TECHNICAL EDUCATION
7.1.1 Technical education is one of the most significant components of human resource development spectrum with great potential for adding value to products and services, for contributing to the national economy, and for improving the quality of life of the people. In recognition of the importance of this sector, the successive Five Year Plans laid great emphasis on the development of technical education.
7.1.2 During the past four decades, there has been a phenomenal expansion of technical education facilities in the country as would be evidenced by the graphs presented here. But, a lot more remains to be accomplished in the field of technical education in respect of increasing its coverage and enhancing its accessibility to various categories of people, and in improving its productivity. Moreover, the changing scenario by the turn of the century in socioeconomic, industrial and technological areas needs to be considered to enable the system to play its role with greater relevance and objectivity. Based on these considerations, the National Policy on Education (NPE) as well as the Programme of Action (POA) have rightly pointed to several new initiatives to further revamp the technical education system. They include: modernisation and removal of obsolescence, promoting institution-industry interaction, restructuring of courses/programmes, entrepreneurship development, promoting technical education of women, linking technical education with development sectors and application of science and technology for rural development.
7.1.3 The year under report witnessed some significant developments in the field of technical education. Considerable progress was made in implementing the various programmes and schemes based on the NPE. Vested with statutory authority, the All India Council for Technical Education (AICTE) swung into action to fulfil the tasks assigned to it. The first meeting of the statutory AICTE was held on July 6, 1988. Regulations, norms and standards for courses and institutions, fee and admission guidelines, details of accreditation for performance evolution of courses and institution, models for State Directorates, and perspective plans and Programmes of Action (POAs) of Central insititutions and States were got formulated. Several proposals for starting new institutions/courses were examined and seventy of them were approved.
7.2.0 The various programmes/schemes under technical education and their progress during the year are briefly summarised below:-
Indian Institutes of Technology 7.2.1 The five Indian Institutes of Technology (IITs) at Kharagpur, Bombay, Madras, Kanpur and Delhi were established as premier centres of education and training in engineering and applied science at the under-graduate level and to provide adequate facilities for postgraduate studies and research. These are Institutes of National Importance.
7.2.2 The IITs conduct four-year undergraduate programmes leading to Bachelor's Degree in Technology (B.Tech.)/ in various fields of engineering and technology. They also offer integrated Master's Degree courses of five-year duration in physics, chemistry, and mathematics, one-and-a half year M.Tech Degree courses in various specilisations, and one-year post-graduate Diploma courses in selected areas. In addition, the Institutes offer Ph.D. programmes in different branches of engineering, sciences, humanities and social sciences. There are also advanced centres of training and researh in each Institute in identified areas of specialisation.
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7.2.3 The IITs have made great contributions in the matter of transfer of technology. A large number of Industries have benefitted from the research work done by these Institutes either under sponsorship or on their own. Over the years, they have also succeeded in developing patents and their exploitation by the industry. Through the sponsored research projects and consultancy work undertaken by the IITs and their faculty, sizeable revenue accrues to the Institutes every year.
7.2.4 Another significant contribution made by the IITs in the development of Science & Technology in the country is the assistance extended by them in the development of curricula etc. for the benefit of other engineering/technological institutions.
7.2.5 These Institutes can take pride in the quality of their students, in as much as they demonstrate by the time they graduate and pass out, high level of competence, values and maturity. Selection of the brightest students and the very high quality of training are the strengths of the IIT system, which is committed to the pursuit of excellence. During the year under report, the Insitutes continued the process of replacement of obsolete equipment and modernisation of laboratories with funds provided for this purpose.
7.2.6 The Institutes continued to help the Regional Engineering Colleges in the development of their laboratories and faculties under the Institutional Network Scheme.
7.2.7 A special preparatory course of 10 months duration was continued to improve the intake of SC/ST students in the IITs. Those SC/ST students who fail to qualify in the Joint Entrance Examination (JEE) for admission to the IITs, but score a certain minimum percentage of marks, are offered admission to this preparatory course. At the end of the preparatory course, these students are subjected to a qualifying test on the basis of which they are offered admission to the B.Tech. programme without having to appear in the JEE again. This has improved the
IIT Admissions Student Out-turn
strength
(Total in 1988-89)
UG/PG+R UG/PG+R UG/PG+R
Delhi 277/799 1054/1624 209/439
Madras 267/493 1067/1281 247/481
Kanpur 268/295 1070/893 220/261
Bombay 326/606 1249/1364 268/404
Kharagpur 364/504 1477/1094 378/442
position of intake of SC/ST students in the IITs considerably. The SC/ST students also continued to get financial support from the Institutes by way of pocket allowance, loans and discretionary grants, apart from free messing.
7.2.8 Each of the IITs has drawn up its own Programme of Action (POA) to implement the directives indicated in the NPE 1986. As desired by the Planning Commission, the Institutes have also formulated approach papers for the development of specific areas during the VIII Five Year Plan. The emphasis for further development will be on strengthening the infra-structural facilities including construction of additional hostels and staff quarters, modernisation of laboratories, introduction of new courses in the emerging thrust areas, removal of obsolescence of equipment, institution of new programmes for quality improvement, staff and faculty development, etc.
