The commencement of formal Technical Education in India started in the period of mid of 19th century. The first school was opened in Chennai in 1794. Later on, technical education expanded to other parts of the country. The engineering colleges were established in different segments of India. These are as follows: Chennai in south (1794), Roorkee in north (1847), Pune in west (1854) and Kolkata in east (1856) for providing education and training for the engineers in the country. An engineering college was started in BHU campus from 1919. All of these reputed technical institutions still exist today. An important step with far reaching consequences taken in the pre-independence period was the constitution of the Sarkar Committee (33) in 1945. It recommended the setting up of at least four higher technical institutions on lines with the Massachusetts Institute of Technology (MIT) USA, spanning the length and breadth of India.
Expansion and Privatization of Engineering Education
In the early 1980s, there were about one hundred engineering colleges admitting around 25,000 students each year. Government institutions became insufficient to cater to the demands of the industry during successive Five Year Plans and particularly with the implementation of the policy of liberalization and globalization. This led to force the Government to allow and facilitate the private to set up technical institutions on self-financing basis. Hence, there has been mushrooming of engineering institutions and it started with the opening up of about 50 new private engineering colleges in Tamil Nadu over a small period of time. This mushroom growth was op-posed by the academic community at that time, as they thought this would decrease the standard of engineering education. Today, India produces 1.5 million engineering students from around 3500 engineering institutions annually. The quality of education in these private colleges is very unbalanced. Many of these colleges lack even basic facilities essential for good engineering education and have practically no quality teachers at all. But on the other hand, some have excelled and are as good as or even better than many of the Government engineering colleges today. In spite of the varying standards, India has been benefitted immensely from this growth. This is evident from the glorious heights the Indian industry has touched in the past decades. Deemed Universities have also mushroomed. Most of them do not belong to the same class as those recognized as such twenty years ago.
This provision was reserved for a few truly outstanding education and research institutions, with a consideration that they would bring depth and variety into the education system
Setbacks & Challenges
There is no doubt that quantitative growth of engineering education in India has increased the opportunities for engineering aspirants and has contributed to nation’s growth. But the maintenance of quality has become the victim of this growth phenomenon. Lack of maintenance of standards in institutions and failure to monitor the same by the regulating bodies is the main factor responsible for this scenario in the country. Under graduate Engineering Education: Self-financing private engineering colleges are providing more than 85% of the engineering graduates in the country. According to the National Association of Software and Services Companies (NASSCOM), less than 25% of the graduate engineers are employable. It seems appropriate guidelines and corrective measures are not followed while granting sanctions to new colleges and disciplines. Main motive of the most private colleges is only profit making rather than providing quality education. Even many Government institutions are found lacking in quality education due to political interference resulting in poor governance. Many factors lead to poor quality of education. Some of these are ]:
•Shortage of quality faculty.
•Inadequate physical infrastructure and funds.
•Lack of autonomy.
•Rigid and outdated curriculum.
•Poor quality of training.
•Absence of R & D activities.
•Poor learner quality.
•Ineffective linkage with industry.
The shortage of quality faculty is the most serious problem confronting Indian engineering education system.
IIMT has developed learner-centered pedagogy with a blend of theory and practical training in addition to class room lectures. The teaching is supplemented by practical Case Studies, Audio- Visual Presentations, Management Games, Situational Role Plays, Group Discussions, and Debates etc.
The delivery tools for the course material are formulated into a manner which enables the student to grasp the fundamentals quickly and acquire deep knowledge with a ease of learning. A learner-centered environment grows out of curricular decisions and in-class strategies which encourage students’ interaction with the content, with one another and the teacher, and with the learning process. It encourages students’ reflection, dialogue and engagement and it requires a reliable assessment of their content mastery.
IIMT University best university in up has been established with an aim to produce brilliant intellectual Engineers matching to the needs of modern industry and other professional pursuits including entry into R&D, both within and outside the country. The prime focus of the IIMT University is on problem solving, design, development and application of various emerging technologies and to promote the effective integration of technology with state-of-the-art facilities in teaching and research activities.
At IIMT, we believe in the innovation of the technology which is useful for the professional world. Our commitment to innovation is the threshold of preparing the projects with a view to focus on strengthening indigenous capability for research, design, development and production, leading to innovation in various disciplines of science & engineering.
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