Imparting technical education will provide a thrust to ‘Make in India’ concept.
Looking at the number of engineering colleges in India and the number of engineers coming out of these colleges, the questions that form in everyone’s minds are, “does India need so many engineers?” Are they all employable? The negativism brought forth by such questions has crippled engineering education in India.
In this global era, rather than focus on India, the question should be whether the world needs so many engineers. The answer is a big, “yes.” Is there a need for scientists? The answer is again, “yes.” The world needs in plenty well-equipped, talented graduates with the right attitude. There are job opportunities for those who have the potential. In addition, opportunities for self-employment are also plenty for innovative and energetic minds.
Technical Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life of its people. Technical Education covers programs in engineering, technology, management, architecture, town planning, pharmacy, applied arts & crafts, hotel management and catering technology.
Our school education system offers combinations of courses in the higher secondary level such that a student by choosing these groups can pursue engineering or medicine, even though these two streams call for entirely different aptitudes. The ideal higher secondary system would orient the student towards evaluating their aptitude and choosing to pursue one of the two streams. This would ensure that the chosen stream matches their aptitude. This is not happening now.
In the absence of proper orientation in the system, parents and their wards follow an inappropriate procedure while selecting their branch of study in the college.
During counselling, we notice that the selection of a branch of study is based on the following:
(1) The most sought-after branch in counselling,
(2) The branch having good job opportunities as seen by the previous year placements,
(3) Parental pressure and
(4) Peer pressure.
This is not the right practice. The correct way will be to spend some time assessing one’s interest for a particular branch and check if it matches well with the aptitude one has and the chosen branch of study.
How to make the choice
There are some thumb rules to be followed in choosing an engineering education.
- The interest of the candidate and his/her choice of branch should be the criteria for admission. •Every parent should orient the child towards finding out their natural interest and the aptitude for the particular subject or branch of study.
- Parents should avoid deciding for the candidate.
- For a strong-willed person, if the choice is made based on his/her liking and natural taste, then studying that branch will be the best thing rather than joining any other branch, for whatever reason.
- It is not wise to join a branch of study because it is popular or because the job opportunities are high.
- The choice of institution is also critical.
The other option is for the students to take the branch of study available in a reputed college and start liking that branch, plan well and work hard. What is critical is students’ interest in the branch of study and the efforts put in by them to equip themselves adequately enough during their studies.
Measures to Improve Access and Opportunity
Greater Career Awareness
Notwithstanding efforts over the years, students and their families need encouragement and access to information at a much earlier stage than has typically been provided, through exposure to role models who look like them, information about the kinds of jobs done by persons with preparation in engineering, and examples to dispel the idea that engineering is solitary work. And both students and parents need to know that engineering and technical jobs have been quite resistant to recession-related unemployment and that they enjoy some of the smallest pay gaps between males and females.
More Engineering and Technology in the Precollege Curriculum
Increased career awareness needs to be accompanied by increased access to engineering concepts and ideas.The framework emphasizes equitable opportunity to learn and personal identification with problems. The greatest challenge will be in providing equitable access to individuals in the classroom (i.e., teachers and/or visiting professionals) who can incorporate this into their teaching and support student learning.
Unless and until the structure of educational opportunity is addressed it will be very difficult for schools to provide quality education for all students. As it is, access to rigorous courses, good teaching, adequate facilities, and appropriate equipment correlate with socioeconomic status and racial/ethnic group membership, and poor and underrepresented minority students receive less of everything needed to successfully study STEM. Students at these schools need to have access to more courses as well as programs such as the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP).
More After- and Out-of-School Experiences Connected to Engineering
Early efforts to increase the participation of females and underrepresented minorities in engineering education and careers started outside of school. Programs such as Expanding Your Horizons for female students and Mathematics, Engineering, Science Achievement (MESA) for minority students were established by university-level program advocates (e.g., Malcom et al. 1984). Programs for girls often emphasized the experiences and role model aspects of intervention, as well as interactions with parents to provide career information. Programs for minorities offered experiences as well as rigorous supplemental course content at a level needed for students intending to major in STEM fields. But just 19 percent of students have access to such programs (Change the Equation 2012). More efforts are needed to expand the opportunities to engage in science and engineering experiences after school and during summers. Communities must be engaged and relevant contexts created for students from different populations.
Support is needed for research, experimentation, and evaluation that can point to effective practices and refinement of instructional strategies and policies to “fix the system.” The findings of such research can eventually reduce the need for interventions and support the creation of institutions that work for all.
India is witnessing the age of science and technology. There is huge demand for technical education in modern age. The pattern of life evolving in this age is very much different from the one we would find in our society even some fifty years back. Technical Education imparts knowledge of specific trade, craft or profession.
Technical Education can meet the expanding demands of expanding society and to meet its multiplying demands. The industries, mechanized systems and scientific research centers all over the world prove beyond doubt that our tie with the past is snapped and instead of bare hands we must use machines and technological devices for all-round development and regeneration of human society.