Abstract
This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes of these problems, summarizes the methodologies adapted by previous researchers in the lean area, and applies the lean manufacturing philosophy to engineering education. This paper applies a value stream map to analyze the current state of engineering education. This technique identifies eight wastes and is given in form of a current state diagram. A future state diagram is presented that recommends solutions to eliminate these wastes. These recommendations make learning processes responsive to needs and provide long-lasting value to students. Overall, it is beneficial in developing a policy for engineering education.
Highlights
Unlike in developed countries, where engineering degrees are offered by the colleges, the setup in India can be classified into three categories as follows: Institutions of national importance: this category of institutions in India includes the Indian Institutes of Technology (IITs) [1], and similar institutes that are focused on specialized areas like information technology (e.g., Indian Institute of Information Technology, or IIIT), mining, sugar, fire, textiles, oil, paper and pulp, petroleum, and the like
Stakeholders include the university, the college where the student is admitted, the regulators like the All-Indian Council of Technical Education (AICTE), a government body that regulates the quality of education, the University Grants Commission (UGC), another government regulator that has oversight of the university functions, and the industry, the students and their parents
The employer expects the new hire from the college to perform and generate valuable outputs by applying knowledge gained in the Higher Education Institutions (HEI)
Summary
Government-funded technical universities: several universities in India offer courses in engineering and technology. These universities have one or more affiliated colleges. Students study the curriculum (up to 6 subjects each semester) designed by the university (a small number of these affiliated colleges are given autonomy to design and deliver their courses) over 8 semesters or 4 years. A student has to complete 8 semesters in a college and successfully clear all the examinations conducted by the university to graduate. The focus of this paper is the second category of institutions, government-funded technical universities, with affiliated colleges characterized by low-quality infrastructure, an inflexible curriculum and poor teaching resources including faculty, and usually result in low student learning and very low graduate placement rates.
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