TABLEOFCONTENTS EXECUTIVESUMMARY.......................................................................................................................................1

1.INTRODUCTION................................................................................................................................................5

1.1.AboutTechnicalEducationQualityImprovementProgramme(TEQIP) ................. 6 1.2.TEQIP-IIIProjectDesign ........................................................................................... 7

1.3.TEQIP-IIIExpectedOutcomes .................................................................................... 9

2.METHODOLOGY.............................................................................................................................................11

2.1PurposeofEvaluation .............................................................................................. 11

2.2Phase1:Pre-ExecutionStage ................................................................................... 11

2.3Phase2:ExecutionStage .......................................................................................... 15

2.4Phase3:DataAnalysisandFormulationofReport ................................................. 16 3.ENABLINGMECHANISM............................................................................................................................17

4.NBAACCREDITATION,AUTONOMYANDGOVERNANCE.........................................................19

5.ENROLMENTANDEQUITY.......................................................................................................................22

6.IMPACTONSTUDENTLEARNING........................................................................................................25 6.1.TransitionRate ........................................................................................................ 25

6.2.InitiativestakentoEnhanceStudentLearning ...................................................... 29 7.FACULTYREFORMS......................................................................................................................................32

7.1.FacultyTrainings ..................................................................................................... 32

7.2SanctionedFacultyPositionsVsFilledPositions .................................................... 33 8.GROWINGRESEARCHDEVELOPMENTANDCONSULTANCYPROJECTS..........................35

8.1ResearchDevelopmentandConsultancyProjects .................................................. 35 8.2PublicationsandResearchProjects ......................................................................... 35

9.TWINNINGACTIVITIES..............................................................................................................................38 10.UTILISATIONOFFUNDS.........................................................................................................................40

10.1.FundUtilisationbyInstitutesunderSub-Component1.1.................................... 40

10.2FundUtilisationbyInstitutesunderSub-Component1.2 .................................... 41

10.3FundUtilisationbyInstitutesunderSub-Component1.3 .................................... 42

11.COMPARATIVEANALYSISOFTEQIP&NON-TEQIPINSTITUTES......................................45

11.1KeyFindingsofComparativeStudy....................................................................... 48 12.FINDINGS,IMPACTANDRECOMMENDATIONS..........................................................................49

13.ANNEXURES..................................................................................................................................................60

LISTOFTABLESTable1:TEQIP-IIIPilotInstitutesforEvaluationStudy .................................................... 14 Table2:TEQIP-IIISampledInstitutesforInterimevaluation .......................................... 14 Table3:SampledTwinningArrangementInstitutes ........................................................ 38 Table4:PercentageofAllocatedfundsbifurcation .......................................................... 40

LISTOFCHARTSChart-1-NBAAccreditationinsampledinstitutes-FocusStates………………………………….15Chart-2-NBAAccreditationinsampledinstitutes-OtherStates.................................................19Chart-3-Percentageofstudentsfromtraditionallydisadvantagedgroupinsampledinstitutes-Women...............................................................................................................................................23Chart-4-Percentageofstudentsfromtraditionallydisadvantagedgroupinsampledinstitutes-SC/ST..................................................................................................................................................23Chart-5-PercentageofPhD.Studentsenrolmentinparticipatingandsampledinstitutes-FocusStates....................................................................................................................................24Chart-6-PercentageofPhD.Studentsenrolmentinparticipatingandsampledinstitutes-OtherStates....................................................................................................................................24Chart-7-TransitionRateinparticipatingandsampledinstitutes-FocusStates..................26Chart-8-TransitionRateinparticipatingandsampledinstitutes-OtherStates..................26Chart-9-FemaleTransitionRateinparticipatingandsampledinstitutes-FocusStates27Chart-10-SC/STTransitionRateinparticipatingandsampledinstitutes-FocusStates27Chart-11-FemaleTransitionRateinparticipatingandsampledinstitutes-OtherState28Chart-12-SC/STTransitionRateinparticipatingandsampledinstitutes-OtherStates28Chart-13-AwarenessaboutGATEtrainingamongfinalyearstudentsinsampledinstitutes.................................................................................................................................................................30Chart-14-Percentageofsanctionedfacultyinparticipatingandsampledinstitutes-FocusStates...........................................................................................................................................................29Chart-15-Percentageofsanctionedfacultyinparticipatingandsampledinstitutes-OtherStates...........................................................................................................................................................34Chart-16-Percentageofinternalrevenuegenerated-OtherStates……………………………...32Chart-17-Percentageofinternalrevenuegenerated-OtherStates……………………….........33Chart-18-TEQIP-IIIExpenditureinsampledinstitutes,Sub-component1.1.......................41Chart-19-TEQIP-IIIExpenditureinparticipatinginstitutes,Sub-component1.2.............43Chart-20-TEQIP-IIIExpenditureinsampledTEQIPinstitutes,Sub-component1.3..…..39Chart-21-TEQIP-IIIExpenditureinsampledTEQIPinstitutes,Sub-component1.1and1.3.……………………………………………………………………………………………………………....................39Chart-22-TEQIP-IIIExpenditureinparticipatinginstitutesandATUs,Sub-component1.1,1.2and1.3………………………………………………………………………………………………....….…..40

ListofAbbreviations

AEC- Assam Engineering College AICTE - All India Council for Technical Education AKU-Aryabhatta Knowledge University ASTU-Assam Science and Technology University BoG - Board of Governors BoS - Board of Studies COEP- College of Engineering, Pune CRH- Centralised Research Hub CRS- Collaborative Research Scheme GIMT-Girijananda Chowdhury Institute of Management and Technology GoI - Government of India HoD - Head of Department HoI - Head of Institution ICT - Information and Communication Technology IDPs - Institutional Development Proposals IET - Institute of Engineering & Technology III - Industry-Institution Interaction IIIC - Industry-Institute Interaction Cell IIMs - Indian Institutes of Management IISc - Indian Institute of Science IIT - Indian Institute of Technology ITIs - Industrial Training Institutes KPI - Key Performance Indicator M.P. - Madhya Pradesh MHRD - Ministry of Human Resource Development MIT-Muzaffarpur Institute of Technology MOOCs - Massive Open Online Courses NAAC - National Assessment and Accreditation Council NBA - National Board of Accreditation NIT- National Institute of Technology NPIU - National Project Implementation Unit NSC - National Steering Committee PG - Post Graduate QCI- Quality Council of India RRSDCEBGS- Rashtrakavi Ramdhari Singh Dinkar College of Engineering, Begusarai SGSITS- Shri Govindram Seksaria Institute of Technology and Science TEQIP - Technical Education Quality Improvement Programme UG – Undergraduate UGC - University Grants Commission

ACKNOWLEDGEMENT

Theconceptualization,planningandexecutionof thisstudy is theoutcomeof tirelesseffortsandconvergenceofexperienceofcountlesspeople.WeareindebtedtotheleadershipanddirectionofProf.(Dr.)PMKhodke(CentralProjectAdvisor, NPIU), Mr. Adil Zainulbhai (Chairman, QCI) and Dr. R. P. Singh (Secretary-General,QCI).WearegratefultothebeneficiariesandofficialsofTEQIPIIIforprovidingtheirconstantsupportthroughthecourseofthestudy.ThemeaningfuldiscussionsandclosecooperationbetweenNPIUandQCIofficials,thathashelpedinthecompletionofstudyinthebestcollaborativespirit.

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EXECUTIVESUMMARYThe Technical Education Quality Improvement Programme (TEQIP), a World BanksponsoredprogrammeimplementedbyMinistryofHumanResourceandDevelopment(MHRD), Government of India (GoI) intends to play a critical role in bridging theconsistentgapinqualityoftechnicaleducationandenhancingexistingcapacitiesoftheinstitutionstobecomedynamic,demand-driven,qualityconscious,efficientandforwardlooking, eventually establishing a responsive to rapid economic and technologicaldevelopmentsoccurringbothatnationalandinternationallevels.TheQualityCouncilofIndia(QCI)ispleasedtohavebeenassignedthisstudyofInterimEvaluation of the ongoing third phase of Technical Education Quality ImprovementProgramme(TEQIP).ThefirstphaseofTEQIPcommencedinMarch2003andendedinMarch 2009, benefiting 127 institutions in 13 States. The second phase of TEQIPcommencedin2009andendedin2017,including191competitivelyselectedinstitutionsalongwithestablishmentof30centresofexcellence.TheTEQIP-IIIwascommencedin2017andwilllasttillSeptember2020.TheunderlyingobjectiveofTEQIP-IIIistoimprovethequalityofengineeringeducationin existing institutionswith a special consideration to low income states and specialcategorystates,sothattheengineeringgraduatesoftheseinstitutionscomeoutequippedwith a level of technical knowledge and skills thatwouldmake them competent andemployable.Anotherkeyobjectiveoftheprojectistostrengthensystemlevelinitiatives,sector governance and performance, which includeswidening the scope of affiliatingtechnicaluniversities to improve theirgovernance,policy, academicandmanagementpractices towards affiliated institutions. The reforms in faculty training, appraisal,retentionandrecruitmentformedanimportantcomponentoftheproject.QCIconductedthethird-partyinterimevaluationfortheTEQIPPhaseIIIbyperformingassessment at technical institutes against pre-defined indicators. The evaluation wasperformed using a mix of qualitative and quantitative research tools. Quantitativeresearch designwas an important component for evaluating the performance of theprogrammeintermsoftheoutcomeindicatorsoftheprojectsascomparedtothetargetsset out. The research designwas employed to understand the progress-status of theprojectandtounderstandtheexpectationsofthevariousstakeholderswithrespecttotheimplementationoftheproject.This study was done by understanding the scheme through secondary documentsprovided by the NPIU and the sampled institutes, which also included analyzing andunderstandingofthedataavailableontheTEQIPwebportal.Thiswasfollowedbytwopilotvisitstounderstandtheon-groundsituation,thelearningswereusedforbuilding

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anecosystemfordatacollection,enablingrapidscalingupofresearchoperationsanddevelopingfocusedanddirectedtoolsfordatacollectionwithduechecksandbalancesforallprocesses.After testing the relevance of interaction points and formats for data collection inconsultationwith theNPIU, the teamvisited six sampledTEQIP institutes, threenon-TEQIP institutes for comparative analysis and two Affiliating Technical Universities(ATUs)forthepurposeoftheinterimevaluationoftheproject.Throughdiscussionsandinteractionswithseveralstakeholders,QCIunderstoodtheprocessbeingfollowedbytheinstitutestoenhancethequalityoftechnicaleducationbeingimpartedtothestudents,which involvedfocusonmodernisationofclassrooms,GATEtraining, teachertrainingfacilitiesandindustryreadinesstrainingprogramstothestudents.Theevaluationstudyprovided anopportunity for analysis and identification of areasof improvement. Themajorfocusrevolvedaroundascertainingtheprogressandachievementsagainstthekeyindicatorsoftheschemeandsuggestingkeyinterventions.The evaluation report of the same is being submitted to the National ProjectImplementation Unit- (NPIU), highlighting the progress of the institutes against pre-definedparameters.Thereportshallbeusefulinunderstandingtheprogress-statusofthe TEQIP-III project, identifying areas of improvement and need for the correctiveactionsandpreventivemeasures.ThereportshallalsohighlightthebenefitsaccruedbytheinstitutesthroughassistanceprovidedunderTEQIPIIIforstrengtheningthequalityoftechnicaleducationacross174TEQIP-IIIselectedinstitutesinIndia.Furthermore,thiswill help Ministry of Human Resource Development (MHRD) in strengthening theirqualityofthetechnicaleducationsystems.KEYFINDINGS

• NBAaccreditation is an importantperformance indicatorunder theprojectandtheimpactwitnessedwaspromising.Amongstthesampledinstitutesfortheevaluationstudy,74%oftheUGcourseseitherwereaccredited/appliedfor accreditation. Similarly, 37% of the PG courses were also accredited/applied. NBA accreditation helps in standardization of courses amongstengineeringinstitutes.

• Contribution of research and consultancy services in internal revenuegenerationhasincreasedattheparticipatinginstituteswhereastheinstituteswithnoresearchactivitieshasalsomarkedabeginningthroughCollaborativeResearchScheme(CRS).InthesampledTEQIPinstitutesinotherstates,25.2%and18.4%oftotalrevenuegeneratedwasthroughresearchandconsultancyservicesintheyear2018and2019,respectively.Whereasinthefocusstates,the revenue generated through research and consultancy was 34.7% and35.1%in2018and2019becauseofthelackofdiversesourcesofincome.CRSactivitiesarepromotingResearchandDevelopment cultureanddevelopinginstitute’sinfrastructure.

• ThefacultytrainingprogrammesconductedatIITsandIIMshavebeencrucialinenablinganupgradedandflexibleapproachtowardsteachingalongwith

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learning best practices in order to meet industry expectations. Presently,12211 facultymembers have attended training on variousdomains in sub-component 1.1 and sub-component 1.3 institutes. In the sampled TEQIPinstitutes,allthefacultymembershadattendedatleastonetrainingwhereasitwasobservedthatoutofthe754facultymembersintheseinstitutes,70%of the faculty had attended at least two training programmes. The trainingprogrammeshavenot justbenefittedtheteacherswithtechnical,pedagogy,leadership andmanagement skills, but have also provided the facultywithnetworking opportunities via conferences, seminars, publications,consultanciesetc.

• Introduction of the latest and new learning equipment, digital resources,modernizationofresearchfacilitieshastranslatedintoanincreasedinterestin learningandresearchamongst thestudents.Asobserved inthesampledTEQIP institutes, 87% of students responded that TEQIP III has played aninstrumentalroleinincreasinglearningexperienceattheinstitute.

• GATE,measuringthequalityofgraduatingengineershasseenapassingrateof 31% from the sampled TEQIP institutes providing training, learningmaterial and support to studentsunderTEQIP.UnderTEQIP-III, 80.21%ofparticipatinginstitutesinfocusstatestrainfinalyearengineeringstudentstotakeGATE.

• Reforms in governance and administration of the institutes proved to bebeneficial for institutionaldevelopmentwitha singledecision-makingbodyensuringcredibleandsmoothadministrationprovidingdueforesightednessandvision.

• Inter-institutional engagement through the twinning arrangement assuredcontinuous support to the institutes that required handholding. Studentexchange,conferences,trainings,workshops,involvementingovernancehavebeenhelpful in thereplicationofreformsat thementee institutes.Thisalsolaid ground for long-term relationship between the institutes. From theanalysisofthedataprovidedbytheinstitutesundersub-component1.3,onanaverage,therewere36interactionswiththetwinnedinstituteinayear,thatincluded5 studentsexchanges,14 conferencesandworkshopson researchactivities,mentoringandteachertrainingamongothermentoringactivities.

• Faculty recruitment through TEQIP-III has been a boon for the institutes,which initially had a very low student-faculty ratio. This was helpful inpreparingtheinstitutesforNBAaccreditationandensuringbetteracademicsupportforstudents.

• Centralised Research Hubs (CRH) have been established at the AffiliatedTechnicalUniversities (ATUs) open to all the facultymembers from all theaffiliated institutes, where the non-TEQIP institutes also participate forvarious research projects. In the two sampled TEQIP ATUs, 103 and 57researchprojectshavebeeninitiatedundertheCRSinthenewlyestablishedresearchhubattheuniversity.

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• The analysisof the data shows thatwith the impetus toNBA accreditationthrough TEQIP has resulted in higher accreditation at the sampled TEQIPinstitutes as compared to their Non-TEQIP counterparts. The enrolment ofPh.D.studentswasalsohigherattheTEQIPinstitutesalongwithanincreasedpercentageofstudentsqualifyingtheGATEexamination.Thedataalsoshowsthat theTEQIP instituteswitnessedmarginallybetterplacement recordsascomparedtotheNon-TEQIPinstitutes.

• AllthesignificantchangesimplementedthroughTEQIP-IIIrequireaplanforsustenance,whichwasmissinginmostoftheinstitutes.Asuddenwithdrawalofsupportwouldadverselyimpactthereformsundertakenbytheinstitutes,whichwouldeventuallydefeatthepurposeoftheproject.

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1.INTRODUCTION

As the world is in the third wave of globalization, a perceptual shift is required forcountries,companies,andindividualstoremaincompetitiveinaglobalmarketinwhichhistoricalandgeographicdivisionshavebecomeincreasingly irrelevant.Tothiseffect,globalization has made both developed and developing countries think about theeffectiveandefficientstrategiesthatcanadvancetheireconomiesandsocieties.Inthiscontext,technicaleducationisresponsibleforpreparingthenextgenerationofbusinessleaders, government executives, and educators. Engineering education, in particular,playsacentralroleinknowledgedrivensocieties.

A vibrant engineering education enterprise benefits civic, economic, and intellectualactivity in this country. Engineering graduates learn to integrate scientific andengineeringprinciples todevelopproductsandprocessesthatcontributetoeconomicgrowth,advancesinmedicalcare,enhancednationalsecuritysystems,ecologicallysoundresource management, and many other beneficial areas. As a result, students whograduatewith engineering degrees bring highly prized skills into awide spectrumofsectorsintheIndianworkforce.

Atatimewhentechnologicalinnovationsareintrinsicallycoupledwithvirtuallyeveryaspect of society, it is imperative to develop a scientific and technologically literatesociety.However,broadindicatorsofshortcomingsindevelopingtechnicalcompetencieswithintheIndianpopulationatlargeindicatethescaleofthechallengeathand.

Accordingto2016NationalEmployabilityReportforEngineersbyAspiringMinds,only17.91% of engineers were employable for the software services sector, 3.67% forsoftwareproductsand40.57%foranon-functionalrolesuchasBPO,amarginalincreaseover the previous edition of the report. This is despite the fact that the number ofengineeringseatshasnotincreasedinthe3-4years.Thisindicatesthatourengineeringeducationisfocusedonlower-orderskills.

AccordingtoIndo-UniversalCollaborationforEngineeringEducation’s(IUCEE)industryteachingfellows(ITF),today’sjobmarketrequiresapproximately30%oftechnicalskillsandabout70%softorprofessionalskillstosucceed.Further,inthelightofdisruptivetechnologies,acceleratedinnovation,andcomplexbusinessenvironment,theskillsofthefutureareexpectedtochangesignificantly.

Alongwiththis,therehasalsobeenalackingonIndustry-Academiapartnerships. In2017,AICTEhadmadeinternshipsmandatoryforalltechnicaleducationstudentsduringsummervacationsorregularsemesterandsignedseveralMoUs,bothwithgovernmentagenciesandstart-upstosupporttheinstitutes.Ithasbeenappealingtotheindustrytosupportitsinitiativessothatthegraduatingstudentslearntoaddressthechallengesofthefutureandenabletheindustrytogetwell-honedgraduates.

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Toinnovateandreformengineeringeducation,itisimportanttounderstandindepththecurrent state of engineering education in India, the skills and competencies a futureengineermustpossess,andevolveactionplanstobridgethegapsinshortandmediumterms.AsperthedatabyAICTE,thenumberofstudentswhofoundplacementattheendof 2017-18 academic year was 3,45,215, which accounts for about 42% of the totalnumberofstudentswhoenrolledinengineeringacrossthecountry.Inadditiontothis,theapprovedintakeofengineeringstudentsacrossthecountryfortheyear was 16,62,470, the number of studentswho enrolledwas 8,18,787, putting theenrolment at just about half the total approved capacity. This indicates the supply ofengineering seats continues to exceed the demand for the same. The engineeringeducationinIndiaalsofacestheproblemofunemploymentandpoortechnicalskillsofthe recent graduates owing to the facts such as shortage of faculty, obsoleteinfrastructure,poorcurriculumandlearningoutcomes.To encounter these problems in engineering education in India, in 2002-03, theGovernmentofIndiawithfinancialassistancefromtheWorldBanklaunchedaTechnicalEducationQualityImprovementProgramme(TEQIP)asalong-termProgramme,tobeimplemented in three phases for systemic transformation of theTechnical EducationSystem.

1.1.AboutTechnicalEducationQualityImprovementProgramme(TEQIP)ThefirstphaseofTEQIPcommencedinMarch2003andendedinMarch2009,benefiting127institutionsin13States.Thisprojectcoveredlessthan10%oftheinstitutionsthatexistedthen.ThesecondphaseofTechnicalEducationQualityImprovementProgramme(TEQIP-II)commencedin2009andendedin2017,including191competitivelyselectedinstitutionsalongwithestablishmentof30centresofexcellence.

