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Increasing Employability of Indian Engineering Graduates through Experiential Learning Programs and Competitive Programming: Case Study

机译:通过体验学习计划和竞争性规划增加印度工程毕业生的就业性:案例研究

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Background, Motivation and ObjectiveWith regard to engineering, there have been serious concerns about the employability of Indian graduates. There are alarming statistics in a NASSCOM report, which estimates that, of the 3 million joining the IT workforce, only twenty five percent of graduates with engineering background are employable. The figures are grave in the context of graduates from sciences and humanities, which is less than fifteen percent. Aspiring Minds has been administering a computer-based test called AMCAT to lakhs of students in 650+ engineering institutions measure employability of technical graduates. This considers parameters like Business Communication & English, Logical & Numerical skills, analytical & problem-resolution skills and coding. The results are a revelation, 47% of graduates cannot be employed in any domain or sector of the knowledge economy. 17.91%, 3.67% and 40.57% are the employability figures for software services, software products and BPO. Only 3.84% graduates are start-up ready and 6.56% are design job ready and the same trend for other core engineering jobs. There is an urgent need to improve employability of our engineering graduates. This calls for lateral thinking and out-of-the-box initiatives such as experiential learning programs and competitive programming; implementations of which we explore in a top-ranking private university as a case study.Statement of Contribution/MethodsThe case study of implementation of initiatives in experiential learning programs and competitive programming in a private university is highlighted. An Experiential learning program titled Live-in-Labs as part of the curriculum is explored. This program is student-centric, learner-centric, participatory and hands-on and they provide students an avenue to apply their acquired engineering knowledge, concepts and skills and deploy on a real-time basis in India’s villages. It’s Course Outcomes (CO) such as human-centered design concepts to document observations and user experiences, user-needs assessment and prioritization are enlisted. A very strong mapping to several Program Outcomes (PO) is observed unlike various regular courses in curriculum. Structured competitive programming initiative in which students compete with others in a contest environment in parameters such as program correctness, execution time, and development time is yet another effort towards student-centered learning. Platforms such as CodeChef, HackerRank and contests such International Collegiate Programming Contest (ICPC), which is considered as the Olympics of Collegiate Programming with annual participation of 50,000 students in 2000+ universities in 100+ countries are efforts in this direction. Competitive Programming initiative’s learning objectives also spans several POs.Results, Discussion and Conclusions.Strong mapping of COs to POs inherent in the experiential learning programs improves the employability as also the progression and prospects of the students. Live-in-Labs? program exposes students to pressing issues confronted by village communities in India, through experiential learning opportunities, in order to apply theoretical concepts into application & deployment, by the devising of innovative technology remedies, and facilitation of crucial and collaborative problem-resolution capabilities of the students participating in the program. The participation of several students from foreign universities also enriches learning, collaboration and diversity. Every Live-in-Labs project results in a student paper published in reputed journals and conferences. It also improves student progression in terms of higher studies and high-paying jobs. Competitive programming dramatically improves student skills and capabilities in problem solving, coding, team work, innovation and creativity. It is also observed that code geeks from competitive programming initiatives are invariably the ones to secure the highest paying jobs in dream companies like Google, Amazon and Facebook.
机译:背景,动机和目的在于工程,对印度毕业生的就业能力发表了严重的担忧。在NASSCOM报告中存在惊人的统计数据,这估计,300万加入IT劳动力,只有二十五个毕业生的毕业生就业。这些数字在来自科学和人文学科的毕业生的背景下是坟墓,这少于十五%。有抱负的思想一直在向650多家工程机构的学生的Lakhs管理基于计算机的测试,衡量了技术毕业生的就业能力。这考虑了商业通信和英语,逻辑和数值技能,分析和问题解决技能和编码等参数。结果是一个启示,在知识经济的任何领域或部门都不能雇用47%的毕业生。 17.91%,3.67%和40.57%是软件服务,软件产品和BPO的就业性数据。只有3.84%的毕业生准备好,6.56%是设计工作准备好,其他核心工程工作的趋势也是如此。迫切需要提高工程毕业生的就业能力。这需要横向思考和开箱即用的举措,例如经验学习计划和竞争性规划;我们在一流的私人大学探索的实施是案例研究。筹集贡献/方法研究实验学习计划中的倡议和私立大学竞争方案的研究。探讨了作为课程的一部分标题实验室的体验学习计划。该计划是以学生为中心的,学习的学习,参与式和实践,他们为学生提供了一个途径,以在印度村庄的实时应用他们获得的工程知识,概念和技能,并在实时部署。它的课程结果(CO),如人以人为本的设计概念,用于记录观察和用户体验,用户需求评估和优先级都是征商。与课程中的各种常规课程不同,观察到若干计划结果(PO)的非常强大的映射。结构化竞技编程倡议,其中学生在比赛环境中与其他人在节目正确,执行时间和开发时间等参数中与其他人竞争,这是以学生为中心的学习的努力。诸如Codechef,Hackerrank和比赛的平台,这些国际大学计划(ICPC)被认为是在100多个国家的2000多所大学的年度参与年度参与年度参与的大学方向的奥运会是朝着这个方向的努力。有竞争力的规划倡议的学习目标也涵盖了几个POS.Results,讨论和结论.Strong在体验学习计划中固有的COS到POS的映射,提高了学生的进展和前景。实验室里?通过经验主义学习机会,将学生迫使学生按照印度乡村社区面临的问题,以便将理论概念应用于应用程序和部署,通过设计创新的技术补救措施,并促进了学生的重要和协作问题解决能力参加该计划。来自外国大学的若干学生的参与也丰富了学习,协作和多样性。每个实验室项目都会导致在知名期刊和会议上发表的学生论文。它还在高等学和高薪工作方面提高了学生进展。有竞争力的规划显着提高了解决问题,编码,团队工作,创新和创造力的学生技能和能力。还观察到来自竞争性规划举措的代码极客总是可以确保谷歌,亚马逊和Facebook这样的梦想公司中的最高薪酬工作。

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