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CHAPTER 1
1
CHAPTER-1
TECHNICAL EDUCATION IN INDIA: AN OVERVIEW
1.1
THE PRESENT SYSTEM
1.1.1 Since Independence in 1947, the technical education system has grown into a fairly
large-sized system, offering opportunities for education and training in a wide
variety of trades and disciplines at certificate, diploma, degree, postgraduate degree
and doctoral levels in institutions located throughout the country. Even though the
system boasts of institutions comparable to the best in the world, quality of
education offered in the majority of institutions leaves much to be desired.
1.1.2 In the year 1947-48, the country had 38-degree level institutions with intake
capacity of 2500; and 53 diploma level institutions with intake capacity of 3670. The
intake for postgraduates was 70.
1.1.3 There was rapid expansion of the system in the next 20 years. By 1967-68, the
number of degree level institutions had increased to 137 with intake capacity of
25,000; and for diploma to 284 institutions with intake capacity of 47,000.
1.1.4 In the next 10 years (in 1977), the system capacity increased only marginally to
admit 30,000 students for degree courses, 60,000 for diploma courses and 6,000 for
postgraduate courses.
1.1.5 The system capacity increased very rapidly in the next 20 years, with the major role
being played by the private sector. The system by 1997 had 547 degree institutions
with admission capacity of about 131,000; and 1100 diploma institutions with
admission capacity of about 184,000. Admission capacity for postgraduate courses
had been increased to 16,900. Out turn of PhDs were about 370 annually.
1.1.6 In the year 2000, the total size of the system had increased to 4146 institutions with
approved intake capacity of 544,660. These include 838 engineering degree
institutions with admission capacity of 232,000 students; and 1224 engineering
diploma institutions with admission capacity of 188,000. Approximately, two-thirds
of these institutions were in the private sector. Postgraduate education was being
offered in 246 institutions with admission capacity of 21,460.
1.2
INSTITUTIONS OF IMPORTANCE
1.2.1 The States and Union Territories have played an important role in the development
of technical education by establishing a large number of fully funded and aided
technical institutions and by providing adequate policy support.
1.2.2 At the apex of the technical education system in India are the seven Indian
Institutes of Technology (IITs) located at Mumbai, Delhi, Kanpur, Kharagpur,
Chennai, Guwahati and Roorkee, established with the objective of imparting world-
class education. These have been established by the Bureau of Technical Education
(BTE) of GOI and are directly funded by it.
1.2.3 The IISc Bangalore was established to offer postgraduate education and to conduct
research in various areas of basic sciences, engineering and technology. It is yet
another world-class institution and is directly funded by the BTE.
1.2.4 The Indian Institutes of Management (IIMs) located in six cities (Ahmedabad,
Bangalore, Calicut, Kolkata, Indore and Lucknow) are institutions of excellence
established by the BTE with the objective of imparting high quality management
2
education and training, conducting research and providing consultancy services in
the field of management to various sectors of the Indian economy.
1.2.5 In the second tier are the 17 Regional Engineering Colleges (RECs). These have
been established, one each in the major States, to meet the growing requirement of
trained technical manpower for various developmental projects. On the basis of the
recommendations of a High Powered Review Committee, GOI has renamed 7 RECs
(Allahabad, Bhopal, Calicut, Jaipur, Nagpur, Rourkela and Silchar) as National
Institutes of Technology (NIT) and declared them as deemed universities for
ensuring high standards of education and research in these colleges on the pattern
of IITs.
1.2.6 Over the years, the BTE has also established several other institutes for imparting
quality education and conducting research in specialised areas. These include the
Indian Institute of Information Technology (IIIT) at Allahabad; Indian Institute of
Information Technology & Management (IIITM) at Gwalior; National Institute for
Training in Industrial Engineering (NITIE) at Mumbai; National Institute of Foundry &
Forge Technology (NIFFT) at Ranchi; Indian School of Mines at Dhanbad; Sant
Longowal Institute of Engineering & Technology (SLIET) at Longowal; North-Eastern
Institute of Science & Technology (NERIST) at Itanagar; School of Planning &
Architecture (SPA) at New Delhi; and 4 Technical Teachers' Training Institutes
(TTTIs) at Kolkata, Chennai, Bhopal and Chandigarh.
1.2.7 In addition to the above, there are a number of universities and deemed universities
that have earned a name for themselves. These include Anna University in Chennai;
Jadavpur University in Kolkata; Bengal Engineering College at Sibpur; Birla Institute
of Technology at Pilani; Birla Institute of Technology & Science at Ranchi; Thapar
Institute of Engineering & Technology, Patalia; Institute of Technology of BHU at
Varanasi; Punjab Engineering College at Chandigarh; and Pune Engineering College
at Pune.
1.3
ROLE OF AICTE IN DEVELOPMENT OF TECHNICAL EDUCATION
1.3.1 During post-war period, the Central Advisory Board of Education recommended that
technical education be planned on All-India basis to ensure uniform and speedy
growth for bringing about the necessary industrial development. Based on this
recommendation, the All India Council for Technical Education (AICTE) was
established in 1945 as an advisory body to survey the facilities for technical
education in the country and to promote development in the field through a co-
ordinated and integrated approach.
1.3.2 Till the 3
rd
Five-Year Plan, the AICTE had been very effective in playing its assigned
roles and its recommendations were valued by both the central and state
governments. During 1968, when it was noted that a large number of engineering
graduates and diploma holders were unemployed due to a recession in industry and
saturation in several development schemes, the AICTE decided to reduce intakes in
the year 1968-69 from 25,000 to 18,000 at degree level and from 50,000 to 27,000
at diploma level. The position was reviewed in 1972, and in view of the anticipated
demands, the admissions capacities were gradually restored to their earlier levels;
the restoration was completed by 1976. The position was further reviewed in 1977
by a Working Group. The Group's recommendations, endorsed by the AICTE, stated
that: (i) the then prevailing levels of annual admissions (6,000 to postgraduate
courses, 25,000 to degree courses and 50,000 to diploma courses) were adequate
to meet the likely demand up to 1987 and were therefore to be maintained; (ii) new
technical education institutions and new courses should be started only on the basis
of well-defined and well-established needs, (iii) the additional supply of technical
manpower be met by improving efficiency and effectiveness of educational
3
processes, and (iv) shifts and adjustments in the intake in various disciplines be
made to cater to the emerging manpower requirements within the overall approved
intake capacity.
1.3.3 Notwithstanding the above recommendations, some of the State Governments went
on expanding technical education facilities, mainly in response to local aspirations
and not always to meet any well-defined or well-established needs. The funding to
States for technical education up to the Third Plan was based on specific AICTE
recommendations. With change from the Fourth Plan onwards in the funding pattern
of States to Block Grant, large number of private technical education institutions
were permitted to be established by the State Governments who paid scant regard
to quality and standards.
Government funded institutions started to suffer due to
insufficient grants.
1.3.4 Concerned with the situation of unplanned growth in the number of institutions and
declining standards in general, the character of AICTE was changed (through an Act
of Parliament) from advisory to statutory. Among other functions and authority, it
was vested with the authority to lay down norms and standards and to enforce the
same; to promote quality; and to regulate the size of the technical education system
based on well-established national needs.
1.4
MAJOR ISSUES IN TECHNICAL EDUCATION
1.4.1 Despite the efforts of the MHRD in implementing the National Policy on Education-
1986 (revised 1992) and of the AICTE in regulating the technical education system
and ensuring quality, several weaknesses have occurred in the system. Some of
these are:
a)
Due to multiple controls on the system, most institutions lack authority in
matters of faculty appointments, student admissions, structure and content
of programmes, student evaluation, and financial management;
b)
Resource constraint combined with low resources utilisation efficiency;
c)
Wastage of available resources in the form of high dropout and failure rates;
d)
Poor quality and relevance of programme offerings due to infrequent revision
of curricula; delays in the conduct of examinations and declaration of results;
and
e)
Low quality of teachers and severe teacher shortages in areas critical for
enhancing economic competitiveness (an AICTE estimate puts the total
teacher shortage at 4500 during the year 2000, and this figure is likely to
increase to 5000 unless schemes are devised to induct industry personnel for
teaching and a larger number of postgraduates join the teaching profession).
1.4.2 The informal sector forms an important component of Indian economy. Selected
polytechnics are being provided with central assistance by the BTE to develop
trained manpower in the informal sector of the economy and the local community.
However, the ongoing efforts are not adequate to meet the requirements of the
informal sector and the community.
1.5 GOI AND AICTE INITIATIVES FOR IMPROVING QUALITY OF TECHNICAL
EDUCATION
1.5.1 For promoting quality in technical education, the AICTE has set up and activated
several Boards of Studies and a National Board of Accreditation. Of the
approximately 12,000 programmes in technical education (about 6,000 in
engineering), about 500 have already been accredited. As accreditation is not
4
mandatory at the present, not too many institutions are seeking accreditation. To
increase the number of accreditation seekers, NBA has suggested certain
disincentives for non-accredited programmes and institutions.
