In a significant move, the All India Council for Technical Education (AICTE) has finally lifted its ban on the establishment of new engineering colleges, three years after it was first imposed. This decision has come as a ray of hope for many aspiring entrepreneurs and educationists who were eagerly waiting for this momentous decision. The AICTE has also taken a progressive step by scrapping the minimum land requirement criterion, which was considered a major obstacle for many institutions wishing to start new colleges or expand their existing ones.
This new development was announced through the release of the revised approval handbook by the AICTE on Thursday, which contains detailed guidelines and regulations for the establishment of new engineering colleges in India. The decision to lift the ban and abolish the minimum land requirement criterion is expected to boost the growth of the engineering education sector in the country and provide more opportunities for students to pursue higher education in this field.
The AICTE’s decision has been widely welcomed by educationists, industry experts, and aspiring entrepreneurs alike, who see this as a positive step towards improving the quality of technical education in India. With the lifting of the ban and the relaxation of land requirements, it is hoped that more institutions will come forward to set up new engineering colleges and provide quality education to students across the country.
The technical education regulator’s decision in January 2019 to not approve new engineering colleges from the academic year 2020-21 was a major turning point for the technical education sector in India. The move came as a surprise to many, and was seen as an unprecedented step towards regulating the proliferation of substandard institutions in the country.
Despite the ban, the regulator did make some exceptions to allow for the growth of the technical education sector. Existing engineering institutes were given the green light to start new programmes in emerging technologies such as artificial intelligence, blockchain, robotics, quantum computing, data sciences, cyber security, and 3D printing. This was seen as a positive step towards encouraging innovation and preparing students for the rapidly evolving demands of the job market.
While the ban on new engineering colleges was initially met with some resistance, it ultimately proved to be a necessary step towards improving the quality of technical education in the country. The regulator’s decision to review the creation of new capacity every two years was also seen as a positive step towards ensuring that institutions met the required standards and were able to provide quality education to students.
The decision to impose a ban on new engineering colleges was not made lightly. The low enrolments in engineering and diploma programmes across the country had been a cause for concern for some time. In fact, a December 2017 investigation by The Indian Express found that over half of the 15.5 lakh B.E/B.Tech seats in 3,291 engineering colleges in 2016-17 remained vacant due to lack of interest from students.
The investigation revealed a number of issues plaguing the technical education sector in India, including corruption, poor infrastructure, inadequate lab facilities, and a lack of qualified faculty. The absence of a strong industry-academia linkage and a technical ecosystem to support innovation and entrepreneurship also contributed to the low employability of graduates.
All of these factors had a detrimental effect on the reputation of the engineering education sector in India, and led to a decline in enrolments. The ban on new engineering colleges was a necessary step towards addressing these issues and ensuring that institutions met the required standards for providing quality education to students.
While the ban may have initially caused some concern among entrepreneurs and educationists, it ultimately proved to be a positive step towards improving the technical education sector in the country. The move has paved the way for more stringent regulations and better oversight, which will ultimately benefit students and improve the quality of technical education in India.
After a lengthy review process, the All India Council for Technical Education (AICTE) has lifted its moratorium on new engineering colleges. The decision comes after a three-member committee, led by the director of IIT Bhubaneswar, reviewed the ban and found that enrollment figures for core engineering branches had increased and were encouraging. The AICTE has lifted the moratorium for establishing new institutions in Engineering and Technology from the academic year 2023-24. However, there is a catch: the preference will be given to applicants offering courses in multi-disciplinary areas in-line with the National Education Policy (NEP) 2020 in STEM (Science, Technology, Engineering, and Mathematics) areas.
This decision marks a significant shift in the technical education sector in India, as it paves the way for the establishment of new engineering colleges after a gap of three years. The review process was initiated after a committee headed by IIT-Hyderabad chairman B V R Mohan Reddy recommended that the freeze on new engineering institutes should continue. However, the latest review found that enrollment figures in core engineering branches had increased and were encouraging, leading to the lifting of the moratorium.
While the decision is undoubtedly a positive development for the technical education sector, it is important to note that preference will be given to applicants offering courses in multi-disciplinary areas in-line with the NEP 2020 in STEM areas. This indicates a shift towards a more holistic and interdisciplinary approach to technical education, which is in line with global trends and the changing demands of the job market. Overall, the lifting of the moratorium on new engineering colleges is a positive step towards promoting innovation and quality in the technical education sector in India.
In addition to the preference for multi-disciplinary areas in STEM, the AICTE has also imposed another condition for setting up a new engineering or technology institute. The institute can only start programmes in three core branches, such as mechanical, civil, and electrical, if they have minor courses in emerging areas. These emerging areas include 5G, Sustainable Development & Circular Economy, Waste Management, Product Design, CRISPR Cas-9, Artificial Intelligence (AI), Internet of Things (IoT), Embedded SW, Internet SW, Mobility, Analytics, and Cloud Computing.
This condition indicates a clear emphasis on keeping up with the latest developments and trends in the field of engineering and technology. It also highlights the need for institutions to prepare students for the changing demands of the job market, where emerging technologies are increasingly becoming an essential part of various industries. By mandating the inclusion of minor courses in emerging areas, the AICTE is ensuring that students receive a well-rounded education that equips them with the skills and knowledge necessary to thrive in a rapidly evolving technological landscape.
In another significant move, the AICTE has also scrapped the minimum land area requirement for setting up new technical institutes. Instead, the focus will now be on the built-up area of the institute. Initially, this rule was applicable only to institutes in urban areas, but it has now been extended to technical institutes across the country.
The decision to scrap the minimum land area requirement is a response to the challenges posed by the shortage of land, especially in urban areas. This move will enable institutions to establish themselves in areas where land availability is limited, without compromising on the quality of infrastructure and facilities offered to students. It will also reduce the financial burden on institutions, as the cost of acquiring land is one of the biggest challenges faced by new and existing institutes.
By emphasizing the built-up area, the AICTE is prioritizing the quality of infrastructure and facilities offered to students over the quantity of land available. This move is also in line with the National Education Policy 2020, which emphasizes the need for quality infrastructure and facilities to ensure that students receive a holistic and high-quality education.
In conclusion, the decision to scrap the minimum land area requirement for technical institutes is a positive step towards promoting accessibility and quality in technical education. By focusing on the built-up area, institutions can establish themselves in areas where land availability is limited, without compromising on the quality of infrastructure and facilities offered to students.
For more news click Here
