Building Training Curricula

🇮🇳 5 Ways Fabs & OSATs Will Build India’s Semiconductor Ecosystem ✅ 1) Create Anchor Demand → Pull the Supply Chain Into India Once fabs and OSATs commit billions, suppliers follow automatically — gases, chemicals, CMP pads, wet benches, wafers, bonding wire, leadframes, packaging substrates, tools, spare parts. India examples • Micron ATMP (Sanand) → pulling in chemicals, automation vendors, cleanroom firms • Tata OSAT (Dholera) → attracting bonding wire, molding compounds, test equipment service providers • Tata Semiconductor Fab (Dholera) → supply chain planning for gases, CMP slurries, UPW, STP, photochemicals Effect: India shifts from importing fab inputs to manufacturing + supplying them. ✅ 2) Build Semiconductor Talent Pipelines Fabs and ATMP plants don’t just hire — they restructure university pipelines and vocational training. How it plays out • Cleanroom operator programs • Semiconductor technician diplomas (ITI/Polytechnic) • Fab engineer specializations in IITs/NITs Examples • Dholera + IIT partnerships for fab-ready curriculum • PDPU + ISM + Techovedas cleanroom skilling ecosystem • Karnataka semiconductor skill cluster (DRDO + CDAC + private fabs) Effect: A fab-ready workforce — technicians, EHS, yield, metrology, automation engineers. ✅ 3) Technology & Process Transfer Into India Real capability grows when we internalize process know-how and yield learning. Examples • PSMC tech transfer for 28nm with Tata • Micron’s global ATMP playbook → imported to Gujarat • Gallium Nitride pilot lines in IISc + IIT campuses with industry tie-ups Effect: India learns process IP, yield engineering, reliability + automotive grade quality systems. ✅ 4) Catalyze Fabless + Hardware & EMS Growth Packaging & test proximity reduces cycle time & logistics cost → fuels design + electronics industries. Examples • Saankhya Labs, Signalchip, Morphing Machines — benefit from local test ecosystem • VVDN, Kaynes → link design → prototyping → PCBA → test • Micron + Tata OSAT → expected to serve defence, telecom, automotive fabless firms Effect: India moves from PCB assembly → chip design → packaging → systems manufacturing. ✅ 5) Trigger Industrial Policy Flywheel Fabs force the government to solve the right problems: What gets built • Logistics corridors • Power redundancy + clean power • Specialty gas networks • Waste recycling + UPW plants • Custom bonded warehousing Current progress • Gujarat Semiconductor Mission (Dholera-Sanand corridor) • Karnataka and TN building packaging + design clusters • Haryana, Maharashtra pushing “electronics valley” incentives Effect: Semiconductor policy → becomes industrial transformation policy. ~~~~~~ If you are looking to invest in semiconductors and need expert insights, drop us a DM.

How Students Are Building #RISC-V #Products to Master #VLSI and #FPGA Skills? Students across schools and colleges are bridging the gap between theory and practice by designing RISC-V-based products using the #vsdfpga_labs GitHub repo (https://lnkd.in/gihDd7Gb) - a #minimalist #RISC-V #processor and #SoC - paired with affordable #VSDSquadron #FPGA #Mini boards. This hands-on approach is transforming classrooms into innovation hubs, aligning with India’s semiconductor mission to nurture industry-ready talent. Why #Product #Building Drives #Effective #Learning? Creating functional products teaches skills beyond simulations: debugging hardware, optimizing power/performance trade-offs, and integrating software with hardware. This approach prepares students for industries that demand problem-solvers, not just theorists. By building systems like IoT nodes or custom accelerators, learners grasp CPU architecture, RTL design, and system integration—skills critical to India’s semiconductor ambitions. #Democratizing #Access with Open-Source Tools The vsdfpga_labs GitHub repo (https://lnkd.in/gihDd7Gb) provides a minimalist RISC-V processor and SoC that students synthesize on VSDSquadron FPGA boards. This setup removes barriers to entry by offering: 1) A clean Verilog core implementing 10 RISC-V instructions for foundational CPU design. 2) Memory-mapped I/O (UART, GPIO) to interface sensors, LEDs, or displays. 3) FPGA-ready code for immediate prototyping, enabling projects like smart agriculture systems or UART-based data loggers. From #Labs to #Industry-#Ready #Skills Colleges in India are adopting this framework to teach RISC-V, with students developing FPGA-based capstones such as environmental monitors or motor controllers. By starting with a basic core, learners understand RTL workflows and scale up to complex systems - mirroring industry practices. A Call to Action 1) #Students: Start small—flash the design to a VSDSquadron board, blink an LED, and grow into advanced projects. 2) #Educators: Design labs around product milestones, challenging students to build complete systems. The future of hardware belongs to those who build. With accessible tools like this RISC-V core and affordable FPGA boards, every student can transition from theory to innovation. Digital India RISC-V (DIR-V) Program RISC-V International P.S. Share this resource with educators and learners. Let’s turn classrooms into innovation hubs.

