International Conference on Global Trends in Engineering, Technology and Management (ICGTETM-2016)
Chemical Engineering Education in India: Present Scenario
RishabShukla #1, Shukla R.N.#2
1
CSIR-National Chemical Laboratory,Pune,India.
Sureshchandra Dhariwal Polytechnic, Jamner.Dist.Jalgaon,India
2
Abstract: Education means more than acquiring
knowledge. It empowers people to develop
personally and become politically active. This
paperhowever reveals education in chemical
engineering and its visions and missionincluding
the essence of curriculum reform and
personneldevelopment to meet today and future
challenges of Indianchemical engineers. The paper
aims at changing scenario in present engineering
education in India. The paper attempts to replicate
the impact of professional chemical engineers to
thenation's development and improvement in the
welfare of the societythrough producing skilled
engineers and conducting applied research.
I.
Introduction
India is a developing country in south Asia. It has
made advanced progress in the field of science,
engineering and technology. After independence
there were a handful of colleges and universities
offering courses in engineering and technology.
Today, there isdrastic increase in the number of in
engineering institutes. In recent time, the study
ofengineering generally has received less attention.
A number ofstudies suggest that socio-political
factors such as the levelof technology acceptance
are not solely responsible. [1]However; it is
nowadays less common for parentsto advise young
people tostudy a natural science or a technical
subject. Disciplinessuch as business administration,
accountancy, law,psychology, and medicine
appeared to be more attractive thanengineering
studies, which are regarded as more difficult and
less lucrative. [3]Scenario has totally changed in
present, youngsters are eager to join engineering
institutes. Of great influence seems to be the actual
situation in the job market for engineers (chemical
engineers inclusive), which includes early
retirements, and cautious recruiting practices by the
employers. Today India is one of the largest
producers of engineers after China and US.
Later, chemical engineering departments were set
up in few other tertiary institutions. Over a hundred
universities are present in India of which
considerable percent of them offer chemical
engineering. Today, Institute of National
Importance like IITs, NITS, Elite status granted
State
and
Private
universities
provide
undergraduate and post-graduate courses in india.
Enormous growth in chemical engineering
education was seen in the year whenapproval was
given to private owned institutes for exploring the
courses in chemical engineering and technology.
The local Chemical Engineering is faced with an
environment in which employment is temporal,
unstable, and scarce. The orientation of the
chemical engineering education received must
change to accommodate the highlighted problems.
Development of a nation can be made on the
principle that the people are fully informed,
educated and prepared to work very hard, be firm
and stable both in planning and execution. Planned
economy must put into consideration profitable
utilization of the material resources and manpower
of the country [9].
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Keywords: Education, Chemical engineering,
Curriculum.
I. Eligibility criteria for Admission to Chemical
Engineering UG/PG Programme
The criteria‟s needs to be fulfilled who wish to
enrol to UG degree programme in any discipline of
engineering, chemical engineering inclusive.
Criteria are,
1. Candidate should be an Indian National and
should have passed the HSC examination of
Maharashtra State Board of Secondary and
Higher Secondary Education or its equivalent
examination
2. Secured minimum 50 % marks in the subjects
Physics,
Mathematics
and
Chemistry/Biotechnology/Biology.
3. Obtained a positive Composite score and All
India Rank in JEE (Main) given by CBSE.
Criteria for students who wish to enrol for PG
programme are:
The candidates should fulfil the following
eligibility criteria:
1. Candidate should be an Indian National.
2. Candidate should have passed Bachelor degree
or equivalent in the relevant field of
Engineering/Technology
from
State
Governments/MHRD approved institutions.
3. The candidate should possess Bachelor degree
in
the
relevant
course
of
Engineering/Technology as specified in the
eligibility criteria of the concerned University
for which admission is being sought to a
particular
Post
graduate
degree
course/specialization.
The eligibility criteria for admission to UG/PG
programme are in accordance with the guidelines
laid down by Directorate of Technical Education,
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Maharashtra state, India. There are compulsories or
core courses, the required and electives in the
curriculum. Compulsory courses are those courses
that are considered very important to the discipline
which students must not only have knowledge of,
but should have a minimum pass in them before
they can be considered as well cultured products in
their respective fields. Required courses are
considered relevant and knowledge of such courses
is considered adequate. Student must register for
them and have the knowledge and also obtain a
pass mark in the examination before they are
graduated. [16]
II. Graduation Necessities:
Indian universities have bought some changes in
their prescribed syllabus. Also they have
introduced new system of marks and grades.
