Chapter IV

TECHNICAL EDUCATION IN MAHARASHTRA

4.1 Introduction: Between 1948 and 1960, the states of Maharashtra and Gujarat were together. An engineering college at Ahmedabad, a separate polytechnic at Pune and two model polytechnics, one at Bombay and another at Ahmedabad were started. Along-with this, technical high schools and high school centers were started to orient the students towards the engineering profession. The concept of technical high school centre was a novel concept, in that; it could cater to the need of purely academic schools in the locality of very low cost in terms of infrastructure and running expenditure. The formation of the State of Maharashtra in 1960 opened a new chapter in technical education and the activities of the Directorate increased manifold. With industrial development, the need for technical manpower grew to a large extent. To cater to this need, new industrial training institutes, polytechnics and engineering colleges were started. These institutes produced skilled workers, technically qualified supervisors, and shop floor and design engineers. By 1978,

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the number of degree level institutes rose to 16, the diploma level institutes to 50. Also, post-graduate facilities were developed in nine institutions. Similarly, the ITIs and technical high schools also increased in large numbers. By 1987, almost every district, excepting the four districts of Ahmednagar, Wardha, Gadchiroli and Raigad had a government polytechnic. However, the demand for degree and diploma courses was on the rise. Many deserving students were unable to get admission to these courses due to the limited seats available in government and government-aided institutes. Therefore, by a pragmatic view to give opportunities to the aspiring students, the government decided to grant permission to private, social and educational managements to startup unaided engineering colleges and polytechnics. Due to the very large growth, and in order to facilitate monitoring and development of technical institutes and courses, the Directorate of Technical Education was bifurcated in 1984 and the Directorate of Vocational Education and Training was formed. This new Directorate was given the charge of industrial training institutes, technical high schools and certificate course institutes in the state. The Directorate of Technical Education was given the responsibility of degree and diploma level institutions in Engineering and Technology, Architecture, Pharmacy, Hotel Management and Catering Technology etc. The Directorate was also entrusted with the monitoring and control of management institutions imparting degree and diploma level training in various branches of management.

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4.2 Quantitative Growth of TE in the State: The present status of various types of institutes with the sanctioned intake is given in the subsequent tables below:Table 4.1: Quantitative growth of Engineering programs under DTE-Decadewise-2007 Sr.

Type of Course

No.

1)

2)

3)

1

Details of growth Year of

No. of

Sanctioned

reference

institutes

intake

PG degree courses in

1980

10

1701

Engineering and Technology

1990

31

2883

2000

34

2469

2007

46

3050

Degree in Engineering and

1980

9

2934

Technology

1990

66

25964

2000

125

43901

2007

170 1

55691

Diploma in Engineering and

1980

39

9690

Technology

1990

117

32590

2000

144

40220

2007

168

45630

Excluding 4 new institutes approved by AICTE having sanctioned intake of 960.

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The advancements in technology necessitated starting new courses in the new and emerging areas to cater to the needs of industry and society. Therefore, the permission to the non-aided institutes was granted for the courses in new and emerging technologies. Thus, non-conventional degree and diploma courses titled Industrial Electronics, Computer and Information Technology, Petroleum and Polymer, Biomedical Engineering, Construction Technology, etc. were granted permission. Similarly, diploma courses such as Leather Technology, Packaging Technology, Foundry Technology, Tool Design, Plastics and Polymer Engineering, etc. are also started through Government institutions under the World Bank assisted project. To enhance the industry-institute interaction and to expose the students to industrial working, Sandwich pattern courses were instituted, both at Degree and Diploma level.

4.3 Statistical Information of Technical Education Institutes in the State:

The consolidated statistical information pertaining to the technical education in the state of Maharashtra is given below:-

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Table 4.2: Program-wise Number of Institutes along with sanctioned intake under DTE-2007 Sr. Type of College No. of institutes Sanctioned No. Intake Engineering Colleges 1) a) Government 6 2140 b) Government Aided 12 2596 c) Unaided 152 50955 TOTAL 170 55691 Pharmacy Colleges 2) a) Government 3 160 b) Government aided 6 270 c) Unaided 108 6445 TOTAL 117 6875 Architecture Colleges 3) a) Government b) Government aided 3 167 c) Unaided 35 1730 TOTAL 38 1897 Hotel Management and Catering Technology: Government: Nil 4) a) Government aided b) Unaided 5)

