employability research for mumbai university students by edusharp

CONTENTS EXECUTIVE SUMMARY ......................................................................................................................................................... 1

OBJECTIVES .......................................................................................................................................................................... 2

WHY EMPLOYABILITY ASSESSMENT .................................................................................................................................... 2

INTRODUCTION TO THE ACTIVITY ....................................................................................................................................... 3

About Rajiv Gandhi Centre for Contemporary Studies, University of Mumbai .............................................................. 3

about edusharp ............................................................................................................................................................... 4

ABOUT MET (My Employability Test) .............................................................................................................................. 4

Skills and Competencies Assessed ................................................................................................................................... 5

Competencies Assessed ................................................................................................................................................... 6

METHODOLOGY ADOPTED OF MET (getmet.in) .................................................................................................................. 8

Pre-Event Activity ............................................................................................................................................................ 8

Actual Event at College .................................................................................................................................................... 8

Post Event Activity ........................................................................................................................................................... 8

DEFINITIONS ........................................................................................................................................................................ 8

EMPLOYABILITY SKILL ANALYSIS .......................................................................................................................................... 9

Overall analysis ................................................................................................................................................................ 9

City-wise analysis ........................................................................................................................................................... 10

Mumbai.......................................................................................................................................................................... 10

Thane ............................................................................................................................................................................. 11

Gender-wise analysis ..................................................................................................................................................... 12

RECOMMENDATIONS / SUGGESTIONS .............................................................................................................................. 14

OUR INTERACTIONS DURING ASSESSMENTS .................................................................................................................... 15

RECOMMENDED CURRICULUM TO BE ADDED .................................................................................................................. 16

ANNEXURE ......................................................................................................................................................................... 17

Disclaimer:

The research analysis provided by edusharp has been generated after conducting the employability assessment on the

students of the colleges affiliated to Mumbai University that participated voluntarily in the Employability Assessment.

The attendance of the students from different streams in most of the colleges was around 30% - 40%. The performance

presented in the research analysis covers only the students/colleges who took the employability assessment. It is

possible that the results might vary if more number of students from every college and stream would have taken the

employability assessment.

www.edusharp.com 1

EXECUTIVE SUMMARY edusharp conducted an Employability Assessment Research for the final year students of graduate and engineering

colleges affiliated to University of Mumbai. This activity was conducted in association with Rajiv Gandhi Centre of

Contemporary studies (RGCSS) of Mumbai University along with the joint participation of Chief Electoral office

Maharashtra and supported by We Empower. The objective of the activity was to understand the current

Employability Quotient of the final year students and driving youth awareness and participation in Democracy with an

Intercollegiate Debate competition and Voter awareness and Registration drive.

The employability assessment will help the students to gauge and understand their overall Employability Quotient,

and Personality Traits which will help them to decide on their functional role. Knowing and understanding their

employability quotient and personality traits is essentially being aware of their current employability quotient and

gain an insight into those skills that need improvement but will also help in assessing the college performance towards

creating employable pool of students.

This report provides an analysis of the employability skills of the graduate and engineering students of the final year

from colleges affiliated to University of Mumbai. 6000+ students across colleges in Mumbai and Thane were assessed.

The analysis includes stream-wise, gender-wise, course-wise and city-wise comparative analysis of the aided, unaided

and engineering colleges. It also includes comparative analysis of maximum, average, mode and median scores across

gender, colleges, city and streams.

The results of the analysis highlight the following points:

Gender-wise: Only 14.13% females and 18.94% males are employable.

Course-wise: Only 9.96% students from aided section, 14.49% from unaided and 40.78% from engineering are

employable. The reason for this stark difference in employability quotient of aided/unaided and engineering

streams is because lower sample size of students as compared to aided / unaided and out of the four

engineering colleges in which the assessment was conducted, three colleges were from Mumbai and one

college from Thane. Overall 16.22% students are employable across different courses. Communication skills

are below average for aided and unaided section, whereas it is average for engineering streams.

Comprehension skills, attention to details, situational analysis, problem solving and lateral thinking are below

average for aided, unaided and engineering sections.

City-wise: Only 17.90% and 10.39% students from Mumbai and Thane are employable respectively.

Verbal reasoning and English usage has been observed as the weakest of the aptitude skills across gender, course and city.

The following recommendations after the analysis are made to develop, improve and enhance the employability skills:

A specialised training programme must be devised and incorporated in the curriculum.

The ratio of practical evaluations should be increased in comparison to theoretical evaluations.

Research-based projects and internships must be made mandatory.

There should be special focus on improving fluency of English and enhancing the communication skills of the

students in the colleges.

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OBJECTIVES 1) To study the overall performance of the colleges across Mumbai and Thane affiliated to Mumbai University.

2) To study the employability quotient of final year graduate and engineering students.

3) To study the aptitude and workplace skills of final year graduate and engineering students.

4) To study the competencies of final year graduate and engineering students.

5) To study the Employability skills Ratio of the participated colleges.

WHY EMPLOYABILITY ASSESSMENT India has one of the biggest assets in comparison to other countries where abundance of young human capital is

concerned. Globalisation has provided many opportunities to this abundant human capital. However, the lack of

essential skills to join the workforce and sustain it is lacking amongst the youth today.

There is a shortage of skilled workforce despite the rise in the education levels of students. There is a huge demand

for students to join the workforce, but India fails to provide to it. Various researches conducted in India support this

fact. This becomes a hurdle to the growth of the economy of the country.

Some of the quotes picked from various surveys conducted recently on young India:

State of the Urban Youth, India 2012 conducted by IRIS Knowledge Foundation and UN HABITAT states that

“In Asia every third person you meet in an Indian city today is a youth. In about seven years the median age in India

will be 29 years, very likely a city-dweller, making it the youngest country in the world.”

“The youth population in the age- group 15-34 years is expected to increase from 353 million in 2001 to 430 million in

2011 and then continue to increase to 464 million in 2021 and finally to decline to 458 million in 2026”.

“Youth population (15-32 years) comprises 35 per cent of the urban population and 32 per cent of the rural

population.”

“If, as the numbers show, an undergraduate degree holder is likelier to be employed today than in 2004-05, but

continues to be less likely to be employed than someone who is illiterate, it points to a persistent gap in the

employability of many educated Indians.”

Knowledge Paper on Skill Development in India, FICCI, 2012

“For India, the difficulty to fill up the jobs is 48%, which is above the global standard of 34% in 2012. The World

Economic Forum indicates that only 25% of the total Indian professionals are considered employable by the organized

sector.”

Report on Employability and Skill Set of newly graduated engineers in India conducted by The World Bank, 2011

“64% of employers are only somewhat satisfied or worse with the current engineering graduate skills.”

It is essential to bridge this gap of education versus employability in order to enhance the growth of the economy of

the country. To enhance the employability skills, it is first essential to identify the areas of concerns amongst the

various skills for which the Employability Assessment is essential. After the assessment, a training programme can be

devised for the enhancement of the skills and lessen the areas of improvement.

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INTRODUCTION TO THE ACTIVITY This activity was conducted in association with Rajiv Gandhi Centre of Contemporary studies (RGCSS) of Mumbai

University along with the joint participation of Chief Electoral office Maharashtra and supported by We Empower. The

objective of the activity was to understand the current Employability Quotient of the final year students and driving

youth awareness and participation in Democracy with an Intercollegiate Debate competition and Voter awareness and

Registration drive.

Time frame of Activity: 16th December 2013 to 31st January 2014

About Rajiv Gandhi Centre for Contemporary Studies, University of Mumbai

In the year 2006, the Government of India had decided to honor the contribution of our Late Prime Minister, Hon’ble

Shri Rajiv Gandhi by establishing Rajiv Gandhi Chair in Contemporary Studies in the University of Mumbai. This was

also significant as the University celebrated its 150th year. The Ministry of Human Resource Development through the

University Grants Commission, New Delhi has given financial assistance to the University for Establishment of the

Chair, which has now evolved into an autonomous Centre of the University.