Numerous universities adopted the cumulative
grade point average system (CGPA) on a scale of
10.Under this system, all courses taken by a student
are used in calculating his class of degree. Student
has to complete the course with compulsory and
electives having particular credits. Grade points are
allotted with respect to credits for the subject and
SGPA is calculated. It shows the academic
performance of the student.
Taking an example of course of UG, PG
and PhD as per the guidelines and rules laid by
North Maharashtra Jalgaon. In the first two years of
a UG course, students are exposedto the basic
engineering courses such as design of engineering
drawing, strength of materials, principles of
electrical engineering and electronics, statistics,
economics, advanced mathematics, material
science, workshop practice and management.
The degree course UG course shall be of 52 credits
for 1st, 2nd and 3rd years. There shall be total 200
credits allotted for 4 year degree course. The
credits shall be awarded as 1 credit for 1 hour
theory lecture and 0.5 credits for 1 hour practical /
tutorial. There shall be some credit courses having
grade points and some audit courses having audit
points. However audit points shall not be counted
in calculation of final SGPA and CGPA.
The syllabus of UG course shall be divided into 5
groups with credit distribution as given in the
following table:
Sr.
no.
1
2
3
4
5
Group name
Basic sciences
Basic Engineering
Humanities, Social Science
& Management and skills
Programme Core
Electives
Total
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Group
code
A
B
C
Credits
D
E
107
16
200
35.5
30.5
11
Degree shall be awarded to students earning credits
of all eight semesters (Minimum 200 Credits) and
completing of minimum number of Audit Points.
Requirements for completion of PG course
depends on the following rules and guidelines. In
the first year of a PG course, students‟ knowledge
is widened with advanced core subjects of
engineering.The PG course is generally of 60
credits. The credits shall be awarded as 3 credits for
3 hours theory. There shall be some credit courses
having grade points and some audit courses having
audit points. Second year of PG course is devoted
to Industrial training/research in renowned research
centres. However audit points shall not be counted
in calculation of final SGPA and CGPA. Student
wishing for higher education like PhD should have
Master‟s degree in relevant engineering field and
must have scored a valid GATE score (Graduate
Aptitude test in Engineering) or should have passed
the Pre-engineering entrance test for PhD for the
concerned university.[19]
The chemical engineering curriculum is anchored
onthree points which are to ensure adequate
theoreticalinstructions, adequate practical exposure
andentreprenuerability.
III. Chemical Engineering syllabus in Indian
universities
The University Grants Commission (UGC)
sanctions programmes of Indian universities in
collaboration with All India Council for Technical
Education (AICTE) with respect to engineering
disciplines. The Chemical Engineering institutes in
India operate on the syllabus guidelines laid down
by AICTE. The need for a curriculum reform is
necessary on the recognition of changes taking
place in the local and worldwide social
environments and societies, scientific and
technological wise. The traditional curriculum was
successful for many years and was oriented
towards a world of different conditions: mass,
stable and well-paid employment; protected and
buoyant economy. There is a need for curriculum
reform to prepare a Chemical Engineer of all times
[10]. One that is able to cope with both
traditionaland new frontiers of Chemical
Engineering, because the young Chemical
Engineers probably will find a closed traditional
environment and an open challenge to build a new
career as discipline and profession. Such a
curriculum reform has to include at least subject
contents,
pedagogy,
assessment,
academic
environment and rules. The core curriculum is
responsible for the confidence with which chemical
engineers integrate knowledge from many
disciplines for the solution of complex problems.
The curriculum provides a background in basic
sciences including Mathematics and Physics. This
background is essential for a rigorous study of
topics central to chemical engineering like
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Multicomponent thermodynamics and kinetics,
Transport phenomenon Separation processes,
Process design and control, Plant design and
systems
engineering
for
process
safety,
Environmental protection and economic operation.
