APPENDICES
1. INTRODUCTION
1.1 PRESENT POSITION During the last three decades a wide network of technical institutions offering different types of programmes have, been established. More than 350 Industrial Training Institutes with an annual capacity of about 1,50,000 for craftsmen, 320 Polytechnics with an annual intake capacity of 50,000 students for technicians, about 150 degree-level institutions with an annual intake capacity of 25,000 students, and 60 centres of post-graduate programmes admitting annually 3,000 students have been established. Besides these, there are about 30 University centres (including Indian Institutes of Management) offering courses at the Master's Degree level in Business Administration and Industrial Management with an annual admission capacity of about 1,000.
1.2 DEFICIENCIES IN THE SYSTEM Though technical education over the last three decades has made significant contribution to national 'development, one is rather constrained to find that the out-turn of graduates and diploma-holders is not keeping pace with the actual admissions
ii
made. This shortfall is due to various reasons, important amongst them being students with different backgrounds, inadequate utilisation of the existing instructional facilities, lack of adequate departmental operating costs, lack of motivation of staff and students, etc. By the end of the Third Plan, most of the above institutions had been established. It was then considered necessary to lay special emphasis on consolidation, diversification and improvement of quality rather than on further expansion.
1.3 NEED FOR A REVIEW Frontiers of knowledge are expanding rapidly, making it possible to devise newer and more efficient methods of solving problems of society. For harnessing science and technology to profitable and productive processes of economic growth and social wellbeing, the system of technical education has to be continually reviewed. It is necessary to identify the deficiencies in the system and to give further 'directions in which the. system should develop.
1.4 SETTING UP OF A WORKING GROUP In November 1977, the Ministry of Education and Social Welfare, Government of India, set up a Working Group (composition of the Working Group is indicated at Annexure) for Technical Education to review the present status of the nation's needs during the coming decade and to suggest reorientation and improvements to the existing programmes. At the first meeting of the Working Group, in November 1977, the following five subjects were identified which required indepth study and which could form the basis for further deliberations. 'Technical Manpower', 'Research and Development, 'Diversification and Re-designing of the existing programmes', 'Quality Improvement' and 'Industry - Institutional Collaboration'. The Group finally met in January 1978 and have made the following recommendations
iii
2. FUTURE PERSPECTIVE
2.1 MANPOWER NEEDS * Present manpower supply-adequate for next decade.
* Additional manpower needs to be met by increased efficiency and effectiveness.
* New educational programmes to be based on well-established manpower needs.
* Establishment of a National Manpower Information System.
2.2 MEASURES AND IMPROVEMENT
2.2.1 Courses/programmes - modification * Flexibility in programmes through credit system and multi-point entry.
* Application oriented research projects and consultancy centres, tuned to needs of industrial and rural development.
* Integration of relevant management education in technical courses at all levels.
* Selected Polytechnics ensuring transfer of technology to rural community to be designated as 'Community Colleges'.
* Advanced technician courses with Central assistance.
* Continued review of curricula to cope with technological changes and manpower needs.
2.2.2 Staff - Selection, development and appraisal. * Staff selection based on merit and on all India basis.
* Appointment to senior teaching positions on renewable contract basis.
* Personnel promotions to motivate deserving staff.
* Staff appraisal for developmental needs.
* Pedagogical courses for teachers of degree institutions also.
*'Adjunct professorship' for engineers from the Industry and 'Industrial residency' for teachers.
iv
2.2.3 Students * Selection based on aptitude and ability.
* Remedial programmes to help weak students.
* Student participation in academic bodies.
2.2.4 Instructional Support Services. * Improvement in library services through competent library staff and reprographic facility.
* Establishment of 'Learning Resource Centres'.
* Modernisation of Laboratories considering equipment obsolence and curricula changes.
2.3 MANAGEMENT OF THE SYSTEM * A single agency to plan and organise technical education from the level of craftsmen to that of post-graduates.
* A single agency to plan, organise and fund post-graduate activities in Universities, Indian Institutes of Technology, Indian Institutes of Management and affiliated colleges.
* Reorganisation of Directorates of Technical Education for effective professional and academic performance.
* Administrative autonomy and powers of financial control to Government institutions for effective functioning.
* Academic autonomy to selected institutions.
* Staff College for training and development of senior educators and administrators.
* Setting up of a National Evaluation and Accredition agency.
