 RECOMMENDATIONS OF THE IIT REVIEW
 COMMITTEE

PERFORMANCE REVIEW

1 The Indian Institutes of Technology were established with the objective which is best described in the words of the late Prime Minister Pandit Jawaharlal Nehru- "to provide scientists and technologists of the highest calibre who would engage in research, design and development to help building the nation towards self- reliance in her technological needs". There is a more elaborate statement of objectives in the Sarkar Committee Report and in the statutory charter of the IITs. These are comprehensive and hold good even today though it may be necessary to re-emphasise some, to remove ambivalence in some others and to set the priorities more clearly to meet the changing needs. (Pars 2.1)

2 The IITs were set up inspite of the recognition that some colleges of engineering had "attained a quality with age". IITs have completed nearly a quarter of a century of existence. This is the first time that a single common committee was appointed to review all the IITs together. They have acquired a degree of excellence in their facilities and faculty with the help of industrialised countries and as liberal a funding as was possible by the central government. The IITs have evolved an exclusive system of attracting good calibre students. They also evolved sound systems pertaining to courses of study and evaluation and oriented towards helping students to learn at their pace, choosing a load and picking electives with flexibility in the choice of subject. Their performance is evaluated not by chance achievements in a single examination but continuously through varied methods. (Para 2.1)

3 These measures have enabled the IITs to produce B.Tech. engineers of excellent quality comparable to the best in the world. (Para 2.2)

4 During the last decade, the IITs have also contributed to the upgradation of engineering education in the country. Considerable investment and effort has gone in to increase of research activities, developing some centres of advanced research to give technological leadership and diversifying and expanding post-graduate engineering education. (Para 2.2)

5 One cannot, however, overlook the fact that output from the IITs may not have been commensurate with the inputs and expectations. One can question the degree of impact of IITs on national, industrial, eco- nomic and social development, on their attaining excellence and leadership in research and education and in motivating the students and teachers to be pioneers and job-generators. Of late, there are indications that the undergraduate programmes themselves tend to be less flexible than originally envisaged. Experimental research and design and fabrication of sophisticated instruments are on the decline. IITs do not seem to be able to motivate the students and teachers sufficiently in regard to their commitment to the nation to give their best and to achieve excellence. (Pars 2.3)

6 In fairness to the IITs, their performance audit should take into account the internal and external environmental factors, obsolescence in institutes set up two to three decades ago, and lack of coordinated manpower and technology policies posing challenges that hinder efficiency and productivity. (Pars 2.4)

GOALS AND OBJECTIVES

7 Technological manpower production is admittedly the basic function of the IITs. The product has to be excellent in quality, relevant to the technological needs of the country, motivated to give of its best and have a commitment to the country. (Para 3.1)

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8 The goals and tasks of these institutes in their process of development have to relate continuously to:

- significant and notable changes that are taking place in the socioeconomic development of the country; and

- rapidly exploding universe of knowledge in science and technology. (Para 3.1)

9 To preserve IITs' character as institutes of national importance and to maintain their leadership and pacesetting function in technological education, research and extension and to be able to produce the kind of technological manpower set out above, their goals must be:

- to excel in teaching, research and in all aspects of academic activity and produce a high quality science- based engineering student;

- to survive on specialisation, work increasingly in front line areas that transcend disciplines;

- to have a perception and a value system appropriate to the pursuit of high engineering science to meet the critically evaluated needs of the society;

- to programme into their activities emerging technological needs with a futuristic outlook;

- to accept extension and public service as a third dimension to their role in addition to education and research;

- to attain a stature that enables them to provide leadership with credibility. They should be the "thinktank" for higher technological education;

- to aim at preparing more of creative engineers, innovative thinkers and engineer entrepreneurs;

- to develop a special nexus with rural development mainly by way of involvement in technology-based solutions for problems in rural areas;

- to maintain and foster interactive linkages with leading technological institutions and centres of research in India and abroad. (Para 3.2)

10 It is against this broad conceptual background that the recommendations of this Committee are based. It is expected that if the recommendations are accepted and acted upon, changes will be clear and visible in five years time. (Para 3.3)

ACADEMIA

11 IITs should continue to offer both undergraduate and postgraduate programmes. (Para 4.1.2)

12 The student strength of undergraduate and postgraduate courses should be aimed to be maintained at 1:1 ratio. (Para 4.1.3)

13 The overall student strength at any one campus should not ordinarily exceed 2500. (Para 4.1.4)

14 Instead of starting new IITs, wherever higher technical manpower is needed, support to Departments/Engineering Colleges/Centres who have done well, is recommended. (Para 4.1.5)