Placement season is underway across engineering colleges in India, and one question students often ask me every year is: “Which courses should I complete to build a strong, industry-ready foundation for VLSI roles?” For the past three years, I have shared a curated list of courses around this time to help students prepare effectively. The core recommendations remain the same, but each year I refine it based on industry trends, new learning resources, and student feedback. This year’s list has been updated with additional courses that better reflect current skills expected in semiconductor roles. If you aim to build a solid understanding across Digital and Analog Design, Semiconductor Devices, Fabrication, Physical Design, Subsystems, Packaging, Design Verification & Test, and essential computing skills, the list of courses will guide you: 1. Digital Circuits – Prof. Santanu Chattopadhyay | IIT Kharagpur : https://lnkd.in/gHKUByGY 2. Hardware Modeling using Verilog – Prof. Indranil Sengupta | IIT Kharagpur: https://lnkd.in/gY2hR-fC 3. Semiconductor Devices and Circuits – Prof. Sanjiv Sambandan | IISc Bangalore : https://lnkd.in/gg2ndCEW 4. Analog Electronic Circuits – Prof. Shanthi Pavan | IIT Madras : https://lnkd.in/gfwtrZ_S 5. Fundamentals of Micro and Nanofabrication – Profs. Shankar Kumar Selvaraja & Sushobhan Avasthi | IISc Bangalore : https://lnkd.in/gZfcVfmb 6. Design and Analysis of VLSI Subsystems – Prof. Madhav Rao | IIIT Bangalore : https://lnkd.in/gQytFrDh 7. VLSI Physical Design – Prof. Indranil Sengupta | IIT Kharagpur : https://lnkd.in/gvmRigqT 8. VLSI CAD – Part I (Logic) & Part II (Layout) – University of Illinois at Urbana-Champaign | Coursera Part I: https://lnkd.in/gjuh_QeV Part II: https://lnkd.in/ge77aEqK 9. Digital VLSI Design: RTL to GDS – Prof. Adam (Adi) Teman | Bar-Ilan University : https://lnkd.in/ggXW_Tr2 10. Digital IC Design – Prof. Janakiraman | IIT Madras : https://rb.gy/s3ii 11. VLSI Design Flow: RTL to GDS – Prof. Sneh Saurabh | IIIT Delhi : https://lnkd.in/dnFV6e74 12. VLSI Physical Design with Timing Analysis – Prof. BISHNU PRASAD DAS | IIT Roorkee : https://lnkd.in/gxznuGdU 13. Architectural Design of Digital Integrated Circuits – Indranil Hatai | IIT Kharagpur : https://lnkd.in/g-ti-UEt 14. VLSI Design Verification and Test – Profs. Santhosh Biswas, Jatindra Kumar Deka & Arnab Sarkar | IIT Guwahati : https://lnkd.in/gij_xGwS 15. Electronic Packaging and Manufacturing – Prof. Anandaroop Bhattacharya | IIT Kharagpur : https://rb.gy/jpfu 16. The Missing Semester of Your CS Education – MIT Course : https://lnkd.in/d9g6HfUT YouTube : https://lnkd.in/dbPbrh_M If this list helps you, do consider reposting so it reaches more students preparing for career in VLSI and Microelectronics. And if you know additional resources, please share them in the comments. #vlsidesign #semiconductor #nptel #digitalelectronics #analogdesign #physicaldesign #verification #dft

Europe Is Building a Pan-European Officer Class National armies. Shared doctrine. Sovereign command. Across 20+ countries, EU officer cadets are now rotating between academies via Erasmus Military and trained under joint frameworks like EMILYO and the European Security and Defence College. They’re learning to operate AI-integrated systems, share ISR feeds, and execute joint missions — under European doctrine. Behind the scenes, the EU Military Committee is forging common standards in: ✅ Command-and-control ✅ Strategic planning ✅ Battlefield cloud interoperability ✅ It’s not just training. It’s alignment. From Brussels to Bordeaux, a new generation of officers is forming — fluent in NATO-speak, but loyal to European sovereignty. Because sovereignty isn’t just about weapons. It’s about who gives the orders. Institutional repatriation in uniform has begun.

