Curricular developed and implemented have relevance to the local, national, regional and global developmental needs which is reflected in Programme outcomes (POs), Programme Specific outcomes (PSOs) and Course Outcomes (COs) of the Programmes offered by the Institution

MLR Institute of Technology ernphasizes on the clevelopmental needs at the local/national/global levels with formative necessities unblemished while planning its curriculum. The learning process manoeuvres through resull based instructional methods, with each course having a port of call which in turn is being driven by a well conceived mission and vision. T'he educational program is planned on after premise.

• Curriculum maintains the balance in the composition of Basic Science, Engineering Sciences, Humanities and Social Sciences, Program Core, Program Electives, Open Electives, Projects Work and Employability Enhancement.

• Program Assessment Committee (PAC) coordinator takes the inputs from Domain Experts to identify the imperative inputs received from the stakeholders and prepares the flowchart through which their inputs can be inculcated in the curriculum.

• Curriculum is designed in line with guidelines of the program specific criteria set-up by lead societies like American Institute of Aeronautics and Astronautics (AIAA), ASME, CSI, IEEE etc,.

• The curriculum is designed keeping the AICTE model curriculum as a base reference of UG (B.Tech) in Information Technology Program. The Choice Based Credit System (CBCS) incorporated in the Curriculum provides an opportunity for the students to choose courses from the prescribed courses comprising core, elective or skill based courses.

• In further improving the existing curriculum for bridging the gaps, the feedback from the students, alumni, faculty, recruiters and industry experts is collected and sorted for continuous improvement besides, the structure of the course offered by IITs and other National & International Universities is thoroughly studied.

• It is ensured that the overall curriculum and its components contribute effectively in the ttainment of POs, PSOs and PEOs which in turn relate to the Vision and Mission of the Department and institute as well.

While designing the curriculum, the institution lays emphasis on developing conceptual skills, human skills and technical skills of the individual. The initial version of the curriculum is prepared by having the above design criteria, through discussions with stakeholders. The proposed curriculum is then discussed in DAC (Department Academic Committee) and is put forth to BOS (Board of Studies) where the experts from industry, academia, Alumni in addition to senior faculty members. The curriculum is then placed for approval during the Academic Council (AC). Curriculum is finally evolved and published in MLR Institute of Technology.

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Average percentage of courses having focus on employability/ entrepreneurship/ skill development offered by the institution during the last five years

• MLR Institute of Technology strives to make industry ready students through various courses offered under different programs. Revision in syllabus of various courses and introduction of new prograrns is caused by the action taken on the feedback provicleci by different stakeholders. The Programmes are designed to nurture various skills among the students. The courses are designed with a view to build employability, entrepreneurship and skill development among the students. The syllabus is framed to cultivate research culture in young minds by including all cutting-edge technologies and hands on practices.

• MLR institute of technology (MLRIT) ought to place a greater emphasis on providing students with hands-on training and exposure to projects that are relevant to the industry. This will enable graduates to easily accept professional roles when they have completed their studies. This not only guarantees that students will graduate with a degree, but also that they will be individuals who are ready to make an instant contribution to the workforce. MLRIT focus on employability/ entrepreneurship/ skill development courses at the time of designing the curricula and continually update the syllabus based on stakeholders feedback and industry requirement. All MLRIT first students study the IOT, Python etc in their first year irrespective of their branch. MLRIT strive to introduces all skill development courses for example department of aeronautical engineering included IOT base drone, Autonomous UAV design etc. in their R22 curriculum.

• MLRIT encourages developing innovation and entrepreneurship in this age of entrepreneurship by making use of specific courses and supporting systems, especially established, “Centre of Innovation and Entrepreneurship” (CIE). MLRIT introduced Basics of Entrepreneurship and Advanced Entrepreneurship courses in MLR18 curriculum as an open elective for III year I and II semester students.

• In a world that is increasingly becoming more international, courses offered at MLRIT also has relevance on a worldwide scale. It is expected that graduates would be able to compete successfully in both the home and the global employment markets. Incorporating global viewpoints, cross-cultural communication, and international case studies into a student's education help them become more prepared for careers that cross national boundaries.

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