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How disruptive technologies likely to play a key role for Higher Education in 2019?

By
digitalLEARNING Network
-
disruptive technologies in education

The distinct waves of disruptive technologies are changing established ways of teaching and learning across the world. The pace of disruption is gaining speed with every passing year, write Shantanu Rooj, Founder and CEO, Schoolguru, and Vipendra Singh, Senior Vice President, Schoolguru, for Elets news Network (ENN).

Shantanu Rooj, Founder & CEO, SchoolGuru
Shantanu Rooj, Founder & CEO, SchoolGuru
Vipendra Singh, Senior Vice President, Schoolguru
Vipendra Singh, Senior Vice President, Schoolguru

The internet, which has turned businesses (from newspapers through music to book retailing) upside down, is set to upend education too. Now the online programmes revolution, is offering students the chance to listen to star teachers and get a degree for a fraction of the cost of attending a University-on- campus. Employers are putting greater emphasis on adaptability, curiosity and learning as desirable attributes for employees. Shorter courses, lower costs and online delivery are making it easier for people to combine work and training. New credentials are being created to signal skills.

While 2018 has been a great year when technology made significant strides in the teaching-learning processes, 2019 is going to be a significant upgrade. The result will be the reinvention of the University.

Mobile, Not Laptop becoming the Device of Choice for Learning

Major changes are coming in the next generation, of a kind and magnitude that exceed the expectations of almost everyone currently engaged with a traditional University. Better smart phone penetration, ease of use, supported by low cost of data is paving way for a revolution in learning spaces similar to what it has done for social networks. Learning delivered across higher education institutions is becoming increasingly online, blended, multi-modal, mobile and virtualized that makes education geography- agnostic; rather than people only being able to “go to college” in a few, scarce expensive places, you’ll essentially be able to go to college from almost anywhere. Universities of the Future shall be everywhere – online, on-campus and on-the-job! Mobile technologies are increasingly being used not only by the learners but also by the faculty to deliver their lectures and connect with the students from anywhere, anytime; that makes learning more collaborative and effective.

Better, Innovative Use of Big Data, Machine Learning and Artificial Intelligence

Yuval Noah Harari, in his latest book, ‘In the kingdom of cyborgs’, predicts that human beings will change more in the next hundred years than they have in all of their previous existence. Algorithms will know people better than they know themselves, and that this knowledge can be used by business or governments for manipulative ends with a risk that technological revolution might establish the authority of big data algorithms, while undermining the very idea of individual freedom. The combination of biotechnology and artificial intelligence (AI) may enable some people to be digitally enhanced, transforming what being human means.

With the advent of technologies like big data and AI, education leaders will soon be making data-driven decisions; and hence, having a data and information management strategy in place will soon become a necessity. Higher education regulatory bodies (such as UGC in India) and Universities are making progress in collecting data at various touch points. The government is building several repositories to store this data to be analyzed and used for betterment of education. However, there is still much room for improvement and a lot needs to be done to enable data-driven decision-making across the entire ecosystem. Big data offer the chance for more personalised education. Use of machines learning and AI technologies shall enable predictive analysis and adaptive reactions.

Augmented Reality, Virtual Reality and Gamification

The outlines of a new ecosystem for connecting employment and education are becoming discernible. New technologies like virtual and augmented reality can radically improve professional training and make learning more effective. Platforms make it easier to connect people of differing levels of knowledge, allowing peer-to-peer teaching and mentoring. Using virtual reality for more real-life experiences has the potential of taking learning experience to a whole new level. Augmented reality (AR), a technology for overlaying digital information on objects in the real-world seen via a smartphone camera or headset can make learning more immersive and fun. Gamification technologies and techniques are being increasingly adopted to keep learners involved and interested.

Increased Usage of Videos and MOOCs

The usage of video for learning has reached a significant level. Harvard’s DART initiative is one recent effort to try to help faculty and instructional designers make full use of open access assets. MOOCs started in 2008; and, as often happen with disruptive technologies; they have so far failed to live up to their promise. Largely because there is no formal system of accreditation, drop-out rates have been high. But this is changing as private investors and existing universities are drawn in.

MOOCs will disrupt different universities in different ways. Not all will suffer. Ambitious people will always want to go to the best universities to meet each other, and the digital economy tends to favour a few large operators. The big names will be able to sell their MOOCs around the world. But mediocre universities may suffer the fate of many newspapers. Digital education is generating new learning opportunities as students engage in online, digital environments and as faculties change educational practices through the use of blended courses, personalized instruction, new collaboration models and a wide array of innovative, engaging learning strategies. Most Universities will need to reinvent themselves to survive.

