 TECHNICAL EDUCATION

10.1 Review

10.1.1 Technical Education (which in our context includes also Management Education ) is one of the most crucial components of Human Resource Development with great potential for adding value to products and services, for contributing to the national economy, and for improving the quality of life of the people. In recognition of the importance of this sector, successive Five Year Plans have laid great emphasis on the development of Technical Education.

10.1.2 During the past four decades there has been a phenomenal expansion of Technical Education Sector in the country. Today, we have over 200 recognised technical education institutions at the first degree level and more than 500 polytechnics at the diploma level with annual admission capacities of 40,000 and 80,000 students respectively. Facilities for Post-Graduate studies and research work (Ph.D. level) have also been created in 140 institutions for 9,400 scholars.

10.2 7th Plan Achievements

10.2.1 The 7th Plan laid emphasis on aspects such as consolidation and optimum utilisation of the existing infrastructure with attention to cost-effectiveness; identification of critical areas with a view to strengthening the facilities in the fields where weaknesses exist; creation of infrastructure in new areas of emerging technology vital for the development of the country improvement of quality and

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standards; modernisation of engineering laboratories and workshops and establishment of institutional linkages between technical education on one hand and rural development and other development sectors on the other. Despite best efforts the system continued to suffer due to shortage of competent faculty. Eventhough a new environment of modern and sophisticated equipment could be built up to a great extent, the physical infrastructure like buildings, student hostels etc could not be improved much. In the absence of adequate autonomy most of the technical institutes experienced difficulties in keeping proper pace with the development and increasing demand. The total Plan expenditure was of the order of Rs. 1230 Crores (Central sector Rs. 700 Crores and States/UTs sector Rs. 530 crores).

10.3 National Policy on Education (NPE) - 1986

10.3.1 During the 7th Plan the Government formulated the National Policy on Education (NPE) - 1986 which took into account the status of the technical education System and the important factors for revitalising the system in order to cope up with the challenges posed by rapid advances in science & technology. The Programme of Action (POA) prepared under the NPE contained several initiatives to be launched during the 7th Plan and therafter. The activities which could not be undertaken effectively during the 7th Plan are proposed to be covered during the 8th Plan in addition to the important on- going schemes of the 7th Plan.

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10.4 Objectives of the 8th Plan

10.4.1 Taking into account the present scenario, the tasks and activities as envisaged in the NPE and the perspectives of development of technical education vis-a-vis the national development goals, the 8th Plan proposals contain the continuance of the exercise of strengthening the existing infrastructural facilities; improvement of quality and standards at all levels ; and widening the network of linkage of technical institutes/research laboratoaries with industry and rural sector. Further, these include assessment of technical manpower needs of the country particularly in new emerging areas and suitable measures to cater to the same. Also included are measures for promotion of research and development, entrepreneurship development, continuing education and re-training the working professionals. Strengthening the AICTE in terms of its professional and administrative aspects is considered to be an area of priority in order to ensure effective implementation of the AICTE Act for overall development of technical education in the country.

10.4.2 Scheme-wise details in brief for the 8th Plan period and also the Annual Plan for 1992-93 are given below:

10.5 On-going Schemes:

All India Council for Technical Education (AICTE):

10.5.1 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

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came into effect on March 28,1988. The main functions of the Statutory AICTE include proper planning and coordinated development of technical Education in the country; promotion of qualitative improvement at all levels in relation to planned quantitative growth and regulation of the system and maintenance of norms and standards. The major tasks before the AICTE are to activate its Boards of Studies to cater to various specialised areas in terms of their promotional and academic charter and to strengthen the Regional committees with adequate authority and freedom of work under the framework of the Act.

National Technical Manpower Information System (NTMIS):

10.5.2 Scientific Manpower Assessment is the basis for planned development of technical education. Absence of adequate information on manpower requirements makes it difficult to anticipate areas of growth in science & technology and thereby adversely affects a meaningful plan for technical manpower development. The NTMIS, introduced in 1983-84 has attempted to provide up-to-date and meaningful manpower projections on a continuing basis through annual technical manpower reviews for the States. It comprises of a Lead Centre at the Institute of Applied Manpower Research, New Delhi and 21 nodal centres which include engineering/technological institutions and the four Boards of Apprenticeship Training. A national expert committee after reviewing the functioning of the scheme has recommended in 1989 its continuance with additional support.

