In every corner of India, and especially in the education-driven state of Kerala, the engineering journey begins in thousands of households with ambition, confusion, and often, compromise. Meet four individuals, each at a different stage in life, each confronting engineering in their way—and each unknowingly caught in the same crisis.
Person 1: The Confused Student at the Crossroads
A higher secondary student is asked to make a life-defining decision: MBBS or B.Tech. He opts for engineering—not because he’s passionate about machines or coding, but because he fears blood. He doesn’t know what engineering truly entails, nor does he understand the difference between electrical, civil, or computer science. All he knows is that B.Tech is the default alternative. His journey into engineering begins not with clarity, but with compromise.
Person 2: The Overwhelmed Engineering Undergraduate
In his third year of B.Tech, this student finds himself buried under a mountain of backlogs, assignments, internal exams, and mini-projects. He spends more time copying lab records and attending remedial classes than solving problems or building anything meaningful. His confidence erodes as his dream fades. Nobody ever told him that engineering wasn’t just about passing semesters, but about acquiring skills and a mindset. Now, he’s stuck in the rituals of a system that seems more like a factory than a forge.
Person 3: The Disillusioned Graduate
Degree in hand but no job in sight, this engineering graduate scrolls through job portals looking for anything, even if it means giving up the field he studied for four years. “Should I do an MBA?” he wonders. Or perhaps try medical coding, or move to the Gulf like his cousins? What went wrong? He scored decently, completed his project, and followed the curriculum. Yet here he is—another name in the growing list of engineering graduates unsure of where they belong.
Person 4: The Midlife Engineer with a Midlife Crisis
Now in his 40s, working as a software engineer in Australia, he has a house, a car, and a family—but no idea why he’s doing what he’s doing. Deep down, he wanted to be a lawyer. But when he was 17, his parents told him, “Engineering is safe.” So he became a computer science graduate. Decades later, even in the comfort of success, he feels lost. The career built on someone else’s dream has given him a life, but not fulfillment.
These four people are not anomalies. They are symptoms of a deeper issue. Engineering, once seen as the backbone of national development, has now become a confused, crowded, and poorly navigated pathway. A path that fails to identify talent, nurture creativity, or deliver on its promise of building problem-solvers for society.
So the question isn’t just personal—it’s systemic: Why has engineering stopped making engineers?
This article explores the cracks in our education system, particularly in Kerala, where engineering remains one of the most pursued yet least understood professions. Through data, observations, and insights, we examine how the system is failing its students and what can be done to reclaim the true spirit of engineering.
1. Who Is an Engineer and Who Shall Become an Engineer?
An engineer is fundamentally a problem solver—someone who applies scientific principles and creativity to design solutions for human needs. Whether it’s a bridge, a medical device, a mobile application, or a water treatment plant, an engineer builds with purpose, always thinking of how things can be done better, faster, cheaper, and more sustainably.
However, in India, engineering has become more of a default option than a passion-driven career choice. Students often pursue engineering not because they are curious about machines, code, or design, but due to societal pressure, parental expectations, or lack of awareness of alternatives. This trend is especially pronounced in Kerala, where education is highly valued and engineering colleges are widespread.
The question is not just *who becomes an engineer*, but *who should?* Ideally, those passionate about creating, a drive to solve problems, and a genuine interest in technology should pursue engineering. But the system seldom identifies or nurtures such traits.
2. What Data Shows About Engineering Graduates and Their Employability
The statistics are alarming and revealing.
According to a 2023 report by NASSCOM and the India Skills Report, only around 48% of engineering graduates in India are employable in roles that require core engineering skills. In states like Kerala, where engineering seats are abundant, the employability figure dips even lower when filtered for core technical roles.
The Kerala Technological University (KTU), which governs engineering education in the state, has witnessed high pass percentages but a disproportionately low number of campus placements, especially in mechanical, civil, and electrical streams. Thousands of graduates are forced to either look for non-technical jobs, migrate to the Gulf, or prepare for government exams unrelated to their education.
The All India Council for Technical Education (AICTE) has, in several reports, acknowledged this mismatch between output and industry relevance. Graduates are technically qualified on paper but not job-ready.
This is not merely a matter of individual failure—it is a systemic failure.
3. How the System Is Failing to Make Engineers Needed for Society
Engineering education in India, and particularly in Kerala, suffers from multiple layers of structural inefficiency:
– Over-theoretical Curriculum: Despite the noble intentions behind the syllabus design, the actual delivery of content is too theory-heavy. Classrooms are focused on solving equations on blackboards rather than simulating or testing real-world engineering scenarios.
– Outdated Laboratories and Infrastructure: Many colleges still operate labs with outdated equipment or simulation software that is no longer used in the industry. Students often complete “lab work” by observing demonstrations rather than engaging in hands-on experimentation.
– Inexperienced Faculty with Limited Industry Exposure: While Kerala boasts a large number of PhD-qualified faculty members, very few of them have actual industry experience. As a result, they fail to bridge the gap between theory and practice. Teaching becomes exam-focused, not application-driven.
– No Strong Academia-Industry Interface: Collaborations with industries remain rare. Students get little exposure to how engineering principles are applied in factories, startups, or public infrastructure projects. Even internships are poorly structured and often reduced to certificate-collection exercises.
