 انہوں کو بھی مہاما عاملہ ہوں جو بہت جنا ہے جنہوں کو بہتfenوز دردیت میں ہوسکتا ہوں بہت جگہ اپنی چاہes کنے میں ساتھ انہوں کی کچھ شاہتے ہو جب انجائی کے ایڈیکشن نے انویڈے کے عملی ناہ کے حجید جو کم ہم سے اپنے کے علمے میں مالہی اپنے کے علمے میں جیز کے ساتھ ہوں بہترین یہ نحوصے کے بارے کے مقام کے اشتنی جانتا ہوںaging ایڈکشن ہے کیا ہمیسکوز آئیہر ہیں؟ چاہتی ہے اайтی کردی سیمیں کسی سیم، سیمیں کسی سیموں، سیمیں کسی سیم، کسی سیموں جو ہی سیمی نہیں پہلے کسی ساتھ برقہ کیا ہے تحقی آئے؟ ہی ساتھ چاہتے ہیں able to be wayisel دوسرے دوسرے بنا جانتے ہیں کہ جانتے ہوئینے میں مطلب کے بعد انہوں میں سامنے لیں کیا ہوتا ہے وعدانی درنجی ہے جب کیا گئیں اور کیا کیا کیا طرف مطلبنے کے avant لن ہوا بچنانا گا어야 ہے یہ رہنا محب ملود نہیں ہوتا ہے ہمارے اپنے ساتھ آپ کو معلومی کرنے لیں حلوانے میں ہمارے سے مجھے کی خیلی اور مقج باتتے ہیں جو یہ ایقات اور قیام پر اہم تلام کے باراتوں جاتا ہوںwow لہذا وہ اپنے تنتقیم میں دائے جو بہت ہوں ایک کچھ لگتا ہے کچھ اپس مخصوصی بہت تھی بہت ہوا کچھ کچھ پر بیسٹوں کو یہ بھی کسی بہتش دیکھ سکتے ہیں لیکن دیکھیں مفشہ بہت بہتدے کیوں انجلایلی ایدکیشن بہتزہمت카 جو ایک آتا ہے شم川 والدہ کیا سائل کیا؟ کیوں کیا حیرت جو مہار ہے؟ کسی بہت مرکھ ہے؟ للئے بہت مرکھ ہے صرف مرکھ ہے ہمجھی کسی بہت مرکھا ہے سمجھا کوئی حاصل کیا ہے؟ ہم آنکل مرکھ کو جب السمجھے صرف مرکھ دیتے ہیں مرکھ کوئی مرکھ پیرہ ہے یہ بلائیں آنکل کیا ہے اسے دا indication پر معلومیات کا حرام جانتا ہے ، جو یہ ہے کہ ہم جسی کو دیکھا ہے کہ ہم جسی بخار کی منتجابوں میں۔ اسے ہم کچھ بہت بڑی بڑی بڑی جانتا ہے کہ ہم جسی کو دیکھا ہے کہ جسی کو دیکھا ہے کہ ہم جسی جنگGI آپ بھی مجھے کروسکا ہے۔ ہم جانتا ہاں جانتا ہے کچھ مات ہمارا ہوا sốوک ہے۔ محاق ہے کہ بیسیک دائیں کہ جنڈیل انہیں راہ راہی والے دعیق کرسکتا ہے۔ سیانے斢ہ ایہ بارے میں دیکھتے ہیں۔ ہم جانوین کے لئے نحیت میں اپنے ساتھ بھی ملی نہیں دیکھا ہے یہ رئیسا ہے۔ یہ نافلات عبائی ہے۔ میں دیکھ مساہت کو روکہ کو دیکھیں گا۔ یہ جانوین نے اپنی ناری تک مدیو اور عقاہ تو ہم جانوین Rangers بھائی잖아، دیکھ میں شوچتے ہیں، جو کیا آپ کے لئے ملی بھائی ہے؟ جانتے ہیں کہ ہم ہوں جانتے ہیں یہ آہ بات ہے جانتے ہیں کہ helpوں بات ہے اور یہ جانتا ہے کہ یہ بات ہے کے لئے ہمیشنتے ہیں اگر یہ آپ کاں فسان سے بھی آئا ہے تو ہم kendமے کے ساتھ مدر کرنا چاہتے ہوئے جانتا ہے کے لئے ہم بھی مسئلہ علم کی جانتاں میں جب میں فانترارہ کیا ہے، ہمارے تو ایک دوسراد میں پر حاصل ہی تھا۔ دوسراد پہلے مہنے میں فanced ہاں تمہارا ہے جو کس طرح اکسی ساتھ پڑھا تو۔ اس کے اجات کسی سے مہ کسی طرح لئے ہوئی ہے؟ کیا ساتھ دوسراد شخصی سے محقصی محقصی ہے؟ کیا کالیت اور حقیصی بارنے کے شخصی کیا ہے؟ ہمیں میں پہلے دی جاؤنے کو سکتا ہے۔ اسے دن کھڑا ہوتا ہے۔ ہمیارہ میں بہر شادہ کے ساتھ ہے۔ اسٹارٹ آنیا نوگ ہی Heeش شوہر ہوئی مواقع پہنے کے لئے مجھے show رہا ہوں گا آپ کو مجھے کیسا ہوتا ہے ، جو کبھی دسلٹ بھی جتا ہے، لطیئے دیفنشن لطیئے گی اور جو ایک بہت بہت افراد ہوتا ہے، جو دون کے جس کرتے ہیں کہ ہمیارہ جو ازکہ کامل کے علاوہ رہے ہیں، مشین اور اُر بیسیدی اور شریکتے ہیں۔ بیسیکلی بھی تکنالوجی، سستم سے نظام، دوائیسی، ہمیتے ساتھ لی know어요۔ freelance ایک طرح آپ اگر انجنارینStart کے لئے تک لوگ خانیتے ہیں آپ بھی بہت سے بھی چیزوں دے دوارہ کرتے ہیں پہلے آپ فریریشتکوں میں سوچ میں بھی بھی فرم ہے آپ بہت سے کمیار کریں پہنی اور اس میں بہت سے وہ مادینہ کرتے ہیں آپ پہنے کو حالے کیا مادینہ کرتے ہیں So often some things you just that's another you know this state of art or this state of engineering انجینیرون کو کرا ک��ا میں کرمتا ہے اور کسی بھی کرمتا ہے تمہتے ہوسکتا ہے dzieج کیا نمہ صافت ہے کہ ہمیں اجینیرین کو اللیر اگر کرمپ کے بھی چیزکریں وہ انجینیرین اگر سیادی میں بہت میکنے میں بھی برلان کی فرمتی ہے لہذا ہمیں ابرانے کے حال کا جانش کرنا رہے جاکھنے کی تعلیم انجینیرین کو مالیرین جانش کرنے کے حال بیولنے کے لئے ہمیں کار کار کار مطلعی اور ایجینوری شروع کیا کہ دیکھتا ہے جو اپنہ لہذا امام آرکا ہے کہ جانتا ہے اور سوالت ہم کیا لہذا ایجینوری شروع کے لیے کالا ہے پوکی تک دیکھتا ہے بیا کوئی تک کالا ہے ابنہوں کیا کہ دیکھتا ہے جسٹن ہے کہ ہمیں بہت ازمروں کے بات حق جائے کے لیے جو جو تھا ہے کہ دیکھتا ہے کہ خطر کے لیے مجھے آٹیوٹ بڑی کی تکانکو مہموابی سے مجھ سے محفظ ساتھ درشت Based on Provideration ایسا نهایی حوالی تکانک و پید آٹیوٹی سے مہموurai حوالی تکانکو مہموورنے دا ان کی دوشت کے لئے محفظ ساتھ تکانکو مہموورنے دا انہوں ہم اس پورتار ہوتے ہیں ، مجھے ہوتے ہیں ، ہمارے صرفہ بندہ کی ضرورات ہونا צרیک ہمشکہ ، اس تعلیم میں جATQہ ہوتے ہیں ، اس لیتے کچھ بھی فروس لیتے ہیں ، کہ یہ بہتر بارے میں جانتا ہے ، لئے ہمارے بہت بہت بہت ایک بہت کسی بہت ساری بہت ہے۔ مجھے ساتھ مجھے مکرے بہت ہے۔ جو ہمارے حالات ہمارے بہت ہماریں بارے روحیت کے ایک جان کیا ہے تو ایک بہت جان کے پہلے پہنے کے بہتا ہے۔ اور یہ another دلانی ہمارے بہت ہمارے بہت چیز کیا جان کیا ہے پیشے کے ساتھ داستوڈوں سے روز کردے ہیں۔ وہ زیادہ بھی ہے، actually سیستون میں میں ایمانی ہوتا ہی دیکھا گیا ہوں۔ پرچانیتوں میں تہو�اچ دہتے ہیں۔ س았ے کے ساتھ بکال کیا بہت روز کرنے کیا تک کتین ہے۔ اور لوگوں سے کچھ اور ساتھ اس پرچان کے روانے میں دور ہوتا ہے۔ کچھ پاسے روانے کیا کامس بھائے تھے؟ Than the ساکشتی و ایندوز میں اس بہا طور پرپرکتی ہوتا ہے۔ گا complement and some cases you may also have interactions in terms of the hostile warden so you see the existing spectrum in terms of roles apart from this there are some administrative kind of roles that we so let's look at each of these roles what is it that we do so the first we are disseminating information اور انکیزی قول اس دار ملیان ہے کیونکہ اب الثانی چاہتے ہیں اس کی وقت قول اپرانی تعلق ہوتا ہے اس کے لئے جو ہم اپنے مصمم ارمان میں مجھے آی جاتے ہیں ہم ہ疫 catastrophe عطایہی ساری مطاقت ہے پر پر پر بلدہ لیتے ہیں جو دل کی ایک پر ایپنیشن کا اپسیلی سنچ کو کامت کا لیتا ہے لہذا اپسیلی سنچ کو کامت کا لیتا ہے التیچہ میں سب سے خصوصیت ہوتا ہے پھر ہم چاہتے ہیں کہ سیوڈ دیتے ہیں تو ، بہت ساتھ ساتھ سکے کا پشاہ را ایک طاہی را بدلا کی دورہ ، اندرسار کی حالات ہے ، یہ جردتی زیادہ ہے ، کچھوں کی اگر حوالات کی سطحی ایک سیوڈ ، بھی ستہ ان کے فوقت ہےا ، کچھ ساتھ ساتھ پر کچھ ساتھ۔ اور یہ جو میں ہی بورت ہوں۔ حضرت کیا تخزانی فرمی بیٹے گا؟ فرمی بیٹے گا ،اہر seidہ کون شیط سوٹر ہوں۔ رہتے ہیں۔ خداہی رہنے کیا ، ہمینیٹوٹر ہدی ، رہنے کیا تکنیقے ہدی ہے ہے۔ حضرت کیا تکنیقے ہمیپ۔ اور جانتے ہیں ، یہ جو کل ہری ساatch کنوٹی تھے، اور ہم کرتے ہیں ، اور کل ہی یہ جانتے ہیں ، مطلب یہی برسائر ہیں. ایہم آپ کو اپنے مرکہ ہے جو اندائیت کو ساکتے ہیں آپ کو اپنے اپنے مرکہ ہے اور ہم بہتر اپنے مرکہ ہے انہوں کو اپنے مرکہ ہے اور وہ بہتر اپنے مرکہ ہے لیکن اپنے مرکہ ہے because the nature of technology its self is changing اِن کی خود اسے اپنی اللہ پر ، proposal کی مطلبہ دنی کی حکم دے ہیں ، ان کے وقت ، اپنے اپنے کی طبیئے جانتے ہیں ان کو این CPA کو اللہ جانتے ہیں اپنے جانتے ہیں جانتے ہیں این جانتے ہیں جنیا کے لئے اپنے کی تک کہناپریں کیا oportunidad نکناپ سانی تاکہ اور بہتر نکناپتی کیا حکم آجی بہتر ہے اِن کی انطلاق کے لئے اور ہم ایک بارے میں معاملات جانتے ہیں لیکن یہ بہت بہت زیادہ چاہتا ہے بہت بہت زیادہ چاہتا ہے تو اہنا آپ کو سب سے دوری کو سب سے رہا جانتے ہیں اور آپ کو جب آپ کی حسنہ منائیوں سے بہت زیادہ ہم ملے لگ 수도 سوٹا جاikum انية بیطرام کو institute zusammen بارے میں کافت ہم make-up شمحورات ملے لگیں بہت کچھین问ائ旅—جانبگی وال pun ہے poser traps ایک زیادہ بیانای سمجھی جاتا ہے ٹھیکو بہت پہنچ کا پ gestures Berkeleyanged�یل Norwegiananking ہماری ایontinues میں کیا ہے ویہای یہاں جو لوگ ہےRep puedناتی یہاں کیasingND کوب Jennifer صحیح بنانے کا بدوری کریں ، بیل لگ جو مجھے روح ہیر مزاج میں ہوتا ہے Hutکال Jenny خف мел with dafür original امام بいく zumindest you know how to do those know how things work and doctor جو سینگ کی یہ مقل جو networks and but اچھی رو know نیک نیکARON یہی ق alguna بای کتار سمارس ہمیشنید دہہ ہوگا ہے اور ہمیں آپ کو اس ایک جہتے ہیں کہ کتار نہیں دینا ہے ہمیشنی دیکھنا چاہتے ہیں یہی عمل otros دیکھنا چاہتے ہیں ہمیشنید کتار اس کے انجام جو ہماری مطلب ہیں اور ہمیں یہاں سیچ دیکھنا چاہتے ہیں ہمیشنید منحط ایک دو کو گیا جو سے بڑی میں نوجود کے لئے جانلا لیروری ہمیشنی دیکھنا چاہتے ہیں مجین that was put for the IITs to bring about change agents. People who would act as catalyst for development and would bring about science and technologically changes which could impact and help the people of India. That's the type of thing and so that's the overall challenge in that sense. لیکن now I'll switch for the next half an hour or so I will try to give you a quick perspective in terms of numbers. I've recently been looking at some of the data on a engineering education in India and I have a report, which is there on the web. The link is there in your references. تو میں اپنی حیرت کو ایک زیادہ لیا جو دیکھتا ہوں گے کسی قرآن کرنے کے جانا ہوں گے ہے jaką طرف سیبت کراتا ہے اور پھر انجلاعنوں کا ایک فکرات کی حالت میں بھی کتا ہوں گے ، ہمی ہی ایک حالوں کی بھی کہ انجلاعنے لیے کھڑی ہوںドر کی کسی ، بھر کا حرار پیدہ وقت لیا جو ایک حار للیانہ شکرہ جبم لگی اور جو ایک حرار پیدہ ایک حرار ہے تو ہم جو لوگ سمجھیں لگتے ہوگا کہ ہمleistانوں کے سامنا زores ہم بہت پر 이거는 بہترانی اگر که چيار میں پہلان کوdiesے کے سامنا زores اور سامنا زores اور تب ہے آپ سے ہے آپ کو در سے ایک حضار کرنا ہونے جو آپ کو اپنی دیوہنے اگر پر بات کے حضور کرنا ہونے اور طرح کب ہے اور کیتا آپ کو فرمی در سے بہت سامنا زores اور تب ہے اگر کامیٹ کا عملہ کتکا ہے کم آپ کو بیٹا میں بہت کر رہی ہے اگر کامیٹ کا عملہ کم will کی کامیٹ ساتھ جو بہت کیوں کو بہت دے آپ کو جو ایک کیسے ورے میں کامیٹ سے کیا ہے اس کو شکرہ لگانے کیا ہے؟ کیا همسانی ورے میں اطntation نہیں کیا ہے؟ آپ کو شکریتگی م Kennedy بائنہ میں بہت کانیٹ کیا ہے؟ آپ کو شکریتگی م Kennedy بائنہ میں مکر می پالے نہیں کیا ہے۔ Whereas this and the outputs could be in terms of publications, journals, books, patents, technology but really speaking these are things you can quantify but you see what is the impact on society what is that you develop and how the improve society if you look at in overall sense but some of these numbers I will try to quantify for India as a whole and then we will try and see what are the kinds of trends which are there جو ، یہاں کو یہاں باہا ہے کہ آپ کو سب سوچ کی ضرورتی ہی جانتے ہیں ، آپ کو ہیük بہتہ ہیں کہ آپ جو دیظہر ہے کہ آپ یہ سب پر مہار تھا آپ احتثام یہاں برکس پر مجمو splendid یا بہت منطور کے بارے میں کسی ایسا ہستی آپ کے بارے میں جاتایا ہوتا ہے کہ آپ چاہتے ہیں کہ آپ جمالی کی شراب کیش میں بہت ساتھ نہیں جاتا ہے کیوں کہ ہی ایسا مہار ہاتھ تک ہے کہ آپ کی مہارج منطور ہے لیکن مامنوں میں بھی عقل کرنا رہا ہی ہے۔ ہمارے کچھ کسی ریشیوے کیا ہوئی ہے اور یہاں کچھ کیا ہے۔ ہمیں عقل کرنا آپ کو جو ایسا کے جانتے ہیں۔ مولیٹا ہمارے بارے میں بہت کیا ہے۔ اس کے لئے پہلے آپ کو ایڈینئرین دیگیہ ایڈکشنی کا ایڈینئرین میں بھی دینا ہے۔ اگر آپ کسی معلومتا ہے، اپنی دور مجھے ایڈینئرین کالیچیوں میں یعا اپنے مجھے لیتا ہے۔ مادرا حکام اسی دنگیو دنگیو کہن الائی ہے جس کو رو کی کانا ہوتا ہے فرمان کانا ہوتا ہے اگر وہ ساعد کرسکتے ہیں دنگیو کے لئے کسی ادای میں اپتیان کتا ہے لیکن اس لیڈہ اپتا ہوتا ہے یہ بہت کھوئے ملی کشد ہے سبھاڈ ہوتا ہے اگر انجنیار پرکان پرکانا ہوتا ہے انجینیار خالق ہوتا ہے جب نوام ہے اس لیڈے کیتا ہے جیسے نہیٹی ہو جبیں ایک محفوظہ ہے۔ پر ٹھیک ہے جب اس سے محفوز ایک بارے کے لہذا ، شارکال کمیٹےﷺ ہو گیا نقلان ، جو تھی انجشری لیتی محفوظہ ہے۔ اپنی ہم ہوا کے بعد بھی 4 ، کیا ہوا ایک 5 ہے۔ یہاں اللہ نقلان کے لہذا ، اور 2007 ، اللہ نقلان کی نقلان کو اللہ نقلان کی نقلان کی نقلان کی نقلانی کی ن الشتم제� کی ہمارے پتہیچ انہتے پہنچہ ڈینارٹی لیکن اسٹایم آیسی ہے اس کے بہتارے کے ساتھ آرہا ہی درس Is پر زیادہ جس لییا ہے اس کے ساتھ اس پر زیادہ کیا ہے اگر ڈاک کواہی ایک ہمارے ڈوکٹی سلدزہ کیوںہا ویؑہ جو ڈاک کے احیوانی آگا دے強ہ ڈاک کے ساتھ اینجینیرز ڈوکٹی سلدزے ڈک ایک انجینیرز یہاںین ڈاک پر ڈاک خاہی ڈوکٹی سلدزے ڈاک میں زندگی سلدزہ اللہ اور حیانات ہے اس پر نف Few look at this حیانات آپ کو کالکلتا ہے اس نے 17% جمیہ پر سمیہ بحقی پر سمیہ جمیہ بحقی پر حیانات ہے اور اس کیا ہے جس کو کلکلتا ہےانجینیز سے ہوئی ہے کہ ہم چانگیز ہم覽 Pen shah'tا ہم جیے است شفاف اگر مجھہ بھی STACK نمبر of engineering graduates so we see that right now we graduate about in 2006 about 2.4 lakh engineers it's a fairly large number it's a fairly large number and the interesting thing to note is that in 1947 we graduated 270 engineers of that order now it's about 2.7 2.4 lakhs and you'll see that since the 1990s the growth rate is much the growth rate has been accelerated since the 1990s and this is primarily due to the private institutions that have been set up I've also put down the number of institutions engineering and institutions and you will see that in 1950 there were only about 50 engineering institutions which were giving degrees and that number now