The Devaluation of the Indian Engineering Degree: Unveiling the Reality
May 31, 2024

Every year, around 15 lakh engineers graduate in India, but the reality is far from rosy. Many Indian engineering graduates struggle to find core engineering jobs, with only 7% of graduates able to secure such positions. This blog explores the reasons behind the devaluation of the Indian engineering degree and proposes solutions to address this crisis.

Table of Contents

🌟 Introduction

Every year, thousands of students in India graduate with engineering degrees, hoping to secure high-paying jobs at prestigious companies like Google, Facebook, or Adobe. However, the reality for many engineering graduates is far from glamorous. Only a small percentage of them are able to land core engineering positions, with the majority ending up in non-engineering roles such as sales or marketing. This disparity has led to a crisis of devaluation of the Indian engineering degree, raising concerns about the quality of education and the relevance of engineering qualifications in the modern world.

πŸ” Context & History

In the late 20th century, India emerged as a global hub for software development, attracting multinational companies due to the availability of English-speaking, skilled engineers and lower salary demands compared to US and European engineers. This led to a surge in demand for engineering colleges across the country, prompting many entrepreneurs to seize the opportunity by establishing numerous engineering institutions.

Rise of Engineering Colleges

  • Availability of English-speaking talent
  • Lower salary demands
  • Government support for IT infrastructure

Expansion of Engineering Education

The proliferation of engineering colleges was particularly evident in states like Andhra Pradesh and Uttar Pradesh, where the number of institutions and available seats experienced exponential growth within a span of a few decades.

  • Andhra Pradesh: 32 colleges with 9,335 seats in 1994 to 705 colleges with 250,000 seats in 2011
  • Uttar Pradesh: 12 colleges in 1996 to 300 colleges in the next 25 years

This rapid expansion of engineering education laid the groundwork for the challenges and devaluation faced by Indian engineering graduates in the present day.

πŸ” Corruption

Corruption has plagued the Indian engineering education system, with numerous instances of malpractice and unethical conduct. This section delves into the various corrupt practices that have contributed to the devaluation of engineering degrees in India.

Politician-Owned Colleges

  • MPs and former MPs owning educational institutes
  • Easy acquisition of permissions for building colleges
  • Lack of emphasis on education quality

Regulatory Oversight Failures

Instances of regulatory bodies failing to inspect colleges adequately, leading to a decline in education standards.

  • Government’s lack of follow-up on expert recommendations
  • Accusations of corruption and poor oversight within regulatory bodies

Capitation Fees and Management Quota System

The prevalence of illegal capitation fees and the exploitation of the management quota system, allowing for admissions based on financial capacity rather than merit.

  • Legalization of illegal payments through the management quota system
  • Instances of exorbitant fees for admissions
  • Proliferation of illegal agents facilitating admissions through fraudulent means

πŸ” Reasons

There are several reasons behind the devaluation of the Indian engineering degree, shedding light on the challenges faced by engineering graduates and the impact on the industry and society as a whole. The following reasons provide insight into the root causes of this crisis.

Outdated Curriculum

Many private engineering colleges in India continue to teach outdated concepts and technologies, failing to align their curriculum with the rapidly evolving industry landscape. This results in a significant gap between the skills imparted by colleges and the actual requirements of the modern workplace.

Faculty Quality and Training

The quality of faculty members in engineering colleges has been a pressing issue, with reports indicating a lack of qualified teachers and industry-relevant expertise. Additionally, inadequate training and exposure to industry applications further hinder the ability of faculty to effectively prepare students for real-world challenges.

Internship and Industry Exposure

A significant portion of engineering graduates lack substantial industry exposure and practical experience, with reports highlighting low internship participation and limited engagement in projects outside the standard coursework. This gap between academic learning and real-world application hampers the preparedness of graduates for professional roles.

Guidance and Innovation Opportunities

The restrictive and rigid academic environment in many engineering colleges limits students’ opportunities for experimentation, innovation, and exposure to industry trends. The lack of guidance and platforms for entrepreneurial pursuits further impedes the development of a forward-thinking and industry-ready engineering workforce.

πŸŽ“ Resolution

Reforming regulatory bodies such as AICTE is crucial for improving the quality of engineering colleges. Emphasizing the establishment of quality institutions over quantity and ensuring that new colleges prioritize delivering high-quality education is essential. Initiatives like the Karnataka Examinations Authority, which oversees the admission process of engineering colleges, can serve as a model for enhancing education quality in other regions.

Industry-College Collaboration

Strengthening the collaboration between industry and colleges is imperative to ensure that students are equipped with relevant and up-to-date knowledge. This partnership can help in aligning the curriculum with industry demands, preventing the teaching of obsolete technologies, and fostering a curriculum that prepares students for the real-world challenges of the modern workplace.

Encouraging Innovation and Entrepreneurship

  • Promoting innovative startups and entrepreneurial pursuits within engineering colleges can cultivate a culture of creativity and forward-thinking among students.
  • Institutions like BITS Pilani and IIT’s are pioneering efforts to support student startups and provide platforms for innovative ventures.
  • Creating opportunities for students to take a break from traditional academics to pursue entrepreneurial endeavors can foster a spirit of innovation and creativity.

Remember, the transformation of the Indian engineering landscape begins with collaborative efforts and a commitment to fostering innovation and excellence in education.


Here are some frequently asked questions about the devaluation of the Indian engineering degree:

What are the main reasons behind the devaluation of the Indian engineering degree?

  • Outdated curriculum
  • Faculty quality and training
  • Internship and industry exposure
  • Guidance and innovation opportunities

How can the devaluation of the Indian engineering degree be addressed?

  • Reforming regulatory bodies such as AICTE
  • Strengthening industry-college collaboration
  • Encouraging innovation and entrepreneurship

These steps are essential in addressing the challenges faced by Indian engineering graduates and improving the quality of engineering education in the country.



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