7.2. A high-powered Review Committee which evaluated the working and performance of IITs submitted its report in Februrary 1987. After due consideration and scrutiny, most of the recommendations have been referred to the IITs for implementation. Other recommendations are under consideration of the UT Council and an Empowered Committee. Implementation of the recommendations will be monitored by the IIT Council.
7.2.10 Under the 'Assam Accord' the Government had agreed to establish an IIT in Assam. This will be the sixth IIT in the country. The site for the location of this IIT has been selected at Misa in the district of Nagaon. The Institute will have an extension centre at Guwahati. The State Government is in the process of acquiring land in both the places. A Project Team of experts has formulated the detailed project report, which is now being finalised. The budget provision for this scheme during 1988-89 was Rs. 400 lakhs.
Indian Institutes of Management 7.3.1 The four Indian Institutes of Management (IIMs) at Calcutta, Ahmedabad, Bangalore and Lucknow were established in 1961, 1962, 1972 and 1984 respectively to provide facilities for training personnel for careers in management, for conducting research and for contributing to the growth of knowledge in this important area. The Institutes offer post-graduate and fellowship programmes in management as well as executive development programmes for managers in industry. They also conduct in-service programmes for personnel from industry. During the year, the Institutes conducted
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several organisation-based programmes and also undertook a large number of consultancy projects.
7.3.2 The new Institute at Lucknow started its first academic session from July 1985. It is in the process of development. The Institute has taken possession of its permanent site, where the civil construction work are in progress.
National Institute for Training in Industrial Engineering 7.4.0 The National Institute for Training in Industrial Engineering (NITIE), Bombay was established in 1963 as an autonomous body with the help of the United Nations Development Programme (UNDP) to provide facilities for training in industrial engineering and allied fields. The Institute offers post-graduate programmes in industrial engineering, post-graduate diploma programmes in industrial engineering (by research) equivalent to M.Tech., and fellowship programmes in industrial engineering equivalent to Ph.D. It organises a large variety of short term executive development programmes and senior executive programmes in the areas of industrial engineering and management techniques. The Institute is also actively engaged in research and consultancy in areas such as operations research, information systems, work systems design, computers and their applications, industrial relations, job evaluation, hazard analysis and other related management fields. The Institute has set up an extension centre at Hyderabad to cater to the needs of the industries and organisations in and around Hyderabad.
National Institute of Foundry and Forge Technology 7.5.1 The National Institute of Foundry and Forge Technology (NIFFT), Ranchi was established during 1966 in collaboration with UNDP-UNESCO as an apex institution for training and research in foundry and forge technology. It is an autonomous institution fully funded by the Government of India. The objectives of the Institute are to:
- provide training through advanced diploma courses, refresher courses, M.Tech. course and unit-based programmes required by industry.
- guide and conduct applied research in foundry and forge technology, and
- provide consultancy, testing, documentation and information services to foundry, forge and allied industries.
7.5.2 The Institute started its 15th advanced diploma course in foundry/forge technology in September 1987 with a total of 54 students. The 3rd batch of M.Tech. course with 13 students commenced in August 1987. During the year 1987-88, the Institute conducted 9 refresher courses attended by 72 sponsored candidates. Faculty members participated in various national and international seminars/ symposia/conferences and presented/published 16 technical papers. The Institute interacted with several agencies and also undertook a number of research and consultancy projects.
7.5.3 The Institute has computer centre with a Horison-3,32 bit, 2 RAM system alongwith various peripherals. Newer systems are expected to be acquired in the near future. During 1988-89, the Institute had a budget provision of Rs. 180.00 lakhs.
School of Planning and Architecture 7.6.1 The School of Planning and Architecture (SPA), New Delhi was established in, 1955 as a pioneer institution to provide training facilities in areas relating to human settlements and environment. It is an autonomous institution fully financed by the Government of India. The School was given the status of a 'Deemed University' in 1979 to enable it to broaden its horizons of academic programmes, to further promote research and extension programmes, and to award its own under-graduate, postgraduate and doctoral degrees.
7.6.2 The School is conducting a Bachelor's degree course in architecture with an annual sanctioned intake of 68 students in two shifts. It is also conducting Master's Degree courses in planning (with specialisations in urban and regional planning, transport planning and housing), architecture (with specialisations in urban design and architectural conservation), building engineering and management, and landscape architecture. The total intake of post- graduate courses is 110. The institution also conducts Ph.D. programmes with an intake of 10. To promote and coordinate inter- disciplinary research and extension programmes, the School has set up a Centre for Conservation Studies and a Centre for Analysis and Systems Studies in addition to the Centres for Rural Development and Environmental Studies, which are acting as resource centres for the teaching departments. The Centre for Analysis and Systems Studies has an Apollo DN-560 Computer with advanced facilities for computer aided design.
7.6.3 During the year under report, the civil
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construction works of a hostel, a guest house and 71 staff quarters were taken up at the Maharani Bagh campus of the School. The School organised several seminars, workshops and short-term courses, and also undertook a number of research and consultancy projects.
