E-ISSN:2583-2468

Research Article

Electronics Engineering

Applied Science and Engineering Journal for Advanced Research

2022 Volume 1 Number 1 January
Publisherwww.singhpublication.com

Research and Development of Indian Electronics Engineering Education

Tripathi R1*, Pankaj M2
DOI:10.54741/asejar.1.1.4

1* Rakesh Tripathi, Post Graduate Student, Department of Civil Engineering, Amity School of Engineering, Noida, India.

2 Mani Pankaj, Post Graduate Student, Department of Civil Engineering, Amity School of Engineering, Noida, India.

Engineering schools and higher education institutions need to rethink their curricula in light of these findings. With the current curriculum challenges, the report suggests new measures that will aid education development. Goals, analysis, content, policy, content, evaluation methods, and implementation are all part of the investigation. Using a craft knowledge approach, this article shows how instructors' theories and beliefs are connected to their actual teaching practices while also accounting for local and cultural differences. According to a study, policy making and implementation are inconsistent in the Indian education sector.

Keywords: development, research, engineering, education and regulation

Corresponding Author How to Cite this Article To Browse
Rakesh Tripathi, Post Graduate Student, Department of Civil Engineering, Amity School of Engineering, Noida, , India.
Email: 		Tripathi R, Pankaj M, Research and Development of Indian Electronics Engineering Education. Appl. Sci. Eng. J. Adv. Res.. 2022;1(1):22-27.
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https://asejar.singhpublication.com/index.php/ojs/article/view/5

Manuscript Received Review Round 1 Review Round 2 Review Round 3 Accepted
2021-12-17 2022-01-18 2022-01-22
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© 2022by Tripathi R, Pankaj Mand Published by Singh Publication. This is an Open Access article licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/ unported [CC BY 4.0].

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INTRODUCTION

Our basic needs can be met through science and engineering, including water, sanitation, food security, shelter, energy, and transportation. As a global industry, the engineering sector is in the midst of unprecedented change. There are many global forces shaping the future of engineering, including globalization, rapid technological advancement, climate change, and inequality. Innovation is exploding as a result of recent technological and scientific developments in the United States, which are opening up a vast array of new opportunities and markets. These factors all affect engineering on a global scale. As a result, higher engineering education must strive to keep up with these changes on a regular basis. Advancements then, in specific, engineering's role in addressing global opportunities and issues. Advanced computing, biology, and physics in specific.

Although all academic fields have a worldwide dimension, engineering and technology play a unique role popular lecturing concerns global, ensuring sustainability environmental, reducing global impecuniosity, and then promoting financial progress. Higher education should equip the engineers forthcoming with the necessary knowledge and talents to deal with rapid change, unpredictability and complexity. The capability to accommodate engineering clarifications is critical to the economic, cultural and environmental, local social, political, context and to understanding the global consequences of local deed. India has likely to become a universal leader in technology. Indian engineering competes universally in sectors such as automobiles, software, chemicals and engineering equipment. The expansion of engineering education in India is an important problem for future prosperity of Indian industry.

Science and technology has a long time in Indian sub-continent. During British Raj, Western-style engineering education became necessary for maintenance and construction of public structures, roads, ports and canals, and preparation craftsmen to use tools and equipment required by military. Survey and navy department, while super in tending engineers were generally hired from the United Kingdom, lesser level, craftsmen and sub-supervisors were hired from the United States. The need to improve their efficiency led to creation of industrial schools affiliated to the ordnance factory board and other engineering institutions.

FRAMEWORK OF LAW AND REGULATION

As of 2021, there are expected to be around 900 public and private universities, as well as 45,000 affiliated colleges. The University Grants Commission is in charge of approving newly declared universities and institutions. IITs and NITs are examples of engineering colleges under control of central universities, which require AICTE approval. Engineering colleges affiliated with universities, and private or government-funded engineering colleges that are not affiliated with universities, must be licensed and regulated by the AICTE, which licenses and regulates institutions rather than individuals or practitioners.

Because the IITs and NITs were established as autonomous organizations by an Act of Parliament, they do not need approval from the UGC or AICTE to control their teaching standards, curriculum, and tuition fees.

