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 the 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 facilities in the country. But, a lot still needs to be done in the field of technical education in respect of increasing its coverage and enhancing its accessibility to the needs of organised as well as unorganised and rural sector and in improving its relevance and 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, several initiatives were taken to further revamp the technical education system. They include: modernisation and removal of obsolescence, promoting institution-industry interaction, providing continuing education for upgrading the skill and knowledge of technical personnel working in industry and service sector and transfer of technology to the rural sector.

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. A major project has been undertaken with the assistance of World Bank, to upgrade the technician education system in the country for enabling the polytechnics to improve their capacity, quality and efficiency. Vested with statutory authority, the All India Council for Technical Education (AICTE) continued to fulfil the tasks assigned to it.

7.2.0 The various programmes/schemes under technical education and their achievements during the year are presented below:

Indian Institutes of Technology

7.3.1 The 5 Indian Institutes of Technology (IITs) at Bombay, Delhi, Kharagpur, Kanpur and Madras were established as premier centres of technical education. These Institutes are imparting training in Engineering and Applied Science at Under-Graduate and Post-Graduate levels. These Institutes are premier centres for research in the field of Engineering, Technology and Science disciplines. Interdisciplinary research (both basic and applied) is also undertaken by the scholars at these Institutes.

7.3.2 The IITs conduct 4-Year Under-Graduate programme in various fields of Engineering and Technology. They also offer

109

integrated Master's Degree Courses of 5-Year duration in Physics, Chemistry and Mathematics.

7.3.3 one year and a half M. Tech. Degree Course in different subjects with various specialisation and 1-Year Post-Graduate Diploma Course in selected areas are also conducted. In addition, the Institutes offer Ph.D. Programmes in different branches of Engineering sciences, Humanities and social Sciences. Advance centres for imparting training and research in selected areas of specialisation have been set-up in the Institutes.

7.3.4 The IITs have made remarkable contribution in developing technology and its transfer to the users. A large number of industries have been benefited from the research work carried-out either under sponsorship or at Institutes' own initiatives. The large number of patents, and good number of research papers of international level are the highlights of success stories of research activities of these Institutes. Consultancy and allied activities accrue sizable revenue to the Institutes.

7.3.5 Other significant contribution made by the IITs is the assistance extended by them in the development of curricula, etc., to other Engineering/Technological institutions. The outturn of the Institutes have acquired recognition of high-level of competence, values and maturity. During the year, modernisation of laboratories/replacement of obsolete equipment in the Institutes continued. The Institutes also continued to help the Regional Engineering Colleges (RECs) in the development of their laboratories and faculties under the Institutional Net-work Scheme.

7.3.6 A special preparatory course of 10 months duration was continued to improve the intake of SC/ST students in the IITs. This has improved the 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.

7.3.7 During the year IIT, Kanpur continued with the major projects of Computer-net-working, Artificial Intelligence, High Voltage DC Transmission, High Temperature Super Conductivity, Composite Materials, Ultra Thin Films, CAD-CAM, Robotics and Flexible Automation, Improvement in the Characteristics of Ceramic Materials, Plasma recombination Lasers, high throught put DSP Structures, Raman Spectroscopy and Continuous shell casting IIT, Bombay diversified to cover the areas of emerging technology. IIT, Kharagpur introduced major changes in the curricula structure and in the grading system during the year, which include the "Open-Book" `Take-Home' Examination and introduction of a remedial and functional English courses at the fresh-man level. Other activities include modern Rubber Mixing Mill and processability tester for Rubber Technology, wave-maker for Naval architecture. IIT, Delhi extended collaboration and interaction with Industry for technology transfer and

110

110(A)

collaborative arrangements with several Institutes, in the Developing world. IIT, Madras progressed appreciably in the field of Fibre Reinforced Plastics, Metal Coating on the Fibers and developing useful components for the Industry. Institute also continued inter- disciplinary work in Bio-chemical and Biotechnology disciplines.

7.3.8 Each of the IITs had drawn up its own Programme of Action (POA) to implement the directives indicated in the NPE. As desired by the Planning Commission, the Institutes have also formulated approach papers for the development of specific areas during the Eighth Five Year Plan. The emphasis for further development will be on strengthening the infrastructural 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 and make the IIT system more and more self reliant and cost effective.

7.3.9 As per the Assam Accord, the Government of India have agreed inter-alia to establish an IIT in Assam. A site at North Guwahati has been selected for the establishment of this IIT. The State Government is taking steps towards the acquisition of land.

