TECHNICAL EDUCATION
8.1.1 Technical education is one of the most significant component 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.
8.1.2 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 organized as well as unorganized and rural sector and in improving its relevance to 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: modernization 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, transfer of technology to the rural sector/setting up of Technology Development Missions to meet the emerging challenges in science and Technology.
8.1.3 The year under report witnessed some significant developments in the field of technical education. A 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.
8.1.4 The various programmes/ schemes under technical education and their achievements during the year are presented below:
Indian Institutes of Technology 8.2.1 The five Indian Institutes of Technology (IITs) at Kharagpur Bombay, Madras, Kanpur and Delhi were set up in the country as Institutes of National Importance and premier centres of education and training in engineering and applied science at the undergraduate level and to provide adequate facilities for post-graduate studies and research.
8.2.2 The IITs conduct four-year undergraduate programme (Bachelors-Degree) in various fields of engineering and technology. They also offer integrated Master's Degree courses
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of five year duration in physics, Chemistry, Mathematics, Biochemical Engg. & Biotech. one year and a half M.Tech, degree courses in various specialisation 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 areas of training and research in each institute in identified areas of specialization.
8.2.3 Over the years the IITs have succeeded in developing patents and their exploitation by the industry. The IITs have earned a sizable revenue through sponsored research Projects and consultancy undertaken by their faculty members.
8.2.4 These institutes are the leaders for education, training and research for the development of technical manpower at level comparable to the very best in the world. Selection of the brightest students through JEE for entrance to undergraduate courses and the very high quality of training speaks for itself on the importance of IITs system, which is committed to the pursuit of excellence.
8.2.5 During the year under report, the Institutes continued to modernise their laboratories with funds provided by the Government of India for the purpose.
8.2.6 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 the Joint Entrance Examination (JEE) for admission in the IIT's 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 position of intake of SC/ST students in the IITs. The SC/ST students also continue to get financial support from the Institutes by way of pocket allowance, loans and discretionary grant, apart from free messing.
8.2.7 The student strength of the five IITs during 1993 was as under:-
IIT STUDENT STRENGTH
U G P G RESEARCH
Kharagpur 1702 685 205
Madras 1304 835 787
Kanpur 1252 575 360
Delhi 1172 1042 722
Bombay 1545 690 704
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8.2.8 As per the Assam Accord, it is proposed to establish an IIT in Assam, the sixth in the chain of IITs. The Institute would be fully financed by the Central Government by way of grant-in-aid. A new site measuring 708 acres in north Guwahati has since been acquired for establishing the Institute. The Hon'ble, Prime Minister has laid the foundation stone of the Institute on 4.7.1992. Three day courses on Seismic Design of Reinforced Concrete Building, Engineering Design Method, Computer based Instrumentation Methods and Computer Appreciation for Managers were organised/ conducted during the months of October-November 1992 and January,1993.
Indian Institutes of Management 8.3.1 The four Indian Institutes of Management (IIMs) located at Ahmedabad, Bangalore, Calcutta 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. These Institutions are the premier centres in these areas.
8.3.2 The three Institutes in Ahmedabad, Bangalore and Calcutta continued their usual academic programmes, viz.,Postgraduate Programme in Management (equivalent to M.B.A), Fellowship Programme (equivalent to Ph.D.), Management Development Programme, Organisation Based Programme and Research & Consultancy for Industries as in the past.
8.3.3 The fourth Indian Institute of Management at Lucknow started functioning only from 1985-86 session. This is still in its developing stage. The Institute is conducting Post-Graduate Programme, Executive development Programme and undertaking Research & Consultancy for the Industries.
8.3.4 As a follow-up of NPE, these Institutes have established Research Centres to meet the needs of other non-corporate and under-managed sectors like Agriculture, Rural Development, Public Systems Management, Energy, Health Education, Habitat,etc. These Institutes have also set up computer-aided Management Centres with the objective of Promoting the development of application of software in the area of Industry-Oriented Management Techniques.
8.3.5 The Review Committee set up by the Government of India to assess the present status of these Institutes and for initiating necessary steps to make them more self-supporting in the process of broadening the horizon, has submitted its Report and an Empowered Committee has examined the Report, and the recommendations of the Committee are under consideration.
National Institute for Training in Industrial Engineering (NITIE)
8.4.1 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
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International Labour Organisation, with the objectives of providing education, training, research and consultancy in the field of industrial engineering.
8.4.2 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 Applications. It has been conducting several short term Executive Development Programme 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.