6)

7)

8)

TOTAL

1 8 9

TOTAL

34 17 117 168

11360 3270 31000 45630

4 20 159 183

210 1180 9510 10900

Polytechnic a) Government b) Government aided c) Unaided D. Pharm. Institutes a) Government b) Government aided c) Unaided

TOTAL D. Architecture Institutes a) Government b) Government aided 1 c) Unaided TOTAL 1 Diploma in Hotel Management and Catering Technology a) Government 2 b) Government aided c) Unaided 18 TOTAL 20

40 430 470

60 60 120 1070 1190

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Table 4.3: Course-wise intake capacities in Engineering 2007–2008 Sr. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39.

Course Code - Name of Course 11-Computer Engineering & Technology 23-Electronics and Tele-Communication Engineering 30-Mechanical Engineering 28-Information Technology 19-Electronics Engineering 10-Civil Engineering 16-Electrical Engineering 8-Chemical Engineering 29-Instrumentation Engineering 52-Production Engineering 20-Electronics and Communication Engineering 6-Bio-Medical Engineering 57-Textile Engineering/Technology 63-Bio-Technology 1-Automobile Engineering 26-Industrial Engineering 48-Polymer Technology & Engineering 39-Petro-Chemical Engineering /Technology 25-Agriculture Engineering 42-Petroleum Engineering 51-Printing Engg and Graphics Communication 61-Power Engineering 64-B. Tech Computer Science and Engineering 66-B. Tech Mechanical Engineering 69-B. Tech Electronics and Tele-Communication Engineering 98-Printing and Packaging Technology 24-Food Technology 71-B. Tech Plastic and Polymer Engineering 33-Mining Engineering 73-Marine Engineering 18-Environmental Engineering 21-Electronics Product Design Technology 34-Man-Made Textile Technology 65-B. Tech Civil Engineering 67-B. Tech Production Engineering 68-B. Tech Agricultural Engineering 70-B. Tech Instrumentation and Control Engineering 38-Paper and Pulp Technology 35-Oil and Paints Technology

Intake 10980 9555 8955 7215 4320 3230 2505 1510 1460 800 780 300 285 270 220 120 90 87 60 60 60 60 60 60 60 60 52 45 40 40 30 30 30 30 30 30 30 27 15

78

Sr. No. 40. 41. 42. 43. 44. 45. 46.

Course Code - Name of Course Intake 36-Oil Fats and Waxes Technology 15 41-Paints Technology 15 45-Plastic Technology 15 56-Surface Coating Technology 14 37-Oil Technology 12 44-Pharmaceutical and Fine Chemicals 12 46-Plastic and Polymer Technology 12 Total 53686 Excluding the 5 Autonomous institutes having sanctioned intake of 2005.

Table 4.4: Course wise intake capacities in Polytechnics 2007–2008 Sr.No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

Courses Diploma in Computer Technology/Engineering Diploma in Mechanical Engineering Diploma in Information Technology Diploma in Civil Engineering Diploma in Electronics & Telecommunication Engineering Diploma in Electronics & Communication Engineering Diploma in Electrical Engineering Diploma in Electronics Engineering Diploma in Automobile Engineering Diploma in Industrial Electronics Diploma in Chemical Engineering Diploma in Dress Designing & Garment Manufacturing Diploma in Mechanical Engineering Diploma in Instrumentation Diploma in Civil & Rural Engineering /Civil Engineering Diploma in Production Engineering Diploma in Industrial Electronics (Sandwich Pattern) Diploma in Medical Electronics Diploma in Printing Technology Diploma in Electrical Power Systems/Engineering Diploma in Textile Design Diploma in Production Technology Diploma in Digital Electronics Diploma in Plastic Engineering Diploma in Mining & Mine Surveying Diploma in Food Technology Diploma in Metallurgical Engineering Diploma in Plastic & Polymer Engineering Diploma in Instrumentation & Control

Intake 8430 7930 4610 4385 3550 3180 2845 1770 1510 890 840 760 630 570 390 330 270 270 250 190 185 180 130 130 120 90 90 90 70

79

Sr.No 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53.