Technical Teachers' Training Institutes 7.7.0 The four Technical Teachers' Training Institutes (TTTIs) at Bhopal, Calcutta, Chandigarh and Madras were established in the mid- sixties to provide in-service training to polytechnic teachers and also to undertake various activities for the overall improvement of polytechnic education. They offer long-term training programmes of 12 months/18 months duration to degree and dimploma holding teachers of polytechnics in addition to providing short-term training to teachers introducing them to curriculum development and related activities. The Institutes at Bhopal and Madras have come up to the level of offering post-graduate courses in technical teaching. Besides teacher training, these Institutes also undertake activities such as resource development, extension work, consultancy and project formulation. They are involved in educational film production, national testing services, preparation of instructional packages, etc. under a UNDP project. During the year under report, these Institutes continued their activities in various fields failing within their purview and contributed significantly to the further development of polytechnic education.
International Centre for Science and Technology Education 7.8.0 The International Centre for Science and Technology Education (ICSTE) was set up in 1986 to operate through a network of existing institutions in the country and to serve as a resource centre and a centre for co-operative research. This International Centre will also coordinate research programmes in the area of science and technology education for which little coordinated effort has been made in the country even though a number of institutions are engaged in this activity. The Centre will also cater to the needs of developing countries, and is likely to seek assistance for its, programmes from international agencies such as UNESCO and UNDP. The Centre is an autonomous institution fully financed by the Government of India.
Management Education at Non-University Centres 7.9.0 Under this programme, assistance is provided to some selected non-Government, non-University institutions, which are functioning at all-India level and are offering 2-year full time and 3-year part-time post-graduate diploma courses in management studies. Assistance is given on the recommendations of the All India Board of Management Studies of the AICTE.
Regional Engineering Colleges 7.10.1 Fourteen Regional Engineering Colleges (RECs) were set up, on each in the major States, during the Second and Third Plan periods to enable the country to meet the increased need for trained engineering personnel during subsequent Plan periods. The fifteenth REC at Silchar (Assam) started functioning in November 1977, and the sixteenth one at Hamirpur in Himachal Pradesh in July 1986. Establishment of one more REC at Jalandhar in Punjab has been approved and it is expected to start functioning from the academic session 1989-90.
7.10.2 While all the RECs (except the one at Hamirpur) offer first degree courses in civil engineering, mechanical engineering and electrical engineering, many of them also offer first degree courses in chemical engineering, metallurgical engineering, electronics, production engineering, mining engineering, artchitecture and computer science. The REC at Hamirpur is presently offering first degree courses in civil engineering, electrical enginering and electronics. Fourteen RECs also conduct post-graduate courses. Of these, nine are conducting industry-oriented courses, in specialised fields such as design and production of high pressure boilers and accessories, heavy machines for steel plants, transportation engineering, industrial and marine structures, integrated power systems etc.
7.10.3 During the, year under report, emphasis was laid on expansion and diversification of academic programmes, modernisation of laboratories including replacement of obsolete equipment, construction of students 'hostels and development of students' activity centres, expansion of research activities, institute-industry collaboration, and instituting new activities like continuing education programmes. These Colleges made good progress in the implementation of their developmental plans. One hundred and fifty six laboratories are being developed in these Colleges under the scheme of institutional network with IITs. Four of these institutions have main frame computers, while the others have procured micro system and personal computers mainly to meet the requirements of training students.
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7.10.4 In the context of the implementation of the NPE 1986, Programme of Action (POA) documents were prepared by all the RECs re- defining their institutioinal goals and targets, and projecting perspective plans to cover the remaining period of the Seventh Plan and also the Eighth Plan period. During the year under report, only a beginning could be made to undertake the activities indicated in these documents because of the limited resources made available to the REC system.
Development of post-graduate courses and research work 7.11.1 The Government of India is directly assisting 15 State Government and 24 non-Government postgraduate institutions under the central scheme of development of post-graduate education and research in engineering and technology. The scheme has made considerable contribution in promoting development of technical education in general and Research and Development (R&D) in particular. During the year under report, introduction of 7 new post-graduate courses was approved.
7.11.2 Values of research fellowship/research associateship and contingent grant were enhanced with effect from 1st April 1987 in all technical education institutions recognised by the AICTE.
7.11.3 The Graduate Aptitude Test in Engineering (GATE) examination was held in February 1988 on the basis of which admissions were made to postgraduate courses.
Quality Improvement Programme 7.12.1 The Quality Improvement Programme (QIP) was initiated in the year 1970-71 with a view to improve the quality and/standards of technical education. The following programmes are conducted under the scheme :-
(i) Faculty development, which includes
- M. Tech and Doctoral programmes, - Short-term courses at QIP-Centres. - Summer and winter school programmes through the Indian Society for Technical Education (ISTE).
(ii) Curriculum development, which includes labor- atory development, preparation of instructional materials and text-books.
(iii) Practical training in industry for teachers of engineering colleges and polytechnics.
Achievements Under Quality Improvement Programme (QIP)
* Teachers trained for Ph.D. 1100
* Teachers trained for M. Tech. 1020
* Teachers trained at degree- 12600
level in Short-term courses (770 courses)
* Teachers of engineering
Colleges and Polytechnics
trained through Summer
and Winter School pro-
grammes of Indian Society
for Technical Education
(ISTE) 31890
7.12.2 The M. Tech and Doctoral programmes are implemented at the 5 Indian Institutes of Technology (IITs), University of Roorkee, Indian Institute of Science (Bangalore), Banaras Hindu University, a few Regional Engineering Colleges, Anna University (Madras), and Jadavpur University (Calcutta) The programme relating to short-term courses is implemented through the above centres for engineering college teachers, and through the four Technical Teachers' Training Institutes (TTTIs). and the Institute of Engineering and Rural Technology, Allahabad for teachers of diploma level institutions. While the programme of short-term training in industry is organised by the Regional Offices of the Ministry, the summer/winter school programme is organised through the ISTE.