8.4.3 During the 8th Plan period, it is; proposed to undertake research in Entrepreneurial skills, development of users friendly software in various applications for service sectors, sectoral research programmes for industrial sectors, viz, coal, steel, fertilizer, petroleum, sugar etc. Apart from this, NITIE is establishing a Case Development Cell for developing case studies for the corporate, small scale and non corporate sectors, Expansion and diversification of Post-Graduate Programmes in Industrial Engineering, development of management films, video and other Mass Media Packages, Computer Literacy Programme and Research Project on women's Contribution to Science and Technology are on the anvil.
National Institute of Foundry and Forge Technology, Ranchi 8.5.1 The National Institute of Foundry and Forge Technology, Ranchi was established in 1966 by the Govt. 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 man-power and upto-date know-how to the concerned industries. It is an autonomous Institution fully funded by the Ministry of Human Resource Development, Department of Education.
8.5.2 The Institute provides training through Advanced Diploma Courses, M.Tech Course, Refresher Courses and unit based programmes required by the industries in the fields of Foundry and Forge Technology and provides industrial consultancy and testing services to several organisations.
8.5.3 The Institute has offered Advanced Diploma course in Foundry and Forge Technology of 1/2 years' duration to 642 candidates up to February, 1993. The Institute has so far conducted 195 Refresher Courses of short term duration in which about 2000 engineers and supervisors sponsored by the various engineering industries in the country have been trained in different areas of specialisation. Under the Unit Based Programmes, for specific industries. The Institute has trained
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so far 359 engineers and technologists in different fields.
8.5.4 In the past 2-3 years, the Institute has equipped its library by providing excellent facilities including reprography, micro-ficher film readers and printers.
8.5.5 Establishment of the first Regional Centre of NIFFT, Ranchi at Rajkot (Gujarat) is in the final stage. The Institute has started post graduate programme in Manufacturing Engineering which has been approved by AICTE. The Institute has drawn up a Programme of Action for the 8th Five Year Plan Period for its development as per National Policy on Education, 1986. The main points from the Programme of Action are as under:-
- Seek consolidation of academic activities.
- Seek review of academic activities by Govt. nominated agencies/AICTE etc.
- Seek Deemed University status for the Institute.
- Augmentation of computer facilities.
- Augmentation of existing laboratory facilities.
- Establishment of Regional Centre at Coimbatore.
School of Planning and Architecture, New Delhi 8.6.1 The school of planning and Architecture was established in July, 1955 by the Government of India as a pioneer Institution to provide training facilities in academic programmes relating to human settlements and environment. It is an autonomous Institution fully financed by the Ministry of Human Resource Development, Department of Education. Government of India, Conferred on the school the status of a Deemed University in December, 1979, to broaden its horizons of academic programmes and to award under-graduate, Post graduate and doctoral degree. The school conducts (a) Bachelor's degree course in Architecture (b) Master's degree courses in (i) Planning with specialisation in Urban and Regional Planning (ii) Transport planning & Housing (iii) Architectural Conservation (iv) Building Engineering and Management (v) Landscape Architecture (vi) Prelandscape Architecture and (c) Ph.D. Programme.
8.6.2 In 1993-94, out of total enrolement of 741 student in the school,388 is in the Bachelor's degree course in Architecture 82 in the Bachelor's degree course in planning, 252 in the Master's degree courses and 19 in the Ph.D Programme.
8.6.3 The school has drawn up a Programme of Action for 8th Plan period for its development in accordance with the National Policy on Education, 1986. The research and extension activities have been intensified through specific programme of research & extension work. A project on 'Industrial Design' has been
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approved for implementation during 1993-94 to 1995-96 under Indo- Italian collaboration. The school has started a new programme in Master's degree in Industrial Design (M.Tech.) from the year 1993-94. The course is approved by AICTE.
Technical Teachers Training Institutes 8.7.1 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 in the country.They offer long-term training programmes of 12 month/18 months duration to degree and diploma holding teachers of polytechnics in addition to providing short-term training of teachers and introducing them to curriculum development and related activities. The institutes at Bhopal, Chandigarh and Madras have come up to the level of offering post-graduate courses in technical teaching. These are autonomous institutions under the Ministry of Human Resource Development, Depttartment of Education and function through the Boards of Governors of the respective societies. The TTTIs have developed themselves as resource institutions for technician education development. During the past two decades, they have done pioneering and innovative work in the areas of technical manpower profiles, curriculum development, instructional resources, student assessment, education research, management interaction with Industry, Technology transfer for rural development through the Community polytechnic system, extension services and, most importantly, teacher development. They have developed as unique institutions, providing a variety of services to technician education under a single umbrella. The major roles of TTTIs relate to technician education development supported by the world Bank-assisted project envisaging substantial contribution from TTTIs in quality and efficiency improvement subcomponents. The areas of relevance are: Development of manpower profiles, curriculum and instructional resource development, distance education, student assessment, teacher development, integrated institutional development, human resource development in the context of industrial restructuring, Programme for disadvantaged groups, community development, research, development and innovations and development of linkages and networking.
