Transcript A SWOT ANALYSIS OF THE INDIAN ENGINEERING SYSTEM

CAETS COUNCIL MEETING –Brussels , May 31, 2006
INAE PROPOSAL
INTERNATIONAL CONFERENCE ON ENGINEERING
EDUCATION
• Dates : Jan. Feb. 2007
• Venue : Indian Institute of Technology Madras, Chennai
• Require : CAETS endorsement ;
Participation of Member Academies.
• Presentation by : Prof. R. Natarajan
Vice-President
Indian National Academy of Engineering.
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
 In recent years several National Academies of Engineering have identified
Engineering Education as one of their major issues of concern:
• Development and Education of Engineers ; Enhancing and Promoting
Engineering Education : Argentina, Australia, China, France, Germany
• Increasing Attractiveness of Engineering Education and Retention of
Students : Argentina, India, U.K.
• Quality of Engineering Education Offerings : Argentina, India
• Promoting Industry – Institute Interaction : Argentina, India, U.K.
• Research and Ph.D. Education : Belgium
• Engineering Education and Engineers for the 21st Century: Canada, U.K.,
U.S.
• Issues relating to the Bologna Process : Croatia
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
 Significant Changes in the practice of Engineering as a profession
in the new millennium :
• Constraints imposed by environmental considerations
• Customization demanded by diverse customers
• Opportunities offered by technology developments in several sectors
• Availability of sophisticated diagnostic and computational tools
• Wide choice of materials
• Implications of Globalization, such as , for example, Innovation as the
basis of Competitiveness
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
 An Extended List of Themes ( to be consolidated ):
• Engineering Ethics
• Future / Emerging Directions :
o Job Requirements
o Faculty Roles and Responsibilities
o Technology Areas Multi- / Inter- disciplinary Features
o Energy and Environment constraints
o Globalization imperatives
• Role of National Academies of Engineering
• Quality Assurance mechanisms
• International comparisons
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
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Industry – Academe Partnerships
Inculcating Design and Innovation competencies
Entrepreneurship development
Role of Engineering Experimentation
Equivalence of Engineering qualifications
Strategies for enhancing collaboration and interaction between CAETS
member academies
Technology – enhanced Learning initiatives
Developing Academic Leaders
Distance Education and Virtual University initiatives
Role of corporate universities
Governance structures of Engineering Institutions
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
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Systems of Regulation and their effectiveness
Educational costs and tuition fees
Student mobility and credit transfer arrangements
Faculty shortages
Teaching and Learning in the electronic environment
International collaboration arrangements for Education and Research
Engineering Education and Engineers for the 21st century
Research and doctoral education
Increasing attractiveness of Engineering Education and retention of
Students
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INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION
(proposed by INAE; Jan.-Feb. 2007, IIT Madras, India)
• Objectives ( What is planned to be achieved ):
• Exchange of Information on individual National Engineering
Education systems of CAETS member Academies
• Compilation of “Fact Files”
• Promotion of interaction between Fellows of CAETS member
Academies
• Sharing of experiences and learning of Best Practices from each
other
• Potential for bilateral / multilateral collaboration
• Focus attention on Engineering Education as an important concern
of Engineering Academies
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A SWOT ANALYSIS OF
THE INDIAN ENGINEERING SYSTEM
STRENGTHS
• Strong interest among our
youth to study Engineering.
• Considerable admission
capacity has been created by the
private sector.
• Increasing interest of Industry
Associations (CII, FICCI,
ASSOCHAM, NASSCOM) and
of Professional Societies to
partner and collaborate with
academic institutions.
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WEAKNESSES
Engineering Education
perceived as a business
opportunity by some.
Severe shortage of qualified and
competent faculty, especially in
ICT.
While there are islands of
excellence, these are rather few
in number.
Lack of interest among
graduating engineers for
pursuing either research degree
programs or teaching careers.
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A SWOT ANALYSIS OF
THE INDIAN ENGINEERING SYSTEM
STRENGTHS
• The Accreditation initiatives of
NBA are serving to promote
quality improvement in
Engineering Education
• The TEQIP scheme funded by
the World Bank will provide the
necessary resources for
upgradation of about 100
institutions in the country.
• Growing employment
opportunities, especially in the
IT and ITES sectors.
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WEAKNESSES
Lack of availability of
Engineering Ph.Ds for faculty
positions.
Lack of adequate industryinstitute interaction
Mismatch between education
received by graduates and job
requirements.
The widely prevalent affiliating
system in our universities
precludes timely curriculum
updating and introduction of
innovative reforms.
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A SWOT ANALYSIS OF
THE INDIAN ENGINEERING SYSTEM
STRENGTHS
• Recognition of the role of
Engineering and Engineers in
several sectors relevant for
national development.
• Significant role of Engineers in
strategic sectors, such as Space,
Atomic Energy and Defence.