The Centre works within the broad theme of Globalization, Democracy and Development. The areas of interest are

primarily on the theme of Panchayati Raj and Local Governance, Impact of Technology on Society, Secularism &

Nation Building along with other areas of work such as Tribal Development, Social Justice, Livelihood and Food

Security, Women’s Empowerment, Eco-System and Sustainable Development, Nuclear Disarmament and Peace

Studies, Protection of Child Rights.

The Centre at present is headed by Dr. Chandrakant Puri as Chair Professor. As a part of the centre’s activities, Dr.

Chandrakant Puri had organized an Inter Collegiate Debate Campaign, Voter Awareness Drive and Employability Test,

which was driven from 16th December 2013 to 31st January 2014 in joint participation with the Chief Electoral Office –

Maharashtra and supported by We Empower for the Debate Voter Registration drive at colleges along with Debate

competition. The key objective of the Debate competition was to have youth participation in democracy.

The following are the functions of the Centre:

To coordinate and to provide a think tank in the area of studies, drawing expertise and inputs from academic

experts from other sectors like Government and other national/international NGOs.

To provide a forum for inter university/intercollegiate Post Graduate and research level dialogues, discussion

meetings, summer/winter institutes, involving other Universities/autonomous Institutions/PG Centres.

To design and execute capacity-building programmes for teachers in higher education focused on the

designated discipline of the Centre.

To strengthen the role of Universities/Academics in Public Policy making.

To conduct short-term courses in the concerned disciplines.

Publication of proceedings.

Being an inter-disciplinary social science research centre, the RGCCS has registered 14 doctoral scholars so far who are

working on various themes of contemporary relevance. 07 of them have already submitted / awarded degrees and

many more are in the process of registering for their doctoral degree at the Centre.

Besides, the Centre is currently engaged in several research, consultancy and is in dialogue with many organizations

for collaboration and support in academic and research activities so that it can fulfil its dream of being a ‘Centre for

Excellence’.

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about edusharp: A young person’s transition into the ‘world of work’ marks one of the most important milestones in his or her life.

Reaching and crossing this milestone is influenced by numerous socioeconomic, cultural and psychological forces.

In some families, it is the culmination of a process of being prepared and educated, allowing the young person to

make this transition from a position of strength. In other families, socioeconomic forces forestall such preparatory

efforts and the young person may have to enter the “world of work” from a position of disadvantage.

The transition in to the “world of work” for the graduate, marks one of the most important milestones in life, but the

path to a long and successful career is not guaranteed solely by the receipt of a graduation certificate.

One of the imbalances identified is solely due to the mismatch between the knowledge acquired while studying and

the employable skills and competencies needed at the workplace, which is experienced personally by the core team

members at edusharp.

edusharp was founded with a strong focus on developing human capital for the new age businesses, aiming to

enhance experiential knowledge, attitude and skills amongst fresh graduates by imparting requisite workplace skills

with other critical domain knowledge gained through hands-on learning, not only to gain employment but to also

succeed in their careers.

ABOUT MET (My Employability Test) While our country has a huge problem of unemployment, India Inc. today is faced with a shortage of talent with the

requisite skills and mapping the competencies required for the functional role.

Preparation for the workplace begins at a very early age. Many people probably do not realise this when they actually

begin their education to obtain recognisable qualifications/certifications. What many students fail to realise is that the

day they leave the formal education is not the end of their formal learning. If they are looking to get the most out of

their future career; this is only the very beginning.

We at edusharp have introduced a psychometric and skill assessment tool to measure the employability quotient and

competencies of the students in the final year who would be heading towards their career success in the “World of

Work”. This will not only help the student to gauge and understand their current employability quotient and

personality traits, but also help them on deciding their functional role based on the competency report.

Knowing and understanding their employability quotient and personality traits is essentially being aware of their

current employability quotient and gain an insight into those skills that needs improvement. For example, they may

have strong problem solving skills and lateral thinking ability but may not be as adept with communication skills or

influencing other people from a peer group. Embarking on the employability quotient will give them an advantage

over their peers, simultaneously providing employers with a better notion of their employable skills and potential in

the workplace scenario. This will also offer an opportunity to identify how they can improve their skills and

employment opportunities.

edusharp aims to make identify these students the preferred resources, with organisations in turn utilising “ready-to-

employ” talent through a scientific assessment tool to measure the employability quotient and the required

competencies for the role, thereby reducing attrition levels.

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Skills and Competencies Assessed

Aptitude Skills Workplace Competencies

Verbal Reasoning: It is the ability to comprehend and reason with words and to think logically. It is the ability to understand analogies and analyse written information.

Logical Reasoning: It is the ability to infer conclusions based on facts or assumptions. It is an ability to judge a problem and take decisions to solve the problem. This ability is essential to take decisions based on facts (or assumptions when facts are not available).

Numerical Ability: It is the ability to reason with numbers and to deal intelligently with quantitative measures. This ability is essential as technical trainability and problem solving is directly correlated to quantitative measures.

Non Verbal Reasoning: It is the ability to understand and analyse visual information and solve problems using visual reasoning. It is an ability needed to analyse and solve complex problems without relying upon or being limited by language skills.

English Usage: It is the ability to use correct grammar and to use English language appropriately. This ability is essential as fluency of language is a must to communicate ideas and thoughts to solve problems.

Data Interpretation: It is the ability to assign meaning to the collected information and determining the conclusions, significance and implications of the findings.

Communication skills: The most basic and essential skill to make an entry into the corporate world and climb the success ladder to become an effective team member and eventually a leader.

Comprehension skills: It is a skill essential to sustain in the corporate world as it indicates one’s pace of learning and thus getting the work completed in time.

Attention to details: Attention to details and observational skills are very essential to achieve accuracy at the workplace.

Situational analysis: It is a skill that is necessary to face any difficult situation at the workplace and be able to solve them successfully.

Problem solving: It is a skill to be able to solve complex problems by analysing and interpreting information for effective problem solving and decision making.

Lateral thinking: It is a skill that makes one think creatively to a problem, and thus be able to be more efficient and effective than the other members at the workplace.

Time management: In this competitive world,

corporates require individuals who can work not faster, but smarter. This skill is the most essential to be able to prioritize tasks, delegate work (when required) and increase productivity at the workplace.

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Competencies Assessed

Description LOW (Score range 1 to 4)

Average (Score 5 - 6)

Description HIGH (Score range 7 to 10)

Introvert: People who score low on this factor tend to be stiff, sceptical, and aloof. They like things rather than people, working alone, and avoiding compromises of viewpoints. They are likely to be precise and "rigid" in their way of doing things and in their personal standards. In many occupations these are desirable traits. They may tend, at times, be critical, obstructive, or hard.

Introvert v/s Extrovert

Extrovert: People who score high on this factor tend to be good-natured, easy-going, emotionally expressive, ready to cooperate, attentive to people, soft-hearted, kind, adaptable. They like occupations dealing with people and socially impressive situations, and they readily form active groups. They are generous in personal relations, less afraid of criticism, and better able to remember names of people.

Reactive: The person who scores low on this factor tends to be low in frustration tolerance for unsatisfactory conditions, changeable, evading necessary reality, demands, fretful, easily annoyed and emotional and active in dissatisfaction.

Reactive v/s Emotionally stable

Emotionally Stable: The person who scores high on this factor tends to be emotionally mature, stable, realistic about life, unruffled, better able to maintain solid group morale.

Accommodating: Individuals scoring low on this factor tend to give way to others, to be docile, and to conform. They are often dependent, confessing, and anxious for obsessional correctness. Accommodating

v/s Dominating

Dominating: High scores on this factor tend to be interested in intellectual matters and to have doubts on fundamental issues. They are sceptical and inquiring regarding ideas, either old or new. Usually they are more well informed, less inclined to moralise, more inclined to experiment in life generally, and more tolerant of inconvenience and change.

