analysis of secondary data - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/2071/29/14_chapter...

185

CHAPTER – VI

ANALYSIS OF SECONDARY DATA

In order to study the trends and patterns in the growth and

development of engineering education at the national level as well as

in the state of Punjab the investigator has collected the data from

various secondary sources and analysed it. This analysis of data

obtained from the secondary sources has been presented in this

chapter. Section one deals with the analysis of national level

secondary data whereas section two of this chapter deals with the

analysis of state level secondary data.

For the present study, the secondary data from the sources

mentioned below has been pooled up and analyzed by making use of

various statistical tables, line graphs, bargraphs and pie-charts, etc.

1. Policy documents and reports of various commissions and

committees on education

2. Annual Reports of MHRD of Government of India

3. AICTE (All India Csouncil of Technical Education) Annual

Reports

4. National Science Foundation (USA) Reports

5. Research Journals, Magazines and Newspapers.

6. NTMIS (National Technical Manpower Information System)

Publications of IAMR (Institute of Annual Manpower Research)

7. Statistical Abstracts of Punjab

186

8. Admission Brochures

9. Newsletters

10. Reference Books

11. Handbooks

12. Research Reports of various Researchers

13. Internet Sources

SECTION ONE

6.1 GROWTH AND DEVELOPMENT AT THE NATIONAL LEVEL

Formally, modern technical education started in India 1847

when an institution for the training of civil engineers was started at

Roorkee. A little later, in 1856, existing schools for training of

engineers at Poona and Guindy (Madras), were converted to colleges.

These originally offered licentiate programmes, which were upgraded

to degree programmes in 1880. Also, in 1856, an engineering college

was started at Sibpur near Calcutta. These four colleges offered

programmes in civil engineering. (Handbook on Engineering

Education, AIU 2008: xxix)

In 1887, the Victoria Jubilee technical Institute was started

in Bombay, under private initiative, with classes in mechanical and

electrical engineering, textile manufacture and technical chemistry.

During the Swadeshi movement, a technical college was established

in Bengal (later shifted to Jadavpur), which offered various

engineering courses including chemical and mechanical engineering.

Another technical institute was started in Ahmedabad in 1910, for

187

teaching textile manufacturing. Electrical engineering was first

taught at the Indian Institute of Science, Bangalore which was

established in 1915. Degree classes, in mechanical and electrical

engineering, were first started in 1917, at the Banaras Hindu

University. Metallurgy was also first introduced at this university.

The Indian School of Mines and Applied Geology was established, in

1926, to train technical personnel in mining and geology. (Handbook

on Engineering Education, AIU 2008: xxx) Thus, by the time of

independence the foundation of technical education had been laid in

India. In 1945 the Sarkar Committee was appointed to suggest

options for advanced technical education in India. The Sarkar

committee recommended the establishment of higher technical

institutes based on the Massachusetts Institute of Technology in the

four regions of India. This resulted in the setting up of the five

Indian Institutes of Technology at Kharagpur (1950), Bombay (1958),

Kanpur (1959), Madras (1960) and Delhi (1961) (Delhi was added on

to the original four). The All India Council for Technical Education

was set up in 1945, to oversee all technical education (Diploma,

Degree and Post Graduate) in the country.

Figure 6.1 provides a timeline showing the establishment of

some of the major engineering institutions in the country.

188

IIT Madras (1960) NIT Warangal Roorkee Engg. College (1848) Engg. Colleges-4 (1959) Survey & Technical Inst-20 IIT Kanpur Hindu College Bengal (1817) Industrial Schools-50 (1959) Poona Civil Engg. College IIT Bombay (1958) IIT Delhi IIT (1961) IIT Khargpur (1950) Elphinstone Institution 1947 Bombay (1844) IIT (1994) The Madras Survey University of School (1794) Bombay, Calcutta, Madras 1790 1810 1830 1850 1870 1890 1910 1930 1950 1970 1990

Independence Saharanpur School (1845) VJTI Women Students Permitted First Time

Figure 6.1: Time Line of Indian Engineering Education

There have been several official committees set up to review

and revitalize engineering education in the country. A brief summary

of these commissions and committees has been provided in table 1

(The detailed analysis of recommendations of these commissions &

committees has been discussed in ‘The Policy Perspective in

Engineering Education’ studied separately by the investigator).

Table 6.1 Summary of Major Committees on Engineering Education and

their Recommendations

Committee Title Year Recommendations

Sarkar

Committee

Higher Technical Institutions

for the Post-War Industrial

Development

1945 Setting up of Indian

Institutes of Technology

Thacker

Committee

Postgraduate Engineering

Education and Research

1959-61 Funding for 100 PhDs

annually

Nayudamma

Committee

Postgraduate Education in

Engineering & Technology

1979-80 PG minimum

qualifications for industry,

R&D, etc

Roorkee (2001)

New IITs 2008 Patna

Jodhpur Hydraba

d Ropar

Gandhinagar Indor

IISER Bhopal Kolkata Mohali Puna

189

Committee Title Year Recommendations

P. Rama Rao

Committee

Reshaping Postgraduate

Education in Engineering &

Technology

1995 21 months M.Tech,

Increased Scholarship

amount, Assured

employment for M.Techs,

National Doctoral

Programme

R.A. Mashelkar

Committee

Strategic Road Map for

Academic Excellence of Future

RECs

1998 Conversion of RECs Into

NITs with the status of a

Deemed to be University

and structural changes in

governance.

U.R. Rao

Committee

Revitalising the Technical

Education

2003 Regional inequity to be

removed, faculty shortage

to be addressed, need for

planning and coordination

in the working of AICTE.

P. Rama Rao

Committee

IIT Review 2004 Increase UG output of

IITs, increase funds for

infrastructure, increase,

Add new IITs, But

maintain quality.

Sampatroda National Knowledge

Commission

2008 Need to independent

(IRAHE)

Yashpal

Committee

To advise on Renovation and

Rejuvenation of higher

education

2009 To give autonomy to IITs

(Source: Reports of various commissions and committees on engineering education)

6.1.1 EXPANSION OF ENGINEERING EDUCATION

There has been a phenomenal growth in the number of

engineering institutions in the country after independence.

Especially ‘since early eighties, due to rapid industrialization and

economic growth, engineering education in India has been

developing faster than anywhere else in the world’. (Palit 1998: 317)

190

6.1.1.1 Increase in number of Engineering Institutions

At the time of Independence there were only 42 engineering

institutions in the country providing education at degree level.

Whereas the number has reached upto 1511 in the year 2006. The

pace of growth has been evident from the table 6.2.

Table 6.2 Growth of Degree Level Engineering Institutions

Year Number of Bachelor Degree Institutions

1947 42

1950 53

1955 74

1960 111

1965 144

1970 155

1975 169

1980 216

1985 347

1987 372

1997-98 562

1998-99 644

1999-2000 755

2000-01 821

2001-02 1057

2002-03 1195

2003 1208

2004 1265

2005 1346

2006 1511

(Source: 1. Sushil Kumar, 1993 2. GOI, Annual Report, 2002-03 3. Year, Reports)

191

0

100

200

300

400

500

600

700

800

900

1000

1100

1200

1300

1400

1500

1600

1947 1950 1955 1960 1965 1970 1975 1980 1985 1987 1997-98

1998-99

1999-2000

2000-01

2001-02

2002-03

2003 2004 2005 2006

Year

Fig. 6.2: Line Graph of Growth of Degree Level Engineering Institutions

6.1.1.2 Admission Procedure

Table 6.3 Admission Procedure for Engineering Institutions in Different

States of India

Name of the State

Entrance Test Courses Eligibility

All India Admissions

All India Engineering Entrance Examination (AIEEE), CBSE, New Delhi.

BE/BTech/BArch 10+2

Andhra Pradesh

Andhra Pradesh State Level Engineering, Agril & Medical Common Entrance Test (EAMCET) conducted by one of the State Universities for admission to Private as well as Minority Institutions

BE/B Arch/B Tech

(Agril/Engg/Dairy Tech

10+2 (Sc)

Assam Joint Admission Test (JAT) conducted by the Director of Technical Education, Assam.

BE/B Tech 2 yrs Pre University

Bihar Bihar Combined Entrance Competitive Exam (BCECE) conducted by Bihar Combined Entrance Competitive Examination Board.

B Sc (Engg)/BArch/

BTech (Agril Engg & Dairy Tech)

Inter (Sc)

Chandigarh Common Entrance Test (CET) conducted by Panjab University.

BE/BTech/BArch 10+2 (Sc)

Num

ber o

f Ins

titut

ions

→

192

Name of the State

Entrance Test Courses Eligibility

Delhi (i) Combined Entrance Test conducted by Delhi University. (ii) Combined Entrance Test (CET) conducted by GGSIP University for admission to Govemment and Private (Self Financing).

BE/BTech

BE/BTech/BArch

10+2 (Sc)

10+2 (Sc)

Goa Goa Common Entrance Test (GCET) conducted by Goa College of Engg, Padre, Conceicao College of Engg, Vema: Goa College of Arch.

BE/BArch 10+2 (Sc)

Gujarat State Level Admission Committee, C/o L D College of Engineering, Ahmedabad 380015 for admission to Government University/Private Engineering Colleges.

BE/B.Tech/BArch 10+2 (Sc)

Haryana Common Engg Entrance Test conducted by one of the state universities for admission to Government and Private Engineering Colleges.


Himachal Pradesh

Combined Pre Entrance Test- NIT, Hamirpur.

B.Tech 10+2 (Sc)

Jammu & Kashmir

Jammu & Kashmir State Level Entrance Test (SLET) is conducted by Competent Authority for Entrance Exam.


Jharkhand Jharkhand Combined Entrance Competitive Exam (JCECE) conducted by Jharkhand Combined Entrance Competitive Exam Board, Ranchi for admission to Government and Private Engineering Colleges.


Karnataka Common Entrance Test (CET) is conducted by Govt of Karnataka for admission to University, Regional, Private, Aided and Unaided Engineering Colleges.


Kerala Common Entrance Test (CET) is conducted by Commissioner for Entrance Exam at State Level.

BE/B.Tech/BArch/B Tech (Agril Engg/Dairy Sc & Tech)

10+2 (Sc)

Madhya State level Pre-Engineering Test (PET) is conducted by Madhya Pradesh Professional Exam Board for admission to Government, Private, Autonomous Institutions.


Maharashtra Entrance Exam conducted by Competent Authority appointed by the Government of Maharashtra (MHCET).

BE/BTech/BArch/B Chem (Engg)

10+2 (Sc)

Orissa Joint Entance Exam (JEE) conducted by NIT, Rourkela.

BE/B.Tech. 10+2 (Sc)

Pondicherry Joint Entrance Test (JET) conducted by Pondicheny Engg College and Bharathiyar College of Engg & Tech, Karaikel.

B.Tech. 10+2 (Sc)

Punjab Combined Entrance Test (CET) conducted by Punjab Technical University. Jalandhar.

BE/B.Tech./ BArch

10+2 (Sc)

193

Rajasthan Rajasthan Pre-Engg Test (RPET) conducted by MNIT, Jaipur.


Sikkim All India Basis Entrance Exam. BE/BTech 10+2 (Sc) Tamil Nadu Tamil Nadu Professional Courses

Entrance Exam (TNPCEE) conducted by Anna University for admission to Government Aided and Private Colleges.


Tripura Joint Entrance Exam (JEE) conducted by Tripura Engineering College and NIT, Silchar.

BE 10+2 (Sc)

Uttar Pradesh

Uttar Pradesh State Engincering Admission Test (UPSEAT) is conducted by Institute of Engineering & Technology for admission to Government University/Private Engineering and Technological Institutions.


Uttarakhand All India Engineering Entrance Examination conducted by CBSE, New Delhi.

BE/BTech 10+2 (Sc)

West Bengal Joint Entrance Exam (JEE) is conducted by West Bengal Joint Entrance Exam Board.


IIT Conducted by IIT and CBSE (JEE) Eng. Techno (BHU), Varanasi and Indian School of Mines, Dhanbad.

BE/B.Tech. 10+2 (Sci)

(Source : AIU Handbook on Engineering Education, 2008) The analysis of table 6.3 clearly reveals that different states and

union territories depend on different entrance test for admission to the

engineering institutions. Even IITs conduct a separate entrance test for

admission to these institutions.

194

Table 6.4 Number of Institutions and Intake Approved for 2006-07

(as on Sept, 06). Engineering Degree

States Number of Institutions

Sanctioned intake

Average Intake per Institute

Madhya Pardesh Chhattisgarh Gujrat Mizoram Sikkim Orissa West Bengal Tripura Meghalaya Arunachal Pradesh

Andaman & Nicobar Assam Manipur Nagaland Jharkhand

84 15 43 0 1 48 54 1 1 1 0 4 1 0 9

30060 5130 14086

0 465

15033 15671 250 240 210 0

670 115 0

3198

358 342 328 0

465 313 290 250 240 210 0

168 115 0

355 Bihar Uttar Pradesh Uttranchal

6 110 13

1690 40418 3905

282 367 300

Chandigarh Haryana Jammu & Kashmir New Delhi Punjab Rajasthan Himachal Pradesh

5 45 6 16 47 47 6

788 16325 1401 6359

16961 16051 1282

158 363 234 397 361 342 214

Andhra Pradesh Pondicherry Tamil Nadu

280 5

268

107575 2295

105318

384 459 393

Karnataka Kerala

128 93

56542 29165

442 314

Maharashtra Goa Daman and Diu

171 3 0

58989 794 0

345 265 0

Total 1511 550986 365 (Source: AICTE, Handbook for Approval Process, 2008.)

Table 6.4 shows the number of engineering institutions and

intake approved till year 2006-07 as per AICTE Reports. As per the

data available upto 2006 maximum number of engineering

195

institutions are in the state of Andhra Pradesh (280) followed by

Tamil Nadu (268) with the intake of 107575 and 105318

respectively. In Maharashtra total number of institutions is 171 and

intake is 58989 followed by Karnataka which is having 128

institutions and intake is 56542. In Uttar Pradesh number of

institutions are 110 followed by Madhya Pradesh which is having 84

institutions and intake is 40418 and 30060 respectively.

6.1.1.3. Increase in Intake & Outturn of Graduates

Although the trend in the actual number of engineers

graduating has been relatively easy to quantify, yet the investigator

found has that this has not been easily available year wise to judge

the expansion at the national level. Thus to compensate three

variables have been considered by the investigator i.e. Sanctioned

intake (S), the Enrolment (E) and the Output or Out-turn (O).

Definitions of these variables have been given below:

(a) Sanctioned Intake – The sanctioned intake is the

number of seats approved by AICTE in different

engineering colleges. This is for a given year. The U. R.

Rao committee (2003) report has provided data on

sanctioned intake for 1990-2003.

(b) Enrolment - The actual number of students enrolled

(joining the course) represents the enrolment which may

differ from the sanctioned strength. In many institutions

all seats may not be filled. Enrolment data is available

196

for some years for some of the states in the Annual

Technical Manpower Reviews (ATMRs)

(c) Outturn/Output - The number of engineers that

graduate each year is the outturn. This is not reported

on an all India basis. In some of the state reports

(ATMRs) the annual output is reported for a few years.

