Vineet Gupta, Founder, Ashoka University and MD, Jamboree Education
Vineet Gupta, Founder, Ashoka University and MD, Jamboree Education, talks about the financial aspect of overseas studies
What are the challenges and opportunities for a student to study abroad? The major challenges for a student are affordability and cultural adjustment. Students have to adapt to an unfamiliar environment and build new networks of support away from their family and home. On the other hand, it is an opportunity to be independent, and to develop an international network of friends. One can learn cross-cultural management and become part of the global economy. The key differentiator is the high quality of education available abroad. By setting up Ashoka University, we are aiming to create access to the highest quality of education in India, and at a significantly lower cost.
Kindly share with us which are the most favored nations to study abroad and why? The USA is most favoured for the flexibility of the US curriculum, the diverse choice of universities and courses, the support services for international students and the quality of education. The global focus and worldwide recognition of US degrees also greatly improves US graduates’ career prospects. The UK also has a good choice of many established, globally recognised universities. The cost of education is also lower. It is a multicultural nation and the gateway to Europe. Canada is the next most popular choice, also offering academic flexibility and support services for international students. Canada also has a friendly Permanent Residency policy. Finally, Australia has lower entry requirements, and Australian qualifications are recognised by employers and leading educational institutions around the world.
Taking all this into consideration, Ashoka University’s undergraduate curriculum is modelled on the US liberal arts curriculum, and aspires to give a local alternative to the typical Indian format of education.
Which are the most preferred colleges and universities that students sought for? The students generally look for the most popular universities, such as those in the Ivy League and other top universities in USA like University of Pennsylvania, Cornell, Princeton, Brown, Yale, Harvard, Stanford, MIT, etc. In the UK, there’s Oxford, Cambridge, London Business School, London School of Economics, University of Toronto, York University, University of
Melbourne, etc.
What are the eligibility criteria for students to study abroad and does it give a promising career? Each country has its own eligibility criteria. In the US, for bachelors’ programmes, tests like SAT 1, SAT 2, TOEFL should be cleared. While academics from IX to XII; personal statement; letters of recommendation and extracurricular activities are needed.
For a masters, tests like GRE, TOEFL, academic records from the student’s bachelors degree, a statement of purpose, letters of recommendation, extracurricular activities and research work are needed.
For MBAs, tests like GMAT, TOEFL, academic records from bachelors’ onwards, essays, letters of recommendation, extracurricular activities and work experience are needed.
Other countries like the UK require only TOEFL/ IELTS for undergraduate admissions as well as MS admissions barring some top schools like London School of Economics, Oxford and Cambridge.
Australia requires only IELTS for admission in UG as well as MS degrees.
What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? In general, the expenditure is `22 to 25 lakh per annum (tuition + living) for undergraduates; 18 to 20 lakh per annum (tuition + living) for a masters and `25 to 30 lakh per annum (tuition + living) for an MBA. Scholarships are purely based on merit. Countries like the US and Canada give a lot of scholarships to students at various levels of study
Sumeet Jain, Co-founder, Stupidsid.com, talks about the factors drawing students to the States
What are the eligibility criteria for students, who aspire to study abroad and does it seal a promising career? Every country and university has different criteria. For US, if you plan to go for any post graduate course, you need to take GRE. For under graduate course, you need to take the SAT. And if planning to go for a management course, then you have to take GMAT.
Students also have to take an English proficiency test apart from the above tests. The universities abroad don’t have a simple cutoff pattern. Every student is expected to provide a statement of purpose based on which the application is assessed.
Which are the most favoured nations to study abroad and why? US is still the most favoured nation (MFN). If you see even now most of the best ranking universities are in the US. Opportunities too are really good there, but then it is only for students studying from the good institutes. If students study in the low rung colleges then even in the US, it will be difficult. It also depends on the course a student wants to do. For engineering and MBA, US is still the most favoured nation, but if one wishes to go for hospitality, then Switzerland is the best.
