The grand challenges of the next 100 years would require humans to solve problems and face uncertainties that we have never faced before.
According to the World Economic Forum (2016), the top-most skill for the 4th industrial revolution by 2020 is Complex Problem Solving.
To meet the emerging challenges of next century, all students must equip themselves with the ability to think critically, creatively, communicate effectively and solve problems at all levels especially at the Tertiary level. Specifically, Engineering students are required to develop skills on,
- How and wherefrom to acquire new domain knowledge,
- How to synthesise this knowledge, and keep it refreshed in the contemporary memory
- How to be able to analyse a problem-situation, undertake alternatives evaluation keeping technical, social, environmental and commercial considerations, and develop a line of reasoning using engineering knowledge and,
- How to operationalise the engineering solution in a social setting
At the root of these abilities, the Self-Learning ability and the Problem-Solving ability are rated as the topmost abilities desired by Employers.
Employers have voiced that the graduates lack adequate Technical, Cognitive and Linguistic Skills to solve real-world, ill-structured problems. For students to be able to solve ill-structured problems as encountered in real-life situations, they must be equipped with sufficient conceptual framework, and practice of problem solving. However students feel that many of the concepts taught in the college are theoretical and will never be applied in practical life. They feel that Teachers never explained the application of concepts while teaching and that many teachers are just biding time and appear indifferent to teaching or student performance. Course coverage is slow at commencement in the colleges and rushed towards the end of the semester. Insufficient subject pre-knowledge frustrates students who don’t feel in control of their learning in or outside the classrooms.
Currently, in the Indian context, much of the available classroom time is spent in just covering the course curriculum and preliminary problem-solving. Therefore, not enough time or opportunity is left for students to come prepared to the classroom to a sufficient degree to engage with the Teacher for meaningful exploration of ‘real-world complex problem’. On the other hand, with each passing year, rising industry expectations require ever-larger exposure to, and coverage of, complex core concepts to get students up to the required level. In totality, the situation is becoming grim with each passing year. This situation is same at all levels be it Diploma-Engineering, Graduate-Engineering or Applied Sciences. Evidently the student must look beyond the classroom teaching to uplift their lot.
A fresh approach to learning engineering, beyond just passing the exams, is offered by 2Learn.
Noteworthy features are the methodology of teaching, curriculum structure and the Study Plan schedule followed for the conduct of courses.
The probability of success for students who will follow 2Learn’s content, curriculum and method with certainly gain a lot more than just flying colors in their exams.