INDIA'S TECHNICAL EDUCATION

Aside from having the largest population of engineers, India also has the greatest concentration of institutions for technical training. By 2021, it's expected to produce 100,000 new engineers each year. Technical education system in india includes 3400 polytechnics, 3500 engineering colleges, and 200 planning and architecture schools.

Most undergraduates are interested in electrical and electronic engineering, computer science and engineering, civil infrastructure and construction, communications engineering, mechanical engineering, and chemical engineering.

Roorkee in Uttarakhand was home to first India engineering college: Thomson Civil Engineering College (known as IIT Roorkee). The Poona Engineering Classes and Mechanical School, Pune's predecessor, opened in July 1854.

Before allowing students to enroll, All India Council for Technical Education (AICTE) approval is required for private and non-autonomous state-level engineering education institutions to run such programs. Each year, all-India national-level autonomous institutions such as IIT, NIT, and IIIT produce over a million engineering graduates, accounting for less than 5% of the total number of new engineers (IIIT).

INSTITUTES OF HIGHER LEARNING

All engineering-related higher education institutions (HEIs) should assess their current curriculum to see how well it reflects the global dimension. Through its Engineering Subject Center, the Academy of Higher Education aims to encourage professional development centered on the concept of the "global engineer", while also adapting to existing programs on sustainability and globalization.

Such as teachers other professionals can form alliances teachers in these communities can be empowered in the advancement of their careers. An educational program takes into account both the teacher and the material being taught, and the students and their interactions. The educational system undergoes numerous improvements and revisions as a result of the challenges posed by the curriculum. As a result, today's educational challenges include the organization and selection of materials curriculum, their evaluation and implementation, and the distribution, creation, and utilization of educational resources. Teachers have the most significant impact on educational reforms. In order to better understand how teachers build curriculum, CD & EI's research programme focuses on examining how teachers work together to create a curriculum. Interdisciplinary studies in the field of engineering education research include studies in engineering, education, and the humanities.


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If engineering education research is to be more effective, it must incorporate advances in the field of education and learning. Research into higher engineering education must be conducted in an entirely new, interdisciplinary manner, involving engineers as well as scientists, social scientists, and educational psychologists. Education in the field of engineering is a distinct area of research and study. Education in engineering is a combination of research and discovery, along with the improvement and implementation of that research. Globally, engineering education research is a high priority, with the goal of improving higher education and developing strategies to address key subjects for the upcoming of engineering education, such as recruitment, the need for new competencies, and the handling of new types of interdisciplinary and complex knowledge abilities, among others.

Many forward-looking higher education institutions (HEIs) are changing their curricula to better prepare their students to deal with the advantages and ramifications social impacts of science and technology. There is a significant amount of information of attention paid to classroom-based instructional strategies in current engineering education research. More than anything, it's important to note that a large number of faculty members are unfamiliar with global challenges and are resistant to "dilution" of fundamental engineering curricula. Academic research continues to be a major on a national and worldwide scale; it is a source of information and innovation.

When it comes to curriculum issues, the regional educational system is constantly evolving and changing. In today's world, this means that curriculum content selection and organization, delivery and evaluation of lessons, creation, distribution, and use of educational resources, as well as the relevance of the lessons themselves, are all critical components of education. Teachers have the most significant impact on educational reforms. As part of its research programme, CD & EI examines how communities of teachers construct curricula and how these communities can empower teachers to take charge of their own professional development by creating frameworks for active participation by educators and other practitioners. When designing a curriculum, it is important to consider the needs of both the students and the teacher.

To ensure that teachers are not simply given research data to follow, but are actively involved popular deceitful curriculum items and learning situations for their own classrooms, they use a combination of research and practical evidence to help them. The curriculum encompasses everything from students and teachers have to do in the classroom, as well as the expected and unexpected outcomes of those interactions. Teachers who participate actively in curriculum design communities are better able to improve their professional skills. A triangle that represents curriculum innovation includes design methodology, teacher training, and community engagement and collaboration. A visual representation of this can be found in Figure 1.

