Recent development in undergraduate computer engineering education: Indian scenario

Abstract

India, being a developing country, is also growing at lightning speed, where technology also plays an important role. Software and hardware are intricately linked as far as information systems are concerned, and as a result, there is considerable need for a rapidly developing field of computer-linked technology in our country. Due to their potential experience in data science, big data, artificial intelligence, and machine learning, the aspirants of computer engineering have good expected pay, thus they need proper education and training in software development, and system database administration to keep pace with technology. In the Computer Science and Engineering (CSE) domain, a vigorous system curriculum development process is basic and sanctifies the institutionally quirky and rapidly evolving field of Computer Science from programming and networking to the newest areas in the discipline. Following the All India Council for Technical Education (AICTE) curriculum, this study speaks of the Regulation 18 (R18) curriculum of one such autonomous engineering institute, located inWest Bengal. A comparative background study analyzing curricula from several universities to assess variations and best practices was performed. This analysis is especially suited to self-financed institutions, as more than 80% of India’s 4000+ engineering colleges are owned by the private sector. According to Outcome-Based Education, the R18 curriculum is to include all core CSE subjects with a wide allowance for flexibility in the teaching-learning process as per the norms of AICTE. Certain shortcomings were pointed out in the feedback from stakeholders; hence, it will drive the changes in the present Regulation 21 (R21) curriculum under the New Education Policy (NEP) 2020. This paper also gives a comparative study of the two curricula, R18 and R21, and discusses results in detail with graphs that can be interpreted easily. It helps understand how curricula evolve to become synchronized with industry requirements, endowing graduates with requisite competencies in the shifting paradigm of technology.