is about 1500 in the last 10 years of this 1500 1121 institutes have been set up in the last 10 years these are very important issues in terms of quality because basically what has happened is we have been increasing a large number of small institutes and all this growth all this growth you see this you see this car if you look at this car you can clearly distinguish that there are two parts of this car the first part up to here has a different slope and the other part has it from here onwards this is where the private the bulk of the engineers that come out are now from the private engineering colleges the existing colleges the IITs and the NITs are growing at much slower rates than the private engineering colleges so the share of the IITs and NITs is really much much lower the IITs combined produce less than 1% of the India's engineering graduates so unless this change is you know it can be 1% but it will be only marginal and the NITs also so this has certain implications in terms of overall if you look at also you look at it in terms of the distribution in the states what we have done is taken the engineering number of engineers being produced by each state the sanctioned strength divided it by the population of the state so take number of engineers per million population for the country as a whole the average is about 213 per million population and these three states this color this which you see over here these are the largest this is more than about 1,000 per million population and Tamil Nadu has 1,700 the largest state under Pradesh 1,400 these are the number of institutes there are 280 engineering colleges here 208 here and 128 here Maharashtra has about 600 Kaanataka 1100 so you see that there is even a skew in terms of the regional disparity the other issue which is there is if you look at you look at the average number of engineering graduates coming out of institute that turns out to be about 350 per institute 340 350 in that in that sense and that number is not growing very high at a fast rate what is growing is number of institute so our strategy has been a large number of small institutes and you see small countries like the US in terms of population have engineering colleges which graduate 1,000 or 2,000 engineers we with our population base have colleges which have 300 400 in that sense so the idea is distribute large number what do we do in terms of quality right and look at China you have institutes like Singapore which are graduating 3000 4000 engineers large number of faculty base you can concentrate all the resources so that's one of the type of things which are there now let's look at we talked of the graduates but we also need to look at the specializations post graduate m techs and PhDs this is these are the people who are going to contribute in terms of your research we saw about 2.4 lakh graduates about 20,000 master students m techs that's the type of change and you see that this is being the type of grow and if I take the ratio okay master's to bachelor's percentage will see that there is some fluctuation because there are some uncertainties in the data also in this case because the output to student the if you look at the sanction strength and the actual output that ratio is much lower for the master student the number of sanctioned output that we have the actual output of m techs is much much lower and you see that in the period where you have a very high growth of the b techs this ratio has been going down because the m techs have not have not been growing of course there are lots of implications and we have to look at industry we have to look at the placement scenario we will look at several things but these are the roughly the numbers look at the discipline wise you see that the bulk of the engineers which were computers and IT followed by electronics and mechanical that's the type of sanctioned intake interestingly in the US if you compare the largest chunk is aerospace engineers and then it follows with different and of course IT and computers have been growing at a much faster rate than the others look at the engineering phd's again there is in this also there is an uncertainty in the data and also you will realize that there will be fluctuations unlike in the other case where you have a degree based time bound program but you will see that it's been growing at much lower rates than the graduates or the masters and roughly about a thousand engineering phd's 2.4 lakh b techs 20,000 m techs 1,000 phd's let's see how does this compare with other countries let's see how does this compare with other countries so that's what I put down 2.4 lakh bachlers 20,000 masters and engineering about thousand phd's also the science phd's are also important in this case about 5,000 science phd's ok ratio of masters to bachlers 8% doctorate to bachlers 0.4% look at the US bachlers about 75,000 for 2006 of course I have later on I have been told that this number in the US computer science and IT is not included in this so that's considered as BS it's not put along with the engineers so if you add that up to this this will come to about 1 lakh and 39,000 masters so more than the about double the Indian masters 8,400 phd's of which about 400 are from of Indian origin if you look at the science and engineering total phd's about 22,000 masters to bachlers about 50% and doctorate to bachlers around 11% even countries like the UK have about 2000 engineering phd's South Korea around 2000, Germany 2000, Australia a small country about 600 engineering phd's and so if you look at the doctorate to bachlers ratio in every case this are of the order of 2% it goes from 4% to about 10% China is the country which also has a low number is about 1% but it's been growing at a very fast rate so they have taken they have taken separate large policy measures at the national level to enhance this phd and already this number is about 4,300 so this is one of the constraints the other thing is if you look at bachlers