8.7.2 The functioning of the TTTIs and their activities have been reviewed by an Evaluation Committee with a view to intensify their involvement in polytechnic teachers' training and strengthening their links with the state Directorates of Technical Education and the Industry. The committee in its report has commended the pioneering work done by the TTTIs in the area of technical teachers' training, curriculum development, instructional material development, research & development, consultancy and extension services and have made several recommendations for their future growth and strengthening. The recommendations of the Review Committee have been considered by an Empowered Committee and follow-up action is in progress to
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process their recommendations for implementation.
International Collaboration in the Field of Technical Education 8.8.1 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, National Institute for training in Industrial Engineering, Bombay and Technical Teachers' Training Institutes 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. are received for this purpose in the form of equipment, expert services and training. Technical Institutions are also collaborating with their counterparts in USA 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. Besides, major Indian Institutions and European Institutions for management studies are having collaboration under an agreement between India and the European Commission. Necessary counterpart budget provision for these purposes are made by the respective participating Institutions. During the year 1993-94, it has been decided in principle to have collaboration between Regional Engineering colleges and their counterpart Institutions in U.K. in the areas of Design, Energy, Information Technology and Materials with British assistance.
Regional Engineering Colleges 8.9.1 Under the scheme of establishment of Regional Engineering Colleges, a Central Plan Scheme, seventeen Colleges have been established one each in the major states to meet the country's growing requirement for trained technical manpower for various development projects. Each college is 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 Regional Engineering colleges is of the order of 4970 for Under-Graduate and 1440 for Post-Graduate Courses.
8.9.2 In the context of the implementation, of the National Policy on Education, 1986, Programme of Action documents have been prepared by all the Colleges for their development upto the end of 8th Five- Year Plan. The documents contain the overall goals, objectives and detailed action points to achieve such objectives in the respective Colleges. The Annual Plan 1993-94 in respect of each College has been finalised as per their
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Programme of Action Documents.
8.9.3 During the year 1993-94, the emphasis for development, as per the Programme of Action, has been on the expansion and diversification of academic programmes, modernisation of laboratories, improvement of students and staff amenities, construction of students' hostels (both for boys and girls), expansion of facilities for Computer Centres at selected Colleges.
8.9.4 A proposal to develop the collaboration between the RECs and the British University/Institutions in the emerging areas is under finalisation for implementation during the 8th Plan period.
Development of Post-Graduate Courses and Research Work 8.10.1 Post Graduate training in engineering and technology is considered essential for effective teaching and R&D work. The Central Government is directly assisting 16 State Government and 24 Non- Government Post-Graduate institutions under the Central Scheme for Development of Post-Graduate Education and Research in Engineering and Technology. The Scheme has had considerable contribution towards promoting the development of technical education in particular and economic development of the country in general. Having regard to its importance in the national development; the scheme has to be continued. Special emphasis will be laid on promoting courses in emerging technologies where there is shortage of manpower.
8.10.2 In collaboration with the Department of Electronics, Master's degree course in Computer Aapplications has been introduced at a few selected centres. During the 8th Plan there will be a wider coverage of this programme.
Quality Improvement Programme 8.11.1 The main objective of the Programme is to improve the quality and standards of Technical Education system in the country. This objective is being achieved through long-term programme like M. Tech and Ph.D Programmes, short-term courses and short-term in-service Training Programmes in Industry and curriculum Development Programmes for faculty members of Technical institutes. The long-term Programmes are implemented through the quality Improvement centres established at five Indian Institutes of Technology, Indian Institute of Science, Bangalore, University of Roorkee and other Centres for Degree courses and short-term courses are arranged at five IITs/ IISC, (Banglore) and Roorkee University as well as at the Technical Teachers Training Institute and Indian Society for Technical Education for diploma courses. Short-term in-service training programmes in industry are being implemented through the Regional Offices of the Ministry.