WEAKNESSES
• The recent boom in IT and
ITES sectors has caused a
disproportionate increase in
admission capacity in IT
disciplines, at the expense of
other disciplines.
• While the admission capacity at
the UG level has been on the
rise, a corresponding growth at
the PG level has not taken
place.
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A SWOT ANALYSIS OF
THE INDIAN ENGINEERING SYSTEM
OPPORTUNITIES
THREATS
• IT tools are becoming available
for Technology-Enhanced
Learning, for widening the
reach, and improving the
effectiveness of Engineering
Education.
• Distance Education possibilities,
especially for Continuing
Education.
• Networking of technical
institutions, at different levels,
for mutual benefit; sharing of
resources; undertaking major
projects.
• In the emerging GATS scenario,
Quality concerns need to be
addressed urgently.
• Competition from international
players.
• The non-uniformity in the
geographical distribution of
Engineering Institutions causes
regional imbalances, and interstate migration of students.
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A SWOT ANALYSIS OF
THE INDIAN ENGINEERING SYSTEM
OPPORTUNITIES
• Networking of technical
institutions with R&D labs
and industry.
• Many alumni are offering
substantial support to their
Alma Maters.
• The role of Technology and
Engineering Education for
national development and
prosperity is widely
acknowledged.
THREATS
• The tendency of our students to
prefer IT-related courses, and to
shun other disciplines.
• The tendency of research
scholars to prefer computerbased research over
experimental research.
• Lack of interest among our
youth to pursue Science careers
is bound to weaken the Sciencebase.
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STAKEHOLDER RELATIONSHIPS
IN THE HIGHER EDUCATION SYSTEM
STAKE HOLDER
PROCESS
Student
Manpower Development
(Education, Training)
Employees
(Faculty, Staff)
Employment,
Career Development
Livelihood, Prosperity
Alumni
Communication, Interaction
Tangible / Intangible
Support
Manpower Development
Competent Workforce
R&D,
Consultancy
Technologies,
Products, Processes
Continuing Education
Up to date Workforce
Work Skills
Competencies
Manpower
Development
Industrial and
Economic Development
Employers :
Academe,
Industry,
Business,
Government
Government
VALUE ADDITION
Career,
Livelihood
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Society
Manpower Development
Social and Economic Development
STAKEHOLDER REQUIREMENTS &
EXPECTATIONS
Needs and Expectations =
f (category, individual) :
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Employers : immediate applications of
Knowledge and Skills acquired – Productivity
Students
: Both immediate employment
and long-term employability
Parents
: Prosperous careers for their wards.
Faculty
: Effective Learning by Students
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THE XXI CENTURY TEACHERS
• The whole notion of Teacher as disseminator
of knowledge is turned on its head;
while in the old scenario, the teacher was the boss,
in the new scenario, the teacher becomes the facilitator.
• "The teacher is no longer the sage on the stage,
but the guide on the side".
• The teacher is becoming less central
to the learning process
(Will IT, like what we thought of ET,
replace teachers; make them superfluous?)
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SOME UNREASONBLE EXPECTATIONS OF XXI
CENTURY LEARNERS
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Learning is easy, requires no effort
Access to information = Acquisition of knowledge
Acquisition of knowledge and skills = Experience
Like instant food, there is instant knowledge, instant
skills, instant experience.
• Prosperity requires no hard work, sacrifice.
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EDUCATIONAL REQUIREMENTS OF
THE KNOWLEDGE ECONOMY
PAST REQUIREMENTS
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Skills
Product-centric
Graduate
Cost of doing business
Passive participation
Just-in-case
Static content
Mandated
Instructor-led courses
FUTURE REQUIREMENTS
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Knowledge
Learner-centric
Life-long learning
A competitive advantage
Active participation
Just-in-time
Customized content
Self-directed
Library of learning methods
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GLOBALISATION--DIFFERENCES IN PERCEPTIONS
OF DCs AND LDCs
Sector
Economy
Developed Countries
Favorable trading
opportunities
Developing Countries
deregulation
enhanced privatization
currency integration
expanded markets
Education
Employment
Enhanced markets for
educational products ,
processes and services
making up for reduced
indigenous demand
study opportunities abroad
for those who can afford it
Competition to local
institutions
leads to erosion of jobs
competition from low
wage work force from
LDCs
leads to off-shore jobs
opportunities for
short-term employment
abroad
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THE SYMBIOTIC AND SYNERGISTIC
RELATIONSHIP BETWEEN UNIVERSITY AND
INDUSTRY
• University is the intermediary between two important Stakeholders:
 Students
 Employers
• We need bridges between Engineers in University and Industry
through committed Educators, Researchers and Professionals.
• The two Partners need and depend on each other, and derive mutual
benefit from the partnership – Symbiosis.