The curriculum is designed by the AICTE which
depend on the expertise of the academic staff of the
various chemical engineering programmes for
university programme. Some prominent Institutes
like IITs,NITs and some state universities have
modified the curriculum by introducing industrial
training for pre-final year students. Introduction of
six months industrial training or research in a
renowned national laboratories have boosted
industry-academia interactions. It is helping the
students to understand the actual working of the
Industrial plants and process. It has now changed
the perception of students towards the industries
and research centres. It will be helpful for
generation of future technocrats which would cater
the needs of industries as well as the technological
research and development.The objective of setting
minimumacademic standards is to ensure that no
matter whichinstitution a student graduates from,
he or she has the minimal capacity to provide the
required chemical engineering services. The benefit
of this becomes more appreciated when it is
realized that an individual has the option of
undertaking an undergraduate programme in one
university and the postgraduate in another. It is
only a minimum standard at the undergraduate
level that can guarantee that such a student will be
able to pursue a higher degree in another
institution. The chemical engineering curriculum is
constantly being reviewed to accommodate new
developments and to expand the entrepreneurial
potentials of chemical engineering graduates.
The core of traditional Chemical Engineering has
to be preserved as the basis for new developments
as well as for traditional engineering; however it
has to be expanded to new subjects, at least new in
our environment, as are bio,Nano,medical and
computational engineering. Many allied branches
have evolved nowadays such as Petrochemical,
Polymer, Paints, Oleo chemicals and surfactants,
Food engineering, Paper and pulp, Biochemical
engineering.Moreover, the formation for enterprise
and for research and development based on new
knowledge should be stressed. This new core of
Chemical Engineering has to be supported on
strong and modern formation in mathematics,
chemistry, physics and biology.
The new directions of the curriculum should
embrace new scope: from nano to macro scale;
steady and unsteady states; traditional and new
frontiers of Chemical Engineering science and
technology, business vision and a universal
perspective.
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IV. Challenges of Chemical Engineering
Education in india
India is a large country with adequate manpower
and resources. Nature has been very kind to us in
that abundantresources like coal and minerals.
However, we have nowcome to the realities with
our potentials to some extent. India is rich in
natural resources and being recognised as one of
the fastest growing economies in the world. Years
by, America used to be called new world, on the
same planet with India. Thecountry has witnessed
many
developmental
plans
but
lackof
understanding, patriotism, and dedication seem to
haveput these plans in pieces.Today India has to
work much faster and constructively in the areas
ofCritical Infrastructure,Unemployment, Human
Capital
Development,National
Security,
Intelligence and Wealth Creation, Energy
alternatives & its generation, Environmental
friendly processes and Prevention of Terrorism.
Till date, India is a developing nation. There is a
basic requirement to produce better engineers with
excellent potentials and skills to cater the needs of
the industry. Energy, Oil, Food, all non-oil and
manufacturing subsector can be the main basis for
achieving development in India. Once the
manufacturing sub sector is not functioning, the
multiplier effect it has on other sectors of the
economy that can help awaken and generate all
round development will be lacking. Today, there is
need for sound chemical engineering education in
India.
V. Funding and Facilities.
India is the largest democracy in the world,
functioning on the principle of federal system.
Universities are owned by the Central, State
governments and Private individuals. Government
has set up Institutes of National Importance such as
Indian institute of Technology (IITs), National
Institute of Technology (NITs). The state
governments have also set up University
departments and Institutes having Elite status and
potential of excellence. University Grants
Commission (UGC) is a statutory body of
government of India provides funding for various
research projects in IIT, NITs, State, Central and
deemed universities. Council of Scientific and
Industrial Research (CSIR) is also government
organisation with different laboratories and
institutes throughout the country provides funding
to boost research in scientific field.Thecentral and
state governments‟ universities relypredominantly
on the governments for funding while theprivate
universities obtain their incomes from the fees
theycharge the students. Other sources of revenue
areendowments, investment income, grant and
gifts. Over theyears, governments‟ subventions to
universities have neverbeen adequate. In India, the
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International Conference on Global Trends in Engineering, Technology and Management (ICGTETM-2016)
distribution to education as a share of GDPhas
increased slightly. The percentage of GDP,
expenditure on education has gone up from 2.9% in
2008-09 to 3.3% in 2013-14. In 2014-15, it slightly
raised to 3.5%.In 1993, the Government of India
allocated a budget of 1310 crores while in 2013 it
rose upto 65869 crores for education.However,
because ofthe increase in the demand for
engineering education and existing high decadence
in the infrastructure, the effect of the increase in
funding could not be noticed substantially.
Today, The IITs and NITs have well equipped
laboratories, furnished classrooms, good qualified
and experienced staff and spacious campus. On the
same grounds, some private institutes and state
universities have developed.In the present
circumstances, there are many reputed institutes for
higher education with all the facilities for
promoting teaching, learning and research. Still
some of the Institutes need to be developed on
same grounds for providing an impetus to the
research and teaching. It will lead to production of
sufficient and prepared science graduates necessary
for driving the technological and socioeconomic
development.
