We did much better than how we did in a non-pandemic year – THE WEEK

Much has been said about the virtual mode of learning. Were engineering and technical colleges in a better position to adapt to online teaching?

Naturally, yes indeed. Many technical colleges were already using different digital platforms, online tools and NPTEL (National Programme on Technology Enhanced Learning) courses prior to Covid-19. Hence it was easy for technical colleges to migrate to online education. Secondly, most of the institutions have [the open source] MOODLE-based education [system] or their own learning management system. Plus, the ministry of human resource development's MOOC (massive open online course) portal, SWAYAM, which started about three-and-a-half years ago, has over 3,000 courses and 10 million plus users. Other institutions, like arts and commerce colleges or even schools, had little exposure to online methodology. There are certainly difficulties in remote, rural areas. But even there, people have been innovative. There are common service centres, what we call CSCs, in almost all the blocks and villages, where there are computers, internet and power supply. The SWAYAMs counterpart, in the form of SWAYAM PRABHA direct-to-home channels, too, are easily available with a simple dish antenna anywhere, for free.

Many courses are also posted on the website. So, the digital divide is bare minimum. In fact, if a level-playing field can be created, it is only through digital technology. Because in order to have education for all, if you have to build brick-and-mortar infrastructure and induct a huge number of faculty, it will be expensive. The online mode is much more economical. And fortunately, in India, fibre optic connectivity has reached almost all the villages.

Many people lost their jobs and could not pay the fees for their children.... I found that many philanthropists are coming forward and are saying that they will take care of the fees.

How have colleges under the AICTE fared since the pandemic struck?

In March, when the first lockdown started, we set up a helpline. Many students having difficulty with food, hostel accommodation, transport, medical aid and other essentials were connected to people ready to help. So there were philanthropists and NGOs on one side and students seeking help on the other. And we did match-making using artificial intelligence tools. Then we had two hackathonsSamadhan and Ideathoncompleted to sensitise students and for helping the community. We are in the midst of two other hackathons, a drug discovery hackathon and a toycathon, for developing new drugs, and indigenous toys.

We have trained 1.65 lakh faculty members in emerging areas like AI, data science, machine learning and other emerging technologies through 948 week-long programmes. We also held several one-week-long faculty development programmes covering topics like universal human values, ethics, sensitisation towards society and empathy development. Some 40,000 teachers were trained and they are, in turn, taking that to the students.

There are examination reforms to take students away from rote learning; like Bloom's Taxonomy-based examination, which has questions fostering innovation and critical thinking. All of this was done during the pandemic. We have two Guinness Book of World Records now. We trained 1.2 lakh students in a [programming] language called Python; [a] face-recognition system was taught to 1.2 lakh students in 24 hours. We have not shut our eyes to what is going on. We did much better than how we did in a non-pandemic time during the previous year.

Can you talk a little bit about the AICTE's open and distance learning (ODL) and the online education guidelines of 2021?

In terms of online and ODL education, the AICTE is clear that any course which requires a lot of laboratory experiments or hands-on work is not going to be allowed in this online mode. We [have], however, permitted computer applications and management [courses] in online mode. We added courses like travel and tourism to the list last year. Then we expanded it this year to include logistics, AI and data science. We are still not allowing courses like civil, electrical, mechanical or aerospace engineering in distance or online mode.

How have the enrolment figures of engineering courses been affected by Covid-19? Can you share some data?

I do not have the exact data, but, perhaps, 5 per cent, plus or minus. That is the nature of variation in the last four or five years. The total number of students entering engineering has not been increasing. That is a truth, but they are not decreasing.

They are actually getting divided into two different types of institutions. Previously there were only a few private universities or deemed-to-be universities. Most of the institutions with engineering seats were in affiliated colleges. But with a large number of private universities and many deemed universities expanding their number of seats, the intake has spread out. There are institutions which have engineering seats with a capacity of 10 to 12 colleges. So naturally, if there are such large institutions, they will absorb most of the students, and the affiliated colleges get affected and it [causes] an impression that there are less admissions.

The data which we receive about admissions in engineering are from the affiliated colleges. So it looks like there is a decrease in the number of engineering admissions, but, overall, actually it is almost steady. With the pandemic, many people lost their jobs and could not pay the fees for their children. So maybe 5 per cent to 10 per cent less admissions would have happened. But, this time I have found that many philanthropists are coming forward and are saying that they will take care of the fees of students who cannot afford it. This is a good sign of giving back to society.

And placement? How has that suffered?

Placement figures, of course, have reduced a little bit because many companies were not fully running during the lockdown. Even internships have been affected because the number of companies which allow students on their premises decreased. And like education, internships have also gone online.

But, I am very happy that two major IT companies have taken in 40,000 students from engineering colleges. So it is not as bad as what we were expecting. Once industrial activity gets back at full throttle, I am sure there will be a huge requirement of jobs and students will get placements.

What about new programmes and technologies introduced in the last one year? Any area or discipline which is now being given a push or an increased focus?

We have identified areas where emerging technologies will play an important role. They are all available as minor degrees. AI, data science, robotics, 3D printing, augmented reality, virtual reality, quantum computing, cloud computing, cyber security and data analytics. If you have a combination of AI and data science, the opportunities will double.

The March 12 guidelines call for removal of physics, chemistry and mathematics as a mandatory requirement for admissions to engineering courses. This led to widespread debates. Your comments.

We have not said that physics, chemistry and mathematics are not required. This is absolutely untrue. Prior to 2005, physics, chemistry and mathematics were mandatory for engineering admissions. But, since 2005, chemistry was made optional at the time of entry. Courses such as biology and computer programming were added as alternatives. Nobody possibly noticed this and very few made use of this flexibility and thus nobody practiced it either. Very few institutions probably allowed students to join engineering programmes without chemistry. These subjects were the basis of entrance exams and may continue to be for the next whatever number of years.

We [also] added courses like graphics, drawing and vocational subjects or courses which are akin to engineering or science. Today, there are 14 such subjects at the Class 12 level which students can study to opt for engineering courses. The new education policy speaks about flexibility, multiple levels of entry and exit. If we do not open it up to the ones who may not have studied chemistry or physics in school, then that is not right. And that is where this policy is absolutely inclusive. This is giving choice to students. This is also autonomous in terms of allowing students to learn whatever they want to. There are many people in rural areas who do not know what engineering is all about. There is no science stream available in some remote areas and hence students might have missed maths or physics. Why are you stopping them if they have talent? In fact, one of the suggestions which we have often been making is that we must test aptitude rather than knowledge of physics, chemistry, or maths, which can be always taught in the engineering colleges. In fact, science and maths faculty in engineering colleges are far more qualified to train students. There are many maths, physics, chemistry and even biology courses in the AICTE's model curriculum. Thus, no student will be able to move ahead in engineering education without doing the requisite levels of maths, physics and chemistry. These are the foundations on which the entire edifice of engineering is built.

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We did much better than how we did in a non-pandemic year - THE WEEK