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How student competitions build talent in design and make industries

In today’s fast-evolving manufacturing landscape, technical expertise alone is no longer enough for employers. Businesses need individuals who can think creatively, collaborate effectively, and apply innovation to solve real-world problems. That’s why forward-thinking organisations are increasingly looking beyond traditional recruitment routes—and why student competitions like our Designathon are gaining traction as valuable platforms for early talent development.

That’s because student competitions simulate the pressure and collaboration of industry projects. They challenge participants to problem solve, work in teams, and harness the latest technologies.

We’re now on year three of the Designathon, our initiative for engineering and industrial design students around the world. It isn’t just a student competition; we aim to help students develop critical digital skills for the manufacturing industry. I’d say it’s a proving ground for the kind of agile, multi-disciplinary problem-solving that modern industrial environments demand. Based around Autodesk Fusion, the Designathon equips students with key design and collaboration skills and gives them an opportunity to showcase their abilities in a competitive, real-world challenge.

The format mimics real-world conditions: high expectations, tight timelines, team dynamics, and a clear brief.  Participants must collaborate, negotiate, and present viable solutions—mirroring the challenges professionals face daily on the shop floor, in R&D labs, and in design studios.

Gaining traction

Each year the event grows – we have more students from more institutions in more countries taking part.  Overwhelmingly participating students tell us they value the experience offered. I hear time and again how taking part brings confidence and clarity to their professional journeys.

Students gain exposure to advanced tools, develop critical workplace skills, and gain clarity around their career choices. For employers, the Designathon creates a valuable talent pipeline—showcasing future professionals with the right blend of technical ability and applied creativity.

Take Ahmet Kaya, a Manufacturing Engineering student from Gazi University and one of our 2023 winners. He described the Designathon as a pivotal experience:

“Discovering good ideas and implementing them as a team was one of the most valuable experiences. It gave us courage and inspiration—especially at a time when we needed to trust our ideas.”

Ahmet and his teammate Ömer Kağan Yılmaz have since joined a team of designers developing an electric vehicle, applying the skills they honed during the competition. They continue to use Autodesk Fusion, the same tool used in the Designathon, to design a sports car shell. For Ömer, this combination of imagination and application proved game-changing:

“We realised our imagination gets powerful as we make and create. The Designathon helped me take my 3D design hobby seriously and turned it into a real-world skill.”

Real-world experience and skills

For employers in manufacturing and design, this kind of experience is invaluable. Not only do participants gain proficiency with advanced tools like Autodesk Fusion, they also learn to apply emerging technologies such as AI-generated parts and form-based modelling—skills that align closely with current digital transformation trends.

Ahmet notes how features like AI-generated parts and form-based modelling in Autodesk Fusion transformed his approach to engineering:

“Designathon helped me implement modern solutions more effectively and increased efficiency in my R&D projects.”

These aren’t abstract benefits—they translate into real workplace value.

Both Ahmet and Ömer continue to apply and develop their skills in design and innovation. Ahmet is managing his own enterprise alongside is continuing studies. Ömer is developing ceramic-based protection for armoured vehicles as an R&D engineer. Their participation in the competition hasn’t just enhanced their CVs, it opened doors to professional opportunities and accelerated their career choices.

Developing industry-ready talent

The Designathon doesn’t just enhance CVs—it accelerates career paths. The interpersonal dynamics—trusting teammates, negotiating design decisions, presenting ideas—mirror the realities of collaborative industry work.

As Ömer explained: “We learned to combine ideas and get better results. That trust and collaboration helped me grow professionally.”

This kind of applied experience is essential for modern industry roles. The interpersonal dynamics—negotiating, presenting, and collaborating—mirror what’s expected in commercial environments.

While not every student continues directly into a design role, the experience creates a long-lasting impact. It builds resilience, inspires ambition, and for many, affirms their passion for design-led innovation. Another past competitor Ahmet Akçadırcı emphasises their value as platforms for recognition, learning, and community:

“These competitions must continue and be supported in all good means.”

In a world where the workplace is increasingly interdisciplinary, competitions like the Designathon act as bridges—connecting education with enterprise, imagination with implementation. They equip the next generation not only with tools and techniques, but with belief.

As Ahmet Kaya puts it: “I started to hold on to my dreams more tightly. What used to be just ideas are now real products in my hands.”

Why it matters for industry

For businesses facing growing skills shortages and increasing pressure to innovate, the Designathon offers a solution. It’s a platform that helps build the future workforce—one capable of responding to complex design challenges with confidence, creativity, and credibility.

In my opinion, if we want to futureproof manufacturing and industrial design, we must invest in learning experiences that develop both talent and mindset. The Designathon is one such investment.

Challenging the latest talent: Designathon 2025 is open for entries

Our third edition of the Designathon is now open for entries.  Like previous versions, Designathon 2025 combines learning with competition—students will develop Autodesk Fusion skills as well as compete for prizes against other student teams. They will be asked to respond to a topical green design challenge—and I’m really excited to see their responses to this brief.

If you’d like to know more about the Designathon and how your business can get involved, get in touch.

In our latest report, Making for Tomorrow: Skilling Across the Ages, we talk about why competitions matter. We explore the value of hands-on competitions in nurturing the next generation of designers, makers, and problem solvers. The report looks at how these experiences build relevant skills, boost confidence, and prepare learners for high-performance roles in technical industries.