The third phase of Technical EducationQuality Improvement Programme (TEQIP-III)commencedin2017andwilllasttillSeptember2020.TheprojectisfullyintegratedwiththeTwelfthFive-yearPlanobjectives forTechnicalEducationasakey component forimproving the quality of Engineering Education in existing institutionswith a specialconsideration for Low Income States and Special Category States and support tostrengthen few affiliated technical universities to improve their policy, academic andmanagementpractices.TheProjectwillfocusonthefollowingobjectives:

a. Improvingqualityandequityinengineeringinstitutionsinfocusstatesviz.7LowIncomeStates(LIS1),eightstatesintheNorth-EastofIndia,threeHillstatesviz.Himachal Pradesh, Jammu&Kashmir, Uttarakhand andAndaman andNicobarIslands(aunionterritory(UT))

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b. System-levelinitiativestostrengthensectorgovernanceandperformancewhichincludewideningthescopeofAffiliatingTechnicalUniversities(ATUs)toimprovetheirpolicy,academicandmanagementpracticestowardsaffiliatedinstitutions,and

c. Twinning Arrangements to Build Capacity and Improve Performance ofinstitutionsandATUsparticipatinginfocusstates.

Only the Government and Government aided AICTE approved Engineeringinstitutions/Engineering faculty/Engineering Teaching Department/ConstituentInstitutions of Universities/Deemed to be Universities and new centrally fundedinstitutionsinSCSweremadeapartoftheproject.Currently the project is running in its third phase of implementation, covering 174technicaleducationinstitutesand12AffiliatingTechnicalUniversitiesacrossthenation.

1.2.TEQIP-IIIProjectDesignTEQIP seeks to enhance quality and equity in participating engineering educationinstitutions and improve the efficiency of the engineering education system in focusstates.Theprojectwillsupporttwocomponents:

COMPONENT1:IMPROVINGQUALITYANDEQUITYINENGINEERINGINSTITUTIONSINFOCUSSTATES

Ø Sub-component1.1:InstitutionalDevelopmentforParticipatingInstitutions• ProcurementofGoods(equipment,furniture,booksLRs,softwareandminor

items)andminorcivilworks.• ImprovementinTeaching,LearningandResearchcompetence.

§ Improvestudentlearning,§ Studentemployability,§ Increasingfacultyproductivityandmotivation,§ Establishingatwinningsystem

¨ TwinningarrangementswithhighperforminginstitutionsunderSub-component1.3tobuildcapacityandimprovedperformance

• Recruitment and retention of high-quality faculty (through better facultyappraisalsystemsandthefacultyrecruitmentplan)

Ø Sub-component1.2:WideningImpactthroughATUsinfocusstates

AllATUsmeetingtheenablingmechanismswereselected.ThevariousactivitiesarebeingsupportedbytheActionPlans fromtheATUs.Someof thesuggestedactivitieswere:

• ProcurementofGoods(equipment,furniture,booksLRs,softwareandminoritems)andminorcivilworks§ CentralizedResearchhubsopenedtoallfacultyofaffiliatedinstitutions

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§ Establishing/improving ERP/management information system forstudent,staffandfacultydata

§ Improvingfinancialmanagementandprocurement§ AmodernHRsystemforefficientpersonnelmanagement

• Improvement in Teaching, Learning and Research Competence of affiliatedinstitutions§ Mentoring of affiliated institutions and promoting of applications to

UGC/NBA§ Increasingfacultyproductivityandmotivation§ TwinningarrangementswithATUsunderSub-component1.3tobuild§ capacityandimprovedperformance§ Preparationofmassiveopenonlinecourses(alsoreferredtoasMOOCs),

facilitatingaccessofinstitutionstoMOOCs§ Fillingupoffacultyvacancies§ Developingcredit-basedsystemssuchthatstudents in institutionscould

useselecte-learningcoursesaspartoftheirdegreeprograms§ Greateraccesstodigitalresources§ Improvinginstitutionalgovernance§ Improvestudentlearning§ Studentemployability

Ø Sub-component1.3:TwinningArrangementstoBuildCapacityandImprove

PerformanceofParticipatingInstitutionsandATUs

Institutions(alreadyparticipatedinTEQIP-Iand/orII)/ATUswereselectedonacompetitivebasisthroughChallengeMethod.Selectionproceededin3stages.Atthe first stage, Eligibility criteria was used to shortlist the TEQIP-I/TEQIP-IIinstitutes/ Universities followed by ranking on the basis of their performanceassessment. Top rankers from stage-1 were invited to submit InstitutionDevelopmentProposals(IDPs)instage-2.Theinstitutionsproceededtostage3for final selection. The proposal included establishing a mentoring system fortwinningarrangementstobuildthecapacityandimprovementinperformanceofinstitution/ATUsparticipatingundersub-component1.1/1.2respectively.

InstitutionswererequiredtodefinetheactivitiesintheirIDPthattheywanttocarryoutintheproject.Theseactivitiesshouldbeunderthescopeoftheprojectand are those that fulfil the objectives of the project. However, some of thesuggestedactivitiesunderthescopeoftheprojectaregivenbelow:

• ProcurementofGoods(equipment,furniture,booksLRs,softwareandminoritems)andminorcivilworks

• ImprovementinTeaching,LearningandResearchcompetence§ Improvestudentlearning§ Studentemployability§ Increasingfacultyproductivityandmotivation

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§ Establishingatwinningsystemv TwinningarrangementswithinstitutionsunderSub-component1.1to

buildcapacityandimprovedperformancev IndividualInstitutionalmentors

COMPONENT 2: SYSTEM LEVEL INITIATIVES TO STRENGTHEN SECTORGOVERNANCEANDPERFORMANCE

This component will support MHRD and key apex bodies in engineering education,includingAICTEandNBA,tostrengthentheoverallsystemofengineeringeducation.Theactivitiesare:

• ProvidetechnicalassistancetoAICTEandNBA,• ProfessionaldevelopmentofTechnicalEducationandTEQIPadministratorsinthe

projectStatesandprojectinstitutions,• InitiativesforEffectiveGovernanceSystemofinstitutionsatthelevelofBoardof

Governors,ImplementingDirectBenefitTransferSystemtoensurefundtransferelectronicallytoSPIUsandinstitutions,andProjectmonitoring&evaluation.

• All institutes and ATUs in the Project, as well as those government andgovernment-aided institutes that participated in TEQIP I and/or II but are notparticipatinginTEQIPIIIandATUsnotpartoftheProject,willbelinkedtotheNational Knowledge Network. Last mile connectivity will be provided by theProject.

• 24*7broadbandconnectivityandWi-Fiaccessinallacademicandadministrativebuildingsandhostels.

• Developingorestablishingtechnologylearningcentersatalluniversitieswhichaffiliateengineeringcolleges

1.3.TEQIP-IIIExpectedOutcomesThefollowingaretheexpectedoutcomesfromtheTEQIP–IIIinterventions:

• Modernizationandstrengtheningoflaboratoriesandclassrooms,establishmentofnewlaboratoriesandR&Dactivities

• Modernizationandstrengtheningoflibrariesandincreasingaccesstoknowledgeresources

• Increasedtechnicalexposuretofacultythroughtrainingsandworkshops• Qualificationupgradationalongwithenhancementofknowledgeand

researchcompetenceofthefaculty• Trainingsinpedagogyandmanagerialcapacitydevelopmenttofaculty• Promotionofinnovationandstart-ups• Academicreformsintermsofcurricularreforms,NBAaccreditation,

performanceappraisaloffacultybystudents• Exercisingofacademic,administrative,managerialandfinancialautonomy

bytheinstitutes• Establishmentofsustainabilityfund

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• Improvingtransitionratesofallcategoriesofstudentsandimprovingnon-cognitiveskillsofstudents

• Studentcareercounselling,placements,increasedindustrialinteraction• Twinningarrangementtobuildcapacityandperformanceimprovement

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2.METHODOLOGY2.1PurposeofEvaluationInconsultationwiththeNationalProjectImplementationUnit,QCIproposedarobustandcomprehensive process to assess the impact accrued by Phase III of the TechnicalEducationQualityImprovementProgramme.Toframethemethodologyanddetailedquestionnaires,theseniorofficialsatNPIUandQCIwereconsultedandtheinputshelpedindevelopingthemethodologicalbasisofthestudy. A framework comprising of both qualitative and quantitative approaches wasdesignedforthepurposeofevaluation.Acomprehensivesetofinteractionpointsofthemajorstakeholders’namely,theHeadsofInstitution(HoI),HeadsofDepartment(HoD),TEQIP Co-ordinator, SPIU Co-ordinator, members of the governing bodies, facultymembers,undergraduatestudents,andthenon-teachingstaff,frombothtechnicalandadministrationbackground,wasdesignedtocollecttheprimarydataontheprogressinimplementation of the TEQIP Phase-III. The interim evaluation was aimed towardshelping the stakeholders reflect upon the outcomes and the impact created for theenhancementof technicaleducationwiththe introductionof thescheme.The findingscanbeusedfor:

• Assessingthecontributiontowardstheoutcomesachievedbytheprojectsofar;• Learning on best practices for improving the strategy/approach in technical

education;• Providing recommendations on key areas such as research and development

activities,facultyandstudenttraining,teaching-learningprocessetc.;and• Helpthestakeholderstakestepsfortheprogram–goingforward.

QualityCouncilofIndia(QCI)followedamixedresearchmethodtoconducttheinterimevaluationofTEQIP III.Thiswasdonebyunderstanding the schemeas stipulatedbyNPIU,conductingfieldvisittounderstandtheon-groundsituation,usingthelearningforbuildinganecosystembasedontechnology,enablingrapidscalingupofoperationsanddevelopingfocusedanddirectedtoolsfordatacollectionwithduechecksandbalancesforallprocesses.The detailed research implementation plan for conducting the study on interimevaluationofTEQIPisprovidedbelow:2.2Phase1:Pre-ExecutionStage For comprehensiveandnuancedunderstandingof the scheme,QCI teamundertookarigorousresearchofvariousdataavailableontheinternetpertainingtotheTEQIP–III.WebsiteoftheNPIU,TEQIPwebsiteandthedocumentsavailablethereofweresignificant

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intheprocessofunderstandingthescheme.Theteamdeliberatedanddiscussedthedataand the scheme indetail todevelopa robustmethodology for conducting the interimevaluation.2.2.1MeetingsofNPIUandQCIThesemeetingswereheldtofinalizethetypeofapproachestobetakenforconductingtheevaluationstudy.QCIdevelopedaprimary frameworkandapproachbasedontheresearch conducted by the team and discussed the samewith theNPIU officials. TheconsonancebetweenboththepartiesontheunderstandingandexpectationshelpedtheteamingettingmoreinputsfromtheNPIU.2.2.2SecondaryResearchandDevelopmentofMethodologyQCIconductedsecondaryresearchoftheexistingliterature(PreviousProjectReports,PIPdocumentetc.)relatedtoTEQIPtocomprehendthevariouscomplexitiesassociatedwiththescheme,roleofeachstakeholder,andtounderstandtheaimsandobjectivesoftheprogramme.QCI finalized the researchdesign tobeundertaken for conductingthe study.Amixedmethod involving qualitative and quantitative research designs was used for thispurpose.Whileconductingtheresearch,QCIteamusedthedataavailablewiththeNPIU.Through desktop assessment of performance figures of various institutes under thescheme, the team analysed the status of the progress under the project. Along withconductingthedesktopassessment,theteamreferredvariousdocumentssuchasPIP,termsofreferenceandperformancereportsofpreviousphasesofTEQIP.Thishelpedinbetterunderstandingofexpectationsfromthecurrentphase.Thedatafor174institutesselectedunderthisphasewasalsoassessedusingthedataprovidedontheinstituteandNPIU’swebsite.Post analysis from the research, QCI finalized the methodology and framework forinteraction with each stakeholder based on the Key Performance Indicators andDisbursement Linked Indicators. The nuanced framework contained all the requiredinformationagainstalltheperformanceanddisbursementlinkedindicatorsforalltheinstitutes.Thedatabucketsintheframeworkweremappedtotheindicatorsensuringthecollectionofnecessaryinformationinaholisticmanner.Thisframeworkwasusedasa data collection tool to collect data from the institutes that were selected for theevaluation.

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2.2.3DevelopmentofquestionnairesandpointsforinteractionStructuredpointsfordiscussionwereemployedbyQCItointeractwiththestakeholderstogatherinsightsforinterimevaluation.SecondarydatagatheredfromtheinstituteandNPIU with respect to the achievement of targets given by the programme were alsoevaluated to draw conclusions about the study. An interactionwas appropriate as itallowedevolutionofnewideasandcomponents.Theassessmentteamhadspecifictopicsandquestionsaroundwhichthe interactionsrevolved,whichenabled the team togetmaximuminsights.QCIalsointeractedwithunder-graduatestudentstounderstandtheefficiencyoftheprocess.Thisassistedinestimatingtheaspirationsofthebeneficiariesand recording the best practices at each institute. The response of the studentswascapturedbyatech-basedform,whichwascirculatedduringtheinteraction.

2.2.4Sampling&Workplan

Forsampling,dueconsiderationwasgiventovariousfactorstoensurediversityindatacollection, demographic representation, statistics and standing of the institute. Alongwiththis,thecombinationofsub-component1.1and1.3instituteswasalsoafactorforselectionofinstitutes.TherehadbeenaconsistentefforttocovervariousfacetsoftheprojectthroughvariousinstitutesconsideredfortheinterimevaluationoftheTEQIPIII.Apartfromthis,thefollowingfactorswereofkeyconsideration:

• TierofthecityInstituteswere selectedkeeping inviewthe tierof the city.One institute fromPunewasselectedforitbeingatier-1city,onefromIndoreforitbeingatier-IIcityandrestoftheinstituteswereselectedfromtier-IIIandtier-IVcities.

• StrengthoftheinstituteInstituteswerefurthercategorisedbasedontheirstudentstrength.Theinstituteswithstrengthofabove1000studentswereselected.

• Percentageofemployment/campusplacementprovidedbytheinstitutionsTheinstituteswerealsocategorisedbasedontheemploymentgeneratedfortheirstudentsbasedontheplacementdataonTEQIPportal.

• GeographicalLocationToensurethatthelistofinstitutesshortlistedforthestudyhaveanadequatezonalrepresentation,thelistincludesatleast1institutefromallthezones.

• TwinningarrangementThecombinationofsub-component1.1and1.3instituteshelpedinassessingtheefficiencyofthetwinningmechanismandevaluatingtheindividualperformanceoftheinstitutes.Dueconsiderationwasgiventothedistancebetweenthetwinnedinstitutes. Institutes situated in close proximity and far-distant instituteswereselected

14

LISTOFINSITUTESFORPILOTSTUDYANDEVALUATIONSTUDY

FORPILOTSTUDY S.No.

INSTITUTE CITY STATEINSTITUTETYPE(1.1/1.2/1.3)

DATEOFVISIT

1 J.C.BoseUniversityofScienceandTechnology,

YMCAFaridabad Haryana 1.3

14thJan,2020

2 DayalbaghEducationalInstitute

AgraUttarPradesh

1.116th

Jan,2020

Table1:TEQIP-IIIPilotInstitutesforEvaluationStudy

FOREVALUATIONSTUDY

S.No.INSTITUTE CITY STATE

INSTITUTETYPE(1.1/1.2/1.3)

DATEOFVISIT

1 AssamEngineeringCollege

Guwahati Assam 1.123rdJan,2020

2 AssamScience&TechnologicalUniversity

Guwahati Assam 1.224thJan,2020

3PSGCollegeofTechnology Coimbatore TamilNadu 1.3

28thJan,2020

4 GirijanandaChowdhuryInstituteofManagement

andTechnologyGuwahati Assam

Non-TEQIPInstitute

24thJan,2020

5 ShriGSIndoreInstituteofTechnology&Science

IndoreMadhyaPradesh

1.128thJan,2020

6CollegeofEngineering Pune Maharashtra 1.3

3rdFeb,2020

7 InstituteofEngineeringandTechnologyDeviAhilyaVishawvidyalaya

Indore MadhyaPradesh

Non-TEQIPInstitute

29thJan,2020

8 MuzaffarpurInstituteofTechnology

Muzaffarpur Bihar 1.121stJan,2020

9 AryabhattaKnowledgeUniversity

Patna Bihar 1.223rdJan,2020

10NIT Patna Bihar 1.3

22ndJan,2020

11 RashtrakaviRamdhariSinghDinkarCollegeof

EngineeringBegusarai Bihar

Non-TEQIPInstitute

24thJan,2020

Table2:TEQIP-IIISampledInstitutesforInterimevaluation

15

2.2.5PilotStudyQCI in consonance with NPIU team conducted the diagnostic study of projectdocuments/reportsofProjectImplementationPlan,InstitutiondevelopmentprofileandSummariesofvarioussurveys/studies.QCI’seducationalexpertsvisitedtheinstitutestoenhance learning and gain better understanding about Technical Education QualityImprovement Programme (TEQIP). The questionnaires and tools developed forconductingthestudywereputtotestintheconcernedinstitute.QCIundertookafieldvisittoJ.C.BoseUniversityofScienceandTechnology,YMCA,Faridabadon14thJanuary2020andtoDayalbaghEducationalInstitute,Agraon16thJanuary2020,toascertaintheon-groundwork done and understand the functioning and best practices adopted byseveralstakeholdersattheinstitutionallevel. 2.2.6Finalizationofmethodology,samplingandquestionnairesFollowing the field visit to the pilot institutes J.C. Bose University of Science andTechnology, YMCA - Faridabad and Dayalbagh Educational Institute - Agra, QCI inconsultationwithNPIUandbasedon the learningsandgaps identified from thepilotstudy,finalisedthequestionnairesforconductingtheinterimevaluationofTEQIP.2.3Phase2:ExecutionStageBefore the visit at the sampled institutes, the figures received in the data frameworksharedbyQCIwiththerespective institutes,wasanalysed.Thisanalysisprovidedthebasefordevelopinginstitutespecificpointsofdiscussionforvariousstakeholdersattheinstitute. The practice of developing these specific points reduced the scope forunnecessarydiscussionsandbroughtmore focuson themostrelevantand importantareas.The understanding of the scope and team requirements at the selected institutes,compositionandsizeoftheteamweredecided.Theteaminvolvedamixofprofessionalsfromdiversefields,includingexpertsfrompolicy,education,dataanalysisandresearch.2.3.1SelectionoffieldteamQCIengagedthein-houseexperiencedprofessionalstoconducttheassessmentvisitsatthesampledinstitutes.Thevisitswereplannedafterkeepinginviewtheavailabilityofthemanagementattheinstitutes.2.3.4EvaluationStudyThe institutes for the evaluationwere selected from amix low incomestates, specialcategorystatesanddevelopedstates:Assam,Bihar,MadhyaPradesh,MaharashtraandTamilNadu.Forthepurposeofevaluationofmentoringsystem,threepairofmentee-

16

mentor instituteswere selected. The Institutes selected for the purposeof evaluationwere:

1. AssamEngineeringCollege,Guwahati,Assam2. PSGCollegeofTechnology,Coimbatore,TamilNadu3. ShriGSIndoreInstituteofTechnology&Science,Indore,MadhyaPradesh4. CollegeofEngineering,Pune,Maharashtra5. MuzaffarpurInstituteofTechnology,Muzaffarpur,Bihar6. NIT,Patna,Bihar

For comparativeassessment,3non-TEQIP instituteswere selected inaddition to theabove-mentionedlistofTEQIPInstitutes

1. RashtrakaviRamdhariSinghDinkarCollegeofEngineering,Begusarai2. InstituteofEngineeringandTechnologyDeviAhilyaVishawidyalaya,Indore3. GirijanandaChowdhuryInstituteofManagementandTechnology,Guwahati

AlongwiththistwoAffiliatingTechnicalUniversitieswereselected,namely:

1. AryabhattaKnowledgeUniversity,Patna2. AssamScience&TechnologicalUniversity,Guwahati

2.3.5QualityAssuranceAdedicatedteamofpeoplewereengagedforcontinuousmonitoringandreviewingtheinformation being collected from the institutes. The team ensured that the requiredinformationiscollectedwithrelevantsupportingdocumentstosubstantiatetheclaimsmadebythestakeholders.2.3.6InteractionswithstakeholdersThe interactions allowed QCI to understand the outreach of the TEQIP Scheme. Theinteractionsaimedatcomprehendingtheimpactonvariousstakeholdersengagedintheproject, identification of gaps and scope for improvement. A well-defined set ofinteraction points, with scope for flexibility were used for interactions with thestakeholders.2.4Phase3:DataAnalysisandFormulationofReportThedataanalystsatQCIanalysedthedatapostcompletionoffieldvisits.Thedatawasanalysedasperthedisbursementlinkedindicatorsandkeyperformanceindicatorsofthe project. The comprehensive analysis allowed QCI to assess the progress againstvariousindicatorsandareasofimprovement.Based on the analysis from the data, a comprehensive report was formulated andsubmittedtotheNPIUforfeedback.AfterincorporatingthefeedbackoftheNPIU,afinalversionofthereportwassubmittedasperthetimelinesoftheproject.