Since the data on sanctioned strength (S), enrolment (E),

outputs (O) has been available from different sources for different

years. The investigator has attempted to correlate the parameters. It

has been expected that the output would be a fraction of the number

admitted four years earlier since the BE course has been of four

years duration. Hence a ratio (O/S) has been defined as the output

in the tth year O (t) to the sanctioned strength when that batch was

admitted S (t-4)

(O/S) = O (t) / S (t-4) (Banerjee and Muley 2007)

Where O (t) represents output of tth year

S (t-4) represents sanctioned intake of (t-4)th year

Table 6.5 E/S Ratio for Graduates from 1991 to 2004 Calculated from

Annual Technical Manpower Reports States 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 Karnataka - - - - - - - - - - - 0.86 - - Tamil Nadu - - - - - - - - - - 0.82 0.89 - - Maharashtra - - - - - - - - 1.05 0.97 0.98 0.96 0.96 - Delhi - - - - 1.12 1.09 1.11 1.14 0.89 0.82 1.08 0.70 0.84 0.87 West Bengal - - 0.97 0.97 0.98 1.00 1.00 1.01 1.00 0.98 1.00 0.91 - - Himachal Pradesh

- - - - - - 0.99 0.99 0.93 0.94 0.87 0.80 0.93 0.89

Haryana - - - - 1.02 1.01 0.79 0.86 0.92 0.86 0.65 0.72 0.82 0.79 Assam - - - - - - 1.05 - - - 0.91 - - - Rajasthan - - - - - - - - - 0.95 0.99 0.97 - - Arunachal Pradesh

0.94 - - - 0.56 0.70 0.73 0.85 0.71 0.80 0.70 1.02 1.00 -

Manipur - - - - - - - - 0.76 1.00 0.44 0.57 - - Tripura 1.03 - - - 1.00 1.00 1.15 1.00 0.87 1.06 1.05 1.00 0.87 -

197

Since it has been easiest to get the sanctioned strength data

that has been used as the basis to compute the output. Data on

enrolment was relatively scarce. The ratio of the enrolment to

sanctioned strength (E/S) has been shown in table 6.5. The

weighted average of E/S was about 0.9. There seemed to be some

fluctuation/ uncertainty in the E/S ratios. Though there is some

uncertainty in the data, it seems that there has been a reduction in

the E/S ratio where there has been rapid increases in sanctioned

strength in the few years. However for instance the growth in

sanctioned strength for Maharashtra for last four years has been

about 1.2 % per year and the average E/S for 2005–06 was about

0.9. The E/S ratio has been maintained above 0.9 where the growth

in sanctioned strength has been low. Table 6.6 shows the O/S ratio

for different states. The O/S ratio is expected to vary over the years

due to failure rates. Therefore, the data was averaged out. Also the

data does not show any discernible trend or change in this ratio. The

weighted average of the available data for the different states and

over the different time periods provides an O/S ratio of 0.8. It has

been used to compute the output (wherever it has not been known)

O(T) = 0.85 (t – 4).

198

Table 6.6 O/S Ratio for Graduates from 1992 to 2004 Calculated from

Annual Technical Manpower Reports

States 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Karnataka - - - - - - 0.63 0.61 0.62 0.60 0.59 0.56 -

Tamil Nadu - - - 0.76 0.86 0.74 0.69 0.72 0.73 0.70 0.75 0.77 -

Punjab - - - - - - - - - - 0.67 0.67 0.73

Andhra Pradesh

- - - - - - - 0.97 0.94 0.93 0.75 - -

Kerala 0.84 0.82 0.78 0.90 0.86 0.92 0.86 0.91 0.86 0.81 0.75 - -

Delhi - - - - - - - 0.94 0.90 0.82 0.74 0.64 0.57

West Bengal - - - - - 1.01 1.01 1.02 1.01 1.06 0.88 - -

Himachal Pradesh

- - - - - - - - - 0.66 0.82 0.78 0.61

Chandigarh - - - - - - - - 0.85 0.75 0.83 0.80 -

Orissa - - - - - - - - - - - 0.89 0.98

Haryana - - - - - - - 1.09 1.2 0.53 0.83 0.37 0.32

Assam - - - - - - - - - 0.74 - - -

Gujarat - - - - - - - - - - - 1.03 -

Figure 6.3 shows the variation of the sanctioned strength for

B.E./ B.Techs in India from 1947 to 2007. The sanctioned intake

increased from 2500 in 1947 to 5.51 lakhs in 2007. The compound

annual growth rate (CAGR) for the 60-year period was 9.4%. In the last

ten years 1997-2007 the sanctioned strength grew from 1.15 lakhs to

5.51 lakhs (Compound Annual Growth Rate [CAGR] of 17% per year).

199

0

100000

200000

300000

400000

500000

600000

1947

1960

1962

1964

1966

1968

1970

1991

1993

1995

1997

1999

2001

2003

2005

2007

Years

Sanc

tion

ed I

ntak

e

Figure 6.3: Line Graph of Growth of Sanctioned Intake of Graduates 1947-2007.

The number of Bachelors degrees in engineering (B.Tech, B.E.)

graduating every year has been computed using the O/S ratio based

on the sanctioned intake and has been shown in figure 6.4.

200

0

50000

100000

150000

200000

250000

1947 1958 1968 1978 1986 1994 1998 2002 2006

Years

Out

put

Figure 6.4: Line Graph of Total Output of Engineering Graduates

1947 – 2006

The number has increased from 270 in 1947 to 2.37 lakhs in

2006 (corresponding to a compound annual growth rate of 12%). It

has been expected that the total number of engineers required in an

economy to be related to the population. The growth in India’s

engineering degrees has been compared with the trend in Bachelors

degrees in engineering in the U.S. per million population. This has

been shown in figure 6.5.

201

0

50

100

150

200

250

300

350

400

1945 1955 1965 1975 1985 1995

Academic Year

Figure 6.5: Line Graph of Engineering Bachelor’s Degree per

Million Population for US

The U.S. trend shows a cyclic pattern. The present value is

around 250. (Maximum of 350 during late 1940s – post World War II

and mid 1980s of 325). In India the number of engineers per million

populations has increased from about 1 in 1947 to 213 in 2006

which has been shown in figure 6.6 below.

202

0

50

100

150

200

250

1951 1958 1966 1974 1979 1986 1989 1996 1999 2002 2005

Years Figure 6.6: Line Graph of Engineering Graduates per Million Population in India (Source: AICTE Reports, 1999)

The average sanctioned intake per institution increased

from 74 in 1950 to 346 in 2006 (CAGR of 2.8% per year). Figure 6.7

shows this trend. An examination of the trend indicates a change in

the trend from 1995, with a larger number of degree granting

institutions being set up. The growth in sanctioned intake from

1995-2006 corresponds to a CAGR of 17.1% per year. The bulk of

this increase has been achieved by setting up of new institutions

(CAGR of new institutions during this period is 13.4%). The average

sanctioned intake per institution increased from 242 to 346 (CAGR

203

0

50

100

150

200

250

300

350

400

1950 1960 1970 1980 1990 2000 2010

Years

Ave

rage

San

ctio

ned

Inta

ke

of 3.3%). This has implications for quality since 1121 new degree-

granting institutions have been set up in the last ten years (Rao

2003: 54).

Figure 6.7: Line Graph of Average Sanctioned Intake per Institute 1950 – 2006

6.1.1.4 Postgraduate Output

The post-graduate degrees commonly offered in engineering

in India are the Master of Technology (M.Tech) and the Master of

Engineering (M.E) (both are equivalent). At present these courses are

of two-year duration and normally include a thesis (masters’ project)

component. In the past, the master’s programme was of one and a

half year duration. The sanctioned intake as per AICTE has been

204

about 30000 in 2005. However a large number of seats have

remained unfilled.

Table 6.7 Out-turn of Postgraduate Students

Intake Out Turn

Sanctioned Capacity

Actual

Percentage of Sanctioned Capacity Actual Percentage of

Sanctioned Capacity 6004 4734 79 2857 48

(Source: Rama Rao 1995)

The Rama Rao committee (1995) has indicated that the

ratio of the post-graduate output to the sanctioned intake varied

from 0.48 (AICTE 1995 Survey) to 0.6 (Shrivastava’s 1996 study).

This report has indicated that Tier I Institutions (IITs and IISc) had

an output to sanctioned strength O (t)/S (t-2) ratio of 0.9 while Tier

II and Tier III institutions (Technical University, University

Departments and Regional Engineering Colleges) had an O/S ratio of

0.6. The other institutions had lower O/S ratios (0.55). This data is

shown in table 6.7. The weighted average of all the institutions

except IITs and IISc (O/S 0.57) based on table 6.8 is used to

calculate the M. Tech output of these institutions. This is added to

the output of IITs and IISc to get the total masters’ output. (Rama

Rao 1995).

205

Table 6.8 Out-Turn /Sanctioned Capacity of Postgraduate Students.

Number (percentage of total out-turn)

Category of Institution

No. of Institutions

1987-89 1990-92

Out-turn / Sanctioned Capacity

I 6 5038 41% 5064 29% 0.9 II 11 1429 12% 3455 20% 0.6 III 12 1241 10% 1643 9% 0.6 IV V VI

102 4571 37% 7272 40% 0.55

Total 131 12279 100% 17434 100% Average Out-turn Per

year 4093 5811

(Source: Banerjee, R and Muley, Vinayak P 2007).

Figure 6.8 shows the variation in the Masters output with time

for India. The masters’ output has increased from about 30 in 1947

to almost 20000 in 2006 (CAGR of 11.6 %). In the last five years the

M Tech/ ME output has increased from about 14000 in 2001 to

almost 20000 in 2006 (CAGR of 7.5%). There has been some

uncertainty in this data since it has depended on the O/S ratio used.

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

1947 1950 1956 1960 1966 1970 1975 1979 1985 1987 1989 1995 2001 2003 2005

Years

Ou

tpu

t

Figure 6.8: Line Graph of Masters Output from 1947– 2006 (Source: AICTE Reports)

206

Figure 6.9 shows the percentage of Masters’ output to the

graduate engineers output. It is seen that the percentage increased

to a high of 15-17% in the 1980s and has now reduced to 8.5 %.

Compared to this, the US had about 70,000 engineering graduates

and 35,000 post-graduates (Masters) in engineering in 2002-03 (50%

of the graduate output).

0

2

4

6

8

10

12

14

16

18

1947 1954 1958 1964 1968 1974 1978 1984 1986 1988 1995 2001 2003 2005

Years

Per

cent

age

Figure 6.9: Line Graph of Masters Output Percentage to Graduate Engineers Output (Source: AICTE Reports 2005)

6.1.1.5. Doctorates:

There is some uncertainty in the statistics on engineering

doctorates (Ph.Ds) granted annually. The difference in the estimates

available from various sources has been reported by Rai and Kumar

(2004). The investigator has relied on the statistics documented in

the Rama Rao Committee (1995) for review of the post graduate

207

engineering education in India and has added the recent data from

the UGC annual reports. The annual number of engineering PhDs

has been less than 1000.

Figure 6.10 shows the trend in the engineering Ph.D

degrees awarded in India. The overall growth rate from 1954 to 2005

has been 8% per year. However in the mid-80s the number of PhDs

has been around 600. Since then there has been a reduction in the

growth rate. The CAGR from 1985-2005 was only 2.9%. The

percentage of Ph.D. output to the graduate engineers’ output has

been shown in figure 6.11.

0

100

200

300

400

500

600

700

800

900

1000

1954 1960 1968 1975 1981 1984 1987 1990 1993 1996 1999 2002 2005

Years

Doc

tora

tes

Figure 6.10: Line Graph of Engineering Doctorate Degrees Awarded in India. (Source: Rai & Kumar 2004)

208

0

0.5

1

1.5

2

2.5

3

1954

1958

1964

1968

1974

1978

1984

1986

1988

1994

1996

1998

2000

2002

2004

Years

Perc

enta

ge

Figure 6.11: Line Graph of Percentage of Ph.D. Output to Graduate Engineers Output (Source: Banerjee, R. and Muley, Vinayak P. 2007)

It is evident from the figure 6.11 that the percentage of Ph.Ds.

output to graduate engineers output has declined at a very fast rate

after 1986 and in 2004 it has approach the earlier rate of 1964.

6.1.1.6 International Comparisons

A comparison of graduates, masters and PhD outputs in

engineering for different countries shows some interesting trends.

Figure 6.12 shows the growth in graduate engineers for different

countries. It is evident from the graph that in year 2002, India has

crossed over Japan becoming second country in the world to

produce most number of engineering graduates after China.

209

0

5000

10000

15000

20000

25000

30000

1983

1985

1987

1989

1991

1993

1995

1997

1999

2001

2002

Years

Eng

inee

rs

ChinaJapanSouth KoreaUSUKGermanyIndia

Figure 6.12: Line Graph of Growth in Graduate Engineers in

Different Countries (Source: National Science Foundation 2004)

The number of graduate engineers per million population

for recent years is shown in figure 6.13. It is evident from the graph

that number of engineering graduates per million population in India

compared to developed nations is comparatively low.

357

674

145246

331 397

1344

770

214 272

0

200

400

600

800

1000

1200

1400

1600

New

Zeal

and

Bra

zil

(200

1)

Uni

ted

Kin

gdom

Sou

thK

orea

Indi

a(2

006)

Countries

No.

of G

radu

ates

En

gine

ers

Figure 6.13: Bar Graph of Engineers per Million Population for

Different Countries (Source: National Science Foundation 2004)

210

The growth rate of graduate engineers for the period 1985-2002

has been shown in figure 6.14. India clearly has one of the highest

growth rates. The question arises that: Are these high growth rates

impacting quality and resulting in unemployment/ under employment

of fresh engineering graduates? It is estimated that about 30% of the

fresh engineering graduates remain unemployed even one year after

graduation (based on ATMRs of a few states). Several industry leaders

complain about the shortage of quality engineering graduates. Though

there is no conclusive statistics yet it seems that the present higher

rate of growth is impacting quality.

Figure 6.14: Bar Graph Representing Growth Rate of Graduate Engineers for Different Countries (2004) (Source: National Science Foundation 2004)

Figure 6.15 shows the engineering doctorates granted annually in

different countries.

211

0

1000

2000

3000

4000

5000

6000

7000

1983

1985

1987

1989

1991

1993

1995

1997

1999

2000

2001

2002

2003

Years

Eng

inee

rs

China

Japan

South Korea

US

UK

Germany

India

Figure 6.15 Line Graph Representing Engineering Doctorates for Different Countries (Source: National Science Foundation 2004)

The percentage of engineering PhDs to bachelors engineering

degrees granted annually is given in Table 6.9. The table shows the

country wise percentage of engineering Ph.Ds to bachelors engineering

degrees from the year 1983 to 2002. In the year 1983 the percentage of

highest Ph.Ds (4.41) were in Germany followed by UK (0.11), US (0.04).

But in the year 2002 the percentage was 9.17 in U.K. followed by 8.36

in US, 6.81 in Germany and was least in India.

Table 6.9 Percentage of Engineering Ph.Ds to Bachelor Engineering Degrees

Country 1983 1985 1987 1989 1991 1993 1995 1997 1999 2000 2001 2002 Germany 4.41 4.70 5.39 5.23 8.66 7.66 7.70 8.05 8.87 8.92 8.97 6.81 United Kingdom 0.11 11.11 12.84 13.75 14.89 7.66 6.02 7.65 8.22 9.78 9.08 9.17

United States 0.04 4.08 4.99 6.79 8.38 9.09 9.48 9.81 - 8.94 9.28 8.36

China - 0.09 0.15 0.65 0.67 0.88 1.11 1.51 1.67 2.11 1.98 - Japan 0.02 1.93 2.01 2.30 2.32 2.67 2.87 3.31 3.80 3.68 3.79 3.81 South Korea - 0.84 0.98 1.47 1.52 1.99 2.65 2.80 3.11 2.93 - 2.92

India - 2.21 2.13 2.03 - - 0.58 0.40 0.093 0.87 0.83 0.66 (Source: National Science Foundation 2004)

212

The Indian percentage is much less than that of Germany,

UK, US, Japan and South Korea. China has started increasing its

engineering Ph.D output significantly after 1989 in the last few

years. In the U.S. more than a third of all Ph.D. degrees are awarded

to non-US students.

