ENGINEERING EDUCATION IN INDIA

Transcription

1 ENGINEERING EDUCATION IN INDIA Rangan Banerjee Vinayak P. Muley Sponsored by Observer Research Foundation Department of Energy Science and Engineering Indian Institute of Technology Bombay Powai, Mumbai December 16, 2008

2 Engineering Education in India Executive Summary India has the potential to be a global technology leader. Indian industry is competing globally in software and even in areas such an automobiles, chemicals and engineering equipment. A critical issue for the future success of Indian industry is the growth of engineering education in India. Since independence, the initial focus of government policy was to provide the engineers required for the developing economy. The setting up of the Indian Institutes of Technology, the Regional Engineering colleges (and their subsequent conversion to the National Institutes of Technology) were targeted at achieving this. Indian engineers established their reputation for engineering and design skills. Engineering in India is preferred option for bright students at the 10+2 level. This has resulted in a spurt in engineering colleges primarily in the private sector. Despite this, industry leaders complain about the absence of quality engineers for their industry. This is accompanied by significant unemployment rates amongst graduating engineers. There is a dearth of publicly available data on India s engineering education system. We document the trend in the student intake, number of engineering graduates, post-graduates and Ph.Ds. In order to obtain these we used assumptions of Output / Sanctioned strength ratios and their trends. It is seen that is a regional disparity in engineering degrees with Tamil Nadu, Andhra Pradesh and Karnataka having the highest number of engineering graduates per population. India awarded about 2.3 lakhs engineering degrees, engineering masters degrees and about 1000 engineering Ph.Ds in India s doctorate degrees are less than 1% of graduate engineering degrees. The percentages of doctorate degrees to engineering degrees is much higher for most of the other countries studied (9% USA, 10% UK, 8% Germany, 3% Korea). A comparison of a few select Indian institutions an Indian Institute of Technology, a National Institute of Technology and a private engineering college reveals some interesting results. An international comparison shows that most Indian institutions have not effectively evolved from under-graduate teaching institutions to teaching and research institutions. One of the biggest advantages of the top engineering colleges in India is the high selectivity approximately 2-3% of the applicants are selected. This is much lower i

3 than reputed international universities. However the engineering education system has been unable to attract the best engineering students towards post-graduate studies. The IITs and IISc contribute to less than 1% of the engineering graduates in the country, 20% of the M.Techs and 40% of the Ph.Ds. Only about 1% (or less) of the graduating B.Tech class of an IIT opt for an M.Tech in India, while only 2% of the graduating M Tech class opt for Ph.D in India. About 75% of the engineering graduates are taught at the private engineering colleges. There are more than 1,100 private engineering colleges. However a ranking of the top fifty engineering colleges reveals only a small percentage of private colleges. More than 90% of the private engineering colleges are affiliated colleges that have little academic autonomy. The existing administrative structure and nature of private colleges results in very little financial autonomy with regulated fees and salaries accounting for 80% of the budget. A comparison of the Indian engineering colleges with some of the leading institutions of the world shows that it is possible for institutions to have student to faculty ratio of 15:1 or more and yet maintain a significant research output. In the report peer reviewed journal publications per faculty and UG engineering degrees per faculty are used as indicators of the research and teaching output of institutions. Most Indian institutions are improving their research output but are below the norms attained by some of the best international institutions. The challenge for our engineering education system is to make the transition from primarily teaching institutions to teaching and research institutions. We developed a normative scenario that increases the output of quality engineering graduates from Tier 1 (IITs, IISc) and Tier 2 (NITs) institutions and increases the engineering Ph.D. output to 10,000 per year. This would involve the launch of a National Ph.D. initiative. A series of initiatives are required to attract our brightest students to pursue research. This would need partnerships and commitment from industries, strengthening existing Ph.D. programmes and research facilities and facilitating quality jobs for the doctoral students. One of the biggest constraints for the development of engineering education in the country is the shortage of quality faculty. This is linked to the issue of less number of Ph.Ds, salaries and incentives for engineering educators. Steps to address this must consider incentivising performance, enhanced societal and industry linkages and a periodic review mechanism. There is a need for the industry, government and academia to formulate a strategy for engineering and science education in India. We need to have a mechanism to identify ii

4 important areas and disciplines that should grow and develop policies and institutions that facilitate this. There needs to be a high-level think tank that reviews the higher engineering and science education system in India and provides direction for future growth. It is important to understand the actual trends in numbers, placements, salaries, employability, research output and compare and benchmark performance with other institutions. An understanding of the reality should form the basis of policy changes that ensure that the engineering education system meets the changing needs of the industry and society. iii

5 Preface The engineering course in India is one of the preferred choices for students who have scored high at the 10+2 level. The competition for the top institutions is intense with students spending a lot of time and money in coaching classes to get the added edge at the competitive entrance tests. This increasing demand for engineering has resulted in a mushrooming of a large number of engineering colleges in the country. Despite this, the industry complains of an absence of trained quality engineers. When approached by the Observer Research Foundation to examine engineering education in India, we felt that this may be an interesting and useful exercise. We did not anticipate the difficulty in obtaining and reconciling data. We have built up data from primary and secondary sources and have focussed on a few sample engineering colleges to understand the trends. We have drawn up a list of conclusions and policy recommendations and developed a set of alternative future scenarios for this field of studies.. We believe that there is a need for strategic policy interventions and industrygovernment-academia interactions to strengthen engineering education in the country. We hope that this report will initiate debate and discussion and help catalyse changes that benefit engineering education in India. iv

6 Acknowledgement We are grateful to the Observer Research Foundation for initiating this project. Shri. R. K. Mishra s (Chairman, ORF) belief in the power of ideas and the need for a strategy for Indian higher technical education convinced us to take up this study. Prof. A. P. Kudchadkar s support, at every stage of this project, was invaluable to us. Mr. Vivek Sengupta, Mr. Dhaval Desai, Prof. Rakesh Basant, R. Swaminathan and several others at ORF helped us whenever needed. We are fortunate to have received co-operation and help from several people and institutions in obtaining data / reports. We are grateful to them for their support: IIT Bombay: Dean R&D, Dean Planning, Dean Faculty, Dean RM, Dean Academic Programme, Registrar, Librarian, Chairman-GATE, Chairman-JEE and office staff, Prof. C. Amarnath, Prof. Subhash Babu, Prof. Moharir, Dr. Krishna Lala, Mr. M. K. Patil, Mrs. J. Swami, Mr. Punalkar, Mr. V. Arumugam, Mr. Joglekar, Mr. Gundala Ramarao, Mr. Sushant Sharma, Mr. Rohan Pradhan, Mr. Amol Gawale, Mr. Ajay More, Mr. M. Prakash, Mr. Sarag S. Others: Dean Academic Programme - IIT Madras, IIT Delhi, IIT Kanpur, IIT Kharagpur, IIT Guwahati, IIT Roorkee. Dean (R&D) - IIT Madras, IIT Kanpur, IIT Delhi. Registrar - IISc Bangalore, IIT Guwahati, IIT Rourkee, IIT Kanpur, IIT Madras and Librarian - IISc Bangalore. Directors and Registrars - SVNIT, NIT Durgapur, NIT Hamirpur, NIT Rourkela and NIT Warangal, VJTI Mumbai, Thapar University, DAIICT Gandhinagar, MIT Manipal. Institute of Applied Manpower Research- Dr. Prasad and NTMIS staff DST - Dr. Rajeev Tayal and staff of NSTMIS AICTE - Dr. Damodhar Acharya, Prof. Rajneesh Srivastava. We have also benefited immensely from discussions, ideas and feedback from several people on an interim draft: Prof. J. Vasi, Prof. S. P. Sukhatme, Prof. U.N. Gaitonde, Prof. K. Sudhakar, Prof. P. P. Parikh, Prof. H. Narayanan, Prof. K. P. Madhavan and several others at IIT Bombay. Prof. Kirit Parikh (Planning Commission), Prof. M. A. Pai (UIUC), Dr. Vivek Wadhwa (Duke University), Dr. Naushad Forbes (Forbes Marshall), Mr. K. Subrahmanya (Tata BP Solar), Mr. K. B. Pande (Thermax), Dr. Pramod Solanki (L & T), Dr. R. Bandyopadhyay (CASAD), Mr Ranjan Banerjee, Dr. D. K. Ghosh, Prof. R. Natarajan. We have been encouraged by the responses received in the workshops organised by ORF at Mumbai for industry on May 31, 2008 and at Delhi for policy makers and academics on August 21, The keynote address provided by Dr. R. Chidambaram at the Mumbai workshop provided us useful insights. We are indebted to Mr. Balkrishna Surve for putting in special efforts to format and edit the final version of the report. Rangan Banerjee Vinayak P. Muley DISCLAIMER: The views expressed in this report are those of the authors and do not represent the views of IIT Bombay or of the Observer Research Foundation. v

7 Table of Contents Chapter Title Page No. 1 Analysis of Indian Trends Introduction Review of past reports Framework for Analysis Engineering Graduates Postgraduate Output Doctorates Discipline wise Growth in Sanctioned Intake Regional Distribution Women Engineers in India International Comparisons Summary and Conclusions 32 2 Analysis of IITs and IISc Case Study of IIT Bombay Student output Campus Placement Faculty Faculty Output Administration Space Government Grants Enthusing the engineering students Outputs of the IITs Graduates Post graduates Ph.D. Output Selection Process Grants Received and Publications Indian Institute of Science Bangalore Summary 68 vi

8 3 National Institutes of Technology and 69 Private Engineering Colleges 3.1 Introduction Case Study of SVNIT, Surat Student output Enrolment Campus Placement Faculty Summary of other NITs Admissions to NITs Outputs of other NITs Other Government Engineering Colleges College of Engineering Pune (COEP) Veermata Jijabai Technology Institute (VJTI) Private Engineering Colleges Case Study of Manipal Institute of Technology Student output Enrolment Campus Placement Faculty Admission Thapar University Patiala Dhirubhai Ambani Institute of Information 90 and Communication Technology 3.6 Other Private Engineering Colleges Summary and International comparisons 91 4 Conclusions and Policy Recommendations Scenarios for Engineering Student Degrees Business as Usual Scenarios Normative Scenario Achieving the Normative Scenario National Engineering Ph.D Initiative 100 vii

9 4.4 Faculty Issues Attracting Quality Faculty Faculty Numbers Incentivising Performance National Engineering Faculty Initiative Strengthening Masters Programmes Industry Linkages Strengthening Science Departments Curriculum Reform Societal Linkages Periodic Review Mechanism Faculty Quality Improvement Continuing Education / Skill Up gradation of 111 Existing engineers in economy 4.13 Engineering Database Journals, Conferences and Academic Press Engineering Schools in Quality Universities Administrative Structure Strategy and Vision 112 References 114 Bibliography 117 Appendices 119 viii

10 List of Figures Figure No. Title Page No. 1.1 Time Line of Indian Engineering Education Schematic of Inputs and Outputs for Engineering Education Growth of Sanctioned Intake of Graduates Total Output of Engineering Graduates Engineering Bachelor s Degrees per Million Population for US Engineering graduates per Million Population in India Growth of Degree Institutions Average Sanctioned Intake per Institute Population and GDP Growth for India during Engineers per Million Population to Real GDP per capita Masters Output from Percentage of Masters Output to Graduate Engineers output Engineering Doctorate Degrees Awarded in India Percentage of Ph.D. Output to Graduate Engineers Output Science Doctorate Degrees Awarded in India Discipline wise Breakup of Sanctioned Intake for Engineering 20 Bachelors in India in Discipline wise Breakup of Bachelors Degrees Awarded in the US in Region wise Distribution of Sanctioned Intake (2007)[5] State wise Sanctioned Intake per million Population and 25 Number of Institutions 1.20 Growth Rate of Graduate Engineers for Different Countries Engineers per Million Population for different countries Growth Rate of Graduate Engineers for Different Countries 28 (2004 or the most recent year) 1.23 Engineering Doctorates for Different Countries Total IIT Bombay s Student Output IIT Bombay s Graduate Students Output M.Tech degrees awarded 1962 to Science and Engineering Ph. D. output Percentage of Engineering PhDs to the Graduate Engineers Output Ratio of Engineering postgraduates (M Tech and PhD) to 37 total engineering Degrees (B Tech, M Tech and PhD) 2.7 Number of Faculty Student-Faculty ratios Undergraduate Student-Faculty ratios for USA 43 ix

11 2.10 Distribution of Faculty according to place of Ph D Number of Publications Number of Patent Applications filed Number of Journal Publications per Faculty Funding for Sponsored and Consultancy Projects Total Amount of Sponsored & Consultancy Projects Per Faculty 48 (in constant 2006 Rupees) 2.16 Continuing Education Programme (Courses and Participants) Number of M Tech Admissions through QIP Number of Ph D Admissions through QIP Ratio of Staff to Faculty Academic area to students enrolled Government Grants received Government Grants received per Student (in constant 2006 Rs.) Annual tuition fees Funding and Number of Student participants in Techfest Graduate students output Share of IITs in National Graduate Output Postgraduate students output of IITs 1985 to Share of IITs in National Postgraduate Output Ph D output of IITs 1974 to Share of IITs in National Engineering PhD Output Ratio of engineering postgraduates (M.Tech and PhD) to total 60 engineering Degrees (B.Tech, M.Tech and PhD) 2.32 Percentage of Seats to Registered Applicants for JEE Trend in number of candidates for GATE Grants Received for all IITs Total Publications for all IITs Number of publications Government grant received for IISc Share of engineering colleges based on intake (2006) Graduate students output Masters Degrees awarded 1985 to Total Engineering Degrees Awarded Enrolment and Sanctioned Intake for B. Tech Enrolment and Sanctioned Intake for M. Tech/ME Number of Faculty M.Tech and B.Tech output of NIT Warangal Graduate Degrees Awarded by VJTI Masters Degrees awarded by VJTI 1985 to Total Engineering Degrees Awarded by VJTI 81 x

12 3.12 Enrolment and Sanctioned Intake for B. E Graduate Degrees Awarded Masters Degrees Awarded 2000 to Total Engineering degrees awarded Enrolment and Sanctioned Intake for B. Tech Enrolment and Sanctioned Intake for M Tech/ME Number of Faculty B.E./B Tech Student Output from M Tech Student Output from B.E./B Tech Student Sanctioned Intake and 88 Enrolment from Publications and UG student output for select institutions 94 xi

13 List of Tables Tables Title Page No. 1.1 Summary of Major Committees and Recommendations Number of Institutions and Intake Approved Calculated E/S Ratio for Graduates from ATMRs Calculated O/S Ratio for Graduates from ATMRs Out-turn of Postgraduate Students a: 1995 AICTE Survey 1.5b: Shrivastava, Discipline wise Growth in Sanctioned Intake in India Discipline wise Growth in the Bachelors Degrees Awarded in the US Region wise Distribution of Sanctioned Intake and 22 Number of Engineering Institutions (NOI) 1.9 State wise Number of Institutions and Sanctioned Intake 23 per Million Population (2007) 1.10 Percentage of Engineering PhDs to Bachelors Engineering Degrees U.S. Science and Engineering Doctorates from Asian Countries International Comparison of Academic Output Comparison of Growth Rates of Academic Output Students on roll at IIT Bombay 1991 to Students Output at IIT Bombay 1991 to Department-wise details of number of students pursuing 39 MS/MS+PhD/PhD (Batch passing out in 2007) 2.4 Break-up of Job offers for Sector wise percentage placement Programme and Sector wise Average Salaries for Programme wise Placement at IIT Bombay for last Five Years Average starting salaries for a few US universities Faculty Salaries for for IIT Bombay Ratio of Professor to Assistant Professor Salary for 45 US Universities in Students Admitted under QIP for Annual Receipts and Payments for IIT Bombay for Statistics on Techfest 55 xii

14 2.14 Ratio of Postgraduates to Total Engineering Degrees Degrees Awarded from Strength of Teaching Staff and Support Staff Students Enrolled and Student Faculty Ratio Research Funding from Sponsored and Consultancy Projects Annual Receipts and Payments for IISc Bangalore Programme wise percentage placement Programme wise Average Salaries Sector wise Placement Total Students on roll and Student-Faculty ratio from Distribution of sanctioned intake among all NITs Student Output and Number of Faculty for five NITs Sanctioned Intake, Enrolment and Output for B.Tech Programmes Sanctioned Intake, Enrolment for M.Tech Programmes Year wise and Programme wise Percentage Placement Year wise and Programme wise Percentage Average Salary per Year Sanctioned Intake and Enrolment for B.Tech Programme wise Salary Details Percentage Placement for B Tech Programme wise Average Salaries Student Faculty ratio for MIT, Manipal Programme wise Annual Fees Year wise Grants Received (Rs. in Lakhs) Programme wise Percentage Growth Rates Student Placement Percentages Enrolment and Output of B.Tech and M.Tech in DAIICT Comparison of Indian Engineering Institutions 92 with select International Universities 4.1 Annual Growth rates for different programmes Results of Scenario BAU a Annual Growth rates for different programmes in IITs and IISc b Annual Growth rates for different programmes in NITs Results of Scenario BAU for IITs and IISc Share of IITs and IISc in BAU scenario 97 xiii

15 4.6 Results of Scenario BAU for NITs Share of NITs under BAU Scenario Results of Normative Scenario Starting salary for engineering graduates and after 20 years Total Faculty numbers BAU Scenario Additional faculty requirement under BAU Scenario Faculty numbers for normative scenario in xiv

16 Chapter 1 Analysis of Indian Trends 1.1 Introduction India has the potential to be a global technology leader. The Indian economy has been growing at the rate of 9% per year. The Indian industry has also become globally competitive in several sectors and can increase its global market share. A critical factor in this will be the success of the technical education system in India. The objective of this study is to review the higher engineering education system in India. The review examines time series trends in engineering education in India and highlights issues and policy recommendations. A major effort in this study has been in compiling data on engineering education in India from various primary and secondary sources. Conclusions are drawn from the data for engineering education. First, we present a summary of past reports and analysis of India s engineering education. 1.2 Review of past reports Engineering education in India started during the British era and focused mainly on civil engineering. A brief history of engineering education in India is available in the Rao Committee report [1] and the Ministry of Human Resource Development website [2]. The College of Engineering, Guindy, Madras (Started as a Survey School in 1794), Engineering College at Roorkee (1847), Poona Civil Engineering College at Pune (1854), Bengal Engineering College at Shibpur (1856), Banaras Hindu University (1916), Visvesvaraya College of Engineering (1917) and Harcourt Butler Technological Institute, Kanpur (1920). In 1945 the Sarkar Committee [3] was appointed to suggest options for advanced technical education in India. The Sarkar committee recommended the establishment of higher technical institutes based on the Massachusetts Institute of Technology in the four regions of India. This resulted in the setting up of the five Indian Institutes of Technology at Kharagpur (1950), Bombay (1958), Kanpur (1959), Madras (1960) and Delhi (1961) (Delhi was added on to the original four). The All India Council for Technical Education was set up in 1945, to oversee all technical education (diploma, degree and post-graduate) in the country. 1