17

3.ENABLINGMECHANISMTheinstitutesundersub-components1.1and1.2ofcomponent1wouldbeeligibleforfundingbasedon their compliance to theenablingmechanism,whereas the institutesundersub-component1.3wereselectedon thebasisof eligibility criteria,which is asfollows:(I)Sub-component1.1:InstitutionalDevelopmentforParticipatingInstitutions

TobeselectedforfundsundertheTEQIP–IIIproject,theinstitutesundersub-component1.1wererequiredtohaveatleast3AICTEapprovedcoursesandhaveatotalstrengthofatleast500students.Theprojectalsorequiredforacohortofstudentshadgraduatedfromtheinstituteswhererelaxationwasgiventothenewand emerging institutes complying to the other pre-requisites. A Board ofGovernors as per UGC norms or a State Govt. Order/ legislation was to beconstitutedasanapexdecision-makingbody.Theappointmentofapermanentprincipalwithnoadditionalchargeforcontinuousanddedicatedadministrationoftheinstitutewasrequired. DuringtheinterimevaluationofTEQIP–III,itwasobservedthatallthesampledinstitutes under sub-component 1.1 meet the above enabling mechanism.However, Assam Engineering College, Guwahati and Shri GS institute ofTechnology and Science, Indore have constituted their internal BoG for thepurposeofexecutionofTEQIP–III.ThoughtheconstitutionofBoGisnotasperUGCnormsorstategovernmentorder/legislation,theboardhasbeenassignedsimilar functions and powers regarding approval of activities and initiativesregardingtheTEQIP–III.

(II)Sub-component1.2:WIDENINGIMPACTTHROUGHATUs

TheATUsmusthaveafull-timepermanentVicechancellor,registrar,andheadofexaminationwithoutanyadditionalresponsibilitiesinadditiontoagreementtoundertake reforms in the affiliated institutes in the areas envisaged under theproject.TheATUs shouldalsohave responded to theobservationsof theauditreportsofthepast5years.DuringtheinterimevaluationofTEQIP-III,thesampledATUscompliedwiththeenabling mechanisms with full-time permanent Vice-Chancellor, Registrar andother dedicated personnel for various activities along with other listedmechanism.

18

(III) Sub-component 1.3: Twinning arrangements to improve performance ofParticipatingInstitutions[1.1]andATU’s[1.2])

The eligibility criteria for selection under this sub-component should haveparticipated in TEQIP – I and/or II and shall have at least 4 engineeringprogrammes with autonomous status from UGC. The institutes, whichparticipatedinTEQIP–Ishallhaveatleast50%oftheireligiblecoursesaccreditedfromNBA and thosewhich participated in TEQIP – II shall at least 60%of itseligiblecoursesaccreditedfromNBA.AllthesampledinstitutesvisitedduringtheinterimevaluationTEQIP-III,fulfilledthe above requirements of NBA accreditation, participation in either of thepreviousTEQIPphasesalongwithofferingatleast4engineeringprogrammes.

19

4.NBAACCREDITATION,AUTONOMYANDGOVERNANCENBAAccreditation

TheNationalBoardofAccreditation(NBA)isoneofthetwomajorbodiesresponsibleforaccreditation of higher education institutions in India. NBA accreditation ensurescontinuous quality improvement, attracts employers, increases the credibility of theinstitutionandpavesawayforgreateropportunitiestotheinstitution.

Asobservedinthedesktopassessment,presently49.42%oftheUGcoursesand2%ofthePGcoursesofferedbythefocusstateinstitutionsand59.78%oftheUGcoursesofferedand32.37%ofthePGcoursesbytheotherstateinstitutionsattheaggregatelevel,haveeitherobtainedaccreditationof theeligible courses,orapplied for thesametotheNationalBoardofAccreditation(NBA)whichistheauthorizedbodyoftheAICTEtoaccreditbothUGandPGcoursesinthecountry.

Chart1-NBAAccreditationinparticipatingandsampledTEQIPinstitutes-FocusStates

Chart2-NBAAccreditationinparticipatingandsampledTEQIPinstitutes-OtherStates

50.0%

24.0%

49.4%

1.9%

68.7%

8.3%

0%10%20%30%40%50%60%70%80%

UG PG

NBA-accreditation of UG &PG programs (Focus States)

Target(2019-20) Achievement of Participating Institutes Achievement of Sampled Institutes

32.8%23.2%

59.8%

32.4%

79.6%65.1%

0%

20%

40%

60%

80%

100%

UG PG

NBA-accreditation of UG & PG programs (Other States)

Target(2019-20) Achievement of Participating Institutes Achievement of Sampled Institutes

20

AccreditationofbothUGandPGcoursesisfirmlyemphasizedundertheTEQIPIIIwithatargetforfocusstatesi.e.atleast50%and24%ofUGandPGprogrammesrespectively,andforotherstatesatleast32.8%and23.2%forUGandPGprogrammetoachieveNBAaccreditationintheacademicyear2019-20.

InallthesampledTEQIPinstitutesbelongingtofocusstates,68.7%ofUGprogrammesand 8.3% of PG programmes have achieved NBA accreditation, whereas in sampledinstitutes belonging to other states, 79.6% of UG programmes and 65.1% of PGprogrammeshaveachievedNBAaccreditation.ThepercentageofPGaccreditationislowbecauseofconsiderablylowsamplesizeofjustthreeinstitutes,whereoneoftheinstitutestarted the PG courses in engineering in 2017 and hence was not eligible foraccreditation. In addition, filling vacancies in senior cadre (Associate Professor andProfessor)wasalsoachallengefortheinstitutes.AutonomyandGovernanceThegovernance-relatedreformsundertheTEQIPIII,suchasUGCautonomyandhigh-quality BoG has put institutes in a long-term path of excellence, which includesinnovationsinacademicandnon-academicareas.TEQIPIIIhassuccessfullypromotedtheautonomyandgovernanceoftechnicaleducationalinstitutionsbymakingthesetheperformance indicators in TEQIP III. TEQIP III has been instrumental in motivatinginstitutionstoembraceautonomyasastepforward.Theautonomyhasenabledthemtoconduct frequent curriculum reviews, manage their academic, administrative,managerial and financialmattersmore efficiently.Within the sampled of institutions,67%institutionshaveautonomousstatusand33%arenon-autonomous.

ParticipatinginstituteswhichdonothaveautonomousstatusfromUGCwererequiredtoconstituteaBoGasperthenormsoftheAICTE.BoGisabodywithoverallresponsibilityforthestrategicdirectionandaccountabilityoftheinstituteandheadedbyaneminentIndustrialist/Engineering Education expert with adequate representation of otherstakeholders. Two of the sampled TEQIP institutes have created an internal BoGauthorised tomakedecisionsregardingTEQIP-III at the institute,whichhasprovidedtheseinstitutesthebaseforacceleratingtowardsconstitutionofafull-poweredBoGattheinstitute.

DuringinteractionwithHoDsandHoIs,itwasfoundthattheBoGmemberscontributesubstantiallyindecision-makingandreviewingprogressofTEQIPIIIintheinstitutes.

Institutionshave performedwellon the key performance indicators underTEQIP III,which clearly reflects the supervision and engagement of their BoGs throughprogressivelyincreaseinfrequencyofmeetings.

As per the TEQIP III norms, BoG shouldmeet at least four times every calendar andpubliclydisclosetheminutesofallmeetings.Inallthesampledinstitutes,BoGmeetsatleastfourtimeseverycalendaryearandpubliclydisclosetheminutesofallthemeetings.

21

Asobservedinthedesktopassessment,86.81%ofparticipatingInstitutesinFocusStateswithaBOGcomposedasperprescribedstructureandmeetsatleastfourtimesayearwithminutesofthemeetingpostedontheirinstitutionagainsttheenvisagedtargetof95%for2019-20.

22

5.ENROLMENTANDEQUITY ForensuringallstudentsandfacultyinTEQIPIIIinstitutionshaveequalopportunitiestoavailthebenefitsoftheprojectwithspecialattentiontothewomen,ST/SCstudentsandacademicallyweaker students, allsampled instituteshavepreparedand implementedEquityActionPlan(EAP).Everyinstitutionfacesadifferentsetofchallengestoimproveacademic performance hence EAP of all sampled TEQIP instituteswere different andmajorlyfocusedonbelowmentionedreforms:

• Identifyweaknessesinallstudentsandtakeremedialsteps:Additional/Remedialclassesarebeingheldfortheacademicallyweakerstudentsduringinstitutionhours.Moreover,studentattendanceisreviewedinconnectionwithperformance.Thestudentsareadvisedtoattendclassesandmakeupforthemissedclasses.

• Trainingstoimprovelanguagecompetency,softskillsandconfidencelevels:MajorfactoraffectingacademicperformanceofthestudentsandemployabilityofgraduatesistheirinabilitytoeffectivelycommunicateintheEnglishlanguage.InthesampledTEQIPinstitutesvarioustrainingsareconductedtoimprovelanguageandsoftskillsofthestudents.

• Trainingsoffacultyinsubjectmatterandpedagogy,particularlytoimprovethe performance ofweak students: Facultymembers at the sampled TEQIPinstituteshaveattendedvarioustrainingsinIITs/IIMstoimprovesubjectmatterknowledgeandpedagogyskills.

• PeerLearningGroupsofstudents:Theweakerstudentsdonotcommunicatetheirdifficultiesanddonotseekhelpduetofactorsincludinglowself-esteemorevenself-inflictedstigmahenceinstituteshaveinitiatedpeerlearninggroupsforenhancingknowledgeofstudents.

• IndustryInstituteInteractionseminarsandExpertLectures:InallsampledTEQIP institutes, students are given various opportunities to interact withindustry professionals to gain knowledge about latest industry practices beingfollowed.

• Grievance Redressal Mechanism: In all sampled TEQIP institutes there aredifferentkindsofgrievanceredressalmechanismsforstudentandfaculty.Mostoftheinstituteshaveadedicatedportalonthewebsiteoftheinstitute.Thestudentscanreporttheirgrievancesusingtheportal.Thegrievancesreceivedthroughtheportal are continuously reviewed and suitable remedial action is initiated. Acommittee headed by the Director/Principal takes actions for the grievancesreceivedbystudentorfaculty.

23

Asobservedinthedesktopassessment,thedirectbeneficiariesofallparticipatinginstitutesandATUsaretotalnumberofenrolledstudentsandfacultymemberswere1330134outoftargetof1690643forAY2019-20.Inwhich,totalfemalebeneficiariesare25.96%inAY2019-20outofthetargetof30%.

Asobservedinthedesktopassessment fortheAY2019-20,percentageofstudentsfrom traditionally disadvantaged groups in total enrolment in participatinginstitutes for SC/ST andwomenwere 17.66% and 24.44% against the envisagedtargets20%and30%respectively.

Chart3-PercentageofstudentsfromtraditionallydisadvantagedgroupinparticipatingandsampledTEQIPinstitutes-Women

It was observed that the percentage of female candidates in the traditionallydisadvantagedgroupsinthesampledTEQIPinstituteswas23.2%in2017,24.7%in2018and 24.1% in 2019. The enrolment in the sampled TEQIP institutes is in line withparticipatinginstitutes.Whileinterpretingtheabovedata,itisimportanttounderstandthatengineeringasahighereducationsubjectattractsrelativelyfewerfemalestudentsduetovarioussocietalandpersonalfactors.

Chart4-PercentageofstudentsfromtraditionallydisadvantagedgroupinparticipatingandsampledTEQIPinstitutes-SC/ST

27.0% 28.0%30.0%

24.7%

29.5%

24.4%23.2% 24.7% 24.1%

0%

5%

10%

15%

20%

25%

30%

Overall Avg 2017 Overall Avg 2018 Overall Avg 2019

Traditionally Disadvantaged Groups (Women)

Target AchievementofParticipatingInstitutes AchievementofSampledTEQIPInstitutes

17.0% 18.0%20.0%18.8%

17.0% 17.7%19.8% 19.3% 19.2%

0%

5%

10%

15%

20%

25%

Overall Avg 2017 Overall Avg 2018 Overall Avg 2019

Traditionally Disadvantaged Groups (SC/ST)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

24

It was observed that the percentage of SC/ST candidates in the traditionallydisadvantagedgroupsinthesampledTEQIPinstituteswas19.8%in2017and19.2%in2018and19.2%in2019-20againsttheenvisagedtargets.

As observed in the desktop assessment for the AY 2019-20, percentage of PhD.studentsintotalenrolmentinparticipatinginstitutesinengineeringdisciplinesforfocusstatesandotherstateswere2.71%and5.60%againsttheenvisagedtargets3.20%and5%respectively.

Chart5-PercentageofPhD.StudentsenrolmentinparticipatingandsampledTEQIPinstitutes-FocusStates

Chart6-PercentageofPhD.StudentsenrolmentinparticipatingandsampledTEQIPinstitutes-OtherStates

InallsampledTEQIPinstitutes,therehasbeenasignificantincreaseintotalenrolmentof PhDs after the TEQIP. In focus states, 2.5% of students have enrolled for PhD.programmesagainstthetargetof3.2%.Whereasinotherstates,15.9%ofstudentshaveenrolledforPhD.programmesagainstthetargetof5%.

3.2%

2.7%2.5%

0%

1%

1%

2%

2%

3%

3%

4%

Focus states

Percentage of PhD students (Focus States)

Target (2019-20) Achievement of Participating Institutes Achievement of Sampled Institutes

5.0% 5.6%

15.9%

0%

5%

10%

15%

20%

Other states

Percentage of PhD students (Other States)

Target (2019-20) Achievement of Participating Institutes Achievement of Sampled Institutes

25

6.IMPACTONSTUDENTLEARNINGTheassessmentteaminteractedwithseveralbeneficiariestocollecttheirobservationsandviewsabouttheTEQIP–III.Asarequirementoftheassessment,studentinteractionwasoneofthemostcrucialpartssincestudents’formpartoftheultimatebeneficiariesofthescheme.ThefocusofstudentinteractionwasuponawarenessofTEQIP,benefitsdrawnoutoftheprojectanditsquantification.Thestudentinteractionalsorevealedtheavailability of support for placements, career counselling, availability ofmodern andadequatelearningfacilitiesalongwiththebenefitstheyobservedafterimplementationoftheproject.Theteamalsodiscussedtheavailabilityofadequateresearchequipmentandexposuretopracticallearningalongwiththeoreticalknowledgeofthesubject.Topicslike knowledge of the faculty in their particular subject domain and their pedagogyformedacrucialpartofthediscussion.StudentsalsoshedlightonhowtheirlearninghasenhancedasaresultoftypesofequipmentprocuredthroughTEQIP-IIIaswellasavenuesforexposuretoworkshops,conferences,industrytrainingandinternships.

SmartClassroom&SmartBoard6.1.TransitionRate

Theprojectaimedtoensurethatallparticipatinginstitutionsimprovethetransitionrateoffirstyear(enrolled)studentstothesecondyear(akeyperformanceindicatoroftheproject).InstitutionaltargetsweresetforallstudentswithspecialattentiontosociallyandeconomicallyunderprivilegedgroupsincludingSC,STandfemalestudents.AsobservedinthedesktopassessmentforfocusstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas57.33%againsttheenvisagedtargetof55%.

26

Chart7-TransitionRateinparticipatingandsampledTEQIPinstitutes-FocusStates

(The data for the academic year 2019-20 for transition rate was not available as the academic year ends in June.) For focusstates, itwasobservedthat theoverall transitionrateof thesampledTEQIPinstituteswashigherby9.7%in2017-18andby0.7%in2018-19againsttheenvisagedtargets.AsobservedinthedesktopassessmentforotherstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas74.9%againstenvisagedtargetof75%.

Chart8-TransitionRateinparticipatingandsampledTEQIPinstitutes-OtherStates

Forotherstates,itwasobservedthattheoveralltransitionrateofthesampledTEQIPinstituteswasabove the targetby4.2% in2017-18. In2018-19, the transitionedrateincreasedto78.7%from74.2%inthepreviousyear.

53.0% 55.0%57.3% 57.3%62.7%55.7%

0%

20%

40%

60%

80%

Focus states (2017-18) Focus states (2018-19)

Overall Transition Rate (Focus States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

70.0%75.0%

68.6%74.9%74.2%

78.7%

0%

20%

40%

60%

80%

Other states (2017-18) Other states (2018-19)

Overall Transition Rate (Other States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

27

AsobservedinthedesktopassessmentforfocusstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas62%femaleagainsttheenvisagedtargetof50%.

Chart9-FemaleTransitionRateinparticipatingandsampledTEQIPinstitutes-FocusStates

Forfocusstates,thetransitionrateoffemalestudentswasexceptionallygood.Intheyear2017-18,wherethetargetwassetat48%,thetransitionratefortheyearwas71.7%and65%intheyear2018-19,thetargetforwhichwas50%.AsobservedinthedesktopassessmentforfocusstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas43.7%SC/STagainsttheenvisagedtargetof45%.

Chart10-SC/STTransitionRateinparticipatingandsampledTEQIPinstitutes-FocusStates

ThetransitionrateofSC/STstudentsfortheacademicyear2017-18was44.7%,whichisslightlyabovethetargetof43%.Thetransitionratein2018-19soaredto50%againstthesettargetof45%.AsobservedinthedesktopassessmentforotherstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas76.3%femaleagainsttheenvisagedtargetof70%.

48.0% 50.0%60.7% 62.0%

71.7%65.0%

0%

20%

40%

60%

80%

Focus states 2017-18 Focus states 2018-19

Female Transition Rate (Focus States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

43.0% 45.0%37.7%

43.7%44.7%50.0%

0%

20%

40%

60%

80%

Focus states 2017-18 Focus states 2018-19

SC/ST Transition Rate (Focus States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

28

Chart11-FemaleTransitionRateinparticipatingandsampledTEQIPinstitutes-OtherStates

For other states, the target transition rate for 2017-18was 68%whereas the actualtransition rate stoodat83.3%. In2018-19, the transition ratewas80.7%against thetargetof70%.Achievingtheenvisagedtarget,theanalyseddatashowsthatthefemalestudentshaveperformedbetterthantheirmalecounterparts.AsobservedinthedesktopassessmentforotherstatesintheAY2018-19,percentageoftransitionrateofUGengineeringstudentsfrom1styearto2ndyearinparticipatinginstituteswas59.3%SC/STagainsttheenvisagedtargetof60%.

Chart12-SC/STTransitionRateinparticipatingandsampledTEQIPinstitutes-OtherStates

The target foracademicyear2017-18was58% for transitionrateof SC/STstudents,however,only47.3%ofthestudentstransitionedfrom1stto2ndyearwithoutabacklog.In the year 2018-19, the transition rate showed an improvement as compared to thepreviousyear.Thetransitionratefor2018-19was58.7%,slightlybelowtheenvisagedtargetof60%.

