technical education in maharashtra - indian etd repository

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-Decade-wise-2007

Details of growth Sr.

No.

Type of Course

Year of

reference

No. of

institutes

Sanctioned

intake

1980 10 1701

1990 31 2883

2000 34 2469

1) PG degree courses in

Engineering and Technology

2007 46 3050

1980 9 2934

1990 66 25964

2000 125 43901

2) Degree in Engineering and

Technology

2007 170 1 55691

1980 39 9690

1990 117 32590

2000 144 40220

3) Diploma in Engineering and

Technology

2007 168 45630

1 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. No.

Type of College No. of institutes Sanctioned Intake

Engineering Colleges a) Government 6 2140 b) Government Aided 12 2596

1)

c) Unaided 152 50955 TOTAL 170 55691

Pharmacy Colleges a) Government 3 160 b) Government aided 6 270 c) Unaided 108 6445

2)

TOTAL 117 6875 Architecture Colleges a) Government - - b) Government aided 3 167 c) Unaided 35 1730

3)

TOTAL 38 1897 Hotel Management and Catering Technology: Government: Nil

a) Government aided 1 40 b) Unaided 8 430

4)

TOTAL 9 470 Polytechnic a) Government 34 11360 b) Government aided 17 3270 c) Unaided 117 31000

5)

TOTAL 168 45630 6) D. Pharm. Institutes a) Government 4 210 b) Government aided 20 1180 c) Unaided 159 9510 TOTAL 183 10900

7) D. Architecture Institutes a) Government - - b) Government aided 1 60 c) Unaided - - TOTAL 1 60

Diploma in Hotel Management and Catering Technology a) Government 2 120 b) Government aided - - c) Unaided 18 1070

8)

TOTAL 20 1190

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Table 4.3: Course-wise intake capacities in Engineering 2007–2008

Sr. No. Course Code - Name of Course Intake 1. 11-Computer Engineering & Technology 10980 2. 23-Electronics and Tele-Communication Engineering 9555 3. 30-Mechanical Engineering 8955 4. 28-Information Technology 7215 5. 19-Electronics Engineering 4320 6. 10-Civil Engineering 3230 7. 16-Electrical Engineering 2505 8. 8-Chemical Engineering 1510 9. 29-Instrumentation Engineering 1460 10. 52-Production Engineering 800 11. 20-Electronics and Communication Engineering 780 12. 6-Bio-Medical Engineering 300 13. 57-Textile Engineering/Technology 285 14. 63-Bio-Technology 270 15. 1-Automobile Engineering 220 16. 26-Industrial Engineering 120 17. 48-Polymer Technology & Engineering 90 18. 39-Petro-Chemical Engineering /Technology 87 19. 25-Agriculture Engineering 60 20. 42-Petroleum Engineering 60 21. 51-Printing Engg and Graphics Communication 60 22. 61-Power Engineering 60 23. 64-B. Tech Computer Science and Engineering 60 24. 66-B. Tech Mechanical Engineering 60 25. 69-B. Tech Electronics and Tele-Communication Engineering 60 26. 98-Printing and Packaging Technology 60 27. 24-Food Technology 52 28. 71-B. Tech Plastic and Polymer Engineering 45 29. 33-Mining Engineering 40 30. 73-Marine Engineering 40 31. 18-Environmental Engineering 30 32. 21-Electronics Product Design Technology 30 33. 34-Man-Made Textile Technology 30 34. 65-B. Tech Civil Engineering 30 35. 67-B. Tech Production Engineering 30 36. 68-B. Tech Agricultural Engineering 30 37. 70-B. Tech Instrumentation and Control Engineering 30 38. 38-Paper and Pulp Technology 27 39. 35-Oil and Paints Technology 15

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Sr. No. Course Code - Name of Course Intake 40. 36-Oil Fats and Waxes Technology 15 41. 41-Paints Technology 15 42. 45-Plastic Technology 15 43. 56-Surface Coating Technology 14 44. 37-Oil Technology 12 45. 44-Pharmaceutical and Fine Chemicals 12 46. 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 Courses Intake 1. Diploma in Computer Technology/Engineering 8430 2. Diploma in Mechanical Engineering 7930 3. Diploma in Information Technology 4610 4. Diploma in Civil Engineering 4385 5. Diploma in Electronics & Telecommunication Engineering 3550 6. Diploma in Electronics & Communication Engineering 3180 7. Diploma in Electrical Engineering 2845 8. Diploma in Electronics Engineering 1770 9. Diploma in Automobile Engineering 1510 10. Diploma in Industrial Electronics 890 11. Diploma in Chemical Engineering 840 12. Diploma in Dress Designing & Garment Manufacturing 760 13. Diploma in Mechanical Engineering 630 14. Diploma in Instrumentation 570 15. Diploma in Civil & Rural Engineering /Civil Engineering 390 16. Diploma in Production Engineering 330 17. Diploma in Industrial Electronics (Sandwich Pattern) 270 18. Diploma in Medical Electronics 270 19. Diploma in Printing Technology 250 20. Diploma in Electrical Power Systems/Engineering 190 21. Diploma in Textile Design 185 22. Diploma in Production Technology 180 23. Diploma in Digital Electronics 130 24. Diploma in Plastic Engineering 130 25. Diploma in Mining & Mine Surveying 120 26. Diploma in Food Technology 90 27. Diploma in Metallurgical Engineering 90 28. Diploma in Plastic & Polymer Engineering 90 29. Diploma in Instrumentation & Control 70