1.5.2 There are also at present several schemes that relate to quality improvement in
technical education. These are:
*
Quality Improvement Programme (QIP) for teachers
*
Early Faculty Induction Programme
*
Career Award and Doctoral Fellowships
*
Emeritus Fellowship
*
Visiting Professorship
*
Seminar Grant
*
R&D Grant
*
TAPTEC
*
Industry-Institute Interaction
*
Grants for short-term courses (Summer and Winter School)
*
Grants for establishing NANCE and QIP centres
*
Technology Development Missions ( Brief mentioned in
Annex 1.1
)
*
Modernisation and Removal of Obsolescence
*
Apprenticeship Training
*
Programme for HRD in Information Technology
*
Strengthening Postgraduate Education in Engineering and Technology
1.5.3 Professional bodies like Institution of Engineers, Institution of Electronics &
Telecommunication Engineers, Institution of Mechanical Engineers; Council of
Architecture, All India Management Association and Indian Society for Technical
Education are also engaged in various ways in the development of quality technical
education in the country.
1.5.4 For studying and improving the functioning of various institutions and programmes
and critical examination of key system issues, GOI had set up various committees
from time to time. Some of the reports of such committees st up in the recent past
are:
a)
Report of National Appraisal Committee on Scheme of Community
Polytechnics (1996)
b)
Mashelkar Committee Report on Regional Engineering Colleges (1998)
c)
Rama Rao Committee Report on Post Graduate Education in Engineering and
Technology (1998)
d)
Swaminadhan Committee Report on Mobilisation of Additional Resources for
Technical Education
e)
India 2020 a Vision for the New Millennium based on TIFAC Reports (1998)
f)
National Policy Initiative in Technical Education (1998)
g)
Indiresan Committee Report on Technical Teachers' Training Institutes
(2000)
h)
Policy Guidelines for Training Teachers of Polytechnics and Engineering
Colleges (2000)
i)
IT Advisory Committee Recommendations for Upgrading REC's to the Level of
IIT's (2000)
j)
Raju Committee Report on Networking of Engineering Institutions (2001)
1.5.5 An overview of the various GOI policies and the vision envisaged in Five Year Plans
and recommendations of the various committees set up by GOI to improve the
Science & Technology sector in the country are given in
Annex 1.1.
1.5.6 During 1980s, Government of India (GOI) and the State Governments had felt an
urgent need for revamping the technician education system in the country to make
it demand-driven, with relevant courses in new and emerging technologies, with
5
adequate infrastructure resources, competent faculty and effective teaching-learning
processes. The GOI supported the State Governments through two World Bank
assisted Technician Education Projects, which helped to upgrade the system and
benefited 531 polytechnics in 19 States and the UT of Pondicherry.
1.5.7 An expert group set up by MHRD in 1998 on Policy Initiatives for Technician
Education recommended that due to rapid development in technology, significant
and qualitative change in the requirement of technician engineering manpower has
occurred. It can no longer be classified as a single type of position between
craftsmen and engineers, as technicians are required to occupy multiple level
positions to perform and manage activities on the shop floor and in the field.
1.5.8 A third Technician Education Project is currently under execution. with World Bank
assistance, in the States that had not been included in the earlier two projects.
1.5.9 The success of these projects has encouraged the GOI and the State Governments
to seek similar external assistance for systemic transformation of the technical
education system as a whole with primary focus on engineering education.
1.6
PLAN FOR EXPANSION AND QUALITY IMPROVEMENT
1.6.1 The AICTE has projected an increasing requirement for institutions and admission
capacity over the next 15 years as given in Table-1.1 below:
Table- 1.1
Projected Requirement of Engineering Institutions and Admission Capacity
Projected Number of Institutions
and Intake
2000
2005
2010
2015
Number of
Institutions
838
1000
1200 1400
Engineering
Degree
Annual Intake
232,229 320,000 400,000 500,00
Number of
Institutions
1224
1300
1350 1400
Engineering
Diploma
Annual Intake
188,300 225,000 255,000 290,000
1.6.2 To ensure quality in both the existing and the expanded technical education system,
the National Board for Accreditation (NBA) has developed a scheme for accreditation
of all existing and future programmes (
Table- 1.2
), and has in this regard
suggested several incentives to encourage institutions to seek accreditation. It has
also suggested to make accreditation compulsory.
Table- 1.2
Targets for Accrediting Technical Education Programmes
2000-01
2005
2010
2015
600 programmes + 15,000
programmes and
monitoring of
accredited
programmes
+ 20,000
programmes and
monitoring of
accredited
programmes
+ 25,000
programmes and
monitoring of
accredited
programmes
6
1.6.3 To remove the existing weaknesses from the system, and to improve educational
standards in all engineering education institutions, the GOI has developed a
medium-term Project for transforming the system by supporting institutions that are
ready to undergo deep academic and non-academic reforms and to share their
special characteristics with other institutions in network mode. The Project envisages
that over a period of time, all institutions would benefit through networking with
better institutions and would institutionalise the improved academic and
management practices.
1.6.4 The proposed Project is described in detail in this document along with the
methodology for its implementation.
7
CHAPTER 2
VISION, MISSION, AND OBJECTIVES FOR TECHNICAL EDUCATION
2.1 The Technical Education System in India has grown to covering more than 4000
institutions with an intake capacity of more than 500,000 students per year and
offering courses at the diploma, graduate and post-graduate levels in most branches
of engineering and technology, architecture, pharmacy, computer applications, and
management. The ready employability of engineering graduates particularly in the
areas of Computer Science & Engineering, Electronics & Communication Engineering,
and Information Technology in the last few years have led to a large scale expansion
of educational and training facilities in areas having both current and potential large
demand.
2.2 The quality of education and training being imparted in the technical education
institutions varies from excellent to poor, with some institutions comparing favorably
with the best in the world and others suffering from different degrees of faculty
shortages; infrastructure deficiencies; curricula obsolescence; lack of autonomy in
academic, financial, administrative, and managerial matters; poor involvement in
knowledge creation and dissemination, and poor interaction with community and
economy.
2.3 Recognizing that skilled manpower of high quality can play a major role in economic
development and in export of technology and services, and observing the growing
demand for Indian professionals particularly in the area of software engineering in
all parts of the globe including the highly developed countries, the GOI has decided
to give very high priority to human resource development in engineering and
technology.
2.4 To meet the aspirations of the people; the technical education planners have
formulated the following Vision Statement:
"To develop and nurture a Technical Education System in the country which would
produce skilled manpower of the highest quality comparable to the very best in the
world and in adequate numbers to meet the complex technological needs of the
economy; and would provide the nation a comparative advantage in the creation
and propagation of innovative technological solutions and in the development of a
technological capacity of the highest order, both for its application in economic
development of the country and for becoming a major supplier of technology and
technological services in the world".
The above vision statement is in perfect harmony with the India 2020: A Vision for
the New Millennium, a document prepared by Technology Information Forecasting &
Assessment Council and released to the nation by the Prime Minister on August
2,1996.
The Vision Statement has the following six main components:
a)
To produce skilled manpower in sufficient numbers to meet the needs of the
economy,
b)
To ensure the highest quality of output from the technical education system
comparable to the very best in the world,
c)
To develop a comparative advantage in the creation and propagation of
innovative technological solutions,
d)
To develop national technological capacity of the highest order,
e)
To use innovative technological solutions and technological capacity for
economic development, and
8
f)
To become a major supplier of technology and technological services in the
world.
2.5
The above components of the Vision Statement could be converted into the following
Mission /Goals:
a)
To establish institutional mechanisms for ensuring proper linkages between
the planning of technical education facilities and the market demand so that
the system becomes demand-driven and meets the needs of the economy.
b)
To increase gradually the number of institutions producing output of
internationally accepted levels of quality.
c)
To create an enabling environment that would encourage and support
institutions' strife for excellence in the direction of their own strength and
vision so that over a period of time they all reach international levels of
quality.
d)
To assist all institutions in overcoming deficiencies in infrastructure, teacher-
competence, teaching-learning processes, and management so as to enable
them to produce graduates at accepted levels of competence in knowledge,
skills and attitudes.
e)
To promote technological capacity building through technology innovation,
research, design & development, and through active collaboration of all
engineering institutions with Industry, and R&D organizations.
f)
To develop quality manpower in areas of high international demand to give
India a comparative advantage in international trading of services,
g)
To promote optimal utilization of human and physical resources in the
technical education system through networking of institutions.
h)
To develop strong linkages between technical institutions and the community,
including both formal and informal sectors of the economy, to promote a high
rate of economic and technological growth.
i)
To take affirmative action for increasing access of women, physically
challenged, and economically deprived sections of society to technical
education at all levels.
j)
To make the teaching profession attractive so as to attract and retain
manpower of high attainments in the profession.
k)
To encourage private investment in establishing technical institutions of high
quality in areas of high national and international demand.
l)
To develop alternative modes of delivery including the distance mode, and
computer-assisted and web-based learning systems to offer opportunities of
skill and knowledge upgradation to students, working professionals, and all
those who can benefit from such delivery systems.
