TEQIP, the Technical Education Quality Improvement Programme, was a long-running Government of India project, co-financed by the World Bank, to improve the quality of engineering education. Over three phases from 2003 to 2021 it funded selected colleges in return for reforms in governance, teaching, research and accreditation. This explainer covers how TEQIP worked, what it changed (including at SJCE Mysuru), where it fell short, and what has replaced it.
- What: a Government of India programme, co-financed by the World Bank, to raise the quality of engineering institutions.
- Phases: TEQIP-I (2003–2009), TEQIP-II (2010–2016), TEQIP-III (2016/17–2021).
- Model: competitive selection of institutions; grants tied to reform commitments and measurable results.
- SJCE: Lead Institute in Phase I (Rs. 20 crore); Rs. 12.5 crore in Phase II.
- Successor: the MERITE scheme, approved by the Union Cabinet in August 2025.
What TEQIP was
TEQIP was designed as a long-term programme of roughly ten to twelve years, delivered in phases. A Lok Sabha answer from August 2011 describes it this way. Responsibility at the national level sat with the Ministry of Human Resource Development (now the Ministry of Education), through a National Project Implementation Unit (NPIU). Participating states had their own project units.
TEQIP did not fund every college. Institutions applied, were assessed and, if selected, signed up to an institutional development plan with targets. Funds paid for equipment, labs, faculty development, research and student support. In return the institution had to make changes: greater academic and administrative autonomy, governing boards with real authority, transparent procurement and finances, accreditation, and regular reporting on outcomes.
Why India needed it
Engineering education in India expanded quickly from the late 1990s, with thousands of new colleges. Quality varied widely. Many institutions had vacant faculty posts, outdated labs, little research and centralised governance that left them few decisions of their own. Graduate employability became a national concern. TEQIP tried to show, in a set of institutions, that money combined with governance reform could raise quality, and that the model could then spread.
The three phases at a glance
| Phase | Period | Scale (as officially reported) | Main emphasis |
|---|---|---|---|
| TEQIP-I | March 2003 – March 2009 | Rs. 1,339 crore; 127 institutions in 13 states | Academic excellence, networking of institutions, service to community and economy |
| TEQIP-II | August 2010 – 2016 | Rs. 2,430 crore total cost | Employability, scaling up PG education and demand-driven R&D, centres of excellence, faculty training, institutional management |
| TEQIP-III | 2016/17 – September 2021 | Rs. 3,600 crore outlay announced (incl. possible additional financing) | Focus on low-income, hill and north-eastern states; accreditation, faculty, student learning, governance |
Figures are from the government’s 2011 Lok Sabha reply for Phases I and II and from the 2016 Cabinet approval for Phase III, as reported. The World Bank’s own documents give TEQIP-III a net commitment of around US$176 million at restructuring, with the closing date extended to 30 September 2021.
TEQIP-I: proving the model
The first phase ran from March 2003 to March 2009. It selected institutions from 13 states, including centrally funded ones, through competition. Its three streams were promoting academic excellence in individual institutions, networking institutions so that stronger “lead” colleges supported weaker ones and shared resources, and improving the quality and reach of institutions’ services to the community and economy. That is why some colleges, SJCE among them, were described as lead institutes: they were expected both to improve themselves and to work with others.
TEQIP-II: postgraduate education and research
The second phase began in August 2010. It kept the focus on producing employable engineers but added explicit support for scaling up postgraduate education and demand-driven research and innovation, establishing centres of excellence, training faculty and improving institutional management. Autonomy and governance reform remained central expectations. Many funded colleges used the money for research equipment, PG labs, faculty doctoral study and industry-linked projects.
TEQIP-III: a shift to the states that needed it most
The third phase, approved in 2016, was a deliberate change of direction. It concentrated on institutions in focus states: low-income states such as Bihar, Jharkhand, Madhya Pradesh, Rajasthan, Chhattisgarh and Uttar Pradesh, the hill states, the north-eastern states and the Andaman and Nicobar Islands. It also worked with affiliating technical universities on examination reform and management information systems. Funds were released to institutions by direct transfer. Institutions in other states also took part. The World Bank’s monitoring tracked “focus” and “other” states separately, but much of the attention, including mentoring by better-performing institutions, went to the focus states.
How the money and the conditions worked
TEQIP’s distinctive feature was that it tied money to reforms. Typical commitments included:
- Autonomy: Institutions were pushed towards academic autonomy (their own syllabus and examinations) and greater financial and administrative autonomy.
- Governance: Empowered boards of governors, published annual reports and audited accounts.
- Accreditation: Applying for and obtaining NBA accreditation for eligible programmes.
- Faculty: Filling vacancies, training in teaching methods and subject knowledge, and funding conference participation and research.
- Students: Remedial teaching for weaker students, soft-skills and employability training, and preparation for exit exams such as GATE.
- Procurement: Following prescribed procurement rules and reporting through project management systems.
Institutions were monitored against indicators such as accreditation, student transition rates, research output and fund utilisation. Under-performance could reduce later allocations.
SJCE and TEQIP
Sri Jayachamarajendra College of Engineering in Mysuru took part from the first phase. Its 2014 website described it as “selected as Lead Institute for Assistance by World Bank under TEQIP Scheme” and said it received a grant of Rs. 20 crore. Phase I’s objectives at the college were described as improving infrastructure, learning outcomes and the employability of graduates.
