Abstract
In 21st century, engineering education in India faces significant challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have found some universally preferred, yet challenging skills for global workforce, e.g., science, technology, engineering and math (STEM), statistics and data analysis skills, are of the topmost priority. Moreover, after being the signatory of Washington Accord, India needs to reinvent not only the India Inc., but also its technical/engineering education system. Recently, we have witnessed a major shift in customer relationship and business strategies of corporate houses. Nowadays, e-learners and online consumers are increasing, for which we have to update our digital world, i.e., infrastructure, content/ domain knowledge, educators/HR trainers. Thus, our technical faculty should need to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is high time now to redesign our curricula, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.
Highlights
In this 21st century globalized world, the engineering education and the profession are facing various challenges and at the cross-road, the developed countries see it as an opportunity for positioning themselves as knowledge super-powers, whereas the developing countries like India and other Asian countries are striving towards knowledge capital, know-how, skilled-manpower, infrastructure and ecosystem for big investments for business and
Indian Institutes of Technology (IITs): Acting upon the recommendations made by the Sarkar Committee, five IITs were established at Kharagpur (1951), Bombay(1958), Madras (1959), Kanpur (1960) and Delhi (1961) by acts of Parliament (Kakodkar Committee Report, 2011)
There is a urgent need to address the problems ailing the technical education; otherwise India will miss the opportunity to utilize its demographic dividend of a young work force which it has
Summary
In this 21st century globalized world, the engineering education and the profession are facing various challenges and at the cross-road, the developed countries see it as an opportunity for positioning themselves as knowledge super-powers, whereas the developing countries like India and other Asian countries are striving towards knowledge capital, know-how, skilled-manpower, infrastructure and ecosystem for big investments for business and. The professional development of engineering teachers should support the evolution of their pedagogical skills by building a learning community and make it clear how engineering design and problem solving offer a context for teaching standards of learning Science, Mathematics, Language, Arts and all across other subjects [10] [15]-[19]. Engineering teacher preparation programmes/pre-service professional development programmes should be designed and imparted in such a way that teachers would be encouraged to ask themselves that which concepts can be learned through a specific activity, what students are learning and which aspects of the activity are most effective in this learning, how a lesson might be changed to improve its transfer to a real/virtual classroom and whether there might be opportunities to connect and reinforce learning from other content areas [18].
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