2019 is going to bring in a positive momentum in faster tech adoption in higher education and help create more integrated, virtualized, gamified learning experience for learners and educator alike. Usage of data is going to make student engagement and retention better thereby making education more user friendly. Augmented reality, virtual reality and gamification are going to change the way students learn inside and outside campuses. Educators will need to keep pace with the technological innovations to ensure they remain competitive and relevant. Partnerships with private service providers who can support the institutions with their competencies and platforms shall play an important role in their success.

Education, globally, is becoming flexible, modular, accessible and affordable. The recent initiatives from UGC providing guidelines to Universities to focus of outcomes seem to be well meant. Boosting student success through shared responsibility and accountability for outcomes seems to be the only way forward. Universities will need to promote innovation and competition through transparency and evidence of what works; will have to strive to reward success, especially where teams are demonstrating their commitment to better serving disadvantaged students. Universities will need to lean on technology to support them while they build efficient, transparent and accountable systems while providing the best in class learning and support services to the students; the question is both contextual and existential!

(Views Expressed by the author are a personal opinion)

Tesco Bengaluru partners NASSCOM to set up first Community Development Centre

By
digitalLEARNING Network
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Tesco Bengaluru partners NASSCOM to set up first Community Development Centre

Tesco Bengaluru has inaugurated its maiden Community Development Centre (CDC) at Immadahalli, Whitefield in collaboration with NASSCOM Foundation.

In a first of its kind initiative, the two partners will work on enhancing opportunities for employability among youth from disadvantaged communities. In addition to the skill-based training, the Centre will also support the students with placement opportunities in IT/ ITES/ retail sectors.

Designed according to the curriculum proposed in National Digital Literacy Mission, the programme at the newly inaugurated centre is curated with modules such as English language training, personality development, vocational training, data entry, accountancy and Business Process Outsourcing under three verticals – Career Courses for students between 17 to 30 years of age, Skill Courses, and Digital and Financial Literacy modules for students who are 14 years and above.

Also Read: Nasscom and GTU signed MoU

Commenting on the launch of the Centre, Dr. Sumit Mitra, CEO, Tesco Business Services and Tesco Bengaluru said, “As a leader in the retail space for over 100 years, Tesco has always prioritised community outreach and development of future generation. At Tesco Bengaluru, education is one of the focus areas of our CSR programme and we are creating and enhancing opportunities for youth to improve their livelihood through skill building & training programmes.”

“With this career Community Development Centre, we aim to address the issues concerning the burgeoning youth unemployment in India and skills-gap in the retail, IT/ITES sectors. We are honoured to be partnering with Nasscom Foundation for this endeavor. We look forward to working with them to expand the impact and reach of the programme over the next few years,” he added.

In line with the CDC’s focus on delivering skill based training, the first batch comprises of 12 – 15 students to maintain a fair student-teacher ratio.

Ashok Pamidi, CEO, NASSCOM Foundation said, “Having trained over 1 lakh people on digital literacy, NASSCOM Foundation through this centre is trying to go beyond making people digitally equipped to make them employable in a digital economy.”

With the opening of the CDC, Tesco Bengaluru and NASSCOM Foundation hope to enroll girl students as well from the communities that can equally benefit from the programme.

NCERT to reduce syllabus by 15% this year, says Javadekar

By
Akash
-
Prakash Javadekar

The Ministry for Human Resource Development (MHRD) is going to reduce the content in NCERT textbooks by 10 to 15 percent from academic year 2019-20 as part of its exercise to relieve youngsters from “Curriculum Overload”.

In a meeting of the NCERT, chaired by Union Human Resource Development Minister Prakash Javadekar himself on Saturday, the minister said that the target is to reduce 50 percent reduction of the “curriculum overload” without affecting the learning outcomes.

“Curriculum will be reviewed to ensure holistic education in which there will be time for physical education, value education, life-skills education and experiential learning. The curriculum needs to be reduced. We have decided to reduce curriculum by 50 percent. This year, there will be 10-15 percent reduction. Next year it will be more. Finally, in 2021, the target will be achieved,” Javadekar said after the meeting.

Also Read: NCERT to introduce QR code in its textbooks

The minister also suggested earlier that removing duplication and redundant portions in a scientific way, the NCERT will be able to bring down its curriculum significantly. There were over a lakh suggestions on the basis of which the rationalisation exercise was carried out, an official said.

