BRICS can provide an important platform for member countries to exchange successful approaches to skill development and prepare workers for changing labour-market demands, Alina Singh, Deputy Director of Russia's Skills Development Agency, said at the BRICS Business Forum.

Singh highlighted the value of cooperation among BRICS countries in sharing expertise, identifying effective training models and learning from each other's experiences. Her remarks come as skill development gains greater importance within the bloc amid rapid technological changes and evolving requirements across industries.

Skill Development Emerges as a BRICS Priority

The discussion reflects the growing emphasis on workforce development within BRICS. The BRICS Business Council identifies skill development as a strategic priority, particularly given the bloc's large young population and rising demand for future-ready capabilities. 

For businesses, the availability of appropriately trained workers is increasingly linked to competitiveness, productivity and the ability to adopt new technologies.

Singh's comments therefore place human capital alongside trade, investment, technology and supply-chain cooperation as an important part of the BRICS economic agenda.

Sharing Best Practices Across Countries

One of the potential advantages of BRICS cooperation is the ability of member countries to compare different approaches to vocational education and workforce training.

Countries within the grouping have developed their own systems for technical education, apprenticeships, vocational training and industry-linked skill programmes. Sharing successful practices could help governments and institutions identify models that can be adapted to their own labour markets.

Rather than creating a single training system for all BRICS members, cooperation could focus on exchanging knowledge and developing partnerships suited to individual national requirements.

Technology Is Changing Workforce Needs

The demand for new skills is also being driven by technological transformation.

Automation, artificial intelligence, digital platforms and advanced manufacturing are changing the nature of jobs across sectors. This is increasing pressure on education and training systems to help workers acquire skills that remain relevant as industries evolve.

For BRICS economies, cooperation in this area could include greater interaction between training institutions, businesses, technology companies and policymakers.

Russia Sees Scope for Deeper Cooperation

Russia has continued to emphasise vocational and technical skills as part of its workforce-development efforts. Singh's participation at the BRICS Business Forum highlights Moscow's interest in using the grouping to exchange experiences beyond traditional areas of economic cooperation.

Earlier BRICS discussions have also included efforts to build talent pools and strengthen collaboration in skills development. (INPDP)

Such cooperation could potentially create opportunities for institutions to work together on training programmes, industry standards and workforce mobility.

Businesses Need Future-Ready Workers

For the private sector, skill development is not only a social-policy issue but also an economic requirement.

Companies expanding into new markets need access to workers who can operate modern technologies and meet evolving industry standards. Better alignment between training institutions and businesses can help reduce skill gaps and improve employability.

This makes workforce development relevant to the wider BRICS objective of strengthening economic cooperation among member countries.

BRICS Cooperation Beyond Trade

The remarks by Singh also underline how the BRICS agenda is expanding beyond conventional trade and financial discussions.

The grouping is increasingly being used as a platform for cooperation in areas such as technology, startups, innovation, logistics and human-capital development. Current BRICS discussions include initiatives aimed at connecting startups and strengthening supply-chain cooperation. 

Skill development could become another practical area where cooperation produces tangible benefits for businesses and workers.

Building a More Connected Talent Ecosystem

The challenge for BRICS will be turning the exchange of best practices into sustained cooperation.

Greater interaction between training agencies, educational institutions, employers and policymakers could help member countries respond more effectively to changing workforce requirements.

Singh's remarks suggest that the value of BRICS cooperation may lie not only in expanding trade between member states but also in helping them develop the skilled workforce needed to support the next phase of economic growth.

India proudly calls itself the world's youngest major nation. With more than 65% of its population below the age of 35, the country possesses what economists describe as a once-in-a-century demographic dividend. On paper, this youthful workforce should be India's greatest economic advantage. In reality, however, a growing mismatch between education and industry expectations is turning this dividend into a challenge.

Every year, millions of students graduate from schools, colleges and universities carrying degrees that promise opportunity. Yet employers across sectors—from manufacturing and healthcare to information technology and retail—continue to report shortages of job-ready talent. The contradiction is striking: India has no shortage of educated youth, but it continues to face a shortage of employable professionals.

