Every generation begins with potential. But potential does not automatically become capability, and capability does not automatically become leadership.

For India, with one of the world’s largest youth populations, the question is therefore not simply how many young people enter education, but whether education prepares them to participate, contribute and eventually lead.

Looking beyond the headline unemployment rate

India’s demographic advantage is significant, but its potential depends on how effectively young people move from education and training into meaningful employment. The Periodic Labour Force Survey shows unemployment among people aged 15 and above falling from 6.1% in 2017–18 to 3.1% in 2025. Yet youth unemployment remains considerably higher, with the annual unemployment rate for those aged 15–29 at 9.9% in 2025.

The concerns of India’s Gen Z are increasingly visible beyond the classroom. Recent youth-led protests over education and examinations, which culminated in the resignation of the Union Education Minister, highlighted the intensity of young people’s expectations around education and future prospects. The underlying question is larger: will today’s education systems equip young people for meaningful opportunities tomorrow?

Employment itself also needs closer examination. A large proportion of India’s workforce remains engaged in agriculture, where earnings can remain low or stagnant. Women’s participation in the workforce has increased substantially, from around 94 million in 2017–18 to 186 million in 2023–24. Yet greater participation does not automatically mean better employment outcomes, with earnings among many workers, including women in self-employment and salaried workers, remaining under pressure.

NEET—young people not in employment, education or training—provides another perspective. Around one-quarter of India’s 15–29-year-olds are estimated to fall into this category. Applied to India’s projected youth population, this represents an indicative 9.2 crore young people outside employment, education or training.

These figures suggest that India’s challenge is not simply to create more jobs. It is also to build stronger pathways between education, skills, practical experience and meaningful employment.

How are other countries preparing their young people?

Countries use different mechanisms to prepare young people for responsibilities beyond conventional classroom learning.

South Korea provides a distinctive example. Alongside compulsory military service for eligible men, its university-based ROTC system combines academic study with structured military education and training. The programme develops military knowledge alongside leadership, management and organisational capabilities. The point is not that India should replicate compulsory military service. Rather, the Korean example demonstrates how structured experiences can develop responsibility, teamwork, leadership and practical capabilities alongside formal education.

Other countries connect education more directly with professional practice. Germany’s dual-study model integrates higher education with structured periods of learning in companies, enabling students to connect academic knowledge with practical workplace experience. Canada similarly uses work-integrated learning through co-operative placements, internships, practicums and applied projects.

The broader lesson is important: education and preparation for employment need not be treated as separate stages.

Rethinking India’s education model

India has institutions of national and global standing. However, access to high-quality faculty, research opportunities, infrastructure, technology and industry exposure is not consistent across the higher-education ecosystem.

There is also an opportunity to move beyond an education model centred heavily on examinations. Research projects, case studies, seminars, group activities, applied assignments and practical problem-solving allow students to demonstrate what they can do with what they know.

This becomes increasingly important as artificial intelligence, cybersecurity, sustainability and other technologies reshape the workplace. Future professionals need not only subject knowledge, but also adaptability, judgement, collaboration and the ability to solve unfamiliar problems.

From industry interaction to industry–academia convergence

Industry engagement, therefore, needs to go beyond guest lectures, internships and recruitment drives. Employers can help identify emerging skills and contribute to curriculum development. Academics bring research, theory and critical inquiry. Students can apply their learning to genuine organisational challenges.

India is already seeing initiatives that reflect this direction. The Reimagining Industry Academic Convergence (RIAC) movement, organised by the Global Risk Management Institute under the theme “Co-Creating Talent for Atmanirbhar Bharat”, brought together academia, industry leaders and policymakers to discuss employment-ready talent and stronger connections between education and industry.

The significance of such initiatives extends beyond any one institution. They point towards a broader recognition that India’s talent challenge cannot be solved by academia, industry or policymakers working independently.

Building future leaders together

The leaders India needs tomorrow will require more than degrees. They will need intellectual curiosity, practical judgement, resilience, adaptability and the ability to work across disciplines.

Academia provides the intellectual foundation. Industry provides the environment in which knowledge is tested and applied. Policymakers can create the conditions for meaningful collaboration.

India’s demographic advantage will ultimately depend not simply on how many young people it has, but on what those young people are enabled to become.

Stronger industry–academia convergence can help transform demographic potential into human capability—and human capability into the future leadership India needs.

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