This paper aims to discuss students’ assessment of quality related issues in engineering education in India.,The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students’ experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues.,The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India.,The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students’ assessment of the quality of engineering education.

中文翻译：

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学生对印度工程教育质量的评估：实地调查的证据

本文旨在讨论印度工程教育中学生对质量相关问题的评估。本文使用了2009-2010年印度德里的1178名本科工程学学生的主要调查数据。使用描述性统计和相关性来讨论学生对课堂教学方法，评估模式，学生在课程中获得的技能以及学生参与课堂教学以外的其他活动等四个重要方面的经验和看法，并使用描述性统计和相关性来检验研究发现，与技术演示和实验室工作相比，讲授方法在工程院校的教学中仍占主导地位。大约一半的工科学生报告说，他们在整个学习计划中从未经历过任何现场工作或工业考察。与私人机构相比，政府机构更普遍地让学生参与课堂教学以外的活动（例如，从事研究项目，参加工程实习，学习外语和选择跨学科课程）。研究结果表明，工程机构（特别是私立大学）应将其重点从传统的教学和学生评估方法转变为交互式学习方法，以提高印度的技术教育质量。文献表明，印度工程技术教育的质量评估主要基于从学生以外的利益相关者那里收集的信息。因此，本研究通过考虑学生对工程教育质量的评估，为现有文献提供了新的维度。