Combined Arms Training Exercise (CATEX). One of the tasks for our Adjutant General Service Officer Advance Course (AGSOAC) A Combined Arms Training Exercise (CATEX) is a military training event designed to enhance the readiness and effectiveness of combined arms units. It involves the integration and coordination of various military assets, such as infantry, armor, artillery, aviation, sustainment , and other supporting elements. The primary purpose of a CATEX is to provide realistic and challenging training scenarios that simulate combat conditions. These exercises are typically conducted at dedicated training areas or military installations and involve multiple units. During a CATEX, participating units are tasked with accomplishing specific objectives in a simulated combat environment. The exercise may involve offensive and defensive operations, urban warfare, convoy operations, live-fire exercises, reconnaissance missions, and other tactical scenarios. The goal is to replicate the complexities and demands of actual combat situations, allowing units to practice and refine their skills in a realistic setting. CATEXs can vary in scale and duration, ranging from smaller unit-level exercises to larger multinational training events. They often require extensive planning and coordination among participating units, as well as the allocation of resources and personnel to support the exercise. These training events may also involve the use of advanced simulation technologies, such as computer-based training systems or virtual reality simulations, to enhance the realism and effectiveness of the exercise. Overall, a Combined Arms Training Exercise is a critical component of military training, allowing units to train in a realistic and challenging environment and ensuring their readiness for potential real-world missions and operations.

The Modern War Institute at West Point has published a study of "The Army and the New Paradigm of Ground Combat: Lessons from Ukraine's Failed Counteroffensive." Several key recommendations for future military operations: 1. Doctrine Adaptation: The U.S. Army must shift from traditional combined arms breach tactics to a more dynamic approach focused on isolating enemy positions, synchronizing suppression of critical nodes, and selectively neutralizing threats. 2. Embrace Multidomain Operations: Incorporate advanced technologies like unmanned aerial systems (UAS), electronic warfare, and precision-guided munitions into offensive strategies. Effective UAS deployment and firepower allocation frameworks are crucial. 3. Enhanced Training and Adaptability: Train units to operate under heavy electronic warfare and contested environments, fostering rapid adaptation to evolving battlefield conditions. 4. Force Preservation: Prioritize the conservation of personnel and equipment through better planning and by avoiding high-risk maneuvers unless strategically essential. 5. Expedited Decision-Making: Develop command structures and processes that enable faster and more flexible responses to changing tactical scenarios. 6. Resource Allocation: Focus investments on technologies and systems that enhance lethality, survivability, and battlefield awareness. https://lnkd.in/eQ_tJb4y