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8.11.2 In 1994-95 the aim is to train about 140 teachers for M.Tech. and 85 teachers for Ph.D courses in addition to those continuing from previous years. curriculum Development Programmes, are conducted at 7 centres. Under summer/ winter school programmes, the target is to train about 2700 degree and diploma teachers through Indian Society for Technical Education (ISTE), New Delhi. As regards the short-term courses, the Quality Improvement Programme Centres are free to ordinary as many courses as possible within the budget. Under the training Programme in industry, degree/diploma teachers are to be trained through the Regional offices according to the available budget. Achievements:
- 1120 M. Techs and 1175 Ph.D. Produced.
- 85000 teachers trained through 4260 short-term courses.
- 6400 teachers trained in industry.
- 270 text books, 160 monographs, 122 teachers' manuals produced by CDCS, and 200 workshops and seminars held.
World Bank Assisted Project to Support Technician Education 8.12.1 Recognising the need for revamping technician education as projected in the National Education Policy the Government have 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. The project is estimated to cost Rs. 1650 crores including World Bank credit assistance of Special Drawing Rights 373.3 Million over the period 1990-1999. The two projects cover 17 States and 2 Union Territories involving 539 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 in the Educational Consultant India Limited and a National Project Directorate in the Ministry have been provided in the project. The first phase of the project covering 278 approved polytechnics in the States of Bihar, Gujarat, Karnataka, Kerala, Madhya Pradesh, Orissa, Rajasthan and Uttar Pradesh became operational on 5th December 1990. The State of Goa was added to phase I w.e.f. July 1993. The Second phase of the project covers 261 polytechnics in the States of Andhra Pradesh, Assam, Haryana, Himachal Pradesh, Maharashtra, Punjab, Tamil Nadu, West Bengal and the UTs of NCT of Delhi and Pondicherry. The second phase became operational from January,1992. The polytechnics in the remaining States/UTs are proposed for World Bank assistance within the overall framework and the flexibility built in the project.
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Thrust Areas of Technical Education
(a) Strengthening of facilities in crucial areas of technology
where weakness exists 8.13.1 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 crucial gaps exist, through (i) angmentation of Physical facilities such as laboratory equipment, space, faculty and supporting staff, ii) diversification of courses, and (iii) preparation of base for post-graduate programme. The identified areas of technology where weakness exists are: Computer science technology, electronics, instrumentation, material science, technology, maintenance engineering, product development design, bio-conversion, ergonomics, printing technology, management science and entrepreneurship. An amount of Rs. 735.00 lakh was released during 1992-93 supporting 72 projects.
(b) Creation of infrastructure in areas of emerging technology
8.13.2 The scheme was instituted on an experimental basis during the Sixth Plan period with the objective of cresting infrastructural 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.
- To provide facilities and support for R & D activities in frontier area 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 experience developed by the supported institutions.
8.13.3 The areas identified for support under this schemes are energy science, transportation engineering, micro-electronics,
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remote sensing, atmospheric science, reliability engineering, environmental engineering, water resource management, optical communication & fibre-optics, laser technology, informatics, telematics, education technology, CAD CAM, micro- processors, robotics, and artificial intelligence. During 1992-93, an amount of Rs. 1013.50 lakh was released to support 111 projects.
(c) Programmes of new and/or improved technologies and offering
new courses in specialised fields 8.13.4 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 new/improved areas of technology have been identified where programmes/courses will be supported under the scheme. During the year 1992-93, an amount of Rs. 750.00 lakh was released to support 69 projects.
8.13.5 During 1993-94 and onwards in the Eight Plan the schemes at (a), (b), & (c) above are-proposed to be amalgamated into one scheme, viz., Thrust Areas of Technical Education. The budget provision in 1993-94 for this scheme is Rs. 1500.00 lakh (Plan). Non-Plan allocation for creation of infrastructure of Emerging Technology has been discontinued w.e.f. 1993-94. It is proposed to support approximately 200 projects during the year 1993-94.
Modernisation and Removal of obsolescence 8.14.1 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.
8.14.2 During the seventh Plan and more particularly after the new National Policy on Education was adopted, the scope and dimensions of the schemes 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 equipment relevant to the curricular needs as a sequel to the fast developments in technologies.
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- To provide students with hand-on experience in laboratory practice in modern technologies.
- Creation of new laboratories.
- Provision of computers.
- Training and re-training of faculty and supporting staff, During 1992-93, an amount of Rs. 2653.50 lakh was released to support 295 projects. It is proposed to support 225 projects for the year 1993-94 with the budget provision of Rs. 1800.00 lakh.