What are the challenges and opportunities for a student in studying abroad? There are many challenges. First being finance. Education abroad is expensive and not affordable for everyone. This is one of the major concerns when anyone decides on going abroad to study. Culture shock and home sickness are the other big challenges. In India, they have lived in a protected family environment, but when they are abroad, the responsibilities increase. For many Indians, who are not living in the urban cities, language is also a problem. Working is also a big challenge as it isn’t really easy to obtain a work visa or residency there. And coming back to India after education doesn’t give you good Return on Investment (RoI).
Looking at the brighter side, there are many opportunities too. Standard of living is high, opportunity in various fields is comparatively higher. Education is more research and applicationoriented as well as much more updated than in India.
Tell us about the students’ most preferred colleges and universities? There isn’t a small list that can be jotted down. There are a number of factors to be considered while selecting a college. For each course, there will be a different list. IVY League institutions might be still considered sought after, but then they are quite expensive. So, everyone doesn’t look at these colleges. Many a time, students prefer public universities. But there is no one college that can be said the most sought after college.
What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? Expenditure depends on the university, course and city. On an average, a good technical course will cost something around `20-50 lakh. Staying costs increase if you are staying in a good city like New York, Los Angeles or Boston. Getting scholarship depends a lot on your academic performance at the under graduate level. Most of the students going for research and PhD get scholarships. Apart from scholarships, Research Assistantship (RA), Teaching Assistantship (TA) are good options to earn some amount on campus.
We have ranked 250 engineering institutes in the country based on: Faculty Details, Fee Structure, Research Activities and Placements on a scale of AAA+ to A, with AAA+ being the highest rank on the scale. The government institutes have been ranked based on perception voting and the private institutes have been ranked based on analysis of available data. We have also listed promising institutes in some zones, which have the potential to be in the top league in the coming years.
Ranking methodology
Public Institutes: We chose the best public institutes and Institutes of National Importance in a transparent and democratic manner through public voting.
We followed a two-step process: Step 1: A list of Top 70 government-aided institutes (including IITs, NITs, IIITs and others) was prepared. Step 2: We eliminated 20 institutes that received lowest number of votes, from the list of 70 shortlisted institutes. Based on the number of votes received by these institutes, we have declared the Top 50 Public Engineering Institutes. The voting conducted on a popular social networking sites got an amazing response of 15,943 unique votes. Among the voters, there were 12,342 students and alumni; 1,536 teachers and academics; 1,245 people representing coaching centres and 820 undergraduates. Private Institutes:To gather maximum available information about any institute and ensure its credibility, we followed a three-step approach: Step 1: We analysed the past three years’ rankings conducted by various organisations in the country. We filtered the list to eliminate colleges not ranked by any organisation in their previous rankings. Further, those institutes which featured only once in any of these rankings were also eliminated. Step 2: We visited the official websites of 3,000+ institutes and private universities to get information such as Infrastructure, Placement, Teaching Pedagogy, Faculty, Foreign Collaborations and Research Activities. For AICTE affiliated institutes, we got most of the information from the mandatory disclosures in their official website. However, the challenge was that most institutes did not have the updated disclosure on their website.
We also studied the student reviews in some of the education portals to get a better understanding about the institutions we have ranked. Step 3: We also asked engineering institutions across the country to send us filled questionnaire in a given format.
Only 197 institutes reverted with filled questionnaire in the given deadline. Simultaneously, we were able to gather complete information of 1,750 odd colleges, out of the list of 3,000+ colleges that we had targeted.
Zone
Central
23
State
Madhya Pradesh and Chattisgarh
23
Government Institutes
3
Private Institutes
9
Promising Institutes
11
Zone
East
28
State Cluster 1
Assam, Bihar, Chattisgarh and Jharkhand
13
Categories
Government Institutes
6
Promising Institutes
3
Private Institutes
3
State Cluster 2
Odisha & West Bengal
15
Categories
Government Institutes
5
Private Institutes
6
Promising Institutes
4
Zone
North
59
State Cluster 1
Himachal Pradesh, Jammu and Kashmir,Uttarakhand
7
Categories
Government Institutes
3
Private Institutes
4
State Cluster 2
Punjab and Haryana
30
Categories
Government Institutes
5
Private Institutes
10
Promising Institutes
15
State Cluster 3
New Delhi
8
Categories
Government Institutes
4
Promising Institutes
4
State Cluster 3
Uttar Pradesh
14
Categories
Government Institutes
5
Private Institutes
8
Promising
1
Zone
South
97
State Cluster 1
Kerala and Tamil Nadu
38
Categories
Government Institutes
8
Private Institutes
24
Promising Institutes
6
State Cluster 2
Karnataka
32
Categories
Government Institutes
1
Private Institutes
28
Promising
3
State Cluster 3
Andhra Pradesh
26
Categories
Government Institutes
4
Private Institutes
13
Promising Institutes
9
Zone
West
45
State Cluster 1
Maharashtra, Goa & Gujarat
32
Categories
Government Institutes
6
Private Institutes
19
Promising Institutes
6
State Cluster 2
Rajasthan
13
Categories
Private Institutes
5
Promising Institutes
8
The ranking team was led by Ankush Kumar and data support was provided by digitalLEARNING Information Managment Team.
