Tag Archives: Drona aerospace skilling

aerospace skilling

This is the level of our engineering graduates

How imperative is it to skill our engineers? When does skilling really start? At the post-graduate level? Graduate? School?

Let me narrate a recent incident to you, and then you can draw your own conclusions.

This is how an engineering graduate with a further six months training in embedded systems, attempted to solve a simple exercise that I had given her:

The task was to calculate digital samples for generating a sinewave. I casually suggested that she could use Excel, if she wanted. She looked quite puzzled and asked ‘How can Excel calculate the samples’? I said, ‘Can’t you give a formula’? She asked, ‘What formula?’ I said, ‘If you specify ‘x’, the computer can calculate ‘sin x’. Anyway, I said she could do it manually with a calculator also if she so wished.

She came back to me with a table written on her notebook with columns of ‘x in 1 degree increments’, ‘x in radians’, ‘sin x in decimal’, ‘Hex value in 8 bits’. She had stopped at 15 degrees since it was taking her too much time to manually calculate the entire 360 degrees. I also noticed that she had not taken the negative values of sin x. So, I asked her to calculate just one sample in the 2nd and 3rd quadrant.
She shot back, ‘Quadrant’?
I said ‘yes. Do you know what is a quadrant’?
She shook her head and sheepishly said, ‘I’ve forgotten. You mean 270 degrees?’
I asked ‘What is the first quadrant’?
Without revealing any anger in my voice, I asked, ‘What is the range of the first quadrant’?
‘Zero. No, 90’
‘What is the second quadrant’?
‘What is the third quadrant’?
At that point I lost my patience and told her, ‘First quadrant is from 0 to 90. Can you now identify the 3rd quadrant’?
‘Yes sir. It is 180 to 270’.
Quite relieved at this huge success, I said, ‘Can you now just calculate 16 samples of a full wave and show me the result’?
She came back after 15 minutes and showed me a set of calculations that were all wrong. She had no idea what she had to do.
I thought I would go to the absolute basics and asked her ‘What is sin 30’?
She quickly whipped out her scientific calculator. I said, ‘You don’t need a calculator for that. Can you not draw a triangle and calculate’?
She stared at me as if I was out of my mind. Then she drew a vague triangle in which not even one angle was a right angle.
So, I drew one and denoted x as the ‘opposite’ and y as the hypotenuse. I said ‘Can you now calculate sin 30’?
‘But both x and y are unknown’.
I helped her by saying that ‘y’, the hypotenuse was 1. ‘Can you now calculate x’?
She quickly and triumphantly wrote ‘x= y*sin 30’!
‘I think you can calculate the value of x in relation to y, can’t you’?
An empty stare.
‘If one angle is 30 in a right-angled triangle, what would be the other?’ I asked.
’30 degrees’!
‘What is the sum of all three angles in a triangle’?
‘180. So, the other angle should be 60’.
So, I drew a mirrored triangle beneath the existing one to create the resultant equilateral triangle and asked ‘Does this shape give you any hints?’
An empty stare. So, I asked ‘Do you see any symmetry in the super triangle’?
‘Yes! If one is x, the other is (1-x)’!
I slapped my forehead and said ‘If there’s an isosceles triangle, can you guess x’?
‘It is x/2’.
With many more minutes of prodding and slapping my forehead, she arrived at ‘sin 30 = 0.5’
‘Now that you’ve managed to calculate sin 30, can you now calculate sin 45′?
She drew another triangle just like the 30 degree triangle, wrote x=0.5 and y=1 and marked the angle as ’45’.
I remarked ‘How did you mark x as 0.5′?
‘Sir, we just worked it out’!
I let it be and asked, ‘If one angle is 45 in a right angled triangle, what is the other angle’?
I was quite relieved that she did not go for her calculator. She actually blurted out ’45’ in just under 35 secs.
‘Great! If two angles are 45, can you figure out any relationship between any two sides’?
‘The base (adjacent) will be root 2’.
I said ‘If the two angles are 45, which two sides would be equal’?
Losing patience, I identified the base and the opposite sides as ‘1’. ‘Can you now calculate the hypotenuse’?
A blank stare forced me to draw dotted squares on the three sides and I asked ‘Does this picture now tell you anything’?
She shook her head. I asked ‘Have you heard of Pythagoras theorem’?
‘I have forgotten, Sir’.
Assuming that x, y & z may be more confusing than the a,b & c that we used to be taught in school, I wrote the latter.
No use.
So, I just wrote the formula c2 = a2 + b2.
Voila! ‘Root 2’ came the answer at last!!!!

‘Now that you have managed to calculate sin 30 and sin 45, can you now do sin 60’?
‘Sure’ was the very confident and proud reply.
She proceeded to draw yet another triangle that looked exactly like the first one and promptly wrote 60 in place of the 30.
She wrote ‘1’ on the hypotenuse and ‘1.5’ on the side opposite 60.
I was horrified.
‘How did you get 1.5 on that side’?
‘For a 15 degree increase from 30 to 45, that side increased from 0.5 to 1. So, for another 15 degree increase, it will increase by another 0.5’!
I thought to myself, “Absolutely brilliant logic”, but preferred to tell her calmly, ‘That’s not correct logic. If that was so, what would happen if the angle increased to 90’?