17 Figure 1.1 provides a timeline showing the establishment of some of the major engineering institutions in the country. There have been several official committees set up to review and revitalise engineering education in the country. Hindu College Bengal (1817) The Madras Survey School (1794) Indian Engineering Education Developments Roorkee Engg College (1848) Elphinstone Institution Bombay (1844) Poona Civil Engg College Universities at Bombay,Calcutta,Madras 6 New IITs Started(2008) Engg Colleges-4 IIT Roorkee(2001) Survey & Technical Inst-20 IIT Guwahati (1994) Industrial Schools-50 IIT Delhi (1961) NIT Warangal(1959) IIT Madras (1960) IIT Kanpur (1959) IIT Bombay(1958) IIT Kharagpur(1950) IISc Bangalore(1909) VJTI Saharanpur School (1845) Woman Students Permitted First Time Figure 1.1: Time Line of Indian Engineering Education [1] Table 1.1 provides a listing of some of the major committees and their recommendations. There has been a significant increase in the number of engineering institutions and in student output. Engineering is a preferred career choice for a large number of students at the level in India. Many of the reputed engineering colleges (IITs and NITs) are highly selective in their admission process with the number of available seats being only 1-2% of the number applying. A large number of private engineering colleges have been set up. Though there is a mechanism for accreditation (National Board of Accreditation) and an umbrella agency, the All India Council of Technical Education (AICTE) set up to monitor and control engineering education, the quality of engineering education in many institutions is suspect. Has the engineering education system been able to provide the engineers required for the growth of the Indian economy? Has the engineering education system provided the research and development leadership required for our industry? In the context of globalisation, is there a need to modify the higher engineering education system in India? There are no clear-cut answers to these questions. It is clear that since Independence, India has produced a large number of competent, qualified engineers who have contributed to the success of many Indian companies and industries. A large number of our engineering graduates have also made an impact in the corporate world internationally. Despite these positive outcomes, a critical analysis of trends is required before we can attempt to make any recommendations for the future. 2

18 Table 1.1: Summary of Major Committees and Recommendations Committee Title Year Recommendations Sarkar Committee Higher Technical Institutions for the Post-war Industrial Development 1945 Setting up of Indian Institutes of Technology Thacker Committee Postgraduate Engineering Education and Research Funding for 100 PhDs annually Nayudamma Committee Postgraduate Education in Engineering & Technology PG minimum qualifications for industry, R&D, etc Nayudamma Committee P. Rama Rao committee R.A. Mashelkar Committee U. R. Rao Committee P. Rama Rao Committee IIT Review 1986 Reshaping Postgraduate Education in Engineering 1995 & Technology Strategic Road Map for Academic Excellence of 1998 Future RECs Revitalising the Technical 2003 Education IIT Review 2004 Greater flexibility in Academic programme, Focus on engineering research, Faculty mobility 21 months M.Tech, Increased scholarship amount, Assured employment for M.Techs, National Doctoral Programme Conversion of RECs into NITs with the status of a Deemed to be University and structural changes in governance Regional inequity to be removed, Faculty shortage to be addressed, Need for planning and coordination in the working of AICTE Increase UG output of IITs, Fund infrastructure increase, Add new IITs but maintain quality 3

19 1.3 Framework for Analysis How do we assess the engineering education system in India? Unlike a broad-based education in the arts or the sciences, the engineering education system is designed to train engineers for the engineering profession. Hence it has to meet the challenges and needs for engineers in the economy. As the nature of technology and industry changes, the education system needs to be responsive and adapt to the changing demands. There is a need for engineering educators to be conversant with existing practices in industry while also acting as agents to bring in innovation and improvements. Initially the focus of the engineering education system in India was to produce engineering graduates to implement operate and manage the growing industry that mainly relied on imported technology. Subsequently as the economy grew, there emerged a need for technology development and then for research and development. The engineering institutions that were primarily set up for undergraduate teaching started emphasising research and evolved Masters and doctoral programmes. We analyse the data for the entire country and compare with other countries. This analysis focusses mainly on the numbers. Figure 1.2 shows the inputs and outputs for engineering education. A direct indication of the growth in engineering education is the number and quality of graduates and post-graduates. A proxy for quality would be the employability, salary and feedback from industry and society. In the following chapters we focus on some sample engineering institutions to understand the trends, outputs and quality indicators. The focus in this chapter is on the aggregate national trends in the output. 4

20 Students Faculty Inputs Infrastructure Equipment Building Space Money/Funds Society Education Linkage Engineering Education Linkage Research Industry Graduates (B.Tech/B.E.) Post Graduates PhDs Outputs Publications Journals Books Patents Technology Figure 1.2: Schematic of Inputs and Outputs for Engineering Education The trend in the actual numbers graduating should be relatively easy to quantify. However we found that this is not available for India. We have three variables sanctioned intake (S), the enrolment (E) and the Output or Out-turn (O). These are defined as follows: (a) Sanctioned Intake - The AICTE approves the sanctioned intake of different engineering colleges in each state. This is for a given year. The U R Rao [1] committee report provides data on sanctioned intake for (b) Enrolment - The actual number enrolled (joining the course) may differ from the sanctioned strength. In many institutions all seats may not be filled. Enrolment data is available for some years for some of the states in the Annual Technical Manpower Reviews (ATMRs) [4] (c) Outturn / Output - The numbers that graduate each year. This is not reported on an all India basis. In some of the state reports (ATMRs) the annual output is reported for a few years. 5

21 1.4 Engineering Graduates Table 1.2 shows the sanctioned intake break-up for as per AICTE [5]. This does not include the IITs. If these are included the total number of sanctioned seats for UG engineering education in India is about 6, 57,500. This includes the sanctioned intake of 720 in the six new IITs (IIT Gandhinagar, IIT Punjab, IIT Patna, IIT Rajasthan, IIT Bhubaneswar, IIT Hyderabad). Since the data on sanctioned strength (S), enrolment (E), outputs (O) are available from different sources for different years; we attempted to correlate the parameters. It is expected that the output will be a fraction of the number admitted four years earlier (since the B.E. course is of four years duration). Hence we define a ratio (O/S) as the output in the t th year O (t) to the sanctioned strength when that batch was admitted S (t-4) O S = O ( t ) S ( t 4) Where O (t) - output of t th Year S (t-4) - sanctioned intake of (t-4) th Year Since it is easiest to get the sanctioned strength data we use this as the basis to compute the output. Data on enrolment is relatively scarce. The ratio of the enrolment to sanctioned strength is (E/S) shown in table 1.3. The weighted average of E/S is about 0.9. There seems to be some fluctuation/uncertainty in the E/S ratios. Appendix-I shows the trend in sanctioned strength, enrolment and output for Delhi and Haryana. Though there is some uncertainty in the data, it seems that there is a reduction in the E/S ratio where there have been rapid increases in sanctioned strength in the few years. However for instance the growth in sanctioned strength for Maharashtra for last four years is about 1.2 % per year and the average E/S for is about 0.9. The E/S ratio is maintained above 0.9 where the growth in sanctioned strength is low. The table for Maharashtra is shown in Appendix-II O( t) Table 1.4 shows the ratios of for different states. The O/S ratio is expected to S( t 4) vary over the years due to failure rates. Hence we average out the data. Also the data does not show any discernible trend or change in this ratio. The weighted average of the available data for the different states and over the different time periods provided an O/S ratio of 0.8. We used this to compute the output (wherever it was not known) O( T ) = 0.8S( T 4) 6

22 Table 1.2: Number of Institutions and Intake Approved for (as on ) Engineering Degree Average Region State Number of Institutions Sanctioned Intake Intake per Institute Madhya Pradesh Chhatisgarh Central Gujarat Mizoram Sikkim Orissa West Bengal Tripura Meghalaya Arunachal Pradesh Andaman & Nicobar Assam Manipur Nagaland Eastern Jharkhand Bihar Uttar Pradesh Northern Uttaranchal Chandigarh Haryana Jammu & Kashmir New Delhi Punjab North- Rajasthan West Himachal Pradesh Andhra Pradesh Pondicherry Southern Tamil Nadu South- Karnataka West Kerala Maharashtra Goa Western Daman & Diu, Dadar,N.H Grand Total (Source: AICTE: Handbook for Approval Process [6]) 7

23 Table 1.3: Calculated E/S Ratio for Graduates from ATMRs [4] State Karnataka Tamilnadu Maharashtra Delhi West Bengal Himachal Pradesh Haryana Assam Rajasthan Arunachal Pradesh Manipur Tripura Table 1.4: Calculated O/S Ratio for Graduates from ATMRs [4] State Karnataka Tamilnadu Maharashtra Andhra Pradesh Kerala Delhi West Bengal Himachal Pradesh Chandigarh Orissa Haryana Assam Gujarat

24 Figure 1.3 shows the variation of sanctioned intake strength for B.E. / B.Tech in India from 1947 to The sanctioned intake has increased from 2500 in 1947 to 6.53 lakhs in The compound annual growth rate (CAGR) for the period 1947 to 2007 is 9.7%. In the last ten years the sanctioned strength grew from 1.15 lakhs to 6.53 lakhs (CAGR of 19% per year) Sanctioned Intake Year Figure 1.3: Growth of Sanctioned Intake of Graduates The number of Bachelors degrees in engineering (B.Tech, B.E.) graduating every year is computed using the O/S ratio based on the sanctioned intake and is shown in figure 1.4. The number has increased from 270 in 1947 to 2.37 lakhs in 2006 (corresponding to a compound annual growth rate of 12%). We expect the total number of engineers required in an economy to be related to the population. We compare the growth in India s engineering degrees with the trend in Bachelors degrees in engineering in the U.S. per million population [7]. This is shown in figure 1.5. The U.S. trend shows a cyclic pattern. The present value is around 250. (Maximum of 350 during late 1940s post World War II and mid 1980s of 325). In India the number of engineers per million populations increased from about 1 in 1947 to 213 in 2006 and is given in figure 1.6. If we use the same O/S ratio we obtain an estimate of 2.9 lakh engineering graduates in 2007 and 3.5 lakh engineering graduates in

25 Output Year Figure 1.4: Total Output of Engineering Graduates Academic Year Figure 1.5: Engineering Bachelor s Degrees per Million Population for US [7] 10

26 350 Engineers Per million Population Year Figure 1.6: Engineering Graduates per Million Population in India The number of degree granting institutions in India increased from 50 in 1950 to 1668 in 2007 (CAGR of 6.2%). Figure 1.7 shows the variation in the number of engineering degree granting institutions in India with time. The average sanctioned intake per institute increased from 74 in 1950 to 392 in 2007 (CAGR of 3% per year). Figure 1.8 shows this trend. An examination of the trend indicates a change in the trend from 1995, with a larger number of degree granting institutions being set up. The growth in sanctioned intake from corresponds to a CAGR of 17.9% per year. The bulk of this increase has been achieved by setting up of new institutions (CAGR of new institutions during this period is 13.2%). The average sanctioned intake per institute increased from 242 to 392 (CAGR of 3.3%). This has implications for quality since 1197 [1] new degree-granting institutions have been set up in the last ten years. 11

27 Number of Institutions 2000 Year Figure 1.7: Growth of Degree Institutions [1] 400 Average Sanctioned Intake Year Figure 1.8: Average Sanctioned Intake per Institute How many engineering graduates does India need? If supply and demand for engineering graduates is to be balanced, it is expected that the number of engineering graduates required would depend on the growth of the economy and the population. Figure 1.9 shows the population and real gross domestic product (in constant 2006 prices) trend for India during [8] 12

28 GDP in Thousand Crores Population in Million Values Year Figure 1.9: Population and GDP Growth for India during [8] We attempt to correlate the number of engineering graduates with the population and the GDP. A plot of the number of engineering graduates (E) per million population to the real GDP per capita is shown in figure 1.10 and reveals a linear trend. The best fit equation obtained is: E/Pop = A+ B GDP/Pop Where A= and B= The table of t and F statistics is shown in Appendix-III. The R 2 value obtained is 89% and the model is not rejected based on the t and F statistics. This model can be used to make future estimates for engineering graduates from India. There seems to be a deviation from this trend in the last few years. Appendix-IV shows the partitioning of the data into two parts and fitting of two different trends. It is felt that there is an artificial increase (greater than the actual demand for engineers). This is likely to show up in a number of sanctioned seats remaining vacant. The ratio of E/S is likely to decrease. This may also reflect in larger unemployment rates for engineering graduates. 13

29 250 Engineers Per Million Population y = x R 2 = GDP/Population Figure 1.10: Engineers per Million Population to Real GDP per capita 1.5 Postgraduate Output The post-graduate degrees commonly offered in engineering in India are the Master of Technology (M.Tech) and the Master of Engineering (M.E) (both are equivalent). At present these courses are of two-year duration and normally include a thesis (masters project) component. In the past the masters programme has been of one and a half year duration. The sanctioned intake as per AICTE is about in However a large number of seats remain unfilled. The Rama Rao committee [9] indicated that the ratio of the output to the sanctioned intake varied from 0.48 (AICTE Survey) to 0.6 (Shrivastava s study). This report also indicated that Tier I Institutions (IITs and IISc) had an output to sanctioned strength O (t)/s (t-2) ratio of 0.9 while Tier II and Tier III institutions (Technical University, University Departments and Regional Engineering Colleges) had an O/S ratio of 0.6. The other institutes had lower O/S ratios (0.55). This data is shown in table 1.5. The weighted average of all the institutions except IITs and IISc (O/S 0.57) based on table 1.5 b is used to calculate the M. Tech output of these institutions. This is added to the output of IITs and IISc to get the total masters output. Figure 1.11 shows the variation in the Masters output with time for India. The masters output increased from about 30 in 1947 to almost in 2006 (CAGR of 11.6 %). In the last five years the M Tech/ ME output has increased from about in 2001 to almost in 2006 (CAGR of 7.5%). There is some uncertainty in this data since it depends on the O/S ratio used. Assuming 14

30 the recent growth rates to persist, the number of masters degrees in engineering awarded in 2008 is estimated to be about Appendix-V (A5.1) shows the trend of the engineering masters output of the USA Output Year Figure 1.11: Masters Output from Figure 1.12 shows the percentage of Masters output to the graduate engineers output. It is seen that the percentage increased to a high of 15-17% in the 1980s and has now reduced to 8.5 %. Compared to this, the US had about 70,000 engineering graduates and 35,000 post-graduates (Masters) in engineering in (50% of the graduate output). 15

31 Table 1.5: Out-turn of Postgraduate Students [9] 1.5 a: 1995 AICTE Survey Intake Percentage of Sanctioned Out-Turn Sanctioned Capacity Actual capacity Actual Percentage of Sanctioned capacity b: Shrivastava, 1996 Category of Institution No. of Institutions Number (percentage of total out-turn) Out-turn/ Sanctioned Capacity I (41%) 5064 (29%) 0.9 II (12%) 3455 (20%) 0.6 III (10%) 1643 (9%) 0.6 IV V VI (37%) 7272 (40%) 0.55 Total (100%) (100%) Average Out-turn per year Percentage Year Figure 1.12: Percentage of Masters Output to Graduate Engineers output 16

32 1.6 Doctorates There is some uncertainty in the statistics on engineering doctorates (PhDs) granted annually. The difference in the estimates available from various sources has been reported by Rai and Kumar [10]. We relied on the statistics documented in the Rama Rao Committee for review of the post graduate engineering education in India and added the recent data from the UGC annual reports. The annual number of engineering PhDs is less than Figure 1.13 shows the trend in the engineering PhD degrees awarded in India. The overall growth rate from 1954 to 2005 has been at 8% per year. However in the mid-80s the number of PhDs was around 600. Since then there has been a reduction in the growth rate. The CAGR from is only 2.9%. The percentage of Ph.D. output to the graduate engineers output is shown in figure The Ph.D. percentage fluctuates with a maximum of 1-3%, but the present value is less than 1% of the engineering graduates. The exact numbers of engineering doctorates in 2007 is not known. It is estimated that this ranges between (similar numbers are expected in 2008). Appendix-V (A5.2) shows the trend of the engineering doctorates output of the USA Doctorates Year Figure 1.13: Engineering Doctorate Degrees Awarded in India 17

33 Percentage Year Figure 1.14: Percentage of Ph.D. Output to Graduate Engineers Output The related trend that impacts the engineering research and development is the science doctorates. The trend is shown in figure The growth in science Ph D output is reasonably this consistent with a CAGR of about 7 % from The output in 1954 was 164 and increased to 5549 in The ratio of engineering doctorates to science doctorates is about 1:5 in Ph D output Year Figure 1.15: Science Doctorate Degrees Awarded in India 18

34 1.7 Discipline wise Growth in Sanctioned Intake For bachelors degrees the discipline wise growth of sanctioned intake for in India is shown in table 1.6. The growth of sanctioned intake is mainly in computer engineering and information technology (37.7% CAGR) followed by electronics and electrical engineering. About 32% of the sanctioned strength in 2001 was in computer engineering and information technology. For 2006 Computer Science and Information Technology accounted for 34% of the total, 39% for Electronics and Electrical Engineering, 12 % for Mechanical and 4% for Civil Engineering. Figure 1.16 shows the discipline wise break up of sanctioned intake in 2001 for India. Table 1.7 shows the trends in the degrees awarded in the US. In the US, the highest growth rates are for Biomedical Engineering (16.3%), Aerospace (12.8%) and Computers (7.7%) Figure 1.17 shows the discipline wise break up of degrees awarded in 2006 for the US. Table 1.6: Discipline wise Growth in Sanctioned Intake in India [11] Year Chemical Civil Comp/IT Electrical Electronics Mechanical Others Total Engg. Engg. Engg. Engg , CAGR % 0.2% 17.8% 8.3% 10.0% 7.7% 3.9% 9.1% CAGR % 0.2% 37.7% 14.4% 18.9% 14.1% 5.8% 17.4% 19

35 Others 8% Mech/Prod 18% Comp/IT 32% Electrical 11% Civil 6% Electronics 22% Chemical 3% Figure 1.16: Discipline wise Break-up of Sanctioned Intake for Engineering Bachelors in India in 2001 Table 1.7: Discipline wise Growth in the Bachelors Degrees Awarded in the US Year Aerospace Biomedical Chemical Civil Computer Electrical Mechanical Others Total ,174 1,016 6,199 10,020 7,294 13,329 16, , ,296 1,156 6,023 9,241 9,482 13,337 16, , ,558 1,138 5,740 8,537 10,581 13,540 16, , ,711 1,315 5,529 8,531 11,562 13,999 16, , ,011 1,628 5,233 8,708 14,395 14,776 17, , ,232 2,019 4,801 8,718 14,994 15,200 17, , ,371 2,410 4,521 8,981 13,874 15,383 18, , ,722 2,917 4,452 9,663 12,231 14,740 19, ,186 CAGR % 16.3% -4.6% -0.5% 7.7% 1.4% 2.7% 3.4% 2.7% 20