Government Engineering Colleges A Perception-based Survey
Name of Institute
City
National Ranking
Indian Institute of Technology, Delhi
Delhi
1
Indian Institute of Technology, Kharagpur
Kharagpur
2
Indian Institute of Technology, Bombay
Mumbai
3
Indian Institute of Technology, Kanpur
Kanpur
4
Indian Institute of Technology, Madras
Chennai
5
Indian Institute of Technology, Roorkee
Roorkee
6
Indian Institute of Technology -BHU
Varanasi
7
Indian Institute of Technology, Guwahati
Guwahati
8
National Institute of Technology, Trichy
Tiruchirapalli
9
DCE Delhi (Delhi Technological University)
Delhi
10
ISMU Dhanbad
Dhanbad
11
College of Engineering, Anna University(Guindy, Chennai)
Chennai
12
National Institute of Technology, Surathkal
Surathkal
13
National Institute of Technology, Warangal
Warangal
14
Jadavpur University, Faculty of Engineering
Kolkata
15
Netaji Subash Institute of Technology, Delhi
Delhi
16
National Institute of Technology, Calicut
Calicut
17
Indian Institute of Information Technology, Allahabad
Dr Haresh Tank, Director, Station-e Language Lab, shares his views on the need to introduce Pre-Engineering Skilling Programme
While it is evident that education can transform lives, it does not necessarily transform into employment. There is sufficient data in the world to prove that there is gap between education and employment. This gap is barely understood by policymakers, administrators and even educators. It would be apt to cite the excerpt from McKinsey report titled ‘Education to Employment: Designing a System that Works’:
“Worldwide, young people are three times more likely than their parents to be out of work. In Greece, Spain, and South Africa, more than half of young people are unemployed, and jobless levels of 25 percent or more are common in Europe, the Middle East, and Northern Africa. In the Organisation for Economic Co-operation and Development (OECD) countries, more than one in eight of all 15-year-olds to 24-year-olds are not in employment, education, or training (NEET). Around the world, the International Labour Organisation estimates that 75 million young people are unemployed. Including estimates of underemployed youth would potentially triple this number. This represents not just a gigantic pool of untapped talent; it is also a source of social unrest and individual despair. Paradoxically, there is a critical skills shortage at the same time. Across the nine countries that are the focus of this report (Brazil, Germany, India, Mexico, Morocco, Turkey, Saudi Arabia, the United Kingdom, and the United States), only 43 percent of employers surveyed agreed that they could find enough skilled entry-level workers. This problem is not likely to be a temporary blip; in fact, it will probably get much worse. The McKinsey Global Institute estimates that by 2020 there will be a global shortfall of 85 million high and middle-skilled workers.”
In India, the scenario is not different. The industry needs scores of skilled engineers and degree-holding engineers are many but it is difficult to find the skilled engineer equipped to work in a global market place. The reasons for this lie in engineering education. Technical education per se in India is not up to the challenge of creating 21st century engineers for India. The quality of technical education leaves a lot to be desired and perhaps that is why India has resorted to World Bank support in the form of Technical Education Quality Improvement Program (TEQIP). TEQIP is in its 2nd phase and we are yet to see some concrete turn around in the quality of technical education.