per million population are you ever producing engineers that's another question which we may want to ask because what is the mechanism which links the demand for engineers and the supply of engineers how well does it work, there is a perception that engineering is a good profession so based on that lots of people lots of students at the 10 plus 2 level want to take up engineering and that's why when we start a new institute there are people to take us but then there is significant unemployment and under employment of engineers and of course this is linked with the quality issue but it's very clear that there is no the interface between industry academia and government which sort of tries to regulate this to see that the supply and demand is matching not sure if that's working properly whether there's been much thought given into how this should work effectively so you see that you have the largest number seems to be South Korea about 1000 per million population and 200 but because one thing which we realize is that if you look at the 17% growth rate and if you keep on it cannot keep on viewing at that rate it has to stabilize at a particular point now let's look at what is it that our graduates are doing so I will give you an analysis of the placement of IIT Bombay and of one NIT SV NIT Surat so I analyzed the data for 2006 and you see that I was quite surprised to see we looked at all the jobs that were job offers that were taken then classified the companies based on engineering finance consulting software and the interesting thing is 35% of our graduates do take up engineering jobs and I had expected this number to be even less but that's a fairly interesting grade the other thing is you will realize that the percentage of IIT students now going for higher studies has actually declined the number is now between 10 to 15% about 8 to 10 years back that number would have been 30 to 40% the percentage of software jobs has also declined about 5 years back bulk of people would have been taking up software jobs now finance and consulting seem to be preferences do you do the program that means B take and M take about 50% of them take engineering jobs and the M takes 57% in engineering so this is the type of thing let's look at also what kind of what are the average salaries so the interesting thing is we get there are lots of things that we can lot of data regarding our effectiveness of our engineering that we can try to get but unfortunately even though it's very easy to collect this data we don't really document and collect this data and this is something that we should do because then we can track how we are doing otherwise we only have perceptions so these are the average salaries of course cost to company what they say and you will see that the average salaries for B takes from IIT Bombay in 2006 about 5 lakhs per year and you will see that there is a clear difference with finance jobs paying higher than the engineering jobs and also paying higher than the software jobs so that is why finance is you know there is a larger interest of students in finance do you degree students interestingly have got a slightly higher salary compared to the B takes it looks like the average M take salary is lower than the average B take salary that partially it's a chicken and egg problem but it partially explains that the M take is not increasing at that same rate when the PhDs actually a lot of the placements for PhDs occurs outside the campus so this number is not this misleading we've separately analyzed about 35 PhD students who have been placed from 2006 to 2007 and we see that the placement the average salary for that is about 7 lakhs now you see interestingly that finance average is higher than the engineering and so that's the thing but this is giving you an order of magnitude now let's look at the data for SVNIT in the case of SVNIT we will see that bulk of the placement is in the software 50 to 60% and I have also looked at some of the private engineering colleges Manipal this Manipal Institute of Technology I have looked at the data for the Thapar Institute most of the good institutes you find that at the B take level almost all the placement 60 to 70% is in the software sector that's so that has of course implications in terms of this the other issue is this look at the NITs total you see looking at the output B takes M takes and the faculty and then the percentage of even in the NITs you see that the between 30 to 50% of the faculty have a PhD so let's look at this was just a quick idea of the type of data in the overall sense in terms of the engineering graduates and post graduates and PhDs now let's look at what are the types of issues coming out from this the first thing is if you look at many of our good engineering colleges colleges we have a very high selectivity what does a selectivity means selectivity means what percentage of the people who want to come for that course do we actually admit you look at this for the best institutes look at it for imperial college or for MIT or for Berkeley it's going to be something of the order of 20% 10% 30% in India for the IITs all the admission is through the JEE the selectivity is of the order of 2% for the NITs the admission is through the AIEE selectivity is again of that order of 2% even for the NTEX if you look at the gate again the selectivity is of the order of 2% so we are admitting only 2% and that's a very so we can discuss and debate the effectiveness of the JEE or the entrance exam but the fact is we are taking only 2% of the people who are so getting really a very select group and that's a big advantage and it's much much better than the anywhere in the world most of the international engineering trends the institutes are worried that not enough people are interested in engineering as a career we have exactly the opposite problem the other thing is we have the share of the entire one institutes if you call the IITs and the IICs the share is marginal and also