36 27% 10% 20% 4% 4% 6% 16% 13% Aerospace Biomedical Chemical Civil/ Environmental Computer Engg/ Sci.(inside Engg) Electrical Mechanical,Industrial/M anufacturing Others Figure 1.17: Discipline wise Break-up of Bachelors Degrees Awarded in the US in Regional Distribution Table 1.8 shows the sanctioned intake and the number of engineering institutions, the sanctioned intake and the compound annual growth rate in sanctioned intake and number of institutions. The maximum number of engineering institutions and the sanctioned intake is in the South. A break-up of the number of institutions and sanctioned intake per million population for the different states is shown in table 1.9. Region wise distribution of sanctioned intake for is shown in figure Figure 1.19 shows the distribution of sanctioned intake per million population and number of institutions all over the India for It is clear that there is a disproportionate growth in engineering colleges and output in a few states (Tamil Nadu, Karnataka). 21

37 Table 1.8: Region wise Distribution of Sanctioned Intake and Number of Engineering Institutions (NOI) Regionwise UG Degree Institutions & Sanctioned Intake CAGR Region Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Intake NOI Central Eastern North North- West South South- West West Grand Total (Source: AICTE Reports) 22

38 Table 1.9: State wise Number of Institutions and Sanctioned Intake per Million Population (2007) [5,12] Region State Number of Institutions Intake Population Intake per million Population Central Madhya Pradesh Chhattisgarh Gujarat Eastern Mizoram Sikkim Orissa West Bengal Tripura Meghalaya Arunachal Pradesh Andaman & Nicobar Assam Manipur Nagaland Jharkhand North Bihar Uttar Pradesh Uttranchal North- West Chandigarh Haryana Jammu & Kashmir New Delhi Punjab Rajasthan Himachal Pradesh South Andhra Pradesh Pondicherry Tamil Nadu South- West Karnataka Kerala West Maharashtra Goa Daman & D. Dadar Total

39 South-West 14% West 10% Central 10% Eastern 6% North 9% North-West 11% South 40% Figure 1.18: Region wise Distribution of Sanctioned Intake (2007)[5] 24

40 Figure 1.19: State wise Sanctioned Intake per million Population and number of Institutions 25

41 1.9 Women Engineers in India In 1970 the enrolment of women engineers was 910. This increased to 26, 4370 in 1995 (a CAGR of 14.4%). The share of women in the engineering enrolments increased from 16% in 1995 to 22% in In 2001, 22% of the students admitted to B.Tech / B.E. programmes in India were women. The corresponding percentage for M.Tech / M.E. was 16% and PhD was about 17%. In the US the percentage of bachelor s degrees in engineering awarded to women in 2006 was 19.3% of the total, masters degrees were 22.5% of the total and doctoral degrees were 20.2% of the total [13]. In the UK in about 14% of the full time undergraduates in Engineering were women while 20% of the postgraduates were women [14]. The percentages of women engineers at the IITs and the NITs are significantly lower than the national average [15]. In 2005 at IIT Bombay the percentage of women graduates to the total is about 8% at the Bachelors (B.Tech) level, 9% at the masters (M.Tech) level and about 17% at the Doctoral level (including science, humanities and management [16]. Similar disparities exist in the faculty. As an example, about 10% of the IIT Bombay faculty are women. Gender disparities in engineering exist around the world and special efforts are being made by institutions, governments and professional organisations to rectify these [17]. There are several examples of initiatives taken by leading universities to increase the diversity in the student body and the faculty, for example the Rensselaer School of Engineering include a Women in Engineering : programme to recruit talented women and a special mentor programme [18]. Some Indian states have provided incentives like free tuition for women studying engineering International Comparisons A comparison of graduates, masters and PhD outputs in engineering for different countries shows some interesting trends. Figure 1.20 shows the growth in graduate engineers for different countries. 26

42 Engineers China Japan South Korea US UK Germany India Year Figure 1.20: Growth in Graduate Engineers in Different Countries [19] The number of graduate engineers per million population for most recent years is shown in figure The growth rate of graduate engineers for the period is shown in figure India clearly has one of the highest growth rates. Are these high growth rates impacting quality and resulting in unemployment/ under employment of fresh engineering graduates? It is estimated that about 30% of the fresh engineering graduates are unemployed even one year after graduation (based on ATMRs [4] of a few states). Several industry leaders complain about the shortage of quality engineering graduates. Though there is no conclusive statistics, it seems that the present growth is impacting quality. Figure 1.23 shows the engineering doctorates granted annually in different countries. 27

43 New Zealand (2004) 377 Australia (2005) 674 Brazil (2002) 160 United States (2006) 246 United Kingdom (2004) 331 Germany (2004) 335 South Korea(2004) 1435 Japan (2004) 765 India (2006) 214 China (2004) Figure 1.21: Engineers per Million Population for different countries [19] India 10.4 Germany 0.9 UK US South Korea 5.9 Japan 1.6 China Figure 1.22: Growth Rate of Graduate Engineers for Different Countries (2004 or the most recent year) [19] 28

44 Germany (2005) UK US China 5000 India Japan(2005) Docorates South Korea Year Figure 1.23: Engineering Doctorates for Different Countries [19] The percentage of engineering PhDs to bachelors engineering degrees granted annually is given in Table The Indian percentage is 0.66 (less than 1%) while Germany, UK, US maintain rates of 7-9%. China has increased engineering PhD output significantly in the last few years. Table 1.10: Percentage of Engineering Ph Ds to Bachelors Engineering Degrees[19] Country Germany United Kingdom United States China Japan South Korea India In the U.S. more than a third of all Ph D degrees in science and engineering and almost half of all doctorates in mathematics and computer science are awarded to non-us students. Asian countries earned more than 60% of-non-us science and engineering doctorate degrees in the US universities for the period Indians accounted for about 10% of science and engineering doctorate degrees awarded in the US. Table

45 shows the Asian Doctorates in the U.S. universities for Asian countries accounted for about 33% of the total science and engineering doctoral degrees in the US in Table 1.11: U.S. Science and Engineering Doctorates from Asian Countries [19] Place of origin China Hong Kong India Japan South Korea Taiwan Thailand Other Asia Total 44,931 2,139 2,473 2,762 3,099 4,315 5,239 5,725 5,943 6,549 6,687 30

46 Table 1.12 shows the comparison of academic output for different countries for the most recent year. Table 1.12: International Comparison of Academic Output Year of Data Country India USA Japan China UK South Korea Germany Australia Academic Output Bachelors Masters * Science Doctorates Engineering Total Percentage Masters/Bachelors 8.4% 52.6% -- 10% 25.6% 19.4% % Doctorates/Bachelors 0.4% 11.3% 4.0% 1.2% 10.4% 2.9% 6.2% 4.7% Bachelors per million Population Number of Institutions Faculty Publications Science and Engg (2003) ,233 60,067 29,186 48,288 13,746 44,305 15,809 * For UK the total masters in science and engineering was about We estimated the engineering masters graduates to be about For China the data is taken from Wadhwa [20] The US numbers do not include computer science graduates which would account for an additional bachelors degrees. US and others Data [19] Australian data is taken from the website of Department of Education, Science and Training, Government of Australia (DEST) URL: 31

47 Table 1.13 shows the growth rates of student output for different countries for the most recent year available. Table 1.13: Comparison of Growth Rates of Academic Output [19] Country Year Bachelors Masters Doctorates Doctorates (Science) (Engineering) % 10% 0.8% 11.1% India % 7.5% 0.8% 6.1% % 2.9% -0.2% 3.1% USA % 8% 0.1% 8.8% % % 5.2% Japan % % -0.1% % -- ( ) 23.6% ( ) 18.9% China % -- ( ) 8.0% ( ) 13.2% % % 2.9% UK % % 2.8% % % 12.5% South Korea % % 10.4% % % 0.7% Germany % % 0.1% % 12.5% 3% 5% Australia % 20.2% 2.6% 6.2% 1.11 Summary and Conclusions India awarded about 2.37 lakh engineering degrees, 20,000 engineering masters degrees and 1000 engineering PhD s in 2006 (a total of 2.58 lakh engineering degrees of all types). India has about 1500 engineering institutions with about 67,000 faculty. In 2008 it is estimated that 3.5 lakh engineering degrees, engineering masters degrees and about 1100 Ph.D s were awarded in India. Table 1.12 & 1.13 shows a summary comparison of India s engineering education with a few other countries for which data was available. India s growth rates for engineering degrees is higher than the other countries. China has high growth rates for the PhD degrees. India s doctorate degrees are less than 1% of its graduate degrees. This is significantly higher for all the other countries. India produces more computer science and IT engineers than other disciplines. In this chapter we quantified trends in the overall numbers of engineering degrees and compared them with other countries. In the next two chapters, we examine trends from select engineering colleges in India and compare them with a few select international institutions. 32

48 Chapter 2 Analysis of IITs and IISc We have examined the trend in the student output for the Indian engineering system. What is the quality of the output? This is a more difficult question to answer. We will analyse data on the performance of different institutions before making overall recommendations/ conclusions. We examine the following trends: (a) Student output number of degrees granted and growth rates. (b) Ratio of postgraduates (Masters and Ph.Ds) to total degrees. (c) Student to Faculty ratio A lower student to faculty ratio implies more personalised attention to students and would normally result in better quality. However there may be an optimum student faculty ratio below which there may not be further improvement in quality. The student to faculty ratio is compared with international numbers. (d) Selectivity The percentage of those who seek admission that are admitted. A high selectivity implies strong competition for admission and is likely to result in good input quality of students. (e) Placements The percentages of campus placements, the average salaries and the job breakup (by sector) indicate the market response to the programme and is an indicator of the reputation (and quality) of the programme. The ratios of average salaries of Masters and Ph.Ds to graduate salaries are used to indicate the attractiveness of post-graduate education. This ratio is compared with the ratios for a few US universities. (f) Faculty Salary An important criteria for the success of any engineering institution is the ability to attract high quality faculty. We examine the existing faculty salaries and the increase in the faculty salary over the entire career span. We compare the ratio of the Professor to Assistant Professor Salary with the ratio for a few US universities. (g) Publications A key parameter that indicates the research output of an institution is the peer reviewed journal publications. (h) Funding and Fees We examine the total funding received as grant in aid from the government, the annual fees charged from the student and the research funding received. In addition to these criteria we discuss the administrative structure of the institutions. 33

49 The following institutions are discussed: a) Indian Institutes of Technology b) Indian Institute of Science c) National Institutes of Technology and other Government Engineering Colleges d) Private Engineering Colleges In this chapter we discuss the IITs and IISc. The locations of all IITs are shown in Appendix-VI. We have selected IIT Bombay as representative of the IITs and included this as a case study. This is also due to the intrinsic advantage that we had in obtaining and verifying IIT Bombay data. 2.1 Case Study of IIT Bombay The IITs are generally recognised as the leading engineering institutes in India. We discuss the detailed trend for IIT Bombay and then show the summary for all IITs and IISc. IIT Bombay was set up in 1958 and has entered its 50 th year Student output Figure 2.1 shows the increase in the total student output (UG and PG engineering and science degrees granted) from IIT Bombay. IIT Bombay s total student output increased from 171 in 1962 to 1227 in 2006 corresponding to an annual growth rate of 4.7% per year. The growth rate in the last 10 years has been 4% per year. The total number of students enrolled has increased from 2830 in 1991 to about 5000 (4997) in 2006 (a CAGR of 3.9%) Output Year Figure 2.1: Total IIT Bombay s Student Output

50 Table 2.1 shows the students on roll from 1991 to Table 2.1: Students on roll at IIT Bombay 1991 to 2006 [21] Year B.Tech. M.Sc. M.Tech. Ph.D. Others Total * Others include M. Phil, Management, M Des, PG DIIT students The number of Bachelors (B.Tech.) students graduating every year is shown in figure 2.2. The number has increased from 72 in 1962 to 422 in 2006 with a CAGR of 4.2%. (The spurt in 1985 is due to two batches the last five year and the first four year batch graduating together). The growth rate has been 3.6% per year over the last ten years Two Batches output in Output Year Figure 2.2: IIT Bombay s Graduate Student Output [21] 35

51 The Masters of Technology degrees awarded in 1962 were 101. This increased to 581 in 2006 (CAGR of 4.1%) Figure 2.3 shows the growth trend of postgraduate students from 1962 to At present the M.Tech output consists of the two year M.Tech and the Dual Degree (five year integrated B.Tech-M.Tech) Output Year Figure 2.3: M.Tech degrees awarded 1962 to 2006 [21] Year PhD (Science) PhD (Engineering) Output Figure 2.4: Science and Engineering Ph. D. output [21] Figure 2.4 shows the trend of science and engineering PhD output from 1964 to The first doctorate degree was awarded in The total number of PhD degrees awarded increased at an annual growth rate of 11.5 %. The science PhD growth rate is 9.4% while 36

52 that of engineering is 10.1% annually. IIT Bombay has produced about 1421 engineering and 1095 Science PhDs till The ratio of the science to engineering PhDs is about 0.8. The percentage of the engineering PhD output to the graduate engineers output is shown in figure 2.5. The Ph.D. percentage fluctuates between 10-20% with the current value around 13% of the engineering graduates. Figure 2.6 shows the trend of the ratios of engineering PG to total engineering degrees. The ratios vary over the period but the average ratio is about 0.5 with the current value of Percentage Year Figure 2.5: Percentage of Engineering PhDs to the Graduate Engineers Output [21] 0.8 Percentage Year Figure 2.6: Ratio of Engineering Postgraduates (M Tech and PhD) to Total Engineering Degrees (B Tech, M Tech and PhD) [21] The total student output for IIT Bombay is shown in Table 2.2. For the growth rate of total student output is 4.5%. The total degrees awarded in 1991 are 664 and in 2006 is

53 Table 2.2: Student Output at IIT Bombay 1991 to 2006 [21] PhD Year B.Tech M.Sc M.Tech Science Engg Total MBA M.Phil Total Campus Placement In general almost IIT graduates and postgraduates get jobs before they graduate. What do IIT graduates do after they graduate? An analysis of IIT alumni during and in the 1980 s [14] revealed that the brain drain was about 21% (Alumni who settled down permanently in US normally after doing higher studies in the US). The percentage of engineering graduates opting for higher study in US (immediately after graduation) was around 30-40% in the 1980s and early 90s. This trend seems to have changed. At present the percentage of graduates who opt for higher studies is about 16%. Table 2.3 provides the data on students opting for higher studies from different departments. It is seen that for different departments the percentage of B.Tech students opting for higher studies ranged from 3.7% (Aerospace) to 32.4% (computer science) and 44.4% (Engineering Physics). The corresponding percentage for Dual Degree is lower with an average of 8.7%. 38

54 Department Table 2.3: Department-wise details of number of students pursuing MS/MS+PhD/PhD (Batch passing out in 2007) [21] B.Tech (Pursuing MS/MS+PhD) Students on roll Percentage Dual Degree (Pursuing MS+PhD) Students on roll Percentage Country Metallurgy * USA Engg. Physics USA, Germany Mechanical USA Electrical USA USA, Canada, France CSE Civil USA Aerospace USA Chemical Total USA, Germany We analysed the data from the campus placement records for A total of 159 companies visited IIT Bombay for campus placement. These companies were classified into engineering, software, finance, consulting and others (service sector etc.) as shown in Table 2.4 Table 2.4: Break-up of Job offers for [21] Category Number of Companies Offers % Offers Engineering Software Consulting Finance Others Total The sector wise placement is shown in Table 2.5. The largest sector is engineering jobs accounting for about half (367 offers or 46%) of the total offers. The finance sector accounts for the second largest category of jobs (167 or 21%). About a decade earlier, software jobs predominated. However at present the software industry accounts for only 14% of the total job offers. Table 2.6 shows the average salaries offered by the different sectors in It is clear that job offers in finance offer the highest salaries (average of Rs 7.2 lakhs per year). This is 34% higher than the average engineering salary, which is Rs 5.4 lakhs per year. On an average the Dual Degree (B.Tech and M.Tech) students have the highest salaries with an average of Rs 5.9 lakhs (15% more than the average B.Tech salary 39

55 of Rs 5.1 lakhs). The average M. Tech salary (Rs 4.2 lakh) is lower than the average B.Tech salary. The PhD numbers are misleading since only five PhD students were placed through campus placement in We obtained data for a sample of 31 engineering PhD students graduating in In 2007, 19 job offers were made through campus placements to graduating PhDs. Of this, 15 offers were to students with engineering background. The annual salaries ranged from Rs 4 lakhs to 18 lakhs. The average salary for this sample (of 31 PhDs) was about Rs 7 lakhs. This is about 37% higher than the average B.Tech salary. The placement statistics for the last five years is given in Table 2.7. Table 2.8 shows the ratio of average starting salary of graduates to Masters and Doctorates for MIT USA and University of Illinois Urbana Champaign USA for The average Masters salary is 22-26% higher than the Bachelor s salary and the Doctorates salaries is 45-58% higher than the Bachelor s salary. Table 2.5: Sector wise percentage placement [21] Programme Engineering % Finance % Consulting % Software % Others Total B.Tech D D M.Tech Table 2.6: Programme and Sector wise Average Salaries for [21] Average salary Programme Engineering Finance Consulting Software Others B.Tech Dual Degree M.Tech Ph.D Average salary

56 Table 2.7: Programme wise Placement at IIT Bombay for last Five Years [21] Year Program B.Tech. M.Tech. Dual Degree. Registered Placed % Placement Registered Placed % Placement Registered Placed % Placement Registered Placed % Placement Registered Placed % Placement Table 2.8: Average starting salaries for a few US universities [23] Institute Salaries Bachelors Masters Doctoral MIT Average Salary $59391 $74885 $86183 USA Ratio to Bachelors Salary UIUC Average Salary $53,600 $65,300 $84,500 USA Ratio to Bachelors Salary In general, IIT graduates do not opt for M.Tech or PhD at IIT (barring a few exceptions). Though we have no exact data on this, we expect that only about 1% of the graduating B.Tech class opt for an M.Tech. We have analysed the background of the 226 PhD students who were admitted to the PhD programme in the academic year Of this 138 students (61%) were in engineering. Among the engineering PhDs, 29 (21%) had M.Techs from IIT Bombay, 16 (12%) from other IITs and IISc. About 33% of the engineering PhD students admitted were from the IITs/IISc. If we consider the total number of students (including Science, Management and Humanities) 61 students were from IITs (37%) of the total. Of the engineering PhD students admitted in , 14 were M.Techs who graduated in This implies that about 2% of the graduating M.Tech students opt to continue directly for a PhD. 41