✨🌱Today, I talked about the role of higher education institutions in achieving SDGs at United Nations 🎓 Here is an abstract of what I talked about: 🌍 As we approach the halfway mark towards the 2030 Agenda, the latest report reveals both progress and challenges in achieving the SDGs. Unfortunately, more than 50% of the targets show weak and #insufficient progress, with 30% even regressing or stalling. 😔 This lack of advancement is particularly evident in critical areas such as #poverty alleviation, #hunger eradication, and #climate action. 📚To truly achieve our goals, higher education institutions must play a role because education and awareness are vital 📈 To implement effective strategies in our universities and business schools, we need to measure the achievements and be able to assess in a comprehensive way the level of our students regarding the SDGs. Sulitest will play a determinant role in this sense. 👨🏫 We need a strategic Integration of SDGs into Curricula. We recognize the need for educational institutions to lead the way in preparing future generations to tackle global challenges. By weaving SDGs into all disciplines, we fostered a systems-thinking mindset, encouraging students to see the interconnections between their field of study and global sustainable development. 🔎 We also need to make investments in SDG-focused Research. Research is the lifeblood of innovation and progress. Investing in research focused on the SDGs ensured we were at the cutting edge of solutions for these global challenges. It also positioned us as a thought-leader, shaping the discourse around sustainable development. Moreover, addressing the SDGs requires an understanding of their interconnected nature. Encouraging collaborations across disciplines enabled us to tackle these complex challenges from all angles, fostering innovation and holistic solutions. 🏘 Engagement with Communities and Stakeholders is also crucial. We believed that our impact should reach beyond our campus boundaries. Our engagement with various stakeholders enabled us to participate in shared problem-solving, enhancing our practical understanding of sustainable development challenges and testing our solutions in real-world contexts. 🌿 Finally, institutional commitment is also determinant. Realizing the transformative potential of higher education in achieving the SDGs required unwavering commitment from all levels within our institution, especially from the executive committee. This commitment created a culture of responsibility & accountability towards the SDGs and the drive to consistently improve our contributions. #SchoolForGood #SustainableTransformation EM Normandie Business School Solène Heurtebis Sylvaine Castellano Elian PILVIN Amandine Laré Solenn Morgon Isabelle DALLE Valentin Cimino #SULITEST #TASK #UnitedNations #HLPF Bérangère Couillard

Views are mine The Global Public Health Curricula are no longer fit for purpose: The current educational frameworks and programs in global health do not (adequately) prepare (and may even un-prepare) students or professionals to face the real world global public health challenges. A few considerations to ponder about: 1. Outdated Content Global health curricula are not innovative, miss out on the opportunities of the digital age. Global health curricula must integrate the place of AI and digital technologies in global health, with an intentional focus on ethics and integrity dimensions 2. Limited Focus on Practical Skills/ Inadequate Inter/transdisciplinary Training More of theory than practice (limited exposure to fieldwork, community engagement, and real-world problem-solving) 3. Colonized knowledge models Dominant Western-Centric Approaches and devaluing local/indigenous knowledge (epistemic dominance) 4.  