Table 6.10 shows the growth rates of student output for

different countries for the most recent years available.

Table 6.10 Comparison of Growth Rates of Academic Output

Country Year Bachelors Masters Doctorates

(Engineering) 1996-2006 12.5% 10% 11.1% India 2001-2006 20.3% 7.5% 6.1% 1995-2006 1.4% 2.9% 3.1% USA 2001-2006 4.6% 8% 8.8% 1995-2004 0.1% - 5.2% Japan 2000-2004 -0.5% - -0.1% 1995-2004 10% - 18.9% China 1999-2004 12.5% - 13.2% 1993-2003 -0.2% - 2.9% UK 1999-2003 -3% - 2.8% 1993-2002 7.8% - 12.5% South Korea 1997-2002 9.5% - 10.4% 1993-2002 2% - 0.7% Germany 1997-2002 3.4% - 0.1% 1996-2005 3.4% 12.5% 5% Australia 2000-2005 3.9% 20.2% 6.2%

(Source: National Science Foundation 2004)

It is evident from the table 6.10 that during the past years

percentage of doctorates in engineering have increased in USA and

Australia whereas this percentage has fallen for India, Japan, China,

South Korea and Germany.

213

6.1.1.7 Discipline wise Growth in Sanctioned Intake

For bachelors degrees the discipline wise growth of sanctioned

intake for 1990-2001 in India is shown in Table 6.11. In the year

(1990 – 2001), the CAGR of computer/ IT is highest (17.8%) as

followed by Electronics Engineering (10.0%), Electrical (8.3%)

respectively. While the total number of CAGR in all the disciplines is

9.1%. On the other hand in the year 1996 – 2004, this rate rose upto

17.4%.

The growth of sanctioned intake was mainly in computer

engineering and information technology (37.7% CAGR) followed by

electronics and electrical engineering. About 32% of the sanctioned

strength in 2001 has been in computer engineering and information

technology.

Table 6.11 Discipline Wise Growth in Sanctioned Intake in India

Year Chemical Engg.

Civil Engg.

Comp./ IT

Electrical Engg.

Electronics Mech. Engg.

Others Total

1990 4590 13546 12143 10155 17337 17696 11592 87059 1991 4590 13546 12263 10155 17547 17718 11912 87731 1992 4590 13606 12303 10275 17787 17928 10010 86499 1993 4690 13606 12693 10615 18297 18318 12382 90601 1994 4950 12606 13493 11295 19267 19218 12572 93401 1995 5440 13706 14793 12435 20747 20578 13272 88536 1996 5520 13706 14853 12495 20847 20698 13332 101451 1998 6472 13852 22623 18961 26707 33160 12920 134695 2001 7552 13806 73497 24498 49448 40044 17639 226484 CAGR 1990-2001 4.6% 0.2% 17.8% 8.3% 10.0% 7.7% 3.9% 9.1%

CAGR 1996-2004 6.5% 0.2% 37.7% 14.4% 18.9% 14.1% 5.8% 17.4%

(Source: AICTE Reports)

214

Figure 6.16: Pie Chart of Discipline wise break up of Sanctioned Intake of Engineering Bachelors in India in 2001

6.1.2 GROWTH IN FACULTY OF ENGINEERING INSTITUTIONS

There are three fundamental components of engineering

education – teaching, curricula and learning. Faculty is the most

important factor in combining the above three components in an

ideal system. It is the faculty that teaches a certain type of curricula

fixed by the university and standardized by the faculty itself to the

engineering students in a way that not only prepares them for the

examination but for inculcating the qualities of innovation,

industriousness and social responsibility.

The infrastructure required for the above mentioned

teaching – learning process is also coordinated in the most efficient

way by the faculty itself.

Indian Education Commission (1964–66) report shows the

shortage of teachers in the engineering institutions at national level

as per given below in the table 6.12.

215

Table 6.12 Number of Institutions, Sanctioned Strength, Number of

Teachers & Vacant Posts

Number of Institutions

Sanctioned strength

Teachers appointed as on

31.12.63

Vacant position as on 31.12.63

Percentage of Vacant Positions

83 4808 2936 1872 38.9

Nayudamma Committee’s report (1979-80) has also depicted

the shortage of faculty members in the engineering institutions.

Rao Committee’s (2003) report has revealed that there were

not enough engineers with high qualifications to teach in the

technical institutions.

The report of the Board on Faculty Development of the

AICTE (2004) has estimated a total faculty requirement of 95924

comprising of 13703 professors, 27407 Assistant Professors, 54814

lecturers on March 31, 2003. This ideally required 41110 Ph. D’s

and 54814. M.Tech’s but only 7536 Ph.D’s. and 11983 M.Tech’s

were available as faculty in engineering institutions, there was a gap

of 33,574 PhDs and 42,831 M.Techs.

Idichandy (2007) has been of the view that it has been hard

to maintain 1:14 ratio due to poor salary structure, stringent

selection procedure of the teachers. A report published in The Times

of India has stated that the teacher student ratio in engineering

colleges even institutions of excellence like IITs, has not been

216

satisfactory as compared to US and UK. The shortage in different

IIT’s has been given in the table below:

Table 6.13 Teacher–Student Ratio

Place Ideal Reality Crunch IIT Delhi 1:6 1:12 100 IIT Bombay 1:9 1:12 146 IIT Kharagpur 1:9 1:13 NA IIT – Kanpur 1:7 1:14 115 IIT – Guwahati 1:3 1:3 40 IIT – Roorkee 1:9 1:12 226 IIT –Madras 1:9 1:14 NA

(Source: Idichandy 2007)

A report published in Hindustan Times has reported by Tikku

(2007) stated that due to implementation of 27% OBC quota in

central institutions like IITs, NITs etc the central government gave

permission to increase the retirement age of teachers from 62 to 65.

A provisions has also been made to re-employ faculty members on

their retirement at 65 for another five years till they reach 70.

Banerjee & Muley (2007) have estimated the faculty

requirements in 2012 and 2017 under the different scenarios.

Although they have accepted that they can not have accurate

estimates of the faculty in engineering institutions. Yet according to

them the total number of faculty in the IITs in 2006 has been

approximately 2520 and IISc had a faculty strength of engineering

faculty of about 170. Since they have been considering only the

engineering enrolment, they multiplied the faculty strength of the

IITs by the ratio of the engineering enrolment to total enrolment of

217

the institutes. In order to obtain the faculty numbers for the NITs,

they have extrapolated the data obtained from the sample of five

NITs. To estimate the total faculty they estimated the gross

enrolment (based on the existing output and the growth rates) and

have considered a student to faculty ratio of 15:1 based on the new

AICTE norm. The actual numbers may be lower as many institutions

may have higher student-faculty ratios. Table 6.14 shows the total

faculty requirement.

Table 6.14 Estimated Faculty Scenario

2006 2012 2017 IIT 2150 2940 3270 NIT 2220 2330 2570

Other 75400 154000 233000 Total 79500 159270 238840

(Source: Banerjee, R. and Muley, Vinayak, P. 2007)

It is clear that there would be a severe shortage of faculty

under these scenarios. Considering the retirement of existing

faculty, the requirement for new faculty to meet the numbers has

been given in Table 6.14. We had assumed that the student–faculty

ratios of 9:1 for the IITs and 15 : 1 for other institutions is

maintained. The total additional faculty requirement of 1.85 lakhs

indicated an average requirement of 17,000 new engineering faculty

each year. This implies a growth of 10.6% per year in the faculty

numbers. Of the existing approximately 75,000-80,000 engineering

faculty in 2006, less than 10% would have PhDs (maybe about

5000). Hence, a need for quality upgradation of existing faculty was felt.

218

6.1.2.1 Incentives for Faculty

Several institutions plan financial rewards for performance

(e.g. cash incentives for international journal publications, payments

for course loads above the average). These are being tried in several

Indian Institutions. In most engineering colleges, there is no system

of annual performance appraisals for the faculty. The performance is

assessed only at the time of promotions viz. from Assistant to

Associate Professor and from Associate Professor to Professor.

During the promotions, faculty candidates have to demonstrate their

research output, teaching innovations to an external committee of

experts. Apart from these assessments, there is no regular

mechanism for performance assessment and feedback. The annual

salary increases are independent of performance. This provides for

significant academic flexibility for the faculty. However the overall

output of the faculty can definitely be improved. There is a need to

introduce systems of performance assessment and goal setting.

Research groups and departments need to be reviewed at a regular

frequency (once every five years), should set their future goals.

6.1.3. EQUALITY OF OPPORTUNITIES IN ENGINEERING

EDUCATION

In order to assess the picture of equity related to regional

distribution, participation of women and schedule castes and

schedule tribes the related secondary data has been analysed.

6.1.3.1. Regional Distribution

Table 6.15 shows the sanctioned intake and the number of

engineering institutions and the compound annual growth rate in

219

sanctioned intake and number of institutions. The maximum

number of engineering institutions and the sanctioned intake was in

the Southern Region.

Table 6.15 Region Wise Distributions of Sanctioned Intake and Number of

Engineering Institutions (NOI) 1996 1998 2003 2004 2005 2006 CAGR

1996-2006 Region NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake

Central 31 6565 8315 82 25914 112 37195 115 39434 147 49238 16.8% 22.3% Eastern 24 4547 3862 99 24019 114 34016 110 33343 121 36437 17.6% 23.1% North 37 5684 8597 99 26356 106 32298 107 34748 140 43613 14.2% 22.6%

North-West 45 7627 11294 119 32042 153 50645 155 51295 169 58304 14.2% 22.6%

South 112 28195 40884 471 145372 496 165757 502 178637 523 196013 16.7% 21.4%

South – West 68 23964 28869 184 58243 207 70788 206 72063 221 77972 12.5% 12.5%

West 99 24869 33074 154 47775 158 48990 160 49687 175 55441 5.9% 8.4% Total 416 101451 571 134895 1208 359721 1346 439689 1355 459407 1496 517018 13.7% 17.7%

(Source: AICTE Annual Reports 2007)

The compound annual growth rate of number of institutions

and intake in the year (1996-2006) related to North region was

14.2% and 22.6%. A break-up of the number of institutions and

sanctioned intake per million populations for the different states has

been shown in table 6.16.

Table 6.16 Region wise Number of Institutions and Sanctioned Intake per

Million Population (2006)

Region State Number of institutions

Intake Population Million

Intake per million

population

Central Madhya Pradesh Chhattisgarh Gujarat

84 15 43

30060 5130 14086

60.3 20.8 50.7

498 246 278

Eastern

Mizoram Sikkim Orissa West Bengal Tripura Meghalaya Arunachal Pradesh Andaman & Nicobar Assam Manipur Nagaland

0 1 48 54 1 1 1 0 4 1 0

0 465

15033 15671 250 240 210 0

670 115 0

0.9 0.5 36.8 80.2 3.2 2.3 1.1 0.4 26.7 2.2 1.2

0 860 408 195 78 104 191 0 25 53 0

220

Jharkhand 9 3198 26.1 119

North Bihar Uttar Pradesh Uttranchal

6 110 13

1690 40418 3905

82.1 166.2 8.5

20 243 460

North –West

Chandigarh Haryana Jammu & Kashmir New Delhi Punjab Rajasthan HImachal Pradesh

5 45 6 16 47 47 6

788 16325 1401 6359 16961 16051 1282

0.9 21.1 10.1 13.9 24.4 56.5 6.0

875 772 138 459 696 284 211

South Andhra Pradesh Pondicherry Tamil Nadu

280 5

268

107575 2295

105318

76.2 0.1 62.4

1412 2355 1688

South West

Karnataka Kerala

128 93

56542 29165

52.9 31.8

1070 916

West Maharashtra Goa Daman and Diu

171 3 0

58989 794 0

96.9 1.3 0.4

609 589 0

Total 1511 550986 1025.1 536 (Source: AICTE Annual Reports 2007)

11%

10% 7%

8%11%

38%

15%

W est C ent ral

Eastern N orth

No rth -W est So u th

So ut h-W est

Figure 6.17: Region Wise Distribution of Sanctioned Intake

Region wise distribution of sanctioned intake for 2005-06 is

shown in figure 6.17. Map 6.1 shows the distribution of sanctioned

intake per million population and number of institutions all over the

India for 2006. It is clear that there has been a disproportionate

growth in engineering colleges and output in a few states (Tamil

Nadu, Karnataka).

221

Map 6.1: Statewise Sanctioned intake per Million Population

6.1.3.2 Social Access to Disadvantaged Groups

The representation of scheduled caste and scheduled tribe

students in higher technical education is appauling. While

scheduled caste students constituted only 5.2 percent at the

undergraduate level, the scheduled tribe students have constituted

4.25 percent in 1996 – 97.

Even the Education Commission (1964-66) in its study of

socio-economic background of students in professional institutions

at various levels has observed that, in the IITs, 82 percent of the

students have came from urban areas and most of them have been

222

from families earning Rs. 500 per month. Further, as compared to

IITs, the proportion of rural students in the NITs has varied from

12.8 percent to 41.2 percent, that of agriculturists from 4.3 percent

to 23.9 percent, and that of persons with parental income less than

Rs. 150 from 6.9 percent to 32.9 percent. The same has trend

continued in other engineering colleges. The enrolment of the

disadvantaged groups in the elite institutions of engineering and

technology has been still low. The data on registrants in 1979-80

and 1982-83 has showed that there has been an increase in the

representation of scheduled caste from 3.2 to 4.3 percent, and of

scheduled tribe from 0.7 to 0.8 percent in the IITs, a very marginal

figure. Many seats in IITs have remained vacant for want of

candidates from these sections. For instance, only 132 of the 355

seats reserved for SCs and 20 out of 176 seats reserved for the STs

at the undergraduate level were filled in the academic year 1994-95.

In other words, the shortfall of seats in these categories has been

62.82 percent and 88.64 percent respectively. The enrolment of SCs

and STs in other technical institutions is more or less the same or

even worse. Thus, this marginal representation of students from

Scheduled Castes and Tribes in the institutes of excellence has been

an indicator of unequal educational opportunities. Various reasons

have been attributed to this inequality of educational opportunity.

Rajagopalan and Singh (1968) have argued that though

admission to IITs has been based on an all India competitive

223

examination and no artificial restrictions are imposed on any section

from seeking admission, in actual practice, it appeared to be

determined by a set of socio-cultural factors. Among these, the

awareness of the existence of technological education, appreciation

of its importance, the ability to afford that education as well as the

quality of education previously received have been crucial. The

following table 6.17 shows the status of enrolment of general SC and

ST candidates in engineering education for different years.

Table 6.17 Social Distribution of Indian Engineering Education

1978-79 to 2001-02

1978-79(%) 1988-89 (%)

1998-99 (%)

2001-02 (%)

Engineering Education General 93.8 92.8 87.1 78.9 SC 5.3 5.9 10.4 15.2 ST 1.0 1.3 2.6 5.9 Males in Engg. Education General 92.8 88.7 SC 5.9 8.9 ST 1.3 2.4 Females in Engg. Education General 92.8 68.3 SC 6.3 27.0 ST 1.0 4.7 (Sources:1. Karuna Chanana 1993 2. National Commission for Schedule castes and schedule tribes, 1996-97

and 1997-98 3. MHRD, and statistical abstract India 2000)

It is clear from the above table 6.17 that a considerable

improvement has been seen in the percentage enrolment of SCs and

STs from 1978-79 (5.3%, 1.0%) to 2001-02 (15.2%, 5.9%).