What most policymakers and administrators in technical education fail to see is that the roots of the poor quality of engineers lie in school education. It is school education that fails to impart foundational skills to the students, which are required to succeed in higher/ technical education. Astonishi ngly enough, the medium of instruction becomes the decisive difference at times and at other times, the difference lies in the exposure that a student receives before entering technical education. Therefore, one needs to understand the gap between the school education and technical education. It is time-tested schooling system in India that prepares students for exam by what is known as Learning-To-Test.
But technical education is not about learning to test and it is not entirely the test of memory. It is founded on the ability to understand and apply what is understood on real-life engineering problems. This is where their knowledge of English comes into play.
At school level, students studying in vernacular or English medium are told to ignore the languages, particularly English and focus on science and mathematics. It leads to poor knowledge of English. In the transition from school to technical education, the first challenge is of English because students whether they have studied in vernacular or English medium now have to compulsorily read, write and speak in English. It is because engineering is transacted in English medium. The reference books and learning material are available mostly in English. This poses a different and difficult challenge for a school student, who was studying in vernacular medium and all of sudden, he encounters English on every front- classroom, labs, books and exams. Nobody has given it a thought to provide him/her a smooth transition from vernacular to Englishmedium engineering education. On the contrary, everybody expects him/her to make that transition on his/her own which is not easy.
It is here that a sort of pre-engineering skilling programme will become useful. The said programme should contain the foundational skills necessary for the students to make a smooth transition from school education to the very demanding engineering education. These skills are communicative English, computing skills and mathematics. Without a handholding in these areas, students will not be able to make the transition to engineering education and will struggle to keep pace with it. Engineering education is replete with narratives of students, who cannot keep pace with it and end up losing the opportunity to transform their lives.
The first area in which engineers need improvement is their ability to communicate in English. Since many of the students come from vernacular medium, and the curriculum, medium of instruction and examination in engineering education are in English, it is also necessary to strengthen the students with respect to English. Students hailing from vernacular medium in India are a large mass and they fail to carry out their daily operations like presentations, writing assignments/projects and writing exams (there are too many exams, by the way!). In addition, in spite of their sound technical knowledge, they perform poorly in interviews and GDs. This continues to worry us but in order to address this worrisome scenario, we should introduce a Pre- Engineering Skilling programme regarding Communicative English and prepare them for the smooth transition. What this will accomplish is that they will be able to studywell from day one of engineering and perform better in their daily interactions, assignments, presentations and eventually, in GDs and interviews.
It is the need of the hour to introduce Pre-Engineering Skilling Programme in order to prepare the prospective engineering students
It is a known fact that knowledge of technology, especially computers, is a must for one’s education and work. However, it is not emphasised enough in education programmes. At a time when ICT is changing the way we learn, do business and work, we should educate our engineers prior to their entry into proper engineering programme for the effective use of computers. This is not only necessary, but inevitable because a lot of their work is carried out on computers in the form of their assignments and presentations. They are required to prepare assignments and presentations from the first semester and this takes them by surprise. Since, they are not at all prepared for this, they resort to copying and other malpractices. If we train them in computing skills as a part of Pre-Engineering Skilling Programme, they will be ready for their daily work of presentations, assignments, etc and study better and learn better.
The knowledge of mathematics is another important factor for the engineers to succeed in their education and work. It is considered to be one of the 21st century skills. Engineering education cannot be complete without adequate mathematical ability. To enhance their mathematical ability, we may consider introducing them to vedic mathematics. If we introduce them to vedic mathematics as a part of Pre-Engineering Skilling Programme, they will be able to use it in learning mathematics better and apply mathematics better in their day-to-day transactions with engineering concepts. This will serve to compliment and strengthen their knowledge, understanding and application of mathematics in engineering education.
Therefore, it is the need of the hour to introduce Pre-Engineering Skilling Programme in order to prepare the prospective engineering students in the areas of communicative English, computing skills and mathematics so that they learn better, apply their learning better and emerge as better engineers at the end of engineering education.
About the author
Dr Haresh Tank, in the capacity of Director, is in-charge of conceptualising and operationalising initiatives with a special focus on skills development. He holds a doctorate in Statistics and is a noted Statistical Analyst. He was also nominated for Young Scientist Award. With a passion for teaching and contributing to the society, he continues to serve as Associate Professor in Statistics. As a Director, Station-e Language Lab, he has initiated several projects in the realm of skills development with government and private companies. Dr Tank is also serving as Vice Chairman, CII, Western Gujarat Zonal Council.