Opportunist: People who score low on this factor tend to be unsteady in purpose. They are often casual and lacking in effort for group undertakings and cultural demands. Their freedom from group influence may lead to antisocial acts.

Opportunist v/s Rule Conscious

Rule Conscious: People who score high on this factor tend to be exacting in character, dominated by sense of duty, persevering, responsible, "fill the unforgiving minute." They are usually conscientious and moralistic, and they prefer hard-working people to witty companions.

Forthright: Individuals who score low on this factor have a lot of natural warmth and a genuine liking for people. They are uncomplicated, sentimental, and unvarnished in their approach to people.

Forthright v/s Private

Private: The person who scores high on this factor tends to be polished, experienced, and shrewd. Their approach to people and problems is usually perceptive, hard-headed, and efficient - an unsentimental approach to situations, an approach akin to cynicism.

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Description LOW (Score range 1 to 4)

Average (Score 5 - 6)

Description HIGH (Score range 7 to 10)

Self-Assured: A person who scores low on this factor tends to be unruffled and to have unshakeable nerve. They have a mature, unanxious confidence in themselves and their capacity to deal with things. They can, however, be secure to the point of being insensitive to the feedback of others.

Self-assured v/s Apprehensive

Apprehensive: The person who scores high on this factor has a strong sense of obligation and high expectations of themselves. They tend to worry and feel anxious and guilt-stricken over difficulties. Often do not feel accepted in groups or free to participate.

Traditional: Low scorers on this factor are confident in what they have been taught to believe, and accept the "tried and tested", even when something else might be better. They are cautious and compromising in regard to new ideas. Thus, they tend to oppose and postpone change, are inclined to go along with tradition, are more conservative in religion and politics, and tend not to be interested in analytical "intellectual" thought.

Traditional v/s Open to Change

Open to Change: High scores on this factor tend to be interested in intellectual matters and to have doubts on fundamental issues. They are sceptical and inquiring regarding ideas, either old or new. Usually they are more well informed, less inclined to moralise, more inclined to experiment in life generally, and more tolerant of inconvenience and change.

Group-Oriented: Individuals who score low on this factor prefer to work and make decisions with other people and like and depend on social approval and admiration. They tend to go along with the group and may be lacking in individual resolution. They are not necessarily gregarious by choice; rather they might need group support.

Group-oriented v/s Self-Reliant

Self-Reliant: Individuals, who score high on this factor are temperamentally independent, accustomed to going their own way, making decisions and taking action on their own. They discount public opinion, but are not necessarily dominant in their relations with others; in fact, they could be hesitant to ask others for help. They do not dislike people, but simply do not need their agreement or support.

Carefree: People who score low on this factor will not be bothered with will control and have little regard for social demands. They are impetuous and not overly considerate, careful, or painstaking. They may feel maladjusted in controlled environment.

Carefree v/s Controlled

Controlled: People who score high on this factor tend to have strong control of their emotions and general behaviour, are inclined to be socially aware and careful, and evidence what is commonly termed "self-respect" and high regard for social reputation. They sometimes tend, however, to be perfectionistic and obstinate.

Relaxed: Individuals who score low on this factor tend to be sedate, relaxed, composed, and satisfied (not frustrated). In some situations, their over satisfaction can lead to being laid back and low performance, in the sense that low motivation produces little trial and error.

Relaxed v/s Tense

Tense: Individuals who scores high on this factor tend to be tense, restless, fretful, impatient, and hard driving. They are often fatigued, but unable to remain inactive. Their frustration represents an excess of stimulated, but un-discharged, drive. Extremely high tension level may disrupt their work performance.

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METHODOLOGY ADOPTED OF MET (getmet.in) MET was conducted across colleges affiliated to Mumbai University from 16th December 2013 to 31st January 2014.

The conduction of it happened in the following three steps:

Pre-Event Activity The colleges shortlisted for the employability assessment were randomised to avoid a biased result. Out of the

hundred shortlisted colleges, thirty colleges allotted the MET team the time to conduct the assessment for their

final year students. The Principal and/or Vice-Principal/TPO were visited in the college. All the letters related to

the campaign were submitted and acknowledgement was taken from the college administration. The activity

events and process was explained. Confirmation on the number of final year students who would be appearing

for the employability assessment was taken. Confirmation on availability of auditorium and classrooms for the

conduction of MET as per the number of students was taken.

On confirmation from the college: i. Contact list and Calendar of the event were updated ii. Posters were sent to the college iii. A day prior to the conduction of employability assessment, a member from MET would contact the

concerned person at the college for confirmation of the assessment, number of students and number of classes required.

Actual Event at College: On the scheduled day for the assessment, the MET team oriented the students who had assembled for the

assessment on the importance of the assessment. The students were allowed to leave the class if they found the

assessment to be irrelevant, and only those students who voluntarily and willingly wanted to take the test were

assessed. This was done to maintain the authenticity of the results and not let it get affected due to any

confounding factors. After the orientation, the assessment was conducted. The duration of the test was 90

minutes. The invigilators monitored the assessment throughout the 90 minutes. At the end of the assessment,

the MET facilitator met the coordinator, gave a brief about the day’s proceedings and informed about the

college/student report that the update would be given to them once the report is ready.

Post Event Activity: Students’ demographic information and the answer sheets were scanned into the system for the report

generation, following which the skills and competencies of the students were scored by our portal

myemployabilitytest.com The Report for all the colleges participated was generated, and submitted to the Chair

Professor of RGCCS Dr. Chandrakant Puri for approval before publishing. Individual students report will be

generated, and every student will receive a notification on their email address with the log in ID and password.

Every college would be given a complete analysis report which would be a comparative study of students within a

particular stream, inter-stream on all the skills measured with the areas of improvement for the college.

DEFINITIONS 1. Needs Development: These are the students who are currently not employable.

2. Needs Improvement: These are the students, who have some workplace skills but need to improve.

3. Borderline: These are the students, who have moderately better employability quotient and workplace skills

but need to work on certain skills to be absolutely employable.

4. Employable: These students have the required workplace skills to be employable.

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EMPLOYABILITY SKILL ANALYSIS

OVERALL ANALYSIS

Our Observations: 6,111 students were assessed overall for

employability skills. 50.70% students assessed require specialised

training and development to develop their employability skills.

20.90% students assessed need to improve their skills to be employable.

Only 16.22% students assessed are employable. 33.09% students assessed have some

employability skills but they need to improve on their skills to be absolutely employable.

Our Observations:

Aided section lacks the necessary employable skills as compared to Unaided and Engineering students.

Unaided streams like BAF, BFM, BMM and BMS have better employability quotient than the aided section of

B.A., B.Com and B.Sc Students.

From the aided section, B.Sc students have better employability skills as compared to B.Com and B.A.

Engineering students are more employable than graduate students.

B.Sc. (IT/CS) students have scored very poor compared to other unaided sections.

B.Com students have scored very poor as compared to the other aided and unaided sections.

This difference in employability quotient of aided/unaided and engineering streams is because lower sample

size of students as compared to aided / unaided.

Out of the four engineering colleges assessed for employability skills, three colleges were from Mumbai and one

college from Thane.

Production Engineers have good employable skills but the sample size is very low (16), hence they should be

ignored altogether in comparison to other streams.

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CITY WISE ANALYSIS

MUMBAI

Our Observations: 4,744 students were assessed in Mumbai. 49.22% of students assessed in Mumbai are

unemployable and need specialised training to develop their employability skills.

Only 17.90% of students assessed are employable from Mumbai region.

33.09% of students assessed have some employability skills but they need to improve to become absolutely employable.

Students from engineering are more employable than other aided and unaided sections.