The heart of the problem lies not in the number of graduates but in the nature of education itself.

For decades, India's academic culture has been built around examinations, memorisation and marks. Success has often been measured by the ability to reproduce textbook answers rather than solve real-world problems. While this system may help students clear competitive examinations, it frequently leaves them underprepared for workplaces that increasingly value communication, adaptability, teamwork, digital literacy and critical thinking.

The consequences are visible during campus recruitment drives. Many graduates possess theoretical knowledge but struggle with practical application. Employers consequently invest significant time and resources in retraining new recruits before they become productive. Smaller businesses, unable to afford extensive training programmes, often prefer experienced workers over fresh graduates, creating another barrier for young job seekers.

This disconnect becomes even more evident outside metropolitan cities. Students from smaller towns frequently face limited exposure to industry, technology and professional environments. Even those with strong academic records often lack opportunities to develop practical competencies through internships, apprenticeships or hands-on projects.

India's education policy has already acknowledged these shortcomings. The National Education Policy (NEP) 2020 emphasises experiential learning, multidisciplinary education and vocational exposure from school onwards. It represents an important shift in philosophy. However, translating policy into classroom practice remains a long-term challenge that requires coordinated efforts from governments, educational institutions and industry.

Vocational education deserves far greater importance than it currently receives.

In many developed economies, technical education and apprenticeships enjoy social respect comparable to university degrees. Germany's dual vocational training model, Switzerland's apprenticeship system and several East Asian skill-development frameworks demonstrate that practical education can produce highly productive workforces while maintaining low youth unemployment.

India, by contrast, continues to attach disproportionate prestige to conventional academic degrees. Families often encourage engineering, medicine or government jobs while viewing vocational trades as second-choice careers. This mindset limits both individual potential and national productivity.

The future job market also demands a different set of skills than previous generations required. Automation, artificial intelligence, robotics and digital transformation are rapidly changing employment patterns. Routine tasks are increasingly being automated, while demand is rising for workers capable of creativity, problem-solving, innovation and continuous learning.

Educational institutions therefore need stronger partnerships with industry. Curricula should be updated regularly based on emerging economic needs. Internships, live projects, industry mentorships and mandatory apprenticeships should become integral components of higher education rather than optional additions. Students must experience workplaces before graduation, not after.

Equally important is strengthening career guidance. Many students pursue degrees without understanding labour market realities or future employment trends. Better counselling at school and college levels could help align educational choices with evolving economic opportunities.

Teachers also require continuous professional development. Modern classrooms cannot rely solely on lectures and textbooks. Project-based learning, collaborative assignments, digital tools and experiential education should become central to teaching methods across disciplines.

India's demographic advantage remains one of its greatest strategic strengths. But demographics alone do not guarantee economic success. A young population becomes an asset only when it possesses the skills, adaptability and confidence needed for a rapidly changing world.

The country's next education revolution should therefore move beyond merely increasing enrolment or graduation rates. The real measure of success will be whether students leave classrooms ready to contribute meaningfully in factories, laboratories, hospitals, startups, farms and global corporations.

Degrees may open doors, but skills determine whether young Indians can build sustainable careers behind them. Unless education shifts decisively from rote learning to practical competence, India risks producing millions of qualified graduates who remain disconnected from the jobs the economy actually needs.

The demographic dividend is still within reach. The question is whether India's classrooms can evolve quickly enough to unlock it.

For decades, a university degree served as the primary passport to a stable career. Earning a bachelor's or master's qualification was often seen as the surest route to professional success. But that assumption is being challenged by a rapidly changing job market, where employers increasingly prioritize demonstrable skills over academic credentials.

A widening gap has emerged between what universities teach and what modern, technology-driven industries actually require. While higher education continues to provide theoretical knowledge and academic foundations, employers are searching for graduates who can solve real-world problems, work with emerging technologies, and contribute from their first day on the job.