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Figure 1: Curriculum innovation's three pillars

Both curriculum design and collaboration within the design communities are examined from two perspectives in this study. When it comes to teachers' professional development, the first question is whether or not collaborating with other teachers as members of the design community improves outcomes. Teachers' advancing your career can be defined acquisition of tutorial material information. In this regard, there are four major themes that should be considered: (1) the effects of community participation and teacher collaboration (2) the process of teachers designing curriculum products (3) curriculum the key consequences of the design process are goods, and (4) external knowledge support and information established and connected by educators and learners in the design process are used to provide computer-based support. According to studies, it is incorrect to assume that developing collaboratively by instructors will close the gap between theory and practice. The community's viewpoint is second, and the fundamental question is whether curriculum and learning research findings are integrated into a single design. Best implemented through initiatives in which trainers participate.

The line between curriculum development and implementation is not clearly defined. The curriculum is ready for use once it has been tested and refined as necessary. Those who implement the curriculum examiners and teachers and learners must ensure that the written word is understood correctly by all parties. Approaches to teaching and learning that emphasize adult learning and active learning instead of a teacher-led, more did active approach are emphasized in this model. (in which students are encouraged to take an active role in their own education.)

As new technology, particularly information technology, progresses, curriculum developers have numerous opportunities to provide novel teaching and learning methods. Students or trainees (and teachers) can study when and where they want via the Internet or intranet, and lectures can be delivered via videoconferencing or the internet, minimizing the amount of travel required of students or trainees.

We have realized in the previous segments, The three pillars of the knowledge economy — education, research, and innovation — work in concert to propel the economy forward and keep it there. Teaching in communities of curriculum designers and the effects of this involvement on on education for teachers and science education curriculum innovation are major study areas. According to research, teachers who are involved in curriculum development and classroom learning have a positive impact on curriculum implementation.


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Teachers' professional development as well as the relationship between the two in education are also the focus of this study, as is the practical application of these findings in empowering teachers by creating effective design environments. Teachers can use this application to design curriculum products and learning scenarios for their own classrooms in a collaborative manner. A strategic consideration is whether or not to centralize or decentralize curriculum design, delivery, and management. Although this is often out of the hands of course developers, this can have a significant impact on curriculum design. Curriculum design is influenced by a variety of factors, including those related to society, the economy, politics, student psychology, the environment, and technology. This means that any course you create has to take into consideration your target audience and the environment in which it will be taught.

Both at the national and organizational levels, centralization can be seen. With centralized courses, it is easier to maintain a consistent teaching and learning approach because they are more structured. According to research, teachers should be involved in the development of curriculum materials and learning scenarios in their classrooms. There is also a focus to stimulate experiential and theoretic helps the specialized growth of teachers and recover the relationship between practice and theory in learning, including using these findings to empower instructors in the real world through the creation of an effective design atmosphere. It's all about working together to create curriculum products and learning scenarios that can be used in their classrooms. To reach long-term growth in the knowledge economy, education, research, and innovation must all work together. Teaching in communities of prospectus designers and the effects of this involvement on education for teachers and Science education curriculum innovation are major study areas. Political views, social elements, economic factors, technology factors, environmental variables, and student psychology are some of the factors that influence curriculum design. Centralization is evident at both the national and organizational levels.

It is easier to maintain a consistent teaching and learning approach with a centralized curriculum that is more structured and organized. The organization or context in which the curriculum will be delivered should be taken into consideration when designing it. A crucial strategic question is whether or not curriculum development, supply, management should be central or decontrol. Although of course, this is frequently beyond of your control. Developers, this can have a significant impact on curriculum design. It is our responsibility as curriculum designers to help students through this process and make sure they are ready to move on. Use a student-centered approach whenever possible.

The relationship between society, engineering competencies, and the evolving engineering education paradigm must be taken into account when reshaping engineering curricula. "Employability" is based on a graduate's combination of technical knowledge, real-world experience, and interpersonal skills.

In order to keep up with the ever-changing demands of industry and society, universities are constantly looking for new ways to update their engineering programs. In many countries, declining engineering student enrollment necessitates the implementation of relevant solutions, such as the establishment of enticing study programs and stimulating learning environments.