Courses Diploma in Architecture Assistantship Diploma in Civil & Environment Engineering Diploma in Fabrication Technology & Erection Engineering Diploma in Man-Made Textile Technology Diploma in Man-Made Textile Chemistry Diploma in Petrochemical Diploma in Electronics & Radio Engineering Diploma in Mine Engineering Diploma in Apparel Manufacturing and Design Diploma in Computer Engineering (Industry Integrated) Diploma in Metallurgy(foundry) Diploma in Jewellery Design & Manufacturing Diploma in Surface Coating Technology PIE-Post Graduate Diploma in Industrial Engineering Diploma in Knitting Technology Diploma in Leather Goods & Footwear Technology Diploma in Marine Engineering Diploma in Ophthalmic Technology Diploma in Packaging Technology Diploma in Sugar Manufacturing Diploma in Garment Technology Diploma in Man Made Fiber Mfg. Post Graduate Diploma in FDC Post Graduate Diploma in Paints Total

Intake 60 60 60 60 60 60 60 45 40 40 40 40 40 40 30 30 30 30 30 30 20 20 15 15 45640

Table 4.5: Program-wise Development: Sr.

Program

1970–1971

1983–1984

1995–1996

2007–2008

1)

Engineering

10

11

68

170

2)

Pharmacy

4

5

13

117

3)

Architecture

5

5

5

38

4)

Polytechnics

25

38

129

168

5)

HMCT

2

2

2

9

No.

80

Table 4.6: Program-wise Development: Details Sr. No. 1)

College

1970–1971

1983–1984

1995–1996

2007–2008

Government

4

4

4

6

Govt. Aided

6

7

9

11

Unaided

0

33

77

153

10

44

90

170

Government

1

1

1

3

Govt. Aided

3

6

6

6

Unaided

0

0

23

108

4

7

30

117

Government

-

-

-

-

Govt. Aided

5

5

3

3

Unaided

0

2

26

35

5

7

29

38

Government

-

2

36

34

Govt. Aided

1

-

11

17

Unaided

-

47

95

117

1

49

142

168

Government

0

0

0

0

Govt. Aided

2

2

2

1

Unaided

0

0

1

8

2

2

3

9

Engineering

TOTAL 2)

Pharmacy

TOTAL 3)

Architecture

TOTAL 4)

Polytechnics

TOTAL 5)

HMCT

TOTAL

81

Table 4.7: Total Intake capacity in Degree colleges and Polytechnics Sr. No.

College

1970–1971

1983–1984

1995–1996

2007–2008

1

Degree Colleges

1865

14682

22740

55691

2

Polytechnics

4140

22500

30000

45630

4.4 Growth analysis of various streams under TE: Seats availability: Fig.4.1 shows University wise number of seats available for Engineering stream, for three consecutive years from 2005 to 2007. It is clearly visible that significant increase in number of seats is seen for the Universities like Pune and Mumbai, reasonable increase is observed for Nagpur and Shivaji University. However, for the rest of the Universities, this increase is very negligible. Year & University wise Seats Available Seats Available

20000 15000 10000 5000 0

SGBA

BAMU

MUMBAI

RSTM

NMU

PUNE

SHIVAJI

0

0

0

0

0

0

0

0

Seats available in2005

3015

3384

13320

5713

3030

10985

4970

870

Seats available in2006

3030

3329

13950

6053

3205

14705

5690

1320

Seats available in2007

3030

3352

14985

6999

3370

16635

6000

1320

University

SRT

University

Fig. 4.1: University wise number of seats available for Engineering stream, for three consecutive years from 2005 to 2007. Engineering Aspirants: Fig.4.2 shows University wise number of aspirants for Engineering stream for three consecutive years from 2005 to 2007. Noticeable and significant increase in number of aspirants for Engineering education for every University is clearly visible. This indicates:

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1. Increased awareness for professional Education 2. Increased and attractive job opportunities 3. Better Quality of Education In addition to this, Centralized Admission Strategy of our State, which facilitates to seek admission in any Institute of the State just by filling a single application form, is also responsible to fetch more number of aspirants across and outside the State.

