The document discusses the transformation of technical education in India, emphasizing the disparity between leading institutions and the broader educational landscape. Key concerns include the quality of graduates, lack of creativity, and the necessity for industry connections to enhance employability and innovation. It advocates for a collaborative, industry-relevant education framework to address current and future skills demands while highlighting the need for reforms to protect the quality and relevance of India’s technical education.

1. TRAINING FOR:
Industry 4.0:
the Internet of Things
Smart Factories
From to
JAYESH C S PAI
MSME TOOL ROOM, KOLKATA, INDIA

2. © Craig D. Jerald for the Center for Public Education, 2009
I. HOW IS THE WORLD CHANGING?

3. FORCES CHANGING SKILL DEMANDS
 Automation
 Globalisation
 Workplace change
 Demographic change
 Personal risk and responsibility

4. © Craig D. Jerald for the Center for Public Education, 2009
CHANGING MIX OF JOBS IN THE ECONOMY
38%
18%
8%
22%
12%
25%
14%
12%
33%
14%
0%
40%
Blue collar
workers
Admin support
workers
Sales related
occupations
Technicians,
professionals,
managers,
administrators
Service workers
1969 2014
Percentofemployedadults

5. Job tasks are changing across the
economy
-10
-8
-6
-4
-2
0
2
4
6
8
10
12
14
1969 1980 2000 2013
PercentileChangein1969Distribution
Complex Communication
Expert Thinking
Routine Manual
Routine Thinking

6. Society Technology
Individuals
Higher Education
today

11. INTEGRATED AND HOLISTIC
STRATEGIC PLANNING MODEL
11
(B) Annual Corporate Work Plan
(A) Long-term Strategic Plan
• Annual Corporate Theme
• Corporate Programmes & KPIs
• Mission, Vision, Values
• Goals, Strategies & Programmes
Corporate Budget Plan
(C) Annual Functional Plans
Corporate Level
Mid-term & Year-end Performance Review
1) Relevance
2) Responsiveness
3) Resilience
(D) Establishment /
Individual Work Plan
• Programmes & KPIs
Establishment Budget Plan
Establishment / Individual Level
Mid-term & Year-end
Performance Reviews
DEPLOYMENT
Leadership
(with Consultation)

12. TECH EDUCATION IN INDIA-THE GLARING DISPARITY
• We find a glaring disparity between leading technological
institutions such as the IITs, State Technological universities
and other engineering colleges in the country.
• The prime differential is in respect of the very nature of
activity pursued in these institutions.
• The IITs are institutions of higher learning engaged in
teaching, research and extension activities to empower the
nation with world class human resources, cutting edge R&D
and Product Innovations.
• To a great extent the objective of High employability, Industry
Relevance of Research and creation of World Quality
academic and research ambiance has been met by the IITs
and a few other reputed Institutions and Tech Universities.

13. THE QUALITY SPREAD IS LIMITED
• Likewise, a few other premier institutions which
include BITS Pilani, Delhi Technological University, a
few State Technological Universities, Jadavpur
University, Thapar University, Anna University (Main
Campus), some of the the Regional Engineering
Colleges which are now NITs, and the IIITs also over
the years have emerged as globally recognised
institutions for providing quality output.
• Yet the quality spread is highly limited, given that
we have approximately 3500 tech institutions.

14. MAJOR CONCERNS
• Quality of Graduates and Post Graduates.
• Quality of Research Publications, Research
Integrity.
• Quality of Faculty, Integrity and Preparedness
for Integration into the Knowledge Revolution.
• Lack of Environment of Creativity and
Innovation.
• System heavily oriented towards local
textbooks driven examinations.

15. QUALITY OF INTAKE
• Decisions like allowing mere pass percentage
holders as being eligible for technical admission do
a much greater damage to the quality of intake in
engineering degree institutions.
• Question is what can be done now that we have
much larger number of seats compared to what
would qualify for admission if entry is restricted
to those having a minimum of 60% PCM and a
fair rank in the admission test?
• In our craze for more and more seats for admission
to engineering we have created a system where
even after going to the last rank in admission test
the seats remain vacant in very many states in the

16. LOWERING INTAKE QUALITY THE RIGHT WAY?
• This is the major issue which need to be debated and discussed
seriously if India’s technical education is to protect quality and
relevance of its output for today’s and tomorrow’s industries in
India and abroad.
• No institution or university of repute in any advanced country in
the world, the entry qualifications are so lowered to fill-up the
vacant seats.
• Country like America there are no more than 70,000 seats for
engineering UG Programs despite the fact that America
commands a lead position in respect of engineering and
technology education.
• The challenge in India is to create world quality at a much larger
scale than it exists in the advanced countries of US and Europe.