Students from Computer Science, E&TC and Electronics are more employable

61.25% from aided section students require specialised training to develop their employability skills

comparedto 50.45% students from unaided section and 11.54% students from engineering.

Only 10.86% students from aided section are employable compared to 14.44% students from unaided section

and 46.63% students from engineering.

It seems that students from production engineering have scored better than all other streams, but number of

students who took MET are very less (16) from production engineering.

B.Sc. (IT/CS) students scored poorly in the assessment.

From Mumbai, both arts and commerce students have scored low on employability quotient.

Unaided streams like BAF, BBI, BFM, BMM and BMS scored better than aided streams like B.A. and B.Com.

Our Observations:

More than 50% students from B.Com, B.Sc. (IT/CS) and BBI require specialised

training to develop their employability skills.

More than 30% students from B.A., B.Sc., BAF, BMM and BMS have some

employable skills, but they need to work on their skills to be absolutely

employable.

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THANE Our Observations:

1,367 students were assessed in Thane. 55.82% of students assessed are unemployable

and need specialised training to develop their employability skills.

Only 10.39% of students assessed are employable 33.79% of students assessed have some

employability skills but need improvement to become absolutely employable.

More than 50% students from B.A., B.Com, BMM and BBI require specialised training to develop their

employability skills. More than 30% students from B.Sc., BAF, BMM and BMS have some employable skills, but they need to work on

their skills to be absolutely employable. Students from engineering need to work on their skills if they want to be as employable with their counterparts

from Mumbai. 65.10% students from aided section require specialised training to develop their employability skills compared

to 45.67% students from unaided section and 37.35% students from engineering. Only 7.90% students from aided section are employable while 14.66% students from unaided section are

employable. 46.63% students are employable in Mumbai as compared to 11.45% in Thane because of the difference in the

socio economic background of the students, which means the colleges in outskirts of Mumbai need to focus more on student development than Mumbai.

Arts students are less employable in Thane compared to Commerce students, whereas in Mumbai Commerce students are less employable compared to Arts students.

B.Sc. and B.Sc.(IT/CS) students from Thane have performed well but number of students are very less i.e. 6 and 9.

Our Observations:

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GENDER WISE ANALYSIS

Our Observations: 14.13% of female students assessed are

employable as compared to 18.94% Male students.

33.15% of female students assessed have some employability skills but need improvement to be employable.

52.72% of female students assessed are unemployable currently and require specialised training to be employable.

60.86% female students assessed are

unemployable and require specialised training to develop their employability skills.

Only 10.58% of female students assessed are employable from the aided section.


47.73% female students assessed are unemployable currently which is over 13% lesser than the aided section.

Only 13.80% of female students assessed are employable from the Un-aided section.


16.81% female engineers assessed in

engineering section are unemployable as compared to 60.86 and 47.73% in the aided and unaided section respectively.

36.41% of female engineers assessed are employable from the engineering section.

46.78% of female engineers assessed have some employability skills but need improvement to be employable.

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18.94% of male students assessed are employable, whereas 81.06% are unemployable.

33% of male students assessed have some employability skills but need improvement to be employable.

48.06% of male students assessed are unemployable currently and require specialised training to be employable.

62.37% of male students assessed are

unemployable and require specialised training to develop their employability skills.

Only 8.93% of male students assessed are employable from the aided section as compared to 15.43% of unaided.

28.70% of male students assessed have some employability skills but need improvement to be employable.

51.29% of male students assessed are

unemployable as compared to 62.37 of aided section.

Only 15.43% of male students assessed are employable from the aided section as compared to 8.93 of aided.

33.28% of male students assessed have some employability skills but need improvement to be employable.

43.21% of male engineers assessed are employable as compared to 8.93% and 15.43% of aided and unaided section respectively.

Only 15.29% of male engineers assessed are unemployable.

31.50% of male engineers assessed have some employability skills but need improvement to be employable.

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RECOMMENDATIONS / SUGGESTIONS During our interactions with the various college authorities before/during/after the conduction of MET, there were

certain observations made by the MET team. We have enlisted those observations in the following recommendations:

1) The initiative of the Employability Assessment by the University was appreciated by most of the colleges. It

was a suggestion that this assessment should be held every year. This would help the students to discover

their skills and competencies, and it would help the college in discovering the employability quotient of their

students stream-wise which would help them to facilitate the development of the various streams and the

college performance.

2) Skill development of students should be focussed on by the University. The regular curriculum should include

a section on skill development which should be implemented throughout the colleges in a standardised

format.

3) The assessments of the skill development curriculum should be made practical, and not theoretical. It should

be an objective assessment, not subjective. The assessment should be made keeping the industry standards in

mind, and not the individual capabilities.

4) The number of ‘Corporates-on-Campus’ should be increased. Corporates should be invited not only for the

recruitment process, but various industry experts should be invited for guest lectures on various topics.

5) There should be interactive forums between colleges and corporates introduced, and the faculty who is

responsible to attend a forum should compulsorily attend it and pass on the valuable information to the other

faculty and students (whenever required).

6) The curriculum requires a regular revision in order to make it more applicable to the current industry

requirement.

7) The grading system should be transitioned from a theoretical one to a practical one with research-based

assignments. Case studies and situation analysis should be made an integral part of evaluations.

8) The lectures for students in the college do not extent beyond 4 to 5 hours, whereas the corporate world

operates on a minimum of nine hourly shifts. To get the students adapted to this culture, and not experience a

sudden change in their routine when they start working, they should be used to utilising eight hours on a daily

basis for their projects, assignments and tutorials.

9) Internships should be made compulsory for undergraduate students of every stream which would help

students to get practical knowledge from the industry and respect the ‘World of Work’ even before they

graduate, making them more professional in their approach when they start working.

10) Workplace skills should be incorporated into the curriculum as a distinct subject, the evaluations for which

should be practical. There are some colleges who have independently started this course, but if the protocol is

initiated from the University, it would be uniformly accepted and adopted by the colleges. Kindly refer to the

annexure for details of the important training topics to enhance Workplace skills.

11) The Training & Placement committee of every college should compulsorily conduct training programmes on

resume writing, group discussions, interview skills, corporate grooming and building aptitudes for the final

year students.

12) Some of the colleges have adopted and follow their teaching methodology in Hindi and Marathi. This should

be curbed because though this aids in learning, at the same time it also stunts the growth of a student. The

corporate industry requires the learning to be transferred in English, and not in any other language.

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13) Communicating fluently in English is a skill which develops only through practice. There should be some

special provision for students who enter college from vernacular medium schools to learn and eventually

master English speaking. This special provision will entail them to walk together with the advantaged ones,

and not suffer due to the lack of fluency in English language.

14) There should be a dress code implemented in colleges, so that the students experience corporate dressing

culture right from college. A uniform may necessarily not be implemented, but a formal dressing code from

Monday to Friday and a casual dressing code on weekends would serve the purpose.

15) The teaching methodology should include more tutorials, assignments and projects. Students should be asked

to give presentations on their projects which would give them a platform for public speaking and help them to

build confidence and enhance public speaking skills.

16) Most of the professors join the field of education directly after they complete their post-graduation, and do

not have a corporate exposure. There should be refreshment courses for professors too from the industry

experts. This will help them to cite examples and illustrations in their lectures.

17) There should be assessments conducted at regular intervals for the college faculty. This would increase

awareness, induce introspection and facilitate individual growth.

18) Faculty development programmes should be initiated and implemented for the professors in order to

facilitate their individual growth.