Tomas Karlsson is the sr manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting, and supporting global network of training providers on behalf of organisations, including Autodesk.

The Build4Skills programme has successfully equipped young women from Kenyan TVET institutions with industry-relevant digital skills.  

The programme, designed by Autodesk Learning Partner, HiCAD Africa, is delivered in partnership with Autodesk and GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit).  

HiCAD identified a significant gap between current educational practices and the Architecture, Engineering and Construction (AEC) sector’s growing demand for advanced technical skills, especially in design and drafting software. The training provider recognised the importance of equipping students and educators with tools and training that are directly aligned with industry standards. 

By combining practical training in Autodesk Revit and Civil 3D, with certification and work experience, the programme bridges the gap between traditional education and the evolving demands of the construction and engineering industries. The initiative aligns with Kenya’s national priorities for technical skills development in the AEC sector, supporting Vision 2030 by enhancing infrastructure development and ensuring that technical training meets industry demands. 

Ruchika Gajjar from HiCAD said:

“The Build4Skills programme has been transformative in equipping young women with critical digital skills for the AEC industry. By integrating practical training with industry-standard software and real-world experience, we are not only preparing students for the workforce but also upskilling TVET trainers to ensure sustainable knowledge transfer. This initiative is creating a new generation of highly skilled professionals—both men and women—who are ready to meet industry demands and drive innovation in the sector.” 

Programme overview 
Over the course of eight weeks, 20 talented female students from Kiambu Institute, Thika Technical Institute, and Nairobi Technical Institute underwent intensive training by HiCAD in digital design tools. These students, specialising in civil engineering, architecture, electrical engineering, and mechanical engineering, were given hands-on exposure to Autodesk software.     

Seeking to empower young women in a traditionally male-dominated field, the programme is designed to enhance their technical proficiency, equipping them with skills to compete in the job market. The participants, aged between 19 and 25, were selected through a rigorous process based on academic performance, passion for the AEC industry, and their commitment to intensive training.  

Marion, a Revit Mechanical student commented:

“The training program was an incredible opportunity. I loved the comprehensive approach that combined both theoretical learning and hands-on practical experience. The instructor was highly knowledgeable and supportive, creating an environment that fostered growth and curiosity. The collaborative nature of the program gave me insight on a part of my career that I never knew existed of which I am grateful for.”  

Participating students were universally motivated and recognised the importance of the skills developed through the programme:  

• “Before this programme, I had never heard of Revit, let alone used it. Now, I can confidently create 3D models and collaborate in BIM environments,” Sheila, Revit Architecture student 

• “I used to think AutoCAD was the only design software in the world. Now, I feel like I’ve unlocked engineering superpowers!” Ogeto, Revit Electrical student 

Collaboration with industry  

Following the training aspect of the programme, the students completed industrial placements, gaining real-world experience at top firms across the industry. These four-week placements were hosted by organisations including:  

National Housing Corporation, Norkun Intakes, Triad Architects, Esteel Construction Ltd, DLR Group Africa, Kiri Consult, Emplan Ltd.

Participating companies highlighted their commitment to supporting young professionals and integrating digital tools into industry workflows. Organisations acting as work experience host were impressed with the students’ dedication and skills.   

Emplan Ltd commented:

“Part of our mission to drive transformative change in the building services sector across East Africa, we are committed to fostering innovation and nurturing future talent. And having a long-standing relationship with Hi-CAD offered us the opportunity to support the young women during their attachment training. We aim to empower the next generation of engineers while promoting diversity and inclusion within the industry. This initiative not only supports the development of critical skills but also reflects our dedication to shaping a sustainable, innovative future. We believe in setting higher standards in MEP services and are excited to collaborate with Hi-CAD to create lasting value for both our region and the engineering community even in the future.” 

Other comments included:  

• “Their foundation in Autodesk tools made it easier for them to integrate into our projects, and they quickly adapted to real-world workflows,” National Housing Corporation 

• “Our attachment programme showed us the importance of bridging the gap between TVET education and industry requirements,” Triad Architects 

• “Supporting this program aligned perfectly with our goal of nurturing young talent and integrating BIM into our workflow. We were impressed by the initiative and happy to contribute to its success,” DLR Group Africa 

Several students have since been retained by their host companies, securing jobs in the AEC industry. Two have also joined the Hi-CAD Africa team, where they mentor other TVET students and support ongoing BIM training initiatives. Hi-CAD Africa continues to connect graduates with job opportunities and strengthen mentorship in TVET institutions. 

Recognising achievements  

The culmination of the programme was marked by a closing ceremony attended by Regina Mugwe of the Autodesk Foundation, alongside representatives from TVET institutions and industry partners. The event celebrated the participants’ achievements and underscored the programme’s broader impact on Kenya’s technical education landscape. 

Leaders from the participating TVET institutions recognise Build4Skills for addressing the gap in practical, industry-relevant training. Industry partners who hosted the students for professional attachments noted that many graduates lack the technical skills required in today’s job market. Their feedback reaffirmed the value of initiatives like Build4Skills in better preparing students for industry demands.  

About HiCAD Africa 

HiCAD Africa is an Autodesk Authorized Training Center (ATC^® ) based in Nairobi, Kenya. It specialises in BIM Consultancy, focused on empowering AEC companies through innovative Building Information Modelling (BIM) solutions. It is dedicated to empowering professionals and students with the skills and knowledge they need to excel in their careers, providing hands-on, practical experience with industry-leading software tools which are led by certified instructors. 