The above mission statements are in conformity with the AICTE Mission statements
given in the Technical Education Vision 2000-2015
2.6
Based on the Vision and Mission statements given above, one can now list the
operational objectives for development of technical education system over the next
decade. These include:
a)
Setting up an Educational Information Management System for estimating
skilled manpower requirements at all levels of expertise both for the Indian
economy, and for giving India a comparative advantage in international
trading of services.
b)
Developing mechanisms to make available labor market signals of national
and international business, and manpower demand data on-line to interested
stake holders such as policy planners, government agencies, industry,
parents, and students.
9
c)
Developing inherent capacity in all engineering and technology institutions to
chart their own plans for achieving excellence, based on their own strengths
and their own perceived rate of implementation.
d)
Identifying institutions that are performing creditably in education and
training as well as in research and development and assisting them to
become centers of excellence.
e)
Promoting optimal utilization of human and physical resources by creating
networks of institutions and permitting them to plan their growth on a joint
cooperative basis thus enabling benefits of development initiatives to reach a
large number of institutions.
f)
Developing/strengthening quality assurance mechanisms at institutional,
state and national levels so that only programmes of education and training
which meet the desired quality are allowed to continue to be offered.
g)
Strengthening the National Board of Accreditation of the AICTE for enabling it
to complete accreditation of all existing programmes at an early date, to
monitor quality of educational offerings on a regular basis and, to foster a
culture of quality in the delivery of educational and training programmes.
h)
Establishing policy framework to enable institutions of all types (government
funded, government-aided, and private unaided) to enjoy academic,
financial, administrative, and managerial autonomy as a means to
achievement of higher levels of academic attainment, subject to guaranteed
accountability for their actions and the quality of their output.
i)
Promoting close interaction of institutions with local, national, and
international industry through offer of consultancy and continuing education
programmes for skill enhancement of existing employees, and the latter's
assistance in curricula planning, training of students and teachers in industry,
joint research and technology development programmes, and bringing
industrial experience to the classroom.
j)
Promoting active involvement with the informal sector of the economy in
transfer of technology, enhancement of skills, and improvement of
productivity.
k)
Encouraging institutions to offer services to the community in the form of
training of unemployed youth and adults in employable skills, and upgrading
their technological services.
l)
Identifying institutions and a group of experts to prepare web-based learning
material and making them accessible to all who need them through Internet,
both within and outside the country.
m)
Expanding distance education and computer-assisted learning strategies and
using them for upgradation of teaching competence, professional competence
of industrial employees, and helping Indian industry to develop a high level of
technological capacity.
n)
Helping Indian Industry to compete in the global market place in offering of
technology and services.
o)
Introducing teaching and training programmes in selected institutions in
areas of high current and potential demand such as information technology,
bio-technology, materials engineering, nano-electronics, etc. for making India
a reservoir and a leading supplier of technological skills.
p)
Attracting students and scholars in large numbers from abroad on the
reputation of providing quality education at reasonable costs.
2.7
The fulfillment of the wide-ranging objectives would need careful planning over a
long period of time with regular monitoring to match achievements with the goals
set up. As a first step the following could be given priority:
(a) To increase gradually the number of technical institutions producing outputs of
internationally accepted levels of quality,
10
(b) To promote optimal utilisation of human and physical resources in the technical
education system through networking of institutions and helping the network
clusters to enhance the quality of education and training being imparted,
(c) To establish policy framework to enable institutions to enjoy full autonomy as a
tool for achieving excellence with guaranteed accountability for their actions,
(d) To strengthen educational management and quality assurance systems to
promote demand driven educational planning, quality monitoring, and quality
assessment and grading of institutions,
(e) To develop strong interactions between technical institutions and industry and
between technical institutions and the community to promote building of
technological capacity, upgradation of technological skills in both formal and
informal sectors of the economy, and increase in
employable skills
of people in general.
Many of the other objectives could be dovetailed into the five mentioned above. The
Technical Education Quality Improvement Project of the GOI is an attempt to cater
for the above five objectives.
11
CHAPTER 3
SECTOR CONTEXT AND RATIONALE
3.1 SECTOR
CONTEXT
3.1.1 With India opening its doors to multinational corporations and the advent of
globalization and technological advancement, the need for improvement of quality in
Technical Education system in the country is acutely felt to meet the requirements of
industry and to enhance its effectiveness, efficiency and outreach for societal
development.
3.1.2 Though the GOI and State Governments have intervened to avoid obsolescence in
facilities and infrastructure in the institutions through several schemes
(modernization and removal of obsolescence; thrust area development; quality
improvement programs, etc.), obsolescence of facilities and infrastructure continues
to be experienced due to rapid changes in technologies and at times due to
inadequacy of funding. The problem is aggravated by the absence of a system for
regular maintenance of equipment and facilities. IT infrastructure is generally
inadequate in institutions.
3.1.3 There are only the barest minimum laboratory facilities available in many of the
institutions and consequently very little research activity is undertaken. In the
absence of a culture for sharing of resources amongst institutions or with industries
or R&D organizations, there is under utilization of resources and wastage.
3.1.4 Engineering degree institutions and polytechnics have not succeeded to any
noticeable extent in developing linkages with industry and community and rendering
service to them even though these are considered essential activities of all
institutions.
3.1.5 Industry often finds engineering college graduates weak in professional practice,
thus necessitating long duration on-job training for making them professionally
useful. There is also a mismatch between student demand/ labor market needs and
institutional output and training modalities. In certain fields there is an over supply
of skilled manpower resulting in large-scale unemployment. At the same time, there
is shortage of skilled manpower in certain critical fields that are vital for enhancing
economic competitiveness.
3.1.6 There is a general decline in the quality of education due to two major reasons. The
curricula offered by most degree institutions today are rigid and outdated and do not
meet the needs of the labor market. Curriculum implementation is also poor.
3.1.7 The large scale and rapid increase in the number of degree and diploma level
institutions during the recent past has led to an acute shortage of teachers in the
technical institutions in general and in the newly introduced specialized disciplines in
particular. Most of the teachers, due to lack of exposure to the recent advances in
their fields, are unable to contribute to modernization of curricula.
3.1.8 Research and postgraduate education in engineering and technology is confined to
approximately 200 institutions in the country. Nearly 50% of the seats approved for
post-graduation in engineering and technology remain vacant and of the admitted
students, only 70% complete the course. Regardless of the parent discipline, most
of the postgraduate in engineering and technology are absorbed in the Information
Technology industry. Research has also suffered and the small annual out turn of
PhDs (about 400) appears to be declining. As a result, there is an acute shortage of
12
teachers with postgraduate qualifications, let alone doctorate in engineering and
technology.
3.1.9 Global demand for IT professionals is increasing. According to IT Task Force
estimates, the Indian IT industry would reach a level of US $100 billion by 2008, of
which US $ 50 billion would be for software export, US $ 30 billion for domestic
software consumption and US$ 20 billion for the hardware sector. To achieve the
target level, availability of quality manpower in IT is most crucial.
3.1.10 India is not only lagging behind in the production of postgraduates and PhDs in IT
but a good portion of those produced are not of the desired quality. Compared to
10,000 postgraduates and 800 doctorates produced in computer science per year in
USA, the corresponding numbers produced in India are only 300 and 25. A Ministry
of Information Technology report has indicated that only 30% of the out put of the
IT supply sector is of quality acceptable for high level skills.
3.1.11 While the procedural (financial) audit, which is mandatory, is carried out in minute
details, there is no systematic evaluation of institutional performance. There is no
recognition or reward for good performance. There are no incentives for excellence.
Also, feedback system from lower levels to higher ones, from students on courses
taught, from employers (client system)
and evaluation of teacher's performance is
non-existent in most institutions.
3.1.12 There are wide variations between states and regions in the development of
educational infrastructure. The southern and western states are well ahead in their
capacities where as the eastern and northern states are lagging. Due to liberal
policies, four states, namely Andhra Pradesh, Maharashtra, Karnataka and
Tamilnadu have permitted establishment of private institutions, which admit 50% of
the students on full fee payment basis. The quantitative increase also had its
repercussion on the quality of technical education due to mushroom growth of self-
financing private engineering colleges/polytechnics in the country, particularly in the
Southern region.
3.1.13 Higher Education as a whole including the engineering education, is highly
subsidized with 90% of operating costs in most public funded/ aided institutions
coming from the Government. In spite of shortage of funds, the atmosphere to
generate resources is mostly lacking due to deficit-financing method adopted by
governments. Fee charged to students by most public institutions represent no more
than a small fraction of the real costs, and are governed by limits fixed by the
concerned governments.