OUR INTERACTIONS DURING ASSESSMENTS Prof. Shubhada Deshpande, Asst. Professor, Vikas college of Arts, Science & Commerce “In spite of having received many years of formal teaching in English as a second language, many of the students from regional medium background are unable to communicate in the English language. This is because of poor exposure to English in their surroundings, a fear of the ‘foreign tongue’ and a lack of confidence which leads to their poor presentation in English language.” Dr Sam Skariah, Vice Principal, Wilson College

“During my interactions with various corporates over the years, I have received a feedback that the graduates who

join work force aren’t equipped with the basic essential skills required at work. This becomes the main reason for

attrition for the corporates and lack of job opportunities for the students. I thought of facing this challenge in my

college by devising a programme on workplace skills for students who have the potential to excel, but stumble due to

less/limited exposure and awareness. This programme has been devised by taking inputs from the corporate industry

and is conducted over a span of a year. Internship is compulsory to be pursued during the Diwali break, and open

forums with corporates are also an essential component of this programme. I have seen positive results of this

training programme benefitting the students, and I would encourage other colleges also to initiate such programmes.”

Dr. Nandita Roy, Principal, Vivek College

“I think the students today are not aware of the importance that skills play in getting selected for a job and climbing the ladder of corporate success. Communication skill is a major concern that I have found amongst the students, along with the other essential employability skills. A practical programme should be devised and incorporated into the curriculum which would develop the students holistically and improve their chances of getting employed.”

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RECOMMENDED CURRICULUM TO BE ADDED

Smart Connect Modules Outcome

Smart Communication

Understanding communication Verbal and non-verbal

communication Listening and communication Spoken English Business conversation Written English & Business writing Email etiquette Telephone etiquette Public speaking & Presentation

skills

At the end of the session,

participants would be able

to:

Develop effective communication

Develop the correct body language for positive results.

Understand the importance of conviction and passion in communication

Smart Aptitude

Numerical ability English Usage Logical Reasoning Verbal Reasoning Data Interpretation Non-verbal Reasoning

At the end of the session, participants would be able to:

Candidate will be able to

understand the art of solving the aptitude tests used at time of placement

Smart Resume

Types of resumes Key elements of a resume Using impactful language Drafting a Covering Letter Standard Resume Formats Practising Resume Writing



to:

Apply the resume writing skills to write an effective resume.

Smart Discussion

Group Discussion Basics Purpose of GD Difference between GD and a

debate Key parameters of GD Required Skills in a Group

Discussion Types of GD Phases of GD GD mantras Practice Sessions



to:

Apply the group discussion skills learnt.

With the skill to start the conversation on topic

Smart Interviews

Understanding Interview Process Researching Basics Tips for Interviews Tips for Post Interview Practice Sessions



to:

Apply the technics of interviewing skills and learn the art of steering an interview

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ANNEXURE

STREAM WISE ANALYSIS – APTITUDE SKILLS

Comparative analysis of the skill quotients across different skills for B.A students: Logical Reasoning, English Usage, Data

Interpretation, Communication Skills are the relatively stronger areas of the assessed B.A. students.

Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed B.A. students.

Comparative analysis of the skill quotients across different skills for B.Com students: Data Interpretation and English Usage

are the relatively stronger areas for the assessed B.Com students.

Verbal Reasoning, Logical Reasoning , Numerical Ability, Non Verbal Reasoning, Communication Skills, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed B.Com students.

Except for Data Interpretation and

English Usage, the assessed B.Com students need to improve in all other skills.

Comparative analysis of the skill quotients across different skills for B.Sc. students: Logical Reasoning, Data Interpretation,

Communication Skills and English Usage are the relatively stronger areas for the assessed B.Sc. students.

Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed B.Sc. students.

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Comparative analysis of the skill quotients across different skills for B.Sc. (IT/CS) students: Logical Reasoning, Communication Skills

and English Usage are the relatively stronger areas for the assessed B.Sc. (IT/CS) students.

Verbal Reasoning, Data Interpretation, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed B.Sc. (IT/CS) students.

B.Sc. (IT/CS) students end up competing with engineers, so they need to work harder on their skills or pursue post-graduation to be at par with engineering students.

Comparative analysis of the skill quotients across different skills for BFM students: English Usage, Data Interpretation and

Communication Skills are the relatively stronger areas for the assessed BFM students.

Logical Reasoning, Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed BFM students.

Comparative analysis of the skill quotients across different skills for BAF students: Logical Reasoning, English Usage, Data

Interpretation and Communication Skills are the relatively stronger areas for the assessed BAF students.

Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed BAF students.

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Comparative analysis of the skill quotients across different skills for BBI students: English Usage, Data Interpretation and

Communication Skills are the relatively stronger areas for the assessed BBI students.

Verbal Reasoning, Logical Reasoning , Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed BBI students.

Comparative analysis of the skill quotients across different skills for BMM students: English Usage, Data Interpretation,

Logical Reasoning and Communication Skills are the relatively stronger areas for the assessed BMM students.

Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed BMM students.

Comparative analysis of the skill quotients across different skills for BMS students: English Usage, Data Interpretation,

Logical Reasoning and Communication Skills are the relatively stronger areas for the assessed BMS students.

Verbal Reasoning, Numerical Ability, Non Verbal Reasoning, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed BMS students.

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Comparative analysis of the skill quotients across different skills for Bio Medical Engineering students: The number of students was very less for

Bio Medical Engineering (21).

English Usage, Data Interpretation, Non Verbal Reasoning, Logical Reasoning and Communication Skills are the relatively stronger areas for the assessed Bio Medical Engineering students.

Verbal Reasoning, Numerical Ability,

Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed Bio Medical Engineering students.

Comparative analysis of the skill quotients across different skills for Chemical Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning and Communication Skills are the relatively stronger areas for the assessed Chemical Engineering students.

Verbal Reasoning, Numerical Ability, Comprehension, Attention to Details, Problem Solving, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed Chemical Engineering students.

Comparative analysis of the skill quotients across different skills for Computer Science Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving and Communication Skills are the relatively stronger areas for the assessed Computer Science Engineering students.

Verbal Reasoning, Numerical Ability, Comprehension, Attention to Details, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed Computer Science Engineering students.

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Comparative analysis of the skill quotients across different skills for E&TC Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Numerical Ability, Comprehension, Attention to Details, Situational Analysis and Communication Skills are the relatively stronger areas for the assessed E&TC Engineering students.

For E&TC Engineering students Verbal Reasoning and Lateral Thinking are the relatively weaker areas for the assessed E&TC Engineering students.

Comparative analysis of the skill quotients across different skills for Electronics Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Numerical Ability, Attention to Details, Situational Analysis and Communication Skills are the relatively stronger areas for the assessed Electronics Engineering.

Verbal Reasoning, Comprehension and Lateral Thinking are the relatively weaker areas for the assessed Electronics Engineering students.

Comparative analysis of the skill quotients across different skills for Information Technology Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Attention to Details, Situational Analysis and Communication Skills are the relatively stronger areas for the assessed Information Technology Engineering students.

Verbal Reasoning, Numerical Ability, Comprehension and Lateral Thinking are the relatively weaker areas for the assessed Information Technology Engineering students.

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Comparative analysis of the skill quotients across different skills for Instrumentation Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Attention to Details, Situational Analysis and Communication Skills are the relatively stronger areas for the assessed Instrumentation Engineering students.

Verbal Reasoning, Numerical Ability, Comprehension and Lateral Thinking are the relatively weaker areas for the assessed Instrumentation Engineering students.

Comparative analysis of the skill quotients across different skills for Mechanical Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Attention to Details and Communication Skills are the relatively stronger areas for the assessed Mechanical Engineering students.

Verbal Reasoning, Numerical Ability, Comprehension, Situational Analysis and Lateral Thinking are the relatively weaker areas for the assessed Mechanical Engineering students.

Comparative analysis of the skill quotients across different skills for Production Engineering students: English Usage, Data Interpretation, Non

Verbal Reasoning, Logical Reasoning, Problem Solving, Attention to Details, Numerical Ability, Comprehension, Situational Analysis, Lateral Thinking and Communication Skills are the relatively stronger areas for the assessed Production Engineering students.

