John Morton Threat from China and India 110407

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)