The union minister also said that to ensure adequate supply of NCERT textbooks, the number of published books this year is 8 crore this year. The number was 6 crore last year.

Seth M R Jaipuria Schools— Nation Building with Quality Education

By
digitalLEARNING Network
-

Shreevats JaipuriaWith a rapidly transforming education sector across the globe, Seth M R Jaipuria Schools focuses on nurturing global leaders by imparting quality education to its students, says Shreevats Jaipuria, Vice Chairman, Seth M R Jaipuria Schools and Jaipuria Institute of Management, in conversation with Elets News Network (ENN).

What practices are followed at the school to develop leadership qualities among students?

Leadership can’t be taught in a traditional classroom setting. It is developed through practice. From a primary level, the school should make students participate and take responsibility both within and outside the classroom to inculcate such qualities.

In what ways Seth M R Jaipuria reaches out and connects with its neighbourhood?

Understanding the community around us is an integral part of a good education. We have multiple programmes and opportunities through which our school and college students reach out to the community around them. These include community services, group projects, and cultural activities.

What are teachers’ expectations and how does the school help them work towards achieving the organisation’s vision?

We have a strong belief that teachers’ development and learning pave the way to succeed in any educational institution. We provide multiple training opportunities in the school and outside too for teachers on pedagogy, and subject knowledge. Moreover, we provide them with new teaching ideas for every topic in the syllabus through nearly 1,00,000 lesson plans developed by us.

Also Read: Seth M R Jaipuria Schools: Imparting Learner Centric Education

What are the most required qualities needed to inculcate among students?
The most important skill in today’s world is the self-learning ability. We try to inculcate self-learning in our students, and try to make them self-motivated from a very young age. In today’s world no success is possible without the ability to work with people as a team. This requires empathy and listening skills. It gives not only a pathway to success but also makes one a better human being, who understands and helps people around himself or herself.

What is the biggest challenge for country’s educational system? How it can be resolved?

The greatest challenge is to improve access to quality education. We need to build schools that invest in improving the skills of teachers and enable students with the skills to be successful in today’s and tomorrow’s world. There are very institutions that are able to do this outside metropolitan cities. Moreover, though there are many world-class institutions both at the school and higher educational level but the average quality of institutions is very poor. We need to bridge this gap between a few great and mostly poor institutions.

Also Read: Seth M.R. Jaipuria Schools: Embedding Best Practices From Around the World

As an educational institute, what kind of help Seth M R Jaipuria Schools expect from the Government of India to improve the status of education in the country?

The government should create a legal framework, which promotes investment in education and competition amongst schools. Schools should be forced to deliver better quality and affordability through market competition and transparency rather than regulation.

Description: Seth M R Jaipuria Schools impart integral education, general as well as vocational, to all irrespective of caste, creed and colour; in an atmosphere of purity, efficiency, discipline and fraternity.

CP Goenka International Schools: Nurturing Thinkers and Innovators through Education

By
digitalLEARNING Network
-
Nurturing Thinkers and Innovators
Sandeep Goenka & Archana Goenka
Sandeep Goenka and Archana Goenka
Founder Trustees
CP Goenka International Schools

We strive for maintaining quality and thus achieving excellence by preparing students for learning beyond their school years and assisting them to become lifelong learners, say Sandeep Goenka and Archana Goenka, Founder Trustees, CP Goenka International Schools, in conversation with Elets News Network (ENN).

To manage with the rapidly evolving world, students must be responsive to change and receptive to new ideas, how does C P Goenka International School maintain such environment for its students?

At C P Goenka International School, we have created an environment that exposes students to different
cultures, value systems and practices in different ways like student exchange programmes, model united nation sessions, interactive learning activities, debates, and research projects etc. This enables them to understand different perspectives. Such activities encourage students to appreciate cultural diversity. This helps them to accept the change positively.

What are the best practices followed by the school in its curriculum to nurture lifelong learners?

The curriculum is planned in such a way that creativity, collaboration, learning by doing, online and differentiated learning, self-regulation and problem solving are regularly undertaken through projects that focus on solving real-life problems. Students’ confidence and self esteem are fostered through activities like MdM (My delightful Moment) where students showcase their unique talents, debates, quiz, street plays, elocution, etc.

The curriculum also incorporates differentiated learning strategies to nurture students’ strengths, integrate multiple intelligence-based activities, flipped classrooms and the right use of technology etc, to develop skills and create the most competent learners and citizens.

How growing use of technology in education sector is improving the teaching-learning practices, assessment methodologies and improving the learning outcomes?