7.12.3 Till 1987-88, about 1020 teachers were trained for M. Tech and 1100 teachers for Ph. D. The QIP Centres organised about 770 short- term courses for degree level teachers, where about 12,600 teachers were trained. The ISTE organised 1472 short-term summer/ winter school programmes for teachers of engineering colleges and polytechnics together, wherein about 31,890 teachers were trained. The TTTIs have conducted about 1520 short-term programmes for polytechnic teachers thereby training 31,000 teachers. Under the short-term programme in industry, 6,300 teachers at the degree and diploma levels were trained.
7.12.4 The Curriculum Development Cells at degree level have till now produced 250 text-books, 125 monographs, 50 manuals, 125 other publications and conducted about 175 workshops and seminars. The ISTE has also produced about 90 teachers' manuals.
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Computerisation and manpower development 7.13.1 In order to create computer awareness as also to introduce various computer programmes in the existing courses in engineering and technology, the Government of India has been providing support to technical institutions for acquiring computer facility. It has been getting indigenous 'O' level. computers evaluated through the National Centre for Software Technology (NCST), Bombay. On the basis of the evaluation report received from NCST, 24 systems have so far been approved. Efforts are being made to provide atleast 'O' level computers in all the approved polytechnics in the country during the seventh Plan.
7.13.2 In collaboration with the Department of Electronics, a few more polytechnics have been selected during the year under report for starting 1 1/2 postpolytechnic diploma course in computer applications making the total number of such polytechnics 55. Three-year Master's Degree course in computer applications was approved at 14 more centres bringing the total number of such institutions to 53. Under-graduate programmes in computer science/ engineering are offered at 37 centres.
Institutional Network Scheme 7.14.1 The scheme was initiated during 1981-82 to develop and internal assistance programme of networking between well developed technological institutions such as the IITs and comparatively less developed institutions such as the RECs and State engineering colleges for development of laboratories, exchange of faculty, training of faculty members and collaborating in research programmes.
7.14.2 During the first three years of the Seventh Plan period 120 laboratories have been supported through the networking scheme and an amount of Rs. 3.00 lakhs has been released for the purpose. It is proposed to develop another 40 laboratories during 1988-89 at a cost of Rs. 100 lakhs.
7.14.3 According to the provisions of the scheme an approved project of networking is supported by the grant of an amount of Rs. 5 lakhs out of which 50% is borne by this Department and the remaining 50% by the institution concerned.
7.14.4 After having reviewed the implementation of the scheme over the years, the following changes in the operation of the scheme have been put into effect:
i) There will be less thrust on purchase of equipment and more thrust on effective 'Internal Assistance' such as faculty exchanges, joint and
collaborative research,curriculum development, consultancy, provision for computer time, repairs and maintenance of equipment etc. 40% of the grant may be used for purchase of equipment and 60% for effective internal assistance.
ii) The scope of the scheme is to be developed involving linkage between academic institutions on the one hand and CSIR Research Laboratories, Defence Research Laboratories and other user agencies on the other. A broad-based scheme on institutional networking will be prepared soon.
Thrust Areas of Technical Education
(a) Strengthening of facilities in crucial areas of technology
where weakness exists 7.15.1 The scheme was instituted during the Sixth Plan and modified in scope and dimensions during the Seventh Plan with the objective of strengthening facilities in technological institutions offering courses at under-graduate level in certain identified areas of technology where critical gaps exist, through (i) augmentation of physical facilities such as laboratory equipment, space, faculty and supporting staff, (ii) Diversification of courses, and (iii) preparation of base for post-graduate programmes. The identified areas of technology where weakness exists are : computer science/technology, electronics, instrumentation, material science/technology, maintenance
Crucial Areas of Technology Identified for removal of Weakness by
Strengthening Infrastructure Facilities/Diversification of Courses * Computer Science/technology Electronics
* Instrumentation
* Material Science/technology
* Maintenance Engineering
* Product development/design
* Bio-Conversion
* Ergonomics
* Printing Technology
* Management Science & entrepreneurship
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Emerging Technologies Identified for Creation of Infrastructure * Energy Science
* Transportation Engineering
* Micro-electronics
* Remote Sensing
* Atmospheric Science
* Reliability Engineering
* Environmental Engineering
* Water resource management
* Optical communication & fibre optics
* Laser technology
* Informatics
* Telematics
* Educational Technology
* Computer aided design/computer aided manufacture
* Micro-processors
* Robotics and artificial intelligence
engineering, product development/design, bio-conversion, ergonomics, printing technology, management science and entrepreneurship.
7.15.2 An amount of Rs. 2446.75 lakhs was released during the first three years of the Seventh Plan supporting 217 projects. It is proposed to support 55 projects during 1988-89.