There are three issues that have not been addressed in the development of the engineering curriculum: 1) the students' formal and informal experiences and interests; 2) the interaction between students; and 3) the interactions between teachers and students to mainstream gender, Curriculum innovation encompasses a wide range of materials that are both integrated and content-rich, as well as a range of approaches to teaching and learning.

An engineer's work encompasses a wide range of interests, including not only the scientific and technical, but also the socio-political, ethical, and environmental aspects of society. It's no secret that engineering as an academic field is expanding rapidly and becoming increasingly interdisciplinary.

More and more people are interested in pursuing research that incorporates multiple disciplines. If you're an engineer, you'll need a wide range of skills, including the ability to analyses problems, come up with creative solutions, and communicate effectively in order to be successful in the workplace.

Understanding the financial, environmental, business and socioeconomic contexts in which engineers operate is just as important as mastering traditional applied sciences in a student's portfolio of engineering competencies. By combining engineering with social science and other disciplines, the gap between technology producers and users could theoretically be bridged.

Students' willingness to enroll, stay in school, and produce have all been shown to increase when technical education is taught using problem-based and project-based learning methods. There are many other forms of active and experiential education, such as project-based or problem-based learning. In ICT settings, a wide range of extra-curricular actions, and more modern approaches similar laboratory trainings and project actions are all necessary. According to surveys and reports aimed at documenting and evaluating approaches to active learning and learning, meet the essential information, abilities, and arrogances of graduates engineering. There is a problem that technical education will have to deal with in the near future: the expansion and refocusing of the curriculum. What needs to be done, i.e., the findings of curriculum research,

Techniques of Instruction and the System of Required Skills

The teaching environment and assessment innovations are used in tandem with changes in course content. A concentration on skills could be regarded as an expansion of university education's scope, as well as a broadening of the term "skill" incorporate theory and knowledge..


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Approach to E&T Courses that is Inter Disciplinary

Despite the rise in innovative teaching and learning methods and multidisciplinary approaches to engineering education, these are often not gender-blindly developed. Curriculum change and research are moving in the right direction when they incorporate a multidisciplinary, interdisciplinary, or holistic approach to engineering..

Projects that Lead to New Curricula

Projects can be used as an alternative to traditional educational programs by engineering students and professors. Gender-balanced education and knowledge approaches have been thorough project work, positively implemented and so on because most study programmes have output requirements that prevent the addition of additional, interdisciplinary modules. Discussions about the curriculum are now included in the policy and analysis phases of the process.

There are many examples of educational innovations that fall into this category, including new methods of teaching and learning, curriculum and programme development, and quality assurance. As a result, innovation and relevance have become synonymous. The report recommends better technology to support the development of education in accordance with current curricular challenges. Today's educational concerns and reforms are not complete without addressing curriculum issues, whether explicitly or implicitly. Many organizations and individuals are involved in the creation and implementation of curriculums, as demonstrated by the experiences of educational reforms around the world. It was previously stated that curriculum innovation has taken the form of the development of new courses. Each country's approach to curriculum development differs slightly from the next.

One of the most common ways to improve a curriculum is to place emphasis on a specific profession and to implement a core knowledge curriculum that emphasizes mastery of the fundamentals rather than abstract concepts before they are presented. The structure should focus on curriculum innovation this is child-friendly and realistic-centered and that is fast to revive and revive the desire and hope for the broad-based acquisition information meaningful to a learner. It is a result of the views of important stakeholders and the responses to the needs and demands of society. There are no "successful" international models that can be followed. Self-discovery and problem-solving skills should be fostered through methods that allow students to be creative. The primary goal should be a from theoretical and paper certification, there has been a paradigm change the actual use of information for self-employment and future career.

CURRENT STATUS OF ENGINEERING EDUCATION IN INDIA

Even though some of these institutions have been recognized by the All India Council for Technical Education (AICTE) or other figures, they absence self-rule in most difficulties and do not have enough eligible infrastructure and teachers.