Global Health Leadership Insufficient Leadership Training: Many curricula might not focus enough on developing leadership skills necessary for global health professionals to influence policy, advocate for change, or manage complex health programs. Global health challenges require critical/systems thinking to understand and address the interrelated factors that affect health. Programs that don’t teach this approach may leave graduates unprepared to deal with complex health systems. 5. Health Politics – Diplomacy Absent in most curricula, this is a non negotiable, as good science + good politics = impact 6. (Science) Communication Skills and Networking skills This is one of the areas where global health in particular, and science in general, have been failing. Indeed, communication and networking skills, at times, or most of the time, will outweigh technical competencies in creating impact 7. Global public/health entrepreneurship The growing and crowded space of formal employment renders traditional models of working for government/academia/organizations (INGOs , CSOs, etc) are unrealistic and non sustainable to absorb the growing number of graduates. How can graduates create jobs within the global health knowledge ecosystem – value chain? This question needs to be urgently addressed.   To ensure global health curricula are fit for purpose, they need to be dynamic, interdisciplinary, and culturally relevant. They should equip students not only with up-to-date knowledge but also with practical skills, ethical awareness, health politics-diplomacy and negotiation skills,  and the ability to think critically/entrepreneurial mindset, communicate effectively, and lead effectively. Sadia A. Sony Madhukar Pai

Implementing Life Skills in Indian University Curricula: Opportunities and Challenges The University Grants Commission (UGC) in its recent proposal to introduce life skills in university curricula marks a significant step towards holistic education. Life skills encompass a range of abilities, from communication and critical thinking to emotional intelligence and problem-solving, essential for personal and professional success. While the idea holds great promise, its implementation comes with several challenges and requires a thoughtful approach. Implementation Strategies are required which could take into consideration the following: 1. Curriculum Integration: Embedding life skills within existing courses ensures relevance and consistency. Universities should identify opportunities to infuse life skills into various disciplines, encouraging interdisciplinary learning. 2. Teacher Training: Faculty members should undergo training to effectively impart life skills and serve as role models. Workshops and professional development programs can equip educators with the necessary skills. 3. Practical Application: Encouraging students to apply life skills in real-life scenarios is crucial. Internships, projects, and case studies can bridge the gap between theory and practice. 4. Assessment: Develop appropriate evaluation methods to measure students' acquisition of life skills. Assessment should be continuous and include self-assessment, peer assessment, and feedback mechanisms. There will also be some potential problems and their solutions could be as follows: 1. Lack of Role Models: Many educators may not be well-versed in life skills. Solution: Comprehensive teacher training programs should be mandatory, emphasizing experiential learning. 2. Inconsistent Teaching: Quality may vary across institutions. Solution: Establish clear guidelines and standards for life skills education, with regular audits to maintain consistency. 