Keeping in view India’s unmatched growth in the field of engineering education sector, we have analysed the data based on parameters, like faculty, and we have also studied online student reviews on different education portals to take an informed decision.
Name of Institute
City
Zone
State
Ranking
Birla Institute of Technology and Science
Pilani
West
Rajasthan
1
PSG College of Technology
Coimbatore
South
Tamil Nadu
2
Vellore Institute of Technology
Vellore
South
Tamil Nadu
3
Thapar Inst of Engg & Tech
Patiala
North
Punjab
4
Veermata Jijabai Technological Institute
Mumbai
West
Maharashtra
5
RV College of Engineering
Bangalore
South
Karnataka
6
Amrita Institute of Technology & Science
Coimbatore
South
Tamil Nadu
7
Thiagarajar College of Engineering
Madurai
South
Tamil Nadu
8
MS Ramaiah Institute of Technology
Bangalore
South
Karnataka
9
PES Institute of Technology
Bangalore
South
Karnataka
10
Manipal Institute of Technology
Manipal
South
Karnataka
11
National Institute of Technology
Goa
West
Goa
12
Christ University
Bangalore
South
Karnataka
13
SRM Engineering College, SRM University
Kattankulathur
South
Tamil Nadu
14
Birla Institute of Technology, Mesra
Ranchi
East and Northeast
Jharkhand
15
SSN College of Engineering
Chennai
South
Tamil Nadu
16
Nirma University of Science & Technology
Ahmedabad
West
Gujarat
17
Sri Jayachamarajendra College of Engineering
Mysore
South
Karnataka
18
Dhirubhai Ambani-IICT Gandhinagar
Gandhinagar
West
Gujarat
19
Maharashtra Institute of Technology
Pune
West
Maharashtra
20
Symbiosis International University
Pune
South
Maharashtra
21
DJ Sangvi College of Engineering
Mumbai
West
Maharashtra
22
NMIMS College of Science & Technology
Bangalore
South
Karnataka
23
Lovely Professional University
Phagwara
North
Punjab
24
Hindustan Institute of Technology & Science
Chennai
South
Tamil Nadu
25
PSNA College of Engineering and Technology
Dindigul
South
Tamil Nadu
26
Galgotias College of Engineering of Technology
Greater Noida
North
Uttar Pradesh
27
Bangalore Institute of Technology
Bangalore
South
Karnataka
28
University of Visversvaraya College of Engineering
Bangalore
South
Karnataka
29
Andhra University College of Engineering
Vishakhapatnam
South
Andhra Pradesh
30
Banasthali University
Banasthali
West
Rajasthan
31
Indian Institute of Information Technology
Hyderabad
South
Andhra Pradesh
32
Mallareddy Engineering College
Secunderabad
South
Andhra Pradesh
33
VNR Vignana Jyothi Institute of Engg. and Technology
Hyderabad
South
Andhra Pradesh
34
CGC College of Engineering
Mohali
North
Punjab
35
Vasavi College of Engineering
Hyderabad
South
Andhra Pradesh
36
Birla Institute of Technology
Patna
East & Northeast
Bihar
37
B.S. Abdur Rahman University
Chennai
South
Tamil Nadu
38
BITS Pilani, Goa
Campus Goa
West
Goa
39
New Horizon College of Engineering
Bangalore
South
Karnataka
40
PES College of Engineering
Mandya
South
Karnataka
41
Chaitanya Bharathi Institute of Technology
Hyderabad
South
Andhra Pradesh
42
Sardar Patel College of Engineering (Andheri West)
North India is an educational hub comprising of several universities and centres of excellence. With IIT Delhi and IIT Rourkee taking the top spots, students, who wish to make their career in engineering, would look forward to get admitted in these institutions.