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Sr.No Courses Intake 30. Diploma in Architecture Assistantship 60 31. Diploma in Civil & Environment Engineering 60 32. Diploma in Fabrication Technology & Erection Engineering 60 33. Diploma in Man-Made Textile Technology 60 34. Diploma in Man-Made Textile Chemistry 60 35. Diploma in Petrochemical 60 36. Diploma in Electronics & Radio Engineering 60 37. Diploma in Mine Engineering 45 38. Diploma in Apparel Manufacturing and Design 40 39. Diploma in Computer Engineering (Industry Integrated) 40 40. Diploma in Metallurgy(foundry) 40 41. Diploma in Jewellery Design & Manufacturing 40 42. Diploma in Surface Coating Technology 40 43. PIE-Post Graduate Diploma in Industrial Engineering 40 44. Diploma in Knitting Technology 30 45. Diploma in Leather Goods & Footwear Technology 30 46. Diploma in Marine Engineering 30 47. Diploma in Ophthalmic Technology 30 48. Diploma in Packaging Technology 30 49. Diploma in Sugar Manufacturing 30 50. Diploma in Garment Technology 20 51. Diploma in Man Made Fiber Mfg. 20 52. Post Graduate Diploma in FDC 15 53. Post Graduate Diploma in Paints 15

Total 45640

Table 4.5: Program-wise Development:

Sr.

No.

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

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Table 4.6: Program-wise Development: Details

Sr. No.

College 1970–1971 1983–1984 1995–1996 2007–2008

Engineering

Government 4 4 4 6

Govt. Aided 6 7 9 11

Unaided 0 33 77 153

1)

TOTAL 10 44 90 170

Pharmacy

Government 1 1 1 3

Govt. Aided 3 6 6 6

Unaided 0 0 23 108

2)

TOTAL 4 7 30 117

Architecture

Government - - - -

Govt. Aided 5 5 3 3

Unaided 0 2 26 35

3)

TOTAL 5 7 29 38

Polytechnics

Government - 2 36 34

Govt. Aided 1 - 11 17

Unaided - 47 95 117

4)

TOTAL 1 49 142 168

HMCT

Government 0 0 0 0

Govt. Aided 2 2 2 1

Unaided 0 0 1 8

5)

TOTAL 2 2 3 9

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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

0

5000

10000

15000

20000

University

Seat

s Av

aila

ble

University 0 0 0 0 0 0 0 0

Seats available in2005 3015 3384 13320 5713 3030 10985 4970 870



SGBA BAMU MUMBAI RSTM NMU PUNE SHIVAJI SRT

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.

Year & University wise No of Aspirants in Engineering/Technology

0

5000

10000

15000

20000

25000

University

No o

f Asp

irant

s

University 0 0 0 0 0 0 0 0

No of aspirants in 2005 3096 1734 14610 4241 2258 8662 4608 1306




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 pass-

outs 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.

Year & University wise HSC Passed Candidates

0

10000

20000

30000

40000

50000

University

HSC

Pas

sed

Can

dida

tes

University 0 0 0 0 0 0 0 0

HSC Passed candidates in 2005 13939 17046 44691 18868 13604 33075 22135 15157




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

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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

0

0.5

1

1.5

2

2.5

University

avai

labl

e se

ats

University 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


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.

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No of seats available per 1000 Aspirants in the Maharashtra State

148.19

275.34253.69

050

100150200250300

Year

Seat

s/10

00

Seats/1000 in State 253.69 275.34 148.19

2005-06 2006-07 2007-08

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%

64%

18%

MechanicalIT Related

Other

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.

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1% 14%

38%10%

6%

2%

10%

6%

11%

2% SNDT University

Mumbai University

Pune University

North Maharashtra University

Dr. B. A. Marathw ada University

S. R. T. Marathw ada University

Shivaji University

Sant Gadge Baba Amravati University

Rashtrasant Tukadoji Maharaj NagpurUniversity

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.

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34%

3%42%

1%4% 1% 3%2%1%

9%

Dr. B. A. Marathwada Univ,Aurangabad

Mumbai University,Mumbai

North MaharashtraUniversity,Jalgaon

Pune University,Pune

Rashtrasant Tukadoji MaharajNagpur University

S. R. T. Marathwada Univ,Nanded

Sant Gadge Baba AmravatiUniversity

Shivaji University,Kolhapur

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.

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Year wise Vacant seats for Engineering, Pharmacy and MBA

0

50

100

150

200

250

300

2007-20082006-20072005-20062004-20052003-2004

Year

Vaca

nt S

eats

/ Sa

nctio

ned

Inat

ke

EngineeringPharmacyMBA

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

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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

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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

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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

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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 NBA EstbYear Enroll Faculty Ratio

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

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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 SI Score Count Fee NBA MB308 120 94659 8212 136340 Y MB304 120 92646 8067 94465 Y MB307 120 82600 8486 85497 N MB302 120 81651 8196 118325 N MB622 180 77546 8228 64500 Y MB605 180 74992 7692 79120 Y MB616 90 69073 7863 69983 N MB313 120 62299 6802 84495 N MB301 120 36285 4696 69553 N MB508 60 17389 1860 39775 N MB202 60 15489 1638 50891 N MB316 120 14122 1942 85793 N MB339 60 10918 1652 42900 N MB329 60 7115 1007 67725 N MB706 60 7071 755 25000 N MB103 60 6969 845 30000 N MB712 45 5749 622 24618 N MB666 60 4969 716 38000 N MB403 60 4571 551 25500 N MB206 30 2788 330 18000 N MB513 60 1395 232 36840 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)

Course Name No. of Institute

No. Candidates

Fee per candidate

Total Fee ( Rs Crore )

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

Fee for the year 2007-2008 (Unaided)

Course Name No. of Institute

No. Candidates Avg. Fee Min-Max Total Fee

( Rs. Crore )

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

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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 multi-

dimensional 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

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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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