Regional Educational Imbalance


The southern and western states are in the forefront of educational development in India. Now it is reaching such a flashpoint that higher educational institutes are popping up everywhere. Is this going to create heavy migration of students?



Hemali Chhapla writes in The Times of India “A common wisecrack among engineering aspirants in Andra Pradesh is that every second building in the state is an engineering college. It may cease to be a joke when institutes dishing out management and engineering degrees start mushrooming all over the country.


Global depression may have taken the wind out of campus placements but the rush for starting professional institutions is at an all time high. Data from the All-India Council for Technical Education (AICTE) shows that the dash to start professional colleges is more pronounced when it comes to engineering and management as compared to other streams like pharmacy, hotel management and catering technology or architecture.


AICTE has received 886 applications for starting engineering colleges and 1,084 applications for new anagement institutes. Fie states – Tamil Nadu, Andra Pradesh, Maharastra, Karnataka and Kerala – account for 69% of engineering graduates , implying that they also have most of India’s engineering colleges 


Rush year

States                  Engineering                     MBA

                            Existing   Fresh               Existing      Fresh

Maharashtra         239         85                     216             160

MP                       161         50                       63               80

Tamil Nadu         352         144                   158                41

AP                       527         176                   255              209

UP                       241         83                    213              214

Haryana               116         38                       66                47

Across India      2388        886                  1516            1084


Source: AICTE. Fresh applications are for colleges from academic year 2009-10


Five Indian sties – Tamil Nadu, Andra Pradesh, Maharashtra, Karnataka and Kerala – account for almost 69% of the country’s engineering graduates, implying that these states also have most of India’s engineering colleges.


This year, too, most applications for starting new institutes have come from these states, making educationists worry about a high regional imbalance creepin in; states like UP, Bihar, Gujarat, Rajasthan and Orissa together account for a measly 14% of Indian’s technological colleges.


Colleges that receive a nod by June 30 will be allowed to start classes this academic year itself; so officials expect even more applications to pour in.


Several academicians feel quality is losing out in the race to expand seats. “Can the country boast of even 100 engineering colleges that impart cutting-edge education?” asked a principal of Pune engineering college.

“So what is the point in a thousand new colleges every year? He asked. Part of the problem lies in the fact that most trusts running professional colleges are backed by politicians who pay little attention to quality, he added.


But the AICTE feels that meeting the massive demand for professional education is imperative. Twenty years ago, merely one per cent of a aspiring engineers got a seat.

Now nearly 70% manage to find a place, note AICTE officials, “It may come as a surprise but very few engineering seats wee left vacant last year”. AICTE chairman R.A.Yadav told TOI. “There is also a yawning gap between management aspirants and the number of seats in Indian B-schools.


“But how many management schools boast of full campus placement? And are even 30% of MBA institutes accredited by the NBA (National Board of Accreditation) asked an IIM-Bangalore faculty member.


Increasing the existing number of professional colleges is a must. In a view of the galloping population and raising educational aspirations of people more availability of higher educational institutes are must. But not by compromising the quality of the education offered. 


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