Analysis of Supply Chain w.r.t Academic Outcomes | SSC

Analysis of Supply Chain w.r.t Academic Outcomes

Analysis of Supply Chain & Academic Outcomes

NASSCOM works with its industry members and select academic institutions through its Education & Skill Development Initiatives to help improve the quality and quantity of the employable workforce available in this industry. NASSCOM has undertaken this ambitious project to redesign the curricula of IT-related UG courses and to take into consideration the AICTE recommended curriculam, industry expectations, Washington Accord Graduate Attributes, Bloom's Taxonomy and the Outcomes-based principles.

Assessment is a serious motivator for student learning. It is an important driver of change in engineering education and considerable attention is bestowed on the assessment schemes. Several academic and industry professionals have met in workshops and have been contributing to this effort. AICTE is expecting some very important changes to take place as a result of this effort. McGraw Hill Education (India) will coordinate this effort and publish the report. 

Analysis of supply chain

There are two aspects to this project: 

  • Refurbishing engineering curricular learning outcomes and assessment outcomes, as models to drive pedagogic transformation with respect to the Mechanical, Electronics, Computer Science and IT engineering streams, in the context of Industry’s Engineering Proficiency Program (EPP) and Industry’s Foundation Skills in IT (FSIT) Program
  • Courseware development and implementation plan NASSCOM has conceived the EPP and FSIT programs to be implemented as add-on programs in engineering colleges. It is felt, however, that in the long run, it is necessary to integrate the learning outcomes addressed therein into existing engineering curriculam

Coincidentally, our National Board of Accreditation, in its efforts to become a Washington Accord Member transition from its present Provisional Signatory status to a Full Signatory status has embraced the Learning Objectives-Learning Outcomes-Graduate Attributes Paradigm.

According to Lueny Morell of HP Labs, "Learning Outcomes are statements that describe the expected accomplishments of Graduate Attributes two to three years after graduation: What they are able to do with what they have learned. Learning Outcomes are statements of results of what students know and are able to do by the time of graduation."

The new accreditation criteria demand this paradigm to be incorporated in all engineering colleges. The NASSCOM initiative addresses the needs of the following engineering segments: Aerospace, Automotive, Computing Systems, Construction/Heavy Engineering, Consumer Electronics, Energy, Industrial Automation, Infrastructure, Medical Devices, Semiconductors and Telecom.

It is recognized that this industry requires versatility in engineers general engineering skills with exposure to domain knowledge, and the suggested curriculam has taken this aspect into account. Several academics and professionals have contributed significantly to this project and it is hoped that the recommendations made here will be earnestly implemented by engineering colleges in the country to satisfy the requirements ofthe end-users of their graduates, viz. the different industry segments.

Here is the report prepared by SSC NASSCOM by mapping four engineering streams:

  • CSE (Computer Science Engineering)
  • EEE (Electrical and Electronics Engineering)
  • ME (Mechanical Engineering)
  • IT (Information Technology)

 

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