HiCAD Africa hopes to expand the Build4Skills program. The success of this pilot has proven the need for continued digital skills training for TVET students, and it aims to scale up the initiative to reach more students across Kenya.  

I love watching how student competitions play out – and seeing what they can offer to those embarking on their careers in their chosen sectors. They encourage innovation, competition and, more often than not, students are afforded an opportunity to showcase their skills to future employers. 

I believe they play a crucial role in upskilling by providing a structured and engaging environment which encourages participants to develop and demonstrate real-world skills. Often focused on industry-relevant challenges, they allow students to apply theoretical knowledge to practical problems.

I might be biased but I’m particularly proud of the annual Designathon organised by our team at KnowledgePoint as part of our work with Autodesk. 

It is designed to help students develop critical digital skills for the manufacturing industry. Based around Autodesk Fusion, it serves a dual purpose: equipping students with key design and collaboration skills and giving them an opportunity to showcase their abilities in a competitive, real-world challenge.

We encourage entries to the two-day online event from students at tertiary-level institutions from around the world. 

• The first day involves hands-on training on Autodesk Fusion, where participants learn essential skills like 3D modelling, parametric design, and rendering.
• The second day puts these skills to the test in a team-based challenge where participants respond to a topical industrial design problem. The competition emphasises originality, creativity, and model integrity, with prizes for the top teams.

More broadly, the Designathon aims to address the growing digital skills gap in manufacturing, particularly as the industry adapts to digital technologies. By boosting digital literacy and fostering collaboration, it plays a role in preparing the next generation of industrial designers and engineers for the factories of the future.

Participants talk about greater confidence in using digital tools as well as increased readiness for further learning and roles in the manufacturing sector. 

As we gear up for Designathon 2025, I reflect on last year’s competition. 

Designathon 2024: Designing a Green Tomorrow involved teams of industrial design and engineering students learning and competing during the two -day online event. They learnt how smart design can play a part in the transition towards a more sustainable future.

Team ROBOHOLICS from Estonia won for their concept for a waste collection vehicle which could operate both on land and in the sea. The first-year students from TTK UAS (University of Applied Sciences) saw off competition from more than 100 students teams representing 29 institutions.

Sander Siigur, Hanno-Laur Kunnus and Mihhail Bõstrov, electrical engineering students, said:

“A first place award in an international event like the Designathon will definitely look good on an engineering CV.”

Team MECHANICALMEN representing Obafemi Awolowo University in Ile-Ife, Nigeria, second-year mechanical engineering students, Olalere Glory Oluwadamilare and Nwachukwu Praise, placed second in Designathon 2024:

“Being recognised as a Designathon 2024 winner is a tremendous honour that will significantly enhance our portfolios, propel our careers forward, and serve as a testament to our creative potential. This achievement will empower us to showcase my innovative ideas on a global stage, demonstrating my capabilities and passion for design to a wider audience.”

Team DESAIGN, mechanical engineering students, Ahmet Akçadırcı and İbrahim Berat Ertuğrul, from Yildiz Technical University, Türkiye, were third in the two-day Designathon:

“We wanted to challenge ourselves and compete with others. It was both instructive and entertaining for since the project has mechanical and designing sides. It was good to learn about Fusion and about working with a group. And it taught us about the importance of patience, communication and project management.”

Designathon 2025 is open for entries

Designathon 2025 is an online event which combines learning with competition. Students will boost their Autodesk Fusion skills as well as compete for prizes against other student teams. They will be asked to respond to a topical green design challenge.

To register a team for the Designathon on 27-28 June 2025, students should visit the registration page:

Tomas Karlsson is the sr manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting, and supporting global network of training providers on behalf of organisations, including Autodesk.

Manufacturing is a driver of economic growth around the world, particularly so now after the COVID-related disruptions at the start of the decade. As global supply chains evolve and technological advancements accelerate, manufacturing across the MEA (Middle East and Africa) has the potential to boost regional performance.

Economies are showing signs of transformation, adapting to the rapid technological advances of the Fourth Industrial Revolution.

Digital skills have the potential to be the catalyst for this transformation.

The business case for digital skills

Digital transformation is no longer a luxury; it is a necessity.  

Companies which integrate digital competencies – such as data analytics, automation, artificial intelligence, and cloud-based collaboration – see improvements in efficiency, cost reduction, and market competitiveness. A report from McKinsey highlights how companies adopting digital tools in manufacturing achieve productivity gains, alongside increased agility, and innovation capacity ⁽¹⁾.

Across the MEA, where manufacturing is a key pillar of economic diversification, governments and industry leaders recognise this. Initiatives such as Saudi Arabia’s Vision 2030 and the UAE’s Industry 4.0 strategy champion digital adoption.

Eighty per cent of companies in the wider MENA region are adopting digital technologies, and investment in digital transformation is predicted to rise rapidly ⁽²⁾. Examples of investment include the Saudi Advanced Manufacturing Hub strategy which, in partnership with the World Economic Forum, aims to increase the number of factories to 36,000 by 2035 ⁽³⁾. 

Through the Make it in the Emirates campaign, the UAE is attracting some of the world’s leading technology and industrial companies to work within its manufacturing ecosystem.

All of this requires a workforce equipped a range of digital skills.