68.0% 70.0%68.7%76.3%

83.3% 80.7%

0%10%20%30%40%50%60%70%80%90%

Other states 2017-18 Other states 2018-19

Female Transition Rate (Other States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

58.0% 60.0%52.8%

59.3%

47.3%

58.7%

0%10%20%30%40%50%60%70%80%90%

Other states 2017-18 Other states 2018-19

SC/ST Transition Rate (Other States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

29

Overall,thefiguresfortransitionratearesatisfactoryintermsofmeetingtheenvisagedtargetsbutthedeclineinrateoftransitionisworrisome.LowerrateoftransitionamongSC/STstudents’needstobefocusedupon.6.2.InitiativestakentoEnhanceStudentLearning

ThefundsfromTEQIPIIImadeitpossiblefortheinstitutetosupportthestudentsforexchangeprogramsandworkshopsconductedatotherinstitutes.WiththehelpoffundsreceivedfromTEQIP,theinstituteswereabletoconductseveraltrainingprogrammestoenhanceboththecognitiveandnon-cognitiveskillsofthestudents.Itwasobserved thatTEQIP IIIhasbeen instrumental in increasing students’ learningexperienceattheinstituteinthefollowingways:

a. Improvedaccessandavailabilityoflearningresourcesb. Availabilityoffacultyc. IncreaseinIndustryinteractionsd. IncreasedengagementinResearchandDevelopmentprojects

TEQIPIIIenhancedtheskillsetsofstudents,madethemindustryreadyandenhancedtheoverallstudentlearningprocess.ThelackofawarenessamongthestudentsregardingawarenessaboutbenefitsfromTEQIPwasmoderateandrequiresmoreattention.Theimpactuponthestudentscanbeenhanced ifmoreandmorestudentsparticipateandavailthebenefits.6.2.1GATEtrainingsandexaminationEveryyearlakhsofEngineeringgraduatespassoutfromuniversitiesandcolleges.Inthiscompetitivescenario,GATEteststhecaliber,knowledge,competenceandunderstandingoftheconcernedsubjects.Theexaminationopensthepossibilityofdiverseopportunitiesfor employability and higher education. Therefore, it was considered important thatengineeringgraduatesshouldbeprovidedGATEtrainingandguidanceunderTEQIPIIIinthecampusitself.Theparticipatinginstitutesprovidedthefollowingassistancetostudentsatnoadditionalcosttothestudent:(1)CoachingforGATEpreparation(2)FocusedlearningmaterialforGATEpreparation(3)ScholarshipsforGATEpreparationifcollegewasunabletoprovideappropriateassistance.It was observed that 67% of sampled TEQIP institutes have hired a NPIU approvedexternalagencytoprovidetheGATEtrainingtothestudentswhile33%institutesareproviding the GATE training with the help of internal faculty and also provided thelearningmaterialtothestudents.Inordertoprovideassistancetostudentsincasetheinstitutecouldnotprovidetrainingorlearningmaterial, the fee forGATEregistrationwasreimbursedtothestudents.

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AsobservedinthedesktopassessmentforfocusstatesintheAY2019-20,percentageoffinalyearengineeringstudentsthataretrainedforexitexamination(e.g.GATE)inparticipatinginstituteswas80.21%againsttheenvisagedtargetsof60%.

Chart13-AwarenessaboutGATEtrainingamongfinalyearstudentsinsampledTEQIPinstitutes

In the sampleTEQIP institutes, itwasobserved that71%of thestudentswereawareaboutprovisionofGATEtrainingintheirinstitute,while29%studentswerenotawareorhadnotavailedthebenefitsofGATEtraining.6.2.2IndustryreadinessprogrammesandplacementtrainingsTo make the students industry ready and more employable, it was required of theinstitutestoconductindustryreadinessprogrammesincludingtheplacementtrainingsfor the students. Institutes have been actively conducting industry readinessprogrammesandhelpingtheirstudentspreparefortheplacementbymeansoftrainingsandworkshopstoenhancethecommunicationandpresentationskills.Forensuringasmoothfunctioningandprovidingrobustmechanismforindustryinstituteinteraction,dedicatedcommitteeswereformedinsomeofthesampledTEQIPinstitutes.6.2.3ImprovingperformanceinacademicsandcontinuoustrackingofperformanceAsanalysedfromthedata,100%ofthesampledTEQIPinstitutes,both1.1and1.3,havebeenproactivelyconductingremedialandextraclasses foracademicallyweaker/slowstudentstohelpthemperformwellinacademics.Thisisdonebyidentifyingtheweakerstudentsthroughcontinuousmonitoring,mocktestsandclassobservation.Thereafter,remedialclassesareorganisedandincasesrequired,guestfacultyisinvitedtoconductspecialclassesforthestudents.Thishelps thestudentsgainbetterunderstandingof the requiredsubject areasalongwithexposingthemtoindustryprospectsandindustryexpectations.

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6.2.4AdvancedlearningresourcesTEQIPhasenabledtheinstitutestoenhancethestudentlearningprocedurebyprocuringadvancedlearningresourcessuchasEbooks,smartboardsandlearningsoftware.Itwasobservedthatmosttheinstituteshavestartedadoptingamixofconventionalteachingand modern teaching with the use of smart learning equipment, while selectivelyretainingtheconventionalteachingmethods.AllthecampuseshavebeenequippedwithWi-Fifacility.Thefacilityisavailablenotonlyintheacademicblock,butalsoinhostels.Thishasbeenhelpfulforstudentsinaccessingthelatestresourcesfromtheinternet.6.2.5ResearchandInnovationActivities

TEQIPfundshavemadeitpossibletoprocurenewequipmentforR&Dactivities.50%oftheinstitutesamongthesampledlist,haveestablishedincubationcentresforpromotingresearch and innovation. Promoting an environment conducive to innovation in theinstitutionswas one of the key objectives of the programme.An improved culture ofresearchandmotivationamongstthefacultyandstudentsresultinginenhancementofqualityandquantityofresearchoutcomeswasobserved.Therehasbeenanincreaseinnumberofresearchprojects,patentsfiled,publications,andstart-ups.The institutes sampled under sub-component 1.1 marked the beginning towardsresearchorientation,wherethecumulativenumberofresearchprojectswas42and23of these projectswere under taken the collaborative research scheme. The institutesunderthiscomponentcumulativelypublished318nationalandinternationalresearchpublications in the past 3 years. The institutes sampled under sub-component 1.3undertook126researchprojectsandpublished1252journalsoverthepast3years.Theanalysisofthedatashowsthat,each1.1sampledTEQIPinstituteundertookanaverageof 28 research projects and 262 research publications in the past 3 years. The datapertainingtofacultypatentsshowsthatthesampled1.1and1.3TEQIPinstituteshavebeenawarded4and42patentsalongwithfilingof2and69,respectively.AtallthesampledTEQIPinstitutes,therewasaconsensusthattheinterestoffacultyandstudentstowardsresearchactivitiesisincreasing.IncreasedR&Dactivitieshaveensuredtherequiredmixoftheoreticalandpracticalknowledge.

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7.FACULTYREFORMSToenhancethequalityofdeliveryofeducation,severalstepsweretakenunderTEQIPIIIfor faculty reforms. Faculty members were encouraged to participate in organisingand/orattendingexchangeprogramsandcollaboratewithotherinstitutes;toparticipateandencouragestudentstoparticipateinR&Dactivities;toofferconsultancytoIndustry;andtoadopt themodernteachingmethodologysoas toenhancethestudent learningexperience.

Theteaminteractedwiththelabstaffandfacultymembersduringtheirvisittovariousdepartmentstocheckthelabfacilities,learningequipment,andtheresearchfacilitiesinthe institute. The faculty members shared their views about the enhancement ofteaching-learningexperiencesincetheintroductionofTEQIPIIIattheirinstitute,whichhelped in the up-gradation of existing equipment by adding new and modernizedequipment. Itwasobservedthat thetypesofequipmentprocuredwereactuallybeingutilizedbythestudentsintheircourseofstudy.TEQIP–IIIhascreatedapositiveimpactineachdepartment,startingfromrecruitmentoffaculty,totheprocurementofresearchequipment. The enhancement of soft skills through various training and industryreadinessworkshopshasbeencrucial in increasingthemotivation levelof the facultymembers. The exposure through exchange programmes at other institutes has beenhelpful in increasing the networking of the faculty, learning from peers and gainingknowledgeaboutvariedtopics.

Facultygroupsacrossallthesampledinstitutesinformedtheteamaboutimprovedstateof Laboratories and R&D projects, along with improved consultancy services. Theinitiatives under TEQIP III regarding development of research facilities throughprocurement have beenwelcomed and appreciated by the institutes since they haveresultedinimprovedteaching-learningexperiences.Thecapacitybuildingoffacultyhasmadeanimpactinenhancingtheskillsetsofteachersandhenceondeliveringqualityeducationtothestudents.Thetrainingprogrammeshavenotjustbenefittedtheteacherswithtechnical,pedagogy,leadershipandmanagementskills,buthavealsoprovidedthefaculty with networking opportunities via conferences, seminars, publications,consultanciesetc.7.1.FacultyTrainingsInthesampledTEQIPinstitutes,itwasobservedthat,90.7%facultymembersinfocusstatesand64.3%of the facultymembers inother states, received trainings in subjectdomain,managementskillsandpedagogyskills. As observed in the desktop assessment for focus states in the AY 2019-20, 4533faculty members were trained in either their subject domain, pedagogy, ormanagementinparticipatinginstitutesagainsttheenvisagedtargetof5000.

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As observed in the desktop assessment for other states in the AY 2019-20, 7678faculty members were trained in either their subject domain, pedagogy, ormanagementinparticipatinginstitutesagainsttheenvisagedtargetof6000.7.2SanctionedFacultyPositionsVsFilledPositions Themajorchallengeinengineeringeducationisdearthofwellqualified&experiencedfaculty. The expansion of engineering institutions has resulted in an acute facultyshortageintheinstitutions.Manyinstitutionswerenotabletoattractand/orretaingoodquality faculty due to archaic recruitment and promotion procedures, absence ofincentives for quality performance, and non-existent faculty development policies inmostinstitutions.Also,shortageoftrainingopportunitiesandattentiontooverallgrowthoffacultywasadverselyaffectingimpartationofqualityknowledgeandskillstostudents.Thefacultylackedkeyskillslikecommunicationskillsandpedagogicalskillsastherewasnomechanismforcontinuoustraining.WiththehelpoffacultyrecruitedviaTEQIP–III,theproblemofshortageoffacultyatseveralsampledTEQIPinstituteshasbeensolved.Asobserved,therehasbeenagrowthintherecruitmentoffacultyinparticipatinginstitutesi.e.forfocusstate118.7%againstthetargetof85%of2019-20andforotherstate79.3%againstthetargetof85%of2019-20.Theimprovedstudent-facultyratiohasbeenhelpfulfortheinstitutesingainingNBAaccreditation.AsobservedinthedesktopassessmentforfocusstatesintheAY2019-20,percentageof sanctioned faculty positions in participating institutes filled by regular orcontractualfacultywas69.47%againsttheenvisagedtargetsof85%.

Chart14-PercentageofsanctionedfacultyinparticipatingandsampledTEQIPinstitutes-FocusStates

Forfocusstates,itwasobservedthatthepercentageofsanctionedfacultypositionsinsampledTEQIPinstitutesfilledbyregularorcontractfacultyasperAICTEnormshave

50.0%65.0%

85.0%74.2% 70.3% 69.5%

84.3%

107.3%118.7%

0%20%40%60%80%

100%120%140%

Focus states 2017-18 Focus states 2018-19 Focus states 2019-20

Percentage of Sanctioned Vs Filled Regular or Contract Faculty Positions (Focus States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

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increasedfrom84.3%in2017-18to118.7%in2019-20againsttheenvisagedtargetof50%and85%respectively.AsobservedinthedesktopassessmentforotherstatesintheAY2019-20,percentageof sanctioned faculty positions in participating institutes filled by regular orcontractualfacultywas73.24%againsttheenvisagedtargetsof85%.

Chart15-PercentageofsanctionedfacultyinparticipatingandsampledTEQIPinstitutes-OtherStates

Forotherstates,itwasobservedthatthepercentageofsanctionedfacultypositionsinsampledTEQIPinstitutesfilledbyregularorcontractfacultyasperAICTEnormshaveindecreasedfrom80%in2017-18to79.3%in2019-20against theenvisagedtargetof68%and85%respectively.

68.0% 70.0%85.0%

72.1% 74.0% 73.2%80.0% 81.3% 79.3%

0%

20%

40%

60%

80%

100%

Other states 2017-18 Other states 2018-19 Other states 2019-20

Percentage of Sanctioned Vs Filled Regular or Contract Faculty Positions (Other States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

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8.GROWINGRESEARCHDEVELOPMENTANDCONSULTANCYPROJECTSConsistentwiththeimportantroleofacademicengineeringresearchintheadvancementand dissemination of the engineering knowledge base and the training of engineers,substantial increases are needed in the level of support for academic engineeringresearchandassociatedaspectsof engineeringeducation.The increasedemphasisonprominenceinengineeringeducationthroughTEQIP-IIIwasthemostnoticeableintheform of better research culture at participating institutions. Across the sampledinstitutes, thisreverberatedasoneof themajoroutcomesofTEQIPIII,as therewasaconsensus among all stakeholders that the interest of faculty towards research hasimprovedconsiderably.8.1ResearchDevelopmentandConsultancyProjectsFacultymembersof thesampled institutionsvehementlyagreedthattherehasbeenapositive change towards research and development projects & consultancies in theirrespective institutions. Apart from overall motivation for research, there has been anotableimprovementinthesupportsystemforresearch,networkingopportunities,andcollaborative research with other institutions including mentee-mentor institutionsparticipationinresearchanddevelopmentprojects&consultancyprojects.Amongthepost-graduatestudentsandresearchscholars,therewasoverwhelmingsatisfactionovertheconferencesandotherprofessionaleventsattended.The centralised research facility available at Affiliating Technical Universities alsoprovidesanopportunityforthefacultytoundertakeresearchusingadvancedandlatestequipment,incaseofunavailabilityattheinstitute.ThemotivationamongTEQIP-III institutionstocreateabrand imagearoundresearchwas a significant achievement for institutions, asmost engineering institutions in thecountry usually focus on undergraduate education and teaching. Another positiveoutcomeofTEQIP-IIIhasbeenafairincreaseinthenumberofpostgraduatestudentsandresearch scholars participating in research and development projects & consultancyprojects.8.2PublicationsandResearchProjectsIncreasedresearchactivityhasshownanincreaseinthenumberofpublications-bothaspapersinreferredjournalsandconference/seminarproceedings.AspertheTEQIP-IIIMISdatacollectedatthenationallevel,thenumberofresearchpublicationsfordomestic&internationaljournalswere2124&10,288respectively,fortheyear2018-19.

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The TEQIP III has brought about an elevated research orientation among facultymembersandstudents,takingabreakfromthetraditionalteaching-basedorientation.With the availability of funding, the quality and quantity of research output haveimprovedintheparticipatinginstitutions.Also,theimprovementsinsupportsystemsforresearchdevelopment&consultancyprojectshavebeenappreciatedbybothstudentsandfaculty.Themanagement of institutions has begun to recognize the role of postgraduate andresearch scholars in bringing excellence to institutions. Coupled with a spurt in theconduct of academic events and activities aimed at knowledge exchange anddissemination, the level of research publications has shown improvement. A notableprogress in published work has been the shift in focus from domestic journals tointernationalones,whichhasshownanincrease,where1583nationalandinternationaljournalshavebeenpublishedfrom2017-PresentbythesampledTEQIPinstitutes.Atthecohortlevel,bothinthenumberofpublicationsaswellasorganisingacademicevents,theTEQIPInstitutionshavestoodout.

Chart16-Percentageofinternalrevenuegenerated-FocusstatesForfocusstates,itwasobservedinthesampledTEQIPinstitutesthatthepercentageof internal revenue generated through externally funded R&D projects and consultancies in total revenue was 28.8%, 34.7% and 35.1% in 2017, 2018 and 2019, respectively. Thepercentageofrevenuefromexternallyfundedresearchandconsultancyishighbecauseofthelackofdiversesourcesofincomefortheinstitutes.Thepercentagesforthesamplesinstitutesarehighbecauseoneoftheinstitutesamongthesampledinstitutesgenerated99%ofitsrevenuefromexternallyfundedR&Dprojectsowingtominimaltuitionfeesandlackofdiverseincomesources.Combinedwiththefactthat the sample in focus states only included 3 institutes, the data figures from eachinstitutehadasubstantialbearingontheoveralldata.

4.0% 5.0% 7.0%2.7% 4.1% 5.6%

28.8%34.7% 35.1%

0%

10%

20%

30%

40%

Focus states 2017-18 Focus states 2018-19 Focus states 2019-20

Percentage of externally funded R&D projects and consultancies in total revenue (Focus States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

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Chart17-Percentageofinternalrevenuegenerated-OtherstatesForotherstates,itwasobservedinthesampledTEQIPinstitutesthatthepercentageof internal revenue generated through externally funded R&D projects and consultancies in total revenue was19.2%,25.2%and18.4%fortheyear2017,2018and2019,respectively.

NewlyDesignedResearchHub-SatelliteAntennaSignallab-AssamScienceandTechnicalUniversityShriGSInstituteofTechnology&Science

12.0% 13.0% 15.0%19.4%

17.0%14.7%

19.2%

25.2%

18.4%

0%5%

10%15%20%25%30%

Other states 2017-18 Other states 2018-19 Other states 2019-20

Percentage of externally funded R&D projects and consultancies in total revenue (Other States)

Target Achievement of Participating Institutes Achievement of Sampled Institutes

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9.TWINNINGACTIVITIES The twinning arrangement agreements were signed between institutes under Sub-Component 1.1 and Sub-Component 1.3 to support institutes in their InstitutionalDevelopmentPlansandActionPlans.Toensureatransparentmechanism,thechoiceofselecting the mentor was given to the mentee institutes. The focus of the twinningarrangementwas to exchange experiences, knowledge transfer, optimizing the use ofresources, assistance in NBA accreditation, effective governance, improving student-learninganddevelopinglong-termstrategicpartnerships.

TheactivitiesunderthetwinningarrangementarecontinuouslyobservedbyNPIUandtherequiredassistancetothementeeinstituteisbroughtintofocusthroughregulargapanalysisandidentification.

Tobuildcapacityandimproveperformanceofinstitutionsplannedactivitiessuchas:

• Training/Workshops-trainingsforenhancingknowledgeoffacultyandforskilldevelopmentof students i.e.machine learningworkshop,FacultyDevelopmentProgrammes,careerguidancesessionsetc.

• ParticipationinBoG/BoS-Toensureexcellence in teaching& learning,betterinstitutionalmanagement,experiencesharing,andexposuremembershavebeenincludedintheboardofstudies,academiccouncilandBoGofeachoftheinstitutefromanotherinstitute.

• Exposureactivitiesforfacultyandstudents-Variousexposureactivitiessuchasexperttalks,facultyexchange,studentexchangeetcwereconductedforfacultyandstudentstoexchangetheirexperiences.

• Joint Research partnership- The institutes have undertaken collaborativeresearchprojectswheretheinstitutesundersub-component1.3haveguidedandmentoredtheirtwinnedinstituteinproposals,executionandmonitoring.Theseprojects are essentially aimed at improving the research and developmentprospectsattheinstitutesundersub-component1.1

SampledTwinningArrangementInstitutes

S.No. Sub-Component1.1Institutes Sub-Component1.3Institutes

1 AssamEngineeringCollege,Guwahati PSGCollegeofTechnology,Coimbatore

2MuzaffarpurInstituteofTechnology,

Muzaffarpur

NationalInstituteofTechnology,Patna

3ShriGSIndoreInstituteofTechnology&

Science,IndoreCollegeofEngineering,Pune

Table3:SampledTwinningArrangementInstitutes

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Thetwinningarrangementhasbeensuccessfulinachievingtheenvisagedobjective.Itwasobservedthatthiscollaborativeapproachhasbeenhelpfulfortheinstitutesunderthesub-component1.3inidentifyingthegapsinthesystemoftechnicaleducation.Asthese institutes hail from the low-income states, the continuous and comprehensivesupportprovedtobeaneffectivewayofachievingthedefinedobjectivesoftheproject.