224

Table 6.18 Enrolment of Scheduled Castes, Scheduled Tribes in Selected

Areas in Higher Education in India (% of Total Enrolment)

Category Year Percentage of total enrolment

Schedule Castes 1990-91 5.7

2002-03 6.7

Scheduled Tribes 1990-91 1.1

2002-03 3.2

(Source: Selected Educational Statistics, 2003)

It is evident from the table 6.18 that participation of SC and

ST students in engineering education has increased from 5.7% and

1.1% to 6.7% and 3.2% respectively in higher education, in general.

Therefore on the whole the percentage of SC and ST student in

engineering education is though not satisfactory but is better than

their total percentage in the higher education in general.

6.1.3.3 Gender Participation:

Another cause of concern is the participation of women in

technical education. Though the enrolment of women in engineering

and technology courses has registered an increase, it is far behind

the enrolment of men.

Table 6.19 Enrolment of Women Students in Selected Areas in Higher

Education in India (% of Total Enrolment)

Women Students 1990-91 10.9

2002-03 22.6

(Source: Selected Educational Statistics, 2003)

225

It is evident from the table 6.19 that participation of females in

engineering education is far behind the males but it has increased

from 10.9% in 1990-91 to 22.6% in 2002-03 which is quite significant.

Parikh and Sukhatme (1992, 1994, 1997, 2002) conducted

two extensive studies on women engineers in India using data on

enrolment in engineering colleges, out-turn and other factors

according to the data available from these studies although there

has been a significant increase in outturn of women engineers, their

prospects of employment yet their career advancement profiles

remain a matter of concern.

Data obtained in study I on the number and percentage of

women who obtained bachelor’s degrees from 13 institutions has

been given in table 6.20. This data is for the period 1975 to 1988

and is reasonably representative of the national picture.

Table 6.20 Year wise Distribution of Women Graduates from Some

Institutions Year No. of Women Total No. of

Graduates Percent of

Women 1975 13 1914 0.68 1976 27 2124 1.27 1977 23 2303 0.99 1978 30 2500 1.20 1979 38 2897 1.31 1980 41 2818 1.45 1981 90 3084 2.91 1982 87 2981 2.92 1983 147 3246 4.53 1984 165 3339 4.94 1985 187 3601 5.19 1986 205 3419 6.00 1987 184 3156 5.83 1988 298 3271 8.74

(Source: Parikh and Sukhatme 2002)

226

Similar data obtained in study II for the period 1994 to

1998 from 31 representative institutions is given in table 6.21. An

examination of table 6.22 shows the spectacular increase in

enrolment and out-turn of women engineers over the years. In the

1970s the percentage increased slowly from less than 1 percent to

about 1.5 per cent. Thereafter the percentage has been increasing

almost every year, crossing 15 percent in 1998.

Table 6.21 Yearwise Distribution of Women Graduates from Some

Institutions Year Number of

Women Total Number of

Graduates Percent of Women

1994 454 4641 9.78 1995 500 4865 10.28 1996 542 5111 10.60 1997 703 5037 13.96 1998 814 4276 15.43 (Source: Parikh and Sukhatme 2002)

The reliability of this data was checked by the investigator

comparing it with enrolment data published by UGC. The yearwise

variation of the number of women enrolled in engineering education in

the country and women as a percentage of total enrolment given in

table 6.22.

Table 6.22 Enrolment of Women in Engineering

Year Number of Women enrolled

Women as a percentage of total

enrolment 1974-78 1300 1.5 1979-82 4400 3.7 1983-86 12200 6.9 1987-90 15800 7.6 1991-94 24900 8.3 1995-99 63100 16.2

(Source: UGC 1999)

227

An year to year comparison between tables is not possible

because enrolment is the sum of four years of intake. However it has

been seen that the percentages for all years are in good agreement.

Table 6.23 Women Engineering Graduates as a Percentage of Outturn

Type of Institutions Study I (%) Study II (%) IITs 1.2 3.2 Regional Engineering Colleges 4.1 9.2 Government Engineering Colleges 4.4 17.2 Private Engineering Colleges 1.5 13.1 (Source: Parikh and Sukhatme 2002)

In contrast, the number of women passing out in the 1970s

ranged only between 100 and 200 every year. Finally, it is of interest

to study data on out-turn of women engineering graduates as a

percentage of the total passing out of various types of educational

institutes. This has been presented in the table 6.22. The

percentages are compiled from the detailed records of the 12

institutions in study I and 31 institutions in study II. The increase in

outturn during the ten year period from study I to study II is clearly

seen with regard to government engineering institutions and private

engineering institutions. However, it is disappointing to note that the

increase in IITs is insignificant and that even in RECs, it is rather small.

Table 6.24 Estimates of Actual Intake for Bachelor’s Degree Programme

Year Intake Capacity % filled Actual Intake 1951 4778 100 4778 1961 15499 100 15497 1971 18207 100 18207 1981 34835 90 31352 1991 70481 80 56385 1996 101451 75 76088 1998 134695 73 98327 2001 226484 70 158539

(Source: Parikh and Sukhatme 2002)

228

Table 6.24 forms the basis for estimating the number of

women graduating with degrees in engineering in the country as a

whole in recent years. As an example, we take the year 2000.

Students passing in 2000 would have been admitted in 1996. From

table 6.24 the actual intake in 1996 is 76088. We assume that the

percentage passing out in 70 percent of the actual intake. This is a

good assumption based on actual figures for out-turn for earlier

years. Assume that women constitute 17 percent of the out turn. We

obtain the number of women passing out in 2000 as 76088 x 70% x

17% = 9050.

Table 6.25 Enrolment in Engineering and Technology by Levels and

Sex (1971-2000)

Graduate Post Graduate Doctorate Total Men 84025 6704 878 91607 1971 Women 820 186 45 1051 Men 111064 10792 1995 123857 1981 Women 4942 567 169 5678 Men 215081 NA NA NA 1991 Women 26287 NA NA NA Men 325944 NA NA NA 2000 Women 63057 NA NA NA

(Source: IAMR, India 1995 and 2000)

The enrolment at the graduation level has increased from

84025 in 1971 to 325944 in 2000 for men and from just 820 in

1971 to 63057 for women. The enrolment of men has increased as

four fold over a period of three decades and that of women has

marked a quantum jump during the same period. Though it has

been a welcome development as far as the expansion of access has

been concerned, the gulf between the proportion of men and women

229

had been alarming. Enrolment in post graduate courses in

engineering & technology though had increased but it had not been

proportionate with the growth in the enrolment at the graduate level.

The percentages of women engineers at the IITs and the

NITs has been significantly lower than the national average. In 2005

at IIT Bombay the percentage of women graduates to the total has

been about 8% at the Bachelors (B.Tech) level, 9% at the Masters

(M.Tech) level and about 17% at the Doctoral level (including

science, humanities and management. Similar disparities have

existed in the faculty. As an example, about 10% of the IIT Bombay

faculty have been women.

Thus it can be concluded that engineering and technology

education in India has been highly selective in terms of providing,

regional access & social access to the disadvantaged sections of the

society such as scheduled castes and tribes, and women. The

representations of disadvantaged groups have been marginal and,

therefore, it suggests that the engineering and technology education

has contributed in a very limited way to the social mobility in the

Indian society. Especially, the elite Indian Institutions of Technology

have almost become out of reach for these groups. Hence, it further

substantiates the view that engineering and technology education is

engaged in producing what may be termed as a class of potential

elite from among the elite sections of the society, in terms of region,

caste, class and gender.

230

6.1.4. FINANCING OF ENGINEERING EDUCATION

The economic returns of technical education in India have

been estimated to be very high. For example, in a growth accounting

exercise Mathur (1987) has estimated the contribution of

technological change to economic growth in India to be quite

significant. Estimates of rates of return based on scientific and

technical education have varied between 17.4 percent (under

graduate Diploma) and 70.8 percent (Graduate degree). Similar high

rates of return of scientific and technical education have also been

reported by Nalla Gouden (1994). Despite high returns associated

with investment in technical education, the level and pattern of

financing technical education in the country has been far from

satisfactory.

6.1.4.1 Private Participation in Engineering Education

In the recent years the number of private institutions as

compared to that of government institutions have continuously

increased. Figure 6.19 shows picture of growth of private versus

public institutions at national level. Due to adoption of neo liberal

policies by the government of India after 1991, the private players

rushed to have also entered in the field of engineering education. As

a result of it a rapid increase in the number of engineering

institutions has been recorded. It is evident from the table 6.26 that

the percentage of private engineering institutions has increased at a

very fast rate after 1999-2000 and the figure of 85% in 2003-04

leaving behind only 15% of the engineering institutions of India to be

funded by the government.

231

Table 6.26 Number & Percentage of Private and Government Institutions at

the National Level

No. of Institutions (%) Year Private Government Total

510 159 669 1999-2000 (76%) (24%) (100%) 667 171 838 2000-01

(80%) (20%) (100%) 868 189 1057 2001-02

(82%) (18%) (100%) 1017 191 1028 2002 – 03 (84%) (16%) (100%) 1071 194 1265 2003 – 04 (85%) (15%) (100%)

(Source: Natarajan 2004)

510

667

868

1017 1071

159 171 189 191 194

0

200

400

600

800

1000

1200

1990-2000 2000-2001 2001-2002 2002-2003 2003-2004

No.

of I

nst

itu

tion

s Private

Government

Figure 6.18: Bar Graph of Number of Private & Government

Institutions at the National Level.

6.1.4.2 Public Expenditure on Technical and Engineering

Education

232

Table 6.27 Budget Expenditure on Technical and Engineering Education

in India

In Current Prices In 1993-94 Prices Year Plan Non Plan Total Plan Non Plan Total

1990-91 265.38 487.63 753.01 360.41 662.24 1022.65 1991-92 289.99 519.47 809.46 346.15 620.07 966.22 1992-93 313.87 593.25 907.12 344.61 651.36 995.97 1993-94 345.48 672.25 1017.73 345.48 672.25 1017.73 1994-95 471.40 717.86 1189.26 430.12 655.00 1085.12 1995-96 488.85 801.40 1290.25 409.01 670.15 1079.16 1996-97 554.05 895.96 1450.01 431.98 698.55 1130.53 1997-98 619.37 1003.19 1622.56 452.49 732.90 1185.39 1998-99 706.33 1366.81 2073.14 477.73 924.45 1402.18 1999-2000 874.18 1584.78 2458.96 569.23 1031.94 1601.17 2000-01 735.21 1792.81 2528.02 462.78 1128.48 1591.26 2001-02 789.35 1771.04 2560.39 480.52 1078.13 1558.65 2002-03 RE 832.14 2056.36 2888.50 486.45 1202.11 1688.56 2003-04 BE 1076.58 2105.73 3182.31 611.17 1195.41 1806.58

(Source: CABE Committee 2004)

Public expenditure on technical education does not seem to

have suffered major fluctuations during the 1990s. It increased

steadily from Rs. 753 crores in 1990-91 to Rs. 3182 crores in 2003-

04 (budget estimate) in current prices. However, in real terms it

increased only by about 75 percent during this period. Further, plan

expenditure has not increased as much as non-plan expenditure

during this period. While the union government meets only 30

percent of the total government expenditure on higher education, in

the case of technical education, the union and the state

governments share almost equally the total financial responsibilities.

In 2001-02, the share of the union government was 48 percent,

while the states funded the remaining 52 percent.

233

Table 6.28 Union Government Expenditure on Technical Education

(Rs. Crores in current prices)

Institutions 2003 – 04 BE %age IITs 589.0 38.13 IIMs 74.7 4.84 IISc 99.0 6.41

AICTE 130.0 8.41 RECs 216.7 14.03 Others 435.5 28.19

(Source: CABE Committee 2004)

It is evident from the table 6.28 that IITs generally got a lion’s

share in the Union Government’s budgetary expenditure on

technical Education. Whereas budgetary provisions are also made to

financially cater to the needs of IIMs, IISc, AICTE, RECs, and other

institutions.

IITIIMsIIScAICTERECsOthers

Figure 6.19: Pie Chart Showing Union Government Expenditure on Technical Education (in %)

234

Table 6.29 Allocation to Technical Education in the Five Year Plans (Crores)

Five Year Plans Amount % First Five Year Plan 20 13 Second Five Year Plan 49 18 Third Five Year Plan 125 21 Plan Inter-Regnum 81 25 Fourth Five Year Plan 106 13 Fifth Five Year Plan 107 12 Sixth Five Year Plan 324 12 Seventh Five Year Plan 1083 12 Annual Plans 848 16 Eighth Five Year Plan 2786 13 Ninth Five Year Plan 2373.51 9 Tenth Five Year Plan 4700 10

(Source: i. Tilak 1996 ii. http://www.planningcommision.nic.in)

The allocation for technical education in the second (1956-61)

and third (1961-66) five year plans has been respectively 18 percent

and 21 percent of the total allotment for education. During the

subsequent ‘Plan Holiday’ period of 1966 – 69 it has been raised to

25 percent. In order to ensure the quality of technical education, the

government set up, during the period of the first three five year

plans, five Indian Institutes of Technology and fifteen Regional

Engineering Colleges which are now re-designated as National

Institutes of Technology. It has been believed that these new

institutions would not only provide greater access to technical

education but would also be instrumental in giving new directions to

it in terms of quality and content.

By the close of the 1960s the government was finding it to be

increasingly difficult in meeting the growing demand for technical

235

education. It is symptomatic that in the fourth five year plan (1969-

74) the allotment to technical education has reduced to 13 percent.

In mid – seventies a decision was taken to grant permission to

private trusts and enterprises to start engineering colleges on a self-

supporting basis. The allocation for technical education has

remained constant in the fifth, sixth and seventh plans 12 percent.

Whereas after increasing to 13 percent in Eighth Five Year Plan it

felt to 9 percent in the Nineth Five Year Plan. However, the allocation

for technical education was 10 percent in the Tenth Five Year Plan.

6.1.5. DEMAND AND SUPPLY OF ENGINEERS

If supply and demand for engineering graduates is to be

balanced, it is expected that the number of engineering graduates

required would depend on the growth of the economy and the

population.

0500

100015002000250030003500

1951

1958

1966

1974

1979

1986

1989

1996

1999

2002

2005

Years

Val

ues

GDP in Thousand Crores Population in Million

Figure 6.20: Population and GDP Growth for India During 1947–2006

Figure 6.20 shows the population and real gross domestic

product (at constant 2006 prices) trend for India during 1947-06.

236

0

50

100

150

200

250

600 800 1000

1200

1400

1600

1800

2000

2200

2400

2600

GDP/Population

En

gin

eers

Per

Mill

ion

Pop

ula

tion

Figure 6.21: Engineers per Million Population to Real GDP per capita

It has been attempted to correlate the number of engineering

graduates with the population and the GDP. A plot of the number of

engineering graduates (E) per million population to the real GDP per

capita has been shown in figure 6.21 and reveals a linear trend. It is

felt that there is an artificial increase (greater than the actual

demand for engineers). This is likely to show up in a number of

sanctioned seats remaining vacant. The ratio of E/S is likely to

decrease. This may also reflect in larger unemployment rates for

engineering graduates.

237

Table 6.30 Number of Total Unemployed Engineering Graduates by

Select States

Sr. No. State 2001 2002 2003 2004 2005 1. Assam 583 598 357 474 884 2. Orissa 832 2590 2063 3267 7677 3. West Bengal 1012 1307 1119 1616 1854 4. Chandigarh 223 196 177 239 NA 5. Delhi 619 643 414 440 371 6. Himachal Pradesh 118 212 219 333 527 7. Haryana - 944 811 1206 1029 8. Punjab 726 1318 1414 2038 3008 9. Jammu & Kashmir 540 515 469 768 378 10. Rajasthan 1126 1305 1926 1453 2291 11. Uttar Pradesh 662 - - - NA 12. Gujarat 2740 3302 4509 7642 NA 13. Madhya Pradesh 3224 2498 2279 2362 4780 14. Maharashtra - 24320 23373 27639 NA 15. Andhra Pradesh 5713 6213 7470 11865 NA 16. Karnataka 5919 7987 9519 12771 12146 17. Kerala 1171 1568 2211 2115 1129 18. Tamil Nadu 18181 16503 23184 49752 51831

Notes: The figures exclude the outturn of the year under consideration. (-) implies course does not exist in the state/ data not available. NA – Not Available (Source: NTMIS, AICTE, Government of India)

The table 6.30 provides the picture related to number of total

unemployed engineers (selected states) from the year 2001 to 2005.

