 REPORT OF THE SUB-GROUP ON 
DIVERSIFICATION AND 
REDESIGNING OF THE EXISTING
PROGRAMMES

1 INTRODUCTION

The Special Committee to consider diversification and redesigning of existing technical education (including management education) programmes with accent on rural development and decentralisation concept met in the Ministry of Education and Social Welfare, New Delhi on 14th and 15th December, 1977.

The Committee discussed the progress and present status of technical education at all levels in the context of future needs of the country. In the development of technical education each Five Year Plan was characterised by major stress on certain aspects. Upto the end of the Third Plan, the main emphasis was on expansion, infra- structure development, promotion of post-graduate education and research. During the Fourth Plan there was selective expansion in post-graduate education and an attempt to consolidate other pro- grammes. In the Fifth Plan, the effort was mainly dircted to con- solidation, diversification, faculty development, industry- institution collaboration and curriculum development.

As a logical step in the direction of growth, it is now necessary to re-organise some of the activities and to identify programmes that

need to be supported and promoted in the context of future needs of the country. These programmes are:

1 Diversification and selective expansion

2 Rural development and extension services

3 Strengthening the system of technical education

4 Raising the image and status of technician education

5 Management education: Promotion including its introdu- ction in technical education at diploma and degree levels

6 Academic re-organisation including (a) introduction of internal evaluation, credit system and multiple entry, (b) promotion of part-time education, (c) review of course content and curriculum, and (d) institution of a National Evaluation and Accreditation Agency.

7 Administrative re-organisation including (a) integration of the whole spectrum of technical education (b) giving autonomy to institutions, (c) re-organisation of State Boards and State Directorates of Technical Education, and (d) changing the funding pattern of technical education.

2 PROGRAMMES TO BE SUPPORTED AND PROMOTED

2.1 Diversification and selective expansion

The admission capacity for technical education available at present at all levels including those for management education appear to be adequate. However, further expansion could be admitted on selective basis and when the need is well-established. All pro- grammes of diversification and expansion should be based on proper assessment of future manpower requirement. For this purpose a National Manpower Information System monitoring information on manpower requirements, availability, utilisation etc., should be established immediately.

With the ever-changing pattern of technology and development of various new scientific disciplines, diversification in several emerg- ing areas will be necessary. This could mainly be achieved either by offering heavy electives or, if need be, specialised courses. In either case it should be ensured that adequate instructional support are given. Some emerging areas relevant to our future industrial and rural requirements are given in the Annexure.

2.2 Rural development and extension services

The technical education system by and large has met the objectives set so far, but in view of the greater emphasis now being laid on rural development, it is necessary that a re-orientation of the technical education system to reach a larger sector of the com- munity in the country should be attempted. In this context those technical institutions situated in an environment suitable for this purpose have to be developed appropriately for this task.

Rural development with its present thrust is a new initiative. Technical institutions should initiate extension programmes in which the existing resources in terms of faculty and equipment could be employed to facilitate appropriate technology transfer, which in turn could generate employment in the rural sector. This initiative could be taken up immediately and be supported. In this attempts at rural development both the aspects of adoption and transfer of technology are involved. While in the case of transfer of technology to the rural areas, the polytechnics have to play the major role, assistance in adoption of technology should be available from engineering colleges and other institutions also. The intention is that hereafter the technician institutions should act as focal points for technology transfer. This, of course, does not preclude colleges and other institutions from playing a similar role.

The other aspect pertains to the development of knowledge and skills in the rural areas for developmental activities. Unfortunately, precise information about the extent of the skills and knowledge in rural areas is at present not available. It would be possible to arrive at precise conclusions only after extensive studies and research. In the meantime, it would only be appropriate to develop contacts

with the rural community and to collect data on need-based training programmes to be offered. Immediate efforts should be made to facilitate up-dating their traditional skills and crafts, modernising their tools and implements etc. In this matter of adoption and transfer of technology to the countryside all technical institutions in the country have to play their due role.

2.3 Strengthening the system of technical education

While the physical facilities for technical education available at present at all levels are considered adequate, there are areas which need consolidation with particular reference to improvement of quality and standards. There are a large number of institutions which need additional inputs to enable them to make the impact expected of them. These aspects are being considered by a separate Sub-group.