(b) Creation of infrastructure in areas of
emerging technologies. 7.15.3 The scheme was instituted on an experimental basis during the Sixth Plan period with the objective of creating infrastuctural facilities for education, research and. training in 14 identified areas of emerging technology in selected engineering/ technological institutions. During the Seventh Plan period, the scope and dimensions of the scheme were enlarged. The objectives of the scheme are :-
- To develop infrastructure in terms of modern laboratories in identified areas of emerging technologies.
- To develop a strong base for advanced level work by identifying programmes and courses.
- To provide facilities and support for R&D activities in frontier areas of technology on a national basis so that technology gaps with reference to advanced countries are eventually bridged.
- Development of manpower.
- Facilities for training the faculty.
- Development of linkages with other institutions including R&D establishments and user agencies.
- Dissemination of information in the areas of expertise developed by the supported institutions.
7.15.4 The areas identified for support under this scheme are : energy science, transporation engineering, micro-electronics, remote sensing, atmospheric science, reliability engineering, environmental engineering, water resource management, optical communication & fibre- optics, laser technology, informatics, telematics, education technology, computer-aided design/computer aided manufacture, micro- processors, robotics and artificial intelligence.
7.15.5 During the first three years of the Seventh Plan, an amount of Rs. 2911.25 lakhs was released to support 206 projects. It is proposed to support 125 projects during 1988-89.
(c) Programmes of new and/or improved technologies and offering new
courses in specialised fields 7.15.6 This is a new scheme instituted during 1987-88 as part of the implementation of the new National Policy on Education. The scheme has been formulated keeping in view the changing industrial scene and the pace of technology development the world over. Many new areas of technology have evolved in recent years in the conventional as well as emerging fields of technology which have relevance to the national needs, where manpower with appropriate expertise has to be developed. Forty six hew/improved areas of technology have been identified where programmes/ courses will be supported under the scheme.
7.15.7 Two projects were supported during 1987-88
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TECHNICAL EDUCATION IN THE CAUSE
OF RURAL DEVELOPMENT
* Fifteen centres for Development of Rural
Technology (CDRTs) for development of
technologies relevant to rural needs
* 109 community Polytechnics engaged in transfer
of technology to rural folk
* Experimental Pilot Projects for total rural
development through select Community Polytechnics
* Special Institutes of Appropriate Technology for
rural development
SUPPORT FOR THRUST AREAS IN TECHNICAL EDUCATION
(30 AREAS SUPPORTED DURING 1985-1989)
(Some Projects)
AREA NO. OF NO. OF INSTS. GRANT PROJECTS INVOLVED (Rs.IN LAKHS)
COMPUTER SCIENCE/ 120 50 1335 INFORMATICS/MICROPROCESSORS ROBOTICS/ARTIFICIAL 89 45 1503 INTELLIGENCE/CAD-CAM ELECTRONICS/MICRO ELECTRONICS 89 35 1089 INSTRUMENTATION 53 39 607 LASER TECHNOLOGY/FIBRE- 51 39 722 OPTICS/REMOTE SENSING MATERIAL SCIENCE 34 30 397 PRODUCT DEVELOPMENT/ 32 24 589 MAINTENANCE ENGG/ RELIABILITY
ENVIRONMENTAL ENGINEERING 44 18 519 BIO-TECHNOLOGY 26 23 314 TRANSPORTATION 25 18 257 WATER RESOURCE MANAGEMENT 23 23 179 ENERGY SCIENCE 18 16 225
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60A
60B
at a cost of Rs. 37.00 lakhs only. It is proposed to support 12
projects during 1988-89.
Modernisation and Removal of Obsolescence
7.16.1 The scheme was initiated during the Sixth Plan period with the
objective of providing modern instruments and machinery in selected
engineering colleges to meet the requirements of technological
advances and curricular changes on the basis of 100% direct central
assistance.
7.16.2 During the Seventh Plan and more particularly after the new
National Policy on Education was adopted, the scope and dimensions of
the scheme were expanded to cover IITs, RECs and other engineering
colleges including technical universities and technological faculties
of universities, polytechnics and removal of obsolescence of human
resources. The objectives of the scheme were redefined as follows:-
- Removal of obsolescence in machinery and
equipment of laboratories and workshops in
engineering and technological institutions.
- Modernisation by addition of new equip-
ment relevant to the curricular needs as a
sequel to the fast developments in techno-
logies.
- To provide students with hand-on experience
in laboratory practice in modern techno-
logies.
- Creation of new laboratories.
- Provision of computers.
- Training and re-training of faculty and
supporting staff.
7.16.3 The number of projects supported during the first three years
of the Seventh Plan and the amounts of grant released each year are
given below:
Year Number of Amount projects of grant supported released
(Rs. in Lakhs)
1985-86 131 1500 1986-87 151 1800 1987-88 497 6000 1988-89 530 4300 (Proposed)
National Technical Manpower-Information System
7.17.1 The scheme of National Technical Manpower Information System
(NTMIS) was instituted in the year 1983-84 with the objective of
providing up-to-date and meaningful manpower projections on a
continuing basis to enable the concerned educational authorities to
plan areas of growth in the field of engineering and technology on a
systematic basis to meet the technical manpower requirements in the
country. The system comprises a lead centre at the Institute of
Applied Manpower Research, 21 nodal centres at selected engineering
colleges/technological institutions/Boards of Apprenticeship Training
and a manpower cell in the Ministry.