In the year 2001, the lowest number of unemployed engineers (118)

were in the state of Himachal Pradesh and the same year the highest

number were in the Tamil Nadu state. In the year 2005, the lowest

number of unemployed engineers were in Delhi and Tamil Nadu

state again had the highest number of (51831) unemployed

engineers.

238

Table 6.31 Number of Unemployed Civil Engineers by Select States

Sr. No. State 2001 2002 2003 2004 2005 1. Assam 20 10 10 12 20 2. Orissa 9 79 83 69 225 3. West Bengal 92 137 100 212 112 4. Chandigarh 34 39 15 34 NA 5. Delhi 30 47 19 12 21 6. Jammu & Kashmir - - - 13 NA 7. Rajasthan 62 46 45 100 54 8. Uttar Pradesh 32 - - - NA 9. Gujarat 263 413 438 915 NA 10. Madhya Pradesh 102 22 14 64 149 11. Maharashtra - 1079 613 778 NA 12. Andhra Pradesh 181 415 401 619 NA 13. Karnataka 54 116 207 292 270 14. Kerala 42 320 61 66 47 15. Tamil Nadu 451 7531 242 2246 1374 16. Haryana - 28 24 37 25 17. Punjab 80 146 68 188 266


The table 6.31 shows the situation of unemployed engineers by

selected states in the civil trade from the year 2001 to the year 2005.

The Orissa State shows lowest number in the mentioned trade in

2001. In the year 2001 the largest number of unemployed engineers

were in Tamil Nadu (451) whereas in the year 2005, the lowest

number of unemployed engineers were in the Assam state (20) and

largest number were in Tamil Nadu (1374).

239

Table 6.32 Number of Unemployed Electrical Engineers by Select States

Sr. No.

States 2001 2002 2003 2004 2005

1. Assam 69 85 93 121 159 2. Orissa 282 556 502 768 1348 3. West Bengal 135 99 161 216 331 4. Chandigarh 26 27 51 31 NA 5. Delhi 102 69 35 92 54 6. Himachal Pradesh 36 46 63 118 162 7. Haryana - 191 173 196 102 8. Punjab 74 121 180 262 368 9. Jammu & Kashmir 99 155 71 140 104 10. Rajasthan 134 141 364 246 530 11. Uttar Pradesh 147 - - - NA 12. Gujarat 384 625 881 1490 NA 13. Madhya Pradesh 711 323 250 288 481 14. Maharashtra - 1282 859 1056 NA 15. Andhra Pradesh 992 1305 1224 2063 NA 16. Karnataka 1030 726 980 1169 1239 17. Kerala 229 320 322 381 288 18. Tamil Nadu 3628 753 4737 7791 455


Table 6.32 shows the data related to unemployed engineers by

selected state in the Electrical discipline. In the year 2001, the

number of unemployed engineers in Electrical trade was lowest (26)

in Chandigarh followed by Himachal Pradesh (36), Assam (69),

Punjab (74), J & K (99) and on the other hand the table also depicts

the picture of lowest and highest number of unemployed electrical

engineers in the year 2005 that is 54 in Delhi and 1348 in Orissa.

240

Table 6.33 Number of Unemployed Electronics Engineers by Select States

Sr. No.

State 2001 2002 2003 2004 2005

1. Assam 9 23 51 10 34 2. Orissa 163 506 358 675 1599 3. West Bengal 83 100 64 196 391 4. Chandigarh 8 19 8 11 NA 5. Delhi 50 76 59 41 122 6. Himachal Pradesh 18 86 56 59 147 7. Haryana - 70 53 279 343 8. Punjab 142 251 306 361 820 9. Jammu & Kashmir 147 139 37 184 173 10. Rajasthan 57 107 169 126 392 11. Uttar Pradesh 200 - - - NA 12. Gujarat 310 406 475 254 NA 13. Madhya Pradesh 737 722 535 120 306 14. Maharashtra - 5469 6587 2718 NA 15. Andhra Pradesh 1236 969 1282 1652 NA 16. Karnataka 1365 1484 1580 2646 3223 17. Kerala 175 165 100 224 162 18. Tamil Nadu 3998 3400 5006 9135 11808


Table 6.33 shows number of unemployed engineers by selected

states in the electronics discipline from the year 2001 to 2005. The

Chandigarh region had only eight unemployed engineers. In Assam

the number of unemployed engineers was nine followed by 18 in

Himachal Pradesh. On the other hand, Tamil Nadu state had

maximum number of unemployed engineers i.e. 3998 followed by

Karnataka 1365, Andhra Pradesh 1236, etc. But in the year 2005

the number of unemployed engineers rose to 34 in Assam. But in

the Southern States like Tamil Nadu, Karnataka, Andhra Pradesh,

the number of unemployed engineers increased up to a larger extent.

In 2005 due to increase in supply of engineers by the unprecedented

growth of private institutions.

241

Table 6.34 Number of Unemployed Mechanical Engineers by Select States

Sr. No.

State 2001 2002 2003 2004 2005

1. Assam 221 203 76 173 293 2. Orissa 109 649 56 698 1750 3. West Bengal 224 171 118 541 243 4. Chandigarh 15 14 10 21 NA 5. Delhi 161 104 67 77 47 6. Himachal Pradesh - 26 63 37 68 7. Haryana - 184 110 246 166 8. Punjab 127 220 294 317 681 9. Jammu & Kashmir 163 112 48 193 36 10. Rajasthan 262 261 345 237 299 11. Uttar Pradesh 111 - - - NA 12. Gujarat 557 614 921 1627 NA 13. Madhya Pradesh 602 466 425 445 1015 14. Maharashtra - 3714 3515 4711 NA 15. Andhra Pradesh 1090 1259 1407 3383 NA 16. Karnataka 1399 2020 2307 3252 1196 17. Kerala 304 408 528 432 186 18. Tamil Nadu 4407 3370 4373 8676 8567


As far as unemployment in Mechanical discipline is concerned

table 6.34 reveals that in the year 2001 Chandigarh had 15

unemployed engineers whereas this figure rose to 21 in the year

2004. It means that in this region the increase in unemployed

engineers in Mechanical discipline was very small. While by the year

2005 the number increased to 1196 in Karnataka and 8567 in Tamil

Nadu. Thus the number of unemployed engineers in Tamil Nadu was

maximum which doubled in four years from 2001 to 2004. The

overall picture reveals that no state could provide jobs to all the

successful engineering graduates.

242

Table 6.35 Number of Unemployed Metallurgy Engineers by Select States

Sr. No.

State 2001 2002 2003 2004 2005

1. Orissa 10 47 56 33 52 2. West Bengal 47 71 65 39 8 3. Chandigarh 10 19 9 14 NA 4. Rajasthan 22 23 28 32 15 5. Gujarat 27 - 30 61 NA 6. Madhya Pradesh 56 - - - - 7. Maharashtra - - 273 225 NA 8. Andhra Pradesh 20 157 98 62 NA 9. Karnataka 5 12 6 8 22 10. Tamil Nadu 44 138 164 568 155

Notes: The figures exclude the outturn of the year under consideration. (-) implies course does not exist in the state/ data not available. NA – Not Available

(Source: NTMIS, AICTE, Government of India )

The table 6.35 shows that in the year 2001 the Karnataka

state had minimum number of unemployed engineers in metallurgy

trade. The Madhya Pradesh state had maximum number of

unemployed engineers in the same discipline which was 56 followed

by 47 in West Bengal, 44 in Tamil Nadu and 27 in Gujarat. But in

Tamil Nadu the number of unemployed engineers increased to 155

by the year 2005.

6.1.6 RESULTS & DISCUSSION

6.1.6.1 Results

The analysis of secondary data has led us to the following

results regarding growth and development of engineering education

at the national level:

1. At the time of independence there have been only 42

engineering institutions in the country providing education at

degree level. Whereas the number has reached upto 1511 in

243

the year 2006. This number has been only 216 upto 1980 but

it increased at a very fast rate in the succeeding years.

2. The sanctioned intake has increased from 2500 in 1947 to

5.51 lakhs in 2007. The compound annual growth rate (CAGR)

for this 60-year period has been 9.4%. In the ten years from

1997 to 2007 the sanctioned strength has been from 1.15

lakhs to 5.51 lakhs with a Compound Annual Growth Rate

(CAGR) of 17% per year.

3. The total output of engineering graduates has increased from

270 in 1947 to 2.37 lakhs in 2006 (corresponding to a

compound annual growth rate of 12%).

4. In India the number of engineers per million population has

increased from about 1 in 1947 to 213 in 2006 which shows a

considerable increase.

5. The average sanctioned intake per institution has increased

from 74 in 1950 to 346 in 2006 (CAGR of 2.8% per year). An

examination of the trend indicates a change in the trend from

1995, with a larger number of degree granting institutions

being set up. The growth in sanctioned intake from 1995-2006

corresponds to a CAGR of 17.1% per year. The bulk of this

increase has been achieved by setting up of new institutions

(CAGR of new institutions during this period is 13.4%). The

average sanctioned intake has increased from 242 to 346

(CAGR of 3.3%).

244

6. The post graduate output in engineering has increased from

about 30 in 1947 to almost 20000 in 2006 (CAGR of 11.6 %).

In the five years from 2001 to 2006 the M Tech/ ME output

has increased from about 14000 in 2001 to almost 20000 in

2006 (CAGR of 7.5%). (There is some uncertainty in this data

since it depended on the O/S ratio used.)

7. It has been observed that percentage of Master’s output to the

graduate engineers output has increased to a high of 15% to

17% in the 1980s and reduced to 8.5% in 2005.

8. The overall growth rate of Ph.D. degrees in engineering

awarded in India has been 8% from 1954 to the year 2005.

However in the mid-80s the number of PhDs has been around

600. Since then there has been a reduction in the growth rate.

The CAGR from 1985 to 2005 has been only 2.9%.

9. The percentage of Ph.Ds. output to graduate engineers output

has declined at a very fast rate after 1986 and in 2004 it has

approached the earlier rate of 1964.

10. A comparison of graduates, masters and PhD outputs in

engineering for different countries has shown that in the year

2002, India has crossed over Japan becoming second country

in the world to produce most number of engineering graduates

after China.

11. The number of graduate engineers per million population in

India compared to the developed nations has been

comparatively low.

245

12. The percentage of engineering Ph.Ds to bachelors engineering

degree granted annually in India has been much less than that

of Germany, UK, US, Japan and South Korea.

13. It has been found that during the recent years the percentage

of doctorates in engineering have decreased in India, Japan,

China, South Korea and Germany while it has increased in

USA and Australia.

14. The discipline wise growth rate of sanctioned intake in India in

the year (1990-2001), the CAGR of Computer/ IT has been

highest (17.8%) as followed by Electronics Engineering (10.0%)

and Electrical (8.3%) respectively. While the total number of

CAGR in all the disciplines is 9.1%. On the other hand in the

year 1996 – 2004, this rate has risen upto 17.4%.

15. In the year 2007, the estimated faculty crunch in IIT, Delhi

has been 100, in IIT, Bombay it has been 146, in IIT, Kanpur

115, IIT Guwahati 40 and in IIT Roorkee it has been 226 which

signifies a serious problem of shortage of faculty.

16. According to an estimate, in the year 2012 and 2017

respectively we will need 2940 and 3270 more teachers for the

IITs existing before 2006, 2330 and 2570 for the NITs existing

before 2006 and 15400 and 23300 for the other institutions.

Moreover, it has been also estimated that in 2006 less than

10% of the teachers were having Ph.Ds.

246

17. In the year 2006, the number of engineering institutions in the

central region has been 142, where as in the eastern region it

has been 120, in northern region 129, in north-west 172 and

in the south 553. In the south west this number has been 221

while it has been 174 in the west.

18. The percentage of SC and ST students has been only 5.7 and

1.1 in 1990-91 and 6.7 and 3.2 in 2002-03 respectively which

does not show any satisfactory improvement.

19. The participation of females in engineering education is far

behind the males but it has increased from 10.9% in 1990-91

to 22.6% in 2002-03 which is quite significant. The enrolment

at the graduation level increased from 84025 in 1971 to

325944 in 2000 for men and just 820 in 1971 to 63057 in

2000 for women. Even, in 2005 at IIT Bombay the percentage

of women graduates to the total has been about 8% at the

bachelors (B.Tech) level, 9% at the masters (M.Tech) level and

about 17% at the Doctoral level. Similar disparities have

existed in the faculty. About only 10% of the IIT Bombay

faculty have been women in the abovesaid year. Thus there

still has been a wide gender gap as far as engineering

education is concerned.

20. The percentage of private engineering institutions has

increased at a very fast rate after 1999-2000 and figured at

247

85% in 2003-04 leaving behind only 15% of the engineering

institutions of India to be funded by the government.

21. The percentage of expenditure on technical education of the

total expenditure on technical education has been 13% in first

five year plan, 18% in the second and 21% in third but after

this, it declined to 13% in the fourth plan and further 9% in

the ninth five year plan and 10% in the tenth plan.

22. It is estimated that about 30% of the fresh engineering

graduates have remained unemployed even one year after

graduation (based on ATMRs of a few states).

23. In the year 2001, the lowest number of unemployed engineers

have been in the state of Himachal Pradesh (118) and the

highest number have been in the Tamil Nadu (1818) whereas

in 2005, the lowest number of unemployed engineers have

been in Delhi (371) whereas Tamil Nadu again has the highest

number of unemployed engineers (51831).

24. Orissa has the lowest number of unemployed civil engineers

(9) in 2001 whereas Tamil Nadu has the most (451) whereas in

2005 the lowest number of unemployed civil engineers have

been there in Assam (20) whereas the largest number have

been in Tamil Nadu (1374) again.

25. In the year 2001, the number of unemployed engineers in

Electrical trade has been lowest in Chandigarh (26) whereas it

has been highest in Tamil Nadu (3628) again. But in the year

248

2005 the maximum number of unemployed electrical

engineers has been in Orissa (1348) whereas minimum

number has been in Delhi (54).

26. The number of unemployed electronics engineers in all the

states of Assam, Orissa, West Bengal, Chandigarh, Delhi,

Himachal Pradesh, Haryana, Punjab, Jammu and Kashmir,

Rajasthan, Maharashtra, Andhra Pradesh, Karnataka and

Tamil Nadu has increased during 2001 – 2005 whereas this

number has decreased in the states of Gujarat, Madhya

Pradesh and Kerala during this period.

27. As far as mechanical discipline is concerned the number of

overall unemployed engineers have been low as compared to

the other branches but it has increased continuously from

2001 to 2005 in Orissa, Gujarat and Tamil Nadu, whereas it

decreased in West Bengal, Rajasthan and Maharashtra.

6.1.6.2 Discussion

Thus, there has been a phenomenal growth in the number of

engineering institutions in the country after independence especially

since early nineteen eighties. During this period the number of

engineering institutions in India has grown at a faster rate as

compared to other countries of the world. Moreover, there has been

a significant increase in the sanctioned intake, enrolment and

outturn of engineering graduates. The increase in number of

engineering graduates output has further contributed to the

249

increase in number of post graduate output. The percentage of post

graduate engineers output to the graduate engineers output has

been maximum in nineteen eighties which has started decreasing

after it and declined by fifty percent upto 2004. Similarly, the

number of engineering doctorates awarded in India has also

increased gradually after independence and nearly approached one

thousand in 2004. However the percentage of doctorates output to

graduate engineers output has declined at a very fast rate after 1986

and in 2004 it has approached the earlier rate of 1964.