3.1.14 While a few institutions in the private sector are utilizing the fee earnings and
donations for providing high quality professional education, a large number of
private institutions are being run on a commercial basis making significant savings
by curtailing expenditure even on critical teaching and laboratory inputs.
Table 3.1
Percentage of Private Engineering Colleges with Savings from Fee Income
Savings as % of Fees Collected
States
Upto 20
21 to 50
More than 50
Karnataka
30% 20% 20%
Maharashtra 25% 43% 18%
Tamilnadu 21%
43%
7%
Source: India: Scientific and Technical Manpower Development in India. World Bank
Document (Report No. 20416-IN), August 2000.
13
3.2 RATIONALE
3.2.1 It has been recognized that only by competing successfully in the globally
interdependent world economy, can aspiration of Indians be met. For this to occur,
production of technical manpower of international standards is a precondition.
3.2.2 For overall development of each state and the country as a whole, investment in
technical education is a must. GOI and states have been investing to produce quality
manpower. Private initiative has also come but only in those areas where substantial
demand has arisen. Because of lack of investment from private providers in areas
that are crucial for nation's development (but may not have easy returns, e.g., new
and emerging technologies, research etc.), public funding of technical education is
necessary to develop manpower in the crucial areas of market demand.
3.2.3 Indian policy framework (NPE-1986 and revised in 1992) and planned investment
for the last 50 years has resulted in production of internationally acceptable
manpower through such institutions as the Indian Institutes of Technology, the
Indian Institutes of Management, etc. However, because policies have not been
implemented in the right spirit in all other institutions in the country, the overall
picture considering all engineering and polytechnic institutions in the country is not
encouraging. Efforts are needed to bring all these institutions to a high standard and
improve the quality and responsiveness of the system as a whole.
3.2.4 Recognizing the importance of technical education for national development, the
country has committed itself to the development of quality technical manpower, and
already taken several policy initiatives. These are:
a)
National Technology Policy Statement (1983)
b)
National Policy on Education-1986 (revised 1992)
c)
Technology Policy Vision for India 2020 (1996)
d)
National Policy Initiative for Technician Education (1998)
e)
Information Technology Policy (2000)
f)
India as Knowledge Superpower: Strategy for Transformation (2001)
3.2.5 Strategies for implementation of policy directions through transformation of the
technical education system have been developed through the work of several
committees. These include:
a)
Mashelkar Committee Report on Regional Engineering Colleges (1998)
b)
Rama Rao Committee Report on Post Graduate Education in Engineering and
Technology (1999)
c)
Indiresan Committee Report on Technical Teachers' Training Institutes
(2000)
d)
Draft Policy Guidelines for Training Teachers of Polytechnics and Engineering
Colleges (2000)
e)
IT Manpower Advisory Committee (2000)
f)
Raju Committee Report on Networking of Engineering Institutions (2001)
g)
Swaminadhan Committee Report on Mobilization of Additional Resources for
Technical Education
3.2.6 There are several other initiatives planned. These are:
a)
Mission on management of technical education
b)
Upgrading Regional Engineering Colleges to National Institutes of Technology,
and granting Deemed University status to some of them
14
c)
Conducting national level competitive examination for admission to
engineering colleges (this has already been initiated)
d)
Expanding the role of Technical Teachers' Training Institutes to include staff
development for engineering colleges
e)
Encouraging private sector institutions to attain very high standards
Because of shortcomings in the system restricting production of quality manpower,
the GOI has decided to reform and enable the system through systemic
transformation supported by reforms in policies governing the functioning the
technical education sub-sector. This is to be achieved through intensive drive for
excellence in well-performing engineering colleges and some selected polytechnics
to make the system much more demand driven, quality conscious and responsive to
rapid economic and technological change occurring both at national and international
levels. The system is planned to be reformed to not only address the needs of the
organized sector of the economy but to also cover the needs of unorganized and
rural sectors.
3.2.7 Through the well established policies, planned strategies and GOI and states vision
of development for technical education system, the ground has been thoroughly
prepared for the take-off stage which should bring in far reaching quality
improvement in the technical education system. The Technical Education Quality
Improvement Project of the GOI would support ongoing efforts of the Central
Government and State Governments in this direction.
3.2.8 The proposed Project will focus on systemic transformation of the sub-sector to
cover, among others, the following aspects:
(a)
Quality of education and hence the quality of engineers and technicians
(b)
Quality of faculty
(c)
Promoting research culture
(d)
Optimizing resource utilization
(e)
Interaction with and extending benefits to industry and community.
(f)
Development of management capacity of officials at national, state and
institutional levels
(g)
Encouraging strategic partnerships with specialist organizations
(h)
Leveraging technology for quality enhancement and extending outreach
(i)
Empowerment of institutions with accountability
(j)
Enabling institutions to generate and retain finances
(k)
Enabling institutions to sustain gains from the Project
(l)
Sustainable decision-making mechanisms
15
CHAPTER 4
PROGRAMME GOAL, STRATEGY AND IMPLEMENTATION
4.1 PROJECT
GOAL
The TEQIP of the GOI aims at improvement of quality of engineering education
through systemic transformation of the technical education sub-sector into a
dynamic, demand-driven, quality conscious, efficient and forward looking system,
responsive to rapid economic and technological developments occurring both at
national and international levels.
4.2 PROJECT
OBJECTIVES
The above strategy is to be implemented through 3 primary objectives:
a) Reforming of policies that govern the engineering education system for
creating an environment in which institutions can, with autonomy and
accountability, achieve their own set targets for excellence and sustain the
same
(
for details see Chapter-8
).
b)
Supporting development plans of competitively selected institutions for
achieving higher standards
(
for details see Chapters- 5 and 7
).
c)
Improving the overall technical education management system at central,
state and institutional levels for improved planning and decision making
through policy research, quality assurance mechanisms and educational
management information system
(
for details see Chapter- 5
)
4.3 PROJECT
STRATEGY
The strategy for transformation of the system is to promote, with appropriate policy
supports and modern management systems at various levels, nodes of excellence in
already well performing, competitively selected Lead Institutions in a phased manner
and infusion of their special qualities throughout the system through bi-directional
sharing of resources with competitively selected Network Institutions. Selection by
competition would be based on the project proposals developed by the applicant
institutions themselves.
The Project (described in detail in Chapter- 5) is proposed to be implemented as a
centrally coordinated, multi-state, long-term programme of 10-12 years in 2-3
overlapping stages, each of 5 years duration. Initially the external assistance would
be provided only for the First Stage of 5 years. Based on an in-depth assessment
during the mid-term review, assistance for a Second Stage, partially overlapping
with the First Stage could be negotiated. Similarly a Third and Final Stage could
commence before the end of the Second Stage. Each successive stage would be built
on the experience gained in earlier stages. A pictorial presentation of these stages
with details of the First Stage is shown in Fig. 4.1
16
STAGE
III
STAGE
II
STAGE
I
April
2002
2007
2012
9
th
Plan
10
th
Plan
11
th
Plan
12
th
Plan
Project Preparation
Selection of Institutions in 3 Cycles
Project
Implementation
Fig. 4.1
Overlapping Stages in the
Project
17
It is proposed that through this Project extending over all the 3 stages, 100-120 well
performing institutions will be developed into institutions comparable to the best in
the world; and through networking with these institutions, performance of another
400-480 institutions will be enhanced.
The Project also aims to enable selected polytechnics to offer Technician Degree
Programmes in highly selective areas
( See details at Annex 4.1)
.
It is expected that sub-network will evolve around the Project institutions over a
period of time, thereby diffusing the transformation effect throughout the entire
technical education sub-sector.
4.4 PROJECT
IMPLEMENTATION
4.4.1 The broad approach to Project implementation will comprise of the following 4 key
activities:
a)
The States and BTE of MHRD wishing to sponsor institutions will need to
establish their eligibility by meeting the prescribed criteria and issuing orders
related to these criteria (
for details see Chapter- 6
). It is expected that
the States wishing to participate in the Project would have established their
eligibility well before the first cycle of the first stage of the Project. Those
unable to do so could establish their eligibility for participation in subsequent
cycles of the first stage or even in subsequent stages of the Project.
b)
Institutions (only from eligible states and at (a) above and those that are
centrally funded) wishing to participate in the Project as Lead or Network
Institution will be required to meet the prescribed criteria, form cluster, and
develop composite proposals for entering into a national competition for
grants.
c)
Systems would be developed, studies undertaken and specialised training
carried out to enhance the overall capability of the technical education
management system (
see Chapter-5 for details
).
d)
Structures for management and monitoring of the Project would be
established in each participating State and at the Central level (
see
Chapter- 8 for details
)
4.4.2 Selection of institutions for financial assistance will be made in 2-3 cycles during
each Stage and will be carried out through a transparent competitive process. The
provision of selections in cycles has been made keeping in view that all potential
institutions (and even States) may not be ready as soon as the Project starts.
