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I also take this opportunity to applaud Corporate Relation Affairs Division of SKFGI which has brought us very
encouraging results in Training and Placement of our students. I am sure the present Prospectus will highlight the
success story of this division while projecting the other facets of SKFGI. Special credit goes to them for their
remarkable success in placing 2013 pass-out students of SKFGI including the first batch of B. Tech students!
I am satisfied that we have maintained our tradition of hosting, in association with a CSIR laboratory, namely, CEERI,
Pilani and with the support of the other sponsors including DRDO, the E2NC series of Conference on “Engineering
Education in the New Century” thereby giving an opportunity to our students to be acquainted with the global
engineering scenario and to interact with the experts of International repute within our premises. A unique feature
of such a national or International conference is that as part of the conference events we also organize the College
Students’ Paper Contest and the School Students’ Quiz and Oral Presentation Contest. In parallel and as preconference
event, our students show their professional skill and capability by organizing workshops in areas of
topical interest such as robotics; they also host in our Campus inter-Institutional technology exhibition and competition:
Tech-Craze. You are going to get more information about both E2NC and TechCraze later in this part of the prospectus.
Hats off to as many as a dozen of undergraduate students of SKFGI who have earned the distinction of co-authoring
a very large number of research papers during the ‘present academic session’ with their teacher guides in peerreviewed
journals of International repute! I hope that their papers would be listed in this prospectus. Further, I am
happy that not only the students and teachers of SKFGI but also those of neighbouring Institutions have used the
facilities of SKFGI and guidance of our senior teachers in their pursuit for higher studies and research.
Furthermore, we are proud to offer our students the great opportunity of receiving tutelage from the teachers par
excellence of SKFGI. In the recent past, our distinguished teachers have earned laurels not only for themselves but
also for SKFGI by their national and International recognitions presented separately in this Prospectus. It is indeed
satisfying to note from this account that the teachers of SKFGI are motivating our students to attain the desired
excellence by their own achievements.
The education policy of our country has recently given much stress on research along with teaching. I believe that
the research activities of our teachers would strengthen their teaching competence and confidence. In fact, I agree
to the following remark of Edward M. Purcell in American Journal of Physics [Vol. 65, (1997), 689]: “Every so often,
it still happens that someone tells me that there is an irreconcilable conflict between teaching and research, that
dedicated teachers do not do research because it takes away time that they could be spending on their teaching,
or that serious research physicists cannot afford to devote a significant amount of time and effort to teaching. As
a generalization, this has always struck me as ludicrous.” And, therefore, generalizing the spirit of the forgoing
remark, I, on behalf of all the members of the Trust, would like to extend our support to the teachers in their research
endeavour believing that teaching and research are the two sides of the same coin. More importantly, let our students
benefit from the teaching and research experiences of their mentors and pass out from SKFGI as the most successful
and valuable graduates of the country!
I hope by going through the pages of this Prospectus you will have the information about SKFGI and its two Institutes
for engineering and management science, respectively. However, I welcome you to visit the SKFGI campus with a
view to experiencing personally the infrastructure and facilities that we have created for the education of our
engineering and management science students catering to the requirement of our country.
I assure you that we would not leave any stone unturned to make the education of our students at SKFGI fruitful,
creative, result-oriented and enjoyable. And while taking the responsibility of imparting quality education to our
students, I am committed to complying with the Jewish proverb: “I ask not for a lighter burden, but for broader
shoulders!”
Bijoy Guha Mallick
Chairman, Supreme Knowledge Foundation (Trust)
Welcome from the Desk of the Chairman,
Education Division, Supreme Knowledge Foundation Group of Institutions
Sabare Kari Awabhan
Beginning around 6000 BC in India and around 2500 BC in Egypt, engineers have been found to possess one
very important attribute in common unusual capability to discover the truth for the benefit of society. In India,
engineering culture started with the growth of civilisation in Mehergarh and Mo hen-jo-daro. In Egypt, it started
with the creation of the Step Pyramid out of the needs of society in 2550 BC by the Egyptian architect Imhotep,
worshipped as the patron of architects and doctors, while, in Greece, he was identified with the God Asclepius.
However, the initiation of formal engineering training goes back to 1747 when ‘Ecole dees Ponts et Chauseess’
was founded in Paris. Later, Ecole Poletechnique was established by Napoleon in 1794. In France, engineering
practice was recognized as a noble profession producing
future statesman and leaders of the society. Thus, “…..
a nation's competitiveness depends, in part, on the skills
of tomorrow's engineers” (from Recent Study Report
in USA).
We are changing and will never be the same again and
so also engineering education, which is tightly woven
to the fabric of the society. In such a changing
environment, the old concept of distance, time and
location is fast losing its traditional meaning, and
geographical, political and cultural boundaries are
subliming fast. In the present era, an engineer trained
in one country works in another with different cultures
where he or she needs to handle products, incorporating
components from multiple science and engineering
disciplines. This clearly signifies that engineering
education and engineering practice are no more the
same announcing the demise of “one-size-fits-allconcept”
of engineering curriculum. An obvious indication
is the importance of innovative teaching, the habit of
learning beyond syllabus in an environment soaked with
the fragrance of classroom teaching and industry
requirement and mastering of communication skills that
cross disciplines, cultures and languages.
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