57 2.1.3 Faculty IIT Bombay currently has faculty strength of 418 (192 Professors, 106 Associate Professors, 96 Assistant Professors). Figure 2.7 shows the trend in the number of faculty. It is clear that the faculty numbers have gradually increased from less than 300 in the mid 70 s to 418 at present (2007). There is some fluctuation due to a large number of retirements during some years. The growth rate from 1958 to 2006 has been at 4.7% per year. During the last ten years (1986 to 1998), the Institute has been recruiting faculty but has only been able to offset the reductions due to retirements. There has been only a slight increase in faculty during this period (from 389 in 1996 to 402 in 2006 corresponding to a CAGR of 0.3% per year) Faculty Year Figure 2.7: Number of Faculty [21] The student- faculty ratio for IIT Bombay is shown in figure 2.8. The student strength has grown at a faster rate than the faculty strength resulting in increase in the student-faculty ratio. The approved student-faculty ratio for IITs/ IIMs is 9:1 [24]. The present value for IIT Bombay of this ratio is 12.4:1. In order to maintain a ratio of 9:1 IIT Bombay s present faculty strength should have been 555. Of course, it is possible to have ratios higher than 9:1. 42

58 14 Student-Faculty Ratio S/F for Total S/F for UG Year Figure 2.8: Student-Faculty ratios [21] Figure 2.9 shows a comparison of undergraduate student-faculty ratios at some of the reputed engineering colleges in the USA [25]. The average of the top 50 US colleges of Engineering is 12.8 and the US publicly funded colleges is higher (15.8). The actual ratios of the total student faculty will be higher since they include MS and PhD students. Figure 2.9: Undergraduate Student-Faculty ratios for USA [25] 43

59 Even if slightly higher ratios are acceptable, it is clear that a major constraint to the growth of the IITs is the difficulty in increasing the faculty base. The faculty salaries at present are given in Table 2.9. The annual salary at the starting scale for an Assistant Professor is Rs 2.95 lakhs per year (without the house rent allowance). All faculty are provided accommodation in the campus, low cost school education for children, medical facilities and perks like leave travel allowance, telephone re-imbursement etc. If these are monetised and added to the salary, an approximate amount of Rs 2.4 lakhs gets added to the starting salary (80% of the gross salary). This factor has been included to compute the effective salary. This is a conservative estimate, as we have not included pension and post-retirement benefits. The average salary for Professors is Rs 9 lakhs while the average Assistant Professor salary is Rs 6.7 lakhs. The ratio of these salaries is Table 2.10 shows the comparable ratios for selected US universities. This ratio ranges from 1.65 to It is clear that the expected percentage salary increases over the career of an IIT faculty are much lower than the US counterparts. We compare the ratio of the average assistant professor salary at an institution to the average salary of the bachelors engineering graduate starting salary. For MIT, USA this ratio is 1.43 (Average Assistant Professor salary of $85000 is 43% higher than average engineering degree starting salary of $59000). The ratio for IIT Bombay is 1.21 (Average Assistant Professor salary of Rs 6.7 lakhs is 21% higher than average engineering degree starting salary of Rs 5.5 lakhs). Table 2.9: Faculty Salaries for for IIT Bombay [21] Designation Monthly Annual Basic Without HRA With HRA Effective Salary Assistant Professor Starting Highest Associate Professor Starting Highest Professor Starting Highest Figure 2.10 shows the background of the existing faculty at IIT Bombay, based on the place of the Ph.D. Around 60% of the faculty have PhDs from, Indian institutions (45% form the IITs and IISc). 28% of the faculty have PhDs from the US. 44

60 Table 2.10: Ratio of Professor to Assistant Professor Salary for US Universities in [26] University Ratio of Professor to Assistant Professor Salary Cornell 1.65 MIT 1.69 Harvard 1.93 North Western 1.73 Chicago 2 Berkeley 1.7 Stanford 1.8 USC 1.69 UCLA 2.63 Columbia 1.79 NYU % 4% 6% 45% IITs & IISc India US UK Others Unknown 28% 59% 14% Other Indian Universities Figure 2.10: Distribution of Faculty according to place of Ph D Faculty Output Apart from the student output, the faculty research output can be quantified by publications, patents, research funding. We searched the Scopus database [27] to obtain the annual publications of peer reviewed papers by IIT Bombay faculty. We expect this to be reasonably accurate to indicate trends though this would not include publications in conferences and may exclude journals that are not yet established. Figure 2.11 shows the trend of publication numbers. The number has increased from 336 in 1996 to about 560 in 2006 (a CAGR of 20% per year). The number of publications per faculty has also increased and is currently around 1.4 shown in Figure

61 Publications Year Figure 2.11: Number of Publications [27] Number of Patents Year Figure 2.12: Number of Patent Applications filed [21] Figure 2.12 indicates the number of patent applications filed since In the last ten years, the faculty awareness on intellectual property (IP) rights and issues has increased. This has been facilitated by the Industrial Research and Consultancy Centre at the Institute. About patent applications are filed each year. A number of faculty members (approximately 20 or 5% of the total faculty) are involved in start up companies based on IP developed at IIT Bombay. This is facilitated by the Society for Innovation and Entrepreneurship, a Technology Business Incubator set up by the Institute. Flexible rules at the Institute allow interested faculty to take a sabbatical and focus on their start up. 46

62 Numbers Year Figure 2.13: Number of Journal Publications per Faculty [27] The annual research funding has increased from Rs 4.7 crores in to Rs 52 crores in (CAGR of 14% per year). This includes sponsored and consultancy projects. Normally sponsored research is long term and open ended while consultancy involves short-term specific problem solutions. The sponsored research amount increased from Rs 4 crores in to Rs 40 crores in (CAGR of 14% per year). The consultancy project amount increased from Rs 58 lakhs in to Rs 12 crores in (CAGR of 18% per year). Figure 2.14 shows the growth in the funded research amounts. In order to compare these on the same basis, we need to adjust for inflation. In constant 2006 Rupees the total research funding increased from Rs 15.7 crores in to Rs 52 crores in (CAGR of 7% per year). The annual research funding per faculty in constant 2006 Rupees is shown in figure The annual research funding per faculty at present is Rs 12.9 lakhs/ year (with a real growth of 6.2% per year). Faculty also can earn an additional income through consultancy. In , 119 faculty participated in consultancy projects earning a total income of Rs 8.4 cores. Only about 30% of the faculty are involved in consultancy projects. The average income per faculty (for those who take up consultancy) is Rs 7 lakhs. (Average numbers were Rs 4.6 lakhs in and Rs. 6.4 lakhs in ). The average faculty consultancy income is about 90% of the average effective faculty salary. 47

63 Amount in Rs. Lakhs Sponsored Research Consultancy Total Year Figure 2.14 Funding for Sponsored and Consultancy Projects [21] Total Amount Rs. Lakhs Year Figure 2.15: Total Amount of Sponsored & Consultancy Projects Per Faculty (in constant 2006 Rupees) [21] Continuing Education Programme (CEP): The number of CEP courses is increased from 61 with 1075 participants in 1995 to 162 with 4038 participants in Average number of CEP courses per year for is more than 100. The trend is shown in figure

64 Participants Courses 150 Number of Participants Number of Courses Year Figure 2.16: Continuing Education Programme (Courses and Participants) QIP: For the year students admitted to Ph D and ME/M tech under QIP at national level and IIT Bombay are shown table Contribution of IIT Bombay is about 11% to Ph D programme and 9% to M Tech programme. Figure 2.17 and Figure 2.18 show the trend in the admissions to M Tech and Ph D through QIP. At an average 12 Ph D and 14 M Tech students were admitted annually to IIT Bombay under QIP from M Tech Year Figure 2.17: Number of M Tech Admissions through QIP 49

65 Ph D Year Figure 2.18: Number of Ph D Admissions through QIP Table 2.11: Students Admitted under QIP for National Level IIT Bombay % Contribution Ph.D ME/M.Tech Administration A Director heads the IITs. The Director has a team of faculty members one or more Deputy Directors (IIT Bombay has one Deputy Director, IIT Delhi has two), several Deans and Associate deans to help in managing the Institute. The Director is assisted by the Registrar who heads the administration and has a team of Deputy Registrars and Assistant Registrars. At IIT Bombay the total senior administration is about 30 (excluding the Heads of Departments and centres). The ratio of senior administrators to students is about 1:170. The average ratio of administrators to students in US universities is about 1:70. However comparisons are difficult because it is not clear what is included under administrators. A presentation made by Vasi [28] at IIT Bombay, made a case for strengthening the governance (Ratio of senior administrator: student is 250:1 for the University of Florida, 120:1 Stanford, 40:1 CalTech). In the case of IITs several routine functions of campus management, building, and administration are also the responsibility of Institute administrators. The organizational structure for IIT Bombay, a NIT and a few US universi- 50

66 ties is provided in Appendix -VII. At present the Deans are selected from within the Institute and are part time administrators for a fixed tenure (3 years). The organizational structure in most IITs is similar (number of Deans may differ). In 2008 IIT Bombay modified its governance structure to include a new Deputy Director, a few more Dean s and Associate Dean s. The administration of IITs is tricky since to ensure faculty flexibility and freedom, the attempt is to minimize hierarchy. Yet a functional hierarchy is desirable for organizational efficiency. The number of staff at IIT Bombay has reduced from 2149 in 1991 to 1390 in The ratio of staff to faculty has reduced from 5 in 1991 to about 3.3 in The trend is shown in figure Ratio Year Figure 2.19: Ratio of Staff to Faculty [21] Space IIT Bombay has a campus area of 550 acres. The actual built up academic area was 128,000 m 2 in This increased to an area of 171,000 m 2 in (CAGR of 1%). The academic area has increased from m 2 in 1990 to 171,000 m2 in (CAGR of 1.2%). The trend is shown in figure

67 Academic Area (m2) Students Enrolled Figure 2.20: Academic area to students enrolled [21] Government Grants IIT Bombay receives funds from the government under two categories- Plan and Non- Plan. The non-plan grants are for the annual expenditures mainly to cover the salaries of faculty and staff. The plan grants are for capital expenditure new buildings, major equipment etc. Figure 2.21 shows the trend in variation of the plan, non-plan and total grant received from the government for IIT Bombay. The total grant has increased from Rs 22 crores in to Rs 119 crores in (CAGR of 8.8%) [21, 29]. During the same period the non-plan grant increased from Rs 7.5 crores to Rs 72.4crores (CAGR of 12%). The non-plan grant has been almost constant for the last 5 years (declining in real terms after adjusting for inflation). The plan grant shows yearly fluctuations depending on the new plans submitted by the Institute and approved by the ministry. 52

68 Non Plan Grant Total Grant Plan Grant Rs in Lakhs Year Figure 2.21: Government Grants received [25, 29] Rs in Lakhs Year Figure 2.22: Government Grants received per Student (in constant 2006 Rs) [25, 29] We examine the trend of the total grant received per student (number of students enrolled in that year), after adjusting for inflation (in constant prices Rupees). This is shown in figure Interestingly the grant per student has been relatively constant around the average of Rs 2.3 lakhs per year. If we assume that the entire grant is for education (exclude research and other outputs) the total cost to the government per IIT B.Tech is Rs 9.2 lakhs, M.Tech Rs 4.6 lakhs, Dual degree student Rs 11.2 lakhs, and PhD Rs 9.2 lakhs (assuming four year tenure). The annual tuition fees for students are shown in figure

69 The annual tuition fee at present (in 2008) is Rs for B.Tech and Rs for M.Tech B.Tech M.Tech Fees (Rs) Year Figure 2.23: Annual tuition fees [21] Table 2.12 shows the annual receipts and payments for IIT Bombay for (Source: IIT Bombay Annual Report for ). The total annual expenditure (excluding capital expenditure and R &D expenditure) is Rs 116 crores. The major component of this is salary and allowances (Rs. 42 crores or 36% of the total annual expenditure) and retirement benefits (Rs. 21 crores or 18%). The R&D expenditure is separately accounted and was about Rs. 79 crores. Capital expenditure for new buildings and equipment was about Rs. 31 crores. The total expenditure during this period was about Rs. 226 crores. The grant-in-aid receipts from government were about Rs.119 crores. Fees and other receipts from the students accounted for only Rs 12 crores (about 10% of the total annual expenditure) Table 2.12: Annual Receipts and Payments for IIT Bombay for [30] Amount (Rs. Lakhs) Amount (Rs. Lakhs) Payments Receipts Grant-in-aid Salary and Allowances 4189 Plan 4650 Retirement Benefits 2079 Non Plan 7240 Other Operating Expenses 5293 Total Expenditure Fees and Other Receipts 1159 R&D Expenditure 7861 R & D Projects Capital Expenditure 3133 Total Total

70 2.1.8 Enthusing engineering students A challenge facing engineering education in India is getting students excited and enthused in engineering. The focus of the curriculum / education system is on analysis and mathematical formulations. Students often do not appreciate the hands-on component of engineering components / systems. There have been initiatives by individual faculty to bring in these linkages through special classes, laboratory sessions and technical competitions. One of the initiatives that has been successful at IIT Bombay is Techfest in Technical Competitions. Techfest is the IIT Bombay's Annual Science and Technology festival organised by students and faculty at the institute. This is Asia s largest Technology Festival that attracts large number of engineering students from all over the country. Since the last few years interest of students in participation the technical events and competitions, has increased. The statistics on Techfest is as shown in Table The number of students participating in Technical Competitions increased from 10 in 1994 to about 14,000 in 2007 (CAGR for of 69%.). There is significant growth in the funding from 1994, which increased from Rs in 1994 to 75 lakhs in Figure 2.24 shows funding and number of student participants in Techfest. Year Table 2.13: Statistics on Techfest Number of Competitions Number of students Finances in Thousand Rs

71 Number of Students Funding Number of Students Funding (000 Rs.) Year Figure 2.24: Funding and Number of Student participants in Techfest 56

72 2.2 Outputs of the IITs The IITs are similar in their structure, organisation and output. Hence detailed trends of each IIT would be similar to the case study of IIT Bombay. In this section we aggregate the data from all the IITs Graduates The number of engineers (B. Tech.) graduating every year from the IIT system is shown in figure The number increased from 169 in 1955 to 2316 in 2006 with a CAGR of 5.3%. During 1955 to 1975, the growth rate was high (10.5%) as the IITs were being set up and establishing the UG programme. In the next twenty years, there was a slight increase in the output (less than 1% per year). Since 1995 the growth rate increased to 4.2% per year mainly due to the addition of IIT Guwahati and IIT Roorkee. The growth rate of the IIT system has been slower than the overall growth of the engineering education system. Figure 2.26 shows the share of IITs of the total Indian engineering graduates. The share of the IIT system increased to values ranging from 5-8% of the total in the 1970s-80s. Since then the share has been gradually declining with the IITs contributing less than 1% of India s engineering graduates Number of Graduates Year Figure 2.25: Graduate student output [26] 57

73 IITs Output (%) Year Figure 2.26: Share of IITs in National Graduate Output [31] Post graduates The postgraduate output of IITs (Masters) in 1985 was 1013 and increased to 3449 in 2006 (CAGR of 6%). Figure 2.27 shows the growth trend of postgraduate students from 1985 to The share of the IIT s in the Masters output is significant but declining as shown in figure It was 31% of the country s output in 1985 and has reduced to about 14% of the total in Output Year Figure 2.27: Postgraduate student output of IITs 1985 to 2006[31] 58

74 Output (%) Year Figure 2.28: Share of IITs in National Postgraduate Output [31] Ph.D. Output Figure 2.29 shows the trend of Ph D degrees awarded from 1974 to In 1974 Ph D output was 184 and 2006 its 565. Ph D output for is increasing with 4% annually. The percentage share of IITs in the national engineering Ph D output for is shown in figure IITs share in national output is 32.3% in 1974 and 24.5 % in The trend shows variations yearly, but an annual average share of IITs to the national output of Ph Ds is about 43.8 %. The ratio of the postgraduate output to total engineering output is almost constant as 0.55 over the period The trend is shown in figure This ratio in 2006 for different IITs is as shown in Table Ph D Output Year Figure 2.29: Ph D output of IITs 1974 to 2006 [31] 59

75 Percentage Figure 2.30: Share of IITs in National Engineering Ph D Output [30] Year Percentage Year Figure 2.31: Ratio of Engineering Postgraduates (M Tech and PhD) to Total Engineering Degrees (B Tech, M Tech and PhD) [31] 60

76 Table 2.14: Ratio of Postgraduates to Total Engineering Degrees Institute Ratio of Postgraduate to Total Engineering Degrees IIT Kharagpur 0.67 IIT Bombay 0.60 IIT Madras 0.66 IIT Kanpur 0.55 IIT Delhi 0.60 IIT Guwahati 0.40 IIT Roorkee Selection Process Admissions to the IITs are based on performance in a competitive examination. For the B.Tech and the Dual Degree programme the criteria is performance in the Joint Entrance Examination (JEE). The number of students registered for the JEE has increased from about 80,000 in 1990 to about 300,000 in 2006 (CAGR of 8.7%). During this period, the total under-graduate seats at the IITs have increased from 2035 to 5444 (CAGR of 6.3%). If we consider only the general category seats, the number of students registered has increased from in 1990 to 270,000 in 2006 (CAGR of 8.4%). The number of general category seats at the IITs has increased from 1938 to 4217 (CAGR of 5%) during this period. The percentage of seats to registered candidates (for the general category) is shown in figure The average value has been 2.5%. Since the number of applicants is increasing at higher rates than the number of seats, this percentage has been declining (present value 1.6%). The low percentage has resulted in a coaching class industry that thrives on training students for JEE. 61

77 Percentage Year Figure 2.32: Percentage of Seats to Registered Applicants for JEE [21] Post-graduate admissions are through the Graduate Aptitude Test in Engineering (GATE). However unlike the under-graduate admissions, different departments and IITs have different procedures for admissions. The screening is based on GATE. Some departments offer direct admissions based on the GATE score. Others use GATE as a filter and then carry out a test and interview. The selectivity here is also between 2-3% for most academic programmes. Figure 2.33 shows the trend in the number of candidates appearing for GATE. The number of students registered for GATE has increased from in 2001 to about in 2006 (a CAGR of 24%). A large number of engineering graduates appear to be interested in post-graduate qualifications. 62

78 Registered Appeared Qualified Numbers Year Figure 2.33: Trend in number of candidates for GATE [21] 2.4 Grants Received and Publications The total grants received for all IITs are shown in figure The trend for all IITs is very similar to that of IIT Bombay. The total grants for all IITs for the year 2006 is Rs. 639 crores The trend of the publications for all IITs is shown in figure Amount in Rs Lakhs Plan Non plan Total Year Figure 2.34: Grants Received for all IITs [29] 63