The college then received Rs. 12.5 crore under TEQIP-II. Its stated aim was to “scale up post graduate education & demand driven R & D and innovations”. The college’s TEQIP page said its Phase II proposal had been awarded the highest marks in the country. We report this as the college’s own claim. The 2014 site also carried TEQIP newsletters and news of TEQIP-funded activities. The college’s later 50-year report mentions TEQIP-III grants being used for a high-performance computing facility. You can read more on our TEQIP page and in the history of SJCE.
TEQIP’s emphasis on autonomy matched SJCE’s own path. The college became autonomous from 2007–08, in the middle of the TEQIP era. Our explainer on autonomous colleges covers what that means for students.
What changed: the evidence
Official reporting points to several improvements, though these figures come from the programme’s own monitoring rather than independent evaluations:
- Research: The government told Parliament in 2011 that a World Bank study found a nine-fold increase in research at TEQIP-I institutions, along with substantial improvements in academic governance, faculty development and infrastructure.
- Accreditation in TEQIP-III: By the December 2020 review, the World Bank’s restructuring paper reported that about 54% of undergraduate programmes in focus-state institutions, and about 60% in other states, were accredited or had applied.
- Inclusion and retention: The same paper reported transition rates from first to second year of 71% for SC/ST students and 84% for women, well above targets.
- Learning: A student skills assessment showed an improvement of about 6% over baseline in the second round.
TEQIP-III also placed graduates of IITs and NITs as faculty in colleges in focus states, alongside mentoring by better-performing institutions. Media reports in 2021 credited this with improved accreditation and retention.
Limitations and criticisms
Project money is temporary. A recurring criticism was sustainability. Improvements paid for by a time-bound project can fade when the money stops unless the state or institution takes over the costs.
- Contract faculty: When TEQIP-III wound down in 2021, faculty hired on project contracts protested for retention and regularisation. This exposed how much some colleges had come to depend on project-funded posts.
- Selectivity: Only a fraction of India’s engineering colleges took part, so the system-wide effect was limited.
- Administrative load: Procurement and reporting requirements were demanding, especially for small institutions.
- Measurement: Many results were self-reported or tracked by the project itself, which makes independent assessment harder.
After TEQIP: the MERITE scheme
TEQIP-III concluded on 30 September 2021. On 8 August 2025 the Union Cabinet approved its successor, the Multidisciplinary Education and Research Improvement in Technical Education (MERITE) scheme. According to the Ministry of Education’s release, MERITE has a total outlay of Rs. 4,200 crore, including Rs. 2,100 crore of World Bank loan assistance. It runs from 2025–26 to 2029–30 and covers 275 technical institutions (175 engineering institutions and 100 polytechnics) across all states and union territories. Its stated objective is to improve quality, equity and governance in technical education in line with NEP 2020. Selection of institutions and detailed guidelines are for the Ministry and the states to announce, so follow official notifications.
What students and parents should take from TEQIP
- Ask about governance: Does the college have academic autonomy, an active board and published annual reports? These were TEQIP’s core reforms and still signal a well-run institution.
- Check accreditation: Look up the specific programme on the NBA website.
- Look for research activity: Funded projects, publications and research centres benefit undergraduates too, through projects and internships. See our research page and the guide to research pathways after B.E.
- Ask about sustainability: Are labs, posts and programmes built under past projects still running?
- Look at student support: Remedial classes, mentoring, soft-skills training and help preparing for GATE were all TEQIP activities. Colleges that kept them going after the funding ended are showing a real commitment to students.
- Watch for MERITE: Once institutions are selected under the new scheme, being part of it will signal a similar emphasis on quality and governance. Check official lists rather than marketing claims.
If TEQIP-style research exposure inspires you to publish, our independent research paper mentoring service can help with structure and writing. It does not replace your institution’s guide or ethics processes.
Frequently asked questions
What does TEQIP stand for?
TEQIP stands for Technical Education Quality Improvement Programme. It was a Government of India programme, co-financed by the World Bank, to improve engineering education.
How many phases did TEQIP have?
Three: TEQIP-I (2003–2009), TEQIP-II (2010–2016) and TEQIP-III (2016/17 to September 2021).
How much did SJCE receive under TEQIP?
According to the college’s 2014 website, SJCE received Rs. 20 crore as a Lead Institute in Phase I and Rs. 12.5 crore under Phase II.
Is TEQIP still running?
No. TEQIP-III concluded on 30 September 2021. The Union Cabinet approved a successor, the MERITE scheme, in August 2025, running from 2025–26 to 2029–30.
Did TEQIP benefit students directly?
Yes, in several ways: better labs and equipment, trained faculty, remedial classes, employability and GATE preparation, and more research opportunities in participating colleges.
What was the main criticism of TEQIP?
Sustainability. Gains funded by a time-bound project, especially contract faculty posts, were at risk when funding ended. Only a small share of colleges took part.
Sources & further reading
- Lok Sabha Unstarred Question No. 2633 (17 August 2011) – TEQIP phases and outcomes
- GKToday – Cabinet approval of TEQIP Phase III (2016–20)
- World Bank – TEQIP III (P154523) restructuring paper
- ThePrint – IIT/NIT graduates as faculty under TEQIP-III (2021)
- Ministry of Education – Cabinet approves MERITE scheme (PIB release, PDF)
- SJCE – 50 years report (college document, PDF)