The number of engineers per million population in India is still

behind South Korea, Australia, Germany, UK, New Zealand, USA,

Japan and China. Whereas the growth rate of academic output at

the bachelors level in India has been highest in the world. The

growth rate at the masters and doctoral level has also been

significantly high except in the discipline of Civil engineering.

Moreover the growth rate in most of the disciplines like Chemical,

Computer, Electrical, Electronics, Mechanical engineering and other

has been tremendous.

Furthermore, although the number of teachers in engineering

institutions have increased after independence continuously, yet

there is an acute shortage of faculty in all the institutions. Even IITs,

NITs are facing the faculty crunch severely. The future requirements

of faculty in the field of engineering education do not seem to be

fulfilled easily.

250

Although there has been a tremendous growth of engineering

institutions in most parts of the country but it has been

disproportionate as far as the different regions of the country are

concerned. The growth in number of institutions and sanctioned

intake has been maximum in the Southern region whereas it has

been minimum in the Eastern region.

Besides, the representation of underprivileged groups of

society in the engineering field has not been satisfactory. In other

words the engineering education has contributed in a very limited

way to the social mobility in the Indian society. Though the

enrolment of female students at graduate level in engineering

courses has been continuously increasing and it has marked a jump

after 1971, yet the gulf between the proportion of men and women

has been alarming. It is also important to note that in the

institutions of excellence like IITs, the percentage of women

engineers has been significantly lower than the national level. On

the other hand, though enrolment of female students in post

graduate courses in engineering has increased but it has not been

proportionate with the growth in the enrolment of female students at

the graduate level.

Despite the high returns associated with investment in

technical education, the level and pattern of financing technical

education in the country has been far from satisfactory. The amount

of money spent on technical education has increased 235 times from

251

first plan to tenth five year plan whereas the allotment to technical

education has decreased from thirteen percent of the total allotment

in the first five year plan to ten percent in the tenth five year plan of

the total allotment for education. Moreover, the number of private

institutions has continuously increased after independence,

especially after the adoption of neo-liberal policies by Government of

India, after 1991. In the year 2003-04 the percentage of private

engineering institutions has risen to 85% leaving behind only 15% of

the total engineering institutions in India to be funded by the

Central and State Governments.

Furthermore, the growth in number of institutions of

engineering education has been out of step with the growth of

economy and the population. As a result there has been a greater

increase in the number of trained engineers than the actual

demand. This situation has led to unemployment among the

engineers in all the states of the country. But the problem of

unemployment of engineering graduates is most acute in the

southern states of Tamil Nadu, Karnataka, Andhra Pradesh and

Orissa. Moreover this problem has been more serious in case of

Civil, Electrical, Electronic and Mechanical Engineering trades as

compared to others.

252

SECTION - II

6.2 GROWTH AND DEVELOPMENT OF ENGINEERING EDUCATION IN PUNJAB

The Growth and Development of Engineering Education in

Punjab at degree level began in real sense after independence, when

Punjab Engineering College was established in 1953 at Chandigarh.

Prior to India’s independence it was called the ‘Maclagan

Engineering College’ and was located at Lahore. In 1947 it was

moved to the mountain town of Roorkee and functioned for

sometime out of the Thomson College’s campus. Guru Nanak Dev

Engineering College was established in Ludhiana in 1956 with an

initial intake of 45 students. Besides, regular full time post graduate

courses in production engineering, the college covered only three

areas of engineering studies at the initial stage i.e. Civil, Electrical

and Mechanical Engineering.

Further advances in engineering education were made in

Punjab with the establishment of Thapar Institute of Engineering

and Technology in Oct 1956 at Patiala. This institute was opened

with the joint efforts of Lala Karam Chand Thapar and Patiala

Technical Education Trust. This institute aimed at providing

engineering education at under graduate and post graduate levels.

Besides promoting industrial and scientific research in the state in

Dec 1985, TIET, Patiala attained the status of a Deemed University.

253

In 1962 yet advancement was made in the field of engineering

education with the establishment of Punjab Agriculture University at

Ludhiana. In 1964, the college of Agriculture Engineering came into

existence as one of the constituent colleges of Punjab Agricultural

University. The college aimed at catering the teaching, research and

extension needs of the state of Punjab in the fields of Agricultural

Engineering. Considerable contributions have been made by the

college through its six departments, namely:

1. Farm Power and Machinery

2. Soil and Water Engineering

3. Processing and Agricultural Structures

4. Mechanical Engineering

5. Civil Engineering

6. Computer Engineering

The Punjabi University at Patiala came into existence in the

year 1962 for promotion of Punjabi Language and culture. In 1987

the University opened the department of computer science and

engineering and introduced a four year B.Tech, course in the subject.

Guru Nanak Dev University was established on Nov. 24, 1969

at Amritsar to make provision for imparting education and for

promoting research in humanities, learned professions, sciences

especially of Applied Nature and Technology, etc.

Between 1972 to 1996, six departments emerged in GNDU to

provide technical courses at degree, post graduate and research level.

254

1. Guru Ramdas School of Planning (1972)

2. Department of Electronics Technology (1983)

3. Department of Architecture (1986-87)

4. Department of Computer Science and Engineering (1988)

5. Department of Food Science and Technology (1994)

6. Department of Applied Chemical Sciences and

Technology (1996)

The first technical institution established with the full financial

support of Punjab Govt. is the Giani Zail Singh College of

Engineering and Technology, Bathinda (1989). Another Institute was

established with the help of MHRD named Sant Longowal Institute

of Engineering & Technology at Longowal (Distt. Sangrur) in the

same year.

In 1987, Dr. B.R. Ambedkar Regional Engineering College was

established at Jalandhar. In 2002 it was converted into NIT.

In 1993 another engineering college named Baba Banda Singh

Bahadur Engineering College at Fatehgarh Sahib was established.

Besides the two another Govt. Engineering Colleges: Beant College of

Engineering and Technology, Gurdaspur and Shaheed Bhagat Singh

College of Engineering and Technology, Ferozepur were opened.

Punjab Technical University was established at Jalandhar by

an Act of the State Legislature in 1997 to coordinate the functioning

of engineering institutions in the state.

255

The Department of Technical Education, Punjab formulated

‘Technical Education Policy (2003)’ with a number of objectives

including the development of technical education system on the

demandriven, market based and self sustaining bases and the

improvement in Technical Education System by strengthening, re-

organizing and reorienting the existing structure.

6.2.1. EXPANSION OF ENGINEERING EDUCATION

6.2.1.1 Increase in number of Engineering Institutions

At the time of independence, the number of engineering

institutions at the state level was two only while since independence,

there has been a tremendous increase in the number of engineering

institutions in the state of Punjab. This increase is represented by table 6.36.

Table 6.36 Year wise Number of Engineering Institutions in Punjab and

at National Level

Year No. of Institutions in New Punjab

No. of Institutions at National Level

1947 0 42 1950 0 53 1960 2 111 1966 3 130 1970 4 155 1980 5 216 1986 5 287 1990 7 337 2000 13 821 2003 45 1208 2004 53 1265 2006 56 1511

(Source: NTMIS, Punjab 2003, 2005 & 2007)

The figure 6.22 depicts that the growth of engineering

institutions in Punjab is linear i.e. it can be represented by

approximately a straight line upto the year 1992 i.e. there is a

256

steady growth. But after 1992 the growth was accelerated and after

2001, there has been quite a fast increase in the number of

engineering education institutions which is evident from the figure 6.22.

Figure 6.22: Growth in number of Institutions in Punjab and at National Level

During the period from 1947 to 1983 the pace of growth has

been very slow. The state has not been eager to create sufficient

opportunities for young students to get engineering education. In the

industrial and technological development the growth has tended to

evolve over a long period of time. Devices or technical systems

changed gradually. The leisurely industrial development pace of

technological changes has rarely demanded analytical capabilities

and the utmost skill of engineers. Hence the need of the new

engineering institutions of degree level has been felt only after 80s

when the state started attending the economic growth and

development of the state.

257

Table 6.37 Sanctioned intake in Punjab from 1947-2004

Year Student Intake 1947 0 1958 120 1960 240 1971 1383 1980 1707 1990 2111 1997 2645 1998 4200 1999 4380 2000 4865 2001 6215 2002 9125 2003 10565 2004 12225

(Source: NTMIS Punjab 2003 & 2005)

Table 6.37 shows the position of student’s intake in the state

of Punjab from 1947 to 2004. After independence the number of

intake has been 120 in 1958. In the year 1971 it has been to 1383,

whereas in the year 1980 it has reached 1707 in 1997 it has been

2645 and in 1998 it has been 4200. In subsequent years it has been

on further increasing. It can also be calculated from the above table

that the total CAGR (Compared Annual Growth Rate) for 2000 to

2004 has been 26.6%.

258

Table 6.38 Sanctioned Intake to Engineering Degree Course in Different

Years by Discipline Discipline 2000 2001 2002 2003 2004 CAGR Civil 200 260 260 360 360 15.8 Electrical 480 600 1020 1180 1660 36.4 Mechanical 850 970 1600 2040 2420 29.9 Electronics 1080 1350 2130 2450 2750 26.3 Computer 1070 1400 2060 2380 2740 26.6 Agriculture 50 50 50 50 50 0.1 Production 110 110 110 110 110 0 Industrial 70 70 30 30 30 -19.1 Instrumentation 290 290 290 290 290 0 Textile 75 75 75 75 75 0 Chemical 300 300 300 300 300 0 Architecture 40 40 40 80 160 41.4 Food Technology 50 50 50 50 50 0 Leather Technology 20 20 20 20 20 0 Information Technology 180 630 1090 1150 1210 61 Total 4865 6215 9125 10565 12225 26.6%

(Source: NTMIS Punjab 2006)

Table 6.38 shows the discipline wise intake from the year 2000

to 2004. In the year 2000, the Electronics trade has highest intake

i.e. 1080 followed by Computers (1070), Mechanical (850) which has

increased to 2750, 2740, 2420 respectively in 2004. Every year it is

perpetually increasing by an average CAGR of 26.6 for all the

disciplines taken together.

259

0

500

1000

1500

2000

2500

3000

Civil

Electric

al

Mecha

nical

Electro

nics

Compu

ter

Agricu

lture

Produc

tion

Indus

trial

Instru

mental

Textile

Chemica

l

Archite

cture

Food &

Techn

ology

Leath

er Tec

hnolo

gy

Inform

ation

Techn

ology

2000 2001 2002 2003 2004

Figure 6.23: Growth of Sanctioned Intake of Engineering Graduates in Punjab (2001 – 04)

Table 6.39

Comparison of Student Intake with Neighbouring States

Year Punjab Haryana Himachal

1997 2645 2603 220 1998 4200 2837 220 1999 4380 4654 220 2000 4865 5804 220 2001 6215 5354 450 2002 9125 6809 650 2003 10565 8367 650 2004 12225 8064 650

(Source: Punjab Handbook & NTMIS, Himachal Pradesh and Haryana 2005 and 2006)

It is clear from the above table 6.39 that the student intake in

Punjab is highest as compared to its neighbouring states in the year 2004.

260

0

2000

4000

6000

8000

10000

12000

14000

1997 1998 1999 2000 2001 2002 2003 2004

Year

Stud

ent I

ntak

e

Student Intake Haryana Student Intake Himachal Student Intake Punjab

Figure 6.24: Comparison of Student Intake in Punjab with Neighbouring States

It is evident from figure 6.24 that the student intake in the

engineering institutions of Punjab has always been more than its

neighbouring states Himachal Pradesh and Haryana after 2001.

6.2.1.2 Output to Sanctioned Strength Ratio

Table 6.40 reveals the calculation of O/S (output to

sanctioned strength ratio for graduate engineers in Punjab. The O/S

ratio for students admitted in 1998 and passed in 2002 has been

0.670. For students admitted in 1999 and passed in 2003 has been

again 0.670. For students admitted in 2000 and passed in the year

2004, this ratio has been 0.73 whereas for the students admitted in

year 2001 and passed in the year 2005 it has been 0.74. It has been

noted that throughout this period the O/S ratio has been very low.

The desired ratio should be 0.9 or if possible higher than this. The

261

main reasons for this low O/S ratio are high failure rate of students

and leaving of the institution before completion of courses. An ideal

ratio would be 1.0 but normally ideal conditions are never possible

and O/S ratio of 0.9 is desirable for better utilization of country’s

resources. The low value ratio of O/S may be due to the following reasons:

1. Some of the students admitted to the institutions do not

possess the required aptitude and other personality

traits for getting engineering education i.e. this may be

the case generally with the students admitted through

payment seats.

2. Lack of proper infrastructure in the institution like

illequipped laboratories, hostels, canteens and dearth of

academic and co-curricular activities and shortage of

competent faculty lead to the fear in the minds of the

students about the standard of education and worth of

the degree. Therefore, they get admissions in other

institutions after leaving the course before completion.

6.2.1.3 Analysis of O/S Ratio Branch Wise

Table 6.40 also describes the O/S ratios for different

disciplines for different years for the students admitted in 2001 who

passed out in 2005. The mean of O/S ratio in agriculture

engineering is 0.92, in industrial branch it is 0.89, in chemical

discipline it is 0.89, in instrumentation trade 0.87, in food

technology stream it is 0.87 which is very near to 0.9. In branches

262

Table 6.40

O/S Ratio for Graduates from 1998 to 2001 (Punjab) calculated from ATMRs

Discipline Admitted in 1998

Passed in

2002

O/S Admitted in 1999

Passed in

2003


Passed in

2004


Passed in

2005

O/S Mean O/s ratio

Civil 200 93 0.465 200 117 0.585 200 115 0.57 260 104 0.4 0.505 Electrical 480 199 0.414 480 243 0.506 480 284 0.59 600 374 0.62 0.532 Mechanical 640 500 0.781 760 524 0.689 850 590 0.69 970 614 0.63 0.69 Electronics 1020 532 0.521 1020 582 0.570 1080 786 0.73 1350 1005 0.74 0.64 Computer 1070 746 0.697 1070 786 0.734 1070 890 0.83 1400 1229 0.88 0.76 Agriculture 50 50 1.000 50 45 0.900 50 48 0.96 50 42 0.84 0.92 Production 110 79 0.718 110 52 0.472 110 63 0.57 110 102 0.93 0.67 Industrial 85 82 0.964 85 70 0.823 70 71 1.01 70 55 0.78 0.89 Instrumentation 135 134 0.992 135 140 1.037 290 194 0.67 290 234 0.81 0.87 Textile 70 70 1.000 70 32 0.460 75 48 0.64 75 42 0.56 0.66 Chemical 170 193 1.135 170 177 1.040 300 206 0.69 300 213 0.71 0.89 Architect 40 38 0.950 40 32 0.800 40 18 0.45 40 21 0.52 0.68 Food Tech. 50 41 0.820 50 46 0.920 50 37 0.74 50 50 1.00 0.87 Leather Tech. 20 14 0.700 20 6 0.300 20 10 0.50 20 6 0.3 0.45 Information Technology 60 41 0.680 120 76 0.630 180 110 0.61 630 500 0.79 0.67

Total 4200 2812 0.670 4380 2928 0.670 4865 3470 0.73 6215 4591 0.74 0.67 (Source: NTMIS, Punjab 2006)

263

like computer it is 0.78, in mechanical trade it is 0.69, in production

technology it is 0.67, in information technology it is 0.67 and in textile it

is 0.66, and in electronics is 0.64 which is almost near the average of

0.67. Where again reasons of comparatively lower O/S ratio are same as

mentioned above in branches like electrical it is 0.532, in civil it is 0.505,

in leather technology it is 0.45 which is very low. The reasons behind

these low O/S ratio may be:

1. Very low merit of the student admitted to this branches and

hence high percentage of failure in the examination.