– Marks over Mastery: The obsession with grades, GPAs, and university ranks has created a learning culture that rewards memory over mastery. Students focus on what is “important for the exam” rather than what is important for engineering.
As a result, students graduate with degrees but without the confidence or competence to design, troubleshoot, or build.
4. How Students Can Prepare Themselves to Be Relevant and Capable Engineers
While systemic reforms are essential, students themselves need to rise to the occasion. Waiting for the system to change is not enough—proactive self-preparation is the need of the hour.
– Prioritize Fundamentals: Subjects like mechanics, circuits, thermodynamics, and coding form the foundation of every branch of engineering. Do not skip or mug them up for exams—understand and apply them.
– Build Projects—Even Simple Ones: Whether it’s an Arduino-based temperature monitor or a website, the process of building will teach you far more than a hundred lectures.
– Intern Early and Often: Look for internships—even unpaid ones—that give you real exposure. Learn how industries work, how engineers operate, and what skills are in demand.
– Leverage Online Learning: Platforms like NPTEL, Coursera, and edX offer industry-oriented courses often taught by IIT professors or global experts. Use these to fill the gaps left by your classroom.
– Participate in Hackathons, Technical Fests, and Competitions: These events challenge you to solve real problems under pressure. They simulate the challenges engineers face in the workplace.
– Talk to Engineers in the Field: Reach out to alumni or working professionals. Learn what the job demands and compare it to what you’re learning. This reflection will guide your preparation.
Kerala students are known for their intellectual caliber—what they need now is direction and practical exposure.
5. How Engineering Fundamentals Form the Soul of Engineering
No engineering structure—whether a dam, drone, or data model—stands without a foundation. The soul of engineering lies in its fundamentals. Yet, this is precisely where the current system falters.
Professors often rush through the basics, viewing them as a preamble to “important” topics. But in truth, mechanical advantage, Ohm’s law, Bernoulli’s principle, Fourier’s theorem, and Newton’s laws are the lifeblood of real-world engineering. Without internalizing these principles, students cannot apply them, nor can they innovate upon them.
For example, a mechanical engineer who doesn’t deeply understand thermodynamics will struggle in HVAC design or energy systems. An electronics engineer with a weak grasp of circuit theory will find it hard to debug even basic hardware.
Professors must revisit their teaching methods. Instead of confining themselves to the syllabus, they should adopt a “concept-to-application” model—explain how the principle works, where it is used, and let students try applying it themselves.
The cost of neglecting this is high: not just for students, but for society. We end up with bridges that crack, software that crashes, and systems that fail—because the people who built them never learned to connect principles with practice.
Conclusion: Reclaiming the Engineer Within
Engineering in India, and in Kerala in particular, is in urgent need of introspection. As we’ve seen through the lives of four different individuals, this is not just a policy issue—it’s a deeply personal one. Each of them represents a phase in a journey that’s become too common, too compromised, and too disconnected from the purpose of engineering.
To the student who chose engineering just to avoid blood:
It’s not too late. Take time to understand what each branch of engineering truly offers. Reach out to professionals, attend webinars, and explore your own interests beyond just what’s taught in class. Choosing a stream shouldn’t be about fear—it should be about fascination. If you already stepped in without knowing why, now is the time to start asking that question.
To the overwhelmed B.Tech student drowning in backlogs and rituals:
Pause. Step back. You are more than your grades. Focus on rebuilding your fundamentals. Take one concept, one project, one skill—learn it well. Intern, collaborate, ask questions, and explore online platforms for real-world learning. Engineering was never about rote learning; it’s about problem-solving. The system might not help much, but you can help yourself by shifting from passive learning to active doing.
To the disillusioned graduate scanning job portals for anything that pays:
Don’t chase a title—build a skill. Consider short-term upskilling in areas like data analytics, design tools, or even core software relevant to your branch. Certifications can help, but projects prove your worth. If you’re thinking of an MBA or coding, ask yourself: will it lead you closer to your interest, or is it just another escape? Re-align with your core strength and build from there.
To the midlife engineer who became what he never wanted to be:
You have experience. You have reached. Now, reclaim your passion. You may never enter a courtroom as a lawyer, but perhaps you can advocate for young engineers, mentor students, or even pivot toward roles that involve communication, training, or policy. Your dissatisfaction can become someone else’s compass. Use your success as a platform for significance.
And to those just beginning this journey, take these lessons to heart. Engineering is not a backup plan. It is a calling that requires curiosity, creativity, and the courage to build. Don’t choose engineering because it is “safe.” Choose it because it is exciting, evolving, and essential to solving real human problems.
In Summary:
– Engineering education has become more about ritual than relevance.
– Fundamentals, application, and real-world problem-solving must return to the center of learning.
– Students must take charge of their learning paths in a system that often fails them.
– Faculty and institutions must evolve from mere teaching to mentoring, from syllabus delivery to industry alignment.
– And society, including parents, must stop treating engineering as a status symbol and start respecting it as a skillset.
It’s time to reimagine engineering—not as a degree to be obtained, but as a discipline to be lived. Only then can we make engineers who don’t just pass exams, but who shape the world.
This article was published in the magazine ELEVATE 2025, under Progressive Professional Forum (PPF) CARE Kuwait on 16 May 2025.
Mujeeb Patla™ 