7.17.2 The scheme is at present being reviewed by an Expert Group.
Based on the recommendations of this Group, further action will be
taken to expand the scope and coverage of the scheme.
Advanced Technician Courses
7.18.0 The scheme was started in the year 1981-82 with the main
objective of providing avenues for advancement of diploma holders.
Under this scheme, higher courses of studies at advanced level are
provided to enable technicians possessing diploma qualifications in
various branches of engineering and technology to acquire higher
qualifications in their specialisations and advance professionally.
The quality of the pass-outs of these courses has been very well
appreciated by the industrial sector. The scheme is at present being
implemented through the following 9 institutions:
1. YMCA Institute of Engineering, Faridabad
2. CM Kothari Technological Institute, Madras
3. SBM Polytechnic, Bombay
4. Institute of Engineering & Rural Technology,
Allahabad
5. Kamla Nehru Polytechnic for Women, Hyderabad
6. KG Engineering Institute, Bishnupur (WB)
7. Government Polytechnic, Khurai (MP)
8. Khaitan Polytechnic, Jaipur
9. Government Polytechnic, Porbandar
The scheme had a budget provision of Rs. 33.00 lakhs during 1988-89.
Centres for Development of Rural Technology
7.19.0 The scheme was instituted during 1980-81. The 15 CDRTs
established-at various diploma level institutions are doing
exceedingly well in developing, modifying and adopting technologies
relevant to rural needs.
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Community Polytechnics
7.20.1 The scheme was instituted under the central sector in the year
1978-79, when 36 polytechnics were selected to serve as 'Community
Polytechnics'. In addition to offering diploma courses in various
branches of engineering and technology, these polytechnics are
required to interact with the environment and serve as focal points to
promote transfer of technology to rural areas. The activities
undertaken by these polytechnics include short-term skill training in
various trades/ vocations to the rural youth, provision of technical
and support services to the rural people, transfer, installation and
maintenance of relevant items of appropriate technology already
developed, tested and adopted, establishment of information and
dissemination 'centres and undertaking experimental model projects for
rural development with application of science and technology. During
1984-85, 10 polytechnics situated in close proximity to predominantly
minority concentrated areas were approved as community polytechnics to
impart skill training to the youth from among the minority
communities. During 1988-89, the scheme was further expanded to cover
2 more polytechnics in the minority concentrated areas in the State of
Assam. At present there are in all 109 Community Polytechnics under
the scheme.
7.20.2 The Community Polytechnics have set up extension centres in far
flung rural areas to ensure that the services and facilities under the
scheme are available right at the door step of the villages. The
total number of extension centres so set up in rural areas is about
236. The number of people trained since the inception of the scheme
is of the order of 94,000 and the number of villages benefitted
through technical services/transfer of technology is about 3600. In
order to assess its utility, the scheme was recently appraised. Based
on this appraisal, the scheme is being further strengthened and
expanded.
Programme of Apprenticeship Training
7.21.1 The Programme of Apprenticeship Training for engineering
graduates and diploma holders under the Apprentices Act 1961 (amended
in 1973) continued to be implemented through the four Boards of
Apprenticeship Training located at Kanpur, Calcutta, Bombay and
Madras. The Boards have Statelevel Committee for better liaison with
industry. The cost of stipend being paid to apprentices is shared by
the training establishments and the Government of India.
7.21.2 The number of apprentices engaged every year as on 31st October
for the last three years is shown below.
31-10-86 31-10-87 31-10-88 Total trainees 16362 17352 21221 Graduate trainees 4658 4667 6021 Diploma holders 11704 12685 15200 Scheduled Castes 242 450 547 Scheduled Tribes 65 80 104 Minorities 767 1208 1082 Handicapped 9 2 12 Women 927 1138 1273
7.21.3 A number of supervisory development programmes for improving
the quality of apprenticeship training and career guidance programmes
for the final year students of a few engineering colleges and
polytechnics were organised by the Board. The Boards are publishing
journals containing informative articles. Some of them have prepared
training manuals.
7.21.4 A new scheme of apprenticeship training for 10+2 vocational
students was introduced from the year 1988-89.
Experimental Pilot Projects For Application of Science And Technology
To Rural Development
7.22.0 This is a new scheme included in the seventh Five Year Plan.
The scheme is intended to facilitate selected community polytechnics
and/or other specialised institutions involved in this work to take up
experimental model pilot projects for application of Science and
Technology for total rural development of a chosen area, to make the
educational efforts more relevant to the live situations in the rural
areas and develop, a few viable and replicable models to help and
promote rural development on scientific lines. The scheme envisages a
cluster of 100 villages as a single unit to be taken up for total
rural development. The project is to be managed by a team of
professional managers consisting of a General Manager at Head
Quarters, Area Managers at the nodal centres and Managers at the
village level. The coordinaing institution shall be the resource
institution and will serve the Governing Council of the project, which
shall comprise all interests concerned with rural development. The
various community polytechnics and other institutions shall provide
the necessary scientific and technological inputs. The projects would
aim at multiplying the income of the area by 10 times in a period of
five years, generating employment, improving productivity, promoting
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self-reliance and making life richer and wholesome through scientific,
technological and management inputs. The project will be validated
through action research.
