The Historical Drivers of Uncontrolled Growth in Technical/Engineering Education in India: An Analysis

India's rapid economic and technological growth over the past few decades has been significantly fueled by a robust engineering sector. This article delves into the historical factors that have contributed to the uncontrolled growth of technical/ engineering education in India, shedding light on the economic, political, and market-driven changes that have shaped the landscape of engineering education and job Market.

Introduction

Engineering education in India has a long and rich history, rooted in the country's efforts to modernize and industrialize. From the 1960s to the mid-1990s, the number of engineering seats was limited, with only the top students securing admission. However, a significant shift occurred in the late 1990s, with the opening of the engineering education sector to the private sector, particularly in southern states like Maharashtra and later in northern regions. This expansion was partly driven by the perception of economic growth and the burgeoning IT sector, but it has also led to a series of unforeseen consequences, as this article will explore.

Historical Development of Engineering Education

During the 1960s and 1970s, engineering seats were sparse, with only a fraction of the best students gaining admission. Jobs were competitive but not in excess, making engineering a prestigious and highly sought-after profession. The typical pathway was for average engineering graduates from government colleges to secure jobs within one to two years.

The Shift to Private Sector

The turning point came in the late 1990s, when the Indian government opened up the engineering education sector to private institutions, particularly in southern regions like Maharashtra. This decision was later emulated in the northern states, leading to a significant increase in the number of engineering seats. This expansion was partly driven by the perceived boost to the IT sector and the opening up of the economy.

Rise of Private Engineering Colleges

The proliferation of private engineering colleges was facilitated by the abandonment of discretion and professional propriety by the All India Council for Technical Education (AICTE). The push for "educational opportunities for youth without government expense" became a popular slogan, leading to an influx of business-minded politicians, real estate agents, and other investors into the sector. This increase in private colleges significantly outpaced the projected demand for engineering graduates, leading to a flawed market analysis and business losses for many private institutions.

Consequences of Uncontrolled Growth

The uncontrolled growth in the number of engineering graduates has had several negative consequences. First, the market value of engineering degrees has diminished, with many graduates struggling to secure worthwhile employment. For example, most Master of Technology () graduates find it challenging to earn a salary of Rs 15,000 even in engineering roles. Consultancies and design firms are forced to offer ultra-low fees, often in the range of 0.1-1% of international standards.

In addition to the commercial aspects, the rise of private institutions has also impacted the quality of education. Many of the sub-standard graduates produced by these institutions have not only suffered from financial losses but have also faced significant setbacks in their careers. The lack of job opportunities and career prospects has led many to question the effectiveness and relevance of the current engineering education model.

The Role of Professional Societies and Regulators

Notably, the policies and actions of regulatory bodies and professional societies have played a crucial role in this situation. AICTE, driven by political pressure, has largely abandoned its discretion in regulating the sector, leading to an uncontrolled growth in the number of engineering seats. Professional societies, faculty members from top institutions, and senior engineers in both public and private sectors have also been criticized for their lack of moral duty towards their profession, largely due to their silent approval of the current state of affairs.

On the other hand, it is worth noting that the National Medical Commission (NMC) and the medical fraternity have been more resilient in the face of political pressure, maintaining a more rigorous approach to ensure the quality of medical education and prevent the creation of a glut of doctors.

Conclusion

The uncontrolled growth in technical and engineering education in India, driven by a combination of economic, political, and market factors, has led to significant challenges for both the education sector and the workforce. While the expansion of the sector has played a crucial role in India's technological advancement, the lack of a balanced approach has resulted in overproduction, job scarcity, and a decline in the quality of education. Addressing these issues requires a collaborative effort from regulators, professional bodies, and educational institutions to ensure that engineering education in India remains relevant and beneficial to both students and the broader economy.