Young technology graduates full of potential step into the job market only to find their skills outdated and opportunities limited. This scenario is all too common in India, where despite heavy investments in higher education, a glaring gap has emerged among students, especially in the field of computer science. I call this phenomenon the “cliff effect” as it highlights the sharp decline in the quality of education outside of top technical universities such as the IITs and IIScs. This “cliff” has left many students underprepared and away from cutting-edge advancements, underscoring the need for a comprehensive reform of computer science education in India.
Wasting the Demographic Bonus
65% of India’s population is under the age of 35. Yet many lack the skills necessary to function in a modern economy. A recent economic survey found that roughly half of India’s youth are employable. Another report by NASSCOM noted a significant gap in the employability of Indian engineering graduates. This gap has far-reaching implications, given that India aims to become a $5 trillion economy by 2025.
The quality of computer science education in many Indian educational institutions is far from the standard required in today’s job market. Universities do not update their syllabus frequently, leaving students ill-equipped to keep up with industry demands. Lack of experiential learning and hands-on training further exacerbates the issue. Adding to all these issues is the stagnant salaries offered by some of India’s leading IT companies for entry-level positions. Despite the growth of the industry, the salaries have remained almost unchanged over the years. For instance, a campus placement offer from one of the leading companies is around Rs 350,000 per year, compared to an average of Rs 415,000 per year a decade ago. This stagnation indicates that the value of fresh graduates is not being seen.
Overall, India needs a systematic overhaul of its education and industrial practices.
Beyond just “coding”
Knowing how to code is no longer enough. Thanks to AI, the hiring landscape is rapidly evolving and in the coming years employers will be looking for candidates with deep expertise and a multidisciplinary approach to problem solving. This change is important because technology alone cannot drive innovation. Technology must be complemented by a thorough understanding of the domains to which it is applied. Only then can we develop solutions that effectively address real-world problems.
For example, a programmer with a deep understanding of agriculture can design AI-driven solutions that optimize crop yields, manage pest control, and predict weather patterns to make the agricultural sector more productive and sustainable. Similarly, a programmer with an understanding of pedagogy can develop advanced learning platforms that cater to diverse educational needs, personalize learning experiences, and effectively track student progress.
India stands to benefit greatly from computer scientists who have interdisciplinary skills and do not rely solely on technical knowledge. In that light, integrating interdisciplinary courses in computer science education is important to foster a holistic understanding of technology and its impact on society. It is essential that the next generation of technologists embody the values of responsible and trustworthy AI, and are aware of and proactively address challenges such as privacy, security, and other ethical concerns.
Interdisciplinary Framework
To build a multidisciplinary approach to computer science education in India, it is essential to forge collaborations between universities, industry experts, and policymakers to ensure that curricula are relevant and future-proof. Universities should design programs that include mandatory courses on ethics, data privacy, cybersecurity, and AI. Incorporating case studies and real-life examples from various industries will help students understand the real-life application of their technical skills.
Hands-on training should be the linchpin of this interdisciplinary approach. Internships, live projects and workshops are must-have elements. Establishing partnerships with other academic departments can facilitate interdisciplinary projects and provide a holistic understanding of the impact of technology on various fields. Additionally, universities should create a platform for students to interact with industry experts through guest lectures, mentoring programs and industry-led workshops.
Mozilla Foundation’s Responsible Computing Challenge in India (RCC), supported by USAID, is a great example of this approach. The challenge funds and supports the development of a curriculum that combines computer science with ethics, social sciences, and interdisciplinary knowledge. RCC aims to revolutionize technology and computer science education by embedding responsible computing practices in the education system. By integrating ethics and interdisciplinary approaches into the computer science curriculum, RCC is fostering a more inclusive computing future and a culture of ethical innovation.
Breaking the status quo
Building an interdisciplinary approach in computer science education comes with many challenges. One major obstacle is institutional frameworks that are often entrenched in the status quo. Many institutions resist reform. While most educators are committed to providing the best to their students, a significant number hold onto an “that’s the way it’s always been” attitude, which hampers progress and innovation.
Additionally, convincing parents to think beyond traditional programs is crucial. Many parents understandably want their children to follow “safe,” traditional career paths rather than innovative, interdisciplinary fields. Changing this mindset is essential to giving students diverse educational experiences that equip them with the skills they need for the complexities of the modern workforce.
(Ziv Elias is an AI ethicist, activist, and researcher, and currently serves as India country lead for Mozilla Foundation’s Responsible Computing Challenge)
Disclaimer: These are the personal opinions of the author.
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