15 B.Tech. level programmes in the IITs should aim at: - greater flexibility and actual availability of a wide choice of electives;

- new technology and system involving cross-disciplinary perspectives;

- experimental and innovative programmes to foster creativity;

- maintaining a science-based engineering curriculum. (Paras 4.2.2 to 4.2.4)

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16 M.Tech. programmes must be carefully chosen and designed to serve the following objectives: - prepare teachers for engineering education; - provide,trained manpower to industry with the capability to influence upgradation and absorption of technology and setting up of new high-technology industries. (Para 4.3.1)

17 We endorse the recommendation of the Postgraduate Committee that the M.Tech. degree be prescribed as a minimum qualification for recruitment to many positions in the engineering profession in industry, R&D organisations, Electricity Boards, PWDs, Post and Telegraphs, Railways etc. The present policy and practice of recruiting graduate engineers at the lowest levels (single point entry) to many services should be modified to allow for lateral entry at higher levels. As an incentive and mark of recognition it should be mandatory to give not less than two advance increments wherever postgraduate degree holders are recruited. (Para 4.3.2)

18 Conscious and concerted effort is needed to excel in research activities so as to be in the forefront of research in atleast a few of the emerging areas, and to build competent research groups of international standing. (Para 4.4.1)

19 The impact of the IITs through research and development activities has not been conspicuous for varied reasons, including the unpreparedness of industry, policy support for technology imports and foreign collaboration and non-involvement with development-oriented projects. Conscious and positive steps should be taken to make the presence of IITs felt in this area. It is recommended that:

- an Industrial Foundation independent in its normal day-to-day functions, may be set up in each IIT. It should work as a commercial corporate body with its own budget and Plan for marketing its research and consultancy capability (CSIC of the Indian Institute of Science, Bangalore is one example);

- IITs may get involved in setting up innovative centres, S&T parks, industry owned research centres etc., adjacent to the campuses;

- faculty members may be encouraged to become entrepreneurs taking three year leave following the CSIR pattern. (Paras 4.4.2 to 4.4.6)

20 IITs either directly or preferably through the proposed Industrial Foundation should compete for and get plan assistance from Department of Science and Technology (SERC and GRS), Department of Electronics, Department of Defence Research, Department of Energy and others to do research and consultancy work in identified "thrust areas" in the national S&T plan. (Para 4.4.7)

21 A number of "thrust areas" have been identified and a synoptic view given on them by faculty of IITs. These should be examined by the Academic Advisory Committee of the IIT Council. Internal and external funding of these projects is recommended. (Para 4.4.8)

22 IITs should have greater interaction between themselves and with outside educational institutions, universities, CSIR and other research laboratories, taking a lead in technology missions of national priority. Industry-Research-Education should become a closely linked triad. (Para 4.4.9)

23 Besides the newer areas of high technology in the emerging fields, IITs should also take up research and development activities related to the environment in which they are located. If successful, the impact will be more visible and the role of these higher seats of learning will be well appreciated by the community. It will also condition the student to relate to his surroundings. It is recommended that:

- public service in some meaningful form should be organised for participation both by the teachers and the taught;

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- the IITs should diagnose problems/needs of nearby rural community and work on their solutions through application of technology;

- the IITs should enlarge their interaction with other technical institutions and colleges in the region. The interaction can take varied forms. A periodical review of the above functions should be carried out. (Para 4.4.10)

24 Industry-IIT linkages have to be strengthened considerably. There are now a number of technology-oriented industries who are appreciative of the importance of the linkages and inclined to cooperate fully in giving access to the facilities and resources available with them. It is recommended that IITs (through Industrial Foundation, as and when it is formed), take more positive steps in this direction to remove the shortcomings. (Para 4.5.1)

25 To promote greater linkages between IITs and Industry and IITs' involvement in national development projects, it is recommended that:

- faculty should spend compulsorily one of their sabbaticals in industry;

- IITs should invite competent persons from industry to be adjunct professors;

- IITs should be involved in technology missions connected with national development projects;

- the government may extend tax concessions for contributions made by the inclustry to IITs. (Para 4.5.2)

26 IITs should also undertake technology surveys. IITs should have some association with bodies like DGTD, DOE etc. who regulate import of technology. (Para 4.5.3)

27 It is recommended that IITs use their facilities more intensively to spread education. Some of the suggestions are:

- evening classes in some specialised subjects for employed persons;

- continuing education through seminars and other programmes. (Para 4.5.4)

28 A large number of programmes at undergraduate and postgraduate levels are being offered by the academic departments and school of studies. While this is as it should be, some important points have to be borne in mind:

- Programmes should be reviewed periodically and updated and modified to match with the needs of the country, and the developments in Science & Technology. New programmes (like Bio-science) may have to be introduced as interlocking/supporting ones to produce doctoral manpower to work on "thrust areas" and leading edge of technology.