Artificial intelligence, automation, cloud computing, cybersecurity, data science, and digital transformation are reshaping nearly every sector. Yet many university curricula remain slow to evolve, often taking years to incorporate technologies that industries adopt within months. This mismatch leaves graduates entering the workforce with qualifications but without many of the practical competencies employers expect.

The consequences are becoming increasingly visible. Businesses report difficulties finding job-ready talent, while graduates struggle to secure employment despite holding recognized degrees. The issue is not a shortage of education—it is a shortage of industry-relevant skills.

This changing landscape has accelerated the rise of alternative credentials. Professional certifications, boot camps, micro-credentials, online courses, portfolio-based learning, and competency assessments are gaining credibility across industries. Companies are placing greater value on candidates who can demonstrate practical expertise rather than simply presenting academic transcripts.

Global employers have already begun adopting skills-first hiring practices. Technical portfolios, project experience, coding repositories, digital marketing campaigns, design work, and verified certifications increasingly carry significant weight during recruitment. For many positions, demonstrated capability has become as important as, or even more important than, the degree itself.

However, this should not be interpreted as the end of universities. Higher education continues to play an essential role in developing analytical thinking, research capability, ethics, communication, and subject knowledge. These remain valuable qualities that cannot easily be replaced by short-term training programs.

The real challenge is integration rather than replacement.

Universities need to rethink how education is delivered. Classroom instruction should be complemented by apprenticeships, internships, industry-sponsored projects, simulation labs, entrepreneurial training, and multidisciplinary collaboration. Students should graduate not only with academic knowledge but with evidence of practical achievement that employers can immediately recognize.

The apprenticeship model offers one possible direction. Countries with strong vocational and apprenticeship systems have long demonstrated that combining classroom learning with structured workplace experience creates graduates who transition more smoothly into employment. Similar partnerships between universities and industry could significantly reduce the skills gap.

Assessment methods also require reform. Traditional examinations often reward memorization rather than application. Employers, meanwhile, increasingly seek graduates who can communicate effectively, adapt to new technologies, collaborate across teams, and solve complex business problems. Educational outcomes should reflect these priorities.

Governments and industry must also share responsibility. Policymakers can encourage flexible qualification frameworks that recognize both degrees and alternative credentials. Employers can actively participate in curriculum development, faculty training, internships, and live industry projects that expose students to evolving workplace realities.

The future of higher education is unlikely to revolve around degrees alone. Instead, successful institutions will combine academic excellence with continuous skill development, practical experience, digital literacy, and lifelong learning opportunities.

Traditional degrees are no longer losing value because knowledge has become less important—they are losing their monopoly because knowledge without practical application is no longer sufficient.

The universities that adapt to this reality will continue to thrive. Those that fail to evolve risk producing graduates who are academically qualified but professionally unprepared. In an economy increasingly shaped by artificial intelligence and constant technological disruption, higher education's greatest challenge is no longer teaching students what to know—it is preparing them for what they must be able to do.

As AI hiring grows rapidly across industries, reports suggest nearly 70% of short-term AI courses fail to provide practical skills employers actually seek.

The race to build a career in artificial intelligence is accelerating across India. From students to working professionals, thousands are enrolling in AI certification programs with hopes of securing high-paying jobs in one of the world's fastest-growing sectors. However, industry experts and recent reports are warning that not all AI courses deliver on their promises, despite aggressive marketing and claims of guaranteed placements.

According to industry assessments, AI-related skills are now among the most sought-after competencies in the job market. Employers across technology, finance, healthcare, manufacturing, and consulting sectors are increasingly looking for candidates who can apply AI tools to solve real business problems. This demand has triggered a surge in short-term AI training programs, bootcamps, and certification courses.

However, a joint report by industry bodies and hiring platforms indicates that a significant percentage of these fast-track programs provide limited practical value. While many institutions advertise “100% job guarantees,” experts say such claims often come with conditions and may not reflect actual employment outcomes.

Growing Demand, Growing Concerns

Industry data suggests that AI skills are now listed as a requirement in a growing share of job vacancies across India. Companies are increasingly hiring candidates who can contribute immediately rather than waiting for traditional four-year degree graduates to gain practical experience.