The numbers of engineering institutes have
increased with respect to their intake capacities and
indirectly the aspirants.
Some institutes do not possess permanent
staff, classrooms and laboratory equipment‟s. The
situation is partly responsible for the reason why it
has been increasingly difficult to run experiments
effectively for students.
The inadequacy in
teaching, laboratory and workshop facilities has
contributed to the diminution of the quality of the
chemical engineering graduates in India. The
implication of the scenario is that only a small
proportion of the students benefit from the current
pedagogical system. The high cost of computer and
teaching aids ownership is a major constraint to
acquisition of the items. Access to affordable and
reliable internet connectivity is only available in a
few institutions even then power fluctuations have
considerably reduced the reliability of the access
and inadequate bandwidth also makes access
difficult. [13]
The National Assessment and Accreditation
Council (NAAC) is an autonomous body
established by the University Grants Commission
(UGC) of India to assess and accredit institutions of
higher education in the country. Guided by its
vision and striving to achieve its mission, the
NAAC primarily assesses the quality of institutions
of higher education that volunteer for the process,
through
an
internationally
accepted
methodology.[18]
The National
Board
of
Accreditation (NBA), India was
established
by AICTE (All India Council of Technical
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Education) as an autonomous body for periodic
evaluations of technical institutions & programmes
basis according to specified norms and standards as
recommended by AICTE council. It has the full
authority to recognise or derecognise institutions
and programmes under them. It is the only
authorized body in India entrusted with the task of
undertaking accreditation of technical education
programmes.[17]
Indian
Institute
of
Chemical
Engineers(IIChE) was established just before the
Indian Independence to cater the need for such a
forum within the country to rear the nascent
initiatives for spread of chemical engineering
education and foster the interest of the
profession.The Institute has emerged as the apex
professional body of chemical engineering
professionals in India and has developed a distinct
profile of its own which is everchanging. Even as
the IIChE is always moulding itself and playing a
proactive role to keep up with the dynamic needs of
the society and the economy. The activities of the
Institute includes organizing meetings, conferences
and seminars; arranging workshops, refresher
courses and counseling sessions; promoting
research; guiding chemical engineering students in
career planning; and initiating any other activities
which are of social, technical and professional
relevance to their members. They serve as open
fora for their members who regularly gather for
informal get-togethers and exchange of notes. The
Regional Centres also confer awards, prizes and
scholarships.
The migration of skilled individuals to other
nations is referred as the brain drain or the human
capital flight. This migration of talented individuals
may be due to conflicts, lack of opportunity, or
health hazards where they are living.In India, brain
drain is more because educated individuals are
emigrating for higher wages and better
opportunities. It has been in our consciousness
since 30 years and many bright youngsters have
emigrated mainly to US from early 1960s onwards
including a large fraction of the graduating class at
IITs in India.
Identified five different components of brain drain:
(i)Professionals in academics who moved to the
industry where they get better pay for their
services.
(ii)Lecturers and students who left the region to
acquire more knowledge and skill but later refused
to return.
(iii)Skill professionals who abandon the practice of
engineering in favour of other more lucrative
economic activities and political appointments
which are not related to their training.
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International Conference on Global Trends in Engineering, Technology and Management (ICGTETM-2016)
(iv)Skilled professionals, although in their field
oftraining, who do not devote their full attention to
their job because of their efforts to supplement their
earnings through other unrelated economic
activities. [1]
Advantages
The money the emigrants have sent back home
has helped in alleviating poverty in their
homes.
It has resulted in less child labour, greater child
schooling, more hours worked in selfemployment and a higher rate of people
starting capital intensive enterprises.
The money remittances have also reduced the
level and severity of poverty.
Moreover, the money migrants sent back are
spent more in investments such as education,
health and housing, rather than on food and
other goods.
Disadvantages
Due to the influence of brain drain, the
investment in higher education is lost as the
highly educated person leaves India and
becomes an asset to other country.
Also, whatever social capital the individual has
been a part of is reduced by his or her
departure.
With all the college graduates leaving their
homelands, it raises the question as to whether
their skills are being put to good use in the
destination country.The chances of Brain
Waste are possible. I
In a similar way, there is a shortage of skilled
and competent people in India.
A tremendous increase in wages of high-skill
labour can be seen now in India.The
emigration has also created innumerous
problems in the public sector.