Indian Institutes of Management

7.4.1 The four Indian Institutes of Management, located at Ahmedabad, Calcutta, Bangalore and Lucknow were set up by the Government of India with the objective of providing education, training, research and consultancy in the field of management.

7.4.2 The three Institutes in Ahmedabad, Bangalore and Calcutta continued their usual academic programmes, viz., Postgraduate Programme (PGP), Fellowship Programme in Management (FPM), Management Development Programme (MDP), Organisation Based Programme (OBP) and Research and Consultancy for the Industries as in the past years.

7.4.3 The fourth Indian Institute of Management at Lucknow started functioning only from 1985-86 session. This is still in a developing stage. The Institute is conducting Post-graduate Programme, management Development Programme, undertaking Research and Consultancy for the industries.

7.4.4 As a follow-up of NPE, these institutes have established research centres to meet the needs of other non-corporate and undermanaged sectors like Agriculture, Rural Development, Public Systems Management, Energy, Health, Education, Habitat, etc.

7.4.5 A detailed review of these institutes is also being conducted in order to assess the present status and for initiating necessary steps to make-these institutes more and more

111

self supporting in the process of broadening their horizon.

National Institute for Training in Industrial Engineering

7.5.1 The National Institute for Training in Industrial Engineering (NITIE), Bombay was established as an autonomous body in the year 1963 by the Government of India with the assistance of United Nations Development Programmes through the International Labour Organisation.

7.5.2 The Institute offers Post-graduate Programme in Industrial Engineering (equivalent to M.Tech.), Post-graduate Programme by Research, Fellowship Programme (equivalent to Ph.D.) in Industrial Engineering and Diploma Programme in Computers and Applications. It has been conducting several short-term Executive Development Programmes ranging from one to two weeks duration in various areas of Industrial Engineering and Management Techniques. The Institute is also engaged in Applied Research and offers consultancy in the various facets of Industrial Engineering, Operations Research, Information Systems and Computers, Marketing, Personnel and other productivity related and management fields.

7.5.3 The Institute also conducts a special type of programme tailor-made to suit the requirements of individual organisation known as Unit Based Programme.

7.5.4 The Institute has set up Extension Centres at Madras, Hyderabad, Delhi, Muzaffarpur, Bangalore and Calcutta to cater to the needs of industries in and around these centres on an experimental basis.

7.5.5 In addition to strengthening the programmes in the field of Industrial Engineering, the Institute has expanded research- activities in various areas. These activities include technology transfer, entrepruneurship development programmes specially for Women Entrepreneurs, programmes in transportation Engineering and Management, Ergonomics of Working Postures, etc.

National Institute of Foundry and Forge Technology, Ranchi

7.6.1 The National Institute of Foundry and Forge Technology, Ranchi was established in 1966 by the Government of India in collaboration with UNDP-UNESCO as an apex training and educational institution in the country in Foundry and Forge technology and to provide trained manpower and know how the concerned industries. It is an autonomous institution fully funded by the Ministry.

7.6.2 The Institute provides training through Advanced Diploma Course, M.Tech. Course, Refresher Courses and unit-based programme required by the industries in the field of Foundry and Forge Technology. It also guides and conducts applied research in foundry and forge technology and provides industrial consultancy and testing services to several organisations.

112

7.6.3 The Institute started the 18th Advanced Diploma Course in Foundry/Forge Technology in September, 1990 with a total of 62 students. Forty students successfully completed 17th Course. It also started the sixth batch of M.Tech. course with eleven students in August, 1990 and eight students including one from previous batch successfully completed the fifth course. During the year, the Institute conducted nine Refresher Courses attended by 115 sponsored candidates. Seven Special Courses were conducted for 76 candidates sponsored by three organisations.

7.6.4 The Institute has drawn up a programme of action document for its development under the National Policy on Education, 1986. The Institute continued to offer Industrial Consultancy and testing services to various industries. The documentation, and information retrieval services are also being strengthened by the Institute. The Institute is endeavouring to extend its research activities bearing direct relevance to current industrial problems as well as in other academic spheres. A four-year course of Associateship in Manufacturing Engineering has been introduced in the Institute from the session 1991-92 as approved by the AICTE with an intake of 30 students in first year of the course.

