An engineering graduate from a leading college in Gujarat bags a job with a top IT firm, but his senior at the workplace insists that his knowledge and understanding of engineering isn’t relevant in the current competitive corporate world. He then had to undergo six months training to secure the job.
Experts in the field of learning and academicians in Gujarat indicate this isn’t an isolated case depicting the bleak scenario of technical education in the state. They, in fact, insist that vacant seats in degree engineering, pharmacy, and even business administration and computer applications, are not only a result of demand-supply gap, but also of the quality of education provided in colleges and institutes of Gujarat.
A skewed teacher-student ratio and lack of infrastructure to impart practical training are primary reasons why a qualified student from the state loses out on the rungs to the top of the corporate ladder.
THE SKEWED RATIO
Not one teacher has been recruited by the Gujarat government in the past 15 years, say experts in the field of academics, while intake of students has been healthy throughout – leading to a ratio slanted in favour of the students.
And the few teachers that there are, are not world-class either – in fact, far from it. “When you do not have good teachers, imparting quality education remains a distant dream,” says a former vice-chancellor of Gujarat University, on condition of anonymity. He maintains that if government wants to improve quality of education, it must first address the teacher-student ratio in all professional courses.
Theoretical knowledge is good, but serves no purpose if it isn’t extrapolated to the practical dimension, say experts.
They point fingers at lack of infrastructure for inadequate practical understanding of engineering subjects. Many colleges in Gujarat are bereft of inventory and technicians to provide lab training.
A dean with Gujarat Technological University (GTU), Rupesh Vasani, insists that students training with the industry will improve their practical knowledge in the subjects.
“I have observed that their (students’) fundamental knowledge in weak, even at the time when they join college,” says Vasani. “We insist on theoretical knowledge but emphasis must be laid on the practical, too. Hands-on training can be provided to students by increasing visits to industries and roping in professionals as visiting faculty.
GTU has a provision of six-month internship with a private firm, but there is scope of further exposure to learn the nuances of engineering.”