- Doctorate degrees may be offered on work relating to developmental projects, hardware, experimental work, instrumentation etc.-areas in which the IIT faculty seem to have an ambivalent attitude.

- Programmes be shifted from the traditional areas towards inter- disciplinary ones like Materials Science, Energy System, Instrumentation etc. These should be normally offered as postgraduate programmes. Over the years separate undergraduate programme's in these areas be evolved, giving up the traditional areas. In the early stages, these postgraduate programmes of inter-disciplinary subjects can be based on elective course structure instead of starting a separate department/centre for it.

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Innovative ideas should be attempted such as starting of integrated five year course leading to M.Tech. degree; and modular courses to give students greater flexibility in transfer between institutes and to change disciplines.

- Modernteachingaidslikeaudio-visual,computers etc.to be increasingly used. (Paras 4.6.11 to 4.6.7)

29 Academic departments in the IITs handle both teaching and research. The number of departments vary from IIT to IIT-largest at Kharagpur and smallest at Kanpur. It is recommended that such departments whose load is below an optimum level and not likely to build up in the near future, should be either closed or merged with another department. This will help utilisation of scarce resources, better elsewhere. (Para 4.7.1)

30 Departments should have more autonomy delegated to them and run them with their own committees of management. (Para 4.7.1)

31 'Centres' were started as nodal points to foster research and become peak points in some selected areas of importance, generally inter-disciplinary in character, drawing talent from other departments, other IITs and from outside organisations. The tendency for Centres to function like any other academic departments has to be curbed. An immediate review and evaluation of all Centres is necessary to ensure proper focus and character. New centres may be established only after proper assessment of the need by outside expert groups. An inbuilt mechanism for periodical evaluation of every centre is also suggested. (Para 4.7.2)

32 Students are inducted into undergraduate courses through the Joint Entrance Examination (JEE) barring a very small number who are either Foreign Nationals, or Indian Nationals residing abroad. While this test has been well-developed and is able to pick up high calibre students, it has been noticed that some of them do not have any marked inclination for a profession in engineering/technology. It is recommended that this entrance examination scheme should be refined by evolving and introducing an aptitude test. (Para 4.8.1)

33 For inducting into postgraduate courses, recently a Graduate Aptitude Test in Engineering (GATE) has been introduced. Though this is being organised by IITs, it is not exclusively for entrance to IIT postgraduate courses; nor, is it compulsory that all should come through this test. It is necessary only for those who want scholarship from government. Sponsored candidates normally do not take this test. It is recommended that this method of multi-entry should be watched for some more years for its efficaciousness. (Para 4.8.2)

34 Both JEE and GATE are being conducted at present by the IITs. There are both scope and need for a specialised national testing agency. The task of selection by IIT authorities to their B.Tech./M.Tech. programmes could become lighter and more meaningful if restricted to a smaller number from among those qualifying in the national test. (Para 4.8.3)

35 Special dispensation is being given to SC/ST candidates admitted at the entrance through JEE. In this context, it is recommended that:

- this be continued while at the same time ensuring that positive and effective steps are taken to coach them up before the start of the very first semester;

- while every attempt should be made to fill the reserve quota fully, entry standards should not be further lowered;

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- concrete and positive steps should be taken by bodies/agencies outside IITs to coach such of those SC/ST students who show promise, so that they can take JEE and get entrance on their own competitive merit without the aid of special dispensation. This can be undertaken by specialised agencies/institutions. (Para 4.8.4)

36 Steps are required to reduce the incidence of migration abroad of fresh graduates from IITs. This may be done through conscious career development planning for bright students, their involvement in technology missions and rural development schemes rather than rely on restrictive measures alone. The Department of Humanities and Social Sciences in the IITs must emphasise in the curriculum the socioeconomic ethos in which technology development is taking place in India, so as to inculcate distinct Indian values. (Para 4.8.5)

37 Faculty is the back-bone of these institutes. Necessarily they have to be highly competent and committed to teach, conduct and guide research, and interact with industry and society. It is recommended that conscious efforts be continuously made to maintain an environment where excellence will be sustained and even enhanced.

RECOMMENDATIONS OF THE IIT REVIEW COMMITTEE

PERFORMANCE REVIEW

GOALS AND OBJECTIVES

ACADEMIA