Special Institutes of Appropriate-Technology and Rural Development
7.23.0 This is a new scheme included in the Seventh Five Year Plan.
These Institutes are expected to serve as centres of excellence to
develop and organise courses from certificate level to post-graduate
level, and to do research in different branches of appropriate
technology and rural development. In addition, they will serve as
focal centres for transfer of technology and integrated rural
development, and also act as resource institutions for all other
institutions and organisations involved in rural development.
Asian Institute of Technology, Bangkok
7.24.1 The Asian Institute of Technology, Bangkok is an autonomous
international graduate institute providing advanced education in
engineering, sciences and allied fields. It enrolls about 600
students from more than 20 countries and has international faculty
members. The Institute is governed by an International Board of
Trustees, whose members come from different countries including India.
It conducts academic programmes in nine disciplines, does research on
problems relevant to Asian countries, and organises special programmes
including short courses and conference.
7.24.2 The Government of India has agreed to provide the following
assistance to the AIT:-
- Deputation of Indian teachers/experts in
specialised areas of engineering and technology
meeting the entire cost of their deputation.
- An annual grant upto Rs. 3.00 lakhs for
utilisation for one or more of the following
purposes:-
a) Purchase of equipment from India,
b) Purchase of books and payments for
subscription of academic and technical journals
Published in India, and
c) Expenditure on academic related activities in
India.
7.24.3 During the period 1983-88,42 Indian experts were deputed to
AIT, Bangkok.
Educational Consultants India Ltd.
7.25.1 The only Public Sector Undertaking under this Ministry,
Educational Consultants India Limited, New Delhi was incorporated
under the Companies Act, 1956 on June 17, 1981. It functions under
the guidance of a 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.
7.25.2 During the year 1988-89, the Company diversified many of its
activities including the starting, of the first turn-key job for the
establishment of an Electronics Design Laboratory in Bangkok,
Thailand. The Company also completed the following projects in India
and abroad:-
In India:
1. Establishment of the Department of Bio-Engineering
and Medical Instrumentation, University of Health
Science, Vijayawada.
2. Establishment of a Technical Training Institute,
New Okhla Industrial Development Authority, NOIDA, U.P.
3. Evaluation of Educational Societies for allotment
of land to set up schools, New Okhla Industrial
Development Authority, U.P.
4. Establishment of a training nucleus for ship
building industry in India, Hindustan. Shipyard
Limited, Visakhapatnam.
5. Preparation of Detailed Project Report for the
establishment of National Testing Service in India,
Ministry of Human Resource Development.
6. Establishment of a Central University in Assam,
Ministry of Human Resource Development.
7. Establishment of a Central Council for Rural
Institutes/Universities and setting up of Rural
Institutes/Universities, Ministry of Human Resource
Development.
8. Servicing of 21 projects of Bureau of Technical
Education, Ministry of Human Resource Development,
including Project Reports for setting up Residential
Polytechnics for Women and establishment of Longowal
Institute of Engineering and Technology, Longowal
(Punjab), Ministry of Human Resource Development.
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Abroad:
1. Preparation of a Master Plan for Moi University,
Government of Kenya.
2. Secondment of Indian teachers for secondary
schools in Botswana, Ministry' of Education, Republic of
Botswana.
3. Inter-regional Technical Cooperation between India
and African countries, UNESCO, Paris.
4. Recruitment of Principals and Vice-Principalcum-
Administrators for Embassy of India Schools in Riyadh
and Jaddah, through Embassy of India, Riyadh, Saudi
Arabia.
7.25.3 The. Company increased its turnover by 30 per cent, while the
profits increased by 100 per cent over the financial figures of last
year. While growth in almost all areas of operations of the Company
was maintained, there was a downward trend in the number of foreign
students training programmes.
7.25.4 During 1987-88, the Company earned a profit of Rs. 38.66 lakhs
after depreciation. The Company declared payment of a maiden dividend
of 10% i.e. Rs. 10/- per share.
Board of Assessment for Educational Qualifications
7.26.1 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
is the Secretariat of the Board and Chairman, UPSC is the Chairman of
the Board.
7.26.2 Seven academic qualifications (six Indian and one foreign) were
accorded recognition during the year. A Protocol in equivalence of
qualifications with USSR was also signed.
Partial Financial Assistance
7.27.1 The Bureau of Technical Education administers the scheme of
'Partial Financial Assistance' to provide financial assistance
partially to teachers in the fields of science, technology and
medicine towards the cost of airfare for attending international
conferences abroad.
7.27.2 During the year, 10 persons who chaired conference sessions
abroad, were given assistance.
Residential Polytechnics for Women
7.28.0 The scheme was sanctioned for setting up Residential
Polytechnics for Women to provide appropriate formal and non-formal
programmes of technical education for the benefit of women. These
polytechnics will be autonomous in character and will have freedom to
design, develop implement and review their courses/programmes, and to
award their own diplomas and certificates duly endorsed by the
concerned State Board of Technical Education. They will be fully
residential in character and will offer courses in technology areas
with high potential for employment.