79 Publications Year Figure 2.35: Total Publications for all IITs [27] 64

80 2.5 Indian Institute of Science Bangalore The Indian Institute of Science at Bangalore was set up about a hundred years earlier (1909) and has established its reputation as a premier research institute in science and engineering. IISc does not award any UG engineering degrees. Table 2.15 shows the annual number of degrees awarded from 1993 to The number of degrees awarded ranged between 440 to 640 with an average of 500 per year, There is no clear trend (increase / decrease) in the student output. [32] Table 2.15: Degrees Awarded from [32] Year PhD MSc Engg MS M Tech/ME Total Table 2.16 shows the variation of the teaching and support staff of IISc Bangalore. The total teaching and scientific staff has shown a decrease from about 540 in 1993 to 430 in The academic (faculty) has remained almost constant while the scientific staff (faculty equivalent) has declined. The support staff to teaching staff ratio is about 2 (lower than the IITs). Table 2.16: Strength of Teaching Staff and Support Staff [32] Year Teaching staff Support Staff Academic Scientific Total Technical Support Total

81 Table 2.17 shows the number of enrolled students and the student to faculty ratio. The student to faculty ratio has increased from 2.9:1 to 5.1:1 (lower than the IIT norm of 9:1 and actual IIT values of 12:1). This increase is primarily due to a decrease in th teaching staff. Table 2.17: Students Enrolled and Student Faculty Ratio [32] Research ME (Int) M Tech M Des PhD MBA Total Faculty S/F The total number of publications from IISc in 2005 (based on Scopus) was The numbers in the annual report are higher by about 15%. Figure 2.36 shows the variation in the publications of IISc. The publications clearly show an increasing trend and the average number of publications per faculty per year is a little less than Number of Publications Year Figure 2.36: Number of publications [27] The annual funds received for sponsored and consultancy projects are shown for a few years in Table The total project fund was Rs 113 crores in This increased to Rs 162 crores in The project funding per teaching staff was Rs 37.6 lakhs in 2005 (Rs 36 lakhs per faculty sponsored projects, 1.7 lakhs per faculty consultancy projects). 66

82 Table 2.18: Research Funding from Sponsored and Consultancy Projects [32] Year Amount in Lakhs Sponsored Projects Consultancy Projects Figure 2.37 shows the government grant received for IISc. The grant received per student is about Rs 6 lakhs Plan Non plan Total Amount in Rs Lakhs Year Figure 2.37: Government grant received for IISc [29] Table 2.19 shows the annual receipts and payments for IISc Bangalore for The salary accounts for Rs. 47 crores or 22% of the total annual expenditure. Table 2.19: Annual Receipts and Payments for IISc Bangalore [32] Particulars Receipts Payments Maintenance Non-Plan 9,759 10,910 Plan Projects 2,800 2,778 Special Plan grant 6,100 6 Activities funded by agencies 2,517 2,294 Centre for Sponsored Schemes & Projects 5,841 4,430 CSIC-Fund for Applied Research 1, Total 28,299 21,289 67

83 2.6 Summary The IITs and IISc have a high selectivity in admissions choosing only 2-3 % of the applicants for the engineering programmes. They receive significant grant in-aid funds from the government. They contribute to less than 1% of the engineering graduates in the country about 20% of the M.Techs and 40% of the engineering doctorates. These institutions have established quality academic programmes and are able to attract reasonable research funding. The Government decided to setup eight new IIT s. Six new IIT s are functioning and have admitted students through JEE 2008 in July The other two IIT s are expected to start in At present, the IITs are unable to attract their best engineering graduates and postgraduates for a their doctoral programmes. The faculty base is almost stagnant (or growing at very low growth rates.). The challenge for the IIT system is to enhance its overall output and impact in the overall engineering education system of India. 68

84 Chapter 3 National Institutes of Technology and Private Engineering Colleges 3.1 Introduction Figure 3.1 shows the institute wise distribution of sanctioned intake of engineering graduates for 2006 in India. Private engineering colleges have a sanctioned intake of about 4 lakh (76%) while the government institutes account for about one lakh sanctioned intake (21%). The share of Tier 1 Institutions (7 IITs and IISc) is only 1% and that of the National Institutes of Technology is 2%. There are about 1100 private engineering colleges and about 320 government engineering colleges. 1% 2% 21% IITs NITs Government Private 76% Figure 3.1. Share of engineering colleges based on intake (2006) The engineering colleges can be classified as a) Affiliated Colleges b) Autonomous Colleges c) Deemed University In the case of affiliated colleges, the institution is affiliated to a university, which is the degree granting body. The college has no flexibility or powers related to curriculum or evaluation. The academic powers rest with the university. In the case of autonomous colleges, the institutions have academic flexibility viz they can make curriculum changes and conduct examinations and evaluation. However they are notionally under the univer- 69

85 sity and have relatively less financial autonomy. Institutions that have acquired deemed university status have the maximum academic and financial autonomy. In India most of the colleges are affiliated (approximately 98%). 3.2 Case Study of SVNIT, Surat The Government set up Regional Engineering Colleges in different states along with the state governments since the 1960s. These were converted to the National Institutes of Technology (NITs) in They are autonomous institutions (deemed universities). In 2007, June the passing of the National Institutes of Technology act declared these as Institutions of national importance. There are 20 NITs in India. Appendix-VIII provides a listing of the NITs in the map of India. We have obtained data from the Sardar Vallabhbhai National Institute of Technology (SVNIT), Surat. This is one of the 17 Regional Engineering Colleges that were established as joint venture of the Government of India and the Government of Gujarat. It was established in June 1961 with facilities to run Bachelor's Degree Programmes in Civil, Electrical and Mechanical Engineering disciplines. It is now changed to a National Institute of Technology along with the other RECs and has been given the status of a Deemed University. The college has a campus spread over 100 hectares of land Student output Figure 3.2 shows the increase in the graduate student output (degrees granted) from SVNIT Surat. The B.Tech output increased from 211 in 1985 to 393 in 2006 corresponding to an annual growth rate of 3% per year. Figure 3.3 shows the growth trend of postgraduate (M.Tech) students from 1985 to

86 Output Year Figure 3.2: Graduate student output [33] output Year Figure 3.3: Masters Degrees awarded 1985 to 2006 [33] A total of 42 PhDs were awarded by SVNIT from (average of 3 Ph D per year). Figure 3.4 shows the trend of total output from 1985 to 2006 (CAGR of 2.7%) 71

87 Output Year Figure 3.4: Total Engineering Degrees Awarded [33] Enrolment Figure 3.5 shows trend of enrolment against sanctioned strength for B Tech. Figure 3.6 shows trend of enrolment against sanctioned strength for M Tech/ME. It is clear that the enrolment percentage for M.Tech is lower than the B.Tech. The average output by sanctioned intake (t-4) (O/S) ratio for B.Tech for SVNIT is The average output by sanctioned intake (t-2) (O/S) ratio for M.Tech for SVNIT is Number of Students Enrolment Sanctioned Year Figure 3.5: Enrolment and Sanctioned Intake for B. Tech [33] 72

88 Number of Students Enrolment Sanctioned Year Figure 3.6: Enrolment and Sanctioned Intake for M. Tech/ME [29] Campus Placement Table 3.1 shows the campus placement statistics for SVNIT. The data on the number registered for placement is not available. There may be some percentage of students who opt for higher studies (10-20%). Hence 73% placement for the graduating B.Techs is a high number. The placement percentage for the M.Techs is much lower. Table 3.2 shows the average starting salaries for B Tech. The average starting salary for B.Techs from SVNIT is about Rs 2.1 lakhs per year. Another interesting trend is the high percentage of software jobs, which is clear from the data shown in Table 3.3. About 2/3rds of the placements currently are from the software sector. This trend is similar for the other National Institutes of Technology. Table 3.1: Programme wise percentage placement [33] Programme Total Graduating B.Tech. Placed % Placement Total Graduating M.Tech. Placed % Placement Table 3.2: Programme wise Average Salaries [33] Programme B Tech M Tech

89 Table 3.3: Sector wise Placement [33] Programme Sector Core Engineering (%) B.Tech. Software (%) Faculty SVNIT had faculty strength of 109 in 2006 (with PhD 37, with M.Tech /M.E 55, with B E 16 and 1 MBA). Figure 3.7 shows the trend in the number of faculty. The faculty number has shown a decline over the five-year period Table 3.4 shows the student: faculty ratio for SVNIT. This has increased from 17:1 to 21:1 mainly because the student output is growing at 2.7% per year and there is a decline in the faculty numbers. Table 3.4 Total Students on roll and Student-Faculty ratio from [33] Year B.Tech. Total Students on roll M.Tech/ME Ph.D. /B.E. Faculty S/F Ratio Faculty Year Figure 3.7: Number of Faculty [33] 74

90 3.3 Summary of other NITs Admissions to NITs The NITs offer admissions to the students only on the basis of AIEEE (All India Entrance Examination for Engineering. According to the Central Counselling Board for AIEEE, the total number of students who appeared for AIEEE 2007 is while the total number of seats sanctioned for the engineering through central counselling is only Institutes offering the sets fully through AIEEE are mainly NITs, IIITs and some other self-financing and central or state government funded institutes. Almost every engineering institute in India offers 15% seats of sanctioned strength for the admission through AIEEE. For 2007 the total sanctioned strength for India is in 1511 institutes. Excluding the sanctioned strength of from the above-mentioned institutes, the remaining 1474 institutes offer seats through AIEEE. This implies that the students appearing for AIEEE compete for sanctioned seats. This indicates a selectivity of 14.7%. The total sanctioned strength for the NITs is 9250 (2007-8). If we assume that the first preference of students is the NITs, we obtain a selectivity of 1.5%. Table 3.5 shows the distribution of sanctioned intake among all NITs. Appendix X shows the actual allotment this year as on 16 July From the data it is seen that about 93% of the allotted seats are filled [35]. Table 3.5: Distribution of sanctioned intake among all NITs [35] Institute Sanctioned Sanctioned Institute Strength Strength NIT Agartala 420 NIT Nagpur 440 NIT Allahabad 530 NIT Patna 360 NIT Bhopal 610 NIT Raipur 580 NIT Calicut 540 NIT Rourkela 420 NIT Durgapur 520 NIT Silchar 300 NIT Hamirpur 300 NIT Srinagar 410 NIT Jaipur 480 NIT Surat 450 NIT Jalandhar 500 NIT Tiruchirappalli 500 NIT Jamshedpur 390 NIT Warangal 480 NIT Kurukshetra 540 NITK Surathkal 480 Total Sanctioned Strength

91 3.3.2 Outputs of other NITs Table 3.6 shows the graduate and post graduate output and number of faculty for five NITs the National Institutes of Technology at Durgapur, Hamirpur, Warangal, Rourkela and Surat. Of these NITs the share of the masters output to the total engineering degrees ranges between 9 to 36%. The student faculty ratio ranges around 15:1. NIT Warangal seems to have a lower number due to the recent increase in faculty. The average annual output of engineering degrees ranges from 400 to 500. The B.Tech and M.Tech output of NIT Warangal is shown in Figure 3.8. Data was not available for the number of PhDs awarded annually for each of these institutes. NIT Warangal awarded 180 science and engineering PhDs from 1985 to 2006 (an average of 9 per year). The percentage of faculty with PhDs ranged from 34-55% for these institutes [34] B Tech M Tech Output 2005 Year Figure 3.8: M.Tech and B.Tech output of NIT Warangal Table 3.6: Student Output and Number of Faculty for five NITs [34] Institute B.Tech M.Tech TED % of Faculty Faculty ME/TED S/F with PhD NIT Durgapur NIT Hamirpur 225 NA NA SVNIT Surat NIT Warangal NIT Rourkela NA - At NIT Hamirpur the first batch of M.Techs will graduate in The sanctioned strength is 54 while the actual enrolment is

92 The placement record for most NITs is good with most graduates being placed through the campus recruitment. At NIT Hamirpur the placement percentage increased from 49% in 2004 to 75% in 2005 and further increased to 89% in Appendix IX includes placement statistics for different disciplines for NIT Hamirpur, NIT Tiruchirapally and MNNIT, Allahabad. Software companies account for about 2/3 rd of the job offers. In general, the NITs have a high selectivity and admit good students. They have academic autonomy but receive significantly lower central grants than the IITs. They have relatively less research output and do not attract significant research funding. Though they have difficulty in attracting quality faculty, many have established quality academic programmes and are making efforts to enhance their research output. 3.4 Other Government Engineering Colleges Apart from the NITs there are several other state government run engineering colleges that have an established reputation and are on par with the NITs. Some examples are the College of Engineering, Pune, the Veermata Jijabai Technology Institute (VJTI) Mumbai, Bengal Engineering College, and Kolkata. There are other reputed institutions like the University Institute of Chemical Technology (earlier known as the University Department of Chemical Technology) that have established quality education and research programmes in Chemical Engineering and allied sciences. We provide some details on the College of Engineering, Pune and VJTI, Mumbai as examples of Government engineering colleges College of Engineering Pune (COEP) The College of Engineering Pune (COEP) was established in 1854 as Civil Engineering College Pune. It has autonomous status and is affiliated to the Pune University in Maharashtra. Its campus has a built up area of 45,300 m 2. The number of engineering graduates in 2006 is about 620 and 140 post-graduates. The tuition fees for B-Tech are Rs. 15,000 per year and Rs 4,000 for Non-Sponsored student and Rs 10,000 for sponsored M.Tech. There are 93 permanent faculty and 40 faculty appointed on an ad-hoc basis. The student to faculty ratio is about 21:1. There are also 60 visiting faculty. Depending on the degree of involvement of the visiting faculty the student faculty ratio would range from :1. About 15% of the full-time faculty have Ph.D. degrees. [36] Table 3.7 shows the data for the Bachelors (Undergraduate) programmes at COEP. It is evident that the entire sanctioned intake gets filled up (E/S ratios about 1) at the B Tech level. 77

93 Table 3.7: Sanctioned Intake, Enrolment and Output for B.Tech Programmes [36] Year Sanctioned Actual Admissions Intake E/S Output Table 3.8 shows the sanctioned intake and enrolment for M.Tech programmes in COEP. The enrolment is about 70% of the sanctioned intake. Table 3.8 Sanctioned Intake, Enrolment for M.Tech Programmes [36] Year Sanctioned Actual Intake Admissions E/S COEP has a good record of campus placement as shown in Table 3.9. The average salary data is shown in Table The average salaries per annum have also been increasing. The average B.Tech salaries are higher than the average M.Tech salaries. Table 3.9: Year wise and Programme wise Percentage Placement [36] Year M. Tech B. Tech Table 3.10: Year wise and Programme wise Percentage Average Salary per Year [36] Year M. Tech B. Tech The total annual budget of was about Rs 8.2 crores of which the state government provided 7.2 crores. About 75% of the annual expenditure is towards salaries. The government support is about Rs 26,000 per student per year. COEP has an annual output of about 800 engineering degrees. The college attracts very good students for the B.Tech (high cut-offs in the Common Entrance test of Maharashtra), it has a good academic programme and many links with industries especially for student 78

94 projects. The college has obtained World Bank funding under the Technical Education Quality Improvement Programme and the Department of Science and Technology s Fund for Improvement of S&T infrastructure in universities and higher educational institutions (FIST) scheme for state of the art equipment for research infrastructure. COEP is poised to improve its research output and can effectively utilize Pune s engineering base to become a Tier 1 institution. This will be facilitated by the adoption of policies that permit quick hiring of good faculty and increased grant and research funding Veermata Jijabai Technology Institute (VJTI) The Veermata Jijabai Technology Institute (VJTI) was established in 1887 at Mumbai. VJTI currently acquired financial and academic autonomy in 2004 as an autonomous institution affiliated to the Mumbai University. The fees structure is similar to COEP. The sanctioned intake strength is 420 B.Techs and about 260 M.Techs. VJTI started as a diploma granting institution and continues to run several diploma level programmes along with the B.Tech and M.Tech programmes. Table 3.11 shows the sanctioned intake and the enrolment in the B.Tech programme. The E/S ratio is around 1 and the cut-offs for admissions are high. The E/S data for M.Techs is lower (though exact data was not available). [37] Table 3.11: Sanctioned Intake and Enrolment for B.Tech [37] Year Enrolled Sanctioned E/S Figure 3.9 shows the increase in the B.E student output from VJTI Mumbai. The student output increased from 212 in 1985 to 418 in 2006 (corresponding to an annual growth rate of 3.3 %). 79

95 Output Year Figure 3.9: Graduate Degrees Awarded by VJTI The M. Tech/ME degrees awarded in 1985 were 63. This increased to170 in 2004 (CAGR of 5 4%). Figure 3.10 shows the growth trend of postgraduate students from 1985 to Figure 3.11 shows the trend of total output from 1985 to The total student output increased from 275 in 1985 to 613 in 2004 (CAGR of 4.3%) Output Year Figure 3.10: Masters Degrees awarded by VJTI 1985 to

96 Output Year Figure 3.11: Total Engineering Degrees Awarded by VJTI Figure 3.12 shows the trend of enrolment against sanctioned strength for B E Number of Students Enrolment Sanctioned Intake Year Figure 3.12: Enrolment and Sanctioned Intake for B. E. The total permanent faculty is 82 resulting in a faculty: student ratio of about 20:1. Attracting and increasing the faculty base seems to be a constraint for VJTI s growth. It has recently started a PhD programme and has obtained significant funding (Rs 22 crores) under the TEQIP scheme of the World Bank to develop new research facilities and augment infrastructure. The campus placements for B.Techs and M.Techs are good and the average salaries are shown in Table

97 Table 3.12: Programme wise Salary Details [37] Year B. Tech M. Tech Private Engineering Colleges About 75% of the engineering graduates are taught at the private engineering colleges. There are more than 1100 private engineering colleges. However a ranking of the top fifty engineering colleges reveals only a small percentage of private colleges. More than 90% of the private engineering colleges are affiliated colleges that have little academic autonomy. The existing administrative structure and nature of private colleges results in very little financial autonomy. The fees for the open seats are regulated based on AICTE norms and an evaluation of the college balance sheet. Salaries account for about 80% of the total budget. Only a few private engineering colleges have been able to ensure quality education. Some of these colleges are Birla Institute of Technology and Science, Pilani and Mesra, Thapar University, Patiala, Manipal Institute of Technology, Dhirubai Ambani Institute of Information and Communication Technology. (The list is indicative and not exhaustive). Most of the successful private institutions have been granted deemed university status. We have analysed data from the Manipal Institute of Technology, Thapar University and the Dhirubai Ambani Institute of Information and Communication Technology Case Study of Manipal Institute of Technology, Manipal The Manipal Institute of Technology was founded in 1957 (known until 1974 as the Manipal Engineering College) and was among the first self-financed colleges of the country. It started by offering academic programs in just one discipline - civil engineering, which has over the years grown to graduation in 12 disciplines and post graduation in 9 disciplines. The institute is located in a campus of over 160 acres [38] Student output Figure 3.13 shows the increase in the B.E student output from MIT Manipal. Student output increased from 576 in 2002 to 751 in 2006 (corresponding to an annual growth rate of 6.8 %). 82