4.4.3
In any one cycle, the selection process will be a two-step process. The first step will
involve short listing of: (a) potential and eligible Lead Institutions and (b) potential
and eligible Network Institutions (both from eligible States only; see Chapter-7)
based on their Eligibility Applications. The second step will involve final selection of
clusters of institutions (groups formed between eligible and short listed Lead and
Network Institutions) based on Composite Proposals developed by each competing
cluster. The full selection process is detailed in Chapter-7.
Institutions that could not establish their eligibility in a cycle would be free to make
improvements and re-apply for their eligibility in a subsequent cycle.
4.4.4 Financial requirements of institutions could vary from the indicated general averages
(See Annexes 9)
. Also, institutions may require expenditure over differing periods
(a maximum of 5 years or less). Justification for financial requirements in any case
must be provided by institutions in terms of the tasks and developments that will
require funds. No rigid boundaries for financial requirements will be laid in the
Project. However, the planning and expenditure of finances has to be done on a
rational basis.
18
4.4.5 Institutions that have participated in any Project-stage and propose to advance
further in their strive for excellence would be free to seek grants through
competition in any subsequent stage.
4.4.6 Institutions already participating in a Project could, with the consent of the
sponsoring agencies ( State Government/BTE) and the National Project Director,
upgrade their proposals for achieving higher targets and better outcomes and also
for expanding coverage of their activities, and seek additional funding. Such
institutions would have already demonstrated highly satisfactory performance in
their project implementation.
4.4.7 Depending upon their capacity, Lead Institutions already participating in a Project
could, with the consent of the sponsoring agencies (State government/BTE) and the
National Project Director, include in their network additional institutions from the
national list of eligible Network Institutions.
4.4.8 The following types of educational institutions will be eligible for participation in the
Project:
a)
Government funded, government aided and private unaided institutions
engaged in conducting degree, postgraduate and doctoral programmes in
engineering disciplines. The term institution here includes stand-alone
colleges, deemed universities (Technological), universities (Technological),
and constituent colleges, Departments and Faculties of universities.
b)
Government funded, government aided and private unaided polytechnics
institutions engaged in conducting diploma, and post/advanced diploma
programmes in engineering disciplines. Polytechnics could be stand-alone
institutions or be constituents of universities/deemed universities.
4.4.9 The following educational institutions will not be eligible for participation in the
Project:
a)
IISc, IITs, IIITMs. IIITs.
b)
Institutions offering degree, postgraduate and doctoral programmes in non-
engineering disciplines.
c)
Institutions offering diploma, post/advance diploma programmes in non-
engineering disciplines.
4.4.10 An indicative list of activities related to the Project components that could be funded
under the Project is given below.
a)
Restructuring of undergraduate (UG) and postgraduate (PG) programmes
b)
Introduction of new UG and PG programmes in emerging technology areas
c) Curriculum
development
d)
Faculty and staff development
e)
Equipment for modernization and new laboratories
f)
Learning resources procurement and development
g)
Research and development (R&D)
h)
Improvements in existing buildings
i)
Services of consultants and resource institutions
j)
Hardware and software for electronic networking
k)
Services to community and economy
l)
Participation in EMIS
m)
Research studies
n)
Salaries of key additional staff
o)
Consumables and operation & maintenance expenditure
19
CHAPTER 5
PROJECT DESCRIPTION
The Project aims to support production of high quality technical professionals through
reforms in the engineering education system for fostering and propagating excellence
through (i) Development of academic excellence, (ii) Networking amongst educational
institutions (iii) Delivery of services by institutions to community and economy, and (iv)
Development of system management capacity.
The Project funding would be through two distinct modes. All activities related to
components (i), (ii) and (iii) for
Institutional Development
would be funded in
institutions selected on a
competitive basis
. All activities related to
System
Management Capacity Improvement
(at the central, state and institutional levels)
would be funded based on
investment proposals
.
Each institution desirous of being selected in the Project either as a Lead Institution or as a
Network Institution shall have to participate in all 4 components of the Project and prepare
its project proposal accordingly.
The following sections describe the underlying concepts for each of the 4 components
stated above.
5.1
PROJECT COMPONENT I DEVELOPMENT OF ACADEMIC EXCELLENCE
Excellence is a multifaceted ideal, involving aspects of relevance, quality, efficiency
and equity in differing mixes as suited to different circumstances, and hence
excellence is expected to take many different forms. Institutions are likely to have
differing visions of excellence and hence differing resource requirements for the
attainment of their decided goals.
Plan for achievement of excellence could be focused at the whole institution or a
Department or even a programme, which has already reached a high level of
achievement, through exercise of autonomy in such activities as faculty
development, modernization of training facilities and physical infrastructure,
reforms in curricula and student performance assessment, reforms in governance
and management, and creating an ambience for innovation and creativity. This
concept of excellence should be the leading light to all institutions.
Autonomy of institutions to manage their own affairs is a pre-requisite in their
pursuit for excellence.
(See AICTE Guidelines on Autonomy at Annex 5.1)
Some of the parameters that are expected to contribute to achievement of
excellence are detailed below.
5.1.1 Equipment and Facility Improvement
The quality of education and training is affected by sufficiency and quality of
equipment and facilities available for teaching-learning, as well as the ambience of
the learning environment. Over the years, obsolescence of equipment and
instructional facilities has occurred in most institutions, both due to changes in
technology as well as emerging technologies. Laboratories and computer centers in
particular need modernization, as it would be especially difficult to correlate
theoretical courses with experimental work and problem solving experimentation
in the absence of up-to-date modern facilities. Also, programmes offerings in
emerging areas will require acquisition of equipment and setting up of new
20
laboratories. The overall outcome of this thrust will be to enhance productivity of
engineering education by improving the quality and efficiency of the teaching-
learning process.
5.1.2
Faculty and Staff Development
:
Faculty is the most important component of the educational system, and hence
developing faculty and staff competence must be given the highest priority:
a) Development of capacity for planning curricula to suit current and anticipated
labor market requirements for both existing courses and new ones that might
be introduced,
b) Use of innovative instructional methods and approaches,
c) Designing and developing learning resources,
d) Managing systemic reforms like institutional autonomy, programme flexibility,
interaction with industry and community, developing appropriate cost
recovery systems, improving utilization of institutional resources, and the
management of institutions,
e) Managing corporate schools, production centers and entrepreneurship
,
f) Employment generation and transfer of technology,
g) Undertaking research for creation of new knowledge and new technologies
and undertaking consultancy projects for industry and community,
h) Undertaking research studies for determining institutional outcomes and
impact from various academic and development services provided and also
for the design of remedial strategies in educational processes,
i) Industrial
exposure,
j) Qualification enhancement of teachers,
k) Attitudinal change, and
l) Project management.
The training of staff may cover areas like:
a) Exposure to industrial technology and processes,
b) Laboratory and workshop instruction,
c) Maintenance of laboratory and workshop equipment and computer centers,
d) Upkeep of institutional services,
e) Computer usage, and
f) Office
automation.
5.1.3 Curricular
Improvements
The importance of periodically updating and improving curricula in short cycles
needs to be appreciated by all institutions. Regular, data and information based,
labor market orientation of educational offerings becomes an important dimension
of systemic transformation. The labor market to be considered may envelop
industry, field agencies, R&D organizations, government departments, and
entrepreneurial opportunities, both within India and abroad.
Curricula should incorporate problem solving skills, design skills, communication
skills, entrepreneurial skills, information processing, creative and innovative
thinking, skills related to managing people at work, multi-skilling, learning-to-learn
skills, positive attitudes, work ethics, appreciation of environment management,
product and process quality, safety practices, etc.
Innovations in curriculum development like competency-based-curricula, provision
of self-learning, problem solving projects for community and industry, training in
industry, sandwich programs, learning by research, course flexibility, etc., may be
adapted by institutions.
21
5.1.4 Curriculum
Implementation
Curricula need to be implemented in an effective manner in classroom and
laboratory to maximize student learning. One important consideration is the
introduction of variety in the learning process. This will reduce classroom
monotony and make learning a challenging and worthwhile activity. Training of
teachers in the use of a variety of instructional methods is an important
prerequisite. In this context, variety can be enhanced by the introduction of
planned student visits to industry, planned student training in industry, expert
lecturers from industry and field, student problem solving projects, student self
learning, and the use of media in classrooms. Curricula must provide for learning
variety.
The importance of continuous assessment lies in making it congruent to student
learning and providing feedback to the student about learning as frequently as
possible. Feedback can be followed by remedial instruction, which can be on a one
to one basis. Also to be considered are counseling cells which can help students
with learning difficulties and in selecting optional streams of specialization.
Curriculum implementation should be subjected to peer review and student
feedback with a view to affecting improvements in implementation and for
identification of faculty training needs.
Collaboration and interaction with industry to enhance student learning is a vital
process. The students would be able to learn of the practical application of new
technologies in industry. Using the industry as a learning location should find a
place in every curriculum. Students should also be encouraged to learn from
projects and service activity for the community. This learning segment is virtually
absent in most institutions.
