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 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 socio- economic, 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, restructuring of courses/programmes, linking technical education with development sectors and application of science and technology for rural development.
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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. Two major programmes in international management education were undertaken with assistance from UNDP and EEC. Another major project of the size of US $ 383 million for revamping polytechnic education with World Bank assistance has already been negotiated. Vested with statutory authority, the All India Council for Technical Education (AICTE) continued to fulfil the tasks assigned to it. A large number of proposals for starting new institutions/courses were examined and 261 of them were approved.
7.2.0 The various programmes/schemes under technical education and, their progress during the year are presented below:
Indian Institutes of Technology 7.2.1 The five Indian Institutes of Technology (IITs) at Bombay, Delhi, Kanpur, Kharagpur and Madras 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 post-graduate 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 specialisations, 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 research in each Institute of identified areas of specialisation.
7.2.3 The IITs have made great contributions in the matter of transfer of technology. A large number of industries have benefited 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 on 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.
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 Institutes continued the process of replacement of obsolete equipment and modernisation of laboratories with funds provided for this purpose.
7.2.5 The Institutes continued to help the Regional Engineering Colleges in the development of their laboratories and faculties under the Institutional Network Scheme.
7.2.6 A special preparatory course of 10-month 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.
IIT Admissions Student Out-turn
strength (with reference
(Total in to admissions
1989-90) in earlier years)
UG/PG+R UG/PG+R UG/PG+R
Delhi 353/761 1104/2419 235/398
Madras 276/465 1088/1277 244/514
Kanpur 322/250 1182/763 286/298
Bombay 453/450 1463/1349 233/329
Kharagpur 403/491 1630/1072 93/493
7.2.7 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
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allowance, loans and discretionary grants, apart from free messing.
7.2.8 During the year under report, the IIT Delhi established a full-fledged computation laboratory with excellent graphics facilities. The IIT Bombay opened the CDC Cyber 180/840 system for general use to all users. The IIT Kanpur established a Centre for Development of Educational Technology. It also enhanced its optical facilities by adding a modem Transmission Election Microscope, a Scanning Electron Microscope and an Electron Problem Micro Analyzer. The IIT Kharagpur started a B.Tech. course in Industrial Engineering. The IIT Madras installed a Siemens 7580-E time-sharing computer system with 80 terminals and 70 PCs connected to it.
7.2.9 Each of the IITs had 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.
7.2.10 A high-powered Review Committee which evaluated the working and performance of IITs submitted its report in February 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 IIT Council and an Empowered Committee. Implementation of the recommendations will be monitored by the IIT Council.
7.2.11 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 1989-90 was Rs. 6 crores.
Indian Institutes of Management 7.3.1 The four Indian Institutes of Management (IIMs) at Ahmedabad, Bangalore, Calcutta 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 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 is 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. Besides, it conducts part-time diploma and certificate courses in computer applications and industrial automation. 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 extension centres at Madras, Delhi, Hyderabad and Muzaffarpur to cater to the needs of the industries and organisations in and around those places.
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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 16th advanced diploma course in foundry/forge technology in September 1989 with a total of 49 students. The fourth batch of M.Tech. course with 13 students commenced in August 1988. During the year 1988-89, the Institute conducted 8 refresher courses attended by 92, sponsored candidates. Faculty members participated in various national and international seminars/symposia/conferences and presented/published 30 technical papers. The Institute interacted with several agencies and also undertook a number of research and consultancy projects.
7.5.3 The Institute has a computer centre with a Horison-332 bit. 2 RAM system alongwith various peripherals Newer systems are expected to be acquired in the near future. During 1989-90, the institute had a budget provision of Rs. 1.87 crores.
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 be broaden its horizons of academic programmes, to further promote research And extension programmes, and to award its own under-graduate, post-graduate 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. From the current year, a Bachelor's degree course in Physical Planning has been introduced with an intake of 20 students. It is also conducting Master's Degree courses in planning (with secialisations 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 postgraduate 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 construction works of a hostel, a guest house and 71 staff quarters are continuing at the Maharani Bagh campus of the School. The School organised several seminars, wrokshops 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 (IIMs) 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 month/18 month duration to degree and diploma 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
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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 falling within their purview and contributed significantly to the further development of polytechnic education. During 1989-90, special training programmes on formulation and implementation of S&T based projects in rural areas were organised for the teachers of community polytechnics.
International Centre for Science and Technology Education 7.8.1 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 7.8.2 Under this programme, assistance is provided to some selected non-Government, non-University institutions, which are functioning at allIndia 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 7.9.1 Fourteen Regional Engineering Colleges (RECs) were set up, one 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, the sixteenth one at Hamirpur in Himachal Pradesh in July 1986, and the seventeenth one at Jalandhar in Punjab in July 1989.
7.9.2 While all the RECs (except the ones at Hamirpur and Jalandhar) offer first degree courses in civil engineering, mechanical engineering and electrical engineering, many of them also offer first degree courses in chemical engineering, metallurigical engineering, electronics, production' engineering, mining engineering, architecture and computer science. The REC at Hamirpur is presently offering first degree courses in civil engineering, electrical engineering and electronics. The REC at Jalandhar is offering first degree courses in electronics, textile engineering and industrial engineering. Fourteen RECs also conduct postgraduate 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.