UnderTwinningactivities,itwasobservedthatthefaculty,studentsandstaffweremuchbenefited by the exposure at twinning institute. Hence institutes plan to have jointresearch,studentexchange,facultyexchange,expertlectures,jointprojectguidanceetc.even after the TEQIP III ends. Twinning arrangement helped to develop long-termrelationships between institutes. This has helped institutes to sustain reforms inteaching,learning,researchandinstitutionalgovernanceenvisagedundertheproject.

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10.UTILISATIONOFFUNDSConstraint of funds for conducting research, organising workshops, seminars andconferences, retention and recruitment of quality faculty, purchase of equipment etc.have been one of the major impediments in the process of upgrading the quality oftechnical education in the country. The project through its Disbursement LinkedIndicators aimed at channelizing the funds to help the institutes and universities inbecoming competitive through improvement in the quality of technical educationimpartedattheinstitutes.Theinstitutesunderthesub-component1.1,fromthefocusstatesaretoreceiveasumofRs.15 Cr. through the project. Sub-component 1.2 (ATUs) and institutes under sub-component 1.3will receive a total fundingofRs.20 Cr. andRs.7 Cr. respectively. Theallocatedfundsweretobeutilisedforprocurement,academicactivitiesandincrementaloperationalcost.Eachofthesespecifiedhadpre-decidedlimitwithrespecttoutilisationoffunds,whichareasfollows:ComponentHeads Procurement AcademicActivities IOCSub-Component1.1 Upto60% Atleast30% Upto10%Sub-Component1.2 Upto40% Atleast50% Upto10%Sub-component1.3 Upto50% Atleast40% Upto10%Table4:PercentageofAllocatedfundsbifurcation

10.1.FundUtilisationbyInstitutesunderSub-Component1.1MostoftheTEQIPfundhasbeenutilisedforprocurementofnewequipment,revampingtheresearchfacilities,modernisationofobsoleteresearchinfrastructureandexpansionof research areas. In the sampled institutes considered for Interim evaluation, theinstitutes under this sub-component utilised 69% of their funds for procurement ofequipment, goods, learning resources, softwareandminor items.Theexpenditure foracademic activities constituted 23% of the total fund utilisation. The funds wereprimarilyutilisedfororganisingvariousworkshops,trainingprogrammes,seminarsandconferences.Thestudentsandfacultyfromtheseinstitutesutilisedthefundforattendingconferencesand trainingsorganisedatother institutes.These trainingswereofbothnational andinternationallevel.Thestudentsalsoorganisedvarioustech-competitionsandfestivalsintheircollegeandgotanopportunitytoparticipateinotherinstitutesaswell.Thefundwasalsoutilisedforimprovingtheemployabilityskillsofthestudentsthroughvarioustestsandworkshops for improving their logical and reasoningabilities.This includedexpertlectures,extraclassesthroughempanelmentofexternalagenciesfortrainingofGATE as well. In addition to this, the activities conducted under the twinningarrangement also formulated a crucial part of academic expendituremade under theproject.Asconcludedfromthedataanalysed,8%ofthefundwasutilisedforincremental

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operational costs, which involved administration and monitoring of the TEQIP – IIIproject in the institutes, costs of operation and maintenance of equipment, officeexpenses,hiringofvehicles,consumables,salariesandallowancesofregularandcontractfacultyandstaffagainstpostscreatedundertheProject.ItalsoincludedexpendituresontravelcostsincurredfortheProjectManagementactivitiesi.e.visittotheNPIU,theSPIU,Universities,etc.

Chart18-TEQIP-IIIExpenditureinsampledTEQIPinstitutes,Sub-component1.1

As observed in the desktop assessment, for sub-component 1.1 institutes 28.10%inacademic, 66.78% in procurement and 5.11% in IOC was spent out of totalallocatedexpenditure.

10.2FundUtilisationbyInstitutesunderSub-Component1.2Under the sub-component 1.2, the sampled Affiliated Technical Universities (ATUs)utilised58%of their funds forprocurementactivities,which includedexpenditure forprocurement of equipment for the dedicated TEQIP cell, equipment for CentralisedResearchHub (CRH), learning resources, softwareandotherminor items forall theiraffiliated institutes. The sampled ATUs spent 23% of their allocated funds towardsacademic activities which, included trainings for employability, conferences andseminars,trainingprogrammes,expertlecturesandassistanceforplacements.Thefocusofexpenditureunderacademicactivitiesremainedonthefollowingareas:

• MentoringaffiliatedinstitutionsandpromotingofapplicationstoNBA/UGC;• Increasingfacultyproductivityandmotivation;• TwinningarrangementswithATUsunderSub-component1.3tobuildcapacity

andimprovedperformance;• Improvestudentlearningandemployability.

AsconcludedfromthedataanalysedofsampledATUs,13%ofthefundwasutilisedundertheCollaborativeResearchScheme(CRS)forsponsoredresearchprojectstotheaffiliated

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colleges.Theremaining6%oftheallocatedfundwasutilisedforincrementaloperationalcosts,which involvedadministrationandmonitoringof theTEQIP– IIIproject in theinstitutes,costsofoperationandmaintenanceofequipment,officeexpenses,hiringofvehicles,consumables,salariesandallowancesofregularandcontractfacultyandstaffagainst posts created under the project. It also included expenditures on travel costsincurredfortheProjectManagementactivitiesi.e.visittotheNPIU,theSPIU,affiliatedinstitutions,etc.

Chart19-TEQIP-IIIExpenditureinparticipatinginstitutes,Sub-component1.2

As observed in the desktop assessment, for sub-component 1.2 ATUs 39%inacademic,55% inprocurementand6% in IOCwasspentoutof totalallocatedexpenditure.

10.3FundUtilisationbyInstitutesunderSub-Component1.3Underthesub-component1.3, theutilisationof fundsconstitutedsimilaractivities forprocurement, academics and operational cost. The expenditure on procurementconstituted51%ofthetotalexpenditureinthesampledinstitutes.Theinstitutesselectedunder this sub-component consisted of those, which already have well-establishedresearchfacilities,andtherefore,theexpenditureonprocurementwaslessascomparedtotheexpendituremadeforthesamepurposeintheinstitutesundersub-component1.1.The expenditure was allocated towards procurement of goods, lab equipment andmodernisationofresearchfacilitiesalongwithexpenditureonminorcivilworkrequiredforimprovementinteaching,trainingandlearningfacilities.The institutes under this sub-component spent 41%of their allocated funds towardsacademic activities. The focus of expenditure remained on twinning support by theinstitutes.Theexpenditurewasalsoallocatedtowardsimprovingthelearningoutcomes

55%(4033 Lacs)

39%(2828 Lacs)

6%(419 Lacs)

100%(7280 Lacs)

Sub-Component 1.2 TEQIP-III Expenditure

%age Procurement Expenditure

%age Academic Expenditure

%age IOC Expenditure

%age Overall Expenditure

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and employability of undergraduates and the research pursued under post-graduateprogrammes,promotionofinnovationandstart-ups.

Chart20-TEQIP-IIIExpenditureinsampledTEQIPinstitutes,Sub-component1.3

As observed in the desktop assessment, for sub-component 1.3 institutes 42.84%inacademic, 51.17% in procurement and 5.98% in IOC was spent out of totalallocatedexpenditure.

Overall, the institutes under both the sub-components utilised 62% of the funds forprocurement,30%onacademicactivitiesand8%onincrementaloperationalcost.

Chart21-TEQIP-IIIExpenditureinsampledTEQIPinstitutes,Sub-component1.1and1.3

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For174participatinginstitutesunderall3sub-componentsutilised61%ofthefundsforprocurement,34%onacademicactivitiesand5%onincrementaloperationalcost.

Chart22-TEQIP-IIIExpenditureinparticipatinginstitutesandATUs,Sub-component1.1;1.2&1.3

HotAirOven&B.O.DIncubator-MuzaffarpurInstituteofTechnology

61%(720.91 lacs)

34%(399.32 lacs)

5%(64.47 lacs)

100%(1184.7 lacs)

Sub-Component 1.1, 1.2 & 1.3 TEQIP-III Expenditure

%age Procurement Expenditure

%age Academic Expenditure

%age IOC Expenditure

%age overall Expenditure

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11.COMPARATIVEANALYSISOFTEQIP&NON-TEQIPINSTITUTES Inordertogainanin-depthandcomprehensiveoverviewofTEQIP–IIIandgaininganinsight into the state of non-TEQIP institutes, a comparative study of 3 non-TEQIPinstituteswasperformed,whichhighlightedthevariancesbetweenthetwo institutes.The instituteswere chosen in the samegeographical areasasof the institutes chosenunder sub-component 1.1, in consultation with NPIU Team. To understand theeducationalecosystem,theevaluationteaminteractedwithvariousstakeholdersattheinstitute,whichhelpedtodrawcomparativeinferenceshighlightedinbelowtables:11.AComparativestudyofAssamEngineeringCollege,GuwahatiandGirijanandaChowdhuryInstituteofManagementandTechnology,GuwahatiS.No. Parameters TEQIPInstitute-

AssamEngineeringCollege,Guwahati

Non-TEQIPInstitute-GirijanandaChowdhuryInstituteofManagementandTechnology,Guwahati

1 AutonomyStatus

Non-Autonomous(Establishedin1955)

Non-Autonomous(Establishedin2006)

2 No.ofNBAAccreditedUGColleges

4outof8UGCoursesareNBAAccredited

2outof6UGCoursesareNBAAccredited

3 Ph.D.enrolmentasapercentageoftotalstudentstrength

5% 2%

4 ResearchandDevelopmentProjects

VariousR&DProjectsareundertakenbystudentsandfaculty.NointernalrevenueisgeneratedthroughR&Dactivities

ResearchandConsultancyCellispresentwhichpromotes,coordinates,recordsandregulatesallsponsored,collaborativeresearchprojectsandconsultancyworksintheinstitute.DetailsofR&Dactivitieswerenotprovidedbytheinstitute

5 GATETraining GATEtrainingisprovidedtostudentsthroughexternalagency,InGATE2018-19result,29studentsqualifiedoutof238students

GATEtrainingisprovidedtostudentsbythefacultyoftheinstitute

6 SupportforEmployability

Studentplacementhasincreasedfrom30%in2017-18to55%in2018-19

Studentplacementhasincreasedfrom50%in2017-18to80%in2018-19

7 FacultyTrainings

FacultymembersareprovidedwithtrainingsatIITsandIIMsonvariousaspectssuchassubjectdomain,management,pedagogy,R&Detc.

Almostalldepartmentalfacultyistrainedisvariousdomainsasrequired.Approximately100facultytrainings/workshopshavebeenconductedfrom2017topresent.

8 SustainabilityFunds

InstitutehasFacultyReformFund.InstitutedidnotprovidedetailsofSustainabilityFund

InstitutehasasustainabilityfundwhichcomprisesofonlyCorpusFund.

9 Annualreportpublication

Theinstitutepublishesanannualreport.

Theinstitutepublishesanannualreport.

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11.BComparativestudyofShriGovindramSeksariaInstituteofTechnologyandScience,IndoreandInstituteofEngineeringandTechnologyDeviAhilyaVishawvidyalaya,Indore

S.No. Parameters TEQIPINSTITUTEShriGovindramSeksariaInstituteofTechnologyandScience,Indore

NON-TEQIPINSTITUTEInstituteofEngineeringandTechnologyDeviAhilyaVishawvidyalaya,Indore

1 AutonomyStatus

Autonomous(Establishedin1952) Autonomous(Establishedin1996)

2 NoofNBAAccreditedUGColleges

5outof9UGcoursesareNBAAccredited

Outofthe6UGcoursesnoneofthecoursesareNBAAccredited

3 Ph.D.enrolmentasapercentageoftotalstudentstrength

3% Datanotprovidedbytheinstitute.

4 ResearchandDevelopmentProjects

VariousR&Dactivitiesareconductedattheinstitute.InternalrevenueisgeneratedthroughR&Dactivities.

VariousR&DActivitiesareconductedattheinstitute.TheinstitutehasalsostartedinternalAtalCentreforInnovation,IncubationandEntrepreneurshipforthestudents.

5 GATETraining For2019-20,GATEtrainingisbeingprovidedbyanexternalagency.In2017-18&2018-19,GATEtrainingwasnotprovidedbutstudents’GATEregistrationfeewasrefundedthroughTEQIPFund.

GATEtrainingisnotprovidedintheinstitute,butfacultyhelpsthestudentstosolvetheirdoubtsregardinganyExitExaminations.

6 SupportforEmployability

Studentplacementhastremendouslyincreasedfrom71%in2017-18to96%in2018-19

Numberofstudentsplacedhasincreasedfrom63%in2017-18to70%in2018-19

7 FacultyTrainings

AllfacultymembersaretrainedinvariousdomainslikeManagementDevelopment,Pedagogy,R&Detc.atIITsandIIMs.Approximately215trainingprogrammeswereheldfrom2017topresent.

Manyfacultymembersaretrainedinvariousdomainsi.e.subjectknowledge,ICTetc.

8 SustainabilityFunds

InstitutehasSustainabilityFundandfoursubsequentfundsasperTEQIPNorms

InstitutedoesnothaveSustainabilityFundbutallocatesfundstosustaintheactivitiesonyearlybasis.

9 Annualreportpublication

Theinstitutepublishesanannualreport.

Theinstitutepublishesanannualreport.

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11.CComparativestudyofMuzaffarpurInstituteofTechnology,MuzaffarpurandRashtrakaviRamdhariSinghDinkarCollegeofEngineering,BegusaraiS.No. Parameters TEQIPINSTITUTE

MuzaffarpurInstituteofTechnology,Muzaffarpur

NON-TEQIPINSTITUTERashtrakaviRamdhariSinghDinkarCollegeofEngineering,Begusarai

1 AutonomyStatus

Non-Autonomous(Establishedin1954) Non-Autonomous(Establishedin2016)

2 NoofNBAAccreditedUGColleges

Allthe6UGCourseshavebeenappliedforNBAAccreditation.

NoneofthecoursesareNBAAccreditedorappliedforasthefirstbatchgraduatesin2020.

3 Ph.D.enrolmentasapercentageoftotalstudentstrength

TheinstitutedoesnotofferPh.D.courses. TheinstitutedoesnotofferPh.D.courses.

4 ResearchandDevelopmentProjects

VariousR&Dactivitiesareconductedattheinstitute.InternalrevenueisgeneratedthroughR&Dactivities.

NoR&Dactivitiesareconductedattheinstitute.

5 GATETraining GATEtrainingisprovidedthroughinternalfaculty.

NoGATETrainingisprovided

6 SupportforEmployability

Studentplacementfrom24%in2017-18to10%in2018-19

Firstbatchofstudentsgraduatesin2020.

7 FacultyTrainings

AllfacultymembersaretrainedinvariousdomainslikeManagementDevelopment,Pedagogy,R&Detc.atIITsandIIMs.Approximately233trainingswereheldfrom2017topresent.

Veryfewtrainingprogrammeswereconducted.

8 SustainabilityFunds

TheinstitutehasnotcreatedsustainabilityFund.StateDepartmentofScienceandTechnologyprovidesfundstotheinstitute.

TheinstitutehasnotcreatedsustainabilityFund.

9 Annualreportpublication

Theinstitutepublishesanannualreport. Theinstitutepublishesanannualreport.

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11.1KeyFindingsofComparativeStudy

• Duringthefieldvisit,itwasobservedthatTEQIP-IIIparticipatinginstituteshavemore numbers of courses that are NBA accredited as compared to non-TEQIPinstitutes.

• ThefacultyprovidedbyNPIUhaveimprovedstudentfacultyratioinallTEQIPIIIparticipatinginstitutesascomparedtonon-TEQIPinstitutes.

• TheenrolmentofstudentsinPh.D.washigherinthesampledTEQIPinstitutesascomparedtonon-TEQIPinstitutes.

• The faculty members at TEQIP III institutes are being provided with severaltrainings for enhancement in domain knowledge, management and pedagogyskillsat IITsandIIMs.Therewaslittleevidenceofsuchtrainingsatnon-TEQIPinstitutes.

• TheprocurementofR&DequipmentdonewiththehelpofTEQIP-III fundshasresultedinincreaseofresearchprojects,consultancyprojects,numberofpatentsetc.Thishasalsohelpedthestudentsingainingapracticalexposureandbeingindustryready.R&Dinitiativeswerelesseratnon-TEQIPinstitutesincomparisontoTEQIP-IIIparticipatinginstitutes.

• Employabilityskilltraining&GATEtrainingsatTEQIP-IIIparticipatinginstitutesarehelpingthestudentsinbecomingindustryreadywhereasthestudentsfromnon-TEQIPinstitutesreceiveverylesssupportforthesame.

• Some non-TEQIP institutes are also receiving benefits from newly designedresearchhubsestablishedatAffiliatingTechnicalUniversities.

However,therewerecertaingoodpractices,whichwerebeingadoptedatthenon-TEQIPinstitutes:

• IETDAVV Indorehasawell establishedAtal Incubationand InnovationCentrewhichispromotingtheresearchandinnovationactivitiesamongstthestudentsandfaculty.

• GIMTGuwahatibecamethefirstinstitutetoreceiveNBAaccreditationinnorth-easternpartofIndia.Currently,2outof6coursesareNBAaccredited.

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12.FINDINGS,IMPACTANDRECOMMENDATIONS TEQIP-IIIhasbeeninstrumentalinsettingtheinstitutesonthepathofimprovementintechnicaleducationthroughnote-worthyreformsinacademicprogressionofstudents.The impetus to research and development activities through TEQIP-III is vital to thegrowthoftechnicaleducationinthecountry.FINDINGSDuringtheinterim-evaluationofTEQIP-III,followingwerethekeyfindingshighlightingachievementsandareasofconcern:1. NBAAccreditationInstitutionshavetakenvitalstepstowardsachievingNBAaccreditation,demonstratingaccountability,commitmentandconfidence.AmongstthesampledTEQIPinstitutesfortheevaluationstudy,74%oftheUGcoursewereaccredited/appliedforaccreditation.Similarly,37%ofthePGcourseswereaccredited/appliedforaccreditation.

2. ResearchandInnovation

a. Procurement

Theprocurementofnewandmodernisedequipmenthassuccessfullypushedtheinstitutesformovingtowardsexploringavenuesinresearchanddevelopment.IntheinstitutesvisitedduringtheinterimevaluationofTEQIP–III60%ofthetotalexpenditure was made on procurement of equipment. Some of the sampledinstituteswereindireneedofthisfundingforevenconductingbasicresearchandacademicprojectsforpost-graduatestudents.

b. Contributiontointernalrevenue

With the availability of research equipment and facilities, institutes haveundertaken research projects under various departments. The contribution ofrevenuefromtheconsultancyservicestowardstheinternalrevenuegenerationofsomeofthesampledinstitutehasseensomeincrease.

c. Start-ups

Promotion and support to new entrepreneurial ideas has not seen anyconstructive outcomes yet, but efforts are being undertaken by some of thesampled institutes to ensure adequate support to start-ups and innovation.Incubationcentres,seedfundingforresearchandassistanceinappdevelopment

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andguidancetothestudents,aresomeofthemajorstepsthroughwhichsupportisprovidedtonurturetheideasofthestudents.

3. FacultyReform

a. FacultyrecruitmentShortageoffacultyinengineeringinstitutesisthegreatestimpedimentinthepath of delivering quality education to students. TEQIP – III has takencognisanceofthefactandrecruitedfacultyforvariousparticipatinginstitutes.As reported during the evaluation, the improved student-faculty ratio hasensuredadequateacademicsupporttoengineeringstudentswithspecificandrequired attention to students. The newly recruited faculty has helped thestudents with creative learning ideas through active involvement in theirlearningexperienceduringtheircourseofstudies.ItwasobservedinsampledTEQIP institutes 89.7% (focus states) and 100% (other states) sanctionedfacultypositionshavebeenfilled.

b. Training

TEQIP-III provided opportunity for faculty trainings in subject domain,pedagogy,managementandresearch&developmentatIITsandIIMs.Itwasobservedthatthefacultymembershaveshownkeeninterestinthesetrainingswiththesupportoftheinstitute.Thetrainingprogrammeshavebeencrucialinenablinganupgradedandflexibleapproachtowardsteaching.Theexposurethrough thesetrainingsenhanced the interestandmotivationof the facultytowardsindustry-orientedresearch.

c. IndustryExposure

Emphasistowardscollaborationofinstituteswiththeindustryhasincreasedthe thirst of faculty towards subject relevant industrial exposure. Thisprimarilyimprovedthepedagogyofthefaculty,inclusionofindustryrelevantapproachinteaching,researchorientationoftheteachers,etc.

