 REORGANISATION OF POLYTECHNIC EDUCATION

5.01. The duties and functions of technicians and the corresponding educational and training requirements have been outlined in Chapter III. The deficiencies of the present system of technician education and training and the desirable improvements pointed out by industry have been summarised in Chapter IV. This chapter examines the reorganisation of the educational programme and the organisational set-up in the light of the several views and suggestions presented to the Committee.

5.1. Need and Nature of the Reorganisation of Courses

5.11.Need for Diversification of Diploma Courses.

(a) Industry has drawn attention to the inadequacy of the technical knowledge of present diploma holders. Particularly their lack of depth of knowledge in different technician specialities has come under criticism.

(b) This criticism is but quite natural if one looks at the bewildering variety of specialised technological techniques, operations, procedures, and equipments which characterise the present- day industrial activities. New methods, materials and processes are emerging rapidly. Side by side, new techniques of productions management, as in production control and industrial engineering are developing. Commerce and business are also making an increasing use of scientific and specialised methods in Organisation, sales and management. Correspondingly, there has been considerable development in technician functions and specialities. Underlying these specialities there is such a great deal of specialised theory and practice that a general course in a major branch of engineering can only superficially cover all these specialities. It may, therefore, appear desirable to favour a narrow specialisation of the courses to facilitate a study of each speciality in depth. However, there are weighty reasons against such narrow specialisation, the important among them being:

(i) In the Indian context, narrow specialisation will severely restrict the employment opportunities and mobility of technicians.

(ii) Narrow specialisation may restrict future occupational advancement for want of higher level positions in many of the specialised fields.

(iii) In the absence of broad-based technical knowledge, the scope for further study and adaptability to technological changes will be limited.

(c) Beating these considerations in mind, the Committee feels that, at present, narrow specialisation is undesirable at the first diploma level. The, diploma courses should, wherever necessary, be diversified to provide for a range of broad specialisations within the major branches of study. These broad specialisations. should, moreover, be built on the broad based study of the basic principles of engineering, technology or, other fields and the. applied and basic sciences and mathematics common to the entire branch.

5.12.Need for Sandwich Courses

(a) Other,deficiencies in diploma holders repeatedly pointed out are that they lack skills, practical job knowledge and the ability to apply and are ignorant of the actual requirements of industry.

(b) But the industries agree, nearly unanimously, that however, efficiently the systems of technician education and training may be organised, the diploma holders are not likely to exactly fit into the needs of the actual work done in industry without some kind of orientation and shop floor/field training. This is so because the practices and techniques, tools and equipment,and procedures vary in nature from unit to unit in the, same kind of industry and from industry to industry and are, also liable to changes from time to time. The organisational arrangements too are not of a standard pattern. Multiplying this diversity by the broad array of technician functions from design, drafting and development to maintenance and supervision one could see the dimensions of the problem of training the student to adequate technician job-competency. Most industries realise, this and are prepared to organise orientation and induction programme and on-the-job training to new recruits. Even so they expect the diploma holder to have a good practical knowledge and skiff concerning industrial techniques, procedures, tools, materials etc. so as to enable him to judiciously select and apply these in any particular situation.

(c) The capability of purely institutional education and training to impart such a competency is somewhat limited by the available equipment and facilities. In the institutional set-up the industrial atmosphere too is lacking. The practical work in the polytechnics, if well-organised, can give the training in basic manipulative and machine skills necessary to develop skill acquisition and appreciation. Facility in the judicial combination of skills and tools and the integrated application of knowledge and techniques to actual field operations can, to a large, extent, be acquired only through properly planned and guided training in industry. Moreover, in the institutional practical work, the student lacks the inherent urgency and interest which characterise the work being done as a part of a production maintenance or business job. Planned

Practical work in a production shop or in a drawing office, where the activities are not merely exercises but stages of work which, will end in saleable products, makes a difference in the intensity of motivation, assimilation and appreciation.

(d) For these reasons, the Committee recommends that efforts should be made by all concerned to provide practical training in industry for all diploma students. The several aspects of industrial training are discussed in Chapter IX.

(e) One of the best ways of linking industrial training with institutional education is through the organisation of sandwich courses. The training resources of institutions and industry are combined to conduct these courses, with the result theory and practice are closely correlated. The student's motivation is enhanced as work is coordinated with studies and he develops greater skill in human relations and a greater sense of responsibility. The transition from academic pursuits to the world of work becomes easier. Therefore, there can be no doubt that sandwich 'courses, if they are properly planned, organised and conducted, would be the best way of producing capable technicians. The Committee favour their progressive introduction in appropriate technician specialities wherever possible. However, the effective organisation of sandwich courses depends on several considerations both academic and practical. These considerations are examined in a later section.