This trend has encouraged the rise of three-to-six-month intensive AI programs. While some are designed in partnership with reputed institutions and technology companies, others focus primarily on issuing certificates without developing job-ready skills.

Reports indicate that employers place greater value on candidates who can demonstrate real-world AI experience through live projects, portfolios, and problem-solving abilities. Simply holding a certificate is often no longer enough to secure employment in competitive AI-related roles.

What Employers Actually Want

Recruiters say the hiring landscape has changed significantly over the past two years. Instead of evaluating candidates solely on academic qualifications, companies increasingly assess practical skills, project experience, and the ability to use AI effectively in workplace scenarios.

Experts recommend that learners build portfolios containing publicly deployed projects, AI applications, data analysis work, or automation solutions. Such evidence of hands-on experience often carries more weight than certificates alone.

Several categories of AI education are currently attracting attention. Premium institutional programs offered through leading universities focus on AI architecture, machine learning, and advanced technical skills. Global certifications from major technology companies provide tool-specific expertise recognized internationally. Meanwhile, non-coding business-focused programs are helping managers and entrepreneurs understand AI implementation strategies.

Beyond Certificates

Career advisors suggest that newcomers should avoid rushing into expensive technical programs without first understanding AI fundamentals. Many recommend starting with introductory AI literacy courses that explain core concepts, business applications, and ethical considerations.

According to workforce experts, courses centered on long-term concepts such as data literacy, problem framing, AI governance, and responsible AI use are likely to remain relevant even as technology evolves rapidly. In contrast, training focused exclusively on specific AI tools may become outdated within months as newer platforms emerge.

Industry representatives also note that professionals with genuine AI expertise continue to command salary premiums. Mid-level specialists working in areas such as Generative AI, Large Language Models (LLMs), and MLOps are increasingly securing lucrative compensation packages.

At the same time, AI is reshaping the broader employment landscape. Reports suggest routine entry-level tasks in software testing, customer support, and basic coding are experiencing growing automation pressures. Employers are now emphasizing analytical thinking, decision-making abilities, and effective AI prompt creation during recruitment processes.

As the world hurtles toward 2040, two Asian giants are racing to build workforces capable of dominating the artificial intelligence era. But while both China and India recognize coding as essential literacy, their approaches couldn't be more different—and the gap is widening fast.

A comprehensive analysis of coding education India China strategies reveals a critical divergence: China's state-mandated, unified approach versus India's fragmented, market-driven model that relies on belated policy corrections. The implications for economic competitiveness over the next two decades are staggering.

Coding as the New Literacy

The integration of coding and computational thinking into K-12 education represents one of the most significant curricular transformations of the 21st century. No longer confined to computer labs or viewed as vocational training for tech careers, coding has been reconceptualized as foundational literacy—as essential as reading, writing, and mathematics.

This shift reflects global recognition that in the Fourth Industrial Revolution, the ability to understand and command computational systems equals economic sovereignty and national security. Countries that produce digitally literate populations will dominate innovation, while those that lag risk becoming technological colonies.

Both China and India understand these stakes. With combined populations exceeding 2.8 billion, their decisions about coding education India China models will shape not just their own futures but global technological leadership for decades.

 China's Blueprint: State-Mandated Mastery

China has adopted what analysts call the "state-mandated public good" model for coding education. Beginning in 2017, the Chinese government introduced artificial intelligence and programming courses into primary and secondary schools nationwide. By 2020, coding became mandatory in multiple provinces, with standardized curricula ensuring consistent quality from tier-1 cities to rural villages.

The Chinese approach features several distinctive elements. First, centralized curriculum development ensures every student, regardless of location or family income, accesses the same quality instruction. Second, massive teacher training programs have upskilled hundreds of thousands of educators in computational thinking pedagogy. Third, coding competency increasingly factors into high-stakes examinations that determine university placement.