NOSSCOM estimates that only 15–20% of recently graduated engineering students will be able to find work in their field. Among them are the following:

Imbalance Degree and Diploma Institutions

There has been a shift in emphasis from diploma to degree enrolment in nearly all states. This means that there is a lack of and an abundance of the required skills.

Another Wastage

Institutions have undeniably created a significant amount of infrastructure over the past two decades. If one wants competent professionals to emerge from this system, one must understand how it works. However, the criteria for evaluation are not always the same. When industry standards are taken into account there is a significant amount of waste. About 20% to 22% of students drop out at the degree level, and about 52% drop out at the diploma level. IIT degree-level out-turn figures include since IITs have such a small amount of waste; other institutions are responsible for most of the waste.

Public-Private Participation Gap

Many state-funded institutions have inadequate faculty and facilities. Due to low fees and perceived public trust, they are able to bring in high quality students, which is their primary source of success. Most of the growth in engineering education has come from the private sector. States with publicly funded institutions show no signs of growth.

Unbalance between Branches

A branch-wise imbalance exists. It is rare to find people who are enthusiastic about expanding the potential of industry in traditional areas such as civil and agricultural architecture, agriculture, and the aforementioned metallurgy and chemical industries. While core engineering disciplines are critical to development, newly created seats Of these, 80 percent are limited to 20 percent of engineering branches, and even then, very narrow areas, mainly computer and IT variants.

Inequitable Distribution of Benefits

This is the most burning issue. The pay disparity between director/principal and new lecturer is very high even in the same privately funded institution. The industry initially pays for a package that an academic receives at the end of their service life. Since it is no longer seen as a desirable career path, there is a dearth of qualified engineers and technologists who are willing to teach or conduct research in these fields.

Faculty Shortages in Technical Colleges

In the field of engineering and technology, unfortunately, the brightest minds of the society are not moving towards careers in teaching and research. Both "lack of focus on quality" and "lack of excellent faculty" are issues that India must address moving forward. If these problems are addressed, India will unquestionably become a global knowledge brand. For students, faculty is the single most important factor in their quest for academic success.


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FUTURE OF ENGINEERING EDUCATION IN INDIA

It's imperative that we think about how we can effectively serve future generations in light of the increased globalization we're experiencing.

1. It is critical that students work on developing their work-related skills, as well as their ability to work across disciplines and solve problems.
2. As urbanization continues, engineers have a variety of options available to them in order to improve the quality of life for people in cities across the globe.
3. It is not only necessary to have engineers in software companies; we also need them in other fields, such as schools, banks, healthcare, the military, railroads, and manufacturing industries.
4. Revisions to the course outline and curriculum should be made on a regular basis to reflect the most recent developments
5. Engineers with a high level of expertise are in high demand throughout the world.
6. The use of technology in brainstorming sessions, presentations, and lectures should be encouraged so that students can hone their abilities.
7. Improve the country's technological prowess for new inventions and growth.
8. Infrastructure, curriculum, resources, and practical learning should all be prioritized in engineering education. Equal access to education and training for all students should also be a priority.
9. For the benefit of the students, industry-related programmes should be held where experts from these industries are invited to speak and discuss the latest developments in their fields..
10. Speaking, writing, and listening skills should be honed alongside technical knowledge.

CONCLUSION

It is therefore clear that an evaluation of various projects is necessary to ensure environmental and sustainable engineering education at various Indian higher education institutes. Curriculum development also necessitates an evaluation of the various advanced answers to emerging sustainability in Indian engineering education and research development, with the goal of addressing the concerns of practicing only on campus and in local communities. Academic programmes, policy announcements, and education projects should all be scrutinized for potential future opportunities in light of relevant changes and constraints. Researchers have found that involving teachers in the creation of curriculum materials and in the learning that takes place in their classrooms has a positive effect on how the curriculum is implemented. Teachers' professional development as well as the relationship between theory and practice in education is also the focus of this research, as is the useful application of these findings in teachers empowering through establishing successful design environments. Cooperatively design curricular products and learning scenarios for their classrooms using this application. A strategic consideration is whether or not to centralize or decentralize curriculum design, delivery.

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