Bridging the digital divide

Worker profiles, job roles and the skills required in manufacturing are rapidly evolving. Traditional skills, once sufficient to operate machinery or manage production lines, are no longer enough. The modern manufacturing worker needs to be proficient in digital literacy, data analytics and machine programming.  Indeed the World Economic Forum highlighted how 85 million jobs globally could be displaced by automation by 2025, but 97 million new roles could emerge—many requiring digital expertise ⁽⁴⁾.  

In MEA, the challenge is twofold: preparing the existing workforce for digital transformation while ensuring new entrants have the right skills from the outset. 

As technology continues to reshape the manufacturing industry, there is an urgent need to align education systems with industry demands – both to bring people into the sector and to up or re-skill those in the sector.

As it stands, not only is there a mismatch between the skills that workers possess and the skills employers require, there simply aren’t sufficient students graduating from university with the right skills. 

When employers complain that workers do not have the right skills, they are reflecting on more than just education credentials or technical qualifications.  Workers across the region may lack proficiency in critical areas such as digital literacy, data analytics and advanced manufacturing technologies, leaving them underprepared for jobs in modern factories.

As an example in Africa, 21% of business leaders reported that the lack of adequate skilled workers was a major constraint to their operations, with over 29% of production workers rated as unskilled ⁽⁵⁾.

From early education to technical training, students must be exposed to the skills that will prepare them for future careers in manufacturing. Increasing emphasis on STEM education is required to cultivate the next generation of engineers, designers, and technicians.

Investing in structured training programmes, apprenticeships, and industry-academia partnerships will be critical. Digital literacy must be embedded into technical and vocational education, and businesses must take a proactive role in upskilling employees through continuous professional development.

Economic and business growth potential

If the region invests in developing digital skills, it is my belief that MEA’s manufacturing sector will benefit:

• Enhanced productivity & efficiency – Digitally enabled operations streamline production, reduce waste, and optimise supply chains.
• Job creation & workforce development – While automation may replace some roles, digital adoption will create new, higher-value jobs, shifting workers from manual tasks to strategic, technology-driven roles.
• Increased foreign investment & market expansion – A digitally skilled workforce enhances investor confidence, attracting international partnerships and facilitating export growth.
• Resilience & adaptability – Digitalisation enables manufacturers to respond to market fluctuations, supply chain disruptions, and evolving consumer demands with agility.

For leaders, the message is clear: investing in digital skills is not just a workforce development initiative—it is a strategic growth driver.

Investing in skills across all ages not only delivers improved productivity and innovation now, it also builds the future workforce. A workforce which is resilient, flexible, and adaptable – with the right skills at the right time, in the right place.

Structural reforms and targeted policies are needed to make skills accessible and relevant, from foundational digital literacy in schools to advanced digital capabilities in the workplace. Not only does digital investment need to be incentivised, school and university curricula need to be aligned with industry demands.

Governments, academia, industry bodies, and businesses must collaborate to prioritise digital education, provide accessible training, and build an ecosystem where digital competencies become a cornerstone of industrial success.

What’s your role in unlocking digital growth?

In our latest report, Making for Tomorrow: Skilling Across the Ages, we explore the importance of investing in digital skills across the Middle East and Africa. We highlight the roles schools, universities and businesses need to play in building a new workforce to work in sectors shaped by advanced technologies.  We talk about the importance of collaboration and the need for investment by governments and other regional stakeholders. 

Tomas Karlsson is the sr manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programs, recruiting, and supporting global network of training providers on behalf of organisations, including Autodesk. 

• (1) The next horizon for industrial manufacturing: Adopting disruptive digital technologies in making and delivering. McKinsey, 2018
• (2) Tech Leaders and the next growth chapter.  Accenture, 2021
• (3) Is Industry 4.0 Transforming the Middle East region’s manufacturing sector. The Fast Company Middle East, 2023
• (4) The Future of Jobs Report. World Economic Forum, 2020
• (5) Skills for Employability and Productivity in Africa (SEPA) Action Plan, 2022–2025. African Development Bank Group, 2022

As the manufacturing sector is shaped by technological advancements, an ageing workforce, and rising global competition, the need to develop young, skilled talent has never been more critical.

This is particularly acute in some countries across the Middle East and Africa. The World Economic Forum estimates that by 2050, one in every four people on earth and more than a third of the world’s young people aged 15-24 are expected to be African.

What’s more, according to the International Labor Organization (ILO), the Arab States have the highest incidence of youth NEET (not in employment, education, or training) at 33.3%, followed by Africa (23.3%).

Converting these individuals into a highly skilled workforce could be a game changer for the region.

Yet, there’s a persistent gap between the skills that industries demand and what educational institutions deliver. And, the opportunity afforded to the youthful population is inconsistent at best.

These pose a significant threat to the future of manufacturing – and in turn the region’s productivity and growth potential. Collaboration between businesses and education can help to cultivate a workforce ready to meet the challenges and opportunities ahead.

In our latest report, Making for Tomorrow: Skilling Across the Ages, we explore a number of youth-focused skills initiatives across the Middle East and Africa. We provide perspectives on how programmes like these can play a part in building a new workforce to work in sectors shaped by advanced technologies.

Breaking down barriers – opening-up opportunities

As technology continues to reshape the manufacturing industry, there is an urgent need to align education systems with industry demands – both to bring people into the sector and to up or re-skill those in the sector. 

From early education to technical training, young people must be exposed to the skills that will prepare them for future careers in manufacturing. Increasing emphasis on STEM education is required to cultivate the next generation of engineers, designers and technicians.