3. Resistance: Some students may not see the immediate relevance of life skills. Solution: Promote awareness about the benefits of these skills through seminars, workshops, and career counseling. 4. Overemphasis: There is a risk of neglecting core academic subjects. Solution: Strike a balance by integrating life skills thoughtfully into existing curricula without compromising on academic rigor. 5. Assessment Challenges: Measuring life skills can be subjective. Solution: Develop rubrics and standardized assessments to evaluate skill acquisition objectively. The UGC's proposal to introduce life skills in university curricula in India holds immense potential to produce well-rounded, employable graduates. However, it necessitates a strategic and coordinated effort. By integrating life skills, training educators, promoting practical application, and addressing potential challenges, universities can ensure that students are adequately prepared for the complexities of the modern world.

🎓 𝐂𝐨𝐥𝐥𝐞𝐠𝐞 𝐢𝐧 𝐚𝐧 𝐀𝐈 𝐖𝐨𝐫𝐥𝐝: 𝐒𝐭𝐨𝐩 𝐌𝐚𝐤𝐢𝐧𝐠 𝐅𝐥𝐮𝐞𝐧𝐜𝐲 𝐎𝐩𝐭𝐢𝐨𝐧𝐚𝐥 We made this mistake with computers. Schools focused on surface skills while workplaces automated. Now AI is here, and education is again behind. 📉 𝐓𝐲𝐥𝐞𝐫 𝐂𝐨𝐰𝐞𝐧 warns universities risk graduating students unprepared for real work. He recommends devoting up to 𝐨𝐧𝐞-𝐭𝐡𝐢𝐫𝐝 𝐨𝐟 𝐭𝐡𝐞 𝐜𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 to AI fluency and understanding its limits. Teaching skills machines already outperform is no longer useful. 👩💻 As 𝐄𝐝𝐓𝐞𝐜𝐡 & 𝐀𝐈 𝐋𝐞𝐚𝐝 at The British School in the Netherlands, I see this gap daily. Assessments still assume AI tools don’t exist, while employers expect candidates to plan, write, analyse, and present using them. Students with limited access to tools or training are left behind. 📜 Our 𝐑𝐞𝐬𝐩𝐨𝐧𝐬𝐢𝐛𝐥𝐞 𝐀𝐈 𝐏𝐨𝐥𝐢𝐜𝐲 is clear: AI should 𝐬𝐮𝐩𝐩𝐨𝐫𝐭 critical thinking, creativity, and problem-solving, not replace them. Use must be 𝐭𝐫𝐚𝐧𝐬𝐩𝐚𝐫𝐞𝐧𝐭, 𝐞𝐭𝐡𝐢𝐜𝐚𝐥, and 𝐩𝐫𝐢𝐯𝐚𝐜𝐲-𝐜𝐨𝐦𝐩𝐥𝐢𝐚𝐧𝐭. Students need to learn how to 𝐮𝐬𝐞, 𝐯𝐞𝐫𝐢𝐟𝐲, and 𝐫𝐞𝐟𝐥𝐞𝐜𝐭 on AI outputs. 💬 Experts echo this:   • 𝐋𝐞𝐚𝐡 𝐁𝐞𝐥𝐬𝐤𝐲 (OpenAI) says students must learn to use AI to 𝐞𝐱𝐩𝐚𝐧𝐝 𝐜𝐫𝐞𝐚𝐭𝐢𝐯𝐢𝐭𝐲 𝐚𝐧𝐝 𝐭𝐡𝐢𝐧𝐤𝐢𝐧𝐠.   • 𝐒𝐭𝐞𝐟𝐚𝐧𝐢𝐚 𝐃𝐫𝐮𝐠𝐚 (Google DeepMind) says: “If AI can pass a test, it’s the wrong test.” 🧠 Cowen adds that AI will not erase most jobs but will 𝐭𝐫𝐚𝐧𝐬𝐟𝐨𝐫𝐦 them. Those who learn to work with AI will succeed. Others may fall behind. 🚨 He warns that outdated education could leave students 𝐩𝐬𝐲𝐜𝐡𝐨𝐥𝐨𝐠𝐢𝐜𝐚𝐥𝐥𝐲 𝐮𝐧𝐩𝐫𝐞𝐩𝐚𝐫𝐞𝐝 for an AI-shaped world. This challenge is not only economic, but human. —————————————— ✅ 𝐖𝐡𝐚𝐭 𝐒𝐜𝐡𝐨𝐨𝐥𝐬 𝐂𝐚𝐧 𝐃𝐨 𝐍𝐨𝐰 📘 𝐈𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐞 𝐀𝐈 𝐥𝐢𝐭𝐞𝐫𝐚𝐜𝐲 𝐢𝐧𝐭𝐨 𝐜𝐨𝐫𝐞 𝐜𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦   Ensure equitable access to GDPR-compliant, trusted tools. 🧠 𝐑𝐞𝐝𝐞𝐬𝐢𝐠𝐧 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬 𝐭𝐨 𝐫𝐞𝐰𝐚𝐫𝐝 𝐣𝐮𝐝𝐠𝐦𝐞𝐧𝐭   Use formats like process logs, oral defences, code notebooks, or critiques that highlight responsible AI use. 📚 𝐄𝐦𝐛𝐞𝐝 𝐀𝐈 𝐚𝐜𝐫𝐨𝐬𝐬 𝐚𝐥𝐥 𝐬𝐮𝐛𝐣𝐞𝐜𝐭𝐬   AI should be introduced with supervision, clear scope, and connection to curriculum goals. 👩🏫 𝐈𝐧𝐯𝐞𝐬𝐭 𝐢𝐧 𝐬𝐭𝐚𝐟𝐟 𝐜𝐚𝐩𝐚𝐜𝐢𝐭𝐲   Provide time, training, and examples so staff can confidently model responsible AI practice. ⚖️ 𝐏𝐫𝐢𝐨𝐫𝐢𝐭𝐢𝐳𝐞 𝐞𝐪𝐮𝐢𝐭𝐲   Guarantee tool access for all students. Offer low-tech alternatives where needed. 🧭 𝐀 𝐬𝐢𝐦𝐩𝐥𝐞 𝐩𝐥𝐚𝐧𝐧𝐢𝐧𝐠 𝐫𝐮𝐥𝐞   Use one-third of instructional time for 𝐡𝐚𝐧𝐝𝐬-𝐨𝐧 𝐀𝐈 𝐬𝐤𝐢𝐥𝐥𝐬. Use the rest to build thinking and judgment in an AI-enabled world. If we do not evolve, we will keep preparing students for a world that no longer exists. Let’s prepare them for the one they are entering. Sources in the comments!