Contemporary Engineering Education System-Further Need For Behavioral & Skill Improvement Applications

Contemporary Engineering
Education System-Further Need

for Behavioral & Skill
Improvement Applications
Presented By:-
Prof(Col)P.M.Xavier
INTRODUCTION

Engineering education has been, is and will be one of the
most required contemporary streams of education in the
world as long as mankind exists.

It is through engineering application only one can meet
the real life challenges facing mankind by appropriate
design and innovations.

A nation’s development, growth and competitiveness can
be sustained only through the skills of its ST manpower.

Has engineering more or less become a general
course as opposed to the image of professional
elite course few years back?....YES/NO

ENGINEER–
basically a
problem solver
who makes the
life of his fellow
beings more
comfortable by
using his
technical skills
Are our students fit
into an engineer’s role
after their education?.
INDIAN ENGINEERING
DEMAND SUPPLY- PAST

During the time of independence, India had 44
engineering colleges with an average of 2570 engineers.

The controlled growth of engineering manpower was
sufficient during the 60’s and 70’s- were our growth rate
hovering around 3.5 to 5% at an average in every plan
years.

For sustained growth and development the major stumbling
block during the 80’s were shortage of domestic resources in
which skilled engineering manpower was one of the factor.
State of engineering education
in the country since 1980’s
Year No. of Engg Colleges Intake

1947 44 2570
2007 2017 6, 53,290
2008-09 *2388 8, 20,000

*There are 880 colleges waiting for AICTE approval for 2010-
2011.

The rapid expansion of institutes and intake capacity is
welcome but may not meet the government’s intention of
raising the gross enrolment ratio of higher education
from the present 10-11% to 15% by the end of the 11th
plan and 21% by the end of the 12th plan.

Comparison of science and technology
personnel per 1000 of the population
- India 3.5
- China 8.1
- South Korea 45.9
- Israel 70
- Japan 110
State of employability of
engineers
Progressive drop in employability of engineers


With the accelerated growth of about 8.5%,
Indian economy is growing and there will be
large requirement of engineering
professionals to sustain and accelerate the
growth cycle.

There is considerable demand of Indian
engineering professionals all over the world.
I Confess!!!
State of Skilled/Engineering
Manpower

In India, nearly 460 million people are aged between 13
and 35 today and of these, 333million are literate. In 10
years from now, the countrywide average age will be 29
compared to 37 in US and China and 45 in Europe and 48
in Japan.

As many as 100 million Indians – the combined workforce
of Britain, France, Italy and Spain – are projected to be
added to our workforce by 2020 which is 25% of global
workforce.

The demand supply gap with regard to engineering
education in our country is widening and causing alarm in
availability of quality engineers as only 18% of fresh
engineer’s are employable
What ails engineering
education?

The methodologies, tools and systems of teaching have
all undergone radical changes from the past. Today
knowledge is available at the click of a mouse through
many formats be it audio, video, graphics, animation etc.
which are available only with few institutions.

This implies that there is no free flow of knowledge to
those who seek it.

We hardly have any effective industry academic
interaction.

In developed nations they support each other for mutual
benefit.

There is hardly any new area of knowledge being
researched thus limiting its excitement amongst the
researchers and hence no new challenges to research
environment consisting of researcher, his associates,
students and the institution.

Present generation of engineering students come from
an inhomogeneous background where their uptake of
engineering studies is questionable.

Most of them really do not qualify if an aptitude test
is conducted along with knowledge test for admission.

Our engineering education is knowledge centric
which should have been enquiry centric.

Quality of teachers

Lack of hands on experience

Tight academic calendar with out considering
the uptake of average intake-fast forward

Syllabus & Curriculum-remains the same which
catered for the best of 50’s/60’s-----90’s.
How to arrest the low quality
of engineering students?

For institutions to survive and flourish, it needs to set
its entry standards based on minimum acceptable
levels. The same need to be marketed.

The academic results are a combination of teacher
student efforts and institutional academic ambience.
The students need to be encouraged in problem
solving, design, self learning & communication.

Maximum efforts to be taken to broad base teaching-
learning process by adopting latest and modern
teaching tools such as Bloom’s taxonomy particularly in
application of Psychomotor and cognitive approaches.

The teacher should take feedback from
students after each module along with issue of
a set of question banks and students to be given
freedom to choose from the sets.

The idea is to empower them rather than
enforce and make them willing participants.

Delivery mechanism need to be interactive, problem
solving and application oriented.
RECOMMENDATIONS

Increasing the duration of B.Tech from the
existing 8 semester system to 10 semester

By which, it is possible to minimize the back
papers of the students, impart soft skill training,
industry-specific applications along with a 6
month industry attachment on “on the job
training”.

After passing few core subjects, the student may
be awarded a Diploma certificate with a provision
to return later on like lateral entry.

To open up practical handling of applications, the
maintenance, project oriented work of college to be
referred to respective departments for design, planning,
implementation & commissioning to teams in rotational
basis. Idea is to encourage hands on experience

The main team leaders could be the faculty members and
the existing work force could be drafted to the teams.
This could be extended beyond the college boundaries.

Project work need to be taken seriously and aimed at
improving students’ application of engineering uptake &
knowledge.

Identification of Engineering students into different
streams during the training time itself :-
- Core Engineering (Industry)
- IT & ITES
- Teaching

The above streams to be given specialized training
applicable to their chosen streams.

Enlarged focus toward academic-industry interaction.

Parental intervention

Remedial coaching for students (meaning full)

Yoga and meditation

Rotation of faculty members /fixation of term based
extra responsibilities.
CONCLUSION

The primary role of teacher should be to collect,
collate and feed the information to the students in
a digestible form and monitor its assimilation.

The reasons for poor performance of many
engineering students are due to poor understanding
of application of engineering science & engineering
mathematics as they are not able to co-relate the
same in engineering studies.

Focus on improvement of behavioral training such as
Modeling, Instructions, Rehearsal & Feedback.
Quality Improvement-Stake
Holders

Appropriate changes to syllabus, curriculum and
delivery systems are need of the hour.

Needs committed faculty members to drive the
initiate

Hence engineering education needs to be
restructured to give equal opportunities to
knowledge as well as practical handling of the
knowledge.
“Get the numbers (result), numbers will
rush in”
Thank You

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Contemporary Engineering

Education System-Further Need

Year No. of Engg Colleges Intake

Progressive drop in employability of engineers

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