• The overall impact can be much greater when the two partners
function in phase and in resonance – Synergy.
• It is necessary to create a win-win partnership for both partners.
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
I. INPUTS
• Students
• Faculty
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XXI Century Learners
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Shortages
-Ph.Ds and PGs in short supply
-Not a prime option for graduates
• Leadership and Vision :
Awareness
: yes
Availability
: in short supply
• Participation of Private Sector
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
II.OUTPUT REQUIREMENTS
 Transformed Nature of Employment:
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Emergence of Knowledge Industry & Economy
ICT-enabled Manufacture and Services
Outsourcing
Fall in Full-time Employment
Obsolescence of knowledge and skills
Changes in Job Requirements
Disappearance of Jobs and Creation of New Jobs
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Globalization and Internationalization:
• Domestic as well as Foreign employment
• Off-shore employment
• Knowledge of Foreign Culture, Laws….
• WTO, GATS
 Market Economy
• Customer Satisfaction
• LPG
• Identification of and concern for
Stakeholder Needs
 Emphasis on Continuous Professional Development.
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
III. ENVIRONMENT, AMBIENCE
 Significant Impact of Technology on:
Education, Industry, Commerce, Lifestyle,
Entertainment, Society
 Demand for Mass Education
 Widening of Disparities:
• Technology Divide
• Digital Divide
• Prosperity Divide
• Literacy/Education Divide
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Increased Uncertainty, Lowered Predictability
 Importance of Institute-Industry Interaction
 Potential of ET and ICT for enhancing
the effectiveness of Learning
 Distance Education / Virtual University Initiatives
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Changing Employer – Employee Loyalty Relationships :
Implications of:
• Lifetime employment
• Outsourcing
• Down / Right-sizing
• Hire and Fire
 Quality Assurance and Accreditation
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
IVRE-DESIGN OF THE ENGINEERING EDUCATION
SYSTEM
 Changing and Emerging Roles of:
• Leadership, Governance
• Faculty : Teaching, Mentoring, Assessment
• Support Services
 Redefined Goals of Technical Education:
• Quality, Excellence, World-Class
• International Competitiveness
• National Relevance
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Redefined Goals of Technical Education (cont’d):
• Appropriate Technical Education
• Identification of Stakeholders, and
Fulfillment of their Requirements
• Emerging Demands of the Profession
• Professional Ethics and Human Values
• Social and Societal Responsibility
• Sustainable Development
• Environmental and Ecological Responsibility
• Resource Conservation
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Perspective Planning:
• Manpower Development
• Discipline-wise distribution
• Regional distribution
• Level-wise distribution : Degree / Diploma
• Ph.D and P.G. programs
• Emerging Thrust Areas
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RATIONALE FOR RE-DESIGN OF
THE ENGINEERING EDUCATION SYSTEM
 Emerging Models:
• Technological Universities
• Deemed Universities
• Virtual Universities / Distance Education
• Autonomous vs Affiliated Institutions
• Twinning arrangements with foreign institutions
• "Brick" , "Click" & "Hybrid" Models.
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SOME CURRENT ISSUES
 I .Which Stakeholder should dictate our System?
• Student
• Employer / Recruiter
• Institution
• Faculty
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SOME CURRENT ISSUES
II Conflicts :
• Short-range perspective of Employers vs.
Long-range perspectives of Academics
• Soft skills demands of Employers vs.
Hard skills focus of Academics.
 A person with hard skills, but no soft skills:
 'Nerd', not a Leader
 A person with soft skills, but no hard skills:
 Bluff-master, gas-bag
• Institution's perception of a Faculty member
as a Commodity, a 9-5 worker; a commodity
which can be purchased in the market.
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SOME CURRENT ISSUES
III Internal Brain Drain (criticized)
Students given professional education (Engineering ,
e.g) taking up careers un-related to their education and
training
Particularly, Marketing, Advertising, Finance attract
criticism.
We have learned to accept External Brain Drain :
• Brain Gain, Brain Circulation
• The Success of the Silicon Valley Entrepreneurs
• Offshore jobs from India
• Alumni support to their Alma Maters
• Contribution to National Pride
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THE NEW MILLENNIUM PARADIGM FOR
ENGINEERING EDUCATION
The New Millennium Paradigm must incorporate the integration of several
features which existed as separated entities till now.
Initial Education
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Institutional Component
Formal Education
Education
Quantitative Expansion
Technology
Traditional Instruction
Print Media
Traditional Libraries
Educational Technology
Teaching
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Continuing Education (Lifelong
Education)
Industry Component
Non- / In-formal Education
Training
Quality Assurance
Management
Web-based Instruction
Electronic Media
Digital Libraries
Information Technology
Learning
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The New Millennium Engineering
Education is a :
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multi-disciplinary
multi-mode
multi-media
multiple-partner
Enterprise.
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