7.10.7 The total sanctioned strength of students in all the RECs is 6703.

7.10.8 The Ministry of Human Resource Development has taken a number of initiatives for developing curriculum in tune with the present day need and forging links with the industry and also to help RECs to achieve excellence in Education and Research and Development.

U.K.-India Regional Engineering Colleges (RECS) - A Project

7.11.1 An Indo-U.K. Technical Cooperation project to strengthen technical education in India through assistance to 8 RECs in four technical themes :- DESIGN (RECs at Allahabad and Jaipur), ENERGY (RECs at Bhopal and Tiruchirapalli), INFORMATION TECHNOLOGY (RECs at Surathkal and Warangal) and MATERIALS ENGINEERING (RECs at Nagpur and Rourkela) commenced in April, 1994 after a formal MEMORANDUM OF UNDERSTANDING was signed between the Governments of India and the UK on 12/1/94.

7.11.2 The project is curriculum based and aims to meet changing industrial needs by improving the quality and relevance of REC's graduate in-service training, consultancy and

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R&D services. This will be achieved by improving teaching skills, developing the curriculum, equipping laboratories in each college, developing management information systems and strengthening links with industry.

7.11.3 There is a Project Steering Committee (PSC) which monitors the overall progress of the project at the national level. Joint Educational Adviser (Tech) dealing with the RECs is the National Project Director (NPD) of the project and oversees all facets of implementation of project on behalf of GOI including finances released from MHRD. The Chairman, AICTE is the Chairman of the Project Steering Committee (PSC).

7.11.4 There are four (4) Theme Sub-Committees one each for each major area viz. Design, Energy, IT and Materials. An eminent expert from industry is the Chairman for each of them. These Committees meet once in every four months to review activities in the theme over the previous four months, plan activity and procedures for consultancy, equipment specifications and reception for confirmation by P.S.C. and recommend adoption of new curricula to the respective REC Board of Studies. Each Theme SubCommittee also form an appropriate Curriculum Planning Group with industrial participation.

7.11.4 Project Steering Committee (PSC) will approve the composition of the Committee. This Committee will have industrial representation to enable it also to fulfil the role of an Industrial Advisory Board to the REC and the project theme development.

7.11.5 During the period 1994-95, 24 faculty members belonging to the Themes of Design, Energy, Information Technology and Materials have gone to U.K. for training. Similarly 18 consultants from U.K. have visited the 8 RECs during 1994-95. During the period 1995-96, 32 training slots and 13 study visits for the faculty members of 8 RECs involved with the U.K.-RECs Project have been approved,

'Centres of Excellence' Programme of RECs.

7.12.0 During 1993-94 the Government has taken an important initiative of providing a special grant of Rupees one crore to a REC annually in Plan for the remaining period of the 8th Five Year Plan in addition to the general Plan grant, to develop 17 RECs into institutions of excellence at par with the IITs.

Boards of Apprenticeship Training

7.13.0 The Regional Boards of Apprenticeship Training were set up at Bombay, Calcutta, Kanpur and Madras for the purpose of providing industrial training to engineering graduates and diploma holders coming out of engineering colleges and polytechnics. The main function of the Board is to implement the provisions of the Apprentices (Amendment) Act. The period of apprenticeship training is one year for all categories. Every year, there is a sharp increase in the number of trainees. At present there are around 24,800 apprentices.

Colombo Plan Staff College for Technician Education, Manila

7.14.0 The main objective of the Colombo Plan Staff College for Technician Education, Manila is to improve the quality of technician education and training in the Colombo Plan region.

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Administrative Staff College of India-Hyderabad

7.15.1 The college was set up in 1957 as a joint venture of the Government of India and Industry. A distinct feature of the college is its expertise in post-experience management, development programme not only in general management but also in functional areas like production, marketing, finance, material management and investment planning.

7.15.2 The College is conducting workshops for Secretaries and top executives of the Government of India to develop a new administrative culture. The college has also completed general research projects and consultancy assignments. Another major event is the launching of the Advanced Management Programme (AMP) for Public Enterprises sponsored by the Bureau of Public Enterprises (BPE). The College has become self-sufficient.

World Bank Assisted Technician Education Project

7.16.1 Recognising the need for revamping technician education as projected in the National Education Policy the Government has launched a major project being implemented in two overlapping phases with the assistance of World Bank to enable the State Governments to upgrade their polytechnics in capacity, quality and efficiency.

7.16.2 The World Bank Assisted Project to support technician education is estimated to cost Rs. 1650.00 crores including World Bank Credit Assistance of Special Drawing Rights of 373.3 million over the period 1990-99. The project under two phases covers 17 States and 2 Union Territories involving 536 polytechnics. It is primarily a State sector project and the entire cost is provided by the participating State Governments from their respective State Plan allocations. The project is being implemented by the State Governments under the overall guidance, support and monitoring by Department of Education for which a small central component covering strengthening of the four Technical Teachers Training Institutes in the country, establishment of National Project Implementation Unit and a National Project Directorate in the Ministry have been provided in the project. The World Bank Assisted Technician Education Project gives thrust for women's education through creation of additional places of 9200 for women in polytechnics by establishing 39 new women polytechnics besides providing seats for women in Co-ed polytechnics. The project also provides for additional hostel facilities for girl students, and quarters for faculty and staff of the polytechnics.