Investment in human capital, including education and skills demanded in growth-enhancing sectors, such as production and manufacturing, will be critical to realise this potential.

However, in some parts of the MEA region, cultural and socio-economic factors as well as infrastructure challenges limit access to high quality education. If you don’t have a stable supply of electricity, then digital access is likely to non-existent – and the potential to build foundational digital literacy skills severely curtailed.

By investing in quality education, updating curricula, and addressing socio-economic barriers, the region can better prepare its youth for the demands of the manufacturing industry which has a critical role to play in regional growth.

Tackling the skills mismatch involves more than ensuring young people are given the opportunity to gain adequate qualifications. To perform effectively, they need technical skills, knowledge and competences as well as ‘soft’ skills. They also need to be exposed to the opportunity afforded by the sector. These all require partnerships and collaboration between educational institutions and employers, who can provide inputs into curricula development and opportunities for young people to gain practical experience.

Exemplars from the region

In the course of preparing our report, we identified a range of different initiatives which are playing their part in building the digital capacity and capabilities the region needs. 

I highlight a few here:

In South Africa, Autodesk Learning Partner, Modena has supported The National Schools Skills Competition. This initiative, organised by Sasol and the Kagiso Trust, aims to nurture the vocational talents the country needs. By encouraging young people to pursue careers in skilled trades, the competition plays a vital role in boosting employment and supporting economic growth. Over the past seven years, the competition has reached more than 10,000 learners and teachers nationwide, providing hands-on experience in trades like welding, electrical work, automotive services and construction.

The UN Women project, African Girls Can Code, aims to train and empower a minimum of 2,000 young girls aged between 17-25, across Africa to become computer programmers, creators and designers, placing them on track to take up studies and careers in the information, communication and technology (ICT), education and coding sectors.

Boeing’s STEM Ambassadors programme focuses on learning and development in sustainability and STEM in aerospace engineering. The initiative equips students aged 14-18 years old in the UAE with theoretical knowledge and practical skills in aerospace engineering and sustainable aviation.

Autodesk’s Tinkercad is used in schools and by young people to created digital designs for 3D printing. Participants are guided through the 3D design process via hands-on lessons, that teach the basics of Tinkercad before moving on to more complex modelling techniques.

The Nigerian Genius National Engineering Competition is designed to advance engineering education in Nigeria and contribute to the development of practical skills, problem-solving abilities, and leadership qualities among the participants. The Nigerian Genius is part of Engineering for Industry (E4I), a capacity building project for engineering innovation, product development and manufacturing. E4I aims to bridge the skills gap between engineering education and industry, thus enhancing the employability of graduates and facilitating the growth of indigenous industries.

In isolation each of these won’t result in a sustainable and productive future for the millions expected to join the workforce in the next 30 years. Collectively, however, these and other interventions could make a difference.

Suggested actions for developing and championing young talent

Educational authorities should work on updating school and university curricula to include modern STEM topics, digital literacy and practical skills relevant to the manufacturing industry. Incorporating project-based learning and hands-on experiences, such as maker spaces and school-based workshops, can help students better understand manufacturing processes. 

Clearly defined career pathways from school education through to employment are needed, supported by extra-curricular and/or curriculum-enhancing programmes that provide real-world applications to learning.

Targeted programmes are required to encourage girls’ participation in STEM education, such as scholarships, mentorships and awareness campaigns. Governments should provide financial support and incentives for low-income families to keep their children in school, particularly in regions where economic pressures lead to high dropout rates.

Universities should collaborate more closely with manufacturing companies to ensure that academic programmes align with industry needs. Internships, research partnerships and work experience initiatives can provide students with practical experience while also giving companies access to young talent. 

Design challenges and hackathons are great ways to engage young people. By presenting participants with real-world manufacturing problems, these initiatives foster creativity, teamwork, and innovation. For instance, a company might challenge students to devise solutions for improving production efficiency or reducing waste, offering both learning and recruitment opportunities.

Where does the region go next?

By working together, businesses and educators can inspire the region’s youthful population to become the next generation of manufacturing professionals – young people who are invested in and excited about forging their careers in the manufacturing sector.

Tomas Karlsson is the Sr Manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. Access the Making for Tomorrow: Skilling Across the Ages, report for further insights and information.

The world has been reshaped by four industrial revolutions, each marking a turning point in how we live, work, and make.  

McKinsey sums up the four neatly: “Steam propelled the original Industrial Revolution; electricity powered the second; preliminary automation and machinery engineered the third; and cyberphysical systems—or intelligent computers—are shaping the Fourth Industrial Revolution.”

From the propulsion of steam in the 18th century to the intelligent systems of today, technology has been a constant driver of change in the manufacturing sector. All of this change has an impact on people – on their jobs, on their skills, on their workplaces and on their lives.

Each time a new industrial era takes hold, we also need to embrace different skills. Skills which will allow us to make the most of the latest technologies, enable us to respond and react to the latest advances, and ensure that we don’t get left behind. 

In our latest report, Making for Tomorrow: Skilling Across the Ages, we look at the impact of the Fourth Industrial Revolution on the manufacturing sector across the Middle East and Africa. We explore how skilling strategies must evolve across four key ages of learning—school, university, work, and as business leaders—to prepare for a future shaped by advanced technologies.