Strengthening of Existing Institutions and Establishment of New
Institutions for Non-corporate and Un-organised Sectors
7.29.0 The objective of this scheme is to establish Centres for
Entrepreneurship and Management Development (CEMDEVs) and Centres for
Entrepreneurship Development (CEDs) at a few selected diploma level
institutions to meet the requirements. of the un-organised and non-
corporate sectors, which employ about 90% of the work force. To start
with, it is proposed to establish four CEMDEVs in the Technical
Teacher's Training Institutes at Bhopal, Calcutta, Chandigarh and
Madras, which are resource institutions for the technician education
system in the country.
Restructuring of Courses/Programmes in Technical Education
7.30.0 This new scheme instituted during 198/-88 as part of the
implementation of the National Policy on Education provides for
restructuring of courses/ programmes at the diploma, degree and post-
graduate levels. In 1987-88, the scheme was implemented at four
institutions - two each at degree and diploma levels and a plan outlay
of Rs. 10.00 lakhs was released for the purpose.
Curriculum Development
7.31.1 The scheme was started during 1987-88 as part of the
implementation of the National Policy on Education with the following
broad objectives:
- Updating the curriculum to meet the demands of
the user agencies.
- Developing curriculum for multi-point entry and
credit system both at the degree and diploma
levels.
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- Preparation of multi-media packages including
distance education packages and learning/teaching
manuals.
- Preparation of transparencies, slides, video
films for laboratory and- class room use.
- Assessing the needs of institutions in the
States, providing feed-back to Curriculum
Development Cells (CDCs) and establishing links
between CDCs and institutions.
7.31.2 During 1987-88, seven existing Curriculum Development Centres
at the IITs, IISc Bangalore and University of Roorkee were taken up
for strengthening to facilitate them to institute several new
activities and consolidate the on-going programmes. The scheme
envisages establishment of Resource Development Centres, Learning
Resource Centres and State-level Curriculum Development Cells.
Industry-Institute Interaction
7.32.1 The scheme of 'Industry-Institute Interaction' was approved
in October 1988. The scheme envisages:
(a) Interaction between engineering colleges and industry.
(b) Interaction between polytechnics and industry.
(c) Setting up of one 'Industrial Foundation at IIT Delhi.
7.32.2 During 1988-89, it is expected that the scheme will be
introduced in 18 engineering colleges and 10 polytechnics. At the
college level, it is envisaged that at-least two joint research
projects will be undertaken between each college and an industrial
establishment. There will also be faculty exchanges between
institutions and industry.
7.32.3 The Industrial Foundation proposed to be set up at IIT Delhi
will be responsible for marketing the research and consultancy
capabilities for the Institutes tackling scientific and technological
problems sponsored by industry and other organisations,
commercialisation of research results through the stages of prototype
development and industrial pilot plants, undertaking cooperative
research programmes jointly with industry, disseminating technology
information, and providing general technology support to industry.
Technical Education Highlights
- All India Council of Technical Education (AICTE)
Act passed and brought into force.
- Researches of Indian Institutes of Technology
(IITs), own and sponsored, have resulted in
development of patents and their utilisation by
Industries.
- Networking of IITs with other engineer-
ing/technological institutions
- Conduct of special preparatory courses for
improving intake of SCs/STs to IITs.
- Decision to locate the Sixth IIT (under Assam
Accord) at MISA in Nagaon - with an extension
centre at Guwahati
- Approval for Regional Engineering College at
Jalandhar (scheduled to start functioning in
academic session, 1989-90)
- Continued emphasis on -massive training of
teachers of doctoral, post-graduate, graduate etc.
levels through Quality Improvement Programme (QIP)
- Significant investments in areas of crucial
and emerging technologies
- National Technical Manpower Information
System being reviewed
- Technical education pressed into service for
rural development
- Massive apprenticeship training for
engineering graduates and diploma holders;
introduction of apprenticeship training for PLUS
TWO vocational students
- Formal and non-formal technical education for
women through Residential Polytechnics
Continuing Education
7.33.1 The scheme of 'Continuing Education' was launched in February
1988 for preparation of course materials in engineering/technology
areas to meet the needs of working professionals. The scheme has
broadly two aspects:
(i) To prepare course materials on selected topics
identified in consultation with industry and other user
agencies.
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(ii) To conduct a survey of continuing education
requirements based on which course materials are to be
prepared in future.
7.33.2 There is a third element of coordination of the material being
prepared through 10 organisations, viz. the five IITs located at
Delhi, Kanpur, Kharagpur, Bombay and Madras, the four TTTIs located at
Chandigarh, Calcutta, Madras and Bhopal and the Indian Society for
Technical Education.
7.33.3 It is expected that 137 course materials will be prepared by
the end of 1988-89.
Establishment of New institutions and Introduction of New
Courses/Programmes
7.34.0 During the year under report, establishment of 15 new
polytechnics in various parts of India and introduction of 55 new
courses/programmes in, various institutions were approved.
7.35.0 In short, technical education made significant progress during
the year under report. While several new initiatives were taken to
increase the coverage of technical education and enhance its
accessibility, all the on-going programmes/schemes were revamped and
re-oriented in the light of the directives/goals enunciated in the
NPE. By and large the financial allocations made for the various
programmes/schemes were optimally utilised.
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