7.9.3 During the year under report, emphasis was Mid 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 seventy 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 systems and personal computers mainly to meet the requirements of training students.
7.9.4 In the context of the implementation of the NPE 1986, Programme of Action (POA) documents were prepared by all, the RECs re- defining their institutional goals and targets, and projecting perspective plans to cover the remaining period of the Seventh Plan and also the Eighth Plan period. So far 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 7.10.1 The Government of India is directly assisting 15 State Governments and 24 non-
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Government post-graduate 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 19 new post-graduate comes in 17 engineering institutions/colleges was approved.
7.10.2 The Graduate Aptitude Test in Engineering (GATE) examination was held in February 1989 on the basis of which admissions were made to postgraduate courses.
Quality Improvement Programme 7.11.1 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 laboratory development, preparation of instructional materials and text-books.
(iii) Practical training in-industry for teachers of engineering colleges and polytechnics.
7.11.2 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.
7.11.3 Till 1988-89, about 1120 teachers were trained for M.Tech and 1175 teachers for Ph.D. The QIP Centres organised about 810 short- term courses for degree level teachers, where about 13650 teachers were trained. The ISTE organised 1564 short-term summer/winter school programmes for teachers of engineering colleges and polytechnics together, wherein about 33,890 teachers were trained. The TTTIs have conducted about 1840 short-term programmes for polytechnic teachers thereby training 36,400 teachers. Under the short-term programme in industry, 6400 teachers at the degree and diploma levels were trained.
7.11.4 The Curriculum Development Cells at degree level have till now produced 270 text-books, 160 monographs, 60 manuals, 130 other publications and conducted about 200 workshops and seminars. The ISTE has also produced about 122 teachers' manuals.
Computerisation and manpower development 7.12.1 In order to create computer awareness as also to introduce various computer programmes in the existing courses in engineering, technology and management, Government of India has been providing financial support to technical and management institutions for acquiring computer facility. Two hundred polytechnics in the country have been given financial assistance of Rs. 3 lakhs each for getting indigenous 'O' level computer evaluated through the National Centre for Software Technology, Bombay and the total coverage as envisaged in the Seventh Plan has been reached. Efforts are being made to revise the specifications of the 'O' level computer through a National Expert Committee in order to assist the polytechnics in the acquisition of 'O' level computer of the, right type.
7.12.2 In collaboration with the Department of Electronics, support is being provided by this Ministry to approved engineering colleges and polytechnics for conducting MCA and DCA programmes respectively. The total number of institutions offering MCA and DCA programmes is 108 (i.e.: 55 engineering colleges and 58 polytechnics). Under- graduate programmes in computer science and engineering are offered at 37 centres.
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Institutional Network Scheme 7.13.1 The scheme was initiated during 1981-82 to develop an 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 collaboration in research programmes.
7.13.2 During the first four years of the Seventh Plan period 161 laboratories have been supported through the networking scheme and an amount of Rs. 4 crores has been released for the purpose. It is proposed to develop another 38 laboratories during 1989-90 at a cost of Rs. 1 crore.
7.13.3 According to the provisions of the scheme, an approved project of networking is supporting 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.
7.13.4 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 son effective 'Internal Assistance' such as faculty exchanges, joint and collaborative research, curriculum development, 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 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 7.14.1 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 engineering, product development/design, bio-conversion, ergonomics, printing technology, management science and entrepreneurship.
7.14.2 An amount of Rs. 34.12 crores was released during the first four years of the Seventh Plan supporting 307 projects. During 1989- 90 it was scheduled to support 37 projects involving a grant of Rs. 5 crores.
(b)Creation of infrastructure in areas of emerging technologies 7.14.3 The scheme was instituted on an experimental basis during the Sixth Plan period with the objective of creating 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 modem 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.
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- 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.
The 17 areas identified for support under this scheme are : energy' science , transportation engineering, micro-electronics, remote sensing, atomspheric 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.
7.14.4 During the first four years of the Seventh Plan, an amount of 40.80 crores was released to support 351 projects. During 1989-90, the schedule was to support 80 projects.
(c) Programmes of new and/or improved technologies and offering
new courses in specialised fields 7.14.5 This is a new scheme instituted during 1987-88 as part of the implementation of NPE. 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.
7.14.6 During 1987-89, an amount of Rs. 6.25 crores was released to Support 41 projects. During 1989-90 it was scheduled to support 28 projects.
Modernisation and Removal of Obsolescence 7.15.1 The scheme was-initiated during the Sixth Plan period with the objective of providing modem 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.
7.15.2 During the Seventh Plan and more particularly after NPE 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 resource.The objectives of the scheme were re-defined 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.
- To provide students with hand-on experience in laboratory practice in modem technologies.
- Creation of new laboratories.
- Provision of computers.
- Training and re-training of faculty and supporting staff.
7.15.3 Data on the number of projects supports during the Seventh Plan and the amounts of grant released each year are given below :-
Year Number of Amount of
projects grant released
supported (Rs in crores)
1985-86 131 15.00
1986-87 151 18.00
1987-88 497 60.00
1988-89 603 52.70
1989-90 433, 43.69
(Proposed)