The Educated Unemployed: Evaluating the Effect of PMKVY on Employment Outcomes for India’s Educated Youth

Authors : Aditi Tiwari , Aditi Thakur , Upama Paul

Abstract

India’s unemployment sector showcases an unusual trend. Unemployment rises with education rather than falling. This study is being conducted to find whether the source of this issue lies in the demand side or the supply side of the sector. The supply side predicts that the issue lies with the lack of skills within the youth. Whereas the demand side of the issue states the problem lies in the volume of formal wage jobs present in the economy. We find through our research that available evidence is stronger in support of the demand side explanation of the problem. This evidence is presented through the administrative and audit reports of Pradhan Mantri Kaushal Vikas yojana, the periodic labour force data and the CAG’s 2025 report. The analysis relies on aggregate secondary data rather than individual level data, therefore these findings are presented as associations and not established causal effects. The study showcases how while upskilling is important, it is not enough to solve the problem of educated unemployment within the country.

Keywords:
Educated unemployment, Periodic Labour Force Survey, skill development, PMKVY, labour demand

Authors : Ritu Sundrani, Sneha Shukla, Aviya Chauhan, Karabo Ralethohlane

Abstract :

The country-specific investigation dives into the structural challenges of youth unemployment across India, South Africa and Nigeria. It undertakes critical analysis of policies like PMKVY, PYEI and N-Power of respective nations to highlight the implementation gaps, structural mismatches and post- program “transitional cliff”. Further, the gig economy despite offering alternate livelihood opportunities creates a regulatory safety vacuum which requires structural policy actions. The study emphasizes on reorientation of policy architecture towards demanddriven ecosystem, private sector participation and digitally inclusive policies to tackle youth unemployment problem in the Global South.

KEYWORDS :
Youth unemployment, Active Labour Market Programs (ALMPs), structural mismatches, Global South, Skill development

Authors : Darpan Kumari ,Varshita Saxena, Sayf Ali

Abstract :

In this paper, government-led education reforms in India were reviewed while focusing on policy design, legal foundations, implementation, and outcomes. It examines landmark reforms, including the Sarva Shiksha Abhiyan (SSA, 2001), the Right of Children to Free and Compulsory Education Act (RTE Act, 2009), the National Education Policy (NEP 2020), and other education schemes such as the Mid-Day Meal Scheme (MDMS). The study situates these reforms within India’s constitutional framework, particularly Article 21A of the Constitution, and evaluates the persistent gap between policy design and implementation. A comparative analysis with Nigeria’s education policies and laws, particularly the Universal Basic Education (UBE) Act of 2004 and the National Policy on Education (NPE), reveals both parallels and differences in how two developing nations have pursued universal access to quality education. The paper finds that while India has achieved commendable progress in enrolment and school infrastructure, learning outcomes, equity, and implementation remain deficient. The policy implementation gap, caused by financial constraints, bureaucratic issues, and inadequate implementation plans and execution, continues to undermine reform potential. The paper concludes with lessons for public policy design and reform implementation applicable to India, Nigeria, and comparable developing-country contexts.

Keywords :
Education reform, India National Education Policy, Right to Education, Access vs Quality Divide, Policy to implementation gap, Comparative Education, State Capacity, Federalism

Authors : Linda John Obiorah, Banavath Ananditha, Mrinalini Menon, Paridhi Passi, B. R. Sanjeev Naick

Abstract :

Artificial Intelligence (AI) is proving to be a crucial technology to enhance public service and governance. This paper examines how governance frameworks and institutional capacities shape AI adoption and management within government systems. By adopting a qualitative comparative case study analysis, using India and Nigeria as primary cases and South Korea as a benchmark for successful AI governance implementation, this paper examines the governance and institutional preparedness of AI in the public sector and identifies practical lessons on building governance structures and institutional foundations for responsible AI adoption. The analysis suggests that India possesses a more evolved framework for AI governance, enforced by the National Strategy for Artificial Intelligence (2018), and the India AI Mission (2024), a well-developed digital public infrastructure, and a strong focus on the development of skills and training. The National Artificial Intelligence Strategy (2024) indicates Nigeria’s growing institutional commitment to AI, as well as notable strides towards preparedness. South Korea is introduced as a benchmark, representing a more advanced AI governance model that offers concrete lessons for developing economies. Despite these disparities, the common concerns include the disconnect between policy aspirations and policy implementation, difficulty in developing specific AI laws, and concerns about accountability, transparency, bias, privacy and digital inclusion. The study calls for specific AI legislation, autonomous regulatory bodies, and more effective data governance between developing countries. It contends that institutional building and the institutionalization process are key to having responsible, sustainable and adaptive AI governance in the Global South, and that governance progress must be measured against concrete indicators like enforcement action, institutional capacity, digital literacy rates, public accountability and operationalization of independent bodies rather than policy adoption alone.

Keywords:
Artificial Intelligence Governance, Institutional Readiness, Public Sector AI, Digital Governance, AI Regulation.

Authors : Mannat Siwach , Siddhant Pandey , Priyanshi Jha , Mishka Singh , Tarandeep Kaur , Rajnish Katare

ABSTRACT

Artificial Intelligence, as a disruptive force, is bringing unprecedented changes in the skills and competencies required for a graduate to become employable in today’s day and age; however, India’s National Education Policy (NEP) 2020 has come forward as a framework for strengthening higher education through the inclusion of multidisciplinary learning, skill development, practical exposure, and increasing alignment with industry requirements. This paper examines whether these strategies remain sufficiently responsive to an evolving AIdriven labour market. The study employs a mixed-method approach, combining a review of existing literature with primary questionnaire-based research. On the survey responses of students and professionals, the study applies descriptive statistics, frequency distributions, percentages, and mean scores to assess perceptions of implementation, AI readiness, and emerging skill requirements. Further, it uses a thematic analysis to compare the emerging patterns with themes identified in the literature. The findings indicate that although NEP 2020 provides a relevant framework for developing multidisciplinary and future-oriented competencies, gaps remain between its intended provisions and students’ practical exposure to AI-related skills, industry requirements, and employability preparation, suggesting that the policy is conceptually relevant but insufficiently aligned with emerging AI-era requirements. The study recommends increased emphasis on effective policy implementation and a shift in the core framework towards AI literacy, upskilling and greater integration of digital and data capabilities within higher education.

Keywords
National Education Policy 2020, Employability, AI Literacy, Multidisciplinary Learning, Higher Education, Future-ready Skills