For over two decades in India, the technical industry's unique selling proposition (USP), with its wide infrastructure of technical institutes, has been capable of supplying best-in-class engineers. But recently, this claim does not hold water. According to the All India Council for Technical Education (AICTE), about 2.6 lakh mechanical engineers graduate every year in India. But the real count of industry ready mechanical engineers is approximately 7%. Hence, there is a need to assess the quality of engineering education in India to reduce the flaws in higher education. The purpose of the paper is to identify the various defects associated with technical education and eliminate those defects using various quality tools. This research is based on the six sigma technique, which is used to assess the quality criteria proposed by the National Board of Accreditation India (NBA). The proposed model is then applied to a typical tier II Indian engineering college located in south India. Six Sigma has two main methodologies: DMAIC and DFSS. The DMAIC (Define, Measure, Analyze, Improve, and Control) methodology is implemented for existing systems, whereas DFSS (Design for Six Sigma) is for assuring quality in new products. In this project, the conclusion is driven by the DMAIC methodology. Various statistical and non-statistical tools are employed in this research. The tools used are CTS-CTQ, SIPOC, Pareto chart, normal process capability analysis, one-way ANOVA, Ishikawa diagram, FMEA, RCBD, and SPC chart. All the statistical processes are done using Minitab analytical software. From the results, it is identified that the factors that have a risk priority number (RPN) greater than 300 need improvement, such as versatility in program curriculum, laboratories and workshops, and credibility among universities. Six Sigma can be achieved by developing proper strategies for mitigating these defects. Doi: 10.28991/HIJ-2022-03-02-07 Full Text: PDF