7.16.3 Mid Term Reviews of Phase-I & II projects were conducted by the World Bank. The World Bank has expressed satisfaction on the per- formance and noted that the objectives envisaged would be achieved.

Pass Book Scheme/Custom Duty Exemption (CDE) Certificate for import of Equipments and Consumables

7.17.0 To facilitate expeditious import and clearance of scientific equipment for research purposes, a Pass Book Scheme is in operation since 1988. It authorises import of scientific and technical instruments, equipments, apparatus accessories, spare parts and consumable goods free of import duty, For import under this scheme, the Head of the Institutions is authorised to certify that the goods being imported are such as not manufactured in India, and are essential for research purposes. The maximum upper limits of aggregate c.i.f. value allowed annually for equipment etc.

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and consumables are Rs. 5.00 crores and Rs.2.00 crores respectively. It excludes any single equipment etc./consumable item whose aggregate c.i.f. value exceeds Rs.20.00 lakhs. For any single item including those whose c.i.f. value exceeds Rs.20.00 lakhs, a CDE Certificate is issued. The scheme covers Public Funded Research Institutions, Universities and Colleges. The Bureau of Technical Education in the Department of Education is responsible for issuing Pass Books to Universities and Colleges.

Board of Assessment for Educational Qualifications

7.18.0 The Board of Assessment for Educational Qualifications was set up by the Government of India for the purpose of recognition of academic and professional qualifications for employment to posts and services under the Central Government. The Technical Education Bureau in the Department of Education is the Secretariat of the Board and Chairman/Member, UPSC is the chairman of the Board.

Community Polytechnic

7.19.1 The scheme of Community Polytechnics was instituted under the Direct Central Assistance Scheme in 1978-79 in 36 polytechnics, on an experimental basis, with a view to ensure that the rural society gets a fair share of benefits from the investments in Technical Education system. The scheme of community polytechnics aims at sustainable community development without environmental degradation by way of S&T applications for socioeconomic upliftment and improvement in the quality of life of the common man through micro level planning and people's participation at the grass-root level. The Scheme lays stress on poverty alleviation, employment generation and removal of drudgery for the women through location-culture, specific non-formal, need-based, short-term training in skill-oriented technical/vocational trades with no pre-condition of age, sex or qualification. The training is specially geared to the needs of the unemployed/underemployed youth/school/college dropouts, the under- privileged and disadvantaged including women, minorities and the weaker sections of the society. The Community Polytechnics (CPs) also undertake activities like Technology Transfer, Technical support and S&T awareness for the community.

7.19.2 With their institutionalised structure and network, the CPs establish grass-root level involvement in the Community through linkages with Village Panchayats, Zilla Parishads, accredited voluntary organisations etc. and set up Extension Centres at far-flung villages. The Centres for Development of Rural Technology (CDRT) acts as R&D support system for CPs towards development, modification, adoption and assimilation of simple, cost effective technology appropriate and relevant to the rural needs. The regional Technical Teachers Training Institutes (TTTIs) acts as resource centres for the CPs/CDRTs for academic, technical and managerial support and guidance.

7.19.3 About 100 technical/vocational trades relevant to respective local socioeconomic conditions have been identified for imparting skill development training oriented towards employment generation. No minimum academic qualifications have been prescribed for admission to the various courses. However, women, minorities and the dropouts are encouraged. All the identified minority concentrated districts (41 in number) in the country have already been covered under the scheme. The community Polytechnics carry out the following activities:

Socio-economic survey;

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- Manpower Development and Training;

- Technology Transfer;

- Technical and support services towards enterpreneurship development; and

- Information dissemination;

7.19.4 The scheme of Community polytechnics includes establishment of Centres for Development of Rural Technology (CDRTs) for R & D support. Thirty one diploma level institutions have so far been selected as CDRTs for development, modification and adaptation of technology, appropriate and relevant to the rural needs, as R & D system for the community Polytechnics. Separate Grants under the scheme are being released to the CDRTs

7.19.5 The Community Polytechnics set up extension centres in the far-flung rural areas so that the services and facilities that could be made available through the system are provided right at the door step of the villagers. Community Polytechnics have made significant contribution towards promoting transfer of a large number of tested and approved items of technology to the rural areas including Bio-gas Plants, Wind-Mills, Smokeless Chulhas, Rural Latrines, Solar Appliances, Agricultural implements, etc., These institutions have been able to establish proper linkages and effective collaboration and coordination with a number of Government and Non-Governmental agencies. A number of them are actively engaged in Planning and implementation of community support services, for example community Bio-gas system, Community waste disposal system and rural health services on Water, Health and Sanitation awareness programmes.