* Statutory powers to the All India Council for Technical Education for maintenance of standards, on the pattern of the Indian Medical Council.
v
2.4 FINANCING OF TECHNICAL EDUCATION * Plan allocations for technical education to be commensurate with developmental outlay of user departments.
* Expenditure by Industry on technical education to be exempted totally for income tax purposes.
* Central share of assistance to be given direct to institutions earmarking funds for technical education.
3. MANPOWER NEEDS 3.1 A tentative overall quantitative assessment of engineering and technical manpower requirements for the next decade indicates that the present annual admission capacity of 3,000 for post-graduate courses, 25,000 for first degree courses and 50,000 for diploma courses is adequate. Same is true also of facilities in management education vis-a-vis manpower 'requirements. It should be possible for the existing institutions to increase the supply of manpower by improving the efficiency and effectiveness of the system through optimum utilisation of available resources and improvement in the instructional process. Changes in demand in different specilities (disciplines) should be made by appropriate shifts in disciplines within the existing total sanctioned intake capacity.
An objective review for reorientation of the existing course facilities should be made to provide for diversification to meet the emerging specialised manpower needs.
Within the approved annual intake capacity each institution should increase the supply of technical manpower by improving the efficiency and effectiveness of educational processes. Shifts in the intake capacities between disciplines may be effected to cater to the emerging manpower needs.
3.2 All new courses should be based on established and well defined manpower needs.
vi
3.3 A reliable information system is a prerequisite to planning, specially in the field of technical education and training. In the absence of up-to-date and meaningful manpower information, it will neither be possible to anticipate areas of growth in the field of science and technology nor plan for technical manpower development. Such a system is at present not available; the necessary data are not even collected, much less updated, systematised and stored suitably for retrieval as and when necessary. From the available data it is not possible to undertake studies relating to productivity of the educational programmes or absorption patterns of the educated in the employment market. A number of personnel with the background of science education is also deployed in Industry. It is necessary for any Survey of Technical Manpower to take cognizance of this factor. It is, therefore, necessary to establish a national manpower information system. In order to make such a system operational, it is necessary to establish effective coordination of efforts among the 'data generating and collecting agencies through a well-knit country- wide organisation. The Regional Engineering Colleges and other selected technical institutions could assist as nodal points in the operations of the information system and thereby benefit from the system. Manpower information can also be used usefully for purpose of placement through agencies such as the Boards of Apprenticeship Training.
A reliable information system is a pre-requisite to Planning, specially in the field of technical education and training. A national manpower information system should be established with a lead centre in the Institute of Applied Manpower Research for the storage, updating, retrieval and analysis of manpower information to assist technical education planning. The Institute of Applied Manpower Research should be suitably strengthened for this purpose with provision of requisite facilities.
4. MEASURES FOR IMPROVEMENT
4.1 COURSES/PROGRAMMES TO MEET INDUSTRIAL AND COMMUNITY NEEDS. vii
4.1.1 There should always be opportunity for self develop- ment. A person starting his career as a craftsman should also have the opportunity to develop himself as a technician, or engineer, if he has the right aptitude and abilities. The present pattern of courses is based on rigid entry and exit points and does not encourage horizontal or vertical mobility.
The adoption of a credit system with the prescription of maximum and minimum number of credits that can be taken in a semester/academic year will bring in an amount of flexibility in the system. This will enable multi-point entry options to persons depending on their initial preparations/professional background, thus providing opportunity for continuing/further education at their pace and abilities. This provision can also, lead to diversification, inter-disciplinary programmes and modular courses.
Credit system with provision for multi-point entry in part-time and full-time programmes, be introduced.
4.1.2 The impact of research and development activities so far undertaken has been felt in the various sectors of development including rural and community services. Although 'problem-oriented' and 'application oriented' programmes have been undertaken, there is a need for a greater emphasis on such research programmes which will tackle industrial and rural development problems in keeping with the national needs.
Industrial and rural development problems be identified, and greater emphasis on research programmes to tackle such problems keeping in view the national needs, be given. Technical education institutions having the potential and capability to undertake problem- oriented and application-oriented programmes should be selected and properly supported to facilitate substantial contribution to rural and community development.