No of Aspirants

Year & University wise No of Aspirants in Engineering/Technology 25000 20000 15000 10000 5000 0

SGBA

BAMU

MUMBAI

RSTM

NMU

PUNE

SHIVAJI

0

0

0

0

0

0

0

0

No of aspirants in 2005

3096

1734

14610

4241

2258

8662

4608

1306

No of aspirants in 2006

4080

2487

15221

6080

3025

9603

5365

1943

No of aspirants in 2007

5024

3445

19147

7988

3690

11920

6492

2795

University

SRT

University

Fig. 4.2: University wise number of aspirants for Engineering stream for three consecutive years from 2005 to 2007 HSC pass outs: Though it is observed that more number of aspirants is willing to seek Engineering education, in order to quantitatively analyze the number of aspirants from the number of HSC passed students, the statistics of HSC passouts is also shown in Fig 4.3. This clearly indicates that since last three years, for all the Universities, insignificant change in percentage of pass outs is seen. Therefore, it is proved that though the number of pass out students remains

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almost the same, the number of aspirants is increasing significantly. This in turn, indicates larger inclination of the youth towards Engineering Education.

HSC Passed Candidates

Year & University wise HSC Passed Candidates 50000 40000 30000 20000 10000 0

SGBA

BAMU

MUMBAI

RSTM

NMU

PUNE

SHIVAJI

0

0

0

0

0

0

0

0

HSC Passed candidates in 2005

13939

17046

44691

18868

13604

33075

22135

15157

HSC Passed candidates in 2006

15190

19609

44339

19701

14461

34101

22803

16043

HSC Passed candidates in 2007

15462

18755

45454

19285

14483

33927

22660

17883

University

SRT

University

Fig. 4.3: The statistics of HSC pass-outs Relationship between available seats and aspirants: University wise analysis Fig. 4.4 shows University wise number of applicants per seat for consecutive three years for Engineering stream. This plot gives the measure of response of student stakeholders to the quantitative growth engineering seats. It is clearly seen that the number of applicants are progressively increasing for the seats available. Therefore, it is evident that the seats availability is not in proportion with aspiration. However, for Pune University, the trend seems to be slightly different i.e. number of seats and aspirants are rising together. It is significantly observed that for the year 2007, almost a seat is available for each candidate. However, for Swami Ramanand Teerth Marathwada University, one seat is available for two applicants. Even then, the seats of this University remain vacant after allotment process. This can be attributed to willingness of

84

the students to seek education from outside this region or may be to the fact that the cluster of Institutes is not available. Yearwise,Universitywise seats availability per aspirants in Engineering/technology

available seats

2.5 2 1.5 1 0.5 0

SGBA

BAMU

MUMBAI

RSTM

NMU

PUNE

SHIVAJI

0

0

0

0

0

0

0

0

No of Seats/1000 in 2005

1.03

0.51

1.10

0.74

0.75

0.79

0.93

1.50

No of Seats/1000 in 2006

1.35

0.75

1.09

1.00

0.94

0.65

0.94

1.47

No of Seats/1000 in 2007

1.66

1.03

1.28

1.14

1.09

0.72

1.08

2.12

University

SRT

University

Fig. 4.4: University wise number of applicants per seat for consecutive three years for Engineering stream. Relationship between seats and aspirants: Analysis of the State Fig. 4.5 shows the year wise seats available per 1000 aspirants for the entire State. It is seen that for 1000 aspirants 1117 seats were available during the year 2005-06. This has decreased to 1072 seats during the year 2006-07 and to 920 seats during the year 2007-08. This clearly indicates that the rate of increase of number of seats is smaller than the rate at which aspirants is increased. In other words, substantial increase in number of aspirants is observed compared to seats availability. This can be attributed to the fact that the trend for opting engineering education is increasing and hence competition is becoming tougher day by day.

