Universal Engineering and Science College, affiliated with Pokhara University, is an independent, coeducational, privately funded institution offering engineering and science programs under the KMC educational network. The college provides courses in BE Civil and BE Computer. With 28 years of experience in the engineering field, Er. Besh Raj Thapa serves as the Principal of Universal Engineering and Science College. The college is dedicated to enhancing its academic standards and physical facilities to attain greater success. He shares his perspective with College Readers.

What is the vision of Universal Engineering and Science College? And what steps are being taken to accomplish it?

Our primary goal is to cultivate proficient engineering professionals to contribute to the nation's infrastructure development. Emphasizing practical exposure is crucial for achieving this objective. The initiation of our research endeavor, International Research for Applied Science (ICAST), marks a significant step. Setting ourselves apart, we offer internship opportunities to our graduates, a move that has been well-received by students. Currently, our programs in civil and computer engineering entail a two-week internship, with plans underway to extend it to a month. Beyond the core curriculum, we impart instruction in diverse programming languages, offer training sessions, and foster engagement in social initiatives. Additionally, we conduct annual workshops for final-year students, focusing on CV writing skills, consultancy job prospects, and the potential for pursuing postgraduate studies abroad. We guide students on opportunities within construction sites, governmental bodies, international non-governmental organizations (INGOs), corporations, and software development firms. Our guiding principle, encapsulated in KAS (Knowledge, Aptitude, Skill), allocates 70% weightage to knowledge, 10% to aptitude, and 20% to skills, ensuring that graduates embody these essential attributes.

In recent years, many students have been going abroad for higher studies. What challenges does this trend bring to the field of engineering?

The primary issue is that students often perceive life in a foreign country as glamorous and effortless, influenced by peers and seniors showcasing picturesque moments on social media. Parents, too, have adopted a mindset where investing in their child's visa guarantees a prosperous future, assuming that even if their child does not study, they will eventually earn and travel the world with them. This perspective is flawed. Opting for a bachelor's degree with a 100% scholarship is advisable; otherwise, pursuing studies in Nepal based on personal interests is recommended. Pursuing a master's degree is preferable as compared to those who venture abroad after completing their 12th grade, where only a mere 10% manage to finish their studies, with the rest abandoning their education midway. In due course, they may recognize the significance of education, but by then, it's often too late. Therefore, parents must grasp that securing a job is not the sole purpose of education; they could become entrepreneurs and generate employment for numerous individuals, a perspective often overlooked. Overseas, individuals must work to afford university fees, and when financial strain mounts, they may shift to community colleges to cut costs, maintain their visa status, and secure permanent residency, leading to potential complications in the future. It is imperative for everyone to collaborate towards rectifying this situation; otherwise, Nepal's economic state may deteriorate further.

Sir, are you suggesting that students in Nepal should first complete their bachelor's degree before considering studying abroad to maximize the benefits they receive?

Yes, that's correct. Undergraduates receive more scholarships. Additionally, they can seek employment since they already hold a bachelor’s degree. Students pursuing education after completing high school lack skills, are young, and are more prone to making poor choices. One issue is the perception that education in Nepal is not internationally recognized, however, both small and large universities worldwide acknowledge the value of Nepalese degrees. Nevertheless, individuals should possess skills and aptitude in addition to their degree.

There is a belief that the low pass rate of students in engineering is one of the main reasons that students don’t want to study it. Is it true that the system is unable to modify certain evaluation criteria?

Yes, we must acknowledge this. Currently, students are assessed through a 3-hour exam. To enhance this process, we have introduced the practice of reviewing assignments. I am part of the academic committees at both Pokhara and Tribhuvan Universities. These institutions are transforming. The primary issue leading to unemployment is the lack of essential skills; hence, internships have been initiated as a remedy. Pokhara University has already implemented this initiative since the previous year. Additionally, there is a need for modifications in the evaluation methods. There exists a mindset advocating for strictness and failure to aid students in their improvement. By fostering a collective effort, we can potentially boost the pass rates. Another contributing factor to the low success rates is the tendency of engineering students to focus more on applying to universities in the USA and Australia rather than on their studies. Therefore, I urge parents to motivate their children to prioritize academics once they have enrolled until they complete their education.

What are the benefits of studying engineering at Pokhara University?

Firstly, universally recognized courses are practical, include mandatory internships, and notably, can be finished within 4 years; students actually receive their degrees before the 4-year mark. We release a calendar every 5 years containing details about class commencement, exams, and results and adhere strictly to it. This ensures students need not be concerned about wasting time. The courses are regularly updated to meet the demands of the contemporary world.

Can you please share a success story of an undergraduate who is excelling in their field after graduating from Universal Engineering Science College?

Our institute was established in 2000, and the engineering program commenced in 2012. This led to our first batch of undergraduate students graduating in 2016. Over the past 8 years, though not an extensive period, two of our students have pursued PhDs and engaged in research abroad, showcasing the global recognition of our curriculum. These individuals now hold leadership positions in research institutions. Approximately 15-20 students have ventured into the government sector, making steady progress, with some achieving second-class distinctions. In the realm of entrepreneurship, some have ventured into the construction industry, while others have established consulting firms employing 20-30 individuals.

Two years ago, we initiated an alumni network to track the progress of our former students. Currently, Universal Engineering and Science College is focused on enhancing quality standards. We organize national and international conferences annually, with our students actively participating in various seminars, conferences, and expos. Additionally, we are in the process of publishing journals, with 20-30 articles already featured in reputable publications online. We have signed memorandums of understanding with 22-23 organizations, including research centers, national funding agencies, Nepal's engineering association, consulting firms, Nepal's geological society, and the geotechnical society. Recently, we conducted a one-week teacher training program on professional teaching skills.

Our institution is engaged in numerous activities and projects, including the successful completion of a UN project. We host two seminars monthly, focusing on computer engineering and civil engineering, respectively. We maintain strong collaborations with foreign universities and international companies like I-MAC of Japan. Starting this year, one student annually will have the opportunity to travel to Japan for a two-week program fully funded by the company, a unique opportunity exclusively available to our undergraduate students. This initiative, known as the Japanese Science and Technology Program, is provided by Ehime University. Additionally, Pokhara University offers credit transfer options for interested students.

What message would you like to convey to engineering aspiring students?

One important point for students to grasp is the ample opportunities available in the field of engineering. I am not suggesting that engineering is a mandatory choice; rather, students should opt for a subject that aligns with their interests. However, acquiring an education and a degree is essential. It is crucial for students not to succumb to parental pressure or choose a field based solely on family influence. Researching courses and subjects thoroughly, and committing to a decision once made, is vital. Switching from engineering to pursuing studies abroad or entering the medical field afterward is not advisable. Engineering, in my opinion, is relatively straightforward to learn - while gaining admission may be challenging, the coursework itself is manageable once you are in. Attending classes consistently from day one, avoiding absences, and revising the material at home is key to success. By following this approach, students can navigate through engineering studies successfully. Parents should actively monitor their child's attendance and progress. The foundation of education rests on three pillars: instruction from professors, self-study by students, and oversight from parents.