we are not growing at any rates because we are concerned that our quality will suffer but with the result that the nation is having this problem where you need to have the growth and the growth can only be the private colleges are willing to have that growth but then the question is the policy of the small percentage of masters and PhDs we saw that less than 1% overall nationally we can also see we looked at what percentage of our PhDs I did an analysis of all those who are admitted for the PhD program in 2006 less than 2% of them have masters from IITs or IIC less than 2% of our less than 1% of our btx go for mtc or PhD and you look at any system anywhere in the world of their graduates the best of the graduates stay in the system to do post graduation and you have those percentages in Japan that is 70% we are talking of 70% in the US some universities like Berkeley have a very high percentage 20-30% but we are talking in that terms it is less than it is in the noise you know it is 1% so that is a big issue because we would like to have you would like to have research being done by motivated people who are actually the best of your selective people and that is not happening the next issue is there is a faculty constraint you look at that kind of growth and then you look at the type of faculty the number of faculty which you have we estimated based on this roughly about 67 around 70,000 faculty members may be there in engineering today of that may be about less than 5000 would have PhDs it is not necessary PhDs not a sort of be all and end all but the idea is are we able to attract motivated people for the faculty this is the we look at the type of jobs the software jobs seem to predominate of course in the IITs that trend is changing and it is going more towards finance and some consulting issue is large number of small institutes there are high growth rates can we ensure quality and what about the faculty constraint what about the number of PhDs that we are producing where are we going to get the faculty from so these are the types of issues which come into this the other issue which you would appreciate is that in general if you look at our ethos we are not used to an engineering tinkering kind of ethos when something goes wrong with my car I send it to the garage my mechanic that's the thing I don't pull up the bonnet and try to find out and try to do that so I don't have that engineering sense in built in me and this is true about most of the people who come into the process so in and are teaching also is more in the mathematical analytical kind of things when integration the engineering field is often missing we are not able to enthuse people for a career in engineering and we have a disadvantage because we have engineering is a preferred career option at the 10 plus 2 stage so people often without thinking they want to go for engineering and the question is at the end of the 4 years we reach an institute elective in the 4th year on energy engineering and have people from mechanical, electrical and we try to motivate and enthuse people but people just have they have switched off from engineering and this is a very unfortunate state we say that our undergraduate students at the end of 4 years are not very focused on engineering they want to move on to other things but it is something that we need to be concerned about and we need to address there are systemic issues that we can try to look at let us look at what are the type of international trends the first trend that you will see when I am just presenting these in terms of issues the first thing is globalization so one of the concerns specially in the US is that they perceive that all the engineering jobs are going to go to India and China things are going to be outsourced also companies are looking at you are having mergers and you are having larger companies companies having presence so there is a conscious effort to have a mix in the student body where you have international students and for the students you also give them international experience you also have the situation where international colleges are trying to set up in different countries and that is also the globalization of education itself and the globalization of the engineering profession so this is one of the trends which is there how will it impact us in various ways but this is one of the trends which we need to the second issue if you see most engineering colleges and institutions one of the issues which is coming up is the issue of diversity because engineering is typically still a male dominated profession and most of the places most of the countries have realized that in order to make it in order to engage the engineering profession we have to consciously try to encourage more women to come into engineering if you look at the numbers in India about 20% of the graduate engineers are women and that number has been increasing this interestingly in the US it's about the same amount it's about 20-21% it's within the uncertainty band they are all in the same bridge in the IITs it's a little less it's about 9% and if you look at amongst the IIT faculty it's about 10% and so again there are this has been flagged as a major issue and if you look at there are sites which talk about so there are institutes which have policies to try and increase this percentage so if you look at the Renicella Polytechnic and interestingly you see that I will have at least the RPI and MIT who have college presidents who are women engineers and so it is an issue which is in the forefront being discussed being analyzed looking at trends looking at career paths it's not so much in the focus in the Indian context this is something which we need to think in terms of how to bring in that focus the next issue is that if you look at engineering education we have compartmentalized knowledge into different departmental compartments and unfortunately now we are realizing whenever we are looking at a problem we have to cut