(f) While the incorporation of industrial training as an important component 'of technician education is essential, it is equally necessary that adequate attention be paid to strengthening the practical content of the courses and giving them an industrial orientation.

(g) The practical content as prescribed in our present courses seems impressive, often occupying 60 to 70 percent of the total time. In practice, however, the teaching and learning of technological practice have largely been ineffective. Important among the several reasons for this deficiency are: (a) a lack of clear understanding of the real meaning of practical work in the context of technician education (b) a theoretical teaching approach devoid of appeal to real situation (c) the lack of equipment and facilities (including adequate consumables) for stimulating industrial situations, work and activities and (d) the lack of practical experience, on the part of the teachers, in the work they are trying to teach.

(h) This calls for the adoption of new teaching approaches and the reorientation of institutional practical work to foster ability in application. The practical work must stimulate industrial or commercial conditions as closely as possible. Industrial experience for faculty and measures for industrial training of teachers also become vital. These aspects will be discussed further in later sections.

5.13. Need for Part-time and Other Courses

(a) Reference has already been made in chapter IV to the need expressed by industry for organising a variety of short-term and part- time educational courses for technicians and craftsmen working in in- dustry in order that they may qualify themselves to work with greater competence. The Committee recognises the importance of such courses as the most effective method for the education of persons to fill the technician positions falling nearer the craftsmen.

(b) Industry has also stressed the need for organising special refresher and retraining courses in several areas for their technicians. The Committee recommends that while the major concern,of polytechnics should be the running of regular diploma courses, they should also organise part-time, short-term and other special refresher and retraining courses, depending on the needs and situations.

(c) Apart from these courses, polytechnics should organise advanced diploma courses. The Committee feels that the provision of such opportunities to enable technicians to qualify themselves better will not only serve the interests of industry, but, more importantly, improve the, promotional prospects of technicians and enhance their status.

(d) In this context the Committee feels it necessary to refer to the greater social recognition given to degrees and the wide-spread demand by technicians for the creation of opportunities to qualify for degrees. The technician education system must make due provision to meet this need. Therefore, the Committee recommends that certain selected polytechnics of acceptable standard having the necessary facilities, faculty and resources must be authorised to offer part- time degree courses. The State Council of Technical Awards -the machinery for the control of standards of technician education recommended in the later part of this chapter-may award these degrees. Such courses could moreover give scope for polytechnic teachers also to attain better status and opportunities.

5.14. Need for Flexibility in Course Planning

If the suggestions made so far about course reorganisation are to be effective, the courses must reflect the needs of regional, local and individual industrial and commercial units as closely as possible. Therefore, it is obvious that the courses and curricula of different polytechnics would not always be uniform. Moreover, the local conditions with regard to industrial training vary greatly and therefore, there can be no single uniform training arrangement. In view of these considerations, it becomes essential that, within the broad framework of certain general guidelines as regards the standards, objectives and scope of technician courses, there should be a great deal of flexibility in course planning to permit local varia- tions in their structure, contents, and organisation. This necessity for flexibility gains further emphasis if it is agreed that technician education should continually adapt and modify itself to suit future needs and changes.

5.2. Courses

5.21. Course Patterns

(a) In line with the foregoing considerations the Committee recommends that polytechnics should organise a variety of courses as given below depending on the needs and situations. In organising the different courses, it is essential that coordination should be established in centres where more than one polytechnic exists so that duplication of effects may be avoided.

(b) Full-time Diploma Courses

(i) General Courses: General Courses are of the kind as exist at present in the fields of engineering and in commercial practice.

(ii) Diversified Courses: Diversified Courses have been defined earlier as those in which study-in-depth or specialisation in any of a range of broad sub-fields is built on a study of the fundamentals of the entire branch. Diversified courses should be organised in such institutions where the need for them has been fully established. These courses may be introduced in the initial stages by means of elective subjects within the broad-based diploma courses.

In introducing diversified courses, due regard should be paid to the pattern of employment in the major fields of engineering, commerce and business. In the field of civil engineering, for example, the major employers like the PWD and Government departments feel that there is no need for extensive diversification. However, other employers like the contracting firms, practising architects and consulting engineers have expressed the view that there is need and scope for some diversified courses in the civil engineering field.