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10.6 Institutions and Programmes Under Central Sector: Institutions

Indian Institutes of Technology (IITs):

10.6.1 The 5 Indian Institutes of Technology (IITs) were established as premier centres of education and training in engineering and applied science at the under graduate level and also to provide adequate facilities for post graduate studies and research. Apart from running various academic disciplines, these institutes have set up advanced centres of training and research in identified areas of specialisation. The institutes have been instrumental in producing high quality engineers/technologists and in providing a strong forum for conducting meaningful research through sponsored projects, consultancy assignments and transfer of technology. The IITs have also made significant contributions in faculty development, curriculum development and professional activities in the area of engineering /technology. The activities are to be substantially enhanced during the 8th Plan period.

Indian Institutes of Management (IIMs)

10.6.2 The four Indian Institutes of Management at Ahmedabad, Calcutta, Bangalore and Lucknow set. up as pace-setting and premier centres of excellence in Management Education and Research, have been instrumental in producing highly qualified managerial man-power. 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., A detailed

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Review of these institutes is being conducted in order to assess the present status and for initiating necessary steps to make these institutes more and more self supporting in the process of broadening their horizon.

Regional Engineering Colleges (RECs)

10.6.3 17 Regional Engineering Colleges set up as joint ventures of the Government of India and the respective State Governments are supposed to be pace-setting institutions in the respective region so as to provide leadership to the other engineering colleges in the State in particular. Apart from academic programmes at under-graduate and post graduate levels they have established links with the industry and user organisations. They have been instrumental in bringing a major quality change in the educational programmes and to train personnel to handle and manage engineering activities in the country. In order to sustain the on-going activities and to take on new activities including a newly forthcoming Collaborative Project with the British universities, adequate funds are required. Two new RECs are recently set up at Hamirpur and Jallandhar.

Technical Teachers' Training Institutes (TTTIs)

10.6.4 The four TTTIs at Bhopal, Calcutta, Chandigarh and Madras were set up to provide in-service training to polytechnic teachers and also to undertake various other activities for overall improvement of technical education in the country. These institutes have been closely involved with the planning and

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implementation of a project on upgrading of technician education system with World Bank assistance. 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, R&D, consultancy and extension services and has made several recommendations for their future growth and strengthening.

National Institute for Training in Industrial Engineering, Bombay (NITIE)

10.6.5 NITIE was established as a premier Institute in the field of Industrial Engineering with the help of ILO. to spread the message of Industrial Engineering practices throughout the country, It has recently opened a few regional centres in the country. In addition to strengthening the programme in the field of Industrial Engineering, the institute has expanded research activities in various areas. Its activities include creation of technology and research data base, technology transfer and enterpreneurship development including Women Entrepreneurs, Transporation Engineering and Management, Ergonomics of working Postures etc. Its activities are further to be diversified and expanded in the allied fields in the 8th the plan.

National Institute of Foundry and Forge Technology (NIFFT) Ranchi

10.6.6 Set up in 1966 in collaboration with UNDP-UNESCO as an

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apex institution for training and research in foundry and forge technology, the NIFFT has been conducting a large number of refresher courses, conferences, workshops for the benefit of industry personnel in addition to the academic programmes. A course in Manufacturing Engineering at the Bachelor's level has been started recently and new courses at Master's Degree and Doctoral level in Manufacturing Engineering are to be introduced during the Eighth Plan.

School of Planning and Architecture (SPA) New Delhi

10.6.7 Established in 1955 as a pioneer institution in the areas of human settlement and environment, the School was declared as a Deemed University in 1979. Apart from the academic programmes at various levels in architecture, planning and allied branches, the School is actively involved in promoting research and extension. programmes through various centres of advanced studies. In addition to strengthening the academic programme as envisaged in the Programme of Action, additional funds would be necessary for construction activities at the new site to be acquired by the School near JNU Campus, New Delhi.

Longowal Institute of Engineering and Technology (LIET)

10.6.8 The Longowal Institute of Engineering and Technology (LIET) is set up in order to meet the special technical manpower needs of the State of Punjab. The institute will provide a variety of courses at various levels, so that the specific needs of the State are met in an integrated manner. To make a begining,

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the academic session 1991-92 started with the introduction of 5 certificate and 3 diploma courses. Further expansion and upgradation of the institute to run degree courses will be considered as per actual manpower needs of the State during the Eighth Plan.

