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The evolution of Engineering Education (EE) in India has been drastic from the British era to the present day. EE in India started during the British era and focused mainly on civil engineering. In 1945 a Government Committee was appointed to suggest options for advanced technical education in India which recommended the establishment of higher technical institutes based on the Massachusetts Institute of Technology in the four regions of India which resulted in setting up five Indian Institutes of Technology and the 20 Regional Engineering colleges just after independence was one of the first milestone achieved by Independent India. Then, there are a large number of State Government Engineering Colleges, often affiliated to a University and having a limited or no autonomy about curriculum, examinations, degree granting, etc. The great demand for engineering and technical education has led to the mushrooming of a large number of private engineering colleges. Since the establishment of IIT Kharagpur in 1951, India has a total of 3,393 engineering colleges as on May, 2012.
In spite of the large number of engineering colleges in India, as per the third edition of the National Employability Report, Engineering Graduates - 2014, only 18.33% of the Indian engineers are employable and only about 18.09% actually get a job. This alarming survey indicates the need of a paradigm shift in today's school of engineering learning and training so that we may not only target increased employability but also set our eyes on ameliorating research and innovation into Engineering Education.
This paper presents the work conducted by the Centre of Engineering Education Development (CEED) at KG Reddy college of Engineering and Technology, which was established to continuously work towards improving the teaching learning process by implementation of new pedagogies. The focus will be on implementation of active learning into the lecture delivery, it's impact on the student's, subsequent results and the future scope of work.