The effective use of technology in education has changed the face of education and created more educational opportunities for teachers and students. use of online activities, educational games, high-tech lessons and collaborative learning sessions with the children of the world has brought out a global perspective amongst our students.

What measures are adopted by the school for active engagement of parents along with teachers for holistic learning amongst its students?
Parents play a fundamental role in the development of our school and students. The active collaboration of the student-parent-teacher has had its impact on the holistic learning of the students. Active involvement of the parents in the PTA, framing of activities, organising events and functions has
nurtured a compassionate attitude towards teaching and learning.

Description: CP Goenka International School imparts education to nurture Culturally Developed, Responsible and Conscientious Global Citizens.

MHRD approves addition of 5,000 seats in Navodaya Vidyalayas

By
Akash
-
Jawahar Navodaya Vidyalaya

Ministry of Human Resource Development (MHRD) has approved addition of 5,000 seats in Jawahar Navodaya Vidyalaya (JNV) from the Academic Year 2019-20, announced Human Resource Development Minister Prakash Javadekar on Monday.

Currently, the JNVs – Residential schools for talented rural children, are having around 46,600. The addition of 5,000 seats means the enrolment of over 51,000 students from the academic year 2019-20.

In the last four years, over 9,000 seats have been added and the addition of 5,000 seats from next year has taken the number to over 14,000 seats.  In the next four years, the Government is likely to add 32,000 more seats.

“This is a step in the right direction. This is the biggest-ever expansion of quality education for rural students.  This unprecedented expansion of JNVs, nearly free of cost residential schools, will provide more opportunity for talented children from rural areas to get a quality education,” said HRD Minister Prakash Javadekar.

Also Read: Prakash Javadekar directs Navodaya Vidyalayas to go solar

Navodaya is the only education system in the country where students give entrance examination for admission to class six. In 2001, 5.50 lakh aspirants appeared for the entrance examination for admission to class 6.  Over the years the number of aspirants appearing for the entrance examination has increased considerably. In 2019, 31.10 lakh students have registered for the entrance examination.

“This reflects the growing aspirations of rural children for acquiring quality education and the Government’s consistent effort to meet this aspiration, under the dynamic leadership of Prime Minister Narendra Modi,” the HRD Minister said.

“The Government is also actively considering setting up of a Navodaya Vidyalaya each in the newly carved out districts in various States,” the minister added.

In past five years, Navodaya Vidyalaya has consistently recorded a pass percentage of over 97 per cent in Class 10 and Class 12, of which 86% securing first division, which is far better than private schools and CBSE’s national average.

TUK Adding Value to Education

By
Akash
-

Today, the Internet is the new pied-piper. And everyone seems mesmerised by its music, especially children. The challenge is to use the Internet in the way that leads children towards knowledge and self-awareness, says Manmeet Khurana, Founder and CEO, The Ultimate Knowledge (TUK), in an interview with Elets News Network (ENN).

How does The Ultimate Knowledge (TUK) help in developing awareness among children from an early age?

The Ultimate Knowledge is a dynamic portal, which aims to develop awareness in the minds of the children from an early age. We strive to provide knowledge to children in the form of impeccably written articles supplemented by attractive images and videos. We have kept in mind the comprehension capabilities of children vis-à-vis language and content across knowledge spectrums and geographical boundaries.

How is the information available at TUK different from regular academics? How will it help students boost their Intelligence Quotient (IQ) and learning power?

The information available at TUK is different from the academic curriculum and has been designed to supplement the knowledge a child acquires at school. TUK endeavours to adopt a holistic approach to education by creating general awareness among students.

How does The Ultimate Knowledge platform help teachers to improve the learning practices in classroom?

Teachers can enhance their classroom lectures by adding more interesting information to any topic. As the students are Internet savvy, teachers may also direct them to get additional information on any topic by reading an article. Any topic taught digitally through attractive images and videos have a lasting impression on a child’s memory.

What are the various domains in which TUK is imparting knowledge to a child? Please describe about every domain.

We started working on our portal only after we have done our due diligence, and post extensive consultations with eminent teachers, educationists, principals and parents.

On a higher level, we segregated our content into 3 grade categories [Grade 3-5, 6-8 and 9-12]. This we have done keeping in mind that the language and comprehension capabilities differ across age levels, and one size doesn’t fit all. At a granular level, we have divided the content into various interesting domains.For example, to make students understand Science better, we present situations and events with proper explanation of the concept behind it. Similarly, under the technology section, the latest Technological breakthroughs across the world are presented before the children in a lucid language.

