Statement–Courses of Action (engineer unemployment and policy response): Many engineering graduates presently lack gainful employment and this number is likely to grow; judge which course(s) follow—(I) launch attractive employment-generation schemes that productively use their skills, (II) attribute the problem to proliferation of poor-quality colleges and close institutions not equipped to impart quality education—considering what is implied by the statement.

Given data

• Observation: High and rising unemployment among engineering graduates.
• Course I: Government to create/encourage employment avenues leveraging their expertise.
• Course II: Assert the cause is proliferation of colleges lowering quality and close such colleges.

Concept / Approach
A valid course must flow from the statement without importing unproved causes. Remedies should not rest on assumptions not provided.

Step-by-step evaluation
Step 1: The statement identifies an employment problem, not its cause.Step 2: Course I directly addresses employment generation, which follows logically.Step 3: Course II introduces a specific causal diagnosis (quality/proliferation) not stated; closing colleges based on that assumption does not logically follow from the given statement alone.

Verification / Alternative check
Even if quality issues exist, evidence and audits would be prerequisites—absent here.

Common pitfalls

• Leaping to structural blame without data in the prompt.

Final Answer
Only I follows.