Presentation Transcript
Engineering Skills: The Threat from China and India?: Engineering Skills: The Threat from China and India? Dr John Morton
Chief Executive
The Engineering and Technology Board
Our Concerns?: Our Concerns? Growing technological capacity of China and India
Fuelled by lack of reliable information on future engineering workforce in these countries
Rapid growth seen in China and India has led to reaction in U.S and Europe
Focus on remedies such as increasing engineering graduation rates
Should we be concerned and, if so, what should we do?
Research in this area is a central feature of the ETB’s research programme
Undergraduate Completions: Undergraduate Completions Sources: Duke University 2007, ETB 2006
China: China China produced over 500,000 engineers in 2004-05 !
However…broad definition of the term “engineer”
This surge in figures reflects a top down govt policy change that began in 1999
Enrolment increased by more than 140% over the past five years
Reduction in staff student ratios
Graduation rates achieved by dramatically increasing class sizes (but star institutions untouched?)
Employment prospects of graduates?
India: India India produced over 170,000 engineers in 2005 !
Figures include many IT functions
Inefficient system – marred by caste based quotas
Quality varies from school to school
Indian Institutes are very strong but only graduate a small number of engineers
Companies use private colleges - act as “finishing” schools
Where does this leave us?: Where does this leave us? Hype on numbers – the end of the world may not be round the corner
China and India display different drivers and different outcomes
In the context of Western concerns about global competition?
Rather that trying to match their demographic numbers and cost advantages, the U.K. and Europe need to force competitors to match its ability to innovate
Doctoral Completions 1983-2003: Doctoral Completions 1983-2003 Source: ETB analysis of OECD
Conclusions: Conclusions Invest in higher level skills – Doctorates
Especially if undergraduate engineering becomes a commodity product
Keep U.K (and Europe) at the cutting edge
Internalise technical change and innovation into U.K. (and European) economies
Meets with Lisbon agenda
Next Steps: Next Steps Separate skills and education
Need to encourage demand pull for higher level skills
Create transferable skills in a global market for skills
Key is link between academia and industry
Possible role for European Institute of Technology (EIT)