17. Indian Technical Education Paradigms
 Pre-1950: Focus on engineering practice; design
according to codes and well-defined procedures; limited
use of mathematics; many faculty with industrial
experience and/or strong ties with industry
 1950-1999: Focus on engineering sciences; fundamental
understanding of phenomena; analysis; majority of faculty
trained for teaching and some research
 2000 onwards: Focus on teamwork, collaborative
working, integration in design and manufacturing,
continuous improvement; high scientific caliber and
analytical ability, adoptability and innovativeness

18. TECHNICAL EDUCATION IN 21ST CENTURY - ATTRIBUTES
AND STRUCTURE
Attributes
1.Industry relevant and driven by technology.
2.Network Powered by Intelligent Knowledge
Management System.
3.Innovative in Curriculum Design and Delivery
Systems.
4.Promoting Collaborative Teaching, Collaborative
Research with strong Industry Interface.
5.Eco-system for Knowledge Creation and Industry
Relevant Innovation – Operating like a Global
Knowledge Enterprise.

19. TECHNICAL EDUCATION IN 21ST CENTURY - ATTRIBUTES
AND STRUCTURE
Structure
1. Break the Mould of Traditional Departmental
Boundaries for Curriculum Design and Degree
Programs.
2.Promote a Seamless Environment of Synergy
between Science, Engineering and Human Values.
3.Mix of Open Learning and Expert Orientation through
Live and Virtual Classrooms and Labs.
4.A truly 24 X 7 Knowledge University.
5.A truly Autonomous and yet structured system of
decision making employing the concept of flexibility
and accountability to protect merit and scholarship.

20. TECHNICAL EDUCATION IN 21ST CENTURY - ATTRIBUTES
AND STRUCTURE
Components
1.Schools rather than Departments.
2.Integral faculties like Faculty of Science and
Engineering, Life Sciences and Medical Engineering,
Business and Industrial Management, Innovative
Technologies and Tomorrow’s Engineering, etc.
3.Technology Incubation and Innovation Centre a must
in all technological universities of 21st Century.
4.Smart Classrooms Connected to National Knowledge
Network.
5.Research Oriented Laboratories Promoting Solution
Research and Thinking Ability.

21. TECHNICAL EDUCATION IN 21ST CENTURY - ATTRIBUTES
AND STRUCTURE
Components
6. Administrative System tuned to appreciation of merit and caring
concern for quality.
7. Faculty recruitment based on critical evolution of capabilities for
teaching and research, flexible pay packages, tenure track
system of permanent absorption (something similar to 8-9 years
tenure track faculty system in world class universities like
Stanford, Harvard, MIT and Yale).
8. A system of reward and recognition for intellectual
achievements and sharing of wealth through knowledge
creation, IPR.
9. Promotion of student and faculty start-ups and support for inter-
disciplinary student teams engaged in innovation and new
product development.

22. THE FIVE VITAL CONNECTS FOR TECHNICAL EDN IN 21ST
CENTURY
1.Connect to Knowledge Network
The first and most important connect is the
institutions connect to the vast body of knowledge.
This will ensure that the power of connectivity and
power of networking is well utilised by the students
and faculty in comprehending the state-of-art as
also to develop capabilities to work in today’s
knowledge intensive tech-savvy environment.

23. THE FIVE VITAL CONNECTS FOR TECHNICAL EDN IN 21ST
CENTURY
2. Connect to the Industries
This is absolutely necessary to focus on
relevance. Industry partnership in delivering
expert lectures, conducting technology
workshops, participation in joint guidance of
major projects and for internship to the students
forms the basics of the connect to the industries.
This connect to the industries should further
result into institutions and industries working
together on new challenges of product
innovation and technology development.

24. THE FIVE VITAL CONNECTS FOR TECHNICAL EDN IN 21ST
CENTURY
3. Connect to the Society
It is important that the institutions begin to
focus on the society in which they are
established so as to be partner in progress to
addressing the major problems such as
energy efficiency, energy conservation,
environmental degradation, water quality
management, creating trained manpower in
areas of emerging and new technologies and
as also partnering with local schools to
create the desired interest in science and

25. THE FIVE VITAL CONNECTS FOR TECHNICAL EDN IN 21ST
CENTURY
4. Connect to National and Global Professional
Societies:
 This connect ensures the vital flow of information and
knowledge on latest happenings, enhances institutions
out reach to the vast body of research and knowledge
resources and strengthens the academia industry
interface.
 Promotes Faculty Development and creates Peer
Pressure vital for Quality and Relevance.
 Institution on its part can set up portals for curriculum
watch, knowledge watch, technology watch, new
product and innovations watch which can be developed