across these departmental compartmentalization so we need to look at interdisciplinary kind of approaches so we need to have in our system certain flexibilities so that people can take different types of courses and if you look at engineering education you have analysis and you have synthesis so you break it down and you try to look at the individual component and then you try to do that so we are doing the analysis but this integration and synthesis when you build it up that is often missing and that is also these links we teach in mechanical engineering we teach field mechanics we teach heat transfer we teach strength of materials but then when you put it all together and look at a real life problem and how we all match and link up that integration is often missing and we leave it to the students to get that and often they don't get the whole perspective of what is happening and that's one of the issues the other thing is if you see the trend the trend has been with our development in terms of we now have characterization equipment you have the transmission electron microscopes which can go down and you can see the material at the nano scale we are able to understand how we can modify material at a very fundamental kind of level and nanotechnology and nanoscience also this has implications in terms of we should talk of micro and miniaturization we are going right down it has implications in the way engineering will be done of systems in the future so nanotechnology and nanoscience what we are saying is that if you are looking at anything to the level where the characteristic dimension is nanometer that means 10 raised to minus 9 meter now you have the characterization equipment where you can actually look at the material and take and see what is the structure at that level you will then also have machining and processes where you can modify it at that level and then the whole basis of engineering then changes and this is where research is going into also if you see historically look at any engineering subject you will find that we start off being different from nature we start doing various things and we believe that we can change nature we can do then nature has our way of catching up with us the nature of research is such that individual researchers or individual institutions will not be able to make the kind of impact and will not be able to take everything so you are going to have lots of research collaborations and that's another kind of I have given you any of your handouts comparison of different universities maybe right at the end different universities in terms of their outputs tells you number of engineering graduates number of mpegs, phd's I had a lot of it took a lot of time to construct this one table that you see you will not find any of this information in one place but I'd like to just plot I wanted to take this plot and look at see we are most of our that 1500 colleges that we talk of are mostly in the business of teaching and as we start teaching if you look at it you have a category if you look at private colleges you could be affiliated colleges colleges where you don't have much flexibility neither academic flexibility you can't change your syllabus you can't change your exam pattern and you won't have too much financial flexibility also next is as you evolve you become an autonomous institute and then you become a deemed university that's the typical type of progression and as you try to make this transition you also try to make the transition from teaching only with undergraduate and you start doing postgraduate and teaching plus research IIT is also where initially just teaching now teaching and research and we are trying to emphasize more on research so if you look at it there are different metrics which we can talk of you talk of publications you talk of patents you talk of output I have taken only two of these metrics to draw a graph to illustrate some of these issues so I have said that you look at the undergraduate student output per faculty that means BTEC per faculty on the y axis and publications per faculty sorry x axis UG engineering degrees per faculty and publications per faculty again I thought a lot before putting this I thought of putting adding up UG plus PG plus PhD but then I said that the masters and PhD should actually contribute to research so let us not take it in terms of these institution is providing a service in getting engineers out so and while the masters and PhD is also helping in terms of research so it should show up on the publication if I increase the publications that is the type of thing so if you look at it so let me just show you so essentially if you look at this line as a cut off one published peer reviewed paper per faculty per year okay and this is the and the publications per faculty the average goes up to 56 and if you look at number of engineering degrees again going up to 56 that if you are teaching we can decide to have more output in terms of students UG students so if you see the typically the NITs or many of our engineering colleges of the order of 3 or 3.5 per faculty UG students per faculty you can do a simple calculation for your college just divide the total number of graduates by the number of faculty that you have and you get this and if you want to look at the student faculty issue multiply this by 4 you will definitely get and the AICT is about 15 so that means somewhere in this range we are somewhere in this range and almost that 1500 colleges that we are talking of almost all those colleges will be lying in this band somewhere here somewhere in this band as we develop one of the things that we always complain about is we have lot of teaching load lot of teaching load but the fact is you will see that there are colleges Purdue University National University of any of Singapore Georgia Tech Singoa University they have much higher they are in the same range 3.5 to 4 UG students per faculty and they have publications per faculty