Verbal Reasoning is the only weaker area but the number of assessed students is also less in Production Engineering.

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CITY WISE ANALYSIS – APTITUDE SKILLS

CITY WISE – AIDED

Comparative analysis of the maximum, average and mode scores of aided streams across Mumbai and Thane: The overall aptitudes of the students in Mumbai and Thane are not well developed. While some students managed to score maximum possible marks from both Mumbai and Thane, but except

for Data Interpretation (DI) performance in other aptitude skills is weak. The average score for English Usage (EU) is more than 20% but maximum students from Thane have scored

less than 5%. The average score for Nonverbal Reasoning (NVR) is close to 20% but maximum students from both Mumbai

and Thane have scored less than 5%. In case of Verbal Reasoning (VR), average scores are less than 15% but more number of students from Thane

managed to score more than 20%. For students in Thane, English Usage (EU) is well developed compared to Verbal Reasoning (VR) whereas in

Mumbai it is vice-versa.

CITY WISE – UNAIDED

Comparative analysis of the max, average and mode scores of unaided section across Mumbai and Thane: While some students managed to score maximum possible marks from both Mumbai and Thane, but

except for Data Interpretation (DI) performance in other aptitude skills is weak. For students in Mumbai, Data Interpretation (DI) is clearly a stronger area. Number of students scoring 0 in Verbal Reasoning (VR) is more in Mumbai compared to Thane. For unaided section, English Usage (EU) is better developed compared to Thane. Different socio-economic background from Mumbai and Thane can be a primary reason for this.

CITY WISE – ENGINEERING

Comparative analysis of the maximum and average scores of engineering stream across Mumbai and Thane: Maximum scores in all the aptitudes in Mumbai scored is 100%, whereas in Thane it is not for VR and LR. The average scores of Mumbai are higher than Thane in all the aptitudes. While average scores in all the aptitudes are above 15%, more number of students scored 0 in Verbal and

Nonverbal Reasoning (VR and NVR) and Data Interpretation (DI).

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CITY WISE – MAXIMUM APTITUDE SCORES

Comparative analysis of the maximum scores of aided, unaided and engineering section between Mumbai and Thane: VR and EU of students from aided section in Mumbai are higher in comparison to Thane. VR and EU of students from unaided section in Mumbai are higher in comparison to Thane. VR of students from engineering section in Mumbai is higher in comparison to Thane. It can be inferred that VR and EU are concern areas for Thane city as compared to Mumbai.

CITY WISE – AVERAGE APTITUDE SCORES

Comparative analysis of the average aptitude scores of aided, unaided and engineering section between Mumbai and Thane: It is observed that students have scored above 40% in Data Interpretation (DI). Students in Mumbai have scored better compared to Thane from aided section. Students in Mumbai have scored better compared to Thane from engineering section. Students in Mumbai have scored higher in Logical Reasoning (LR), English Usage (EU) whereas students in Thane

have scored higher in Verbal Reasoning (VR), Nonverbal Reasoning (NVR) and Data Interpretation (DI).

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WORKPLACE SKILLS

CITY WISE – AIDED

Comparative analysis of the maximum, average and mode scores of aided streams across Mumbai and Thane: The maximum scores of Mumbai and Thane for PS and LT is 10, but in case of other skills no student scored 10. The maximum score for CS is 9.4 in Mumbai and 8.2 in Thane. The maximum score for CMP is 8.1 in Mumbai and only 5.5 in Thane. The difference in the average scores of the workplace skills across Mumbai and Thane is not very high. Both from Mumbai and Thane more number of students have scored 0 in comprehension (cmp) and situational

analysis (sa). Students from Thane have scored poorly in communication skills (cs) and attention to details (atd).

CITY WISE – UNAIDED

Comparative analysis of the maximum and average scores of unaided section across Mumbai and Thane: The maximum scores of Mumbai and Thane for Communication Skills (CS) is 10, but no student has scored 10 in other

sections. The maximum score of Comprehension (CMP) in Mumbai is 8.0 whereas in Thane is only 5.8. The average CS scores in Mumbai are slightly higher than Thane, i.e. 3.6 in Mumbai whereas in Thane it is 3.3. The average employability quotient in Thane is a little higher than Mumbai, i.e. 2.4 in Thane whereas in Mumbai is

2.3. Both from Mumbai and Thane more number of students have scored 0 in CMP and Situational Analysis (SA).

CITY WISE – ENGINEERING

Comparative analysis of the maximum and average scores of engineering stream across Mumbai and Thane: Mumbai and Thane both have scored 10 in communication skills, whereas in other sections it is below 10. The average scores of Mumbai are higher than Thane in all the skills. The average scores of CMP, Attention to Detail (ATD), SA, Problem Solving (PS) and LT in Thane are very low

in comparison to Mumbai. The average employability quotient in Mumbai is approximately 1.5 times higher than that in Thane. Both from Mumbai and Thane more number of students have scored 0 in LT.

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GENDER WISE ANALYSIS - APTITUDE SKILLS

AIDED - MALE & FEMALE – MAXIMUM/AVERAGE/MODE

Comparative analysis of the aptitude scores of males and females in aided sections: Females in the aided section have scored more or equal to males in the aided section in case of maximum scores,

whereas the average scores for females and males is almost the same. It can also be observed that the maximum score in LR, NA, NVR and DI obtained is 100%, whereas for VR and EU the

maximum score is 77.94% and 94.05% respectively which highlights the fact that these aptitudes are weaker in comparison to the others.

Apart from DI, the average of the other aptitudes is very low. This highlights the fact that overall the aptitude scores of the students in the aided section of males and females is below average.

UNAIDED - MALE & FEMALE – MAXIMUM/AVERAGE/MODE

Comparative analysis of the aptitude scores of males and females in unaided section: Females in the unaided section have scored more or equal to males in the unaided section, except for VR and NA. The average scores for females are higher than males, except for LR and NA. It can also be observed that the maximum score in LR, NA, NVR, EU and DI obtained is 100%, whereas for VR the

maximum score is 77.94% which highlights the fact that this aptitude is weaker in comparison to the others. The average of DI and EU is below average, whereas the other aptitudes of VR, LR, NA and NVR are very low. This

highlights the fact that these aptitudes of the students in the unaided section of males and females are not well developed.

Overall it can be inferred that males are better at NA, whereas females are better at EU.

ENGINEERING MALES & FEMALES – MAXIMUM/AVERAGE/MODE

Comparative analysis of the aptitude scores of males and females in engineering: The average scores for females are higher or equal to males in all aptitudes, except NA and DI. Females in engineering have scored more or equal to males in engineering in all aptitudes, except NA. From the average scores, it can be inferred that VR is the weakest of all the aptitudes.

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AVERAGE – AIDED/UNAIDED/ENGINEERING

Comparative analysis of the average aptitude scores of aided, unaided and engineering students: The average scores of VR of both males and females across aided, unaided and engineering are below average. The average scores of LR of both males and females in aided and unaided section is lesser than 30%, whereas in

engineering section is 40%. The average scores of NA of both males and females across aided, unaided and engineering are below average. The average scores of EU are below average for both males and females in aided and unaided section, and are 50%

in engineering section. The average scores of NVR of both males and females is below 20% in aided and unaided section, whereas in case of

engineering it is 43%. The average scores of DI of both males and females are above 40% across aided, unaided and engineering sections.

MAXIMUM – AIDED/UNAIDED/ENGINEERING

Comparative analysis of the average aptitude scores of aided, unaided and engineering students: This section gives a comparative analysis of the maximum scores of aptitudes across aided, unaided and

engineering streams. None of the students in aided and unaided section has scored 100% in VR. None of the students in aided section has scored 100% in EU.