In mechanical engineering and electrical engineering where manufacturing industry is the major employer, there is a large demand for specialist technicians. There employment pattern in respect of technician level personnel in commerce and business also admits of some diversification in the related diploma courses. Introduction of diversified courses therefore implies a careful analysis, from time to time, of the activity of employing organisations and the job positions available therein and a precise description of the functions of technicians. For this purpose the Committee recommends the setting up of special cells in the Directorates or Departments in charge of technical education. Their functions would include the estimation of future technician demand, speciality-wise, on the basis of analyses of occupations. In India, the technician is frequently required to deal with tasks related to, but not necessarily part of, his functions. Therefore, in planning the diversified courses, we should look beyond the boundary of such occupational analyses. Courses must be planned to suit the needs of technician occupations in a cluster of closely related specialisations. A list of some of the fields in which diversified courses can be organised is given in Annexure 5.1. to this chapter.

In sandwich courses institutional education and industrial training alternate over the duration of the course. The sandwich periods may vary according to the nature of the speciality and the training arrangement that is best suited in any particular case Experience suggests that 3 to 6 month sandwich periods are generally suitable.

The quantum of industrial training needed varies with different technician specialities; consequently, courses in certain specialities lend themselves better to the sandwich pattern. Sandwich courses should therefore be organised in such specialities where a proper balance and correlation could be achieved between the institutional education and the industrial training.

In organising sandwich courses, adequate arrangements should be made for proper instruction, guidance, supervision, assessment and evaluation during the industrial training periods. It is preferable to make the last period of a sandwich course an institutional period so that the final examination naturally falls at the completion of the entire course. It may, however, happen in some cases that the last period is an industrial period. In such cases the final examination should be held after the completion of the last period of industrial training. This is necessary in order to properly control and ensure the effectiveness of the last period of industrial training from the point of view of the course objectives.

The other conditions to be fulfilled in organising sandwich courses have been set out by Mr. Henninger and Mr. Houghton, the foreign consultants to the Committee, as follows:

1. There must be a relatively high and extensive concentration of suitable industries.

2. There must be substantial active support and participation by appropriate industries arranged well in advance, and definitely committed.

3. The participating industries must be comitted in advance to furnish proper instruction programmes, and to provide a system and competent personnel for the necessary supervision, instruction and progressive evaluation of each trainee.

4. The institution shall be committed in advance to furnish a competent and interested faculty member to serve full time in the plant for each group of at most 20 students to act as coordinator, counsellor and instructor and incidentally to learn for himself about industrial problems and practices.

5. Satisfactory allowances must be committed in advance by the institution on behalf of both faculty members and students to assure a reasonable timetable and work load properly in keeping with effective, learning processes and normal social amenities.

Considering all the above aspects the Committee recommends that efforts be made to 'secure the active and effective partnership of industry towards the progressive organisation of sandwich courses at selected centres and in certain specialised fields duly preceded by very careful study of all relevant factors. A list of suggested fields and locations for the introduction of sandwich courses in given in Annexure 5.2 to this chapter.

(d) Advanced Diploma Courses

These courses are for diploma holders who have been in service for at least one year. These courses, by and large, will be in fields of specialisation. The fields should be selected after a careful consideration of the industrial needs in any particular area. Some suggested fields in which advanced diploma courses may be offered are given in Annexure 5.3 to this chapter.

(e) Part-time Diploma Courses

a. General and diversified evening courses

b. Day-release courses

c. Block release courses

Part-time diploma courses should be organised for craftsmen and technicians who have been in service for at least 2 years. The courses should be so framed as to prepare them for the craft-based technician functions. In framing the curricula due regard should be given to the educational attainments, skills and industrial experience already possessed by these technician students. Courses should be started at the initiative and with the cooperation of industry in subject fields which will benefit a large number of skilled persons.

(f) Short-term and Special Courses

To meet the special needs of industry for retaining their technicians, short-term and special courses should be organised in suitable fields. Some suggestions in this regard have been made by various industries in response to the Committee's Survey of Industries.

5.22. Types of Courses

(a) Engineering Technology

Diploma courses may be offered in diversified areas of the major branches of Civil, Mechanical, Electrical and Chemical Engineering, Metallurgy' Textile Engineering etc. in addition to, or in place of, the general courses in these branches. A list of possible areas for offering diversified courses is suggested in Annexure 5.1 to this Chapter. The Committee emphasises in particular the need for organis- ing courses in Electronics, Control Engineering, Metallurgical Engineering, Plastics Technology and Polymer Science and Technology , which are becoming increasingly important in present-day industry.