85

300

No of seats available per 1000 Aspirants in the Maharashtra State

Seats/1000

250 200 150

253.69

275.34

100

148.19

50 0 Seats/1000 in State

2005-06

2006-07

2007-08

253.69

275.34

148.19

Year

Fig. 4.5: Year wise seats available per 1000 aspirants for the entire State Analysis of the available seats: Engineering: Pie chart shown in Fig 4.6-a gives overall view of the seats available for the year 2007-08 in major Engineering steams namely IT allied courses, Mechanical and allied courses etc. It is clearly evident that the seats available for the IT allied courses are 64%, for mechanical allied courses it is 18% and for rest of the other more than 45 courses it is 18%. This indicates huge contribution of our State in terms of supply of skilled technical manpower for the IT and ITES Industries. Probably this may be the reason why Pune city has become an IT hub. Out of 35210 seats available for IT allied courses, 20705 seats are available in Mumbai and Pune only. Similarly, State is also ahead in producing Mechanical Engineers which satisfies the requirement of Automobile and Manufacturing Industries reasonably.

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Distribution of IT Related & Mechanical Engineering Group w.r.t. Total Intake in 2007-08

18%

18%

Mechanical IT Related Other

64%

Fig. 4.6-a: Overall view of the seats available for the year 2007-08 in major Engineering steams

Pharmacy: Pie chart shown in Fig 4.6-b gives University wise seats available in Pharmacy stream for the year 2007-08. It is clearly seen that 38% of the total seats are available in Pune University and in the rest of the Universities, this percentage is varying from 1% to 14%. Cost of establishment of Institutes in Mumbai is very high compared to other cities in the State. Migration from Mumbai to Pune for higher education is on a large scale due to better connectivity by road and train. Additionally, by and large every institute at Pune is having a hostel facility. All these factors contribute largely for higher percentage of seats for Pharmacy in Pune.

87

2% 11%

SNDT University

1%

Mumbai University

14% Pune University

6%

North Maharashtra University Dr. B. A. Marathw ada University

10%

S. R. T. Marathw ada University

2%

Shivaji University

6%

38% 10%

Sant Gadge Baba Amravati University Rashtrasant Tukadoji Maharaj Nagpur University Solapur University

Fig. 4.6-b: University wise seats available in Pharmacy stream for the year 2007-08. Management: Pie chart shown in Fig 4.6-c gives University wise seats available in Post graduate course in Management studies for the year 2007-08. It is clearly seen that 42% of the total seats are available in Pune University and 34% in Mumbai University and 24% is distributed in the rest of the Universities. A large number of corporate houses/establishments in Mumbai and Pune region as well as more number aspirants in these cities are the major reasons for large number of Institutes in these regions. From above discussions and observations from the Pie charts shown in Fig. 6, it is seen that majority of the Institutes are being established under Pune University. Though Mumbai is a financial capital of India, Pune is a cultural capital of Maharashtra and now has become an Education hub attracting talent pool across the Nation.

88

4% 1% 2% 1% 9%

1%

3%

Dr. B. A. Marathwada Univ, Aurangabad Mumbai University,Mumbai North Maharashtra University,Jalgaon

34%

Pune University,Pune Rashtrasant Tukadoji Maharaj Nagpur University S. R. T. Marathwada Univ,Nanded Sant Gadge Baba Amravati University Shivaji University,Kolhapur

42%

3%

SNDT University, Mumbai Solapur University

Fig. 4.6-c: University wise seats available in Post graduate course in Management studies for the year 2007-08 Analysis of the vacant seats: Fig. 4.7 shows the year wise variation in number of vacant seats in the streams of Engineering, Pharmacy and Management studies. Over the last four years, it is observed that the number of vacant seats in the Engineering and Management stream is showing a decline. However, for Pharmacy stream, this plot shows increase in number of vacancies over the same period. In addition to above, seriousness of admission process (filling of the option form) and multiple centralized admission rounds have contributed to the reduction of vacant seats. The policy of the State Government to support students belonging to economically and socially weaker sections by the way of their fees reimbursement also helped such candidates to secure admission on large a scale which in turn assisted to reduce vacant seats in the year 2007-08.

