Developing innovative potential

By

Creating Talent
Among the young people
Through

Non-Traditional next generation engineering education.

 Approach to create Talent
by practical based non-
formal engineering
education

There is a need to recognize and value, non-traditional learning aiming re-thinking

education in a creative and innovative way, by changing the formal engineering
education at the demand of industry, creating talent from day one after taking
admission in engineering college.
1. Forward

Technical educational growth and education began in India in 1985, with non-formal
training institutions, Industrial Training Institutes (ITI), formal Govt. polytechnic
institutes and limited Govt. engineering colleges, which are entirely incapable to fulfill
the demands but more importantly the quality of technical resource requirements
from the Industry.

The growth of Industry and high demand of technical people created big challenge
for MHRD of India to overcome the gap of demand and supply using its limited
resources. University Grand Commission (UGC), All India Council of Technical
Education (AICTE), Ministry of information technology worked together with the
objective of MHRD.

The first action was to start with Open University concept and non-formal training
institutes from Ministry of IT (DOEACC) that finally gave birth to the concept of
Deemed University emerged. Subsequently, it invited private sectors to invest in
formal education under the umbrella of UGC and AICTE.

In the beginning of 21st century, India witnessed a tremendous boom in Indian

Technical Education System. Technical and State university were launched under the
control of UGC and AICTE that fueled opening of private engineering colleges. These
random mushrooming colleges’ growth
further deteriorated the quality of technical
education and the result that we witness
these days is a crop of “Young Engineers”
that are having a paper qualifying them as
an Engineer but are unable to write a school
level program. This has resulted in the
Industry taking the responsibility of so-called Engineers and each decent organization
has a strenuous training program to enable these people to be able to start at a junior
position.

Another action contributing to this mess was to convert all Govt. polytechnics into
engineering colleges under state Technical universities.
2.1. Executive summary

These above formal steps taken by Govt. of India (MHRD), only to fulfill the rapid
demand of engineers in various sectors of India, but unfortunately somewhere we
missed the long term objectives and forced to fulfill the engineers demand situation
based. Hence therefore this practice impacted the quality of engineering education
and even class of technical resources are misbalance e.g. Lower technical group from
ITI, Medium skilled diploma engineers.

This misbalance scenario eventually disappeared the lower and middle level technical
group and therefore these positions now fulfilled by young degree holder engineers,
and this practices are now crushing the young talents and creating frustration and
now impacting the society and now there is a possibility that coming young students
would not see their future as an engineer. Which is really big fear to this country for
the technical human infrastructure.

Going through above facts and Govt. practices, in our understanding, this is totally
failure of thought, in which Govt. had planned to produce high level engineers.

2. Introduction

We are industry people experiencing and learning the international industry from
more than 25 yrs. We are also doing campus placement exercise in different
engineering colleges almost each corner of the country since 15 years.

During placement exercises and interviews, we observed that the quality of student’s
knowledge are randomly falling down and now it becomes hard for us to find out best
brains for the industry.

Lack of quality students is costing us for their strong basic trainings which consuming
more time to prepare them for industry challenges even we have to do some harsh
decision to knockout the trainees based on their poor performance during training
session.

2.3 Situation of Young People.

In India 30% population are young (Aged 10-24), which is more than 400 Million and
the question is to what extent are youth adequately educated and equipped with the
vocational skills needed to compete in a globalized world.
These young energy of the nation is looking for better employment for their choices
and too looking for better institutions. There are still a big gap between requirements
of better institution Vs number of new coming young students.

Due to this gap, young students are not getting the subjects/stream as per their
interest/skill, which automatically forces to them to adopt the career line not for their
choice but for to be called employed. This is also one of the reason for quality
engineer missing.

United Nations has produced some data about unemployment, marginal increase
from 2017 to 2018 in India. This was also newspaper highlight in 2016, that only 7
percent engineering graduates employable: what wrong with India
engineers?
The headlines exposed the engineering institutions and their teaching methodology.
The reason for this all our engineering college are just became commercial institution
interested to fulfill their seat instead of concentrating on innovation, Research and
Developments, Seminar conferences and to keep pace with industry technology.

2.2 Situation of Institutions

There are over 2,500 engineering colleges in the country, producing over 7 lakh
graduates every year. Notwithstanding the unpredictability, the IT Industry has
remained the largest job provider over the past 15-20 years, absorbing about 10-15
per cent of the graduates. Hiring by public sector and non-IT private companies, and
students pursuing higher education constitute 25-30 per cent.

But, that still leaves a significantly large pool of engineering graduates without a
proper job. The Industry Readiness Index 2013 survey by PurpleLeap, a company
that provides skill bridging support for students pursuing engineering courses,
indicates that only 10 per cent of the engineers passing out of colleges from Tier 2/3
cities in the country are employable. Even with the intervention programs, the
students struggle, primarily due to poor communication and/or analytical/problem-
solving skills. Even worse, another report states that 30 per cent of the engineers do
not have basic quantitative skills required for day-to-day life and entry-level
engineering jobs.
Displeasure over the quality of engineers that pass out of the IITs, Infosys chairman
emeritus N R Narayana Murthy has said there is a need to overhaul the system.
Drawing a roadmap to put IITs among the top engineering institutes in the world
Muthy said it has to be ensured that IITs “transcend from being just teaching
institutions to reasonably good research institutes “ as par the Harvard and MIT in
the next 10-20 years.

2.3 Youth work outcomes and requirement of the young engineers

3. An Integrated approach for non-formal learning

3.1 Rethinking engineering education

Reason for downgrading engineering students are now understood as visualized
under forward. Therefore based on our different experiences, we are brainstorming
an idea to start an engineering college with a non-formal engineering education
including industry oriented dynamic course curriculum and emphasizing on practical
based learning along with formal theory from day one.

The idea is to provide the young brains a realistic core engineering including industry
oriented environment for creating more chances for innovation and linking their
learning with practical based approach this is what we are visualizing Developing
Innovative Potential by Creating Talent.

3.2 Idea for Infrastructure for non-formal Engineering education

3.3 Current tools to support non-formal learning

3.4 Towards a framework for action

4 Association with Industry linking program

4.1 Industry sponsored Program for best brains

4.2 Promoting and developing a focus on entrepreneurship

4.3 Prepare young engineers for the new world that awaits

5. Dynamic course curriculum to keep pace with technology

5.1 Live Internship program in each semester

5.3. Research underpinning for innovation and creativity

Regular Industry /academic based seminar, workshop and conference

5.4 Quality of student Experiences

6. Affiliations

7. Project estimations