What is the vision and mission of The Ultimate Knowledge for the future?

Our mission is to ensure that the perfect blend of information and knowledge is imparted to students. We see ourselves as a perfect ally of all educational institutions whose aim is to create awareness among children. We would be the go-to portal for students to get an all-round and holistic knowledge.

Our vision is to help the society by creating a heightened level of awareness among the youth to face future challenges with their knowledge and capabilities. India enjoys a prestigious global presence, and our students need to be well-equipped to make the most of the opportunities looming large on the horizon.

The Jump Start: Transforming Lives, Creating Value for People

By
Akash
-

The Jump Start imparts quintessential knowledge and skills to the graduate talent making them employable and organisations future ready and competitive, says Mahesh Iyer, Co-Founder & Curator, The Jump Start, in conversation with Elets News Network (ENN).

Mahesh Iyer, Co-Founder & Curator, The Jump Start
Mahesh Iyer, Co-Founder & Curator, The Jump Start

Please describe briefly about the solutions developed by the organisation to help education institutes?

The Jump Start is a skill formation and an employability enrichment venture curated by industry professionals who possess extensive experience in the field of human capital formation through talent identification and development, academia affiliations, training and consulting.

How does the solutions provided by your organization help in promoting effective learning among students?

The Jump Start team is committed to improve the employability quotient in the society by inducing a skill and value-based learning methodology which is industry-recognised and are aligned to the national occupational Standards prescribed by the MSDe. We believe that the inclusion of Tier 3 and 4 graduate talent and the unemployed workforce to the mainstream will address a larger socio-economic challenge of our country.

Industrial Revolution 4.0 is much talked about term nowadays, how important is the skill and training for students?

Researches revealed that the graduates lack the fundamental skills required by businesses. Further, formal training of employees in basic business frameworks and concepts is relatively missing. It is imperative that we demystify the gap. The missing threads are confidence building, application of concept into practice and the efforts from the institutes to fulfil the requisites for helping students to sustain in this dynamic and volatile job market.

 

 

ELV: Enabling Students to Succeed Globally in Future

By
Akash
-

At Early Learning Village (ELV), we understand that development in a child’s early years is crucial for lifelong well-being and success, says Pradeep Jolly, Co-Founder, Early Learning Village & Wonderland, in an interview with Elets News Network (ENN).

How does Early Learning Village help its students to grow and develop while reading, listening and playing?

Our team of internationally experienced educators work closely with students to ensure that the time spent at Early Learning Village (ELV) is enjoyable and enriching. the international Early years (iEy) Curriculum underpins all learning at our preschool. it is a comprehensive curriculum focused explicitly on the developmental needs of young children. the globally accredited iEy curriculum clearly defines learning and development goals and helps your child to be internationally minded. Children use childfriendly cameras, bee-bots, learning apps and voice recorders to develop skills in technology at ELV preschool.

Infrastructure wise, what facilities are provided at early learning village to make the learning delightful for students, yet keeping them safe?

Children learn in an environment that provides stimulating spaces and exciting experiences. A child’s day at Early Learning Village has a balance of open-ended activities, exploration, child-initiated play supported by adults, focused-learning with adult guiding, and learning through playful and rich experiential activities. our outdoor activities provide children with a range of engaging and challenging opportunities to explore freely, develop physically, and solve problems while playing independently and collaboratively.

All the activities are on the lines of international practices. Focusing on the idea that every child learns in a healthy and safe environment, we ensure learning spaces both indoor and outdoor are designed to involve our students.

How various programmes at Early Learning Village help the students to develop holistically?

All our programmes have been purposefully designed to support every child’s educational needs. the Adult and Child Programme allows parents to be present while their children learns in an informal educational setting. our Early year programmes for students aged 2-4 allow them to learn at their own pace, discover areas of their interest and be creative. Expressive arts and creativity are an important part of the ELV curriculum. our play space is a safe, rich and dynamic environment to grow confidence, take risks and solve problems while playing independently and collaboratively.

How the curriculum helps the preschool students face real-life challenges?

Learning happens when a child’s natural curiosity is enabled in a safe environment. independent earning experiences create a context for personal development and are the foundation of nurturing global citizens. our curriculum involves ongoing assessment in the form of evaluation and reflection of the activities. outdoor play opens up a vast universe of learning for children which, in return, helps in developing skills like critical thinking, problem-solving and crisis management.

How do you see the road ahead for the Early Learning Village?