98 Output Year Figure 3.13: Graduate Degrees Awarded [38] The M. Tech/ME degrees awarded in 2000 were 57. This increased to 81 in 2006 (CAGR of 1.7 %). Figure 3.14 shows the growth trend of postgraduate students from 2000 to Figure 3.15 shows the trend of total output from 2002 to Total student output increased from 648 in 2002 to 832 in 2006 (CAGR of 6.5%) Output Year Figure 3.14: Masters Degrees awarded 2000 to 2006 [38] 83

99 Output Year Figure 3.15: Total Engineering Degrees Awarded [38] Enrolment Figure 3.16 shows trend of enrolment against sanctioned strength for B Tech. Figure 3.17 shows trend of enrolment against sanctioned strength for M Tech/ME. Number of Students Enrolment Sanctioned Year Figure 3.16: Enrolment and Sanctioned Intake for B. Tech [38] Number of Students Enrolment Sanctioned Year Figure 3.17: Enrolment and Sanctioned Intake for M Tech/ME [38] 84

100 Campus Placement Manipal Institute of Technology has a good record of campus placement as shown in Table In , 89% of the graduating class was placed through the campus placement. 75% of B.Techs and 86% of M.Techs opted for software jobs. The average B.Tech starting salary was Rs 2.5 lakhs per year. Programme wise average salaries are shown in Table Table 3.13: Percentage Placement for B Tech [38] Programme Total Graduating Placed B.Tech. % Placement Average Salary Table 3.14: Programme wise Average Salaries [38] Programme Sector Core Engineering (%) B.Tech. Software (%) Others 2.50 M.Tech. Core Engineering (%) Software (%) Faculty For the current year MIT Manipal has faculty strength of 285 (with PhD 71, with M.Tech /M.E 185, with BE 18, 9 M Sc and 2 MA). Figure 3.18 shows the trend in the number of faculty. The student to faculty ratio is shown in Table It ranges between 12:1 to 13:1.[38] Faculty Year Figure 3.18: Number of Faculty [38] 85

101 Table 3.15: Student Faculty ratio for MIT, Manipal [38] Year B.E./B.ARCH M Tech MCA Total Faculty S/F Ratio : : : : : : Admission Manipal University conducts an all India level entrance test (UGET) every year for admissions to MIT. The annual fees paid by students are shown in Table The grant received by MIT from different government schemes is shown in Table The total estimated annual revenue from fees is about Rs. 46 crores. Table 3.16: Programme wise Annual Fees Fees B.E. M.Tech. Tuition Fees 61,000 1,10,000 Other Fees 61,000 35,000 Total 1,22,000 1,45,000 Table 3.17: Year wise Grants Received (Rs. in Lakhs) MIT Manipal has been able to maintain a favourable student faculty ratio and a high growth rate in the student output. The student output is about 800, which is predominantly graduate (BE) degrees. The placement record is good with most students opting for software jobs. There are relatively few research projects and consequently less research publications and projects. The challenge for MIT is to augment its research output and upgrade its faculty quality and numbers. 86

102 3.5.2 Thapar University Patiala The Thapar Institute of Engineering and Technology (TIET) was set up in 1956 through a unique public-private partnership by the then state of Patiala, the central government and the Patiala Technical Education Trust set up by an industrialist Lala Karam Chand Thapar. The foundation objective of the trust clearly outlines the objective of furthering education and research in engineering and technology. It also specifically mentions that all income accruing to the trust will be invested back in the institution. The Thapar Institute of Engineering and Technology was granted full autonomy and the status of a deemed university by UGC as Thapar University in [39] At present the annual fees for B.E at Thapar University is Rs 36,000. Figure 3.19 shows the number of The B Tech/B.E students graduating from Thapar University. The B Tech/B.E. output increased from 179 in 1990 to 383 in 2006 (CAGR of 4.9%). Thapar University s intake is through AIEEE and the E/S ratio is about 1. There are about 108 faculty members with a student faculty ratio of about 17: Output Year Figure 3.19: B.E./B Tech Student Output from [40] Figure 3.20 shows the M E output from Thapar University. The output has increased from 10 in 1990 to about 120 in 2006 (CAGR of 17.9%). Figure 3.21 shows the trend of sanctioned intake and enrolment for B tech from 1990 to

103 Output Year Figure 3.20: M Tech Student Output from [40] Sanctioned Enrolment Year * 2004* 2005* 2006* Figure 3.21: B.E./B Tech Student Sanctioned Intake and Enrolment from [40] (* Includes NRI / NRS / JK Migrants / Govt. of India students for B Tech) Table 3.18 shows the growth rates in the outputs of the different programmes. Table 3.19 shows the percentage of campus placement. It is clear that the placement is good with 88

104 almost 100% of the I st Division students getting campus placement. The placement record is improving every year. Thapar University offers a model for future private public partnerships in education. The university has established its academic programmes and already has about 25% of its output at the post-graduate level. It has a PhD programme with 8-12 PhDs being awarded each year. The Thapar University faculty also have some sponsored and consultancy projects and research publications. There are 152 regular faculty with 70 having PhDs (46% of the total). The student faculty ratio is about 12. Table 3.18: Programme wise Percentage Growth Rates [40] Year B.Tech. / B.E. M.Tech / ME Ph.D. (Engg) Total Engg Table 3.19: Student Placement Percentages [39] Year B E/B. Tech I Div. II Div * Till

105 3.5.3 Dhirubhai Ambani Institute of Information and Communication Technology The Dhirubhai Ambani Institute of Information and Communication Technology is a selffinanced institution, established in 2001 at Gandhinagar, Gujarat. This was set up as an educational trust by the Dhirubai Ambani foundation and the Reliance group in an MOU with the Gujarat government. This has a built up area of 8500 m 2 and offers a B.Tech in Information and Communications Technology (ICT). This has a university status under the state act. The fees are Rs. 60,000 for B.Tech and Rs for M.Tech. The sanctioned intake for B.Tech is 240 and 40 for M.Tech. DAIICT has 38 regular faculty. Almost all the faculty have PhDs (34out of 38 or 89%). The institute has also started a PhD programme, a M.Sc (IT), a M.Sc (ICT and Rural Development) and a Master of Design (Multimedia). The student faculty ratio is approximately 28:1 [41]. Table 3.20 shows the data and enrolment in the B.Tech and M.Tech programmes. Table 3.20: Enrolment and Output of B.Tech and M.Tech in DAIICT [42] Enrolment Output O/S Year B.Tech M.Tech B.Tech M.Tech B.Tech M.Tech The interesting feature of DAIICT has been its ability to attract good faculty in a niche area where faculty are scarce. One of the main attractions here is a higher salary. In a relatively short time the institute has established its academic programmes. It chose to differentiate its degree from the IT, Computer Science and Electronics degree and started off with a batch size of 240. This is another possible model for niche institutions. Though data on the research output is not available, the faculty details and the M.Tech thesis topics indicate that DAIICT is poised to develop a research culture. 90

106 3.6 Other Private Engineering Colleges The three private institutes profiled are among the successful models and all have autonomy. Another successful private college is the Birla Institute of Technology and Science, Pilani. BITS Pilani has set up Goa and Dubai campus and awarded a total of 3600 degrees in 2006 (the share of engineering or postgraduates is not known). There are 367 faculty in the Pilani campus. The average salary for the BITS graduates in campus placement was Rs 4.1 lakhs per year. BITS have several innovations like the practice school and the Virtual University. BITS at Mesra, Ranchi is also a deemed university and is rated to be among the top private engineering colleges. [43] An examination of the engineering college ratings reveals that only about 8 private colleges (16%) feature in the top 50. The vast majority of private colleges are affiliated to universities and are sub-critical in terms of faculty and infrastructure. They are constrained by a lack of academic and financial flexibility. 3.7 Summary and International comparison Table 3.21 shows a summary of the student output and faculty of some select Indian engineering colleges. This is compared with the available data from some of the leading engineering institutions in the world. It can be seen that the Bachelors output per faculty varies from 0.6 for CalTech to 5.3 in Tsinghua University. The IITs have a B/F ratio of around 1. Several International institutions have much higher ratios. The student to faculty ratio varies from 6 for CalTech to 27 for Nanyang Technological University Singapore. Many universities are able to maintain quality despite S/F ratio of 15 or more. For some of the engineering colleges in India that do not have research outputs (apart from Tier1 and Tier2 colleges) it should be possible to have S/F ratios of 20. The average research funding per faculty per year when compared on a purchasing power parity basis seems reasonable for the Indian institutions. IIT Bombay s average research funding of Rs. 13 lakhs per faculty per year and IISc Bangalore s Rs 23.7 lakhs per faculty per year (including funding for science) is lower than the average for MIT, Purdue. The publication per faculty data cannot be computed directly by dividing the total publications by the faculty numbers since we have to account for the science faculty. We have computed the approximate publications per faculty with this adjustment and have plotted the bachelors (UG) output per faculty and the publications per faculty (Figure 3.22). The publications of the NITs and other engineering colleges are less than 1 per faculty per year. The IITs have an average of 1.5 to 2 publications per faculty per year. Many of the selected international universities have averages of 4 to 5 publications per faculty per year. 91

107 Institute/University Massachusetts Institute of Technology USA Univ. of Illinois, Urbana- Champaign USA Purdue University USA Georgia Institute of Technology USA Table 3.21: Comparison of Indian Engineering Institutions with select International Universities Student Output Bachelors Masters Ph.D. TED Faculty B/F S/F ratio Ph.D./ Bachelors Research Fund (million) Research Fund in Rs (PPP) Papers Lakhs/ Million faculty US $ US $ US $ US $ California Institute of Technology USA US $ Imperial College UK UK Tsinghua University China NA 6590 NA NA Tokyo Institute of Technology Japan Nanyang Technological University Singapore National University of Singapore Pohang University of Science and Technology Korea Korea Advanced Institute of Science and Technology NA 3993 NA NA NA 2564 NA NA S$ NA 1259 NA NA NA 939 NA NA IISc Bangalore Rs IIT Bombay Rs IIT Total NA 3942 NA NA NIT Total NA 678 NA NA Manipal (MIT, India) NA 33 NA NA 92

108 Notes for Table 3.21 The source for engineering student output for the US universities is the engineering profile 2006 [38] All the data outputs are for The data for the Indian Institutes have been taken from the earlier chapters in the report. For all the Indian Institutes the faculty data is the total faculty in that institute. For the US universities data used is the engineering faculty data obtain from the Engineering Profile 2006 [38] For the other universities the data has been obtained from their websites [45-52] For Imperial college the graduation data for engineers was available for 2005 and the total postgraduate degrees awarded in 2005 was available. We have taken the share of the postgraduate engineering enrolment to obtain an estimate of the postgraduate engineering degrees. For Tsinghua University China the data on degrees awarded was not available. We have used the enrolment data for engineering graduates. The share of engineering post graduates and PhDs have been assumed to be similar to the graduate share for Tsinghua. TED refers to the total engineering degrees awarded annually (2006). The B/F ratio is the ratio of the bachelor s degrees in engineering to the faculty. The S/F ratio is the ratio of the total students enrolled to the faculty. We obtained S/F ratios from the enrolment data wherever available. In cases where this was not available we estimated this from the annual engineering degrees assuming average durations of each programme. The publications data have been obtained from Scopus for engineering and science publications (excluding life sciences, health sciences and social sciences). The research funding data is shown in the local currency (millions) these have been converted to Indian Rupees using the purchasing power parity exchange rates [46]. The research fund per faculty is computed in Rupees lakh (1 lakh = 100,000) 93

109 6 5 CALTEC POSTECH Imperial MIT 4 Georgia Tech Purdue Tsinghua Publications/faculty 3 2 IISc Tokyo KAIST NTU UIUC NUS 1 IIT IITB 0 Manipal NITs UG Engineering Degrees / Faculty Figure 3.22: Publications and UG student output for select institutions 94

110 Chapter 4 Conclusions and Policy Recommendations We have analysed the overall national trends and the trends for representative Indian engineering institutions in the previous chapters. Based on the analysis, we develop conclusions and policy recommendations for engineering education in India. 4.1 Scenarios for Engineering Education In order to plan for the growth of the engineering education system we build up alternative future scenarios. The objective of these scenarios is to establish quantitative growth targets. The scenario numbers are subject to the uncertainty in the data trends used (e.g there is some uncertainty in the outputs that have been estimated based on average O/S ratios) Business as Usual Scenario We build up a business as usual scenario for engineering education in India to estimate the annual engineering student output in 2012 and 2017 based on the past growth trends. Table 4.1 shows the 5 year and 10 year annual growth rates in the outputs. In all cases, we have taken the five-year growth rate to build the scenarios, except for the graduates where we have taken the lower growth rate (12.5%). The five-year growth rates for M.Techs and PhDs is lower than the ten-year growth rates. We construct the Business as Usual scenario BAU. As per the Government plan, the number of general category seats remains constant. The increased growth occurs by Subsequently the existing growth rates are taken to construct the 2017 output. Table 4.2 shows the results of the BAU scenario for the nation. (Appendix XI shows an earlier scenario without reservation) Table 4.1: Annual Growth rates for different programmes Period Graduates Masters PhD % 7.5% 6.1% % 10% 11.1% Values 12.5% 7.5% 6.1% 95

111 Table 4.2: Results of Scenario Year Population GDP (Million) (000 crore) Graduates Masters Doctorates GDP/mPop E/mPop BAU Table 4.3a shows the five-year and ten year growth rates of the engineering student output of the IITs and IISc (Tier 1 institutions). Table 4.3b shows the five year and ten year growth rates of the engineering student output of the NITs. Using the values of growth rates shown in this table, the degrees awarded in 2012 and 2017 have been computed under the BAU scenario and are shown in Table 4.4. In BAU the growth rates in the initial period (till 2012) have been increased to account for OBC reservation and the consequent increase in the general category seats. Table 4.3a Annual Growth rates for different programmes in IITs and IISc Year B. Tech M.Tech Engg PhD Values Table 4.3b Annual Growth rates for different programmes in NITs Year B.Tech/B.E. M.Tech/M.E % 0.1% % 2.5% Values 2.0% 2.5% The share of the IITs and IISc (Tier 1 Institutions) in the engineering graduates is about 0.5 % in 2012 and 0.6% in 2017 as shown in Table 4.5. Under the Business As Usual scenario Tier 1 institutions remain exclusive but are also marginal in the overall graduate numbers. The share of Masters output of the Tier 1 institutions increases marginally under the Business As Usual scenarios. The total annual engineering student output of the Tier 1 96

112 institutions increases to in 2012 (in the BAU scenario, with reservation) and in The NITs currently contribute to about 2.9% of the graduates. Table 4.6 shows the results of the BAU scenario for the NITs and Table 4.7 shows the share of NITs in the total engineering output. Under the BAU scenarios the share reduces to % in 2012 and % in The reduction in the share Tier2 institutions is due to their low growth rates, as compared to the overall growth rates of other engineering colleges. The number of institutions increases to about 2600 with an average output of about 340 in This implies the setting up of about 1100 new engineering colleges. Table 4.4: Results of Scenario BAU for IITs and IISc BAU for IITs and IISc Year Graduates Masters Doctorates TED The numbers have been modified to include the 6 new IITs that started in 2008 and the two additional IITs starting in In 2017 it is expected that these IITs would be graduating about 200 B.Techs each and about 100 M.Techs and 40 PhDs. Table 4.5: Share of IITs and IISc in BAU scenarios IITs and IISc Share (BAU) Year Graduates Masters Doctorates % 19.0 % 42.0 % % 18.8 % 40.6 % % 20.1 % 48% Table 4.6: Results of BAU Scenario for NITs BAU for NITs Year B.Tech/B.E. M.Tech/M.E

113 Table 4.7: Share of NITs under BAU Scenario (BAU) NITs Share Year Graduates Masters % 7.8% % 4.9% % 4.9% Normative Scenario If we consider the correlation developed earlier for engineers per million population with GDP the number of engineering graduates are 3.3 lakhs in 2012 and 5.3 lakhs in Consequent to the recent global meltdown, if lower GDP growth rates of 7-8% are expected, then we may be overproducing engineers. This is likely to result in unemployment and under-employment of engineers. It is not clear about the actual lag time between the market signals and the feedback in the career choices at the 10+2 stage. This may be lost in the process of mushrooming of engineering colleges and the AICTE sanctioning process. We believe there is a need for a rationalisation of the numbers. We develop a stabilization scenario with an increased emphasis on quality. The focus should not just be on the numbers of engineering degrees, but also on the quality, We have considered the B.Tech/ BE graduates growing at a lower rate (about 10% per year). The M.Techs/ MEs are taken to be 10% of the number of engineering graduates. We want the PhDs to increase to almost 2% of the engineering graduates. Since we have considered a short time frame, we limited this number to 10,000. In this scenario, we plan to augment the output of engineers from the Tier 1 and Tier 2 institutions. Table 4.8 shows the results from this scenario. In this scenario, 2% of the engineering graduates would come from Tier 1 institutions (similar to the IITs) and 5 % from the Tier 2 institutions (similar to the NITs). Tier 1 and Tier 2 institutions would account for 50% of the M.Tech output and 90% of the PhD output. It is expected that other institutions would account for about 10% of the total PhD output. Table 4.8: Results of Normative Scenario Graduates M.Tech PhD Total Total 700,000 70,000 10, ,000 Tier 1 14,000 28,000 8,000 50,000 Tier 2 35,000 14,000 1,000 50,000 98