National Technical Manpower Information System 8.15.1 The National Technical Manpower information system (NTMIS) has been set by the Government of India with a view to generate strong data base in order to monitor the supply and utilization of engineering and technical manpower at the national and the individual state levels so as to ensure a planned development of technical education. The system comprises a Lead Centre at the Institute of Applied Manpower Research, New Delhi and twenty-one Nodal Centres, including the four Boards of Apprenticeship/Practical Training, which are located in different States.
8.15.2 Under the NTMIS programme of work, primary data are being gathered regularly, and on an annual basis, from graduates of different academic programmes, academic institutions and the organisation in the socioeconomic sectors which employ engineering and technical manpower. Of the twenty-one Nodal Centres seventeen centres located mostly at selected engineering colleges in the country are responsible for surveying academic Institutes and Boards of Apprenticeship Training have the responsibility of gathering data from the employing organisation.
Data Bank Relating to Graduates 8.15.3 During the year, collection of data from the graduates of 1985 was concluded by all existing nodal centres while two nodal centres concluded the collection of data from the 1989 batch of graduates. The work relating to collection of data from 1989 batch of graduates continued in other nodal centres. Fourteen nodal centres also started collection of data from the graduates of 1986 batch.
Data Bank Relating to Technical Education Institutions 8.15.4 Collection of data from the educational Institutions with reference to the years of 1986-87, 1987-88 and 1990-91 was in progress in all the Nodal Centres, In Nine Nodal Centres collection of data with respect to the year 1.986-87 was completed during the year.
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Development of Management Education at Non-University Centres 8.16.0 In order to meet the need for trained managerial manpower at different levels, the Govt, of India initiated a Programme to provide assistance to certain non-university centres which are functioning at All India level and offering two years full-time and three years part- time Post-Graduate Diploma Course in Management Studies. The assistance is given to the institutions on the recommendations of the All India Board of Management Studies/AICTE. So far, the Govt of India has been giving assistance to a few institutions for consolidation and development of their management programmes. In the present situation, it is very essential to promote programmes in the fields of non-corporate, un- organised and service sectors. These activities are proposed to be strengthened during the Eight Plan.
All India Council for Technical Education 8.17.1 The AICTE set up in 1945 as an advisory body was given a statutory status through the AICTE Act No. 52 of 1987. The Act came into effect on March 28, 1988. The main functions of the statutory AICTE includes proper planning and coordinated development of technical education in the country, qualitative improvement at all levels in relation to planned quantitative growth and regulation of the system and maintenance of norms and standards.
8.17.2 After the appointment of a full-time Chairman of the AICTE, the Council has been constituted and now its Executive Committee, and new Boards of Studies as well as the four Regional Committees at Madras, Bombay, Kanpur, Calcutta, and three new Regional Committees at Chandigarh, Bhopal and Banglore will be constituted by the AICTE. Task Forces have been appointed on Regional Basis to clear the back- log to cover large number of pending proposals in all the regions. Action has also been initiated to re-organise the AICTE secretariat into six Bureauxand to strengthen the Secretariat by additional officers, staff, and provision of computers and other equipment to modernise the office to induct professionalism.
8.17.3 In order to streamline the system of approval of new courses and programmes the Council; has laid down guidelines to be fulfilled by all concerned. The State Govts. have started following these guidelines.
8.17.4 The Council has come to an understanding with the Council of Architecture (functioning under the Architects Act) and the Pharmacy Council of India (under the Pharmacy Act) in the procedure for assessment of courses and institutions in their respective fields.
8.17.5 The Council has laid down norms and standards for diploma, degree and Post- Graduate courses in the various fields
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covered by the Act.
8.17.6 The Council has initiated the operationalisation of all the functions provided under the Act.
Community Polytechnics 8.18.1 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 for the rural society 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 uplift and improvement in the quality of life of the common man through micro level planning and people's participation at the gross root level. The Scheme lays stress on poverty alleviation, employment generation and removal of drudgery for the women through location-culture, specific nonformal need based short-term training in skill criented technical/ vocational trades with no age, sex or qualification bar. 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.
8.18.2 With their institutionalised structure and network the CPs establish grass-root level involvement in the Community through linkages with village Panchayats Zila Parishad, accredited voluntary organisations etc. and set up Extension Centres at far-flung villages. The Centres for Development of Rural Technology (CDRT) act as R&D support system for CPs toward development, modification, adoption, adaptation and assimilation of simple, cost effective technology appropriate and relevant to the rural needs. The Regional Technical Teachers Training Institution (TTTI) act as resource institute for the CPs/CDRTs for academic, technical and mangerial support and guidance.