of the order of 3 to 5 papers per faculty per year so it is not a what we believe is not necessarily correct we always try to think essentially what happens is we try to say that we are getting teaching load and we are going to have more if you increase our student output we are going to suffer there is an optimal mix so you can actually have if I have an institute here I can take all these 3 pathways if you want to go from teaching only to teaching plus research you can go in this direction which is let's say for instance many of the IITs we always often like to model on Caltech Caltech has very few UG students and you look at ISC in terms of publications per faculty but it's a postgraduate institute no UG output of the order of almost 2.93 the IITs are of the order of 1.6 papers per faculty per year and you look at the UG output per faculty of the MIT is greater than the IIT system even though the papers are when we try to sometimes we have 1 is to 9 for the IITs 1 is to 15 for all other engineering colleges these are not sacrosanct numbers we can have colleges with 1 is to 25 1 is to 30 which still have much better research output so we need to look at overall look at the trends and the interesting thing is instead of creating a large number of small institutes and not bothering about quality which are showing some track record can be strengthened and they can increase so that you have a campus where you have 10,000, 15,000 students and so that is another kind of possibility which is see this is the Korea advanced institute of science and technology this is the Tokyo Institute of Technology this is Singapore and China so I try to get as many Asian data points as possible this is post tech also of Korea more research institute at the poor and this is Caltech in the US MIT in the US imperial college in UK Georgia Tech in the US Purdue University in the US Singhua University of China Manipal Institute of Technology Manipal all the NITs averaged this is the IITs averaged let's also look at the you look at the this is from a paper the boyer's model of scholarship you see that if you look at your own role main responsibility the scholarship of teaching but in addition to the teaching you have research where we are discovering different things about science and engineering that we are doing and then if we are involved in application that means we do consultation professional consultation in terms of contracts a personal consultation we do continuing education can consider as community service and you have an outreach this helps us understand the engineering practice and how are teaching sort of links up so it integrates this is the scholarship of integration so all of these together improve our effectiveness as an engineering educator so you know there is a mix optimal mix of this so it's a good idea to get involved in looking at the rest of things what are the challenges that we face first challenge that we talked about the challenge of motivating students very easily said very difficult to do increasingly students have the aspirations of students have changed and their exposure their ability to get information they have much more sources of information so the challenge of motivating the students and the next thing is integration and practical applications so often we tried variety of things for instance in a course on energy management at one point I divided the course into several course projects where we took up the entire campus and we did an audit each group had to do an audit of the campus and then present the results and do things like that in another course we had industry projects where they would go out into industry and try to do but with limited success because finally what happened is the industry was not happy with this we had to finish off those projects subsequently with our own time and effort because different groups did it with different kinds of some of the interesting things is I can give you an example where we have we had three project projects three different students working on different sub components of a problem and that problem was simulating the turbine governing system of the 250 megawatt Dahami power plant and at the end of these three projects they built up a simulator which was transferred to at that time BSES now its Reliance Energy in that case in this case the project work all three of the students were ex BSES people so they had the interaction and they got along well and we had six faculty members interested so the other thing is we have very if you look at any field that you have there are so many real life engineering challenges and problems in the Indian context industry linkages much talked about happening increasingly happening that much more can be done so whether it is in terms of projects whether it is in terms of internships whether it is in terms of in the IIT system we have something called the adjacent faculty so we have people who are from industry who come and spend time the other challenges the obsolescence of information so with the result that you know we need to understand that it is not really so important for us to cover all the information about you know the production engineering or the types of things that we are going to do and we need to just build up show the history show certain concepts and see so that people are able to pick up different things as they go along and we talked about interdisciplinary and then the issue of transition from an education institute to a research institute and finally the idea of responding to the changing needs of the society and this is where the linkage with society not very again not very difficult to really quantify but something which we need to really do coupled with this there are changes in the very communicate so the conventional talk getting replaced initially by over a projector the LCD projector the video classrooms your web enable courses and you have for instance very interesting things like the web assisted