7.19.6 The employment generation through the scheme is mainly from the non-formal short-term training, through competency and need-based courses in various trades, or in multi-skills depending upon the requirement. By March 1995, about three lakh fifty thousand youths were trained under the scheme and out of this, more than 60% got self/wage-employment.

7.19.7 The employment generated through the scheme can be broadly categorised in three main categories,

i. Direct wage employment in the scheme;

ii. Self employment of trained youth;

iii. Wage employment in rural projects/industries and services.

7.19.8 More than 70,000 rural youth and women, including school drop-outs have been trained in various technical/vocational trades during the year 1994-95 and a number of them have been engaged in self-employment. The thrust during the 8th plan is on (1) special programmes for women, (2) post-literacy, continuing education for neo- literates through income-generating techno-economic activities, (3) area-specific and culture specific tribal area component programmes (4) transfer of, technology in the

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priority areas of (i) low-cost housing, (ii) safe drinking water for rural masses, (iii) rural sanitation (iv) non-conventional and alternative energy devices (v) agro-farming learning and agro- irrigation and (vi) rural transportation.

7.19.9 In order to evolve an appropriate strategy towards the promotion of Rural Sanitation Programme through the CPs, four Regional Workshops are organised with the sponsorship of UNICEF.

7.19. 10 The objectives of the UNICEF assisted programme are:

i) Review of the State of Art of Rural Sanitation Technologies being developed and practiced in India;

ii) Assessment of various technology options and design option for Rural Sanitation vis-a-vis the diverse socio- economic and socio-cultural environments as well as agro- climatic and geo-hydrological conditions prevalent in the country;

iii) Documentation of the contributions made by CP/CDRTs in the field of Appropriate Low Cost Rural Sanitation.

iv) R&D for development of technically sound economically feasible, socially viable, culturally acceptable, low-cost rural sanitation technology ;

v) Recommendations for evolving, suitable Models of Technology for implementation;

vi) implementation strategy and the role of the CDRTs pertaining to development and transfer of Appropriate low cost Rural Sanitation Technology;

vii) Human Resource Development in Rural Sanitation.

viii) Development of Clean, Healthy Personal and Domestic Community Hygiene.

ix) Awareness generation and motivation programmes ensuring Community participation in Rural Sanitation.

North Eastern Regional Institute of Science and Technology

7.20.0 The North Eastern Regional Institute of Science & Technology (NERIST), Itanagar (Arunachal Pradesh) was established in 1986 to generate skilled manpower in the field of Engineering and Technology as well as applied science streams for the development of North Eastern Region. While the Department of Education was giving necessary technical guidance to the NERIST it was being funded through North Eastern Council. W.e.f. 1994-95 the Institute is being funded by the Department of Education. The NERIST was conceived as a unique institution offering a sequence of modular programmes, each of 2 year duration leading to certificate, diploma and degree in Technology and Applied Sciences. Provisional, affiliation to NERIST has

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been accorded by North Eastern Hill University. Granting of University status to this Institute is under consideration. An Expert Committee has been constituted to look into the academic and other developmental aspects of the institute.

Educational Consultants India Limited (Ed.CIL) New Delhi

7.21.1 Educational Consultants India Ltd. New Delhi the only public sector enterprise under this Ministry was incorporated under the Companies Act, 1956 on June 17, 1981. It functions under the guidance of Board of Directors representing various Ministries and Organisations of the Central Government. It has a part-time non- official Chairman and a full-time Managing Director.

7.21.2 During the year, the corporation executed the project space planning for the campus of Tertiary Education in Mauritius. The Company also completed the Project Appraisal Report for Arhh Minch Water Technology Institute in Ethiopia. In addition, the company was awarded project on investigation of Eight Target Colleges in Technical Education in India by UNICO, Japan.

7.21.3 The company completed IIT, Assam project awarded by Ministry of HRD and the evaluation of Population Education Programme for Higher Education awarded by University Grants Commission. The Company also executed some other projects like evaluation of population education, Orissa and the pre-feasibility Report for establishment of Rural Institute by Godfrey Phillips India.

7.21.4 The Company was also awarded some other projects like selection of Principal, Indian School, Jeddah, Selection of Ten Teachers for Embassy of India Schools, Riyadh, Five Agricultural Specialists, Alemaya University, Ethiopia; certain supplies of instructional resources were also undertaken for Namibia and Copperbelt University, Zambia and both these projects were awarded by the Ministry of External Affairs.

7.21.5 The projects of the establishment of Kendriya Vidyalaya at Nahar and Rewari (Haryana) and establishment of Centre for Electronic Design and Technology, Gorakhpur are in progress. Besides, consultancy projects like Master plan for educational complex Kalinga Vihar, Orissa, Development of vocational curriculum at Karnataka are also in progress.