114 4.2 Achieving the Normative Scenario How do we achieve the normative scenario? What are the interventions and policies required? We have to adopt a combination of the following: a) Enhance the output of existing Tier 1 institutions The seven IITs at present (2006) award about 6000 engineering degrees annually. On an average each IIT awards 330 B.Techs, 490 M.Techs and 40 engineering PhDs. This implies an average total engineering output of 860 per IIT. The outputs of the existing IITs should be increased to about 2000 per IIT in Several international engineering institutions already have this level of output, without compromising quality (Urbana- Champaign 1950 engineering degrees, Purdue 1840 engineering degrees, GeorgiaTech 2300 engineering degrees, Tokyo University 3000 engineering degrees, Tsinghua university about 4000). This would require special efforts to attract faculty, upgrade and create new infrastructure and evolve facilitating administrative and support structures. This will need careful planning and removal of many of the existing logistic and space constraints.the eight new IITs could be scaled up to operate at the output of the existing IITs and may account for about 6000 engineering degrees. Hence the 15 IITs could account for about 20,000 engineering degrees in 2017 (mix of PhD, M.Tech, B.Tech). b) Upgrade quality Tier 2 institutions- A total of Tier 1 institutions are required to achieve the normative scenario. Many of the existing Tier 2 institutions can be upgraded to Tier 1 status. Tier 1 institutions would be (at least) IIT equivalent and should be leaders in research and teaching. Some of the NITs, leading government institutions and successful private engineering colleges may be considered for up gradation. A clear set of norms should be provided to motivate Tier 2 institutions to work towards this. The norms could include proven excellence in academic programmes, faculty quality and research output, and potential for growth. Selected institutions should be provided special funds and support to enable a successful upgrade. c) Create new Engineering colleges through Public-Private Partnerships The present model for private engineering colleges is unlikely to build long-term quality engineering institutions. The revenues from fees are capped and are the main income source. Salaries account for about 80% of the total budget. There is very little operational flexibility for the college principal or Director to take new initiatives. Alternative funding models need to be explored. A possible model is the creation of a corpus by a private company/ group of companies, commitment by the state/ 99

115 central government towards grant in aid (based on the number of students joining in the open seats), commitment by the private promoter to provide funds required to compensate any annual budget deficit. The private promoter can be permitted to obtain returns from the annual surplus (based on the contributions made to the corpus). Alternately incentives could be provided in terms of tax savings, deductions for contributions to the corpus In addition to this, the sponsors may be allowed a choice of government council members (from an approved master list of professionals, experts and educationalists) and may be provided priority in campus interviews.. d) Enhance the output of existing Tier 2 institutions - At present the average output of a NIT is about engineering graduates and post-graduates. Each NIT should have at least twice this output. 4.3 National Engineering PhD Initiative A key driver for research and development is the availability of quality doctoral students. The number of engineering doctorates awarded in India each year is about one thousand. This is less than 1% of the total engineering graduate degrees awarded each year. The international comparison showed that most countries have the number of PhD degrees awarded annually ranging between 5-9% of the engineering graduate degrees awarded. Even if we consider 2% of the total engineering graduates as a target for India s PhDs, we obtain a number of 10,000 PhDs annually by (The target would be between 15,000 18,000 PhDs. This has been scaled down to 10,000). The doctorate degree is not a course work based fixed time degree. In order to obtain a doctorate, the candidate must make an original research contribution in the chosen specialisation. Hence it is not an easy target to increase the doctorates to 10,000 without compromising quality. This needs a three-pronged strategy: (A) Attract good students to the PhD programme. How can this be achieved? i) Increase the PhD fellowship amount ii) Involve industry to sponsor special doctorial fellowships. iii) Special outreach / publicity to potential students. (B) Improve / Enrich the PhD experience. i) Treat PhD students as special. Provide them modern offices with access to good research facilities. ii) Provide funding to attend international conferences iii) Increase the rigour of the Ph.D. Provide special PhD level coursework. 100

116 iv) Facilitate exchanges between PhD students, faculty and industry through annual national workshops. (C) Facilitate challenging jobs/careers after Ph.D. i) Special efforts are required to ensure that industry provides challenging careers and attractive salaries to fresh PhDs. A recent initiative by the Confederation of Indian Industry (CII) Western Region focused on circulating the database of graduating IIT Bombay PhDs and their thesis topics to the CII members to encourage the companies to offer them rewarding jobs. ii) Seed grants / Loans and access to venture capital could be provided for PhD students who wish to commercialise their research results into technology products. The PhD initiative will only work if taken up in a mission mode. At present our engineering education system is unable to attract our best students to a research career. Often those who wish to pursue a PhD prefer to study abroad. In the US, there is a similar problem in attracting US engineering graduates for a Ph.D. However they are able to get the best students from the rest of the world for their PhD programme. Several studies have shown that this inflow of international talent has ensured the US domination of high technology research. Several European countries and developed countries are making special efforts to tap good Indian students for their masters and doctoral programmes. There have been concerted efforts by Germany, France, UK, Australia, Singapore and other countries to promote higher education in universities in their countries for Indian students. Several high level delegations that include presidents, chancellors of universities have visited leading institutions in India. This is often supported with initiatives like the DAAD (Fellowships for study in Germany), UKIERI (Research collaboration with UK). Most of these initiatives are unidirectional envisioning the flow of students and researchers to the host country and facilitating access to our best students. Often these initiatives are supported by the leading industries (e.g. Thales support for study in France). There have also been a number of delegations from leading US universities (Cornell, Georgia Tech, RPI etc.). Though these visits discuss potential collaboration, it is quite evident that their focus is on ensuring access to our good students for their masters and doctoral programmes. A high level delegation of British Members of Parliament who visited IIT Bombay in 2006 were keen to understand how the IITs work and are able to attract the best students to engineering. They stated that the UK engineering education system has identified the shortage of R & D engineers as a possible constraint and were interested in strategies for globalising their education system (attracting the best students from China and India). 101

117 The Monash University, Australia and National University of Singapore have joint doctoral programmes with IIT Bombay. However both these mainly provide access for the foreign universities to Indian students. It may not be possible for Indian institutions and the Indian government to avoid participating in these initiatives. However there is a clear need for the launch of an initiative for study in India. We have to promote our masters and doctoral programmes to our under-graduate students. The prevalent perception amongst our under graduate students is that there is little research carried out in India. It is necessary to highlight the research facilities, ongoing research and technology demonstration projects to our bright students. What should the National PhD Initiative consist of? A few elements are suggested: i) Fellowships of the amount of Rs. 20,000 25,000 per month. This would imply a funding requirement of about Rs. 10 lakhs Rs. 12 lakhs per fellowship (including some amount for conference travel and contingency). ii) Industry support for 5000 fellowships per year. This implies a total outlay of Rs crores per year by industry. This has to be facilitated by industry organizations like the CII, FICCI, Assocham. The fellowships should only specify the research area and not be linked with short-term industry problems. iii) Enhanced Government Fellowships. iv) Establishment of National PhD Initiative steering committee with representatives from industry, government and academics. v) Government funding for a high visibility publicity and outreach campaign vi) Initiative to encourage sponsored PhD students from industry, defence laboratories, CSIR institutions as external or full time students in Tier-1 institutions. The National PhD Initiative cannot automatically ramp up the PhD numbers and quality. This has to evolve through a gradual process. This is a classic chicken and egg problem. The doctoral programme would improve if it can attract motivated, quality students. If this happens they would get attractive jobs and research careers. This would in turn help in attracting better students. However in order to change the existing mindsets, it is necessary to have high visibility industrial sponsorships. Initially it may be beneficial to have attractive and assured industrial R & D jobs for select doctoral fellows. 102

118 Engineering Company 4.4 Faculty Issues Attracting Quality Faculty How do we attract good candidates to join the faculty? The attraction of a faculty position depends on (a) Package i) Salary Faculty salaries are not expected to be equivalent to the best industrial salaries. However the differential is very high in India. Industry salaries have increased significantly while faculty salaries have been capped / limited based on the salary structures of senior bureaucrats in government service. The increase in salary with experience (number of years) is marginal. The ratio of the average professors salary to the starting salary for an Assistant Professor is The corresponding ratio for the US universities ranges from 1.7 to 2.6. It is suggested that the ratio of the average Professors salary to the starting salary of the Assistant Professor should be at least 2. Table 4.9 shows the starting salary for engineering graduates and the salaries after 20 years. The ratio of the salary after 20 years to the starting salary ranges between 5.3 to 8. The ratio of the Professors salary at the highest of the scale to the starting salary of the Assistant Professor is There have to be higher salary increases with years of experience. It is clear that the Indian faculty salary structure needs to be changed. Salary Starting Table 4.9: Starting salary for engineering graduates and after 20 years A B C After 20 Starting Yrs On Confirmation After 20 Yrs After 30 Yrs Starting On Confirmation After 20 Yrs B.Tech. /B.E. (a) B.Tech/BE+MBA (b) M.Tech(c) PhD (d) B.Tech. /B.E. (a/a) B.Tech/BE+MBA (b/a) M.Tech(c/a) PhD (d/a) Source: Data from engineering companies in Pune, Mumbai and Bangalore 103

119 ii) Perks / Facilities Many engineering colleges provide accommodation, medical facilities, schooling in residential campuses. In many of the government run institutions; there is a problem in maintaining these facilities. If engineering colleges are able to ensure professionally managed estates that can result in the provision of modern accommodation and facilities comparable with the best in industry, it would be easier to attract better faculty. Additional facilities that are provided by public sector organizations like holiday homes, availability of low interest loans should also be considered. (b) Professional Career Several faculty members are driven by a desire to make an impact on education and research. The availability / access to research funding and quality research students is an important attraction for such faculty members. All the Tier 1 Institutions (IITs / IISc) have start up or seed grants that facilitate young faculty starting their research careers. The success rate for government grant proposals submitted to organizations like the Department of Science and Technology are high (30% as compared to success rates of 10% of proposals submitted to the National Science Foundation in the USA). It is essential to create enabling mechanisms that facilitate faculty research. This is particularly relevant for experimental work. The systems for procurement, fabrication need to be streamlined so that faculty can focus on the research per se and not get bogged down in chasing papers or getting administrative approvals. It is necessary to have efficient support staff that facilitates faculty research. The availability of quality research students (M.Techs and PhDs) could be a major attraction for new faculty to join Faculty Numbers We estimate the faculty requirements in 2012 and 2017 under the different scenarios. We do not have accurate estimates of the faculty in engineering institutions. We have the numbers for the faculty in the IITs and IISc. The total number of faculty in the IITs in 2006 was 2520 and IISc had a faculty strength of engineering faculty of about 170. Since we are considering only the engineering enrolment, we multiply the faculty strength of the IITs by the ratio of the engineering enrolment to total enrolment of the institutes. In order to obtain the faculty numbers for the NITs, we extrapolate the data obtained from the sample of five NITs. To estimate the total faculty we estimate the gross enrolment (based on the existing output and the growth rates) and consider a student to faculty ratio of 15:1 104

120 based on the AICTE norm. The actual numbers may be lower as many institutions may have higher student-faculty ratios. Table 4.10 shows the total faculty requirement under the Business as usual scenario. Table 4.10: Total Faculty numbers BAU Scenario IIT NIT Other Total It is clear that there would be a severe shortage of faculty under this scenario. Considering the retirement of existing faculty, the requirement for new faculty to meet the numbers given in Tables 4.10 are given in Tables We have assumed that the student faculty ratios of 9:1 for the IITs and 15:1 for other institutions is maintained. The total additional faculty requirement of 1.85 lakhs indicates an average requirement of 17,000 new engineering faculty each year. This implies a growth of 10.6% per year in the faculty numbers. Of the existing approximately 75,000-80,000 engineering faculty in 2006, less than 10% would have PhDs (maybe about 5000). Hence there is a need for quality up gradation of existing faculty. Table 4.11 Additional faculty requirement under BAU Scenario IIT NIT Other Total For the normative scenario, we consider a student to faculty ratio of 12:1 for the Tier 1 institutions, a student to faculty ratio of 15:1 for the Tier 2 institutions and 18:1 for other institutions. The net requirement for faculty is now 1.08 lakhs as shown in Table 4.12 or about 10,000 new engineering faculty per year (annual growth rate of 7%). However about 20% of this requirement is for Tier 1 and Tier 2 institutions. The Tier 1 faculty growth has to be at 18% per year and Tier 2 at 16% per year. This is only possible if faculty jobs are made more attractive and the PhD initiative results in an increase in PhD output and quality. 105

121 Table 4.12 Faculty numbers for normative scenario in 2017 Faculty Additional Tier Tier Others Total Incentivising Performance Several institutions are planning financial rewards for performance (e.g. cash incentives for international journal publications, payments for course loads above the average). These are being tried in several Asian countries. In most engineering colleges, there is no system of annual performance appraisals for the faculty. The performance is assessed only at the time of promotions viz from Assistant to Associate Professor and from Associate Professor to Professor. During the promotions, faculty candidates have to demonstrate their research output, teaching innovations to an external committee of experts. Apart from these assessments, there is no regular mechanism for performance assessment and feedback. The annual salary increases are independent of performance. This provides for significant academic flexibility for the faculty. However the overall output of the faculty can definitely be improved. There is a need to introduce systems of performance assessment and goal setting. Research groups and departments need to be reviewed at a regular frequency (once every five years), should set their future goals. Institutions should be encouraged to adopt transparent review processes that build on the existing strengths of the faculty and result in motivating faculty towards common goals. This should not be at the expense of the academic freedom and flexibility that exists in most of the quality Indian engineering institutions. A well-designed self-appraisal cum peer review system with positive and constructive intentions can be introduced National Engineering Faculty Initiative A critical constraint inhibiting the growth of the Engineering education system in India is the scarcity of quality faculty. Special initiatives are necessary to attract and train future faculty. Industry can help in this in setting up chair Professorships and providing adjunct and visiting faculty. At a feedback workshop held at Mumbai in May 31, 2008, it was 106

122 suggested by industry representatives that industries could provide a top-up salary to faculty in engineering colleges in their region. (a) Chair Professorships These can be attractive endowments at different levels (Assistant Professor to Professor) providing incentives to attract good faculty in select areas relevant to specific industries. (b) Adjunct and Visiting Faculty Industry experts with an interest in teaching can be associated with engineering institutions in their regions and provide specific teaching and research inputs in their area of expertise. (c) Faculty Mentorships scheme A mentorship scheme should be launched with mentors chosen from established faculty in the IITs and IISc. In each discipline a virtual network of faculty in the area can be set up. Web based resources can be made available for supplementing classroom teaching. Annual meetings can be held where the latest developments in the field are presented. There should be a scheme that provides an opportunity for young faculty to spend a few months carrying out research on assisting in teaching / associating with a mentor faculty. (d) Research Sabbaticals for Industry There are several engineers in industry who have new ideas and creative thinking and may benefit by spending a few months in reputed engineering colleges on a Research Sabbatical. (e) Industry Sabbaticals for Faculty A provision for faculty to spend a few months in industry on an Industry sabbatical may help in providing a better understanding of real life problems and constraint and result in improved teaching and research. 4.5 Strengthening Masters Programmes Only a small percentage of the output from the IITs opts for the M.Tech programme (1-2%). A similar situation exists for the toppers from the NITs. In most leading engineering colleges, universities in the world this ranges from 10-40%. Along with the PhD initiative, special efforts are required to promote M.Tech/ME in India. The industry can help identify their specialized needs for post-graduate engineers. 107

123 4.6 Industry linkages A key factor in improving the engineering education in the country has to be a new model for industry academia partnerships. The following specific suggestions can help: a) Industry s recognition of the need for skilled post-graduates (M.Techs/PhDs) for research, development and design. b) Industry role in defining key research areas, potential research problems. c) Academia to be responsive to industry s future manpower and special training needs. During the industry feedback workshop in May 31, 2008, several industry representatives highlighted the high costs incurred in training fresh engineering graduates before they were equipped to handle the jobs they were recruited for. While engineering education is not intended to equip students for specific jobs, the basic skill set and analytical capabilities required for most of the engineering jobs should be provided. d) Sponsorships of M.Techs and PhDs with attractive fellowships. e) Establishment of research consortiums in different areas (e.g. automobile design, VLSI ) of interest to industry groups to provide the long-range research thrust that would provide Indian industry a future competitive advantage. f) Encourage experienced industry engineers / managers to associate with engineering colleges as adjunct faculty / or as advisors and encourage experienced faculty to associate with industry in advisory / visiting. Though the interactions between academia and industry have improved in the last decade, there is significant scope for further improvement. g) Institute Industry meets Discipline specific open days (consisting of exhibitions, lectures, discussions) can be organised where industry professionals get an idea of the current courses offered, ongoing research and technology development and future plans. These exchanges can also provide useful feedback to the engineering departments. 4.7 Strengthening Science Departments Good engineering has to be based on fundamental understanding of the basic sciences. It is essential that good engineering colleges have strong science faculty. Vibrant science and mathematics research groups are a pre-requisite for good engineering research. In the workshop of policy makers and academics held in Delhi in August 2008, one of the key recommendations was the strengthening of science in the University system and an integration of science and engineering. 108

124 4.8 Curriculum Reform In view of the rapid changes in technology and the availability of information on the internet and the world wide web, it is essential that there is a strategy for modifying and altering engineering curriculum to cater to the needs of the industry and the interests of the students. At IIT Bombay the B.Tech curriculum was reviewed by the Biswas Committee [52] in 2007 and the structure revamped to provide more flexibility and choice to the students. Students have been given the option of an additional minor in another discipline for example a student in computer science can opt for a minor in energy engineering by registering for five additional courses (over the four year period) in the area of energy. One of the key challenges in engineering education is enthusing students in engineering. Ensuring that the curriculum is relevant to industry s needs and interesting is critical to achieve this. 4.9 Societal Linkages It is important for our engineering community to contribute more meaningfully to the nation s development. The choice of research problems that are relevant in the Indian context is important to realise this. The Indian science and engineering community also has a key responsibility in guiding the nations technology choices and providing directions to science and technology policy. The engineering institutions should play a role in educating the community on the impact of different technologies and alternative development paths. In order to develop sustainable futures, engineering colleges should attempt to educate schoolteachers and community leaders. There are several immediate challenges facing India power shortages, flooding, water shortages. In many cases there is a need for development for cost effective technologies based on India s resources for example in the energy sector technologies for gasification of high ash, low sulphur coal (that occurs in India) and nuclear power cycles based on Thorium are India specific needs that are not technologies required for other countries. The linkage and commitment of engineering institutions to the nation s development is essential before the engineering colleges can aspire to make a global impact. The history of development of most leading global institutions shows strong links to regional and national development. 109

125 4.10 Periodic Review Mechanism It is necessary to have a periodic review of all institutions including NITs, IITs. The review could be carried out every five years. Each institution should set its future goals and document its success/ failures. Individual departments/ groups also need to be reviewed. The mechanism /process of review needs to be discussed with the major stakeholders faculty, administrators, industry, government, students and alumni. Industry/ professional bodies should be involved in the review process. For institutions that are accredited the review process can be merged with the accreditation process. The review reports should be accessible to all stakeholders of the institution and there should be post-review discussions of implications/ changes actions taken Faculty Quality Improvement The existing quality improvement programmes (QIP) need to be scaled up significantly. The total number of seats nationally available is about 180 for M.Tech and 180 for PhD. There are more than 50,000 engineering faculty without doctoral degrees. It is suggested that the QIP programmes be scaled up to at least 1000 QIP seats per year. These programmes are easily scaleable and will have a direct impact on the quality of engineering teachers. In addition to the enhanced M.Tech/ PhD schemes, it is suggested that a new QIP initiative be launched to improve the quality of engineering teaching. This scheme would involve mentorship by reputed faculty in the area of specialisation chosen. During the summer and winter vacation, focussed two week modules covering the providing recent advances in the field should be provided by the IITs/ identified institutions. Apart from this, discussions on methods of teaching the subject, course material etc. in a workshop mode would help. Distance education modules and web based course material would be a useful part of this QIP initiative. It is important to provide incentives for faculty to participate in this. The present interest of participants in QIP courses is very poor. Many participants are only interested in attending to obtain the certificate. The new QIP modules should include post-course evaluation and follow-up. Cash incentives, salary increments and links to promotions will help in inducing faculty to participate actively in these programmes. 110