WORKPLACE SKILLS

AIDED - MALE & FEMALE – MAXIMUM/AVERAGE

Comparative analysis of the Workplace Skills of males and females in aided sections: Females in the aided section have scored more or equal to males in the aided section in case of maximum scores,

whereas the average scores for females and males is almost the same. It can also be observed that the maximum score in problem solving and lateral thinking obtained is 10, whereas for

others it is less than 10, which indicates these sections are comparatively weaker. In all the sections, the average scores obtained by the students are less than 3.0. This highlights the fact that

overall the workplace skill scores of the students in the aided section of males and females is below average.

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UNAIDED - MALE & FEMALE – MAXIMUM/AVERAGE/MODE

Comparative analysis of the Workplace Skills of males and females in unaided section: Females in the unaided section have scored more or equal to males in the unaided section, except for problem solving. It can also be observed that the maximum score in communication skills obtained is 10, whereas for others it is less

than 10 which highlights the fact that communication skill is stronger in comparison to the others for unaided section. Overall it can be inferred that males are better at problem solving, whereas females are better at communication

skills.

ENGINEERING - MALE & FEMALE – MAXIMUM/AVERAGE/MODE

Comparative analysis of the Workplace Skills of males and females in engineering: Females in engineering have scored more or equal to males in engineering in all skills, except problem solving. The average scores for females are higher or equal to males in all skills, except problem solving and lateral thinking. From the average scores, it can be inferred that comprehension is the weakest of all the skills.

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STREAM WISE ANALYSIS - VERBAL REASONING (VR)

Comparative analysis of Verbal Reasoning (VR) scores across different streams: The average and median scores for all streams are on the lower side. The average and median scores for all the streams is below 25%. The number of students from B.Com are highest, but the median score is 11.76% which is an area of concern. The highest score for verbal reasoning is 92%. No student managed to score 100% marks in the verbal reasoning section. More number of students from engineering scored 0 in Verbal Reasoning (VR).

LOGICAL REASONING (LR)

Comparative analysis of Logical Reasoning (LR) scores across different streams: The average and median scores for most of streams are above 30%. The average and median scores for B.A., B.Com, BBI and BFM are around 20%. Students from 8 streams managed to score 100% in this section. 8 streams have scored a max of 100%.and other 5 streams have scored a max of above 80%.

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NUMERICAL ABILITY (NA)

Comparative analysis of Numerical Ability (NA) scores across different streams: The average and median scores for most of streams are below 20% which is an area of concern. Engineering students fared well than other streams in this section. For seven streams, maximum score of a student is 100%. For seven streams maximum score of a student is above 80% in this section.

ENGLISH USAGE (EU)

Comparative analysis of English Usage (EU) scores across different streams: The average and median scores for most of streams are above 30%. Engineering students fared well than other streams in this section and managed to score above 40%. For only four streams, maximum score of a student is 100%. For 11 streams maximum score of a student is above 80% in this section.

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NON VERBAL REASONING (NVR)

Comparative analysis of Non Verbal Reasoning (NVR) scores across different streams: The average and median scores for most of streams are below 20%. Engineering students fared very well than other streams in this section and managed to score above 40%. For fifteen streams, maximum score of a student is 100%.

DATA INTERPRETATION (DI)

Comparative analysis of Data Interpretation (DI) scores across different streams: The average and median scores for most of streams are above 30%. The average score of students from B.Sc. (IT) is below 10%. Except for B.Sc. (CS), maximum score for a student is above 80%.

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EMPLOYABILITY QUOTIENT

Comparative analysis of Employability Quotient of students across different streams: The average employability quotient for B.Sc. (IT/CS)

and B.Com are less than 2.0 which is an area of concern.

The average quotient for BBI, B.A., BFM, BMM, BAF, BMS and B.Sc is less than 3.0.

Engineering students scored well in this section compared to other streams.

For all engineering streams, average employability quotient is above 3.0.

The maximum quotient obtained by a student in this section is 8.2 and is from Electronics and Telecommunications stream.

COMMUNICATION SKILLS (CS)

Comparative analysis of Communication Skills (CS) quotient across different streams: The average quotient for all the streams is on the

lower side. The average quotient for all the streams is about 5.0. The number of students from B.Com is highest, but

the average quotient is 2.5 which is an area of concern.

The maximum quotient is 10 and students from only four streams managed to score it.

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COMPREHENSION SKILLS (CMP)

Comparative analysis of Comprehension (CMP) skills across different streams: The average quotient for most of the streams is

below 3.0. It is an area of concern. None of the students managed to get the maximum

quotient in this section. Engineering students scored well in this section

compared to other streams.

ATTENTION TO DETAILS (ATD)

Comparative analysis of Attention to Details (ATD) across different streams: The average quotient for all the streams is below 4.0

which is an area of concern. Engineering students scored well than other streams

in this section. The maximum quotient obtained by a student in this

section is 8.0.

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SITUATIONAL ANALYSIS (SA)

Comparative analysis of Situational Analysis (SA) of students across different streams: The average quotient for all the streams is below 3.0

which is an area of concern. The maximum quotient obtained by a student in this

section is 8.8.

PROBLEM SOLVING (PS)

Comparative analysis of Problem Solving (PS) of students across different streams: The average quotient for most of the streams is

below 3.0 which is an area of concern. Engineering students scored well in this section

compared to other streams. The maximum quotient obtained by a student in this

section is 10.0.

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LATERAL THINKING (LT)

Comparative analysis of Lateral Thinking (LT) of students across different streams: The average quotient for most of the streams is below

3.0 which is an area of concern. Engineering students scored well in this section

compared to other streams. The maximum quotient obtained by a student in this

section is 10.0.

COLLEGE WISE ANALYSIS - MUMBAI (APTITUDE SKILLS)

VERBAL REASONING (VR)

Comparative analysis of Verbal Reasoning (VR) scores across different colleges in Mumbai:

The average and median scores for all the colleges are on the lower side.

The average and median scores for most of the colleges is below 25%.

The highest score for verbal reasoning is 100%.

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Comparative analysis of Logical Reasoning (LR) scores across different colleges in Mumbai: The average and median scores for most of the streams are above 30%. Students from twelve colleges managed to score 100% in this section. For twelve colleges, maximum score of a student is 100%. For four colleges, maximum score of a student is above 80% in this section.


Comparative analysis of Numerical Ability (NA) scores across different colleges: The average and median scores for most of the colleges are below 20% which is an area of concern. Engineering students scored well than other colleges in this section. For five colleges, maximum score of a student is 100% For seven colleges, maximum score of a student is above 80% in this section.

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ENGLISH USAGE (EU)

Comparative analysis of English Usage (EU) scores across different colleges: The average and median scores for most of colleges are above 30%. Engineering students scored well than other streams in this section and managed to score above 50%. For only four colleges, maximum score of a student is 100%. For seven colleges, maximum score of a student is above 80% in this section.


Comparative analysis of Non Verbal Reasoning (NVR) scores across different colleges: The average and median scores for most of the colleges are below 20%. Engineering students scored very well than other streams in this section and managed to score above 40%. For 19 colleges, maximum score for a student is 100%.

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Comparative analysis of Data Interpretation (DI) scores across different colleges: The average and median scores for most of the colleges are above 30%. There were few students from all the colleges who managed to score 100% in this section.

COLLEGE WISE ANALYSIS –MUMBAI (WORKPLACE SKIILLS)


Comparative analysis of Employability Quotient of students across different colleges: The average employability quotient for most of

the colleges is less than 2.0 which is an area of concern.

The average quotient for SPIT and D.J. Sanghavi, which are engineering colleges is above 4.0.

It means, engineering students scored well in this section compared to other streams.

The maximum quotient obtained by a student in this section is 8.18 and is from D. J. Sanghavi college

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Comparative analysis of Communication Skills (CS) quotient across different colleges: The average quotient for all the colleges is on the

lower side. The average quotient for all the colleges is less than

4.0. The maximum quotient is 10 and students from

only four colleges managed to score it.