2. Leaving the course before completion by the students due to

under employment of graduates to these branches.

3. Shifting to other institutions or branches.

6.2.2 GROWTH IN FACULTY

An engineering institution has to be ranked or judged by its

capacity to produce world class professionals who have learnt their skills

under the guidance of highly competent, research oriented and skilled

faculty that is known for its innovation, imagination, synthesizing and

analytical competence, scientific intellect, business competency and

entrepreneur skills, etc. In the institutions the faculty has to perform

multi-farious activities. In the modern world especially in the period of

globalization it has become essential for an engineering institution to

have faculty which can enable it to compete with the contemporary

development requirements of the region, country and the world. But our

country is facing an acute shortage of such quality teachers in the field of

264

engineering education. This acute shortage of faculty has also been

observed in Punjab as well.

Table 6.41 Teacher-Student Ratio in Engineering Institutions of Punjab by Discipline

S. No. Description Total

Enrollment Teachers Student per

Teacher 1. Civil 754 53 14 2. Electrical 2063 126 16 3. Mechanical 4426 301 15 4. Electronics 5763 243 24 5. Computer Science 5638 315 18 6. Agriculture 202 6 34 7. Production 357 21 17 8. Industrial 106 9 12 9. Instrumentation 648 46 14 10. Textile 192 16 12 11. Chemical 707 44 16 12. Architecture 71 16 4 13. Food Tech. 208 22 9 14. Sugar Tech. 12 3 4 15. Planning 48 14 3 16. Information Tech 2123 40 53 17. Textile Chem. 72 7 10 18. Leather Tech. 26 4 7 19. Bio Tech. 117 19 6 20. Applied Sc. N.A. 275 0

Total 23533 1580 15 (Source: NTMIS Punjab 2006)

Student Teacher Ratio

Fig. 6.25: Teacher Student ratio in Engineering Colleges of Punjab by Disciplines

265

The figure 6.25 shows that in Punjab in seven disciplines of

engineering education the student-teacher ratio is less than that of

recommended by AICTE (1:15). It is also clear from the bar-graph that in

cases of Electronics, Agriculture and Information Technology the problem

of shortage of faculty is more acute as compared to other trades.

Table 6.42 Yearwise Student Teacher Ratio

Year Total Teachers Total Students Student Teacher

Ratio 1966 111 960 8.50 1971 160 1383 8.64 1980 245 1707 6.97 1990 268 2111 7.89 1999 993 10034 10.10 2000 1074 13231 12.30 2001 1188 13752 11.58 2002 1286 14284 11.10 2003 -- 17921 16.00 2005 1118 17921 16.00

(Official records of TIET (1966) (Punjab Handbook 2004, 28-29) (NTMIS Punjab 2003, 2005)

Table 6.42 shows the yearwise student teacher ratio in the year

1966 has been 8.5 which has increased upto 12.30 in year 2000. In the

year 2005 it rose to 16.00.

266

0 . 0 02 . 0 04 . 0 06 . 0 08 . 0 0

1 0 . 0 01 2 . 0 01 4 . 0 01 6 . 0 01 8 . 0 0

1 9 6 6 1 9 7 1 1 9 8 0 1 9 9 0 1 9 9 9 2 0 0 0 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 5

S tu d e n t T e a c h e r R a t i o

Figure 6.26: Student Teacher Ratio

Table 6.43 Distribution of Teachers with Highest Educational Qualifications at

Degree Level of Education in 2006

S. No. Discipline Unit Highest Educational Qualification Ph.D. M.Phil Post

Graduate Graduate Total

1 Agriculture No. 2 0 4 0 6 % 33.33 0.00 66.67 0.00 2 Architecture No. 0 0 7 9 16 % 0.00 0.00 43.75 56.25 3 Chemical No. 11 0 16 17 44 % 25.00 0.00 36.36 38.64 4 Civil No. 15 1 34 3 53 % 28.30 1.89 64.15 5.66 5 Computer Sc. No. 9 0 113 193 315 % 2.86 0.00 35.87 61.27 6 Electrical No. 8 0 67 51 126 % 6.35 0.00 53.17 40.48 7 Electronics No. 21 0 103 119 243 % 8.64 0.00 42.39 48.97 8 Food Tech. No. 11 0 11 0 22 % 50.00 0.00 50.00 0.00 9 Industrial No. 1 0 5 3 9 % 11.11 0.00 55.56 33.33

10 Instrumentation No. 5 0 24 17 46 % 10.87 0.00 52.17 36.96

11 Mechanical No. 29 0 167 105 301 % 9.63 0.00 55.48 34.88

12 Production No. 0 0 13 8 21 % 0.00 0.00 61.90 38.10

13 Textile Tech. No. 2 0 8 6 16 % 12.50 0.00 50.00 37.50

267

No. 11 1 6 31.58 1 5.26 19 14 Bio Tech. % 57.89 5.26

15 Leather Tech. No. 0 0 0 4 4 % 0.00 0.00 0.00 100.00

16 Sugar Tech. No. 1 0 2 0 3 % 33.33 0.00 66.67 0.00

17 Planning No. 0 0 13 1 14 % 0.00 0.00 92.86 7.14

18 Information Tech. No. 0 0 7 33 40 % 0.00 0.00 17.50 82.50

19 Textile Chemical No. 3 0 4 0 7 % 4.86 0.00 57.14 0.00

20 Applied Sc. No. 84 27 160 4 275 % 30.55 9.82 58.18 1.45 Total No. 213 29 764 574 1580 % 13.48 1.84 48.35 36.33

(Source: NTMIS Punjab 2006)

13.48%

1.84%

48.35%

36.33%Ph.D.

M.Phil

Post Graduate

Graduate

Figure 6.27: Faculty in Engineering Degree Institutions by highest Educational Qualification in 2006

The above pie-chart reflects the status of qualifications of teachers

of all the engineering colleges of Punjab and it displays a very dismal

picture of the situation in which only 13.48% were Ph. D. holders, merely

1.84% were having M. Phil. degree, whereas 48.35% were only post

graduates and 36.33 were just graduates.

268

6.2.3. EQUALITY OF OPPORTUNITIES IN ENGINEERING EDUCATION

6.2.3.1 Regional Distribution

The state of Punjab was reorganized on November 1, 1966. A major

part of its area went into Haryana & Himachal Pradesh. The remaining

part i.e. new Punjab has three main region: Majha, Doaba and Malwa.

Malwa is the biggest region area wise. This region developed at as faster

rate after the reorganization as the state government along with private

entrepreneurs paid their attention to the educational development of this

region. Out of total 53 engineering institutions Malwa has 47.16% while

Doaba has 30.12% and Majha has 22.64% institutions (upto 2004).

Moreover Mansa, Barnala, Tarntaran and Hoshiarpur districts have been

lagging much behind the other districts as far as the growth of

engineering education is concerned, as no engineering institutions has

been established in these districts upto 2004.

269

DISTRIBUTION OF ENGINEERING INSTITUTIONS IN PUNJAB

Map 6.2: District wise distribution of engineering institutions in Punjab

270

6.2.3.2. Social Access to Disadvantages Groups

Table 6.44 Outturn of Male and Female Schedule Caste Candidates

by Discipline at Degree Level Year Boys Girls Total 1971 25 - 25 1980 109 - 109 1990 308 6 314 2000 1110 153 1263 2003 1191 196 1387 2004 1006 193 1199 2005 1416 290 1706

(Source: Statistical Abstract of Punjab, 2006)

The table 6.44 shows that in 1971 the number of intake of SC boys

was 25 which increased to 1416 in the year 2005 but the number of SC

female students was 290 which is comparatively low as compared to the

male students.

Figure 6.28: Year wise Intake of Students at Graduate Level Engineering in Punjab

271

Table 6.45 Outturn of Male and Female Schedule Caste Candidates by

Discipline at degree level

2002 2003 2005 2006 Sr. No. Discipline B G T B G T B G T B G T

1. Civil 18 1 19 15 2 17 4 0 4 8 0 8 2. Electrical 14 3 17 15 3 18 18 3 21 22 1 23 3 Mechanical 19 - 19 18 - 18 51 - 51 83 - 83 4 Electronics 16 4 20 16 3 19 43 6 49 61 19 80 5 Computer Sci. 5 4 9 7 5 12 30 17 47 70 18 88 6 Agriculture 5 - 5 4 - 4 1 - 1 3 - 3 7 Production 4 - 4 3 - 3 6 - 6 8 - 8 8 Indl. Engg 2 - 2 1 - 1 10 - 10 5 4 9 9 Instrumentation 2 - 2 2 1 3 7 1 8 9 3 12 10 Textile Tech 4 - 4 2 - 2 5 4 9 5 7 12 11 Chemical 4 - 4 2 1 3 13 3 16 9 6 15 12 Arch. - - - - - - 2 1 3 - - - 13 Food Tech. - - - - - - 2 - 2 8 - 8 14 I.T. - - - - - - 5 3 8 - - - 15 Leather tech. - - - - - - - - - - - 4 16 Textile Chem. - - - - - - - - - - - 6 Total 12 105 15 100 197 38 235 58 359 (Source: NTMIS, Punjab, 2003 & 2005)

Table 6.45 shows discipline wise and sex wise distribution of

outturn of schedule caste candidates at degree level. The number of SC

students in 2002 was 105, out of which only 12 were girls. In 2006, we

find that the number of students rose to 359 and the number of girls also

increased to 58. It should also be noted that the number of students

increased in electronics and computer disciplines significantly. In other

words the number of scheduled caste students in engineering streams

has decreased from 14.87% in 1991-92 to 9.52% in 2000-01 and to

7.52% in 2005-06.

272

Table 6.46 B.E. (Engineering)/B.Arch./B.Tech.

Year Boys Girls Total 1971* 25 -- 25 1980 109 -- 109 1990 308 6 314 2000 1110 153 1263 2003 1191 196 1387 2004 1006 193 1199 2005 1416 290 1706

Source : (Statistical Abstract of Punjab, 2006) The table 6.46 throws light on year wise intake of male and female

students in the engineering institutions.

Table 6.47 Gender participation in Engineering, Technology and Architecture Year Total girls

enrolments in Engineering,

Technology, Arch.

Total boys enrolments in Engineering,

Technology, Arch.

Total Enrolment

%

1971 5 1378 1383 0.3 1980 31 1676 1707 1.8 1990 168 1943 2111 7.9 1999 1844 8190 10034 18 2000 2444 10787 13231 18.5 2001 2730 11022 13752 19.9 2002 2636 11348 14084 16.8

(Source: Statistical Abstract of Punjab, 2005)

Table 6.47 shows the picture of girls enrolment in engineering,

technology and architecture stream. In the year 1971, only 5 girls were

enrolled. But in the succeeding year 2001 and 2002 the enrolment of

girls was 2730 and 2636 respectively. If we compare it with the

enrolment of boys we can see that it is highly unsatisfactory. The

percentage of girl students in the engineering courses was 0.3% in the

year 1971. It rose to 1.8% in 1980, 7.9% in 1990, 18% in 1999, 18.5% in

the year 2000 and 19.9% in 2001. But in the year 2002 it fell to 16.8%

which again, does not show an encouraging trend.

273

Table 6.48 District-wise Intake of Students at Graduate Level in Punjab in 2005

District Boys Girls Total Gurdaspur 173 44 217 Amritsar 18 1 19 Kapurthala - - - Jalandhar 268 65 333 Nawan Shehar - - - Hoshiarpur - - - Rupnagar 165 47 212 Ludhiana 63 11 74 Firozpur 118 14 132 Faridkot 21 12 33 Muktsar 4 1 5 Moga - - - Bathinda 203 24 227 Mansa - - - Sangrur 147 26 173 Patiala 207 37 244 Fatehgarh Sahib 29 8 37

(Source : Statistical Abstract of Punjab, 2006).

The table 6.48 reveals the district wise intake of students of

graduate level in Punjab in the year 2005. The Jalandhar district has

highest intake (333) of students followed by Patiala (244), Bathinda 227

and Rupnagar (212).

274

6.2.4. FINANCING

Table 6.49

Approved Expenditure on Technical Education during 9th Plan in Punjab (Lakhs)

AP 1997-98 AP 1998-99 AP 1999-2000 AP 2000-01 Major heads/ minor heads

of Development

9th plan outlay Outlay Rev.

outlay Expend Outlay Rev.



outlay Expend

AP 2001-02 approved

Technical

education

21072.00 4484.87 3697.76 3073.16 4950.00 5053.52 2732.34 6799 6427.97 4363.04 3466.45 3549.77 1439.47 2038.67

The table 6.49 represents the approved expenditure on technical education during 9th plan in Punjab in lakhs of

rupees. It is clear from this table that the annual expenditure has decreased during this plan from 3073.16 in 1997-

98 to 1439.47 in 2000-01.

Table 6.50 Expenditure on Technical Education in Punjab during 10th Plan (Lakhs)

Year 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Actual Expenditure 938.41 264.35 407.36 284.42 278.00 238.04

% of total Expenditure 0.47 0.13 0.26 0.15 0.07 0.04

(Source: (i) Various Statistical Abstract of Punjab 2002, 2003, 2004, 2005, 2006, 2007) (ii) MHRD Reports)

275

The table 6.50 shows year wise actual expenditure on

technical education in Punjab in lakhs of Rupees. In the year 2001-

02 the actual expenditure was 938.41 which was 0.47% of total

expenditure whereas in the year 2002-03 the expenditure was

264.35 which was 0.13% of total expenditure while in the year 2004-

05 the actual expenditure was 282.42 which was 0.15% of the total

expenditure. It is evident from the table that the expenditure on

technical education in Punjab as the percentage to the total

expenditure on education has been continuously decreasing in the

recent years from 2001 to 2007.

Fig. 6.29 Bargraph of Expenditure on Technical Education

276

6.2.5 DEMAND AND SUPPLY OF ENGINEERS

Table 6.51 Total absorption during 2002, Estimated Unemployment at the End of 2002 and Annual Outturn (available for employment) of

Degree Holders by Discipline in Punjab Total Outturn

During S.

No. Discipline Total

Absorption during 2002

1999 2000 2001

Size of Unemployment at

end of 2002 (Excluding 2002

Outturn) 1 Civil 64 78 110 134 186

2 Electrical 99 54 72 158 121

3 Mechanical 289 185 341 324 220

4 Electronics 291 119 211 417 251

5 Computer Sci. 301 58 223 454 259

6 Agriculture 30 40 44 42 48

7 Production 58 14 79 50 17

8 Industrial 40 35 53 40 33

9 Instrumentation 60 37 64 66 32

10 Textile 60 41 20 63 5

11 Chemical 101 18 148 152 146

Total 1393 679 1365 1900 1318 (Source: NTMIS Punjab 2006)

The table 6.51 shows that the annual absorption of Civil

Engineering graduates in Punjab during 2002 was estimated to be

64 against an annual supply of 134 during 2001. Further a huge

backlog of unemployment for this category also existed which was

not expected to reduce significantly if the supply of this category was

maintained at the 2001 level.

The annual absorption of degree holders in Mechanical

engineering in the state during the year 2002 would be of the order

of 289 against an annual supply of 324 in the year 2001. However,

the estimated backlog of employment at the end of 2002 would be

277

lower as compared to the annual absorption and it was lesser than

the annual supply of 2001.