8.18.3 About 100 technical/Vocational trade 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 admmission to the various courses conducted. However, women, minorities and the dropouts are encouraged. Two Hundred Thirty Two community polytechnics(till December 1993) are at present functioning all over the country. 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:
- Manpower Development and Training:
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- Technology Transfer
- Technical and Support services towards entrepreneur- ship Development: and
- Information dissemination;
8.18.4 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 these CDRTs.
8.18.5 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 villages. 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-Government agencies. A number of them are actively engaged in Planning and implementations 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.
8.18.6 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 1993 about two lakh youths were trained under the scheme and out of this, about 60% got self/wage-employment.
8.18.7 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.
8.18.8 More than 35,000 rural youth and women, including school drop-outs have been trained in various technical/vocational trades during the year 1992-93 and a number of them have been engaged in self-employment. The implementation
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of this scheme vis-a vis its objectives was reviewed and revised scheme has been prepared with revised norms. The revised norms are under consideration for approval and it is expected that the revised scheme will be implemented from 1993-94. The thrust during the 8th plan will be on (i) 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 priority areas of (1) 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 agri- irrigation and (vi) rural transportation.
8.18.9 In order to evolve an appropriate strategy towards the promotion of Rural Sanitation Programme through the CPs, it has been decided by the Ministry to organise four Regional Workshops followed by a national one-all fully sponsored by the UNICEF. The workshops are to discuss and evolve the appropriate training needs cost- effective R&D, Technology Transfer and social mobilisation pertaining to Rural Sanitation.
8.18.10 The objectives of the Regional workshops are:-
i) Review of the State of Art of Rural Sanitation Technologies being developed and practised in India;
ii) Assessment of various technology options and design option for Rural Sanitation vis-a-vis the diverse socioeconomic and Socio-cultural environments as well as agro-climatic and geo-hydrological conditions prevalent in the country;
iii) Documentation of the contributions made by CPs/ CDRTs in the field of Appropriate Low Cost Rural Sanitation.
iv) R&D for development of technically sound feasible economically viable socially, 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/ CPs pertaining to development and transfer of Appropriate Low-Cost Rural Sanitation Technology;
vii) Human Resource Development in Rural Sanitation.
viii) Development of Clean Healths personal, Domestic and Community Hygiene.
ix) Awareness generation and motivation programmes for ensuring Community participation in Rural Sanitation.
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X) Promotion of the Role of women in Rural Sanitation;
8.18.11 The first two workshops have been held during April 1993 at Calcutta and Thrissur (Kerala) for the Eastern and Southern Region respectively. The Western Region Workshop was organised at Pune (Maharashtra) on 01-02 December 1993. The northern regional workshop was held on 27-29 in January, 1994 at Udaipur (Rajasthan) and it is proposed to hold the National Workshop in March, 1994.
Programme of Apprenticeship Training 8.19.1 For the purpose of providing industrial training to the Engineering Graduates and Diploma Holders coming out of Engineering colleges and the polytechnics, four Boards of Apprenticeship Training at Kanpur, Calcutta, Bombay and Madras were set up by the Government of India, in the year 1969 as autonomous organisations, fully funded by the Central Government to implement the practical training stipendary scheme. In the year 1973 the Apprentices Act, 1961, was amended to bring within its purview the training of Graduates and Diploma Holders in Engineering/Technology. Under the provision of the Act the industrial establishments are statutorily obliged to engage apprentices every year. The Central Government reimburses to the Training Establishment who engaged these apprentices, 50 percent of the minimum amount of stipend paid.
8.19.2 In the year 1986, the Apprentices Act was further amended to bring the training of the products of 10 +2 Vocational stream under the purview of the Act. During the year forty more subject-fields have been notified in addition to twenty subject-fields notified earlier for the training of Technician (Vocational) Apprentices.
8.19.3 The number of Apprentices engaged during the past three years is shown in the Table below:-
Number of Apprentices
31.10.91 30.09.92 30.9.93
Total Trainees 22075 21320 20367
Graduate Trainees 6879 6767 5882
Diploma Holders 15196 14553 13136
Technician Apprentices
Scheduled Castes 908 1219 13136
Scheduled Tribes 167 242 231
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Minorities 1335 1084 1034
Handicapped 33 58 42
Women 2089 2160 2027