New Delhi
Government Institutes
Name of Institute
City
Rank Based on Public Choice
IIT Delhi
Delhi
1
DCE Delhi (DelhiTechnological University)
Delhi
10
Netaji Subash Institute ofTechnology, Delhi
Delhi
16
Faculty of Engineering(Jamia Milia Islamia)
Delhi
46
Promising Institutes
Name of Institute
City
Bhagwan Parshuram Institute of Technology
New Delhi
Guru Tegh Bahadur Institute of Technology
New Delhi
Maharaja Agrasen Institute of Technology
New Delhi
Maharaja Surajmal Institute of Technology
New Delhi
Himachal Pradesh, Jammu and Kashmir, Uttarakhand
Government Institutes
Name of Institute
City
Rank Based on
Public Choice
IIT Roorkee
Roorkee
6
NIT Hamirpur
Hamirpur
33
NIT Srinagar
Srinagar
49
Private Institutes
Name of Institute
City
digitalLEARNING
Ranking
College of Engineering
Roorkee
AA
Faculty of Engineering and Technology, Gurukul Kangri Vishwavidyalaya
Haridwar
AA
Jaypee University of Information Technology
Solan
A+
Shri Mata Vaishno Devi University
Jammu Tawi
AA
Punjab and Haryana
Government Institutes
Name of Institute
City
Rank Based on
Public Choice
PEC University of Technology
Chandigarh
19
NIT Kurukshetra
Kurukshetra
29
NIT Jalandhar
Jalandhar
39
Guru Nanak Dev Engineering College
Ludhiana
44
University Institute of Engineering & Technology
Chandigarh
45
Private Institutes
Name of Institute
City
digitalLEARNING
Ranking
CGC College of Engineering
Mohali
AAA
CT Institute of Engineering, Management & Technology
Jalandhar
A
Guru Nanak Dev University-Main Campus
Amritsar
A+
ITM University
Gurgaon
A
Lovely Professional University
Phagwara
AAA
Manav Rachna International University
Faridabad
AA
Sant Longowal Institute of Engineering and Technology
Longowal
AA
Swami Parmanand College of Engineering & Technology
Chandigarh
AA+
Thapar Institute of Engineering & Technology
Patiala
AAA+
Technological Institute of Textile and Sciences
Bhiwani
A+
Promising Institutes
Name of Institute
City
Beant College of Engineering and Technology
Gurdaspur
Chitkara Institute of Engineering and Technology
Rajpura
College of Agricultural Engg. & Technology, Punjab
Ludhiana
Agricultural University
Jalandhar
DAV Institute of Engineering and Technology
Murthal
Deen Bandhu Chhotu Ram University of Science and Technology
Jalandhar
Dr. BR Ambedkar National Institute of Technology
Bathinda
Giani Zail Singh College of Engineering and Technology
Jalandhar
Guru Nanak Dev University Regional Campus
Gurdaspur
Rayat and Bahra Institute of Engineering and Bio-Technology
Mohali
Shaheed Bhagat Singh College of Engineering
Firozpur
University College of Engineering (UCoE), Punjabi University
Patiala
University Institute of Chemical Engineering & Technology, Panjab University
Chandigarh
University Institute of Engineering & Technology
Kurukshetra
YMCA University of Science and Technology
Faridabad
IIT Roorkee is among the foremost institutes of national importance in higher technological education and in engineering, basic and applied research.
Uttar Pradesh
Government Institutes
Name of Institute
City
Rank Based on
Public Choice
IIT, Kanpur
Kanpur
4
IIT-BHU
Varanasi
7
IIIT, Allahabad
Allahabad
18
Motilal Nehru National Institute of Technology
Allahabad
27
Harcourt Butler Technology Institute
Kanpur
28
Private Institutes
Name of Institute
City
digitalLEARNING
Ranking
Accurate Institute of Management & Technology
Greater Noida
A
Amity School of Engineering & Technology
Noida
A+
Galgotias College of Engineering & Technology
Greater Noida
AAA
Institute of Engineering Technology
Lucknow
A+
Jaypee Institute of Information Technology
Noida
AA
JSS Academy of Technical Education
Noida
AA
Mangalayatan University
Aligarh
A+
Shiv Nadar University
Chithera
AA+
Promising Institutes
Name of Institute
City
Krishna Institute of Engineering and Technology
Ghaziabad
IIT Delhi was accorded the status of a university with powers to decide its own academic policy, conduct its own examinations and award its own degrees.