4.1.3 Involvement in consultancy work, and testing/service activities on selection, basis will promote interaction between the institution and the industry, which will be mutually beneficial. It will build up expertise and confidence of the staff and students
viii
and the image of the institution. To undertake and promote such activities, a Consultancy Centre should be established in each institution. A separate development fund should be created from out of the earnings through consultancy, which could be used for further development of the Consultancy Centre.
Institutions should be encouraged to set up Consultancy Centres to promote consultancy activities.
4.1.4 Managerial skills are crucial for engineers and techni- cians, who are very often required to perform the managerial functions in industry.
Relevant management education be integrated with professional courses at degree and diploma levels.
4.1.5 The pattern of courses in management at all Management Institutions is heavily oriented towards large scale industries. Considering the great need for managerial manpower for small and medium-sized industries, it is suggested that at least a part of the present intake of recognised management institutions be diverted to this sector. Sectoral needs of transport, power, health, education and agriculture should also be taken care of through specialised management programmes offered by these institutions.
Courses in management education be restructured to provide for managerial manpower for small and medium-sized industry as also for sectoral needs such as transport, power, health, education and agriculture.
4.1.6 Some Polytechnics have shown initiative to interact with the environment by organising programmes and activities to meet the community needs. Such institutions could act as focal points to promote transfer of technology to the rural sector. Development projects beneficial to the community could be undertaken towards this end.
Selected Polytechnics act as focal points to promote transfer of technology to the rural community. Such Polytechnics be designated as 'Community Colleges' and adequate support provided.
ix
4.1.7 Professional role of a technician varies from industry to industry. The education of a technician, in the institutions necessarily, therefore, is broad-based. However, when once the technician takes up employment, he is called upon to occupy a variety of job positions. It is necessary to give him the skills required for this purpose to cope up competently in this role with his responsibilities. To meet diverse requirements and challenges in his profession, a technician will have to be provided facilities for his continuous education and for acquiring new competencies. Advanced technician courses would be useful in this context. Quite a few of the Polytechnics in the country have the potential to conduct such courses and to contribute to the development of diverse manpower needs.
Selected Polytechnics should be given central assistance to conduct advanced technician programmes.
4.1.8 The technical education to be relevant, has to keep pace with the changing practices in science and technology. The role of curriculum development in this context, is a crucial one, and can hardly be over-emphasised. A continuous review of curricula should, therefore, be a permanent feature in the technical education system. Considerable curriculum development work has been done at the various centres established for this activity, particularly at the diploma level. Such efforts are to be co-ordinated and strengthened. Dissemination of information and ideas from these centres to all concerned agencies should take place freely.
Support be provided to strengthen the work of curriculum development and research related to problems of technical education.
4.2 STAFF - STUDENTS, DEVELOPMENT, APPRAISAL. 4.2.1 The minimum qualifications for recruitment to teaching posts laid down by the UGC/AICTE is considered generally adequate. The only lacuna identified is the inadequate emphasis on industrial experience. Faculty recruitment should be based on precise job descriptions.
X
In addition to minimum academic qualifications laid down by AICTE, one year's industrial experience for Lecturers and two year's for Senior staff is considered essential. All recruitment should be strictly on merit, by open competition and on All India basis, subject to reservation because of constitutional requirements.
4.2.2 To ensure sustained high quality performance appoint- ments to Senior teaching posts (i.e., Professors and Heads of Insti- tutions) should be on contract basis for five years, renewable after assessment.
4.2.3 Due to lack of promotional opportunities at senior levels, bright young faculty with proven ability have to stay in the same category for long periods of time. Such a situation is detrimental to the motivational climate of institutions.
Personal promotion schemes should be established to enable promotion of deserving young faculty stagnating at a particular level. Such promotion be restricted to 20% of the sanctioned strength. A
4.2.4 At present teacher appraisal is done primarily for administrative purposes. Confidential reports hardly represent pro- files and the strength and weakness of the teachers. The appraisal by the students is also considered desirable and should be taken as an important factor in assessing teacher's competence.
An appropriate staff appraisal scheme based on a methodology acceptable to the faculty be introduced. This would also enable identification of the needs of staff development.
4.2.5 Most of the existing faculty members at the collegiate level already possess Master's Degree, which is the minimum qualification prescribed. It is desirable that faculty in engineering colleges upgrade their qualifications for effective discharge of their responsibilities. It is, therefore, recommended that mote opportunities be provided under the faculty development programme for Ph.D.