India’s inaugural high-speed railway (HSR), the Mumbai-Ahmedabad High-Speed Rail (MAHSR) project, is under construction through collaboration between the Indian and Japanese governments (Ministry of Foreign Affairs, Japan 2017) using Japanese HSR (Shinkansen) technology. The project requires a workforce that understands the system’s engineering concepts, practical applications, and safety policy at the operation and maintenance (O&M) phase. To achieve this, the MAHSR project will receive support from Japan to train its key O&M personnel.
For effective training on Shinkansen technology, it is essential to identify the differences in the educational backgrounds and learning processes between Indian and Japanese railway engineers. Interviews with engineers from Indian Railways (IR) and the East Japan Railway Company (JRE) highlight some of these differences.
General knowledge versus specialized knowledge
Indian railway engineers typically prioritize acquiring broad technical knowledge, whereas Japanese engineers focus on specialized engineering knowledge. Indian managerial engineers tend to place a higher emphasis on management duties and, therefore, require a broader range of knowledge to make the right decisions in their wide areas of responsibility in a “top-down decision-making” business culture (Gupta 2023).
In Japan, universities and railway companies have a history of fragmented specialties, and the “bottom-up” decision-making culture can also encourage managerial engineers to adopt a specialized approach (Sagi 2015).
Theory versus application and practice
Indian engineering education and railway training lean toward theoretical learning (Kobayashi 2022), partly because broad technical knowledge can be effectively acquired through a theory-focused approach.
In contrast, the Japanese approach emphasizes practical applications. Many Japanese students engage in practical research, often driven by time spent at research facilities and industry-academia collaboration. This approach is also characterized by railway companies encouraging their managerial engineer candidates to learn from the practical knowledge of work experience instead of theoretical training.
Deductive approach versus inductive approach
The deductive approach, in which theories are taught before their practical application, is commonly used in engineering education worldwide (Prince et al. 2006). However, the approach differs between the two countries after the third or fourth year of university and initial training in railway companies.
Indian engineering education at universities and railway training typically follow a deductive approach. IR engineers first acquire theoretical knowledge of railway engineering through classroom lectures and field observations during a 1.5-year initial training period. They are then assigned managerial roles at railway sites, applying their theoretical knowledge to applications in daily operations through trial and error.
In contrast, the Japanese method favors an inductive approach, focusing on practical experiences before delving into theoretical concepts. This aligns with Japanese research-oriented education and railway companies’ practice-oriented training needs. JRE managerial engineer candidates begin as entry-level engineers at site offices with limited theoretical training. They acquire knowledge through practical work experience and self-directed learning. They then attempt to connect fragmented knowledge of practical applications to integrate theoretical knowledge by utilizing the learning skills acquired during research at universities.
Knowledge-based learning versus inquiry-based learning
In India, education and railway training tend to focus on gaining knowledge through the extensive use of examinations. This approach aims to acquire the broad knowledge and theories required for managerial engineers.
In contrast, inquiry-based learning is promoted in Japan. This is reflected in the laboratory-based education system, which requires almost all STEM students to join a laboratory after their third or fourth year of university.
Actively asking questions versus not actively asking questions
Indian learners tend to ask questions and offer opinions in class more actively, possibly reflecting the longstanding culture of a guru, which values questioning and dialogue (India Education Diary 2023).
Japanese students are often more reserved, which could be due to the traditional apprenticeship style of “learning by the master’s example” (Matsubara 2009). The Indian approach promotes engagement and discourse, whereas the Japanese approach encourages independent learning.
Suggestions for training Indian HSR engineers
Based on these findings, the following suggestions can facilitate training for HSR projects.
- Training objectives and the scope of knowledge need to be clarified to determine whether broad or specialized engineering knowledge or theoretical or application knowledge is required.
- When teaching Indian learners, it is important to align the approach with their preferred learning style, and a deductive approach is recommended. Studying real-world examples through on-site observations immediately after theoretical learning can help in reinforcing theoretical understanding.
- Japanese railway engineers are often placed in situations that require them to think and respond by themselves to unfamiliar scenarios. These experiences have contributed to the development of their ability to manage safety, particularly during extreme events. It is suggested that Indian engineers gain learning experience similar to that of Japanese engineers in handling unprecedented events when operating a new HSR system. Case-based teaching or problem-based learning, in which learners think and solve problems independently, can be alternatives to such experiences.
- Sufficient time should be allocated to questions and discussions. Building the relationship of trust between teachers and learners is crucial, given the importance of the student-teacher relationship in Indian society.
These findings can aid in designing effective training programs for Indian engineers to successfully transfer Japanese Shinkansen technology to India.
References
Gupta, R. 2023. Indian Perspective of Management Style in an Organization: A Comprehensive Review. Journal of Emerging Technologies and Innovative Research (JETIR) 10(3): 479–484.
India Education Diary. 2023. Dialogic Process and Ability to Question is the Essence of Ancient Indian Knowledge Traditions: Dr. Karan Singh. https://indiaeducationdiary.in/dialogic-process-and-ability-to-question-is-the-essence-of-ancient-indian-knowledge-traditions-dr-karan-singh/
Kobayashi, K. 2022. Case Study: Sharing Experiences on Staff Training with Consideration of Language, Culture, Education Background, and Learning Styles in India and Japan. In Policy Messages for Planning and Implementing High-Speed Rail in Asia, edited by N. Bugalia, S. Misra, A. Mahalingam, and K.E. Seetha Ram. Tokyo: ADBI.
Matsubara, Y. 2009. 形式知と暗黙知から見た日本のものづくりの変遷 (Changes in Japanese Manufacturing from the Perspective of Formal and Tacit Knowledge) [in Japanese]. Niigata: 5th TRIZ Symposium.
Ministry of Foreign Affairs, Japan. 2017. ODA Topics 1: Japan’s World-class Shinkansen Bullet Train Runs Through Vast Land of India. White Paper on Development Cooperation 2017. https://www.mofa.go.jp/files/000406695.pdf
Prince, M. J., and R. M. Felder. 2006. Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, April 2006: 123–138.
Sagi, S. 2015. “Ringi System” The Decision Making Process in Japanese Management Systems: An Overview. International Journal of Management and Humanities (IJMH) 1(7): 10–11.
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