2.4 Raising the image and status of technician education

Immediate action should be taken to strengthen the technician education system and also to improve the social image and status of the technicians as recommended by Damodaran Committee in 1971. While we have considerable clarity with regard to the competence expected of and the role to be played by craftsmen from industrial training institutes and by technologists from engineering colleges, a similar position does not seem to exist with regard to technicians. The technician is a very important entity forming an inter-phase between the craftsman and the engineer. This role of the technician has to be clearly defined and understood.

Besides, a diploma-holder should be given all possibilities for continuing education in order that he is able to acquire the necessary competence to meet the requirements and challenges of the profession.

While discussing rural development, the part to be played by the polytechincs as a focal point for transfer of technology has been emphasised. Polytechnics are expected to interact with the environ- ment and organise their programmes and activities to meet the needs of the community. In order to reflect the new role that is

expected of the polytechnics it is desirable that selected ploytechnics be designated as 'community colleges' rather than 'polytechnics').

It is strongly recommended that selected polytechnics all over the country be developed into 'national institutions' for advanced training and for the award of higher diplomas. Special efforts should be put in to promote women's education in polytechnics by introducing need-based and socially relevant courses for women.

2.5 Management education: Promotion including its introduction in technical education at diploma and degree levels

While the three Indian Institutes of Management are doing fairly well in producing managerial manpower of the right quality at various levels, the 30 and odd University Departments of Management need strengthening on the basis of the recommendations made recently by the Review Committee on Management Education.

At present 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 size industries, it is suggested that at least a part of the present intake of the recognised management institutions should be diverted to this sector. Similarly, other sectors such as transport, power, health, education, agriculture etc., need trained managerial manpower for which sectoral specialised courses should be offered in these institutions.

It is possible and necessary to integrate relevant management education with professional courses such as engineering and technology both at degree and diploma levels. Efforts should also be made to introduce courses in Foremanship and Supervision in a large number of public and private sector undertakings.

There is great need for producing a large number of personnels with the requisite managerial and teaching skills who would satisfy the educational qualification requirements as laid down by the University Grants Commission for teaching positions in management institutions as well as in engineering and technological institutions where management elective courses are offered.

The focus of attention should shift from merely turning out large number of graduates to the question of developing potential managers of the required quality and practice orientation.

2.6 Academic re-organisation

2.6.1 Introduction of internal evaluation, credit system and multiple entry

At present, all technical education programmes both at diploma and degree levels are so organised that every one has to enter at the same level, take the same number of subjects through a rigid pattern and complete the course at the end of a specified period. This system is extremely outdated and calls for immediate abandonment.

The adoption of credit system with the prescription of minimum and maximum numbers of credits that can be taken in a semester/ academic year will bring about a great amount of flexibility in the system. This will enable multiple entry and depending upon the initial preparation of the candidate, he may be required to take and complete a certain number of credits before qualifying for the award of diploma/degree. This arrangement may need some additional inputs by way of staff and related expansion. Credit system will not only facilitate multiple entry and diversification, but also introduction of competency-based modular courses especially at the technician level in due course.

Internal evaluation is in the process of being implemented in many of our technical institutions. It is necessary to expedite and complete this process in all technical institutions as early as possible.

2.6.2 Promotion of part-time education

Massive efforts should be made to give education to those who cannot go for full-time regular courses by providing part-time and evening courses at all levels in the existing technical institutions. These facilities are offered at present only on a limited scale and within the structure of diploma/degree courses. There is need to enlarge these facilities by evolving a large number of schemes for full courses as well as for individual subject areas.

2.6.3 Review of course content and curriculum

It is necessary to have a good and close look at the course content now being offered at various levels. The standard of technical education will very much depend upon the pace the courses keep with the changing practices in science and technology. A continuous review of the curriculum is, therefore, called for. The Curriculum Development Centres at present functioning in various institutions should be asked to look into this aspect.

It is strongly felt that research in technical education is most essential and that research degree courses in technical education should be introduced in selected centres.

