Before delving upon the Technical Education (TE) in Indian context, it is good to have a brief understanding of HE in general, as TE is one of its core constituents. We are aware that the role of HE towards a country’s development significantly depends upon the quality that it contributes. Tilak (2012) opines that in India the public policy focus is more on sustaining primary education than on higher education; 12 rather he argues that there is a strong tendency to neglect higher education. To illustrate this, the author puts forth the notion of neo-liberal reforms in HE that culminated in the drastic reduction of public expenditure in the HE sector. To justify this he views that the resource allocation in HE had reached all time lows in the 8th and 9th Five Year Plans (FYP). Besides drastic decline and steep cuts in budget allocation for libraries, laboratories, research and alike, the author finds faculty improvement programmes also took a back seat as a consequent of this scenario.