The region comprises of states rich in ethnic cultural heritage with linguistic diversity, which is also rich in education sector. The region has some of the best educational institutions which include IIT Kharagpur, IIM Calcutta, IIT Patna and NITs in Rourkela, Durgapur, Jamshedpur and Patna.
Assam, Bihar, Chattisgarh and Jharkhand
Government Institutes
Name of Institute
City
Rank Based on
Public Choice
Indian Institute of Technology
Guwahati
08
ISMU
Dhanbad
11
Birsa Institute of Technology
Sindri
35
National Institute of Technology
Patna
40
National Institute of Technology
Jamshedpur
42
National Institute of Foundry & Forge Technology
Ranchi
50
Promising Institutes
Name of Institute
City
National Institute of Technology
Shillong
National Institute of Technology
Aizawl
Tezpur University
Tezpur
Private Institutes
Name of Institute
City
digitalLEARNING Ranking
Birla Institute of Technology
Deogarh
A+
Birla Institute of Technology
Patna
AA+
Birla Institute of Technology
Mesra
AA+
Odisha & West Bengal Government Institutes
Government Institutes
Name of Institute
City
Rank Based on
Public Choice
Indian Institute of TechnologyIIT Kharagpur
Kharagpur
2
Jadavpur University, Faculty of Engineering
Kolkata
15
NIT Rourkela
Rourkela
20
Bengal Engineering & Science University, Shibpur
Howrah
23
NIT Durgapur
Durgapur
37
Private Institutes
Name of Institute
City
digitalLEARNING Ranking
Asansol Engineering College
Asansol
AA
BP Poddar Institute of Management & Technology
Kolkata
A+
KIIT
Bhubaneswar
AA+
Shiksha ‘O’ Anusandhan University
Bhubaneswar
A+
SDM College of Engineering & Technology
Dhavalgiri
A+
West Bengal University of Technology
Kolkata
A+
Promising Institutes
Name of Institute
City
College of Engineering & Technology
Bhubaneswar
Haldia Institute of Technology
Haldia
Kalyani Government Engineering
Kalyani
University College of Engineering (VSSUT)
Burla
IIT Kharagpur has been engaged in a steady process of development with about 18 academic departments, with fine centres of excellence.
Education is rich in the Central India with states like Madhya Pradesh and Chattisgarh being home to several education institutions. The central India is enriched with many educational institutions of national importance like IIT, IIM, IIIT, etc.
Madhya Pradesh and Chattisgarh Government Institutes
Name of Institute
City Rank
Based on Public Choice
Atal Bihari Vajpayee Indian Institute of Technology & Management
Gwalior
26
Maulana Azad National Institute of Technology
Bhopal
30
National Institute of Technology, Raipur
Raipur
47
Private Institutes
Name of Institute
City
digitalLEARNING
Ranking
Acropolis Institute ofTechnology and Research
Indore
A+
Barkatullah University-University Institute ofTechnology
Bhopal
AA+
Institute of Engineering andTechnology (DAVV)
Indore
AA
Institute of Technology andManagement
Gwalior
A+
IIIT Jabalpur (PDPM IndianInstitute of InformationTechnology Design &Manufacture)
Jabalpur
AA
Laxmi Narayan College ofTechnology
Bhopal
AA
Rungta College ofEngineering & Technology
Bhilai
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Indian Institute of Information Technology and Management (IIITM) in Gwalior, is an autonomus institute set by Government of India, MHRD, in 1997.
15 fashion technology students from New Zealand had been awarded scholarships to study in Tamil Nadu for almost two months.
According to a release from Education New Zealand, the government agency for international education in NZ, said that the government had awarded 15 students of New Zealand Institute of Fashion Technology to study at Bannari Amman Institute of Technology in Erode district of Tamil Nadu.
Ziena Jalil, Education New Zealand’s regional director for South Asia stated that, the scholarship will enable students of NZ to experience life and study in a different country and culture. It will also increase the flow of new ideas and new thinking between the two countries and will further lead to reciprocal research and business opportunities.
Students will be introduced to aspects of yarn, textile and fashion design and manufacturing. They will also be given opportunities to undertake research and recreate a high fashion garment for their design and production challenge during their stay in Erode.