4. ModernisationofClassroomsandLaboratories

The institutes have spent a considerable amount of funds in modernising theclassroomsandlaboratories.Digitalboardsprocuredundertheprojectprovidedaninternet-basedinterface,whichhelpedinbetterdeliveryofthesubjectbyprovidinglatest resources, both in audio and digital form. Obsolete equipment at researchlaboratoriesisreplacedwithmodernandnewfacilities.Thishasevidentlytranslatedinto increased interest of the faculty, as well as students in academia relevantresearch.

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5. StudentEmployability

a. GATE

Thesignificanceofrequiredskillsandknowledge forengineeringgraduateshasbeeniteratedundertheprojectbyprovidingforGATEtraining.Instituteshavetakenmajorstepstoproviderelevantsupporttothestudentswillingtoappear for GATE examination through empanelment of external expertagencies,extraclasses,incorporatingGATEspecifictopicsthroughcontinuouscurriculum review and mock tests. The students also reported that thesupportthroughtrainingsandworkshopshasbeenhelpfulinimprovingtheirperformance.Itobservedin67%sampledTEQIPinstitutesGATEtrainingisprovidedtostudents.

b. EmployabilityTests

Thetestsconductedthroughexpertagenciesimprovedthelogical,reasoningand interpretation skills of the students by providing timely inputs andprofilingofstudents.Thishelpedthestudentsingainingacompetitiveedgeduringtheplacements.Theplacementofstudentsincertaininstituteshasseena major improvement. It was observed in all sampled TEQIP institutesemployability has increased by 7% from 2017-18 to 2019-20.(Placementseasonfortheyear2019-20isinprocesssofiguremayincrease)

c. IndustryInteractionToprovideindustryexposuretothestudents,theinstituteshavesignedMoUswithvarious industries.Thishashelpedthe institutes incurriculumdesign,industrial training and visits, internship, placement, guest lectures, skilldevelopment programme, faculty development programmes, research anddevelopment.

6. AdministrativeReformsTEQIP – III has brought focus on institutional governance. Amongst the institutesvisitedforinterimevaluation,alltheinstituteshaveconstitutedBoardofGovernance.The constitution of an apex decision-making body has helped the institutes instreamliningofdevelopmentalactivities,quickandtimelydecisions.Italsohelpedinsetting up effective control mechanisms, systems for responsibility andaccountability, quick decisions for timely action and foresightedness for furtherplanning.

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7. TwinningContinuous support and guidance by the institutes under sub-component 1.3 hasbeen immensely helpful in the process of institutional development. Variouscollaborativeworkshops,exchangeprogrammes,seminarsandtrainingprogrammes,alongwiththesubjectdomain,trainingprogrammesonNBAaccreditation,labaudits,and syllabus review among others have been undertaken under the twinningarrangement. The arrangement helped in building a long-term sustainablerelationshipbetweenthetwoinstitutes.Duringtheevaluationvisit,itwasobservedthat the institutesunder sub-component1.1 lack research infrastructure forsomespecificprojects,thefacilitiesavailableattheirtwinned(mentor)instituteareusedbythestudentstocompletetheirresearch.Thestudentsreportedthatithashelpedthemwithawiderchoiceforresearchactivitiesandhencetheygettoworkontopicsoftheiracademicinterest.

8. SustainabilityThough theprojectprovided forestablishmentofsustainability fund, itwas foundthatonlyafewofthesampledinstituteshavecreatedthefund,whichisapressingconcernforsustainabilityofinitiativesstartedundertheproject.Inadditiontothis,thefacultyrecruitedthroughNPIU(TEQIP–III)endsitstenureattheinstitutesinSeptember2020andaswitnessedduringtheevaluationstudy,theinstituteshavenoplantorecruitnewfacultyorretaintheexistingTEQIPfaculty.Theabsenceoffacultywouldnotonlyaffectthestudentfacultyratiobutwouldalsocreateahindranceinsustainability of research activities, consultancy projects along with assetmaintenance,andfacultyreformsamongothers.

9. TrainingoftheLabStaff

Thelabstaffatmostofthesampledinstitutesrequiredtraining,knowledgeandskillstohandlethenewandmodernequipmentprocuredafterimplementationofTEQIP-III. No formal training programmes have been conducted for the lab staff at theinstitutes.Theonlytrainingreceivedbythestaffwastheintroductorydemobythesupplieroftheequipment.Thisvoidoftrainingandtransferofknowledgehasoftenledtoinadequatesupporttostudentswhileworkingatthelaboratories.

10. IncentiveforFacultyundertheTwinningArrangement

Disappointment among the faculty of mentor institutes was noticed during theevaluation over lack of incentive for trainings and workshops conducted at theirtwinned institutes. This has transcended into low motivation and willingness toengage in support initiatives for the mentee institutes, adversely affecting theeffectivenessofthetwinningarrangement.

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11. AwarenessamongtheStudentsThoughstudentshaveavailedreimbursementunderTEQIP-IIIforattendingvariousconferencesandseminars,theawarenessamongthestudentsregardingTEQIPasaprojectandpossiblebenefitswaslow.ThiswasthereasonthatcomparativelyalessernumberofstudentshadavailedbenefitsunderTEQIP-III.

12. ContributionofAffiliatingTechnicalUniversitiesATUs have played a crucial role in better administration and implementation ofreforms envisaged under TEQIP through impetus to joint research projects andpublications, sponsored faculty training programmes, industry- institutecollaborationand reforms inexamination.AvailabilityofMOOCshaveenabled thestudents to access varied course content along with increased access to digitalresources.CentralisedResearchHubs(CRH)havebeenestablishedat theAffiliatedTechnicalUniversities(ATUs)opentoallthefacultymembersfromalltheaffiliatedinstitutes,wherethenon-TEQIPinstitutesalsoparticipateforvariousresearchprojects.InthetwosampledTEQIPATUs,103and57researchprojectshavebeeninitiatedundertheCRSinthenewlyestablishedresearchhubattheuniversity.

13. DataCollectionandExpenditureTheTEQIPcoordinatorsalsoserveasthefacultymembersatvariousdepartments,justifying the dual responsibility. The institutes reported that due to frequentsubmissionsofdatarequirementbytheNPIU, theacademicactivitiesoftheTEQIPcoordinatoraredisrupted.Moreover,theinstitutesareaskedtospendtheallocatedmoneyinaspeedilymanner,which sometimes shifts the focus from quality of asset creation to expeditedexpenditure.

14. NeedforTEQIPIVTEQIPhasplayedan importantandmuchneeded role in improving thequalityoftechnicaleducation.Ithasbeenavitalcatalystforthegrowthandimprovementoftheengineeringeducationinstitutesinthecountry.Thoughtheinstituteshavemarkedbeginningintovariousavenuesofmoderntechnicaleducation,thereisstillaneedforcontinuoussupporttoensurethattheactivitiesandinitiativesunderTEQIPareabletoachievetheultimatepurposeof improvingthequalityofengineeringeducation.Duringtheinteractionsanddiscussionsatthe6sampledinstitutes,thefacultyandadministrationiteratedtheneedforTEQIP–IV.

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IMPACTThemainemphasiswasgiventofindingsofthedisbursementlinkedindicatorsandkeyperformanceindicatorsofTEQIPproject.ThecomprehensiveanalysisofthesefindingshelpedininterpretationofbelowpossibledirectorindirectimpactsofTEQIPphase-III1. NBAAccreditation

• UnderTEQIPIII,majorimpactsofNBAaccreditationinthesampledinstituteshave

beenthestudentenrolmentintermsofquantityandqualityandwouldalsobehelpfulfor the institutes in securing necessary funds. NBA accreditation helps instandardizationofcoursesamongstengineeringinstitutesandgettingfundingfromAICTE. SuccessfulachievementofNBAaccreditationinsomecourses,alsomotivatedinstitutionsandfacultymemberstoprepareforNBAaccreditationinremainingUGandPGprogrammes.

2. Autonomy&Governance

• Thegovernance-relatedreformsundertheTEQIPIII,suchasUGCautonomyandhigh-

quality BoG has put institutes in a long-term path of excellence, which includesinnovationsinacademicandnon-academicareas.

• TEQIP III has successfully promoted the autonomy and governance of technicaleducation institutionsbymakingtheseas theperformance indicators inTEQIPIII.The autonomyhas enabled the institutes to conduct frequent curriculum reviews,manage their academic, administrative, managerial and financial matters moreefficiently.

• TheconstitutionofBoGasanapexdecision-makingbodyhasbeenhelpfulinperiodicmonitoringandreviewofacademicaswellnon-academicactivitiesattheinstitutes,leadingtotimelyactionandintervention.

3. StudentLearning&TransitionRate

Thestudent interaction revealed theavailabilityof support forplacements, careercounselling, availability ofmodern and adequate learning facilities alongwith thebenefitstheyobservedafterimplementationoftheproject,availabilityofadequateresearch equipment and exposure to practical learning along with theoreticalknowledgeofthesubject.

• Anincreasedinterestandenthusiasmwaswitnessamongthestudentsandthefacultyduring the interaction. IncreasedR&D activities have ensured the requiredmix oftheoretical andpracticalknowledge.Facultyand staffmembersareprovidedwithadequateamountoftrainingindifferentdomains,whichhaseventuallyresultedinapositiveoutcomeofbetterteachingmethodsandlearningexperienceofthestudentsattheseinstitutes.

• ThefundsfromTEQIPIIImadeitpossiblefortheinstitutetosupportthestudentsforexchangeprogramsandworkshopsconductedatother institutes.Withthehelpof

55

funds received from TEQIP, the institutes were able to conduct several trainingprogramstoenhanceboththecognitiveandnon-cognitiveskillsofthestudents.

• TEQIPIIIenhancedtheskillsetsofstudents,madethemindustryreadyandenhancedtheoverallstudentlearningprocess.EnhancementinstudentlearningprocedurewasdonebyprocuringadvancedlearningresourcessuchasE-books,smartboards,andlearning software. It was observed that most institutes have adopted a mix ofconventional teaching and modern teaching with the use of smart learningequipment.

• An improvedcultureofresearchandmotivationamongst the facultyandstudentsresultinginenhancementofqualityandquantityofresearchoutcomeswasobserved.Instituteshavementionedthattherehasbeenanincreaseinthenumberofresearchprojects,patentsfiled,publications,andstart-ups.

• Special focus has been made on the academically weaker students by providingremedialclasses,conducting internalevaluationtests toseetheprogressmadebythesestudentsandpropercounsellingandguidancebyfacultiesandstaff.Thishasshownasignificantimprovementintheoveralltransitionrateofthestudents.

4. FacultyReforms

• TEQIP – III has created a positive impact in each department, starting fromrecruitmentoffaculty,totheprocurementofresearchequipment.Theenhancementof soft skills throughvarious trainingand industry readinessworkshopshasbeencrucial in increasing the motivation level of the faculty members. The exposurethrough exchange programs at other institutes has been helpful in increasing thenetworkingofthefaculty,learningfrompeersandgainingknowledgeaboutvariedtopics.

• The capacity buildingof facultyhasmade an impact in enhancing the skill sets ofteachers and hence on delivering quality education to the students. The trainingprogramshavenotjustbenefittedtheteacherswithtechnical,pedagogy,leadershipand management skills, but have also provided the faculty with networkingopportunitiesviaconferences,seminars,publications,consultanciesetc.

• WiththehelpoffacultyrecruitedviaTEQIP–III,theproblemofshortageoffacultyatseveral sampled TEQIP institutes has been solved. As observed, there has been agrowthintherecruitmentoffacultyinparticipatinginstitutes.Theimprovementinthe student-faculty ratio has been helpful for the institutes in gaining NBAaccreditation.

• Duetotheenhancementinstudent-facultyratio,facultyhasbeenabletoensuretherequired individualattention.Thishelped in layingthegroundfor identificationofweakerstudentsandhenceensuringspecialattentionthroughremedialclassesandcounsellingsessions.

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5. R&DProjects&Consultancy

• TEQIPIIIhasbeeninstrumentalintheenhancementofteaching-learningexperiencevia means of improving the state of Laboratories and R&D projects, along withimprovedconsultancyservices.

• Apartfromtheoverallmotivationforresearch,therehasbeenanotableimprovementin the support system for research, networking opportunities, and collaborativeresearchwithotherinstitutionsincludingmentee-mentorinstitutionsparticipationinresearchanddevelopmentprojects&consultancyprojects.

• The centralised research facility available at AffiliatingTechnicalUniversities alsoprovidesanopportunityforthefacultytoundertakeresearchusingtheadvancedandlatestequipment,incaseofunavailabilityattheinstitute.Anotherpositiveoutcomeof TEQIP-III has been a fair increase in the number of postgraduate students andresearchscholarsparticipatinginresearchanddevelopmentprojects&consultancyprojects.

6. TwinningActivities

• Itwasobservedthatthiscollaborativeapproachhasbeenhelpfulfortheinstitutes

under the sub-component 1.3 in identifying the gaps in the system of technicaleducation.As these instituteshail from the low-incomestates, the continuousandcomprehensive support proved to be an effective way of achieving the definedobjectivesoftheproject.

• It was observed that the faculty, students and staff were much benefited by theexposure at twinning institute. The twinning arrangement has enabled theinstitutions to exchange experiences, transfer knowledge, optimize the use ofresources, practice effective governance, improve student learning, provideopportunitiestofacultyandstudentsviameansoftrainingprogramsandworkshopsandenhancestudentemployability.

• Theinstituteshaveundertakencollaborativeresearchprojectswheretheinstitutesunder sub-component 1.3 have guided and mentored their twinned institute inproposals, execution and monitoring. These projects are essentially aimed atimproving the research and development prospects at the institutes under sub-component1.1

RECOMMENDATIONS

1. EncouragementforinternalrevenuegenerationTheinstitutesshouldbeencouragedtoincreasetheirinternalrevenuegenerationtoreducetheirdependenceonexternalfunds.Thiscanbefacilitatedthroughindustrycollaborations, MoUs with industries, government departments, which would

57

translate into research projects and consultancy projects. The budget should bepreparedgivingdueconsiderationto internalrevenuegeneration.Thiswouldalsohelptheinstituteinexploringnewavenuesofresearchandknowledge.Improvementin faculty motivation and research orientation would be a direct benefit of suchinitiatives.

2. SynergybetweenthestateandTEQIP

ThestateandTEQIPshouldadoptacollaborativeapproachtowardsimprovingthestateoftechnicaleducationatinstitutes.Thiswouldensurebetterchannelizationoffunds, comprehensive and effective policy initiatives and optimum resourceutilisation.

3. MechanismforrecruitmentoffacultyFacultyprovidedby theNPIUhasbeenablessing to someof the institutes.Theseinstituteswerestrugglingto fill facultypositions-effortsofwhichwere initially invain, butwith the help of TEQIP faculty recruitment, the institute could fill thosepositions.WiththeendofTEQIP–III,thetenureofthefacultywouldalsoend.Thiswouldput the institutesback intoamiserableposition intermsof student-facultyratio. A mechanism for recruitment of faculty needs to be developed throughcollectiveeffortsbythestate,instituteandNPIU.Atransitionperiodof6-12monthsaftertheendofTEQIP-IIIcanbeaneffectivemeasuretohelptheinstitutesinfillingthefacultyposition,whichrequiresactivesupportfromthestategovernment.Thenewfacultyshouldberecruitedbythestateonlongtermcontractorpermanentbasis,whichwouldhelpinensuringcontinuityofresearchinitiatives,aconvivialandcooperativeequationbetweenthestudentsandfaculties,alongwithinducingasenseof responsibility and ownership towards the institute. The restructuring orprolongationofTEQIP-IIIshould focusuponretentionof facultyrecruitedthroughTEQIPevenafterTEQIP-III.Thiscallsforimmediateattentionofthestateeducationdepartment which needs to work in collaboration with the NPIU for continuedservicesofthefacultytillthenewfacultyisrecruited.

4. FocusonSC/STtransitionrateThe declining trend of transition rate among the SC/ST students calls for specialattentionthroughindividualisticfacultyorientationwhileteaching,betteracademicprofiling of the students on the basis of their strengths and weaknesses,extra/remedialclasses,bridgecourses,peerlearninggroups,facultymentors,focusoncommunicationskillsandothernon-cognitiveskills.

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5. TrainingforlabstaffThe lab staff should be trained in handling the new andmodern equipment. Thetrainingprogrammesshouldalsofocusonawarenessaroundthelatesttechnologiestoimprovetheoveralltechnicalknowledgeofthestaff.

6. AwarenessregardingTEQIPbenefitsandconceptstostudents

TheinstitutesshouldbemotivatedtospreadawarenessaboutTEQIPactivitiesamongthe students for maximum participation in GATE and other skill enhancementactivities.Itwilldevelopahealthycompetitionamongstudentsforupcomingtrainingandseminarsatotherinstitutes.The students need to be encouraged to regularly visit the TEQIP cell and collegewebsite for information pertaining toTEQIP activities at the institute to getmorebenefits.

7. Dataupdateatregularintervals

Toavoiddisruptionsandinfrequentrequestsfordatasubmission,thedatashouldbegatheredatregularintervals.Timelinesshouldbesetforsubmissionofdataagainstvariousparametersandalltheinstitutesberequiredtosubmitthedatawithinthestipulatedtime.Inadditiontothis,MISstaffshouldbewelltrainedtohandlecomplexdata sets. This would be helpful in streamlining of data collection, ensuring theintegrityandtimelyavailabilityofdataonthewebportalaswell.

8. Consideration to proximity and common academic interests for selection of

institutesunderthetwinningarrangementWhileconsideringthe institutesunderthetwinningarrangement, theproximityofinstitutes should be considered as an important factor. It was observed that thetwinning arrangement has beenmore beneficialwhere the instituteswere closelyassociated in termsofdistance.Apart from this, similarity inacademicdisciplines,expertise, experience and requirements at the mentee institutes should also beconsidered.

9. Incentivestofacultymembersundertwinningactivities

Assupportunderthetwinningarrangementaddstotheworkandresponsibilitiesofthefaculty,aprovisionforincentivestofacultymemberscanbeadded.Thiswouldmotivateanddevelopkeen interestamongthe faculty to take initiativesunderthetwinningarrangement.

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10. DedicatedfundfortwinningactivitiesThefundsallocatedtotheinstitutesundersub-component1.3includedinstitutionaldevelopmentaswellassupporttotheinstitutesundersub-component1.1underthetwinningarrangement.Thereisaneedforadedicatedfundforundertakinginitiativesandprovidingsupporttothementeeinstitutes,whichwouldincreasethefocusontwinning,makingitevenmoreeffective.

11. IncentiveforcoordinatingTEQIPstaffattheinstitutes

TEQIPstaffatthecollegelooksafteralltheactivitiesofTEQIPintheinstitute,addingtotheirlistoftasksandresponsibilities.Amechanismforincentivisingthestaffwouldincreasetheirdedicationandmotivationtoundertakereforms.

12. Evaluationofperformancebasedonthequalityofinitiativesandassetcreation

The quality of initiatives and asset creation should be given greater importanceduringevaluationofperformanceof the institutesratherthanevaluatingbasedonexpenditureinstipulatedtime.

13. NeedforcontinuationofTEQIPThe lack of sustainability plan, dearth of faculty, need formodernisation andnewequipmentinlaboratoriesatsomeofthesampledinstitutes,callforthecontinuationofTEQIP.Withtheendofphase-IIIofTEQIP, thesustenanceofresearchactivities,facultyrecruitedthroughTEQIPandvariousotheractivitiesattheseinstituteswouldslow down. This would have adverse implications on the quality of educationimparted,improvementofwhichwastheprimarymotiveofTEQIP.

14. ImpactassessmentstudyWiththecompletionoftheprojectwithinthepre-decidedtime-period,thereisaneedfor independent third party impact assessment study considering a larger samplefrom the participating institutes. Along with assessing the progress made by theinstitutes towards achieving the target, a comprehensive analysis of impact onvariousfacetsoftechnicaleducationneedstobestudied.Thestudywouldbeessentialinprioritisingtheareasoffocusalongwithprovidingareliabledatabaseforeffectivefundchannelizationforcontinuationoftheproject.