Whereas, the annual absorption of degree holders in Electrical

Engineering in Punjab was estimated to be 99 during 2002 against

the annual supply of 158 in the year 2001. The estimated size of

unemployment would be 121 at the end of 2002 of this category

which was less than the annual supply of 2001.

While the annual absorption of degree holders in Electronics

Engineering in the state was estimated to be 291 during 2002

against an annual supply of 417 in the year 2001. The estimated

size of unemployment was put at 251 at the end of 2002. The

annual supply was more than the annual absorption but the size of

unemployment was lower than the annual supply for the year 2001

so the admission for this discipline could be continued at the

present level.

Further, the annual absorption estimated for production

engineers at the end of 2002 was put at 58 which was more than the

annual outturn of 50 in the year 2001. The estimated size of

unemployment for this category as at the end of 2002 was 17 which

was not significant.

In case of textile technology estimated annual absorption at

the end of 2002 was put at 60 which was nearly equal to the annual

outturn of 63 in the year 2001. The estimated size of unemployment

278

for this category as at the end of 2002 was 15 which was not much

significant.


Degree Holders by Discipline

Total Outturn During S. No.

Discipline Total Absorption

during 2003 2000 2001 2002

Size of unemployment at

end of 2003 (Excluding 2003

outturn) 1 Civil 65 110 134 134 217

2 Electrical 108 72 158 158 180

3 Mechanical 300 341 324 324 294

4 Electronics 366 211 417 417 306

5 Computer Sci. 442 223 454 454 172

6 Agriculture 36 44 42 42 41

7 Production 56 79 50 50 47

8 Industrial 39 53 40 40 32


10 Textile 62 20 63 63 13

11 Chemical 150 148 152 152 68



Engineering degree during 2003 was estimated to be 65 against an

annual supply of 134 during 2002 further a huge backlog of

unemployment for this category also existed which was not expected

to reduce significantly if the supply of this category was maintained

at the 2002 level.


engineering during the year 2003 was of the order of 300 against an

annual supply of 324 in the year 2002. However, the estimated

279

backlog of employment at the end of 2003 was lower as compared to

the annual absorption and it was lesser than the annual supply of

2002. The annual absorption of degree holders in Electrical

Engineering was estimated to be 108 during 2003 against the

annual supply of 158 in the year 2002. The estimated size of

unemployment was 180 at the end of 2003 of this category which

was more than the annual supply of 2002. The annual absorption of

degree holders in Electronics Engineering was estimated to be 366

during 2003 against an annual supply of 417 in the year 2002. The

estimated size of unemployment was put at 306 at the end of 2003.

The annual supply was more than the annual absorption but the

size of unemployment was lower than the annual supply for the year

2002 so the admission for this discipline could be continued at the

existing.

The annual absorption estimated for Chemical Engineers at

the end of 2003 was put at 150 which was almost equal to the

annual out of 152 in the year 2002. The estimated size of

unemployment for this category as at the end of 2003 was the 68

which was not much significant.

The annual absorption estimated for Production Engineers at

the end of 2003 was put at 56 which was more than the annual

outturn of 50 in the year 2002. The estimated size of unemployment

for this category as at the end of 2003 was the 47 which was

significant. The annual level of absorption of Textile Engineers

280

estimated for this category as at the end of 2003 was put at 62

which were almost equal to the annual outturn of 63 in the year

2002. The estimated size of unemployment for this category as at the

end of 2003 was 13 which was not much significant. The annual

level of absorption of Computer Engineers estimated for this

category as at the end of 2003 was put at 442 against the annual

supply of 454 in the year 2002. The estimated size of unemployment

for this category as at the end of 2003 was 172 which was less than

the annual absorption.


Degree Holders by Discipline

Labour Force During S. No.

Discipline Total Absorption

during 2005

2002 2003 2004 Size of

unemployment at end of 2005

(Excluding 2005 outturn)

1 Agriculture 24 31 28 30 22

2 Chemical 112 151 139 161 266

3 Civil 47 65 82 81 163

4 Computer Sci. 747 654 389 786 355

5 Electrical 127 154 188 219 368

6 Electronics 504 486 532 718 820

7 Industrial 63 74 63 64 37


9 Mechanical 380 438 459 517 681

10 Production 46 62 41 49 66

11 Textile 28 52 24 36 50

12 Architecture 27 36 30 45 65

13 Food Tech. 29 30 33 27 23

14 Leather Tech. 3 14 6 10 28

Total 2304 2373 2146 2925 3008 (Source: NTMIS Punjab 2006: 92)

281


Engineers during 2005 was estimated to be 47 against an annual

supply of 81 during 2004 further a huge backlog of unemployment

for this category also existed which was not expected to reduce

significantly if the supply of this category was maintained at the

2004 level.


discipline during the year 2005 was of the order of 380 against an


backlog of employment at the end of 2005 was higher as compared

to the annual absorption i.e. 681 and it was also higher than the

annual supply of 2004.

The annual absorption of degree holders in Electrical



unemployment was 368 at the end of 2005 of this category which

was more than the annual supply of 2004.

The annual absorption of degree holders in Electronics

Engineering was estimated to be 504 during 2005 against an annual


was put at 820 at the end of 2005. The annual supply was more

than the annual absorption. The size of unemployment was also

higher than the annual supply for the year 2004.

282

The annual absorption estimated for chemical at the end of

2005 was put at 112 which was lesser than the annual supply of

161 in the year 2004. The estimated size of unemployment for this

category as at the end of 2005 was the 266 which was significant.

The annual absorption estimated for production engineers at

the end of 2005 was put at 46 which was less than the annual


for this category as at the end of 2005 was the 66 which was

significant.

The annual level of textile technology estimated for this

category as at the end of 2005 was put at 28 which were almost

equal to the annual outturn of 36 in the year 2004. The estimated

size of unemployment for this category as at the end of 2005 was 50

which was significant.

The annual level of computer engineering estimated for this





283


Degree Holders by Discipline Labour Force During S.

No. Discipline Total


2003 2004 2005

Size of unemployment at end of 2006

(Excluding 2006 outturn)

1 Agriculture 25 25 27 24 22

2 Chemical 140 124 144 149 126

3 Civil 73 77 75 68 64

4 Computer Sci. 811 584 661 913 419

5 Electrical 220 177 207 273 253

6 Electronics 591 407 550 703 488

7 Industrial 41 52 53 41 54


9 Mechanical 468 413 465 484 279

10 Production 57 37 45 72 56

11 Textile 35 27 40 35 22

12 Architecture 10 16 9 11 6

13 Food Tech. 46 46 37 50 15

14 Leather Tech. 6 6 10 6 0

15 Textile Chem. 14 16 14 14 4



Engineering degree holders during 2006 was estimated to be 73

against an annual supply of 68 during 2005 further a huge backlog

of unemployment for this category also existed which was not

expected to reduce significantly if the supply of this category was

maintained at the 2005 level.


engineering during the year 2006 was of the order of 468 against an


284

backlog of unemployment at the end of 2006 would be lesser as

compared to the annual absorption i.e. 279 and it was also lesser

than the annual supply of 2005.

The annual absorption of degree holders in Electrical



unemployment would be 253 at the end of 2006 of this category

which was less than the annual supply of 2005.

The annual absorption of degree holders in Electronics

Engineering was estimated to be 591 during 2006 against an annual


was put at 488 at the end of 2006. The annual supply was more

than the annual absorption. The size of unemployment was also

lower than the annual supply for the year 2005.

The annual absorption estimated for chemical at the end of

2006 was put at 140 which was lesser than the annual supply of

149 in the year 2005. The estimated size of unemployment for this

category as at the end of 2006 was the 126.

The annual absorption estimated for production engineers at

the end of 2006 was put at 57 which was less than the annual


for this category as at the end of 2006 was the 56.

The annual level of textile technology estimated for this

category as at the end of 2006 was put at 35 which were almost

285

equal to the annual outturn of 35 in the year 2005. The estimated

size of unemployment for this category as at the end of 2006 was 22

which was not significant.

The annual level of computer engineers estimated for this





Table 6.55 Discipline wise Absorption of Engineering Graduates during the

Year from 2002 to 2006

Discipline Absorption during 2002





Agriculture 30 36 24 25 34 Chemical 101 150 112 140 120 Civil 64 65 47 73 71 Computer Sci. 301 442 747 811 1173 Electrical 99 108 127 220 332 Electronics 291 366 504 591 1051 Industrial 40 39 63 41 26 Instrumentation 60 63 167 165 160 Mechanical 289 300 380 468 633 Production 58 56 46 57 43 Textile 60 62 28 35 25 Architecture - - 27 10 18 Food Tech. - - 29 46 38 Leather Tech. - - 3 6 5 Textile Chem. - - - 14 15 Total 1393 1687 2304 2702 3744

(Source: NTMIS Punjab 2002-07)

It has been evident from the table 6.55 that the annual

absorption in the trades of Computer Science, Electronics and

286

Mechanical has increased at a very fast rate as compared to five other

trades. Whereas the rate of annual absorption in case of agriculture,

industrial, textile, architecture and leather technology does not show

an encouraging trend.

Figure 6.30 Discipline wise Absorption of Engineering Graduates

6.2.6 RESULTS & DISCUSSION

6.2.6.1 Results

The analysis of secondary sources has led us to the following

results regarding the growth and development of engineering

education in Punjab:

1. If we take the geographical area of present Punjab into

consideration, there has been no institution of engineering

education in the state at the time of Independence, but this

287

number has increased upto 13 in the year 2000 whereas it has

risen to 53 in 2004.

2. The student’s intake in engineering institutions of Punjab has

risen from nil in 1947 to 120 in 1958. Which has further risen

to 12225 in 2004 with a CAGR of 26.6%.

3. The compound annual growth rate of sanctioned intake during

2000-2005 has been highest in IT followed by Electrical,

Mechanical, Computer and Electronics whereas the growth

rate in production, instrumentation, textile, chemical, food

technology, and leather technology has been zero.

4. The student intake in the engineering institutions of Punjab

has always been more than its neighbouring states: Himachal

Pradesh and Haryana.

5. The output to sanctioned strength ratio (o/s) for graduate

engineering students in Punjab who have been admitted in

1998 and passed in 2002 has been 0.67. For the students

admitted in 1999 and passed in 2003 it has been again 0.67

whereas for the students admitted in 2001 and passed in the

year 2005 it has been 0.74. It has been noted that throughout

this period the O/S ratio has been very low as compared to the

desired ratio of 0.9.

6. During 2001-2005 in Punjab the O/S ratio for agriculture

engineering has been 0.92, for industrial engineering it has

been 0.89, for chemical discipline 0.89, for instrumentation

288

0.87, for food technology 0.87, for computer 0.78, for

mechanical 0.69, for production 0.67, for IT 0.67 and for

textile it is 0.66, whereas it is of the order of 0.532 for

electrical, 0.505 for civil and 0.45 for leather technology.

7. According 2007 figures, the teacher student ratio in Punjab

has been less than that recommended by AICTE (1:15) in all

other branches except IT, Agriculture, Electronics, Computer

Science, Electrical, Production and Chemical Engineering.

8. It has been observed that in 2006 the percentage of faculty

holding Ph.D. degree has been only 13.48% in Punjab,

whereas only 1.84% faculty has been holding M.Phil degree.

While 8.35% have been holding post graduate degrees and

36.33% of the teachers have been just graduates.

9. Out of the total 53 institutions of engineering in Punjab in

2004, 47.16% have been situated in Malwa region while

30.12% have been in Doaba region whereas Majha has only

22.64% of the engineering institutions. Moreover upto 2004 no

engineering institutions has been established in the districts of

Mansa, Barnala, Tarntaran and Hoshiarpur.

10. In 1971 there has been no SC girl student enrolled in

engineering education in Punjab whereas only 25 SC boys

have been found to be enrolled during this year. It has started

with the six SC girls admitted in 1990 and this number rose to

290 in 2005 as compared to 1416 SC boys.

289

11. The percentage of girl students in the total students in

engineering courses has been 0.3% in the year 1971 which has

risen to 1.8% in 1980, 7.9% in 1990, 18% in 1999, 18.5% in

the year 2000 and 19.9% in 2001. But in the year 2002 it has

fallen to 16.8% which does not show an encouraging trend.

12. In the year 2001-02 the actual expenditure on technical

education in Punjab has been 938.41 lakhs which has been

0.47% of the total expenditure whereas in the year 2002-03

the expenditure has been 264.35 lakhs which has been only

0.15% of the total expenditure while in the year 2004-05 the

actual expenditure has been 282.42 lakhs which has been

0.15% of the total expenditure. Moreover for the year 2005-06

the expenditure has been only 278.50 lakhs being 0.07% of

the total expenditure which further decreased to 238.04 lakhs

being only 0.04% of the total expenditure of Punjab

Government’s budget in the year 2006-08.

13. The total size of unemployment at the end of 2002 (excluding

2002 outturn) has been 1318, at the end of 2003 it has been

1414, whereas at the end of 2005 and 2006 it has been 3008

and 1922 respectively. Whereas the total number of

engineering graduates absorbed during 2002 – 2007 has been

4034.

14. Although the rate of absorption of engineers during 2002 to

2006 in Punjab has been maximum in case of computer

290

science, electronics, and mechanical yet the size of

unemployment in these branches has also been more.

Alongwith these branches the size of unemployment during the

above period has also been comparatively bigger in Civil,

Electrical and Chemical disciplines.

6.2.6.2 Discussion

The growth in number of engineering education institutions in

Punjab after independence has been almost linear upto the end of

the last century which shows a steady increase. During this period

some new branches have also been added to the old ones. But after

nineteen ninety, there has been a very fast growth in the number of

institutions of engineering education in Punjab and the growth of

private institutions have been much more than the public

institutions. The intake of students has significantly increased in the

electronics, computers and mechanical branches of engineering. It is

also important to note that the student intake in the engineering

institutions of the state have always been more than its

neighbouring states like Himachal Pradesh and Haryana. It has also

been found that output to sanctioned strength ratio (o/s) for

graduate engineers has been comparatively low in the disciplines

like computer science, production, IT, electrical and leather

technology etc.

But, there has been no institution of excellence like IIT or IIM

or IISC in Punjab till 2008. The only IIT sanctioned for Punjab is IIT,

291

Ropar which has started working at IIT Delhi. The education is being

offered in it only in three branches viz. Computer Science and

Engineering, Electrical Engineering and Mechanical Engineering

with strength of 40 students in each branch.

As far as discipline wise faculty student ratio in the state is

concerned, it has not been satisfactory especially in the branches of

electronics and communication, information technology and

computer science. The survey of qualifications of teachers employed

in various institutions displays a dismal picture as unqualified

faculty has been recruited due to shortage of qualified candidates.

Moreover, the growth of engineering institutions in the state

has been disproportionate. Malwa region of the state has the largest

number of engineering education institutions, where as Majha has

the least. Further, no engineering institution has been established in

the districts of Barnala, Mansa, Hoshiarpur and Tarntaran.

Besides this, although the total enrollment of female students

at graduate level in engineering courses has increased over the years

after independence, yet it has been far behind the attainment of the

ideal of ‘gender equality’. The participation of scheduled caste

students in engineering education, even in the recent years, has not

been satisfactory. It is almost negligible except for Electrical,

Mechanical, Electronics and Computer Science branches.

The expenditure on technical education in the state as the

percentage to the total expenditure on education has continuously

292

decreased during the recent years (2001-02 to 2006-07). Which is

not an encouraging trend.

Though unemployment of all types of engineering graduates is

a common phenomena in Punjab. This problem of unemployment

has been more serious in Computer Science Engineering,

Mechanical Engineering and Electronics and Communication

Engineering as compared to the other branches.

analysis of secondary data - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/2071/29/14_chapter...

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