School of Planning and Architecture, New Delhi

7.7.1 The School of Planning and Architecture was established in July, 1955 by the Government of India as a premier institution to provide training facilities in academic programmes relating to human settlements and environment. It is an autonomous institution fully financed by the Ministry. The school was conferred the status of a Deemed University in December, 1979 in order to broaden its horizons of academic programmes and to promote research and extension programmes and to award Its own under-graduate, post-graduate and doctoral degrees. The School conducts Bachelor's degree course in Architecture, Master's degree courses in Planning with specialisation in (i) Urban and regional Planning (ii) Transport Planning; and (iii) Housing. Masters Degree course in Architecture with specialisation in (i) Urban Design (ii) Architectural Conservation; Building Engineering and Management; Landscape Architecture and Prelandscape Architecture; and also Ph.D. Programmes.

7.7.2 In 1991-92, the total enrolment of 689 students in the school included 374 in the Bachelor's degree course in Architecture, 62 in the Bachelor's degree course in Planning, 241 in Master's degree courses and 12 in the Ph.D. programme.

7.7.3 The School has drawn up a programme of action for its development in accordance with the NPE. During the year under report, the construction work of a students' hostel with 290 seats, a guest house and 71 staff quarters at the Maharani Bagh Campus was nearing completion. The research and extension activities have been intensified through specific programmes of research and extension work.

113

Technical Teachers' Training Institutes (TTTIs)

7.8.1 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 services for the overall improvement of polytechnic education. They offer long term training programmes of 12 months/18 months duration to degree and diploma holding teachers of polytechnic in addition to providing short-term training to teachers and introducing them to curriculum development and related activities. The Institutes at Bhopal and Madras have come up to the level of offering postgraduate courses in technical teaching. They were 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 falling within their purview and contributed significantly to the further development of polytechnic education and to promote interaction between polytechnics, industry, institutions of higher learning, research organisations and other resource systems.

7.8.2 The TTTIs have been included in a major project launched by Government during 1990-91 for upgrading the capacity, quality and efficiency of polytechnics in the states, with the assistance of World Bank. They are assisting the participating states in the training of polytechnic teachers, formulation of curriculum in new and emerging areas, providing professional support in education, research and development, human resource development, consultancy, etc., besides project detailing and project implementation.

7.8.3 The functioning of the TTTIs and their activities have been reviewed by an Evaluation Committee. The Committee in its report submitted recently, has commended the pioneering work done by them in the areas of technical teachers' training, curriculum development, instructional material development, Research & Development Consultancy and extension services and made several recommendations for their future growth and strengthening.

International Collaboration in The Field of Technical Education

7.9.1 Major Technical Institutions in the country like Indian Institutes of Technology, Indian Institutes of Management, Indian Institute of Science, Bangalore, University of Roorkee, Anna University, Madras, Indian School of Mines, Dhanbad, School of Planning and Architecture, New Delhi and National Institute for Training in Industrial Engineering, Bombay are having international collaboration projects on research and development under the umbrella agreements signed by the Department of Economic Affairs and Department of Science and Technology. Assistance from international organisations like UNDP, UNESCO and bilateral funds from advanced countries like Canada, Germany, France, Italy, Switzerland, Sweden, Japan, U.K., Norway, etc.,

114

are received for this purpose in the form of equipments, expert services and training. Technical Institutions are also collaborating with their counterparts in the U.S.A for joint research in the fields of science and technology availing of assistance from US-India Rupee Fund. The objectives of such collaboration are joint research and manpower development in emerging areas of science and technology. Major Indian institutions and European institutions for management studies are having collaboration under an agreement between India and the EEC.

7.9.2 A Memorandum of Understanding between the Government of India and the Government of Canada was signed in August, 1991 for institutional co-operation between Indian Society for Technical Education, TTTI, Madras and selected polytechnics from Tamil Nadu, Karnataka and Kerala and Association of Canadian Community Colleges and Institutions in Canada with the objective to contribute to human resource development within the Indian Polytechnic System.

7.9.3 It has been decided in principle to have collaboration between RECs and their counter-part institutions in U.K. in the areas of the Design, Energy, Information Technology and Materials with ODA assistance during the eighth Plan.

Regional Engineering Colleges (RECs)

7.10.1 Under the scheme of establishment of Regional Engineering Colleges, a Central plan Scheme, seventeen colleges have been established, one in each of the major States, to meet the country's growing requirement for trained technical manpower for various development projects. Each College is a joint and cooperative enterprise of the Central Government and the State Government concerned. While all the seventeen colleges offer 1st degree courses in various branches of Engineering and Technology, fourteen of these have facilities for post graduate and doctoral programmes. The present admission capacity in all the RECs is of the order of 4910 for under-graduate and 1420 for post-graduate courses.