teaching so for instance we use routinely use now a software called Moodle where which enables us to upload all the assignments the lecture notes we can interact with the class through the through this software and people can see each others presentations comment on it you can evaluate so these are sort of things which of course we don't need to overemphasize finally the effectiveness is not just a function of there are studies which have shown there is an interesting paper if you see on the web Professor Felder I think he calls it he was an effective teacher and then he started doing everything on power point and then the teaching evaluation started going down and then he makes a set of rules of what you should do there is an interesting thing that you can do when you do on the chalk and talk and certain things so you have to have a mix of a variety of things which is fairly obvious but increasing if you want to increase the numbers suppose we have a constraint of faculty we know that we have a constraint of faculty we want to improve quality it is essential that we need to learn to interact with a larger group of students and do this more effectively and there is so many of these techniques can be used there is a paper I have given you a reference that there is a study in the aerospace department where they tried a number of active learning techniques and they studied their effectiveness you can take a look at the paper it shows one of the interesting things you see the prepared lecture notes putting them on the website lectures lectures of course turn out to be still the most effective kind of thing subject web pages in class exercises and they have this concept of muddy cards the idea is in each lecture you hand out cards to people and the last 3 minutes of the lecture you ask people to hand in what is the muddiest concept that is what is it that you didn't understand in the class and then you take all that and then you incorporate so it becomes a sort of you don't wait for any feedback or middle feedback of course if it's a small class you have to do this without it's just a way of getting feedback so that you can look at this kind of but the important thing is if we apart from thinking of the content if we think in terms of the delivery and the effectiveness and as a faculty discuss and see what are the ways to make this effective what is how effective are we in teaching it can really make a lot of difference and so often we don't step back and you know sort of analyze it we just go on with day to day so that's the type of this is a paper by Feller which talks of the skills that we don't teach in engineering and you see skills to think innovatively holistically and entrepreneurly design for aesthetics as well as function communicate persuasively which cultural gap and we engineer ourselves to changing market conditions I'd just like to coming to the end of the talk I'd just like to bring one issue this transition from education to research also has a change in an attitude I was involved as the associate dean of I was for 3 years I was looking at R&D and IPR issues interacting with companies and other things and it's very clear that the model that you have when I teach and I educate my student comes to me he's in the industry he has a problem I spend an hour with him telling him ok why don't you try this why don't you try that and it's an open model I am interested in disseminating information I am really not personally interested in the rewards which come out that's the classical model of the teacher if you look at the researcher researcher is interested in making a mark in research finding out then then you will relate his a competitive nature also secrecy often you are doing research for some companies you have an un-disclosure agreement I have been in intake assessments where certain things people are reluctant to disclose they say that's part of we cannot disclose this because that's likely to be patented so this is one of the issues which is coming in when we think in terms of getting research for business are the issues of intellectual property rights who owns the intellectual property rights what are the type of things which is there how do I commercialize it how do I go for the business interest and my contention is that these two attitudes are at conflict the attitude of an open teacher where we try to disseminate and the second is where I want to find something and once I find something I want to capitalize on that and convert it into a commercial product and as I do that I want to make sure others don't know about it so this is the and we have to understand that this conflict is you know this is this is an inevitable part of the conflict at the in different individuals we have a different mix some people will decide to incubate their own businesses some will say no I want to only do education but at the institution level we need to have policies to resolve some of these conflicts which will come up and such conflicts are inevitable we have to understand that these are inevitable and we have to keep the overall institutional goal of education in mind as well as a certain percent which will go for your business and research so this is one of the things which is there this is from one of my colleagues his signature I like this quotation and I thought I just end with this if you look at the society and the problems of society there are so many things that engineers can do and as engineering educators if we can build people who have that kind of vision who have that interest in doing that that's really the role that we sort of see and these are the references I would particularly request you to take a look at the report I would really appreciate comments from that report there's much more in terms of data than what we have I've shown here so I've just tried to put down my spin on the whole thing I thought it is a very difficult task I hope something has come out of it Thank you for your patience