89

Year wise Vacant seats for Engineering, Pharmacy and MBA

250

200

150

100

50

Vacant Seats / Sanctioned Inatke

300

Engineering Pharmacy MBA

0 2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

Year

Fig. 4.7: Year wise variation in number of vacant seats in the streams of Engineering, Pharmacy and Management studies Engineering: It is crystal clear that a steep declination in number of vacant seats for every subsequent year from 2003 to 2007 is observed. This is attributed to increased awareness and preference for Engineering Education, Huge skilled technical manpower requirement by the Industry leading to increased job opportunities in India and also overseas and better salary packages. More requirement of IT allied graduates by the software Industries penetrated in Pune and Mumbai is also attracting more and more aspirants towards the Engineering stream. In addition to this, effective and meaningful mechanism of centralized admission process, created seriousness for filling of the option form which has given opportunity to the candidates to select course from among the wide choices available across the State and multiple centralized admission rounds have contributed to the reduction of vacant seats. In addition to above, it is also

90

proved that the focus of the choice of courses has slowly shifted from IT allied courses to other streams like Civil, Instrumentation etc. Pharmacy: Unlike Engineering program, the trend for opting Pharmacy stream seems to be negative. Various factors responsible for increase in vacant seats are: 1. Lack of awareness of opportunities available in Pharmaceutical Industry 2. Lack of promotion of Quality Pharmacy education at the National level 3. Relatively low incentives offered by the Industry due to lack of quality graduates 4. Sharp rise in available seats compared to stable interest of aspirants Management: From the Fig.4.6, it is evident that the Management education is on increasing demand. The effect of globalization is a major contributing factor for this scenario. The aspiration of youth to become manager at early age is also a major reasoning for this trend. The pay packages are also attractive. All such factors may be the reasons behind reduction of vacant seats. It is interesting to note that during the year 2007-08, not a single seat remained vacant. The policy of the State Government to support students belonging to economically and socially weaker sections by the way of their fees reimbursement also helped such candidates to secure admission on large a scale which in turn assisted to reduce vacant seats in the year 2007-08.

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4.5 Factors responsible for growth: From the analysis of University wise seats availability, it is evident that the growth in establishment of technical institutes in the state of Maharashtra is primarily concentrated in the metro cities like Pune, Mumbai and Nagpur. This growth can be attributed to 1. Educational culture: Standing of Pune and Mumbai Universities since more than 100 years has been a major contributing factor for the development of many World renowned educational Institutes like Veermata Jeejabai Technical Institute, Mumbai, College of Engineering, Pune, Institute of Science, Mumbai, University of Chemical Technology, Mumbai. These Universities created conducive environment for setting up of large number of Educational Institutes in these regions. This, along with forward looking policy of the State Government resulted in influx of large number of students to these regions from all over India and abroad too. The peaceful, stable and open culture of our State is also a major contributing factor in the growth of education sector. 2. Industrial background, Establishment of IT parks and SEZs: In terms of per capita

income,

Maharashtra

is

among

the

richest

Indian

states.

Establishment of Maharashtra Industrial Development Corporation in 1962 led to the Industrial revolution in the State. The key historical policy decisions taken by the State certainly changed the social economic scenario of the state as Industrial activities spread in the interior. Industrial growth stabilized the population base near the industrial areas developed in western

92

parts of Maharashtra especially the Automobile hub in Pune houses major companies like Tata Motors, Bajaj Auto, General Motors etc. IT parks in Navi Mumbai, Hinjewadi, Pune, SEEPZ, Andheri in Mumbai have established scores of IT, IT-enabled services and business process outsourcing units. Industrial development in the Mumbai, Pune, Nashik and Aurangabad region resulted in huge requirement of skilled technical manpower. This has fueled growth of Educational Institutes in the western Maharashtra creating manpower as per the needs of the industry. Government of Maharashtra has undertaken ambitious plan for industrial development. Seventy-one special economic zones with an investment of Rs 32000 crore have been approved. Many more are in pipeline. The leaders in industry and their associations have been urging the government to step up quality and quantity of engineers and managers. Professionals from other States and countries with increased mobility are coming in our State. From world experience it is realized that sustaining and increasing rate of growth in competitive environment is not a contribution of capital investment alone. It requires highly qualified and trained human resources. Professionals are required to be competent by nothing less than global standards. This requirement is fulfilled to a large extent by the Institutes established in Mumbai and Pune region. 3.

