second, teaching methods need to evolve. Instead of one-way lectures, we should encourage discussions, problem-solving, and hands-on activities. Students should be given opportunities to work on real-world problems, even if they are small in scale. This not only improves understanding but also builds confidence.
Third, we must guide students on the responsible use of technology. Banning tools like AI is neither practical nor useful. Instead, we should teach students how to use these tools to support learning, not replace it. For example, AI can be used to explore ideas, clarify doubts, or improve writing—but the thinking must still come from the student.
Fourth, institutions must regularly update their curricula and strengthen connections with industry. Skills such as communication, teamwork, and critical thinking should be integrated into all programs, not treated as optional extras.
Finally, students themselves need to reflect on their goals. A degree may help in getting an opportunity, but it is skills that help in sustaining a career. Learning may take more effort than memorising, but it is the only way to grow.
India has immense potential. Our students are capable, hardworking, and adaptable. But potential alone is not enough. If our education system continues to focus on degrees over skills, we risk creating a generation that is qualified on paper but unprepared in reality. This is not just an academic issue — it is a National concern. We often talk about India becoming a global leader. That ambition cannot be achieved by producing more graduates alone. It requires producing better learners, better thinkers, and better problem- solvers. The question we need to ask ourselves is simple: Are we educating our students, or are we just certifying them ? The answer will shape the future of our country.
The writer is Asst Prof, Dept of Computer Science & Applications Doctor Harisingh Gour Central University, Sagar M.P.
India proudly calls itself a young Nation. We have one of the largest higher education systems in the world, and every year lakhs of students graduate with degrees in Engineering, Science, Commerce, and Arts. On paper, it looks like we are producing a highly educated workforce ready to take on the future. But as a teacher who interacts with students every day, I see a very different reality. The truth is uncomfortable : many of our students are collecting degrees, not gaining education.
In my classroom, I often notice that students are more focused on “what will come in the exam” than on “what should I understand.” If a topic is not important for marks, it is often ignored. If an assignment can be completed by copying from somewhere, many will not hesitate. The goal, for a large number of students, is simple — pass the exam, get the degree, and move on. Some may argue that students have always been like this. But the situation today is more serious because the system itself is encouraging this behaviour.
Our education system is still largely exam-driven. We reward memory more than understanding. A student who can reproduce answers word by word often scores better than a student who actually understands the concept but cannot present it in a “standard” format. Over time, students learn that marks matter more than knowledge. Naturally, they adjust their efforts accordingly.
One of the biggest consequences of this approach is the lack of basic skills. I teach subjects related to Computer Science, and I regularly come across students who can write code by copying from online sources but struggle to explain what the code actually does. Many are familiar with tools, but not with the logic behind them. This is not just about programming — it reflects a deeper issue. Students are learning “how to get the answer” without understanding “why the answer works.” The situation becomes even more worrying when we talk about employability. We often hear that companies are not finding suitable candidates despite a large number of graduates. From my experience, this is not surprising. When students are trained to focus only on exams, they are not prepared for real-world problems, where there is no fixed answer and no step-by-step guide.
Another major change I have observed in recent years is the impact of technology. Today’s students have access to unlimited information. With a few clicks, they can find answers, solutions, and even complete assignments. Artificial intelligence tools have made this even easier. While these technologies are powerful and can support learning, they are also being misused. I have seen assignments that are clearly not written by the students themselves. The language, the structure, even the examples—everything indi- cates that the work has been generated or copied. When questioned, many students are unable to explain what they have submitted. This is not just a matter of academic dishonesty; it is a missed opportunity to learn. At the same time, I do not blame students alone. We need to honestly look at the system we have created.
Many universities are still following outdated curricula that do not reflect current industry needs. Practical exposure is often limited. Internships, projects, and research are sometimes treated as formalities rather than meaningful learning experiences. Teachers, too, are under pressure —completing the syllabus, handling administrative work, and managing large classes. In such conditions, it becomes difficult to focus on innovative teaching.
There is also a social factor. For many families, a degree is seen as a ticket to a stable job. This belief is understandable, especially in a country where opportunities are limited and competition is high. But this mindset also creates pressure on students to prioritise results over learning.
Despite all these challenges, I want to highlight that not all students are the same. In every class, there are a few students who are genuinely curious, who ask questions, who try to understand concepts deeply. They may not always get the highest marks, but they are the ones who truly learn. Unfortunately, our system does not always recognise or reward such efforts.
So, what can be done ? First, we need to change how we evaluate students. Exams should test understanding, not memory. Questions should encourage thinking, application, and analysis rather than simple reproduction. Even small changes in assessment patterns can make a big difference in how students approach learning.
Second, teaching methods need to evolve. Instead of one-way lectures, we should encourage discussions, problem-solving, and hands-on activities. Students should be given opportunities to work on real-world problems, even if they are small in scale. This not only improves understanding but also builds confidence.
Third, we must guide students on the responsible use of technology. Banning tools like AI is neither practical nor useful. Instead, we should teach students how to use these tools to support learning, not replace it. For example, AI can be used to explore ideas, clarify doubts, or improve writing—but the thinking must still come from the student.
Fourth, institutions must regularly update their curricula and strengthen connections with industry. Skills such as communication, teamwork, and critical thinking should be integrated into all programs, not treated as optional extras.
Finally, students themselves need to reflect on their goals. A degree may help in getting an opportunity, but it is skills that help in sustaining a career. Learning may take more effort than memorising, but it is the only way to grow.
India has immense potential. Our students are capable, hardworking, and adaptable. But potential alone is not enough. If our education system continues to focus on degrees over skills, we risk creating a generation that is qualified on paper but unprepared in reality. This is not just an academic issue — it is a National concern. We often talk about India becoming a global leader. That ambition cannot be achieved by producing more graduates alone. It requires producing better learners, better thinkers, and better problem- solvers. The question we need to ask ourselves is simple: Are we educating our students, or are we just certifying them ? The answer will shape the future of our country.
The writer is Asst Prof, Dept of Computer Science & Applications Doctor Harisingh Gour Central University, Sagar M.P.