Service to the community can occur in the form of research for community
profiling and social assessment, offering maintenance services on simple devices,
adapting and developing technologies for rural applications, Shramdan (donation
of manual labor), undertaking special development projects and helping rural
industry and enterprises to operate successfully.
5.1.5 Course
Flexibility
The concept of course flexibility based on multi-level entry for students, credit
acquisition and the provision of learning options for students has been successfully
tried out in the two already completed Technician Education Projects. Many
institutions practice this reform. However, flexibility in programs has to be
extended to many other institutions, which still adhere to rigid course structures.
The preference for four-year programs for degree students results in considerable
learning repetition and wastage of time for several entrants. Continuing education
pass outs or part time pass-outs are rarely given any credit exemption in regular
courses.
An attempt must be made to conceive of a system in which entrants with different
backgrounds are given credit exemptions, students can learn at their own pace
through accumulation of credits, and student interests in specific subjects and
topics are encouraged. Such practices will make curricula and learning much more
student friendly and acceptable. Institutions should experiment with course
flexibility patterns.
22
5.1.6 Student
Evaluation
Currently due to regulations of affiliating Universities and Boards of Technical
Education, student assessment also follows a rigid pattern. Excessive importance is
given to end-of-semester or year-end examinations, while continuous assessment
of students is overlooked. In fact, if continuous assessment is well designed to
include regular tests, laboratory work, assignments, student self-learning, student
training in industry, student problem solving projects and other forms of student
practices, it will encourage continuous learning and regular feedback to students.
Added to this, institutions may conceive of assessment designs for competency
development, and adherence to good practices in the field of service to industry
and community, research activity, use of safety practices, environmental concerns
and, leadership and group work. Assessment of students should be much more
comprehensive and regular than is carried out currently. The importance of
terminal assessment may be reduced in both regular and continuing education
programs.
5.1.7 Learning
Resources
Classroom teaching can be reinforced by the use of a variety of media. Institutions
in their proposal may propose development of simple learning resources like
transparency sets, slides, workbooks and training packages. More complex
resources like video-films, multimedia and CAI packages can be got developed
from resource institutions or procured from the market. Other forms of learning
resources which require attention by all institutions are laboratory manuals,
learning packages and packages specific for the development of competencies.
Student self-learning should be promoted and encouraged. Teachers should be
trained in developing these learning resources. Learning resources development
may be considered as an important activity by Lead Institutions, which should
accordingly establish Learning Resources Development Centers (LRDC) or
Education Technology Cells.
Institutions should consider establishing Learning Resources Utilization Centers
(LRUCs). Currently, many institutions have some form of facility for student and
teacher usage of specific visual learning resources. Much more needs to be done in
this area. Institutions should create facilities to store these resources, provide
ready access to teachers and students, and acquire and install appropriate
hardware for classroom projection and self-learning from audio-visual resources.
Provision of Internet,
campus networking and networking between institutions
needs to be considered for enhancing access to and sharing of learning resources
available in a cluster. This would reduce duplication of learning resources, and
permit students and staff to easily access resources from institutions within and
outside the cluster. Lead Institutions may in particular consider establishment of
digital libraries.
Institutional libraries may be modernized and computerized. These may be
strengthened to meet the requirements of students, research work, consultancy
work, industries and the community. Institution may plan for training library staff
in modern library management practices.
5.1.8
Interaction with Industry
It has been well realized and recognized that the development of technical
education can only be accelerated with the involvement of industry. Numerous
meetings and conferences on this issue have been conducted in connection with
the already completed Technician Education Projects. Both the National Policy on
23
Education (1986) and the National Policy Initiative for Technician Education stress
the importance of industry involvement.
The Confederation of Indian Industry (CII) has been instrumental in promoting
interaction of industry with institutions in all the regions of the country. In spite of
the recently observed enhancement in interaction, much more needs to be done in
many institutions. A great concern is the underemployment of pass outs and long
periods of apprenticeship and probation by industry, especially the private sector
which provides the major share of employment opportunities. Pass-outs from
many technical institutions still take more than one year to obtain gainful
employment. There are numerous cases of substitution of one level of technical
manpower by another. In addition, under-employment is specifically visible in
many private and public sector industries, and long periods of apprenticeship and
probation are practiced by many industries. In brief, the importance of making
educated technical manpower productive at the earliest after passing out has yet
to be realized in many industry locations.
Tracer studies on employment of pass-outs have been undertaken by
organizations like the Institute of Applied Manpower Research (IAMR). These
studies have confirmed many of the deficiencies mentioned in the earlier
paragraph. It is important that all institutions promote tracer studies of their pass-
outs so that employment, career progression and income on employment of pass-
outs can be traced on a continuing basis and remedial action initiated wherever
necessary.
While in the recent past, contributions by industry to curriculum development have
been commendable, there is room for improving these contributions. It is reported
that the views of industry with regard to curricular requirements are often vague
and ambiguous. Secondly, not much information about the labor market is easily
available from industry. Information that is available is often unreliable. It is in this
context that Industry has to play a more intensive and proactive role.
Industry does pay for many of the services utilized and contributes to income
generation by institutions. This has become substantial in polytechnics and
engineering colleges located in large cities with industrial estates in the proximity.
Notable success has yet to be achieved by most of the technical institutions
located in smaller towns.
A National policy to promote industry-institute-interaction is already available. The
CII and Federation of Indian Chambers of Commerce and Industry (FICCI) are
amenable to promoting interaction and partnership. Institutions may set up
Industry--Institution-Interaction Cells, which would be specifically responsible for
promoting and nurturing interaction and partnership with industry. A well-trained
and experienced Training & Placement Officer may head the Cell. Institutions may
consider the caretaker industry concept with support of the CII.
Services from institutions to industry could include:
a) Continuing education programs for industry personnel,
b) Problem solving projects and consultancies on industrial products, services
and processes,
c) Testing and calibration services,
d) Designing training software for industry,
e) Training customers of industry,
f) Designing or substituting training centers of industry, and
g) Production center for outsourced components.
24
Contributions from industries to institutions could include:
a) Participating in curriculum design, curriculum implementation, student
assessment, training of students, exposing students to new technologies, and
providing experts for certain instructional sessions,
b) Providing opportunities for student groups to undertake problem-solving
projects.
c) Participating in such bodies as the Board of Governors, Academic Council,
Boards of Studies, Faculty Recruitment Committees, etc,
d) Assisting institutions in establishing new laboratories, providing literature on
new technologies, and offering their shop floors as substitutes for
laboratories,
e) Training teachers and staff in new technologies and processes,
f) Providing industrial training to students,
g) Collaborating in sandwich programme offerings,
h) Investing in creation of Interface Training Centers (ITC) or finishing schools,
i) Involving institutions on sole or collaborative basis in R&D activities, and
j) Utilizing institutional resources (manpower and physical) for industrial
manpower training.
5.1.9 Research
A culture of undertaking research and consultancy must spread among institutions.
Expertise and research infrastructure of resource institutions could be utilized to
build capacity for research in several ways. All institutions, specially the Lead
Institutions, are expected to initiate research activities and build their own
capacity for research.
5.1.10 Distance Education
Some institutions may, with the help of resource institutions, propose to establish
distance education programs in their area of specialization. They can target both
regular and continuing education students through this mode. With the networking
that is planned under the Project, the outreach of the institutions would be
enhanced and can be used to promote distance education. The advantages from
continuing and distance education are primarily related to value addition so that
the beneficiaries can be redeployed to more productive roles and jobs.
5.1.11 Development of Management Capacity at Institutional Level
Academic Excellence cannot be achieved in the true sense without the use of
sound and innovative management practices. Development of management
capacity at institutional level is of utmost importance to help institutions to attain
and sustain excellence. At institutional level, the Project will support the following
activities:
a) Training of heads of institutions and senior faculty in management.
b) Improvement in quality and efficiency of institutional management
c) Development of processes of self-renewal
d) Institutional web site contributing towards Educational MIS.
Training of heads of institutions and senior faculty in management may include
Visioning; Governance; Exercising autonomy; Participative management; Financial
management; Educational innovations; Other management related issue such as
strategic planning etc.
25
Improvement in quality and efficiency of institutional management: Some
institutions may try for ISO 9000 certification. Others may adopt TQM in
education as philosophy and work towards achieving Total Quality Management.
Institutional excellence cannot be achieved until administration efficiency is also
improved. It is expected that institutions will use IT in a big way for
administration and management, cut down bureaucratic practices and embrace
modern office concepts supported by big leap in office automation. Present
bottom heavy staff structure (in some institutions faculty to staff ratio is as high as
1:5) will give way to leaner structures and a practice of outsourcing for support
services.
Development of Processes for Self-Renewal: An axiomatic feature of the
environment we live in is that change will occur. Organizations have to adapt
constantly to changes or face the consequences of decline. Social, political,
economic, technological and natural environmental changes require new strategies
and methods of working. It is therefore imperative that conscious efforts are made
by an institution to evolve processes which enable it to review periodically its
objectives, goals, policies, processes and programs to respond better to
environmental changes, market opportunities and competitive compulsions and
also foster an internal environment that promotes innovation and experimentation.