Intertwined industrial and skilling revolutions

The story of manufacturing is one of transformation. The First Industrial Revolution harnessed steam power to revolutionise production, replacing manual labour with mechanised systems. This era laid the groundwork for modern industry, introducing the demand for engineering and mechanical skills that would shape the workforce of the future.

Today, the Fourth Industrial Revolution is redefining manufacturing once again. The integration of physical, digital, and biological systems has given rise to smart factories, where advancements in AI, IoT, robotics, and additive manufacturing are reshaping global supply chains. The future is being built on continuous learning and adaptability, as workers must master new tools and techniques to stay ahead.

Four ages of learning

The skills and learning story starts before the workplace. The skills the workforce needs have their foundations in school, are shaped in university or on apprenticeships, before being honed and updated in the workplace. As such, the technological and socioeconomic developments associated with the Fourth Industrial Revolution have significant impact on educational and skilling policies.

1. School age

The journey toward a skilled workforce begins in the classroom. Early exposure to STEM subjects, paired with creativity fostered through STEAM, equips students with the ability to think critically, solve problems, and engage with digital tools. However, not all children have equal access to quality education. Addressing disparities, particularly in rural and underserved areas across the region, is vital to ensuring that every child has the opportunity to thrive in the modern economy.

2. University age

As students progress to higher education, the focus shifts to bridging the gap between foundational learning and industry-specific expertise. Universities and technical colleges play a pivotal role in aligning curricula with market demands, preparing students for careers in design and make industries. These institutions are also critical in nurturing innovation and entrepreneurship, empowering graduates to lead in an increasingly competitive global marketplace.

3. Working age

For the workforce, staying relevant in the age of 4IR means embracing lifelong learning. The rapid pace of technological change requires continuous reskilling and upskilling to master tools like digital twins, advanced analytics, and automated systems. Employers must invest in accessible training programmes which enable workers to remain competitive and adaptable as the manufacturing sector evolves.

4. Business age

Current and aspiring business leaders need the skills to navigate the complexities of Industry 4.0. Decision-makers must adopt advanced technologies such as AI, IoT, and automation while fostering a culture of continuous improvement within their organisations. The ability to align workforce development strategies with business goals is critical for driving productivity, competitiveness, and long-term growth. Effective leadership also involves bridging gaps between education and industry to ensure that talent pipelines remain robust and relevant.

Repeating themes

In an increasingly digital world, the ability to understand and apply digital tools is fundamental. Whether it’s learning basic coding in school or analysing data in the workplace, digital literacy equips individuals with the skills to engage with and adapt to technological advancements. It’s the bedrock of a future-ready workforce.

Technology evolves at a rapid pace, and staying relevant requires a mindset of continuous learning. Lifelong learning fosters adaptability, enabling people to navigate change and seize opportunities in an ever-shifting landscape. This commitment to education and learning must be supported by institutions, employers, and policymakers alike.

It is fair to say none of this can be achieved in isolation. Collaboration between educators, industry leaders, and policymakers is the cornerstone of success. By working together to align curricula with market needs, create talent pipelines, and scale training programmes, stakeholders can build a cohesive strategy that benefits individuals and economies alike.

From Insight to Action

As we look ahead, the question is not just how we prepare for 4IR but how we ensure that education, industry, and policymakers work together to unlock human potential and drive growth across the region. The answer isn’t simple – it requires collaboration, commitment and investment.

Structural reforms and targeted policies are needed to make skills accessible and relevant, from foundational digital literacy in schools to advanced digital capabilities in the workplace. Not only does digital investment need to be incentivised, curricula need to be aligned with industry demands.

Only then can the region fully capitalise on the Fourth Industrial Revolution, positioning its manufacturing sector as a global leader prepared for the future.

Download the report here to explore real-world case studies and for how you can contribute to shaping the future of manufacturing in MEA.

Tomas Karlsson is the Sr. Manager of Channel Services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. 

With more than 60% of Africa’s population under the age of 25, the continent is home to the world’s youngest population. By 2030, this demographic will swell to more than 375 million and, with it, a staggering number of young people will enter the labour market.

This “youth bulge” presents a dual challenge: either harness this potential to drive economic growth or face the socioeconomic consequences of unfulfilled expectations. At the heart of this challenge lies a critical question: how can Africa equip its youth with the skills needed to thrive in an increasingly digital world?

The digital skills gap: a pressing concern

The World Economic Forum (WEF) highlights that the global digital economy is expected to create approximately 92 million jobs by 2030. These roles could help balance skill shortages in higher-income countries while providing significant opportunities for young workers in lower-income regions, including Africa. However, the continent faces a significant digital skills gap that threatens to leave its young population behind. This gap is not just about the availability of jobs; it’s about the readiness of the workforce to fill those roles.

Across Africa, employers cite a lack of adequately skilled workers as a major constraint to business growth. This is compounded by a mismatch between the education young people receive and the skills that industries need. The challenge is clear: to prepare Africa’s youth for the future, the continent must urgently reform its education and training systems.

Education as a catalyst for change

To bridge the digital skills gap, there must be investment in education at all levels, from primary to tertiary and beyond. While there has been progress in increasing access to primary education, more needs to be done to improve completion rates and the quality of education at secondary and tertiary levels. Currently, 30 million African children are out of school, and 35% of the youth have no access to secondary education or technical skills development.

These are missed opportunities for the continent to build a workforce capable of driving digital transformation.