She proceeded to write two superimposed vertical lines for some distance and said, ‘It will be 2’.
‘How did you get 2? Why not 2.5’?
‘No, it can’t be 2.5’
‘But, you know what sin 90 is in reality, don’t you’?
‘Yes. 1’.
‘So, isn’t your logic wrong’?
‘Yes, Sir’.
‘So, now go back to your first triangle that you drew for sin 30. There’s something that you can see right there for 60’, I said.
She didn’t get it. So, I pointed out the 60 degree angle at the top of the triangle and asked ‘Can you write the sin 60 with reference to this angle’?
‘But that angle is in reverse. It goes beyond 180′.
I could not believe that I was listening to all this coming from an engineering graduate. Maintaining my composure, I took a deep breath.
I quickly drew another triangle as a mirror image of the 30 degree example and asked ‘Does this make any difference to the sin 30 just because the triangle is reversed’?
I was relieved when she said ‘No’.
‘So, can you now calculate sin 60 in the same triangle as the sin 30’?
‘Yes. It is 0.75’.
With anger and pain very visible on my face, I asked ‘How did you get that? Did you apply Pythagoras theorem’?
‘Oh yes. I forgot to do the squaring and rooting, Sir’!

If an engineering graduate has not understood the basics of what she studied in school, how did she not only progress through college but also get marks of over 60 and 70%? So, what’s the use of the examination system, not to talk of the class room lectures? If she does not even know the basic school-level geometry of a right angled triangle, let alone remember the name ‘Pythagoras theorem’, what science is she going to apply in life? What’s even more shocking to me is that many people tell me that 75% of the graduates are of this standard.

The question remains – If our engineering graduates do not learn how to apply basic  mathematical, engineering and science concepts to solve a problem, what do we mean by “Make in India”?

Indian Aerospace skilling

Make In India – But who will skill our Engineering Graduates?

The USD 400 billion opportunity

The catch-phrase today in Indian Industry is ‘Make in India’. The estimated domestic demand for Electronics products alone, is of the order of USD 400 billion by 2020. Every entrepreneur in the manufacturing sector is aspiring to take a slice of this pie.

The Challenges

However, if Make in India is to become a reality, there has to be a focus on the product manufacturing sector. China today, is a giant economic power, because it is a manufacturing hub for almost everything across the globe. Unless we are self-sufficient in Manufacturing, we can never hope to match, leave alone overtake, our neighbour.To achieve this, as has been highlighted by many experts, several areas need urgent attention – such as our infrastructure, labour laws and tax laws. But by far the most important initiative needed is in making our engineers employable. This is the greatest hurdle in the realisation of the goal of ‘Make in India’. Without competent engineers to drive the programme, how can the campaign even take off? How will we create our own products?

One step further – from Make in India to Design in India

In the Aerospace and Defence sector, how will India transform from being one of the largest importers of defence equipment, into being self-sufficient in defence products and then onwards to become an exporter? We need to make our engineering graduates skilled not only in Manufacturing but in Design.

Indian Aerospace skilling, grajnarayan


Tweet this: We need to not just Make in India, but Create in India, Design in India and Innovate in India, so as to create and own all the intellectual property ourselves.

For this, we need to skill our engineers not just as computer operators but as intelligent designers and engineers in practice.

Why do we need to skill engineers?

There has been a lot of emphasis of late, on ‘Skilling India’. Most of the initiatives under this program are focused on skilling the workforce at the technician level – electrician, machine operator, etc. There is no recognition of the crying need for our fresh engineering graduates to be made job-ready with hard-core engineering domain skills. Reports suggest that out of about 1.5 million engineers graduating from more than 3500 engineering colleges across India in 2014, only a shocking 4 to 7 % of engineers are actually fit for jobs in the core engineering sectors.

Tweet this: Studies also indicate that employers are not satisfied with the fresh graduates they recruit, and that ‘Graduates seem to lack higher-order thinking skills (analyzing, evaluating and creating)’.

There is a huge demand from the core engineering industries for practical engineers who have hands-on experience. We need to close this large gap between the existing education system and the actual industry requirement.

Today, while we find many training institutes for software, even computer hardware (assembly & troubleshooting) and networking, there are very few training schools for engineers in core engineering disciplines, especially Electronics and Aerospace Engineering Design, and none that include robust processes, documentation and project management. Industries spend several months training them on these essential skills.

In view of the need faced by Engineering students and the Indian Manufacturing Industry, Radel (a well-known name in the Aerospace and Consumer Electronics sectors) has embarked on a novel initiative – Drona, school for engineering practice, that mentors and trains graduates and fresh industry recruits in a real industrial environment with exposure to exciting live projects, to make them industry-ready.