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13.ANNEXURES

ANNEXURE-1BASISOFSAMPLINGFOREVALUATIONSTUDYS.No.

INSTITUTE TIEROFTHECITY

STRENGTHOFTHEINSTITUTE

GEOGRAPHICALLOCATION

EMPLOYBILITYPERCENTAGE(2017-18)

PROXIMITYOFTWINNING

ARRANGEMENT1 Assam

EngineeringCollege,Guwahati

(1.1)

TIER-2 1500-1600UGstudents NORTH-EAST

44%of

participatingstudents

1.1&1.3institutesaresituatedin2different

geographicalzoneswhichareataconsiderablyfardistancefromeachother,

approx.2800kms

2

PSGCollegeofTechnology,

Coimbatore(1.3)TIER-2 7200-7500UG

Students SOUTH

84%of

participatingstudents

3 AssamScience&TechnologicalUniversity,

Guwahati(1.2)

TIER-2 18AffiliatedEngg.Colleges NORTH-EAST

NoConstituent

College

ASTU&JNTUaresituatedatapproximate

distanceof2100kms

4 ShriGSIndoreInstituteofTechnology&Science,Indore

(1.1)

TIER-2 3000-3200UGStudents CENTRAL

65%of

participatingstudents

1.1&1.3institutesaresituatedin2different

geographicalzoneswhichareatamoderatelyfardistancefromeachother,

approx.500kms

5Collegeof

Engineering,Pune(1.3)

TIER-1 3000-3200UGStudents WEST

84%of

participatingstudents

6 MuzaffarpurInstituteofTechnology,

Muzaffarpur(1.1)

TIER-3 1000-1200UGStudents NORTH

24%of

participatingstudents

1.1&1.3institutesare

situatedatameredistanceof80kmsfromeachother.7

NIT,Patna(1.3) TIER-2 2500-2700UGStudents NORTH

94%of

participatingstudents

8AryabhattaKnowledge

University,PatnaTIER-2 56Affiliated

Engg.Colleges NORTH NoConstituentCollege

AKU&VKUaresituatedatapproximate

distanceof1800kms

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ANNEXURE-2COLLEGEOFENGINEERINGPUNE(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

OtherStates:UG

(Accredited)22% 42.8% 26% 56% 33% 89%

OtherStates:PG

(Accredited)13% 22.99% 16% 22.2% 23% 100%

2

TransitionrateofUGengineeringstudentsfromthe

firstyeartosecondyearinparticipatinginstitutes.

OtherStates:All 70% 82% 75% 80% 77% NA

OtherStates:SC/ST 58% 50% 60% 57% 65% NA

OtherStates:Female 68% 82% 70% 75% 75% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)SC/ST(b)Women

SC/ST 17% 19% 18% 16% 20% 14%

Women 27% 31% 28% 28% 30% 29%

4

PercentageofParticipating

InstitutesinFocusStateswithautonomy*(DLI#2)

OtherStates 47% 48.35% 50% 49.5% 55% Autonomous

5

PercentageofPhDstudentsintotalenrolmentinengineeringdisciplinesinparticipatinginstitutes

OtherStates 3.25% 7.49% 4.25% 4.7% 5% 20%

62

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018Jul2018-June

2019 Jul2019-June2020

Target Actual TargetActual(tillJune19)

Target Progressupto21-Feb-2020

6

Percentageofsanctionedfaculty

positionsinparticipating

institutesfilledbyregularorcontract

faculty

OtherStates 68% 85% 70% 80% 85% 85%

7

Numberoffacultytrainedineithertheirsubject

domain,pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

OtherStates 2000 2500 3000 6657 6000 Totalfacultytrained

-193

8

PercentageofexternallyfundedR&Dprojectsandconsultanciesintotalrevenueinparticipatinginstitutes

OtherStates 12% 11% 13% 12% 15% 13%

9

PercentageofParticipating

InstitutesinFocusStatesthattrain

finalyearengineering

studentstotakeexitexamination(e.g.GATE)(DLI#4)

OtherStates 30% 49.5% 50% 59.3% 60%

GATEtrainingisprovidedatthe

institute.

10

Numberofengineeringeducation

institutesinfocusstatesthatmeettheenabling

mechanismsforparticipationinthe

project

OtherStates 50 87 80 87

Yes,theinstitutehascompliedtoalltheprovisionsof

enablingmechanism.

63

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June2018 Jul2018-June2019 Jul2019-June2020

Target Actual Target Actual(tillJune19) Target

Progressupto21-Feb-

2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

OtherStates 60%

Incalendaryear-2017total2BoGmeetings

wereheldandMoMsarepubliclypostedoncollegewebsite.

70%

Incalendaryear2018total2BoGmeetingswereheldandMoMsarepubliclypostedoncollegewebsite.

95%

Incalendaryear-2019total1BoGwasheldandMoMsarepubliclypostedoncollegewebsite.

12

Percentageofparticipatinginstitutesthatproduceand

publishanannualreportin

prescribedformatinaccordancewiththerequirementssetoutinthePIP

OtherStates 20% 60% 63% 85%

Yes,theinstitute

producesandpublishesanannualreport.

64

ANNEXURE-3PSGCOLLEGEOFENGINEERING(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018Jul2018-June

2019 Jul2019-June2020

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

OtherStates:UG

(Accredited)22% 42.8% 26% 56% 33% 83%

OtherStates:PG

(Accredited)13% 22.99% 16% 22.2% 23% 81%

2

TransitionrateofUGengineeringstudentsfromthefirstyeartosecond

yearinparticipatinginstitutes.

OtherStates:All 70% 72% 75% 67% 77% NA

OtherStates:SC/ST 58% 54% 60% 43% 65% NA

OtherStates:Female 68% 83% 70% 78% 75% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)SC/ST(b)Women

SC/ST 17% 11% 18% 10% 20% 11%

Women 27% 35% 28% 36% 30% 36%

4

PercentageofParticipating

InstitutesinFocusStateswithautonomy*(DLI#2)

OtherStates 47% 48% 50% 49.5% 55% Autonomous

5

PercentageofPhDstudentsintotalenrolmentinengineeringdisciplinesinparticipatinginstitutes

OtherStates 3.25% 7.49% 4.25% 4.7% 5.0% 3%

65

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020

Target Actual Target Actual(tillJune19) Target

Progressupto21-Feb-

2020

6

Percentageofsanctionedfaculty

positionsinparticipating

institutesfilledbyregularorcontract

faculty

OtherStates 68% 105% 70% 105% 85% 99%

7

Numberoffacultytrainedineithertheirsubject

domain,pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

OtherStates 2000 2500 3000 6657 6000 Totalfaculty

trained-160

8

PercentageofexternallyfundedR&Dprojectsandconsultanciesintotalrevenueinparticipatinginstitutes

OtherStates 12% 33% 13% 22% 15% 21%

9

PercentageofParticipating

InstitutesinFocusStatesthattrain

finalyearengineering

studentstotakeexitexamination(e.g.GATE)(DLI#4)

OtherStates 30% 49.5% 50% 59.3% 60%

GATEtrainingisprovidedatthe

institute.

10

Numberofengineering

educationinstitutesinfocusstatesthatmeettheenablingmechanismsfor

participationintheproject

OtherStates 50 87 80 87

Yes,theinstitutehascompliedto

alltheprovisionsofenabling

mechanism.

66

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020

Target Actual Target

Actual(tillJune19)

TargetProgress

upto21-Feb-2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

OtherStates 60%

Incalendaryear2017,only1BoGmeetingwasheld,andMoMs

arepubliclypostedoncollegewebsite.

70%

Incalendaryear2018,5BoG

meetingswereheld,andMoMs

arepubliclypostedoncollegewebsite.

95%

Incalendaryear2019,2BoGmeetingswereheld,andMoMsare

publiclypostedoncollegewebsite.

12

Percentageofparticipatinginstitutesthatproduceand

publishanannualreportin

prescribedformatinaccordancewiththerequirementssetoutinthePIP

OtherStates 20% 60% 63% 85%

Yes,theinstitute

producesandpublishesanannualreport.

67

ANNEXURE-4ASSAMENGINEERINGCOLLEGE(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018Jul2018-June

2019 Jul2019-June2020

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

FocusStates:UG(Applied

andAccredited)

20% 21.3% 35% 47% 50% 50%

FocusStates:PG(Applied

andAccredited)

9% 9.56% 19% 1.7% 24% 0%

2

TransitionrateofUGengineering

studentsfromthefirstyeartosecondyearinparticipating

institutes.

FocusStates:All 53% 44% 55% 45% 60% NA

FocusStates:SC/ST 43% 32% 45% 77% 50% NA

FocusStates:Female 48% 51% 50% 63% 55% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)

SC/ST(b)Women

SC/ST 17% 24% 18% 21% 20% 22%

Women 27% 21% 28% 25% 30% 25%

4

PercentageofParticipating

InstitutesinFocusStateswith

autonomy*(DLI#2)

FocusStates 47% 48.35% 50% 49.5% 55% Non-Autonomous

5

PercentageofPhDstudentsintotalenrolmentinengineeringdisciplinesinparticipatinginstitutes

FocusStates 2.08% 3.32% 2.72% 2.4% 3.2% 5%

68

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

6

Percentageofsanctionedfaculty

positionsinparticipating

institutesfilledbyregularorcontract

faculty

FocusStates 50% 72% 65% 71% 85% 71%

7

Numberoffacultytrainedineithertheirsubject

domain,pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

FocusStates 1000 3526 2500 6367 5000 Totalfacultytrained-94

8

PercentageofexternallyfundedR&Dprojectsandconsultanciesintotalrevenueinparticipatinginstitutes

FocusStates 4% 0% 5% 0% 7% 0%

9

PercentageofParticipating

InstitutesinFocusStatesthattrain

finalyearengineering

studentstotakeexitexamination(e.g.GATE)(DLI#4)

30% 49.5% 50% 59.3% 60%GATEtrainingisprovidedatthe

institute.

10

Numberofengineering

educationinstitutesinfocusstatesthatmeettheenablingmechanismsfor

participationintheproject

FocusStates 50 87 80 87

Yes,theinstitutehascompliedtoalltheprovisionsofenablingmechanism.

69

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020

Jul2017-June2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

FocusStates 60%

Incalendaryear2017,noBoG

wereheld.

70%

Incalendar-2018,only1BoGmeetingwasheld,andMoMs

arepubliclypostedoncollegewebsite.

95%

Incalendaryear-2019total5BoG

meetingswereheldandMoMsarepubliclypostedoncollegewebsite.

12

Percentageofparticipatinginstitutesthatproduceand

publishanannualreportin

prescribedformatinaccordancewiththerequirementssetoutinthePIP

FocusStates 20% 60% 63% 85%

Yes,theinstitute

producesandpublishesanannualreport.

70

ANNEXURE-5NITPATNA(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

OtherStates:UG(Applied

andAccredited)

22% 21.3% 26% 47% 33% 67%

OtherStates:PG(Applied

andAccredited)

13% 9.56% 16% 1.7% 23% 14%

2

TransitionrateofUGengineering

studentsfromthefirstyeartosecondyearinparticipating

institutes.

OtherStates:All 70% 69% 75% 89% 77% NA

OtherStates:SC/ST 58% 38% 60% 76% 65% NA

OtherStates:Female 68% 85% 70% 89% 75% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)SC/ST(b)Women

SC/ST 17% 22% 18% 23% 20% 22%

Women 27% 8% 28% 15% 30% 15%

4

PercentageofParticipating

InstitutesinFocusStateswith

autonomy*(DLI#2)

47% 48.35% 50% 49.5% 55% Autonomous

5

PercentageofPhDstudentsintotalenrolmentinengineeringdisciplinesinparticipatinginstitutes

OtherStates 3.25% 3.32% 4.25% 2.4% 5.5% 25%

71

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual Target Actual(tillJune19) Target

Progressupto21-Feb-

2020

6

Percentageofsanctionedfaculty

positionsinparticipating

institutesfilledbyregularorcontract

faculty

OtherStates 68% 50% 70% 59% 85% 54%

7

Numberoffacultytrainedineither

theirsubjectdomain,pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

OtherStates 2000 3526 3000 6367 6000 Totalfaculty

trained-42

8

PercentageofexternallyfundedR&Dprojectsand

consultanciesintotalrevenueinparticipatinginstitutes

OtherStates 12% 14% 13% 41% 15% 22%

9

PercentageofParticipating

InstitutesinFocusStatesthattrainfinalyearengineering

studentstotakeexitexamination(e.g.GATE)(DLI#4)

OtherStates 30% 49.5% 50% 59.3% 60%

GATEtrainingisprovidedatthe

institute.

10

Numberofengineering

educationinstitutesinfocusstatesthatmeettheenablingmechanismsfor

participationintheproject

OtherStates 50 87 80 87

Yes,theinstitutehascompliedtoalltheprovisionsofenablingmechanism.

72

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

OtherStates 60%

Incalendaryear-2017,total3BoG

meetingswere

held,andMoMsare

publiclypostedon

collegewebsite.

70%

Incalendaryear-

2018,total3BoG

meetingswereheld,andMoMs

arepubliclypostedoncollegewebsite.

95%

Incalendaryear-2019,total2BoG

meetingswereheld,andMoMsarepubliclypostedon

collegewebsite.

12

Percentageofparticipatinginstitutesthat

produceandpublishanannualreportinprescribedformatinaccordancewiththerequirementssetout

inthePIP

OtherStates 20% 60% 63% 85%

Yes,theinstitute

producesandpublishesanannualreport.

73

ANNEXURE-6MUZAFFARPURINSTITUTEOFTECHNOLOGY(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

FocusStates:UG(Applied

andAccredited)

20% 21.3% 35% 47% 50% 100%

FocusStates:PG(Applied

andAccredited)

9% 9.56% 19% 1.7% 24% 0%

2

TransitionrateofUGengineeringstudentsfromthefirstyeartosecond

yearinparticipatinginstitutes.

FocusStates:All 53% 80% 55% 65% 60% NA

FocusStates:SC/ST 43% 71% 45% 51% 50% NA

FocusStates:Female 48% 89% 50% 69% 55% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)SC/ST(b)Women

SC/ST 17% 18% 18% 17% 20% 19%

Women 27% 18% 28% 17% 30% 11%

4

PercentageofParticipating

InstitutesinFocusStateswithautonomy*(DLI#2)

FocusStates 47% 48.35% 50% 49.5% 55% Non-Autonomous

5

PercentageofPhDstudentsintotalenrolmentinengineeringdisciplinesinparticipatinginstitutes

FocusStates 2.08% 3.32% 2.72% 2.4% 3.2% 0%

74

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

6

Percentageofsanctioned

facultypositionsinparticipatinginstitutesfilledbyregularorcontractfaculty

FocusStates 50% 44% 65% 117% 85% 144%

7

Numberoffacultytrainedineithertheirsubjectdomain,

pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

FocusStates 1000 3526 2500 6367 5000 Totalfaculty

trained-71

8

PercentageofexternallyfundedR&Dprojectsandconsultanciesintotalrevenueinparticipatinginstitutes

FocusStates 4% 84% 5% 98% 7% 99%

9

PercentageofParticipatingInstitutesin

FocusStatesthattrainfinalyearengineering

studentstotakeexitexamination

(e.g.GATE)(DLI#4)

FocusStates 30% 49.5% 50% 59.3% 60%

GATEtrainingisprovidedatthe

institute.

10

Numberofengineeringeducation

institutesinfocusstatesthatmeettheenabling

mechanismsforparticipationintheproject

FocusStates 50 87 80 87

Yes,theinstitutehascompliedtoalltheprovisionsof

enablingmechanism.

75

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

FocusStates 60%

Incalendaryear-2017,only1BoG

meetingwasheld,andMoMsare

publiclypostedon

collegewebsite.

70%

Incalendaryear-2019,4BoG

meetingswereheld,andMoMs

arepubliclypostedoncollegewebsite.

95%

Incalendaryear-2019,4BoGmeetingswereheld,andMoMsare

publiclypostedoncollegewebsite.

12

Percentageofparticipatinginstitutesthatproduceand

publishanannualreportin

prescribedformatinaccordancewiththerequirementssetoutinthePIP

FocusStates 20% 60% 63% 85%

Yes,theinstitute

producesandpublishesanannualreport.

Note:

1. Percentageofinternalrevenuegenerationthroughresearchandconsultancyishighbecausetheinstitutedoesnothaveanyothersourceofrevenue,otherthantuitionfee,whichisminimalanddoesnotformasubstantivepartoftotalrevenue.

2. ThefacultypositionshavebeenfilledthroughcontractualfacultyrecruitedthroughNPIU.Thesanctioned positions for the institute have not increased corresponding to increase in thenumber of students. The institute also started its M.Tech degree in 2017, which requiredadditionalfacultyandhence,thefacultyrecruitmentshowsapercentagehigherthan100%.

76

ANNEXURE-7SHRIGSINSTITUTEOFTECHNOLOGY&SCIENCE(KPIWISERESULT)

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018Jul2018-June

2019 Jul2019-June2020

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

1

NBA-accreditedprogramsinparticipatinginstitutes

(a)UGprograms(DLI#1)

(b)PGprograms

FocusStates:UG

(Accredited)20% 42.8% 35% 56% 50% 56%

FocusStates:PG

(Accredited)9% 22.99% 19% 22.2% 24% 25%

2

TransitionrateofUGengineeringstudentsfromthe

firstyeartosecondyearinparticipatinginstitutes.

FocusStates:All 53% 64% 55% 57% 60% NA

FocusStates:SC/ST 43% 31% 45% 22% 50% NA

FocusStates:Female 48% 75% 50% 63% 55% NA

3

Percentageofstudentsfromtraditionallydisadvantagedgroupsintotalenrolmentinparticipatinginstitutes(a)SC/ST(b)Women

SC/ST 17% 25% 18% 29% 20% 27%

Women 27% 26% 28% 27% 30% 29%

4

PercentageofParticipatingInstitutesin

FocusStateswithautonomy*(DLI#2)

FocusStates 47% 48.35% 50% 49.5% 55% Autonomous

5

PercentageofPhDstudentsintotalenrolmentin

engineeringdisciplinesinparticipatinginstitutes

FocusStates 2.08% 7.49% 2.72% 4.7% 3.2% 3%

77

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020Jul2017-June

2018 Jul2018-June2019 Jul2019-June2020)

Target Actual TargetActual(tillJune19)

TargetProgress

upto21-Feb-2020

6

Percentageofsanctionedfaculty

positionsinparticipating

institutesfilledbyregularor

contractfaculty

FocusStates 50% 137% 65% 134% 85% 141%

7

Numberoffacultytrainedineithertheirsubjectdomain,

pedagogy,ormanagementinparticipatinginstitutes

(Cumulative)

FocusStates 1000 2500 2500 6657 5000 Totalfaculty

trained-194

8

PercentageofexternallyfundedR&Dprojectsandconsultanciesintotalrevenueinparticipatinginstitutes

FocusStates 4% 3% 5% 6% 7% 7%

9

PercentageofParticipating

InstitutesinFocusStatesthattrain

finalyearengineering

studentstotakeexitexamination

(e.g.GATE)(DLI#4)

FocusStates 30% 49.5% 50% 59.3% 60%

GATEtrainingisprovidedatthe

institute

10

Numberofengineeringeducation

institutesinfocusstatesthatmeettheenabling

mechanismsforparticipationintheproject

FocusStates 50 87 80 87

Yes,theinstitutehascompliedtoalltheprovisionsof

enablingmechanism.

78

No. Indicator SubType

YR2TY2018 YR3TY2019 YR4TY2020

Jul2017-June2018 Jul2018-June2019 Jul2019-June2020)

Target Actual Target Actual(tillJune19) Target

Progressupto21-Feb-2020

11

PercentageofParticipating

InstitutesinFocusStateswithaBOGcomposedasper

prescribedstructureandmeetsatleast4timesayearwithminutesofthe

meetingpostedontheirinstitution

website(DLI#3)

FocusStates 60%

Incalendaryear-2017,only1BoGmeetingwasheld,andMoMsarepubliclypostedoncollegewebsite.