A skills-focused education system is crucial. It must ensure that the supply of skills matches industry demand. For instance, in sectors like Architecture, Engineering, and Construction (AEC), where digital design, project management, and AI are increasingly important, education systems must adapt to produce graduates with these capabilities. As we highlight in our report, Constructing Skills for African Prosperity, initiatives like the African Development Bank’s “Coding for Employment” program are a step in the right direction. However, scaling such programmes to meet the needs of millions of young Africans is a daunting task.

Aligning education with industry needs

To prepare Africa’s youth for the digital economy, closer dialogue between education providers and industry is essential. Employers and educators must work together to understand emerging skills requirements and tailor curricula accordingly. This alignment is crucial to ensuring that young people are not only employable but are also equipped to drive innovation and growth in their respective industries.

Initiatives like BIM Africa’s Student Advocate Program and Egypt’s Quality Standard for Information Technology project are examples of how education can be aligned with industry needs. They introduce students to advanced digital skills, such as Building Information Modelling (BIM), which are in high demand in the AEC sector. By embedding these skills into degrees, African universities can produce a new generation of graduates who are ready to contribute to the continent’s digital economy.

Policy and fiscal investment

If nations are to fully harness the youth potential, policies must prioritise digital skills development. This requires significant investment in education, infrastructure and technology. Governments must create an enabling environment that encourages private sector investment in digital technologies and job creation. Education systems need to be flexible, inclusive, and proactive, capable of producing a workforce that can adapt to the ever-changing demands of the digital economy.

The African Union’s vision of “harnessing digital technologies and innovation to transform African societies and economies” underscores the importance of this approach. To achieve this vision, African nations must adopt a multifaceted strategy that includes reforming education systems, fostering innovation and creating opportunities for young people to thrive in the digital economy.

A pathway for the future

Africa’s youth bulge presents an unparalleled opportunity for the continent to become a global leader in the digital economy. However, realising this potential requires concerted effort from governments, the private sector and educational institutions.

By investing in digital skills and aligning education with industry needs, Africa can turn its demographic advantage into a powerful engine for economic growth.

The continent’s youth bulge, if well managed, could drive unprecedented economic growth and development. Digital skills development should be prioritised – and education systems reformed. Young people should be able to flourish – and help the continent thrive in a digital world.

Tomas Karlsson is the sr manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programs, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. 

Drawing on exemplars from Autodesk Learning Partners, our insight report “Constructing Skills for African Prosperity” is part Autodesk’s commitment to education. We ponder how, in a region facing a significant “youth bulge”, capability and skills gaps which exist now, could be further widened in the future. Drawing on industry exemplars, we offer practical solutions and suggest actions for players across the AEC ecosystem.

For more information about the report and Autodesk’s commitment to education:  https://knowledgepoint.com/autodesk/constructing-skills-for-african-prosperity/

Africa is on the cusp of a digital revolution, with the potential to reshape its economic and social landscape. With the focus and investment, the Architecture, Engineering, and Construction (AEC) sector could play a pivotal role in driving sustainable growth across the continent.

With Africa’s population expected to reach 2.4 billion by 2050, the demand for infrastructure, housing, and urban development will be immense. However, to meet these demands and unlock the full potential of the sector, players across the sector must embrace digital technologies and invest in the skills necessary to leverage them.

The business case for digital transformation

For businesses operating in the AEC sector, digital transformation shouldn’t just be a buzzword—it needs to become the path to maintaining competitiveness and achieving long-term success.

The adoption of digital technologies like Building Information Modelling (BIM) can revolutionise the way projects are designed, managed and executed – thereby leading to significant improvements in efficiency, safety, and sustainability. BIM offers a comprehensive approach to project management, allowing for better collaboration, reduced errors and more informed decision-making throughout the construction lifecycle.

The benefits of digital transformation extend beyond operational efficiency. By leading the way in digital adoption, businesses can enhance their reputation, attract top talent, and differentiate themselves in a crowded market. The integration of digital tools and technologies can also open new avenues for innovation, enabling businesses to explore sustainable building practices, optimise resource use, and contribute to the broader goals of economic and environmental sustainability.

The imperative for skills development

The successful adoption of digital technologies hinges on the availability of a skilled workforce capable of navigating this new landscape. For businesses, investing in the continuous training and upskilling of their workforce is no longer optional—it is essential. Employees equipped with the right digital skills can unlock the full potential of BIM and other technologies, driving productivity and innovation.

It is incumbent on businesses to take a proactive approach to skills development by allocating resources to training programmes that cover the latest tools, software and best practices in the industry. They should look to invest in technical training and also a culture of continuous learning and adaptation.

Opening doors to the next generation

Businesses have a crucial role to play in nurturing the next generation of talent. Africa’s youthful population represents a vast pool of untapped potential, and the AEC sector can be a major driver of job creation and economic growth. But here’s a challenge. For young people to thrive in this sector, they need exposure to real-world experiences and opportunities to develop relevant skills.

Employers can make a significant impact by offering internships, apprenticeships and work experience programmes which provide young people with hands-on experience in the industry. These initiatives not only help bridge the skills gap but also create a pipeline of future professionals who are well-versed in the latest technologies and practices. By actively engaging with educational institutions and signposting career opportunities, businesses can inspire young people to pursue careers in the AEC sector. This should help to ensure a steady flow of talent to support the industry’s growth.

Taking charge of your digital future

While businesses have a responsibility to foster skill development, individuals can take ownership of their career trajectories in this rapidly changing landscape. The AEC sector is becoming increasingly competitive, and those who can demonstrate proficiency in digital tools and technologies will have a distinct advantage in the job market.

