Technical education has long been recognised as a crucial driver of economic growth and social progress. Despite significant growth and investment in technical education over the past decades in Nepal, its quality, however, remains a significant challenge.
The self-financed quantitative expansion of engineering education in Kerala since the beginning of the 2000s should not be seen as a logical expansion consistent with demand and supply. Rather it should be primarily seen as qualitative, contributing to a change in the meaning of what engineering education is and has historically been. The qualitative aspect of this expansion