A Critical Analysis of Software Education in India for

Undergraduate Students

Deepak Gupta

, Ajay Suryavanshi

and Deepak Singh Rana

Graphic Era Hill University, Dehradun, India

Bundelkhand Institute of Engineering and Technology, Jhansi, India

Graphic Era Deemed to be University, Dehradun, India

Keywords: Global Technology, Information Technology, Skill Gap, SE Industry, Software Engineering Education.

Abstract: In today's digital landscape, multinational corporations play a central role in shaping contemporary software

development, which has emerged as a pivotal sector in the global economy. Traditionally dominated by

European and American firms, the software development industry has witnessed India's rapid ascent, fuelled

by the information technology revolution. However, despite the growing demand for skilled software

professionals, there exists a significant disparity between the skill set acquired by graduates of Software

Engineering Education (SEE) programmes in India and the requirements of the industry. This paper sheds

light on the current state of undergraduate software engineering education in Indian universities and the

critical issues contributing to the widening skill gap. Addressing these challenges is imperative to bridge the

divide and ensure the alignment of SEE with the evolving needs of the software industry.

1 INTRODUCTION

Since its formal recognition as a discipline at the

NATO conference in 1986, Software Engineering

(SE) has witnessed significant advancement,

evolving into a recognised profession and flourishing

industry. In India, where the software industry is

burgeoning, there is a pressing demand for skilled

professionals. However, despite this growth,

Software Engineering Education (SEE) struggles to

meet the industry's requirements. A McKinsey Global

Institute study highlights that while India annually

produces a substantial number of engineering

graduates, only 25 percent possess employable skills.

Multinational corporations frequently encounter

deficiencies in technical competencies, English

fluency, and teamwork abilities among Indian

engineering graduates. The overall decline in

educational quality, excluding top universities,

exacerbates this issue. Consequently, the computing

industry in India expresses dissatisfaction with the

standards of graduates emerging from colleges and

universities. Addressing these challenges is crucial to

bridge the gap between industry demands and

educational provisions in the field of software

engineering.

2 FINDINGS & ANALYSIS

In recent years, the proliferation of engineering

colleges in India has mirrored the rapid growth of

wild mushrooms. The numbers soared from

approximately 1,500 colleges in the 2006-2007

academic year to a staggering 3,300 by 2014-2015,

with lakhs of colleges currently in operation.

However, despite this exponential growth, the quality

of education has been steadily declining. Software

Engineering (SE) training at the undergraduate level

has been reduced to just one or two courses

throughout the entire four-year engineering

programme, alongside similar limitations in MCA

and other three-year computing programmes. The

lack of practical relevance in teaching, combined with

an emphasis on rote learning and theoretical expertise

over practical skills, exacerbates this issue.

The existing SE curriculum suffers from

numerous drawbacks, including a failure to

incorporate core Knowledge Areas (KAs) and a lack

of standardisation. Treating the computing discipline

as a whole at the undergraduate level fails to

adequately address the diverse specialisations within

SE, hindering graduates' abilities to meet industry

demands. Furthermore, there is a glaring absence of

guidelines for non-classroom activities and project

work, limiting students' exposure to real-world

Gupta, D., Suryavanshi, A. and Rana, D.

A Critical Analysis of Software Education in India for Undergraduate Students.

DOI: 10.5220/0012871200003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 483-485

ISBN: 978-989-758-723-8

483

scenarios and collaborative learning opportunities.

Additionally, the lack of certification for SE

professionals exacerbates the variations in graduates'

competencies across institutions.

The consequences of these shortcomings are far-

reaching. The industry's demand for skilled

professionals is not being met, leading to a widening

gap between industry requirements and graduates'

skill sets. The disconnect between theoretical

knowledge and practical application hampers

graduates' ability to transition seamlessly into the

workforce, hindering their professional growth and

the overall progress of the SE industry in India.

