Sexing Up Science; Western educators and industrialists team up to boost engineering's appeal.

Byline: Mac Margolis and Karla Bruning (With William Underhill in London, Jason Overdorf in New Delhi and Corinna Emundts in Berlin)

With his unkempt hair, halogen smile and soft spot for Tamil poetry, A.P.J. Abdul Kalam is not your ordinary national figurehead. The diminutive 74-year-old Indian president seems more like a self-help guru than India's leading technocrat. Though his job in this parliamentary nation is largely ceremonial, Kalam, a newspaper boy turned aeronautical engineer who stewarded India's guided-missile program, has made it his mission to raise his country to glory through scientific scholarship. He travels from school to school, exhorting students to hit the books and excel at science. If they do, he promises, India will be a fully developed nation by 2020. His mantra: "Dream, dream, dream."

By all indications, the budding scientists of India--and elsewhere in the developing world--have taken that advice to heart. Enrollment is soaring at engineering and technical schools throughout Asia. India claims to produce more than 300,000 engineers a year--three times the number in the United States. By some estimates, China turns out twice as many engineers as India, while South Korea produces nearly as many engineers as the United States with one sixth the population. Skeptics say the numbers are exaggerated. But even discounting for official hype and inconsistent academic standards, it's hard to miss the new geography. Legions of engineers from Asia's emerging-market nations are vying for--and winning--contracts, customers and patents in an increasingly competitive global marketplace. According to a recent report by Booz Allen Hamilton and Nasscom, India's IT-industry trade group, the offshore engineering industry is expected to surge from between $10 billion and $15 billion today to between $150 billion and $225 billion in 2020. India alone is poised to grab a quarter of the market.

And that's exactly why educators in the wealthiest countries are losing sleep. True, the United States, the United Kingdom and Germany--the three engineering titans--still lead the way in technological innovation. A recent study by Duke University showed that while developing countries often inflate the numbers of science scholars, the United States still employs nearly a third of the world's science and engineering researchers, publishes 35 percent of science and engineering articles and generates 40 percent of research and development spending. But in middle and high schools, where the spark of scientific curiosity begins, the majority of students can't be bothered to take advanced math or physics. Enrollment in university engineering programs is stagnating; the dropout rate for graduate engineering students is a whopping 45 percent. "We have a choice: do we want Britain to become a theme park or a hub of business activity?" James Dyson, the British inventor cum entrepreneur, wrote recently in The Sunday Times. "We are on course to shuffle into a sort of residential home for retired great powers."

Now Western educators are shifting their focus from what went wrong with engineering to how to fix it. They are most troubled not by the shortfall of new scientists but by their plummeting caliber of scholarship. Even those who make it through engineering school are not always well prepared; the pharmaceutical giant Sanofi-Aventis says it often has to retrain science graduates in the company laboratory.

Some institutions are trying to present students with more real-world challenges early on. In planning its curriculum, Dyson's new School of Design Innovation--scheduled to open in Bath, England, in 2008--has teamed up with ...