26. THE FIVE VITAL CONNECTS FOR TECHNICAL EDN IN 21ST
CENTURY
5. Connect to Local and Global Systems of Tech
Education:
This vital connect promotes collaboration, cooperation and
alliances with R&D organisations and universities at
national as well as global levels. The institution on its part
can take advantage of the peer group in these institutions /
universities for strengthening its internal peer review so as
to constantly assess and focus on quality and excellence.
In today’s knowledge age we must focus on collaboration
and co-operation to maximise the impact of efforts invested
in an activity.
Engineering and technology education and research cannot
flourish without effective linkages and mechanisms for
collaboration and cooperation between universities and

27. THE RIGHT TIME TO ACT IS NOW
 It is the right time for India’s higher technical
education to strengthen the above five vital connects
to leap frog its quality, relevance and excellence.
 The opportunity to do so is already knocking at our
door steps. It is, therefore, important that at this
juncture we innovate and adopt the best practices to
revitalize India’s technical education.

30. HAVE THESE CHANGED IN THE LAST 100 YEARS?
 Textbooks?
 Communicating information to parents?
 Written communication by students?
 Times schools are open/closed?
 School schedules?
 The role of the teacher?
 The role of the administrator?

31. LONG TERM TRENDS
 Increasing dominance of technology in the
economy and society
 Expanding education throughout society,
throughout lifetimes
 Declining middle class; a widening gap between
the "haves" and "have-nots"
 Increasing metropolitanisation/suburbanisation
 Growth of service-sector employment
 Rise of knowledge industries and knowledge-
dependent society
 Increase in corporate conglomerates and
mergers

32. LONG TERM TRENDS (CONTINUED)
 Increasingly global economy
 Shifts in traditional nuclear family; more
single-parent families
 Increasing personal and occupational
mobility
 Growing demands for accountability in use
of public funds
 Increasing concern over privacy
 Increasing privatization of government
services.

33. TRENDS TO CONSIDER
 Education
 Demographics
 Technological
 Economic
 Political
 Social

34. EDUCATION TRENDS
 Competition among schools for students,
educators and funds is increasing.
 Calls for education accountability at all
levels are increasing.
 More school districts and states are
contracting for education services.
 The demand for education professionals
is rising.

35. DEMOGRAPHIC TRENDS
 "Minority" students are beginning to form
the student majority.
 School segregation is increasing.
 Disproportionate numbers of women and
children are filling the ranks of the poor.
 The number of senior citizens is growing.

36. TECHNOLOGICAL TRENDS
 Investments in technology infrastructure
and equipment for schools are expanding.
 Technology increasingly is being used to
change what happens in the classroom or
school.

37. ECONOMIC TRENDS
 Wealth is becoming concentrated in a
shrinking elite.
 The unemployment rate does not reveal
the extent of employment problems.
 The demand for technically skilled
workers is high.

38. POLITICAL TRENDS
 The call for public accountability is
increasing as taxpayers question the
spending habits and policies of
representative government.
 The central government is continuing to
devolve power.
 Distrust of the central government is rising.
 Unions are seeking new ways to be
effective.

39. SOCIAL TRENDS
 Consumer behavior is becoming driven
by a desire to self-differentiate.
 More Indians are espousing the principles
of simplicity and community.
 Nonprofit organizations are playing an
increasingly important role in providing
social services.
 New social ills are revealing the dark side
of progress.

40. Refer to Handout
FUTURE TRENDS IN CONTINUING
EDUCATION

41. EVOLUTION
 High compliance
 Time-driven
 Labor intensive
 Subject knowledge
 Rote learning, memorizing
 Focus on academic
weaknesses
 Government "owned" and
operated
 High achievement
 Results-driven
 Capital intensive
 Process knowledge (learning to
learn)
 Critical thinking
 Focus on academic strengths
 Government in partnership with
interested parties

42. EVOLUTION
 School time
 Teacher-centered
 Textbook funds
 One pace for all
 Buildings
 Mass instruction
 Learning anytime, anyplace
 Student-centered
 Education resource funds
 Different rates and styles of
learning
 Multiple access points for
learning
 Personalized instruction

43. THE CHALLENGE OF YOUTH EMPLOYMENT

44. WHY IS YE SO IMPORTANT?
 Youth is a period of transition and vulnerability
 Vulnerability appears to increase with
globalization and increased competition,
everywhere
 Long periods of unemployment have a lasting
impact on youth:
 Individual level: self-esteem, respect, sense of
achievement
 Societal: integration, cohesiveness, citizenship

45. THE PRESENT
 88 million young people out of work
 59 million kids (17-19) in hazardous work
 Youth are 41 percent of all unemployed
 Youth unemployment 2-3 times higher than
average unemployment
Source: ILO Key Indicators of the Labour Market, www.ilo.org/kilm. Figures for
2004.