Apprenticeship Training

10.6.9 To condition the fresh engineering graduates and diploma holders for gainful employment in industry and self employment, the Apprentices Act 1961 was amended in 1973 to provide organised training in the industry. The scheme is implemented and monitored by the four Boards of Apprenticeship Training located at Bombay, Madras, Calcutta and Kanpur. The Act was further amended in 1986 to provide training for 10+2 vocational students. The implementation and monitoring of this scheme has also been entrusted to these Boards. The 8th Plan proposals include revision of the rates of stipend, provision of hostels for trainees in the metropolitan towns/cities, construction of Boards' buildings and for starting up of Quality Improvement Programmes for the trainees/ trainers.

International Centre for Science and Technology Education (ICSTE)

10.6.10 on the advice of the Scientific Advisory Committee to the Cabinet, India has undertaken the responsibility to implement a recommendation of the International Congress on Science and Technology Education and National Development by establishing an International Centre for Science and Technology Education (ICSTE). ICSTE will be a National Institution/Resource Centre

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with an international outlook and will operate through a network of existing institutions. It is expected to run programmes for developing countries with the sponsorship of international agencies, such as UNESCO etc. to encourage research and development and experimentation in Science and Technology Education.

10.6.11 A Society has been registered for this purpose. The activities of the Centre are proposed to be taken up on a modest scale in the Eighth Plan.

Programmes and Schemes

Development of Management education at non-university centres

10.6.12 In addition to the 4 IIMs and several management departments of the universities, a number of non-university institutions also cater to the managerial manpower needs of the industries and other sectors. A few such selected centres are provided funds for conducting Management Programmes. In the present situation, it is very essential to promote programmes in the fields of non-corporate, un-organised and service sectors. Recently, the Indian Institute of Social Welfare and Business Management, Calcutta has been requested to frame a programme for the non-corporate and un-organised sectors. These activities are to be strengthened during the Eighth Plan.

Development of Post-Graduate Courses and Research. in Engineering & Technology.

10.6.13 The central Government is directly assisting 16 State Government and 24 Non-Government Post-Graduate Institutions under

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the scheme. The scheme was started in order to develop specialised fields of Engineering/Technology having national relevance. The intake for post-graduate courses is 10,000 per year at present and is proposed to be increased to 11,000 by the end of 8th plan period with the introduction of new courses in the emerging areas. 8 new post- graduate programmes in emerging areas are approved by the Post- Graduate Board of AICTE during 1991-92.

Research and Development in Higher Technological Institutions

10.6.14 In the NPE great stress has been laid on research as an essential component of technical education. The scheme was started in 1987-88 with the objective of strengthening and restructuring the existing centres of advanced studies/centres of research for creating and updating the infrastructure, supporting and sponsoring research projects in Engineering/Technology and Management. 54 projects were supported during the 7th plan period.

Continuing Education Scheme

10.6.15 For upgrading the professional capability of the engineering and management manpower in the industries, this scheme has so far covered various fields and 200 training course modules have been prepared. Based on these training modules, about 10,000 working professionals have been benefited through the training programmes.

10.6.16 In addition to the print material, the 8th Plan

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proposals include distance education mode video package and CAI packages to give thrust to this programme. It is expected that by the end of the 8th Plan, another 80,000 working professionals would be benefited through these packages.

Community Polytechnics (CPs)

10.6.17 Under the scheme, polytechnics are selected to act as focal points to promote socioeconomic upliftment and qualitative improvement in the life style of the rural community with emphasis on poverty alleviation and employment generation particularly for the under- privileged and the disadvantaged. The Community Polytechnics carry out activities like manpower development and training, technology transfer, technical and managerial support services relevant to the local needs. A National Expert Committee which appraised the scheme recently, noted the impact and recommended its continuance and expansion. R&D support is being provided by 15 Centres for Development of Rural Technology. Upto the end of 1990-91, 159 CPs were functioning through which about 1,60,000 rural youth were trained and over 50% were absorbed in self/wage employment. It is proposed to cover all approved polytechnics under the scheme.

TECHNICAL EDUCATION