2.6.4 Institution of a National Evaluation and Accredition Agency

Institution of a National Evaluation and Accredition is an immediate necessity. Evaluation of the various courses has to be done on a continuing basis at the national level. Criteria for evaluation have to be devised and a common yard stick which can be applied by evaluating committees should be prescribed with a reasonable degree of uniformity.

As no such machinery is available at present, it is strongly re- commended that the All India Council of Technical Education (AICTE) should be re-organised with statutory powers on the lines of the Indian Medical Council and assigned this task. The AICTE should play the role of guiding, offering data, publishing reports, providing criteria for evaluation, bringing into existence committees and agencies which will continuously do 'serious thinking' on the problems that confront technical education and provide solutions.

2.7 Administrative re-organisation

2.7.1 Integration of the whole spectrum of technical education

In education there should be no blind alley. A candidate who happens to take training as a craftsman in an ITI must be able to go for the diploma and from diploma to the degree programme

if he has the aptitude and the ability to do so. The task of educating and training technical manpower can be effectively done only if the whole spectrum of manpower from craftsmen to technologists is viewed together and the programmes are closely coordinated under one agency. Steps needed to bring about this integrated approach must be taken.

The ratio between the graduates, technicians and craftsmen in some of the more industrialised economics is of the order of 1:3:5:, facilities for education being also provided for in that order. In India the facilities provided at graduate, technician and craftsman levels are in the ratio of 1 :2:6:, but in the actual output, the ratio comes to about 1 :1 :6. This is not at all a healthy trend. Ways and means should be found out to improve the ratio between engineers, technicians and craftsman through a coordinated approach.

2.7.2 Giving autonomy to institutions

The need for relating technical education to the social needs has been stressed time and again. If this is to be done, it is necessary that the institutions are in a position to react to the needs of the regions in which they are situated, be alive and alert to the changing requirements and organise programmes accordingly. This is possible only if the Principals and the faculty members have the freedom to design courses and undertake projects and implement them. To enable such a situation to develop and grow, institutions need autonomy, not only academically but also administratively and financially. To begin with administrative and financial autonomy should be given by brining all technical institutions including Government institutions under suitably constituted Governing Councils. Academic autonomy could be given on a selective basis. This step would release tremendous energies now avilable and remaining dormant in our institutions.

2.7.3. Reorganisation of State Boards and State Directorates of Technical Education

It is long since the AICTE recommended that the State Board of Technical Education be made a statutory body. This perhaps is the most important step towards re-organisation and reform of

polytechnic education. The Board must be headed by an eminent educationist or industrialist with full knowledge of the present and future demands on technical education. This Board for Technical Education should be what an university is for degree education, with the difference that while there may be many universities in a state, there will be only one Board for each state.

The State is the implementing agency for educational programmes, and for the technical education it is the Directorate of Technical Education. The Directorate must be reorganised as a matter of urgency. It must have organs dealing with manpower assessment, planning, quality improvement, performance evaluation etc. In short, the Directorate of Technical Education should not be thought of as a mere administrative body; its image as an academic and professional body of the state must be substantially improved.

2.7.4 Changing the funding pattern of technical education

Among the fields of professional education only engineering seems to be with the general education in the states, The State Department of Education does not have a separate wing for technical education. Consequently expenditure on technical education is treated as part of social service.

The expenditure on education is already close to 25% of the state budget, and in a state like Kerala, it is over 40%. If technical education is to fight for funds from education allotment, it will continue to suffer. Expenditure on technical education is not social service, it is an investment Therefore, the Plan provision for technical education must be related to the developmental outlay of the user departments. A link between the user department's outlay and technical education budget must be established, if technical education is not to suffer in future.

It is observed that the State Governments are not in a position to spend on technical education even as much as is agreed to during the plan discussions, since the plan allocation for technical education is not always fully available.This has seriously affected the implementation of many of the approved schemes of technical education.

To enable a system of ear-marking the funds alloted to be spent on technical education, it is suggested that the pre-Fourth Plan funding arrangement, namely making available directly to the institution the Central Government's matching share of expenditure on approved schemes be restored.

REPORT OF THE SUB-GROUP ON DIVERSIFICATION AND REDESIGNING OF THE EXISTING PROGRAMMES