Such a self-renewing culture is essential for promoting and sustaining excellence.
Institutional web site Contributing Towards EMIS: There is a dire need for a
comprehensive information system of technical education in the country for
improved planning and decision making by managers of education, and making
available institutional information to parents, their wards, and the general public.
Towards this end, each institution will be required to host a website providing data
about itself on various aspects and to also provide data as required by the
operators of EMIS. The website may include such information as:
a) Courses and facilities in the institution.
b) Institutional performance profile including a wide range of data on student
response to courses, interaction with industry and community, student
academic performance records (averages, trends, quantities), institutional
cost recovery patterns, services rendered by the institution to the outside
world, employment of pass-outs and their probable income from different
employing agencies (including past records), special academic services and
innovations offered by the institution, special facilities for the disadvantaged
and the women, the experience and qualifications of teachers and staff, and
outstanding academic efforts by the faculty.
c) Avenues available to students for studies at graduate, postgraduate,
doctorate, diploma, advanced diploma and technician degree levels.
d) The special competencies and academic experience possessed by the
students, the nature of projects and industrial training undertaken by them.
e) Important fiscal parameters such as unit cost of training, fee structure,
scholarships and fellowships, IRG, welfare expenses per student, etc.
f) Equipment and facilities available for resource sharing.
5.2
PROJECT COMPONENT II- NETWORKING
Though excellence is sought for the entire technical education sub-sector, but in
view of the large number of institutions and the constraints on human, physical
and financial resources, the only viable path to achievement of the ultimate
objective is to develop a critical mass of Lead Institutions and to diffuse benefits of
their excellence throughout the system by developing synergistic networks
between them and neighboring institutions.
26
Two types of networking are proposed under the Project. The first type of
networking will be a formal network (bi-directional resource and expertise sharing
to be detailed and costed in institutional proposals) between Lead and Network
Institutions preferably in the neighborhood. Such networks could be established
between technological/ technical universities, deemed universities, university
departments, university colleges, stand-alone colleges and polytechnics. All
institutions in this network will be funded under the Project. The second type of
networking (non-formal network) will be between Project institutions and R&D
organizations, CSIR laboratories, IITs, foreign institutions/ universities/ agencies/
organizations, industry, community, another Lead Institution or institution from
another network etc. Funds for activities under such network will be provided to
the institutions under operation and maintenance but no direct funds will be
provided to the institutions/organizations with whom the selected institutions form
the non- formal network. Both types of networks will be governed by MOUs.
Networking must ensure bi-directional flow as shown in Fig. 5.1.
LI = Lead Institution
NI
=
Network Institutions
=
Flow of Networking Benefit
Fig. 5.1. Model for Networking
Networking among Lead and Network Institutions may consist of extensive
electronic linkages like Internet connectivity, online transmission facility and
provision for interactive learning. In other words, students from a NI would be in a
position to draw upon all expertise, knowledge and facilities possessed or
developed by other Network Institutions. In addition, if one of the Network
Institutions itself is networked with other institutes of higher learning and research
establishments and industry, all educational resources available with these
agencies can be accessible to the Network Institutions. It is contemplated that
library facilities, information and learning resources can flow through the network.
Some examples of sharing of expertise and resources through networking are
given below. However, networking offers countless opportunities and ways for
optimal utilization of resources.
5.2.1 Academic
Sharing
Academic innovations like curricular improvements can be carried out jointly by
Network Institutions or curricula developed by one Network Institution can be
adopted by other institutions. Also, information exchange on curricular issues, new
technological or educational developments world wide, new classroom innovations,
etc. can be shared amongst the network partners. Electronic bulletin boards for
problem solving, book reviews, etc. can be created for network. Students could
have guidance from faculty of other Network Institutions through e-mail, etc.
N
N
N
LI
27
5.2.2
Credit Transfer and Carry Over of Credits
Institutions should establish rules for credit transfer and carry over of credits. For
example, a student from one institution can join another institution for study of
some subjects and the credits so earned at the other institutions can be carried
over/ transferred to him/her at his/her parent institution.
5.2.3 Staff
Development
Lead and Network Institutions can carry out/ facilitate staff development for the
whole cluster. Staff development need not be at one location; different Network
Institutions can organize staff development programmes for the whole cluster.
5.2.4 Human
Resources
Human resources can be shared among Network Institutions. This may include
exchange of faculty and supporting staff, training of faculty and staff at one
location, joint developmental projects and researches, etc.
5.2.5
Learning Resources and Library
Learning resources developed at one institution can be made available to other
Network Institutions. Libraries of institutions can be networked so that all the
Network Institutions can access each other's libraries. Different institutions can
subscribe to different expensive journals, which can then be shared among all
Network Institutions.
5.2.6
Physical Resource Sharing
Network Institutions may allow use of their hostels for students of other
institutions pursuing industrial training, etc. Similarly other facilities like
laboratories, computer center, expensive equipment can be shared among
Network Institutions.
5.2.7 Expertise
Network Institutions should share their professional and managerial expertise
amongst themselves. For example, an institution that is close to a cluster of
industries and has good relations with them can arrange for industrial training of
students and faculty from other institutions.
5.2.8 Joint
Ventures
Network Institutions can promote joint ventures. For example, they can start joint
projects, researches and consultancies.
5.2.9 Mechanism
Above mentioned are a few examples of sharing of resources. Institutions could
expand the concept to include many more activities. Institutions in their proposals
should provide detailed mechanisms and areas of networking. One option that can
be used is creation of Networking Cell in each institution and a network facilitator
at Lead Institution, which would ensure flow of networking benefits in the network.
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5.3
PROJECT COMPONENT III- SERVICES TO COMMUNITY AND ECONOMY
Among the defining characteristics of technical education is the achievement of a
dynamic and deeply organic relationship between an institution and its surrounding
community and economy, involving many different types of interaction.
Institutions of technical education should be responsive to the shifting needs of
their immediate environment. The pivotal role of technical education system in
facilitating and expediting the process of economic and industrial development of
the country is well recognized. There is no doubt that we need to apply more
science and technology in our rural/ community development efforts. Technical
education institutions can serve in various ways both the formal and informal
segments of the economy (industry, services and agriculture) and the local
community, whether rural or urban, and in turn derive benefits for their students
and faculty by undertaking studies, projects, and researches, and by mobilizing
local resources for themselves from doing so. Services that can be rendered will
vary across different classes of institutions.
5.3.1
Services to industry (formal sector)
Many engineering colleges and polytechnics have been providing services to
industries. However, this should become a reality for all institutions participating in
the Project. Also, the scale and variety of services need to be enhanced as it will
also help in revenue generation for the institutions.
Some of the strategies that may be included by institution in their proposals are:
Services from institutions to industry could be:
a) Continuing education for industry personnel.
b) Problem solving projects and consultancies on industrial products, services
and processes.
c) Testing and calibration services.
d) Designing training software for industry.
e) Training customers of industry.
f) Designing or substituting training centers of industry.
g) Production center for outsourced components.
5.3.2
Services to informal sector and community
The nation has invested its precious resources in the technical education system
and an equally large amount in scientific research with the hope that these would
usher a new age of science and technology in India. Technical education system
has so far been fulfilling the role of producing technical manpower for the
organized industrial and service sectors. Informal sector of the economy employs
93% of the work force and produces 50% of the Gross Domestic Product (GDP).
Productivity of work force in the informal sector is currently low. It is pegged at
approximately one-thirteenth of the productivity of the formal sector work force.
According to one estimate if the productivity of informal sector workforce is
brought up to one-fourth of the formal sector, GDP growth rate will become 12%
per annum. Therefore, for a balanced development of the country, quality of
manpower for all sectors, organized as well as unorganized, needs to be improved
by the technical education system. Also, by enhancing its social relevance, the
technical education system could play a vital role in bringing about the desired
transformation in the rural and urban areas.
A majority of the engineering colleges and polytechnics in the country do offer
services to the community/ informal sector though on a very marginal scale. The
Direct Central Assistance Scheme of "'community polytechnics" has encouraged
29
more than 600 polytechnics to support the community around polytechnics and
offer technical/support services. Important services offered by these institutions to
the community are skill development courses and continuing education programs.
Some institutions have also assisted in transfer of appropriate technologies to rural
areas, and provide support services through their technical service centers. In
brief, interaction between community and institutions does exist though the scale
of interaction is marginal in many institutions.
Informal sector of the economy is present in every industrial sector. It is present
both in rural and urban sectors and both in Hi-tech and Low-tech enterprises.
Being establishments endowed with technological expertise in a district or region
or the state, engineering colleges and polytechnics can play a much greater role in
the development of the community. This goal needs to be pursued with greater
vigor. Institutions can help informal sector by:
a) Technology infusion,
b) Developing management capacity in informal sector, and
c) Knowledge and skills upgradation of persons working in informal sector.