46. THE BEST-EDUCATED GENERATION EVER!*
Yet… still large differences globally:
 130 million children not in school
 133 million youth are illiterate
 Large gender differences
 Large differences between groups of
countries
*(And healthiest ever too.)

47. EDUCATION IN DEVELOPING COUNTRIES
% Reach Grade 5 Enrolment in
secondary
school, M-F
Adult literacy
rate, M-F
Sub-Saharan
Africa
61 26-22 69-54
Middle East /
North Africa
91 67-62 75-54
South Asia 59 57-40 66-40
World average 77 66-61 85-74

48. EDUCATIONAL INEQUALITIES
IN DEVELOPED COUNTRIES
We can measure and compare the
educational “baggage” of young people:
 Reading literacy of 15 year-olds
 Math literacy of 15 year-olds
 Science literacy of 15 year-olds
 Math achievement of 8th graders
 Science achievement of 8th graders

49. THE FUTURE
 Over 1 billion young people in need of jobs
every 10 years = 100 million jobs a year
 130 million kids not in school now -> what will
they be in 10 years?
(Importance of MDGs)
 More unemployed young people in urban areas
with little hope for decent work
 Globalization –> increased competition between
young people in more countries?

50. YEN’S 4 E’S TO ADDRESS YOUTH UNEMPLOYMENT
1. Employability – investing in education
2. Equal opportunities – for men and women
3. Entrepreneurship – start and run
businesses
4. Employment creation – as part of
macroeconomic policy

51. THE FIRST E. EMPLOYABILITY
 Definition: a key outcome of education
and training to instill skills, knowledge and
competencies of workers
 Reality: high cost of investment, skills
mismatch
 Invest in life skills, life-long learning, ICT,
entrepreneurship, SSEs in and out of
school

52. THE SECOND E. EQUAL OPPORTUNITIES FOR YOUNG
MEN AND WOMEN
 Before school: equal access and entry for boys
and girls
 In school: “tracking” out of TVE, career
guidance, double burdens, cultural barriers,
gender stereotyping, harassment
 After school: credit access, lower skills
 In the job: discrimination in pay, training,
promotion

53. THE THIRD E. ENTREPRENEURSHIP
 Cultural attitudes: negative perceptions of
entrepreneurship, corruption, social
entrepreneurship
 Education: a system that stimulates
entrepreneurial spirit, teachers’ training
 Skills training: career training, ICT
 Business support: skills and services to run your
own firm
 Regulation: taxes, laws and burocracy
 Finance: youth as risky investments

54. THE FOUTH E. EMPLOYMENT CREATION
 Yes, it is the economy that creates jobs!
 Labour market policies
 Macro-economic policies
 Exchange rate policies
 Sectoral policies
 External economic shocks, disasters and wars
 Institutional support for youth employment:
governance, national employment strategy,
monitoring

55. WHAT’S NEXT:
 National action plans for youth employment by
March 2004
 Mobilizing financial resources for youth
employment
 Linking youth employment with education
 Expanding on youth participation in policy and
action: “No decision making without youth
participating”

56. ECONOMIC CHANGE
 Changing nature of the workforce.
 Fastest growing jobs require some education
beyond high school.
 Employers express concern about the lack of
essential skills among students.

57. SURVEY OF ALL MANUFACTURERS
 80% report “Moderate to Serious”
shortage of qualified job candidates
(20% “Serious”)
 For Technical Workers
 59% report “Poor Basic Employment
Skills”
 26% report “Inadequate Tech Skills”
 72% report “Poor Reading/Writing”

58. SMALL BUSINESSES SEEK 20TH CENTURY
SKILLS FOR 21ST CENTURY WORKFORCE
 1,000 respondents
place high value on
 Verbal & written
communications
 Math
 Computer expertise
 Interpersonal skills
• Only one-third
satisfied with pool
of available
applicants

59. CHANGING TIMES
“…many companies are firing and hiring at the
same time, dumping outmoded or redundant
employees and adding new ones with very different
skills. Allstate Corp. is doing it. Pricewaterhouse-
Coopers LLP is doing it. So are BellSouth Corp.,
Adobe Systems Inc. and a mess of others.”
– The Wall Street Journal

60. CHALLENGE TO EDUCATION
 Many institutions have not changed enough – “soft
bigotry of low expectations.”
 Poor academic performance (reading)
 High rates of college remediation needed
 High rates of college “drift out”
 Disconnect between student aspirations and their high
school preparation.
 Low-level course-taking in Career Technical Education.

61. • High expectations for all
• Innovative learning structures that fully
engage students
• High-quality teaching and leadership, and
• Accelerated transitions to work or additional
education.
Preparing the World Future
Key Principles

62. Thank you very much for your attention.