Why Do We Exist?

To improve the quality and Standard of Engineering Education in India.



Engineering Teaching – Current Inadequacy

The practice in India is to teach engineering concepts and fundamentals mostly through imaginary examples, while in the developed nations, they do this through real-life products and applications.

Currently more than 90% of the engineering subjects are being taught in classrooms through chalk & talk. Our study and interaction with a number of lecturers reveal that most of them spend 30% to 50% of their time in class writing on the board, depending on the nature of the subject.

It is worth here to note what Confucius, the Chinese philosopher said: I hear; I forget. I see; I remember. I do; I understand.

Retention is very low from hearing, unless accompanied by sight as well. It is for this very reason that lecture material with multimedia visual content is much readily understood, absorbed and retained by the students.

For better understanding of the Engineering fundamentals, it is essential that more real life practical examples be shown for the students to visualize them, not as 2-D sketches but as real 3-D products/components and applications. NKC also pointed that the shortage of faculty could also be overcome by innovative use of Information & Communication Technology.

The Solution : Futuristic Education Tool – 3DM ClassRoom

Introducing the solution – LearnEngg.com.

LearnEngg.com is an innovative solution and a teaching-aid for the engineering education system.

We have innovated new and cost-effective delivery tools with digital learning contents – an integrated 3D medium platform for engineering education and training called 3DMClassRoom. This provides an effective solution to the above challenges by exhibiting real-life situations, seamlessly embedded as 3D Visuals along with 2D Texts, Pictures, derivations, examples, problems and exercises, conforming to the prescribed syllabus and beyond.

This gen-next approach, powered by technology, to ‘infuse IT into Appropriate Areas of Quality Teaching and Learning’ brings the industry virtually to the classroom, following the best practices that would benefit all stakeholders, as detailed below:

  1. This product does not eliminate the teacher; rather it needs the teacher to navigate, interact and smooth-sail with the students in the learning process.
  2. This product, thus a teacher-aid, has a major focus on 3D visualization of real-life products, applications and industry practices as a tool, since this will strengthen the presentation by the teacher.
  3. This methodology is much more than that of the usual powerpoint or video presentation, with a difference in that it is much easier, faster and effective whereby any part of the total subject can be traversed back and forth (nonlinear) by the click of a button. The subject is explained through texts, 2D pictures and figures (including derivations, examples, exercises and problems) embedded with 3D visuals of industry and real-life examples of equipment and machines as they work in actual situations. This facilitates easy comprehension and overcomes language barriers of rural and weaker students, who respond better to 3D Visual medium. This also triggers higher order thinking skills, generating more creative Engineers.
  4. Authored by eminent professors and subject experts from Academia and Industry, the content is modularly structured for each branch of Engineering, enabling easy assembling for adaptation to specific requirement both in extent and/or depth to suit every University curriculum.

The Problem

– Key findings of a study by Aspiring Minds, a New Delhi-based employability solutions company, on skills, gender, locations and institutions.

  • Only 11% find jobs in knowledge-intensive sectors because their English skills are poor (74%), as are their analytical or quantitative skills (58%).
  • A student from a tier-3 college will get Rs 66,000 per annum less than a student of equal merit from a tier-1 college.

The report is based on a sample of more than 120,000 engineering students who graduated in 2016 from more than 520 engineering colleges across India.

India has 6,214 engineering and technology institutions with 2.9 million students enrolled, according to the Ministry of Human Resource Development.

Experts believe an economy with a large percentage of unemployable but qualified candidates is not only inefficient but a recipe for social instability. And the great mismatch in aspirations of graduating engineers and their job readiness is fertile ground for large-scale dissatisfaction and disillusionment.

The engineers analysed by Aspiring Minds are employed mainly in hardware and networking.
While 90% of engineering graduates want mechanical, electronics/electrical and civil engineering jobs, only 7.49% are employable in such roles. In interviews conducted for the study, software was the preferred sector for 53% of engineers, while 44% preferred core engineering jobs.

Let us examine the skills these engineers bring to the software industry. Less than 20% of engineers are employable for software jobs. Of 600,000 engineers who graduate annually, only 18.43% are employable for software engineer-IT services role; no more than 3.95% can be deployed on projects.

So, most engineers are employed in hardware and networking. Their work mainly involves technical support and network management. Among non-IT roles, there is high employability as sales engineers who sell tech support to companies.

The key reason for such poor job prospects, according to the report, is
inadequate preparation in the domain area, the ability to apply basic principles of say, computer engineering or mechanical engineering, to real-world problems.

As many as 91.8% of computer/IT engineers and 60% of engineers from other branches fall short of the domain knowledge required for such roles. These concepts and principles are there in college curriculum, however there is a gap in teaching and learning pedagogy being followed in majority of colleges.”

The message is that a large proportion of employable engineers are ending up without opportunity, a worrying trend for higher education.

The source of the problem, the report said, could be current entry level hiring practices: Companies visit only certain high-ranking colleges. There is evidence that in the typical resume short-listing process, the college name is a key signal and resumes from unknown colleges are not shortlisted. It is understandable that corporations do this to make their recruitment process more efficient. However, this is leading to a lack of equality in the employment market. It is also preventing companies from accessing a large set of meritorious students.

“The IT services industry is not growing at the same pace as before and the growth of entry-level jobs is diminishing. Companies are now looking for hiring candidates who already have decent expertise in programming. Secondly, IT services companies today realise that within two years of the job, the candidate will have to communicate with international customers. As these trends catch up across industry, the employability for IT services sector, which is the largest hirer in engineering, will diminish further. To remain competitive in the job market, colleges and students need to have a fresh focus towards understanding engineering concepts and English (both written and spoken).”