Every year, thousands of highly talented
doctors, engineers, scientists and other intellectuals
leave India and migrate to foreign countries. They
generally go to U.S.A, UK, Canada, West
Germany, etc for monetary gains and facilities for
higher research. US is the biggest gainer from the
loss of India due to brain drain. In 2010, India with
an estimated stock of 11.4 million emigrants was
the second emigration country in the world, behind
Mexico (11.9 million). In absolute terms, India is
among the countries which lose most highly-skilled
workers to foreign markets. In 2000, India was, for
example, the first sending country of physicians
with 57,383or 9.9% of the total number of
physicians trained in the country going abroad.
India and the Philippines supply most foreigntrained doctors and nurses to the OECD, notably to
English-speaking countries. The emigration of
health professionals has negative effects on India,
especially in rural areas where the density of
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doctors is lower than in urban areas. Despite
increasing internal demand, India still has a very
low density of doctors (0.6 per thousand people in
2004) compared with 3 in the US and 2 in Canada.
Most of the students who go abroad for
higher studies do not return to India. After seeing,
the affluent life of foreign countries they lose all
interest in their own country. Many Indians are
teaching at various US Universities and other
Institutions of higher learning. Some of them are
placed on quite lucrative and high posts. There is
another attraction of leading a higher standard of
living in foreign countries, because the technical
experts and intellectuals, are give special facilities
there. In foreign countries, there is the advantage
that while learning a person can also earn his own
living. The stipends in foreign countries are
sufficient enough. A frugal Indian Student living
there can also save something to send home.
There is no doubt that India is having vast natural
and man power resources. If both these resources
are put to the maximum utilization astounding
advancement can be achieved in all fields. These
technical and other talented reasons that we lose
every year, can greatly help in the development of
our natural resources.
VI.Staff Training and Retention
The training of academic staff is ordinarily a
continuous exercise to ensure consistent
improvement in the quality oftheir outputs. The
training is in two-fold: training to acquire minimum
qualification (PhD) to teach and continued
professional training. Usually, local training within
each nation is cheaper than overseas training but
more strenuous because of inadequate facilities,
literature and distractions arising from the need to
meet the necessary demands. However, over time it
has always been difficult to get the trainees back to
their respective countries after the completion of
their study. When related to economy, one US
dollar was equivalent to approx. 60 Indian
rupees.Hence, this exchange provides good
attraction to move out. [1]
Salary is one of the issues;self-fulfilment interms
of output via research efforts is also part of the
driving force. The salary and service benefits paid
to engineering teachers in India is insufficient, they
migrate to other countries especially the United
States of America, or local industry for better pay.
AICTE has now given the guidelines of grade pay
in the engineering institutes in different class of
professor, reader, asst. professor and Lecturer.
Academics from within migrate to foreign
countries because of high wages that they pay to
the academics and relatively better equipped
laboratories. The picture has changed today. Many
universities have now developed well equipped
laboratories and college campus. Private, state and
central universities have now started a high pay
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International Conference on Global Trends in Engineering, Technology and Management (ICGTETM-2016)
scale according to AICTE norms to the faculty
members to inhibit the migration. Government has
taken initiatives to invite foreign industries to setup
their plants in India which could help in reduction
of drain. [15]
technologies. Their impact in the newer areas
will be enhanced by continuing the core
curriculum, and augmenting it by expanded
examples of applications, incorporating
biology in all core courses, and including
orientation towards both product and process
design. By offering imaginative courses using
new teaching methods and tools, and by
providing intellectual challenges, we need to
attract the best and the brightest to chemical
engineering, and educate them to become
leaders in industry, academia and society.
The potential for a new Golden Age
ofChemical Engineering then rests on
transformative trends that favour leadership
and contributions from chemical engineering
and a broad vision of the profession. Through
this principle, we can attain our ultimate
professional goals to create value and to
advance the quality of life.
Conclusion:
The discipline of chemical engineering is
undergoing a major transformation which
continues to withstand the tests of time.
Negligence may pose potential threatto the
industrialization and indirectly economics of
any country. It is obvious that there his lack of
professionalcommitment among members of
the engineering profession.
Skills developed as result of a solid foundation
in the fundamental sciences - chemistry,
physics, mathematics and now increasingly,
biology - along with a quantitative engineering
science approach, have permitted chemical
engineers to move rapidly into many emerging
4.
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