Most significantly, China views coding education as infrastructure investment comparable to building highways or power grids. The state directs resources systematically, treating digital literacy as a public good essential for national competitiveness rather than leaving it to market forces.

Results are already visible. Chinese students consistently rank among global leaders in programming competitions. Tech talent pipelines flow abundantly into domestic AI companies, reducing dependence on foreign expertise. By 2026, an entire generation of Chinese youth views computational thinking as naturally as previous generations viewed traditional literacy.

India's Journey: Market First, Policy Later

India's coding education India China comparison reveals a starkly different trajectory. Rather than state-mandated programs, India's coding education emerged primarily through private edtech companies selling courses to anxious parents worried about their children's future employability.

Companies like WhiteHat Jr, Coding Ninjas, and countless others created a multi-billion dollar market teaching coding to Indian children—but only to those whose families could afford it. This market-led approach generated innovation and reach but created massive inequalities.

Urban middle-class students gained access to quality coding instruction while government school students in smaller cities and rural areas remained largely excluded. The digital divide, already concerning, widened into a computational thinking chasm threatening to create permanently separate classes of digitally literate and digitally illiterate citizens.

Recognizing these gaps, Indian policymakers have begun corrections. The National Education Policy 2020 emphasizes coding and computational thinking from elementary levels. CBSE introduced coding as a skill subject. Various state governments launched initiatives integrating programming into curricula.

However, implementation remains inconsistent. Teacher training lags significantly. Resource allocation varies wildly between states. Quality standards differ dramatically. While elite institutions and private schools offer sophisticated coding programs, many government schools lack basic computer infrastructure, let alone qualified instructors for computational thinking.

The Strategic Implications for 2040

The divergent approaches to coding education India China models carry profound implications for workforce competitiveness in 2040 and beyond. China's systematic approach ensures a broad base of computationally literate citizens capable of participating in AI-driven economies. India's fragmented model risks creating islands of excellence surrounded by oceans of digital illiteracy.

Economic forecasts suggest AI and automation will transform labor markets drastically over the next 15 years. Jobs requiring computational thinking will proliferate while routine work disappears. Nations producing workforces fluent in coding, data analysis, and algorithmic reasoning will capture high-value economic activities. Those that don't will supply lower-skilled labor for tasks machines haven't yet automated.

For India, the stakes extend beyond economics to social cohesion. If coding literacy becomes another dimension of inequality—accessible to privileged urban students while excluded from government school curricula—existing social divisions will deepen dangerously.

What India Must Do Now

India still has time to course-correct, but the window narrows. Several urgent actions could close the gap:

Immediate Priorities:
- Standardize coding curriculum across all school boards with quality assurance mechanisms
- Launch massive teacher training programs in computational thinking pedagogy
- Ensure basic computer infrastructure reaches every government school within three years
- Integrate coding assessment into mainstream examinations, not optional add-ons
- Develop vernacular coding education resources making computational thinking accessible regardless of English proficiency

The shift from viewing coding education as market opportunity to treating it as public infrastructure essential for national development must accelerate. China's model demonstrates that systematic, state-supported approaches can democratize access to crucial 21st-century literacy.

The Choice Before Us

The coding education India China comparison ultimately poses fundamental questions about development philosophy. Should essential literacy for the digital age be left to market forces, accessible primarily to those who can pay? Or should it be treated as public infrastructure, systematically provided to every citizen regardless of circumstances?

China has chosen the latter path, with measurable results in talent pipeline development and technological self-sufficiency. India's market-first approach generated innovation but exacerbated inequality.

As we approach 2026's midpoint, India's recent policy initiatives show awareness of the challenge. But awareness must translate into execution. The workforce of 2040 is being shaped today in primary school classrooms. Every year of delay in providing quality, equitable coding education to all Indian children is a year of competitive advantage surrendered to nations moving faster and more systematically.

The question isn't whether coding belongs in K-12 curricula—that debate has concluded. The question is whether India will ensure this foundational literacy reaches every child or accepts a future where computational thinking divides citizens into information haves and have-nots, with all the economic and social consequences that follow.