Polytechnics and engineering colleges possess adequate technological expertise to
render highly relevant services in adequate measure. The main impediments to
achievement of full success in their endeavor have been:
a) The involvement of only a small group of faculty from the institution in
community service, leading to small scale and limited interventions.
b) The Cupertino of the community in their own development.
Both these impediments can be overcome by strengthening institutions better
community development and by involving institution as a whole including students
in community services. The community development cell can, from the needs
identified in community profiling, ensure that all or most of the technologies
possessed by the institution are put to use. Through appropriate approaches
participatory social assessment, community needs could be assessed and a
partnership developed between the community and the institution.
Institution can promote student participation in community service by providing
incentives like giving credits for the services rendered. Service to community could
also be linked to increments and promotion criteria for the faculty.
Some of the activities that may be included by institutions in their proposal are:
a) Undertaking social assessment and community profiling studies for the
community around the institutions.
b) Getting a validation from the community for the identified needs which can
be fulfilled by the institution within the ambit of technology and expertise
available within the institution.
c) Periodic monitoring and assessment of services provided to community.
d) Continuing education for community/ informal sector that may lead to wage-
employment/self-employment and income generation.
e) Development of management capacity in the informal sector.
f) Infusion of useful technologies to enhance productivity of informal sector/
community, and for a better quality of life.
g) Providing technical support services, advice and guidance to the community
as and when required.
Institutions can also be informally networked with community polytechnics/ NGOs/
other State agencies/ community service centers of the Ministry of Agriculture,
Krishi Vigyan Kendras of ICAR, Agricultural Universities, etc. that have exposure
and experience of community services. Another strategy could be to provide
30
credits to students for doing community services and carrying out projects based
on community problems.
5.3.3 Mechanism
Institutions in their proposal should provide details of the services to be provided,
mechanisms for interaction with community and economy, and targets to be
achieved. A Community Cell could be created in each institution for promoting
interaction and partnership with community and economy. Institutions should
ensure, through suitable mechanisms, involvement of the whole institution in
interaction with community and economy.
5.4 PROJECT COMPONENT IV- DEVELOPMENT OF MANAGEMENT CAPACITY OF
TECHNICAL EDUCATION SYSTEM
Reforms of the depth and breadth envisioned in the Project will depend for their
success upon creation of an entirely different culture of management both within
individual institutions and within governmental agencies that will guide and
support them. Also, planning and management of systemic transformation will
require a variety of technical support services such as research, consultancy,
training, etc. for design, implementation and monitoring of the Project. The sub-
components of this Project component are discussed below:
While funds for the other Project components will be given on a competitive basis,
funds for this component will be on fixed grant basis.
At the technical education system level, the Project will support the following
activities:
a) Training of policy planners, managers and administrators from governments,
government bodies and institutions,
b) Research studies in technical education,
c) Educational Management Information System,
d) Resource Institutions, and
e) Project Management Structures.
5.4.1 Training of policy planners, managers and administrators
Training programs and study tours within India and abroad would include the
following:
a) Educational planning and management
b) Systems of technical education in other countries
c) Innovations and management of change
d) Economics of education etc.
5.4.2
Research studies in technical education
Researches on various aspects of technical education are equally important for
reform of policies, and management practices and need much more attention than
provided currently. One of the important aspects for research is the technical
education system and its operation. Very little sponsored research occurs in this
field. Data generated on the effect of management and educational processes on
the outcome and impact of the system is not available for use in introducing
remedial measures, making additional policy interventions and improvements, and
as a support to innovative actions. The impact of various innovations attempted in
technical education have rarely been charted and studied. Competent institutions
can undertake such research assignments.
31
The second significant aspect, which is currently ignored, is the relatively low
attraction for self-employment. The average response is hardly 2-3% in the
country, while opportunities are in plenty in the organized and informal sectors.
The reasons for low preference for self-employment as compared to wage
employment and the high magnitude of failures in entrepreneurial ventures remain
relatively unknown. Researches to determine critical success factors in self-
employment, and strategies to promote these factors need to be addressed
urgently if a higher proportion of students is to undertake entrepreneurial
ventures.
The third aspect is on the effect and impact of technology and technology transfer
to society. Not much is known on this aspect.
It is expected that 5 to 6 seminars/workshops/ researches will be carried out each
year under this sub-component. The details of proposed Educational Research
Studies is given in
Annex 5.2.
5.4.3
Educational Management Information System (EMIS)
While States and organizations like the AICTE and IAMR have developed
information systems for certain segments of the technical education system, there
has been no well designed attempt to install and develop an EMIS for the entire
technical education system in the country. Further, the use of information
available for planning, policy formulation and operation of the system is rare. A
majority of the States and Central agencies make decisions in a subjective
manner. The consequences of such decisions are poor implementation, inadequate
outputs and impact, marginal changes and a reduction in efficiency and,
sometimes, in the quality of performance.
Planning at the institutional, State and Central levels is not information based to
the extent it should be. This results in improper planning for marginal
improvements, inadequate monitoring of investments and institutional efficiency.
Similarly, information based policy formulation has yet to take root in the country.
There is a dire need for a comprehensive information system for technical
education in the country. Present weaknesses of existing NTMIS need to be
identified and measures are required to be taken to improve the system by
incorporating modern technologies for online access of current data.
Data and information to be collected at Institutional Level and made available
would typically include: (i) information on programs of study offered by institution
(programs, seats, curriculum, calendar/ schedule, student response, market
demand, admission procedures, etc.); (ii) profiles of institutional performance; (iii)
student performance information (training, placement, initial salary, etc.); (iv)
faculty profile; (v) resources and institutional expertise; (vi) budgets, unit cost of
education/ training, welfare expenses, etc.;
At the State level, data and information to be collected and made available would
typically include: (i) capacity: demand- supply data; (ii) planning: State budgets,
budgets allocation to institutions, and performance review of institutions; (iii)
employment of pass-outs and self-employment data; (iv) forecasting of manpower
and technology; (v) labor market conditions; etc.
At the National level, data and information to be collected and made available
would typically include: (i) national labor market conditions including supply and
demand of manpower projections; and (ii) planning: funding and fund allocation
32
The EMIS will, in addition to maintaining information, have
*
Features to view the data in a multi-dimensional manner and permit
movement from one dimensions to another;
*
Extensive analysis tools;
*
A range of reporting capabilities; and
*
Easy access to data both analysis reports or basic pre-analyzed data.
EMIS will be developed and maintained by an independent agency. The states and
institutions will cooperate with the agency and participate in EMIS. EMIS will be
non competitive investment in the central sector.
5.4.4
Resource Institutions
To implement systemic transformation of such dimensions as described above will
require specialized assistance from resource institutions. These would be
institutions, which are well performing and have made their name in many areas
of expertise. Examples of such institutions are: the Indian Institutes of
Management (IIMs), the Indian Institutes of Technology (IITs), the IISc,
specialized institutes at regional and national level (TTTIs), CSIR and ICAR
Laboratories, regional centers and R&D organizations etc.
Role of Resource Institutions
Though the typical likely roles of resource institutions are indicated below, the
actual roles performed would be based on demand from Project institutions.
Resource institutions may assist in one or more of the following ways:
a) Assist institutions, through appropriate means (workshops, seminars,
consultancy, etc.), in the preparation of their proposals for Project
participation.
b) Assist the NPD and NPIU with the necessary expertise in the formulation of
nationally acceptable concepts, formats and structures for various
components, schemes and activities under the Project.
c) Provide consultancy to Project institutions in such areas as academic,
networking, industry/community-institution interaction, management
development, etc.
d) Undertake staff development including qualification enhancement and training
of faculty and staff of institutions.
e) Undertake research studies/ tracer studies/ impact studies, during Project
implementation, on various aspects of the Project (at national/ regional/ State
and Institutional levels) and prepare reports/ case studies/ databases.
f) Develop suitable approaches/ strategies/ procedures/ mechanisms/ formats for
Project management at State and Institutional levels as and when required.
g) Provide academic and project assistance and support to the institutions,
wherever necessary.
Funding of Resource Institutions
The resource institutions except for TTTIs will not be funded directly under the
Project. These institutions can charge consultancy fees under the Project to
institutions for providing consultancy/ services to them.
TTTIs has largely been functioning as resource institutions for the technician
education system. Review Committee (Indiresan Committee, 2000) and national
training policy envisages that TTTIs should expand their clientele to include
engineering and management institutions. It is envisaged that TTTIs will require
some strengthening to upgrade their training facilities and faculty competence.
33
Each TTTI will submit its proposal to NPD containing a clear long-term vision,
SWOT analysis and proposed activities to achieve excellence as in the case of Lead
Institutions. The National Selection Committee will recommend the selection of
TTTIs in the Project based on the merit of the proposal. This will be treated as a
non- competitive investment in the central sector.
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