Seek out opportunities to enhance digital skills, whether through formal education, online courses, or on-the-job training. Acquiring industry-recognised certifications can further validate expertise and open doors to new career opportunities. By staying ahead of industry trends and continuously updating skills, individuals can position themselves as valuable assets in the digital transformation of the AEC sector.

All of this is not just about professional advancement—it’s about contributing to the broader goal of building a sustainable and resilient future for the continent. As digital ambassadors, they can advocate for the adoption of innovative solutions that enhance project outcomes, reduce environmental impact, and improve the quality of life for communities across the continent.

A collective responsibility

The digital transformation of Africa’s AEC sector is a shared responsibility. Collaboration will drive the adoption of digital technologies, foster the development of essential skills, and unlock the full potential of the sector to contribute to Africa’s growth.

The blueprint is ready—now it’s time to build.

Tomas Karlsson is the sr. manager of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. 

Drawing on exemplars from Autodesk Learning Partners, our insight report “Constructing Skills for African Prosperity” is part Autodesk’s commitment to education. In this report we explore some of the unique challenges and opportunities affecting the region. We consider factors impacting the rate of change and adoption of technologies in the sector. Drawing on industry exemplars, we offer practical solutions and suggest actions for players across the AEC ecosystem.

For more information about the report and Autodesk’s commitment to education:  https://knowledgepoint.com/autodesk/constructing-skills-for-african-prosperity/

Team DesAIgn placed third in the international Designathon for their idea, CraBIN, an innovative machine which collects waste from the land and the sea.

Mechanical Engineering students, Ahmet Akçadırcı and İbrahim Berat Ertuğrul, represented Yildiz Technical University, Türkiye, in the two-day Designathon. 

The two-day event, Designing a Green Tomorrow, organised by Autodesk and KnowledgePoint, attracted more than 100 students teams representing 29 institutions.

When asked about the event, Team DesAIgn said:

“We wanted to challenge ourselves and compete with others. It was both instructive and entertaining for since the project has mechanical and designing sides. It was good to learn about Fusion and about working with a group. And it taught us about the importance of patience, communication and project management.”

CraBIN: green, efficient and cute design concept

Commenting on their concept, Team DesAIgn said:

“Land and water cleaning has never been so fun. CraBIN uses solar panels on its top to gather clean energy, and uses it to clean the environment! It has four arms, two of them collects waste on earth and send to its mouth. Two of them collects the waste on water surface and collects them by opening its solar panel top.”

Expert view

The Designathon concepts were judged by an expert panel including representatives from Autodesk and KnowledgePoint.  The judges were impressed by the quality of the student submissions:

“We appreciated this project for its nature inspired design, making it the most successful among similar entries. Its ability to adapt to the environment and accomplish tasks effectively contributes to a greener world.”

Organised by KnowledgePoint, Designathon is part Autodesk’s commitment to education. The two-day online event saw nearly 300 students from 12 countries develop vital digital skills, and compete in the global challenge. 

Team MechanicalMen from Nigeria secured second place at Designathon 2024 for their autonomous, multi-functional and self-balancing design. The students, representing Obafemi Awolowo University in lle-lfe, Nigeria, designed a concept for a waste collection vehicle which could operate both on land and in the sea.

The second-year mechanical engineering students from Team MechanicalMen, Olalere Glory Oluwadamilare and Nwachukwu Praise, took part in the two-day Designathon organised by Autodesk and KnowledgePoint.

When asked about the competition, the team said:

“Designathon 2024 presented a unique opportunity to showcase our problem-solving skills, think outside the box, and bring our concepts to life. By taking part in this exciting competition, we aimed to inspire others, receive valuable feedback, and demonstrate the potential of ideas to drive positive change. Being recognised as a Designathon 2024 winner is a tremendous honour that will significantly enhance our portfolios, propel our careers forward, and serve as a testament to our creative potential. This achievement will empower us to showcase my innovative ideas on a global stage, demonstrating my capabilities and passion for design to a wider audience.”

Themed Designing a Green Tomorrow, Designathon 2024 involved teams of industrial design and engineering students learning and competing over the course of two days. They learnt how smart design can play a part in the transition towards a more sustainable future. Student teams showcased their creativity and design skills in crafting concepts for a better world.

Autonomous waste management concept

Commenting on their concept, Team MechanicalMen said:

“Our innovative design tackles the pressing issue of waste management by introducing an autonomous vehicle capable of operating on both land and water. This cutting-edge product features advanced self-balancing technology, enabling it to navigate diverse terrain with ease. Additionally, our design incorporates a versatile robotic arm, precision-engineered to collect waste materials in both aquatic and terrestrial environments, making it an effective solution for mitigating environmental pollution.”

Expert view

The Designathon concepts were judged by an expert panel including representatives from Autodesk and KnowledgePoint. The judges were impressed by the quality of the student submissions:

“We liked its innovative autonomous driving and self-balancing design, combined with a streamlined shape and sustainable features like a retractable solar roof. The multifunctional capabilities, including systems to suck in water and dirt, along with propellers for movement, make it a standout entry.”

Organised by KnowledgePoint, Designathon is part Autodesk’s commitment to education. The two-day online event saw more than 100 student teams develop vital digital skills, and compete in the global Designathon challenge. 

Read more about the Designathon and Autodesk’s commitment to education here.