Comparative analysis of Comprehension (CMP) skills across different colleges: The average quotient for most of the colleges is

below 3.0. It is an area of concern. None of the students managed to get the maximum

quotient in this section. Engineering students scored well in this section

compared to other streams.

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Comparative analysis of Attention to Details (ATD) across different colleges: The average quotient for all the colleges is below

3.0 which is an area of concern. Engineering college students scored well than

other colleges in this section. The maximum quotient obtained by a student in

this section is 8.0.


Comparative analysis of Situational Analysis (SA) of students across different colleges: The average quotient for all the colleges is

below 3.0 which is an area of concern. The maximum quotient obtained by a student

in this section is 8.8.

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Comparative analysis Problem Solving (PS) of students across different colleges: The average quotient for most of the colleges is

below 3.0 which is an area of concern. Engineering college students have scored well in

this section compared to other colleges. The maximum quotient obtained by a student in



Comparative analysis of Lateral Thinking (LT) of students across different colleges: The average quotient for most of the colleges is

below 3.0 which is an area of concern. Engineering college students scored well in this

section compared to other colleges. The maximum quotient obtained by a student in


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COLLEGE WISE ANALYSIS – THANE (APTITUDE SKILLS)

VERBAL REASONING (VR)

Comparative analysis of Verbal Reasoning (VR) scores across different colleges in Thane: The average and median scores for all colleges are on the lower side. The average and median scores for all the colleges is below 25%. The highest score for verbal reasoning is 77%. No student managed to score 100% marks in the verbal reasoning section.


Comparative analysis of Logical Reasoning (LR) scores across different colleges: The average and median scores for most of colleges are above 30%. Students from two colleges managed to score 100% in this section. For other two colleges maximum score of a student is above 80% in this section.

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Comparative analysis of Numerical Ability (NA) scores across different colleges The average and median scores for all the colleges are below 20% which is an area of concern. For two colleges, maximum score of a student is 100%. Maximum score of a student is less than 75% in this section which is an area of concern for two colleges.

ENGLISH USAGE (EU)

Comparative analysis of English Usage (EU) scores across different colleges: The average and median scores for KC and Royal college is above 40%. Though Joshi-Bedekar college had highest number of students, the average score in EU is 27%. Some students from KC Engineering college managed to score 100% in this section.

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Comparative analysis of Non Verbal Reasoning (NVR) scores across different colleges: The average and median scores for most of colleges are below 20% except for KC Engineering college. For three colleges, maximum score of a student is 100%. For K B college, maximum score of a student is 75%.


Comparative analysis of Data Interpretation (DI) scores across different colleges: The average and median scores for most of the streams are above 30% except for K C engineering college. For K C college, it is 27% which is an area of concern for engineering college.

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COLLEGE WISE ANALYSIS – THANE (WORKPLACE SKILLS)


Comparative analysis of Employability Quotient of students across different colleges in Thane: The average employability quotient of all the

colleges is less than 3.0 which is an area of concern.

The maximum quotient obtained by a student in this section is 6.5 and is from Joshi – Bedekar college.


Comparative analysis of Communication Skills (CS) quotient across different colleges The average quotient of all the colleges is on the

lower side. The average quotient for all the colleges is less

than 4.0. The number of students from Joshi Bedekar

college are highest, but the average quotient is 2.7 which is an area of concern.

The maximum quotient is 10 for communication skills.

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Comparative analysis of Comprehension (CMP) skills across different colleges: The average quotient of all the colleges is below

3.0. It is an area of concern. None of the students managed to get the

maximum quotient in this section.


Comparative analysis of Attention to Details (ATD) across different colleges: The average quotient of all the colleges is below

3.0 which is an area of concern. The maximum quotient obtained by a student in


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Comparative analysis of Situational Analysis (SA) of students across different colleges: The average quotient of all the colleges is below

3.0 which is an area of concern. The maximum quotient obtained by a student in



Comparative analysis of Problem Solving (PS) of students across different colleges: The maximum quotient obtained by a student in

this section is 9.3. The average quotient for most of the colleges is

below 3.0 which is an area of concern.

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Comparative analysis of Lateral Thinking (LT) of students across different colleges: The maximum quotient obtained by a student in

this section is 8.6. The average quotient for most of the colleges is

below 3.0 which is an area of concern.

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Our Special Thanks to:

College Name Single Point of

Contact Principal's/Vice-Principal’s Name

Dr.Ambedkar College of Commerce & Economics Ms. Gangotri Ninubhavne Mrs. Lalitha Dhara

Lala Lajpatrai College of Commerce And Economics Dr. Neelam Dr. Neelam

M.L.Dahanukar College of Commerce Mrs Karishma Desai Dr. Madhavi Pethe

Wilson College Dr. Sam Skariah Dr. Sam Skariah

Mumbai College of Arts, Commerce & Science Prof. MB parnar (VP) Prof. MB Parnar

Indira Gandhi College Of Arts & Commerce Suvidya Gawand Prof. Rajendra Mhatre

Sathaye College Prof. N. R. pophale Dr.(Smt.)K.S.Rege

Gurukul College of Commerce Kajal Chedda / Jahanvi Rao Dr Kshitij Prabha

Akbar Peerbhoy College of Commerce & Economics Prof. Sameer Naik Dr. Shaikh Mehmood Hasam

The Byramiee Jeejeebhoy College of Commerce Prof. Jay Mamotra Dr. Dolly Mistry

D.T.S. Shah College of Commerce Dr. Dakshini Shah Dr. M.S. khurade

S.K.Somaiya College of Arts, Science & Commerce Dr. Sunita Khadilkar / Prof. Nitin Mohod Dr. Sangeeta Kohli

Anna Leela College of Commerce, & Economics and Shobha Jayaram Shetty College for BMS (Bunt Sangha) Mr Rinkesh Cheda Dr. K.S.Cheema

K. B. College of Arts, Commerce and S. C. College of Science for Women

Prof. Sunanda Bhasagare/Dr. Vinayak K. Raje

Prof. Sumathi Balachandran

S.I.W.S. N. R.Swamy college of Commerce & Economics Prof. Sailaja Mr Gopala Krishnan

Dwarkadas J. Sanghvi College of Engineering Prof. Rajendra Dr. Hari Vasudevan

Lady Shantabai Patkar College of Arts and Science and V.R.Varde College of Commerce and Economics Prof. Sangeeta Dr. M. B. Kekare

Kishinchand Chellaram College of Arts, Commerce and Science Prof. Susma Panda Prof Smarajit Padhi

Sree Narayana Guru College of Commerce Prof Anuradha Ragmaman Dr. Ravindran

Vivek Education Society's Arts & Commerce College Prof. Neelu Khosla Dr. Nandita Roy

The Kelkar Education Trust's Vinayak Ganesh Vaze College of Arts, Science and Commerce Prof Satwant Balse Dr. B.B.Sharma

Guru Nanak Khalsa College of Arts, Science & Commerce Ms. Majiri Date Mr. Allan D'Souza

KC College of Engineering, Thane Ms. Reeta Dr. Hansraj Guhilot

Sardar Patel Institute of Technology Prof. Vinod Sikka Dr. Prachi Gharpure

Lord’s Universal College Ruki Mirchandani Dimple Makhijani

Royal College Of Arts, Science & Commerce Prof. Mudassar Ansari

Prof Asgar E. Lakdawala

K.G.Joshi College of Arts & N.G.Bedekar College of Commerce Prof. Monika Deshpande

Dr. Shakuntala A. Singh

Rajiv Gandhi Institute of Technology Prof. Ajay S.Bhongade Dr. Udhav Bhosle

Vivekanand Education Society's College of Arts, Science and Commerce Prof. Umesh Chavan Dr. (Mrs.) J.K. Phadnis

employability research for mumbai university students by edusharp

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