126 4.12 Continuing Education / Skill Up gradation of existing engineers in economy There are a large number of practicing engineers in Indian industry. They need to be acquainted with the newest tools and techniques. Many engineering institutions offer continuing education modules for industry professionals. The requirements for continuing education and skill up gradation of industry needs to be identified by industry leaders, professional bodies in consultation with academic institutes. The importance of lifelong learning and professional development needs to be emphasized. Unfortunately, at present barring a few exceptions organizations do not take technical training/ continuing education seriously. Flexible continuing education modules drawn up in consultation with industry will be useful and will also build bridges for enhanced academic-industry interactions. Short-term residential courses can be supplemented with distance education and web based follow-up lectures. These will be taken seriously by the participants if they are given importance by the top management and considered in the employees future career growth Engineering Database A database containing the key input and output parameters regarding engineering education should be maintained and be publicly available in the open domain (AICTE/MHRD websites). There is a need to have accurate data on the actual numbers of B.Tech/BE, M.Tech/ME and PhD degrees being awarded each year. All Engineering colleges and institutions should maintain key facts and data on their web-sites. Every year an annual report of the performance and trends of engineering institutions should be published. Most of the required information is already available for the different colleges as well as in the mandatory disclosures to AICTE. These need to be compiled and built up into a searchable database. The additional information may involve additional inputs from the colleges (e.g. publications, research output) or sample surveys employment, salaries of graduates. This recommendation is the easiest to implement and will result in better strategies and planning. 111

127 4.14 Journals, Conferences and Academic Press If India is to make its mark in science and engineering education and research, it is important that we encourage the nurturing of quality national and international journals and conferences. Most world-class universities have their own presses for special book and text publications. Some of the Tier 1 institutions should start their transaction series and also plan to set up an academic press Engineering Schools in Quality Universities In India most of the engineering colleges are stand-alone and not integrated with science, arts, humanities, law, medicine to develop a multi- disciplinary university. Several of the leading engineering schools in the world are a part of a world-class university that has leading schools in other disciplines. Efforts should be made to develop at least a few Tier 1 Universities that have Tier 1 engineering colleges as well as Tier 1 colleges in other disciplines Administrative Structure Major changes in the administrative structure of engineering colleges are required in order for them to meet the challenges of the future. A few suggestions are provided towards this: a) Effective decentralization and devolution of powers Engineering institutions would be larger in size to have a higher output and impact. Each department or unit should manage its own needs and should have operational flexibility within allocated budgets. b) Provision of quality administrators and managers The smooth operation of the institute and facilitation of teaching and research needs the creation of managerial posts whose salary is on par with industry salaries. c) Development of documented and transparent systems and procedures- These can be facilitated by online/ computer systems. d) Outsourcing of campus infrastructure and logistics to professional agencies 4.17 Strategy and Vision There is a need for the industry, government and academia to formulate a strategy for engineering and science education in India. India has the potential to be a leading research and design hub in the world. We need to have a mechanism to identify important areas/ disciplines that should grow and develop policies and institutions that facilitate this. There needs to be a high level think tank that reviews the higher engineering and science educa- 112

128 tion system in India and provides direction for future growth. This need not be a one-time committee or an ad-hoc arrangement but should be a continuous activity (members may have fixed tenures.). This think tank should not be saddled with administrative or financial responsibilities like AICTE or UGC. The think tank can facilitate debates and discussions on the future directions of higher technical education and provide the vision and new direction required. 113

129 References [1] Rao, U., R., Revitalising Technical Education, AICTE Review Report, AICTE, Delhi, [2] Engineering Education: Its Early Beginnings, Ministry of Human Resource Development website URL:- (Last accessed on January 3, 2007) [3] Sarkar, Higher Technical Institutions for the Post-war Industrial Development, [4] State wise review report, Annual Technical Manpower Reviews, Institute of Applied Manpower Research, New Delhi, [5] Updated Approval Status as on , AICTE website URL:- (Last accessed on May 03, 2008) [6] Hand Book for Approval Process, AICTE website, Serial No. 16: Number of Institutions and Intake Approved Till Academic Year URL:- [7] Engineering Bachelor s Degrees per Million Population for US URL:- (Last accessed on June 9, 2007). [8] Gross Domestic Product data, Reserve Bank of India Website URL: - (Last accessed on June 2007) [9] Rama Rao, Reshaping Postgraduate Education in Engineering & Technology, [10] Rai, L., P., Kumar, N., S&T personnel database in India, CURRENT SCIENCE, Volume 86, No. 7, April [11] Technical Education in Independent India, published by AICTE. [12] Statewise population data, URL: (Last accessed on May 03, 2007). [13] The Engineering Profile 2006 website, URL: (Last accessed on August 1, 2007). [14] URL:- (Last accessed on September 2007) [15] Parikh, P. P. and Sukhatme, S.P., Women Engineers in India, Economic and Political Weekly, pp , January [16] Sukhatme S P and Parikh P P, A Silent Revolution: Assessing Output of Women Graduates & Post-graduates from IIT Bombay, Update 2006, available at last accessed September 2007 [17] URL:- (Last accessed on September 2007) [18] URL:- (Last accessed on September

130 [19] Science and Engineering Indicators 2008, National Science Foundation, USA. URL: - (Last accessed on May 3, 2008) [20] Gere, Gary., Wadhwa, Vivek., Duke Outsourcing Study: Empirical Comparison of Engineering Graduates in the United States, China, and India, December [21] Data Collected from various departments of IIT Bombay, 2007 [22] Sukhatme, S., P., The real brain drain, Orient Longman: Bombay, India, ISBN [23] Average starting salaries for US universities, URL:- and (Last accessed on June 12, 2007) [24] Press Information Bureau website, URL:- (Last accessed on June 4, 2007) [25] Undergraduate Student-Faculty ratios for USA from Iowa State University, URL:- (Last accessed on June 10, 2007) [26] Ratio of Professor to Assistant Professor Salary for US Universities in URL: aculty.pdf.??? (Last accessed on June 24, 2007) [27] List of Publications for IITs and IISc, Scopus website URL:- (Last accessed on August 10, 2007) [28] Vasi, Governance of IITs A presentation made to Head of the Departments at IIT Bombay, January 2007 [29] Annual Report, Ministry of Human Resource Development website URL:- education.nic.in/ (Last accessed on July 4, 2007) [30] IIT Bombay Annual Report, [31] Academic data base of all IITs [32] Annual Reports, Indian Institute of Science, Bangalore, [33] Academic and Financial data from Sardar Vallabhbhai National Institute of Technology, Surat, [34] Academic and Financial data obtained from four NITs viz. NIT Warangal, NIT Hamirpur, NIT Rourkela, NIT Durgapur [35] Information brochure AIEEE 2007, Central Counseling Board website URL:- (Last accessed on July 22, 2007) [36] Compliance Report of College of Engineering Pune for the year , COEP website, URL: - (Last accessed on July 3, 2007) [37] Mandatory Disclosure of Veermata Jijabai Technological Institute for the year , URL: - (Last accessed on July 12, 2007) [38] Academic and Financial data from Manipal Institute of Technology, Manipal

131 [39] Thapar Institute of Engineering and Technology, Patiala website, URL:- tiet.ac.in/( Last accessed on July 28, 2007) [40] Academic data from Thapar Institute of Engineering and Technology, Patiala [41] Dhirubhai Ambani Institute of Information & Communication Technology, Gandhinagar website, URL: - [42] Academic data from Dhirubhai Ambani Institute of Information & Communication Technology [43] Birla Institute of Technology and Science, Pilani website, URL:- (Last accessed on August 10, 2007) [38] [44] Korea Advanced Institute of Science and Technology, Korea website, URL:- (Last accessed on August 7, 2007) [45] Penn World Table Version 6.2, Center for International Comparisons of Production, Income and Prices at the University of Pennsylvania, September 2006, URL:- (Last accessed on July 7, 2007) [46] Tsinghua University China website, URL:- (Last accessed on August 11, 2007) [47] Tokyo Institute of Technology Japan website, URL:- (Last accessed on July 2, 2007) [48] Nanyang Technological University Singapore website, URL:- (Last accessed on June 7, 2007) [49] National University of Singapore website, URL:- (Last accessed on August 9, 2007) [50] Pohang University of Science and Technology Korea website, URL:- (Last accessed on July 10, 2007) [51] Korea Advanced Institute of Science and Technology website, URL:- (Last accessed on July 23, 2007) [52] Biswas Committee Report, IIT Bombay URL:- (Last accessed on December 16, 2008) 116

132 Bibliography 1. Pawan Agarwal, Higher Education in India: The need for change, Rajesh Shukla, India Science Report, Autonomy of Higher Education (Report of CABE Committee) Vivek Wadhwa, Industry trends in Engineering Off shoring (ppt file) 5. India, India & Knowledge Economy Leveraging strengths & opportunities Lori Thurgood, US Doctorates in 20th Century, UGC Annual reports Sanat kaul, Higher Education in India: Seizing the opportunity, Internationalization of US Doctorate Education 10. Higher Education in India - issues, concerns & new directions, Devesh Kapu, Indian Higher Education Reform: From half-baked Socialism to half-baked capitalism, Pawan Agarwal, Higher Education & labour market in India 13. Sustaining Academic Excellence, Anthony D'Costa International Mobility of Technical Talent- Trends & Development Implications, Testimony of Vivek Wadhwa, Naresh Kumar, Comparative Analysis of shifting Doctrates 17. F. A. Kulacki, Trends in Engineering Education - International prospective 18. Martin Carnoy, Higher Education & Economic Development: India, China, & 21st century, Sam Pitroda, Sam pitroda to PM, Vivek Wardha, Duke Outsourcing Study: Emprical comparison of engineering graduates in the US, China and India, Sukhadeo Thorat, Higher Education in India Emerging Issues related to access, inclusiveness and quality, Vivek Wardha, Framing the Engg. outsourcing debate: Placing US on a level playing field in China & India, Salient issues in Higher Education, Trends affecting higher education, M A Pai, Knowledge economy & higher education, George Varghese, Declining trend in Science Education & Research in Indian Universities 117

133 27. Lav R. Varshney, Private Engg. Education in India: Market failures & regulatory solutions, R. Natrajan, Emerging Trends in Engg. Education: Indian perspectives, Asha Gupta, International Trends in Higher education & Indian Scenario, NKC: Note on higher education, Science and Technology Data Book Science and Technology Data Book R&D Statistics Technical Education in independent India 1999 (Compendium) 118

134 Appendix-I S A O A1.1 Output, Enrolment and Sanctioned Intake for Delhi S A O A1.2 Output, Enrolment and Sanctioned Intake for Haryana A1.3: Sanctioned Strength, Enrolment and Output for Delhi and Haryana Delhi Haryana Year Sanctioned Enrolled Output Sanctioned Enrolled Output

135 Appendix-II University wise of Number of candidates Admitted for (Source: Directorate of Technical Education Maharashtra, Report on Seat Distribution and Admission in Engineering, Pharmacy, Architecture, HMCT, MBA and MCA in the academic year ) Sr. No. 1 University Dr. B.A.T.University Sanctioned Intake CAP Allotment CAP Reporting CAP Vacancy Institute level admission Total Admitted Vacancy % Admission SNDT University Mumbai University Pune University N M University Dr. B. A. M University S. R. T. M University Shivaji University SGB Amravati University R TM Nagpur University Total

136 Appendix-III Table of t and F Statistics for regression of engineers per population and GDP per population for India. Regression Statistics Multiple R R Square Adjusted R Square Standard Error Observations 33 ANOVA df SS MS F Significance F Regression E-13 Residual Total Coefficients Standard Error t Stat P-value Intercept E-06 X Variable E-13 Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept X Variable

137 Appendix-IV Engineers per million Population y = x R 2 = GDP per million Population A-4.1 Engineers per Million Population to Real GDP per capita from Engineers per million population y = x R 2 = GDP per million population A-4.2 Engineers per Million Population to Real GDP per capita from

138 Appendix V A-5.1 Trend of Masters degree in engineering to million population for U.S. A-5.2 Trend of Doctoral degree in engineering to million population for U.S. Source: 123

139 Appendix-VI Locations of Indian Institutes of Technology 124

140 Appendix VII Director Deputy Director Training & Placement Incharge Dean (Planning) Associate Dean Dean (R & D) Associate Dean Principal Investigators Dean (Acad.) Dean Faculty Dean Alumni & International Affairs Head of Depts./Centres Registrar Dean Resources Mobilisation Dean Student Affairs Chairman Sports Council Chairman Warden s Council Warden of the Students Hotels Superintending Engineer Project Engineers & Scientists Dy. Reg. (Acad.) Dy. Reg. (M.M.) Dy. Reg. (F & A) Dy. Reg. (Admn.) Senior Medical Officer Public Relations Officer Executive Engineers Security Officer A-7.1 Organisation chart of IIT Bombay Source: 125

141 A-7.2 Organisation chart of IIT Delhi 126

142 A-7.3 Organisation chart of MNIT 127

143 A-7.4 Organisation chart of NIT-Hamirpur 128

144 A-7.5 Organisation chart of Harvard University, USA 129

145 A-7.6 Organisation chart of Oxford University, UK 130

146 A-7.7 Organisation chart of University of California, Berkeley 131

147 Appendix-VIII A-7.8 Organisation chart of Imperial College, UK 132

148 Locations of National Institutes of Technology 133

149 Appendix-IX Placement Statistics of Few NITs A-9.1 National Institute of Technology Tiruchirappalli (Source: Percentage of placed students-ug Branch Architecture Comp. Sc.&Eng Chemical Civil E.C.E E.E.E I.C.E Mechanical Metallurgy Production Overall-UG A-9.2 Motilal Nehru National Institute of Technology Allahabad (Source: Statistics of Placement of B.Tech. students * Disciplines No. of eligible No. of students % Placed No. of eligible No. of students % Placed students placed students placed Civil Engg Comp. Sci.& Engg. Electronics and Comm. Engg. Electrical Engg Information Technology Mechanical Engg Production Engg Total

150 A-9.3 National Institute of Technology, Hamirpur (Source : Placement Records of the students for last few years S. No. Discipline 2006 (Total No. of organizations visited = 46) No. of students in final year No. of students placed through Placement Cell Percentage of placement 1 Elect.& Comm Engg. 2 Comp. Sc. & Engg Electrical Engg Mechanical Engg Civil Engg Architecture Total: (Total No. of organizations visited = 31) 1 Elect.& Comm. Engg Comp. Sc. & Engg Electrical Engg Mechanical Engg Civil Engg Total: (Total No. of organizations visited = 34) 1 Elect.& Comm. Engg Comp. Sc. & Engg Electrical Engg Mechanical Engg Civil Engg Architecture Total:

151 Appendix-X Percentage allotment of seats and vacant seats for B Tech in NITs Institute Name Allotted (A) Vacant (V) (A) + (V) Sanctioned % Allotment NIT Agartala NIT Allahabad NIT Bhopal NIT Calicut NIT Durgapur NIT Hamirpur NIT Jaipur NIT Jalandhar NIT Jamshedpur NIT Kurukshetra NIT Nagpur NIT Patna NIT Raipur NIT Rourkela NIT Silchar NIT Srinagar NIT Surat NIT Tiruchirappalli NIT Warangal NITK Surathkal Total

152 Appendix-XI Scenarios This appendix presents the scenarios computed in the previous version of the report that was prepared in October At this point it was not clear when reservation for other backward classes would be implemented. Hence two business as usual scenarios are constructed (BAU 1 and BAU 2). At this point the new IITs were not considered. We construct the Business as Usual scenario (without reservation) BAU-1. In the BAU-2 scenario, it is assumed that the reservation for Other Backward Classes (OBC) proposed by the Government will be implemented. As per the Government plan, the number of general category seats remains constant. The increased growth occurs by Subsequently the existing growth rates are taken to construct the 2017 output. The tables provided in this appendix correspond to the tables in Chapter 4 with the appropriate numbers. (viz. Table A-X4.1 corresponds to the earlier version of table 4.1 in Chapter 4). Table A-X4.1: Annual Growth rates for different programmes Period Graduates Masters PhD % 7.5% 6.1% % 10% 11.1% Values 12.5% 7.5% 6.1% Table A-X4.2: Results of Scenario BAU-1 and BAU-2 BAU-1 (Without Reservation) Year Population GDP (Million) (000 crore) Graduates Masters Doctorates GDP/mPop E/mPop BAU-2 (With Reservation)

153 Table A-X4.3a Annual Growth rates for different programmes in IITs and IISc Year B. Tech M.Tech Engg PhD Values Table A-X4.3b Annual Growth rates for different programmes in NITs Year B.Tech/B.E. M.Tech/M.E % 0.1% % 2.5% Values 2.0% 2.5% Table A-X4.4: Results of Scenario BAU-1 and BAU-2 for IITs and IISc BAU-1 for IITs and IISc (Without Reservation) Year Graduates Masters Doctorates TED (BAU-2) for IITs and IISc (With Reservation) Table A-X4.5: Share of IITs and IISc in BAU scenarios IITs and IISc Share (BAU1) Year Graduates Masters Doctorates % 19.0 % 42.0 % % 18.5 % 40.6 % % 18.1 % 39.4 % IITs and IISc Share (BAU2) % 18.8 % 40.6 % 0.4 % 18.3 % 39.4 % 138

154 Table A-X4.6: Results of Scenario BAU-1 and BAU-2 for NITs BAU-1 for NITs (Without Reservation) Year B.Tech/B.E. M.Tech/M.E (BAU-2) for NITs With Reservation Table A-X4.7: Share of NITs under BAU Scenarios (BAU-1) NITs Share Year Graduates Masters % 7.8% % 5.4% % 4.3% (BAU-2) NITs Share % 4.9% % 4.9% Table A-X4.8a: Total Faculty numbers BAU 1 Scenario IIT NIT Other Total Table A-X4.8b: Total Faculty numbers BAU 2 Scenario IIT NIT Other Total

155 Table A-X4.9a Additional faculty requirement under BAU 1 Scenario IIT NIT Other Total Table A-X4.9b Additional faculty requirement under BAU 2 Scenario IIT NIT Other Total