Awareness for higher education among society: Towards the end of 19th century, many visionaries and educational leaders contributed for the “Education revolution” in the State. This helped to spread the awareness of

93

importance of education across the entire social fabric of the state. These visionaries promoted Institutes of high learning in Mumbai and Pune. The subsequent growth of education in these regions, helped to boost more awareness among the people. 4. Job Opportunities: Maharashtra has been the hub for Industry jobs from the beginning of 20th century. The progressive policies of the Government have encouraged huge industrial investments in the recent past. This has resulted attractive job opportunities in multiple sectors like Engineering, ITES, Finance etc. The reputations of Mumbai and Pune Universities have made a mark in the Industry as the proximity of the Industrial environment helped the students in these regions to develop multi dimensional skills required for Industry.

4.6 Fees in Technical Education: It is generally argued that the fees of various courses in Technical courses are exuberantly high. Earlier dual fee structure under ‘the Free and Payment seats’ was well accepted by the society and remained in existence for a long period. This scheme however created a partition of meritorious students and rich students in the society. After the judgment in the case of T.M.A. Pai, the principle of ‘cost-based-education’ is now gaining the acceptance by the society. Engineering education: Following Table 4.8 shows the sample of institutes charging higher range of fees. It is evident from the table, which shows that candidates as well as parents are opting for the Quality Education and in spite of higher level of fees in these institutes as the figures under the column count

94

indicates no. of options opted by the students for that Institute. It may be also noted that majority of these institutes have been accredited by the National Board of Accreditation. This shows that the students and parents, both the stakeholders, are aware of the accreditation and hence quality of education. Most of these institutes are having standing of almost more than 20 years. Majority of these institutes are located in Mumbai and Pune region. This adds to our belief that the geographical location definitely matters to the choice of institute.

Those who do not have the accreditation as well as long standing

have earned the reputation through quality consciousness, excellence of infrastructure and faculty which reflects in the inclusion of these institutes in this table. Table 4.8: The sample of institutes (Engineering) charging higher range of fees. Code Intake

Score

Count

Fee

NBA EstbYear Enroll Faculty Ratio

EN311

630

386531

30535

60415

N

1983

2520

177

1:14

EN315

560

374344

29230

64672

Y

1984

2240

213

1:11

EN314

660

313175

27767

54438

Y

1996

2640

168

1:16

EN312

330

306193

21894

41377

Y

1983

1320

84

1:16

EN205

600

299140

22671

52783

Y

1983

2400

163

1:15

EN212

300

223121

16669

51000

Y

1984

1200

79

1:15

EN211

420

221046

16856

59125

Y

1983

1680

113

1:15

EN909

490

198878

15419

51385

Y

1984

1960

150

1:13

EN910

630

164748

14378

55900

Y

1984

2520

175

1:14

EN235

360

123079

12089

63963

N

1999

1440

56

1:26

EN237

330

73913

6963

69875

N

2001

1320

79

1:17

95

Further, the below given Table 4.9 shows the sample of institutes charging lower fees. It is seen that the number of students opting for such institutes is very low in spite of the fact that these institutes are charging lower fees and having standing of more than a decade. All these institutes are not accredited by NBA. This shows lack of quality and infrastructure in these Institutes. This very fact is the major reason why the students are not willing to seek admission in these institutes. Majority of these institutes are not located in Pune and Mumbai, again proving our belief. Surprisingly, one institute from Pune has figured in this table which again endorses the desire of quality education. Table 4.9: The sample of institutes (Engineering) charging lower fees Inst Code