One of the fundamental issues lies in the

instructor's inability to bridge the gap between theory

and practice. Many teaching personnel lack practical

experience in industrial settings, despite their

theoretical expertise in their respective subject

domains. In India, the education system prioritises

marks over practical learning, leading students to

memorise information without gaining a deeper

understanding or practical skills. As a result,

graduates enter the workforce ill-prepared, lacking

the necessary skills and competencies to excel in the

field of SE.

The lack of an organising principle further

compounds these issues. An organising principle

provides focus and specialisation within the

curriculum, enabling graduates to develop expertise

in specific areas of the discipline. However, the

absence of such a principle leaves graduates without

specialised skills, limiting their career prospects and

research opportunities within the SE industry.

Additionally, the failure to instil a culture of

innovation within the curriculum stifles students'

creativity and entrepreneurial spirit, hindering the

industry's ability to adapt and innovate in a rapidly

evolving technological landscape.

Furthermore, the existing SE curriculum lacks

standardisation and coordination at the national level,

leading to variations in the quality and content of

education across institutions. Without a common

policy and priority, the emphasis on SE varies widely

among institutions, resulting in disparities in

graduates' abilities and exposure to industry-relevant

skills. This fragmentation inhibits the development of

a cohesive and internationally competitive SE

workforce in India.

To address these challenges, comprehensive

reforms are needed at both the institutional and

national levels. A specialised SE undergraduate

programme, focusing on core and specialised KAs,

should be introduced to ensure that graduates are

equipped with the necessary skills and competencies

to meet industry demands. Standardisation of the

curriculum and certification of SE professionals are

also imperative to ensure consistency and quality

across institutions. Additionally, guidelines for non-

classroom activities and project work should be

established to provide students with practical

experience and industry exposure. By prioritising

practical learning, fostering innovation, and

promoting collaboration between academia and

industry, India can develop a skilled and competitive

workforce capable of driving the growth and

innovation of the SE industry in the digital age.

3 RECOMMENDATIONS

The future of engineering graduates in India appears

grim, attributed to the subpar education quality in

private colleges and the stagnant or declining demand

for engineers. To address this pressing issue, several

serious measures must be undertaken:

• Introduce separate Software

Engineering (SE) undergraduate

programmes to prepare graduates as

new-generation software engineers and

SE entrepreneurs.

• Develop a unified SE curriculum for

universities and colleges across India to

ensure consistency and quality in

education.

• Base the SE curriculum design on

desired outcomes, focusing on

equipping graduates with practical skills

and industry-relevant knowledge.

• Strike a balance between covering

essential content and fostering

innovation by providing flexibility

within the curriculum.

• Ground the curriculum in real-world

applications to enhance its relevance and

applicability in professional settings.

• Regularly review and update courses and

curriculum to keep pace with evolving

industry trends and technological

advancements.

• Integrate business and entrepreneurial

aspects into the curriculum to equip

graduates with the skills needed to thrive

in the competitive SE industry.

By implementing these measures, India can

revitalise its engineering education system, better

aligning it with industry demands and equipping

graduates with the skills and knowledge needed to

succeed in the evolving job market.

4 CONCLUSION

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

484

In conclusion, a robust curriculum serves as the

cornerstone of academic excellence, particularly in

dynamic fields like Software Engineering (SE).

Bridging the gap between theoretical knowledge and

industry practices is imperative to prepare graduates

for success in the SE industry. The recommendations

outlined for curriculum design provide valuable

insights for reshaping existing computing

programmes into specialised undergraduate SE

programmes. By aligning learning outcomes with

industry demands, integrating real-world

applications, and fostering innovation and

entrepreneurship, universities can equip graduates

with the skills and competencies needed to thrive in

the ever-changing landscape of SE. Embracing these

recommendations will not only enhance the quality of

SE education but also empower graduates to make

meaningful contributions to the industry, driving

innovation and growth in the digital age.

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