Innovation-Centric Teaching and Learning Processes in Technical Education

Globalization has put countries in competitive and collaborative mode. Underdeveloped nations are in catch-up phase, developing nations are in competitive phase and the advanced nations are in commanding phase with respect to certain technologies. Innovation — Technological, Business and Education — is imperative for sustainable socio-economic development. Education innovation is basis for technological and business innovation. With the advent of Information and Communication Technologies (ICT), curricula, mode of instruction and teaching — learning methods are undergoing major revision. There is attitudinal mismatch between digital native learners and digital immigrant teachers. Engineering education needs revisiting curricula and pedagogy. Knowledge acquisition, guided/unguided, skill development, simulated/hands-on, and concern about society are part of Teaching-Learning processes. Innovation-centric education radar is presented that relates four key dimensions: Offerings (What), Beneficiaries (WHO), Processes (How), and Presence (Where) Assessment and accreditation bodies in various countries for higher technical education place high weightage for Teaching–Learning processes. Innovation needs to be fostered among students and teachers during Teaching–Learning (T-L) processes. Inclusive innovation that may comprise laboratory based structured innovation and Jugaad/unstructured intuitive innovation needs to be promoted for rapid inclusive growth. Bridging Vocational training with engineering education is also advocated to meet huge demand of quality technicians and engineers with entrepreneurial traits. Inclusive innovation will accelerate inclusive growth of the country. Steps to augment innovation may include curricular reforms, faculty development, prolonged academic leadership, accreditation renewal on higher standards, innovation-conducive pedagogy, adopting a village for overall growth, professional communication