70%

Incalendar-2018,noBoGmeetingswere

held.

95%

Incalendar-2019,3BoG

meetingswereheld,andMoMs

arepubliclypostedoncollegewebsite.

12

Percentageofparticipatinginstitutesthatproduceand

publishanannualreportin

prescribedformatinaccordancewiththe

requirementssetoutinthePIP

FocusStates 20% 60% 63% 85%

Yes,theinstituteproducesand

publishesanannualreport.

Note:Datamarkedingreyrepresentsconclusivefiguresfromdatacollectedfromthesampledinstitutes.NA-SessionongoinganddataupdatingannuallyinJune-Julyeachyear

79

ANNEXURE-8

STATUSOFAFFILIATINGTECHNICALUNIVERSITIES

TEQIP – III was envisaged as a holistic project covering all the facets of technicaleducation. Therefore, the project does not only focus upon engineeringcolleges/institutesbutalsouponAffiliatingTechnicalUniversities.Financialsupportwasprovidedtouniversitiesfromfocusstatesunderthesub-component1.1oftheproject.AffiliatingUniversitiesplayanimportantroleintermsofsupporttoaffiliatedcollegesfor students’ placement, personnel management, improving learning assessment,examination,datamanagementandadministration.Interim evaluation of TEQIP III was conducted in Aryabhatta Knowledge University,PatnaandAssamScienceandTechnologyUniversity,Guwahati.Aspertheprojectplan,the universities were to bring reforms in learning assessment, examination, datamanagementandadministration,studentplacementandacademics.8.1.AryabhattaKnowledgeUniversity

AryabhattaKnowledgeUniversityAct2008providesfortheestablishmentofUniversityatPatnatoconductandfacilitateaffiliationofinstitutionsintheconventionalaswellnewfrontiersofprofessionaleducation.Theuniversitywasofficiallyestablishedin2011andbecametheonlytechnicaluniversityinthestateofBihar.Theuniversitycurrentlyhas56affiliatedengineering colleges inBiharalongwithmedical colleges,nursing institutes,vocational,educationalandcommunitycolleges.Atotalof168collegesareaffiliatedbythe university. Total 7 engineering colleges affiliated to the university are funded byTEQIP–III.AryabhattaKnowledgeUniversityisanewanddevelopinguniversity,whichprovidesitgreateravenuesforinvestmentandtransformationrightfromthescratch.Foreffectiveimplementationoftheproject,theuniversityhasateamandassignedcellfor administrationof TEQIP – III. The team constitutes ofmemberswith expertise inproject management, data management and monitoring, accounts, finance anddocumentation. For execution of desired reforms through financial assistance fromTEQIP–III,theuniversityhasassignedcoordinatorssolelyforconductingtheactivitiessuch as start-up coordinator, academic coordinator, employability skills coordinator,GATEcoordinator,twinningandotherlistedactivitiesundertheproject.8.1.1.CentralisedResearchHub

For establishment of a research hub, the university has procured various equipmentincluding a GIS (Geographic Information System), Remote Sensing System,Photogrammetry, STAADPRO software, PROTEUSVirtual SystemModelling software,ANSYSsoftwareandothers,considerednecessary for fosteringtheresearchactivities.Theexpendituretowardstheprocurementofcomputers,networkingfacilities,softwareandfurniturefortheresearchhubhasbeenmetoutofTEQIP–IIIfunding.Theuniversity

80

hasalsoplannedtoprocure3DPrinter,UV-VisSpec.,DistillationUnit,Pyranometer,GasChromatograph,WaterAnalysisUnitandSolarSimulatorfortheresearchhub.

The university inaugurated its newly established research hub on 29th August 2019,whichisopentoallthefacultymembersandstudentsfromaffiliatedcollegesincludinggovernmentaswellasprivateinstitutes.57 Collaborative Research Projects have been approved after screening proposalsreceivedfromall theaffiliatedcolleges.Asmanyas21of theseprojectsare fromcivilengineeringdepartmentand10fromcomputerscienceengineeringfollowedby9frommechanicaldepartmentand6fromelectronicsandelectricaldepartmentwithremainingprojects from electrical engineering, applied sciences, geographical studies and nanotechnology.AmountofRs.3,00,000hasbeenapprovedforeachoftheseprojectsandRs.75,000hasbeenalreadydisbursed.Sincetheresearchhubwasrecentlyestablishedandprocurementofalltheequipmentisongoing,noresearchactivitieshavebeenconducted.8.1.2.Improvementinteachingandresearchcompetenceofthefaculty

Fortheimprovementofteachingcompetenceoffaculty,theuniversitytookanumberofcrucial steps. Workshops and seminars have been conducted along with facultydevelopmentprogrammes.Thetopicssuchasoutcome-basededucation,examreformsandOBEintegration, fundamentalofNBAaccreditation, inductionprogram,pedagogy,fundamentalsofeffectiveteachingandlearninginhighereducationwerecoveredintheseworkshopsandtrainingprogrammes.Forimprovingtheresearchcompetenceofthefaculty,theinstitutehasapprovedvariousresearch projects as already mentioned. Training programs on intellectual propertyrights&patentfilinghavealreadybeenconductedandtheuniversityplanstoorganisedomainspecifictrainingsinthefutureforfosteringresearchactivities.Theuniversityhasactivelyreiteratedtheimportanceofqualificationupgradationofthefacultyinaffiliatedcollegesthroughenrolmentoffacultyindoctoratedegreecourses.8.1.3.StudentEmployabilityandIndustryInteraction

Employability of students has been the major focus of the project. The purpose ofimprovingtheoutreachandqualityoftechnicaleducationistohelpthegraduatesfindmeaningfulanddignifiedjobs.AMCATforallthestudentsfromalltheaffiliatedcollegeswasconductedforevaluationoftheircriticalthinking,logicalandreasoningabilities.Theuniversity is actively involved not only in ensuring that the students are employablethrough various trainings andworkshops, but also organised campus-pool placementdrives by bringing various companies on-board. For preparing the students for theplacement process, the university conducted a training to help the students withinterviewetiquettes.

Outofthe2363studentswhoparticipatedin13pool-campusdrivesorganisedbytheuniversity,only100studentsfoundtheirrightfulplaceinthejobmarketincompanies

81

such as IBM, Wipro, Okaya, among others. The cognitive and communication skillsrequiredforcompetitivejobsisstillamatterofconcerninvariouscollegesinBihar.The reason for lowemployability skills among the students isdue to lackof industryinteraction, formal training for improvement of communication skills and lack ofconfidenceamongthestudentstobeablepresenttheirtechnicalskillstotheinterviewee.After taking these factors into due consideration and to address these issues and forensuringthatthestudentsareadequatelypreparedtojointheworkforceofthecountry,theuniversitysignedacontractwithanexternalagencyforemployabilityskilltrainingtoallthe3rdyearstudentsinaffiliatedcolleges.Alongwiththat,atenderhasbeenfloatedforempanelmentofanagencyforGATEtrainingtoallthe3rdyearstudents.Forimprovingtheinteractionofthestudentswiththeindustry,adedicatedcommitteehasbeenformulatedtoensuresmoothandfastdecision-making.Thecommitteeincludesvariousreverendpersonalities,includingPrincipleSecretary,DepartmentofIndustries,Bihar. Various workshops and trainings were organised in the university to ensurereadinessofthestudentsforindustry.8.1.4.TwinningwithVisvesvaryaTechnicalUniversity

In order improve the performance of institution and building capacity acrossinstitutions/ATUs, mentoring system is established and the main objective behindtwinningarrangementsistoestablishlong-termrelationshipbetweencollegeswhichwillhelpthecollegesinsustainingreformsinteaching,learning,researchandinstitutionalgovernancewhichwereenvisagedundertheproject.VisvesvaryaTechnicalUniversityactasmentorforAryabhattaKnowledgeUniversitytotransferknowledge,exchangetheexperience, optimize the use of resources, management of institutions etc. VTU hashelped AKU in establishing good governance, academic leadership trainings. Varioustwinning activities were performed between the universities, some of them areConstitutionofBoGaspertheprescribedformat,thelongtermandshort-termplanwereimplemented to improve student learning & employability, increase production andmotivationamongfaculties.8.1.5.UtilisationofTEQIPFund

Theinstituteutiliseditsfundstoprovideanimprovedsupporttotheaffiliatedinstitutesinanumberofwaysalongwithestablishingcentralresearchhubattheuniversity.Whileundertaking the reformsand improvements,outof the total expendituremadeby theuniversity, 63%has been utilisedon procurement activities and 8% for collaborativeresearchschemewith17%and11%onacademicactivitiesandincrementaloperationalcostrespectively.

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TEQIP-IIIExpenditureAryabhattaKnowledgeUniversity(AKU),Sub-component1.28.2.AssamScienceandTechnologyUniversity

Assam Government under the Assam Science and Technology University Act 2009established Assam Science & Technical University in the year 2010. The technicaluniversityatpresenthas18affiliatedinstitutions.Theuniversityhasateamwithmembershavingexpertiseindifferentdomainssuchasprojectmanagement,datamanagement,accountsandfinanceanddedicatedcellassignedforeffectiveimplementationofTEQIP-III.Toimplementthereformsandimprovingdatamanagementandadministration,theuniversityhastakenmajorstepssuchasimprovingresultreforms,curriculumreforms,establishmentofcentralizedresearchhubwhichisfreely available to every college affiliated under ASTU. One of the biggest reformsachieved by the university is thatuniversity hasmanaged to reduce the gap betweendeclarationofresultandexaminationsignificantlyfromthreemonthstoonemonthwithcollectiveeffortsfromvariousdepartments.8.2.1.CentralisedResearchHub

The researchhub established in north eastern part of the country is a relatively newconceptfortheentireregion.Tofosterresearchorientationamongstudentsandfacultymembers,theresearchhubwasmadeopentoallandthefacilitiesareprovidedfreeofcostsince its establishment.The researchhub is accessible toall facultyand researchscholarsofaffiliatedengineeringcollegesofASTU.103collaborativeresearchprojectshavebeenapprovedafterscreeningofproposalsreceivedfromalltheaffiliatedcolleges.Among 103, 8 projects are from chemical engineering department, 10 from civilengineering,15fromcomputerapplicationsandcomputerscienceengineering,11fromelectrical engineering, 2 from electronics & communication engineering, 26 frommechanicalengineeringandrestarefromenvironmentalengineering/science,advancedmaterial,chemistry,healthcare,instrumentation,mathematics,physics.Rs.2,97,07,193wasapprovedproposedamountamongwhichRs.1,75,76,498.25wasalreadyfunded.Theuniversity has procured various equipment for the establishment of research labs

63%(323.8 Lacs)

17%(88.5 Lacs)

11%(58.5 Lacs)8%

(42.1 Lacs)

100%(512.9 Lacs)

Aryabhatta Knowledge University TEQIP-III Expenditure

%age Procurement Expenditure

%age Academic Expenditure

%age IOC Expenditure

%age CRS Expenditure

%age overall Expenditure

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includingMuffleFurnace,Hotairoven,Diamondsectioningmachine,Dischargechamber,Digital Viscometer, Thermogravimetric analyser, Rheometer, Ultrasonicator, Cloud &Pour point test apparatus and others. The university has procured the equipment’smentionedwiththeavailabilityofTEQIPIII fundsandareplanningtopurchasemoreequipment’stoexcelinresearch.Forsustainingresearchactivitieswithaffiliatedcollegesin thecentralisedresearchhub, theuniversityplanstochargeaminimumamount forutilising the facilities. The plan for this would be made after consultation with theinstitutes.8.2.2.Improvementinteachingandresearchcompetenceofthefaculty

The university has carried out numerous Faculty Development Programmes for thefaculty members of its affiliating institutes to increase faculty productivity andmotivation. Some of the programmes which were carried under FDP are, NBAaccreditation,managementcapacitydevelopment,start-upandinnovation,improvementof classroom teaching, tool room training, researchmethodology& pedagogy,womenharassment,digitallearning,fundamentalsofeffectiveteachingandinductionprogram.The initiativestakenupbytheuniversityhas increasedNBAaccreditationofaffiliateduniversities. Currently the percentage ofNBAaccreditedUGprogrammes in affiliatedcollegesisat21.95%.Forincreasingfacultyproductionandmotivation,theuniversityhasapproachedfacultiesof affiliated institutes to register themselves under different courses such as, ARPIT,MOOCS.WorkshopsandseminarsonMOOCShavebeencarriedoutbydifferentexpertsfromIITtobringawarenessamongthefaculties.Theuniversityfurtherplanstoholdin-depthworkshopforfacultiesonmethodsofdevelopinguniversity’sowndigitallearningcontent.Apart from structured training programmes on technical topics, pedagogy andmanagement, the faculty have been benefitted from networking opportunities likeconference,seminarsandpublications.TheUniversityholdInternationalConferenceonRecentAdvancesinRenewableandAlternativeEnergyin2018thatprovidedfacultiesofuniversityandaffiliatedinstitutestopublishtheirpapersfornationalandinternationalviewership.Itisbeyonddoubtthatwiththeavailabilityoffunding,thequantityandqualityaswellasavailabilityof centralized researchhubhasbeenvisibly improved.Also,TEQIP IIIhasbroughtanelevatedresearchorientationamongfacultymembersandstudents,makingabreak fromthetraditional teaching-basedorientation. Inaddition,boththestudentsandfacultyhaveappreciatedtheimprovementsinsupportsystemsforresearchaswellasforlearning.

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8.2.3.StudentEmployabilityandIndustryInteraction

Theprojectseekstoenhanceefficiencyofengineeringeducationsystemandinordertoattain greater alignment of engineering education with employment opportunities,interaction with industry through expert lectures, seminars and workshops is must.Expert lecture series on “Skill Development and Mock Interview” and “Start Up andInnovation" by Padmashri Udhab Bharali, NASA award winning innovator, wereorganisedforsomeoftheaffiliatedinstitutes.Also,theuniversityhasfloatedquotationtoimparttrainingtostudentsbasedontheirinterestandrequirements.Toimprovetheemployabilityandmakethestudentsreadywithindustryskills,IndustryAcademiacollaborationplaysanimportantrole,whichinvolvestwokeyaspects—inputstocurriculumdevelopmentandinternshipsforstudents.Toevaluatecritical,logicalandreasoningabilities,AMCATisorganisedforallthestudentsfromalltheaffiliatedcolleges.Industry needs to encourage continuing education programs for their employees bycollaboratingwitheducationalinstitutions.Theuniversityactivelyorganisesplacementsdrivesbutbeingauniversityinnorth-easternpartofcountryplacementgetsdisruptedandtheuniversityhastostrugglealotingettingvariouscompanieson-board.Unlikeprofessionalortechnicalskills,employabilityskillsaregenericinnature,ratherthanjob-specific,andarecommontoallworkrolesandworkplacesacrossallindustrytypes-forinstance,communicationandteamwork.Theuniversityhasfloatedproposalstoconductpsychometrictest,softskills,aptitudeabilityforstudentsoffinalandprefinalyear.Basedonthedata,outof857,505studentswereplacedamongalltheaffiliatedcollegesintheyearof2019.Oneofthereasonsforlowemployabilityisthatveryfewcompaniestakes part in placement drive in north-eastern part of country, even the renowneduniversities/instituteshavetostruggletogettheirstudentsplaced.For improving student learning several programmes have been carried out, GATEcoachingmaterialhavebeenprovidedtoallstudentsfromalltheaffiliatedcolleges.TheUniversity has signed MOUs with NPTI-Guwahati, MSME Tool Room Training CentreGuwahatitocarryonlongtermassociativeactivitiesforimprovingstudentlearningandcollaborative research activities that can provide scope to student learning throughproject/researchactivities.Also,theuniversityhasbeensignedwithseveralinstitutesand industries like IASST, TRTC-Guwahati, etc. for student training and sharing ofacademicexpertiseetc.8.2.4.TwinningwithJNTU

To improve the performance of institution and building capacity acrossinstitutions/ATUs,mentoring system is established and the key idea behind twinningarrangementsistoestablishlong-termrelationshipbetweencollegeswhichwillhelpthecollegesinsustainingreformsinteaching,learning,researchandinstitutionalgovernancewhich were envisaged under the project. JNTU act as mentor for Assam Science &

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TechnologyUniversitytotransferknowledge,exchangetheexperience,optimizetheuseof resources,management of institutions etc. JNUTUhas helpedASTU in establishingcentralized research hub and identifying the priority of activities to be done forestablishing the research hub. Thementoring university has helped the university inachievingNBAaccreditation,ERPdevelopment.Varioustwinningactivitieswereperformedbetweentheuniversities,someofthemareConstitutionofBoGaspertheprescribedformat,thelongtermandshort-termplanwereimplemented to procure goods, improve student learning & employability, increaseproduction and motivation among faculties, assistance for gaining autonomy status,workshops, conferences, expert lectures for exchange of knowledge, development ofcredit-based systems to help students in selecting e-learning courses as part of theirdegreeprogramsetc.TheuniversityhasreceivedGrade1inperformancebenchmarkingfortwinningactivities.8.2.5.UtilisationofTEQIPFund

Theinstituteutiliseditsfundstoprovideanimprovedsupporttotheaffiliatedinstitutesinanumberofwaysalongwithestablishingcentralresearchhubattheuniversity.Whileundertakingthereformsandimprovements,theuniversityutilised56%oftheallocatedmoneyonprocurementactivities.Forcollaborativeresearchscheme,theuniversityspent15%ofitsfundswith25%and4%onacademicactivitiesandincrementaloperationalcostrespectively.

TEQIP-IIIExpenditureAssamScienceandTechnicalUniversity(ASTU),Sub-component1.2

56%(658.4 Lacs)

25%(300.3 Lacs)

4%(46.3 Lacs)15%

(175.8 Lacs)

100%(1180.8 Lacs)

Assam Science and Technical University TEQIP-III Expenditure

%age Procurement Expenditure

%age Academic Expenditure

%age IOC Expenditure

%age CRS Expenditure

%age overall Expenditure

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ANNEXURE9StudentFeedbackTotalnumberofstudentsresponded:384in6sampledinstitutes

1. PercentageofstudentswhoselearningexperiencehaveenhancedattheinstituteafterTEQIPIII

2. Percentageofstudents-language,communicationandpresentationskillshaveimproved

87

3. Percentageofstudentsparticipatedinfacultyappraisal

4. Percentageofstudentswhoareawareabouttrainingforemployabilityintheinstitute

88

5. Percentageofparticipationinanyindustrialvisitsorganizedbytheinstitute

6. LikertScalethedomain/subjectknowledgeofprofessor

23%

44%

27%

6%

0%

10%

20%

30%

40%

50%

%age Excellent %age Good %age Satisfactory %age Poor

Domain/subject knowledge of professors

89

7. LikertScaleoftheteachingstyle/methodologyofprofessors

14%

43%

31%

11%

0%5%

10%15%20%25%30%35%40%45%50%

%age Excellent %age Good %age Satisfactory %age Poor

Teaching style/methodology of professors

90

ANNEXURE-10STUDENTPLACEMENTDETAILS

InstituteName Details AY2017-18 AY2018-19 AY2019-20

MITMuzaffarpurNo.ofstudentsplacedthroughCampusplacement: 24 16 53

Percentageofstudentsplaced 24% 10% 32%

AssamEngineeringCollege

No.ofstudentsplacedthroughCampusplacement: 187 123 138

Percentageofstudentsplaced 44% 30% 55%

NITPatnaNo.ofstudentsplacedthroughCampusplacement: 351 300 356

Percentageofstudentsplaced 94% 92% 94%

CoEPuneNo.ofstudentsplacedthroughCampusplacement: 575 583 516

Percentageofstudentsplaced 84% 81% 76%

PSGCollegeNo.ofstudentsplacedthroughCampusplacement: 726 676 647

Percentageofstudentsplaced 84% 82% 79%

SGSITSIndoreNo.ofstudentsplacedthroughCampusplacement: 315 270 347

Percentageofstudentsplaced 65% 71% 96%

Note:Thefiguresforplacementswerecalculatedbasedonthenumberofstudentswhoparticipatedintheplacementprocess,providingtruefiguretoobjectivelyrepresenttherateofselection,qualityofstudentsandemployabilityskills.