We are currently focused on being consistent with our care and quality measures while making sure that we create a beautiful closed community of parents. We aim to touch the lives of more children, ensuring that we continue to create a positive impact in their growth and learning.

Creative Engineers – Myth or Reality?

By
Akash
-
Creative_Engineers

Engineering was key to the transformation of an agrarian and artisan economy to that dominated by machine power for manufacturing, agriculture and extracting natural resources; automation replaced labour intensive systems for improved health, sanitation and mobility, writes Prof Rao Bhamidimarri, President, The Institute of Advanced Research, Gandhinagar, for Elets News Network (ENN).

Engineering played a central role in advancing civilization throughout human history. In the modern era, we have made unprecedented economic and social gains through advances in acquiring and applying knowledge.

However, this progress came at a cost to our planet and the environment. The global grand challenges of the 21st century are profound and wide-ranging. Health and wellness, climate change, resource depletion, poverty and social inequalities are amongst the challenges we confront, as the population approaches 10 billion by the middle of this century. Today, the benefits of economic and social progress are not distributed evenly. A billion people without access to safe drinking water and 2.5 billion without sanitation. Some 4 billion people have no access to internet, placing them on the wrong side of the digital divide.

Addressing these challenges will require creative and innovative engineering talent and leadership to develop solutions to these complex problems. These solutions need to be sustainable, equitable and safe.

Role of Engineering

Whether it is the Egyptian pyramids or the International Space Station, the Great Wall of China or Artificial Intelligence, they reflect the creativity and technical knowledge of engineers.

Engineering education dates back to medieval times and focused on apprenticeships in trades, which originally focused on traditional trades such as construction, metal working and paper-making. This expanded as industrialisation progressed to include engineering, mining, shipbuilding and textiles by the late nineteenth century. It was not until early 19th century that degree level education began at universities. By the end of the 19th century, as knowledge in sciences and mathematics accelerated, the initial emphasis on shop floor experience in engineering education shifted towards classroom instruction.

Successful engineers have a strong knowledge of engineering science while gaining a holistic approach to engineering application. This allows them to develop creative and innovative solutions to real world problems. Great engineering entrepreneurs over the last two centuries have not only been masters of scientific and technical knowledge, but also have excelled in non-technical factors such as environmental, ethical and social factors, to translate innovative ideas into reality.

With the increased specialism and academic focus, engineering graduates have proved themselves to be excellent in modelling and analysis in recent decades. But employers have had increasing concerns about the disconnection between engineering education and real world context. Therefore, employers also recognise what are commonly described as soft skills such as communication skills, ability to work in a team, commitment, organizational skills and flexibility.

The 21st Century Engineer

“We educate engineers for the 21st century using 20th century curriculum in 19th century universities” — Vincent Wiegel, professor, HAN University of Applied Science

There has been increasing awareness that the engineering graduates in general, while technically competent, lack the following professional skills:

  1. Communication Skills,
  2. Organisational Skills
  3. Interpersonal Skills,
  4. Commitment
  5. Ability to work in a team and
  6. Time management

While enhancing these skills and attributes can enable graduates to secure employment and to operate effectively in the world of work today, addressing the unprecedented global challenges, engineering education needs to undergo a fundamental change. Creativity driven problem solving skills in the real world context are increasingly important along with the following higher value skills:

  1. Critical Thinking,
  2. Creativity,
  3. Empathy,
  4. Collaboration,
  5. Motivation,
  6. Cultural Sensitivity and
  7. Flexibility

In addition to these future engineering graduates also will need to be equipped with the 3Rs of Reflection, Relationships and Resilience.

The Creative Engineer

Engineering is an intensely creative profession. Creativity is a process – not a Eureka moment, nor is it a mysterious process, but an ability to disassemble knowledge and reassemble it in new ways. Curiosity, motivation and knowledge are the key ingredients of creativity.

Often creativity in engineering is underrepresented in engineering including by the engineering profession itself. While complex problems demand creative solutions, engineers are constrained in practice by the need to minimize risk to public, investors and the environment. This together with increased academic focus, the current engineering education has become an antithesis of creativity.

The traditional engineering curricula and pedagogies used equip the graduates with technical competence, but do not foster attributes necessary for creativity. Engineers of the 21st century will need to be creative in order to develop solutions to new and emerging challenges. Embedding creativity in engineering education continues remain a challenge.

A curriculum that embraces a multidisciplinary focus with emphasis on design thinking and self-determined learning, undertaken in a real world context, will help foster confidence and creativity in graduates.

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