Intake

Score

Count

Fee

EN404

240

5700

596

14350

N

1991

960

67

1:14

EN713

300

17440

1977

22113

N

1999

1200

87

1:14

EN318

240

22114

2510

31659

N

1998

960

65

1:15

EN513

210

10508

1103

31906

N

2002

840

56

1:15

EN307

360

41986

3956

33325

N

1990

1440

106

1:14

EN319

310

45961

4135

34217

N

1999

1240

77

1:16

EN913

330

16774

1897

35475

N

1999

1320

72

1:18

EN310

600

167192

16004

42839

Y

1984

2400

165

1:15

EN308

480

78076

7721

44398

N

1992

1920

129

1:15

NBA EstbYear Enroll Faculty Ratio

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Management education: Table 4.10 given below shows the sample of institutes charging higher range of fees. These institutes have either NBA accredited or having long standing in the society and all these institutes are located in Mumbai and Pune. In addition to this, these institutes recruit faculty from corporate field which enables students to explore to the practical world. This fact again endorses that quality education is available in this region. Table also shows the sample of institutes charging lower fees. Like Engineering, due to the fact that these institutes are not accredited and having reasonable standing, they are not able to attract students by virtue of their lower fees. Further this may also be due to non attractive pay packages in the placement of these institutes. Table 4.10: The sample of institutes (MBA) charging higher range of fees College Code MB308 MB304 MB307 MB302 MB622 MB605 MB616 MB313 MB301 MB508 MB202 MB316 MB339 MB329 MB706 MB103 MB712 MB666 MB403 MB206 MB513

SI 120 120 120 120 180 180 90 120 120 60 60 120 60 60 60 60 45 60 60 30 60

Score 94659 92646 82600 81651 77546 74992 69073 62299 36285 17389 15489 14122 10918 7115 7071 6969 5749 4969 4571 2788 1395

Count 8212 8067 8486 8196 8228 7692 7863 6802 4696 1860 1638 1942 1652 1007 755 845 622 716 551 330 232

Fee 136340 94465 85497 118325 64500 79120 69983 84495 69553 39775 50891 85793 42900 67725 25000 30000 24618 38000 25500 18000 36840

NBA Y Y N N Y Y N N N N N N N N N N N N N N N

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Analysis of fees: The following table 4.11 shows course wise number of Unaided Institutes along with their average fees. Since T.M.A. Pai Judgement, Institutes are permitted to decide their fees based on the cost of the education. Therefore, every Institute is having a different fee structure.

Course wise

minimum and maximum fees range of fees for every course is also shown. One of the parameters for deciding fee is the actual number of students on role. Therefore, trusts /societies should come forward to increase their sanctioned intake so as to reduce the cost of education per student. Table 4.11: Course wise number of Unaided Institutes along with their average fees Fees for the year 2007-2008 (Govt. and Govt. Aided) No. of Institute

No. Candidates

Fee per candidate

Pharmacy

9

1720

18500

3.18

Engineering

13

10924

24000

26.21

Engg. Autonomous

5

8020

27000

21.65

Diploma

51

44460

7750

34.45

MBA

12

1740

41000

7.13

Course Name

Total Fee ( Rs Crore )

Fee for the year 2007-2008 (Unaided) No. of Institute

No. Candidates

Avg. Fee

Min-Max

Pharmacy

104

24820

42,599

22532-71810

104.7

Engineering

151

202380

40,328

15000-82543

846.4

Diploma

124

95100

25,189

9127-48074

240.0

MBA

125

18870

53,807

16250-99000

102.5

Course Name

Total Fee ( Rs. Crore )

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The total budget of the Higher and Technical Education Department is about Rs. 1500 Crores, out of which the budget of Technical Education is nearly Rs. 150 Crores. Further, it is seen that the total fees collected from Unaided Institutes turns out to be more than Rs. 1300 crores per year. The State Government policy for encouraging private sector participation in Technical Education on self financing basis has led to these results. The revenue generation of the unaided institutes is nearly 8 times the annual budget of the Technical Education. Further to achieve equivalent revenue generation the GOM would have been required to mobilize at least Rs.2250 crores, assuming average capital investment of Rs. 15 crores to establish new engineering college. Further more at least 50% of the revenue collection i.e. about Rs.750 crore would have been spent on the salaries of the employees avoiding these hardships, in consonance with the globalization trends and encouraging public private partnership in technical Education, the entry and growth of the unaided institutes has given expected results. Recently, AICTE has instructed to operate the Polytechnics in two shifts. This policy decision will help to reduce the cost of establishment and in turn the cost of education. Therefore, the same policy may be extended for other professional courses so that both Society and Institutes will get benefited.

The chapter presented the statistical information about the multidimensional growth of Technical education in the state of Maharashtra, mostly in the form of figures and facts. With the number of institutes offering a variety

99

of programs under the shelter of Technical education, rising new heights every year, it is the responsibility of all involved stakeholders in the system, to maintain the standards, targeting the Excellence. The next chapter, therefore, deals with identification of stakeholders, their expectations from and impact on Technical education system.

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