In Tamil Nadu, there has been a worrying trend in engineering colleges where faculty members are teaching subjects they have no practical experience in. This is especially concerning in the field of civil engineering, where students are expected to learn about designing and constructing bridges, among other things, from teachers who have never actually been part of building a bridge.

A former civil engineering student from Gobichettipalayam, now aged 25, is currently employed as a skilled labourer in Coimbatore City, working on the installation of Jio Fiber networks. Despite spending a staggering Rs 6 lakh (approximately) on his civil engineering degree, the candidate was disillusioned with the quality of education he received. He claims that his teachers lacked sufficient training and knowledge and that he learned almost nothing about construction during his course. Consequently, he found himself unable to answer technical questions during job interviews and remained an unemployed civil engineer. With no other job opportunities, the candidate was forced to take up a job as a skilled laborer for a monthly salary of just Rs 15,000. This case highlights the inadequacies of the current engineering education system in Tamil Nadu and raises concerns about the future prospects of students who are investing significant amounts of money in higher education.

One of the root causes of this problem is the disconnect between what is taught in the classroom and the skills that are needed in the real world. Many engineering colleges in Tamil Nadu have teachers who lack practical experience and are unable to impart the necessary skills to their students.

This situation begs the question: where is the state of Tamil Nadu heading if engineering colleges continue to rely on faculty members without relevant industry experience?

This is where challenge-based learning (CBL) in civil engineering can make a difference. CBL is an approach to learning that puts students in the driver’s seat, allowing them to tackle real-world problems in a collaborative and innovative way. By giving students the opportunity to work on real-world challenges, CBL provides them with the skills and experience they need to be successful in the workforce.

For example, a civil engineering course could focus on designing and building a bridge over a river that will withstand natural disasters like floods and earthquakes. Students would work in teams to research and develop a design, source materials, and construct the bridge. They would be responsible for managing their budget, communicating with stakeholders, and ensuring that the bridge meets safety standards.

By working on a project like this, students would develop a range of skills that are highly valued in the workforce. They would learn how to collaborate with others, manage a project, communicate effectively, problem-solve, and think critically. They would also gain practical experience in the field of civil engineering and be able to demonstrate their skills to potential employers.

Implementing CBL in civil engineering courses would require a shift in the way that teaching is approached. Teachers would need to act as facilitators rather than instructors, guiding students through the learning process and providing support when needed. They would also need to have practical experience in the field of civil engineering so that they could provide students with the guidance and mentorship they need to succeed.

The Tamil Nadu government has several departments working on projects related to civil engineering, such as building roads, bridges, water tanks, homes, and office buildings, as well as managing drainage systems and providing drinking water. By including student teams in these projects, the government can bring transparency to the quality of the work, which will increase the trustworthiness of the project.

It is to be noted that students may not be given the opportunity to design and construct on their own; however, they can be given the opportunity to join the team executing the project as per the design. When students are part of the project team, they learn more practical aspects of the project. This approach can also help in addressing the issues faced by villages in Tamil Nadu, where there is a lack of proper infrastructure facilities.

For instance, consider a village where there is a shortage of drinking water supply. The government can take up the project of constructing a water tank to provide a sustainable water supply to the village. The student teams can be involved in the construction process, which will provide them with hands-on experience and exposure to real-world problems.

Moreover, students can monitor the construction process and check for quality, which can bring transparency and accountability to the project. This can further ensure that the project is executed efficiently and effectively, meeting the requirements and expectations of the villagers.

Author

rk.suresh@learnglobe.in