SUMMARY OF RECOMMENDATIONS
 

Chapter II: A Review of the Development of Polytechnic Education

1. Polytechnic education should be coordinated with the state of industrial and commercial development and the economic resources of the country as a whole.

2. Over the next 10 years, higher priority in technician education development should be accorded to the qualitative improvement of courses and consolidation of existing institutions rather than to quantitative expansion.

3. At least for the next five years, there would be no need to consider the establishment of new polytechnics. As for the intake capacity of existing ploytechnics, the position may be reviewed after three years and any changes necessary be made so as to meet the actual needs.

4. Efforts should be made to prepare realistic estimates of the demand for technicians for the fifth and subsequent plans, region-wise and by specialities and types of technician functions in industry, commerce, services and public utilities, so that appropriate programmes of educational development could be formulated and included in the Fifth Five Year Plan.

Chapter III: Concept of Technician and His Education

5. In Industrial organisations there is a broad spectrum of occupations lying between the craftsmen at the one end and the professional engineer at the other. Within this spectrum there are wide differences, both in specialities and degrees of expertise, which must be taken into account when planning educational and training programmes, but the whole band represents a separate and distinct group of people, who can be classified as technicians whatever their specific functions may be. Polytechnics, in association with industry and business, should have the responsibility of educating and training persons for technician functions.

6. The purpose of polytechnic edcucation is to lay the foundation for the future technicians and for the persons who play a comparable role in business and commercial activities by way of a sond, broad-based theoretical knowledge of the chosen field that helps them to understand the basic principles underlying their activities together with training in the actual practice thereof.

7. Technician education should not lose sight of the human and social aspects of the work and life of technicians. The confidence and competence needed for self-employment should also be developed.

8. Programmes of technician education and training should be properly drawn up in an integrated manner with the cooperation of industry.

Chapter V: Reorganisation of Polytechnic Education

9. The major concern of polytechnics should be to run regular diploma courses designed to meet the educational requirements of the technician positions near the professional level. . At the same time, it should be the endeavour of polytechnics to extend their institutional facilities to cater to the needs of the other category of technician positions by organising a variety of short-term and/or part-time courses for technicians and craftsmen in service.

10. Apart from these courses, polytechnics should organise special refresher and training courses as well as advanced diploma courses for technicians already employed.

11. Certain selected polytechnicians should be authorised to offer part-time degree courses.

12. Part-time diploma courses should be started at the initiative and with the cooperation of industry in selected subject fields so as to benefit a large number of skilled persons, working in the local industrial and business firms.

13. Within the board framework of certain general guidelines as regards the standards. objectives and scope of technician courses, there should be a great deal of flexibilty in course plannning to permit local variations in their structure, contents and organisation.

14. Where two or more polytechnics are situated in a centre, coordination should be brought about in order that they may avoid duplicating their efforts in the kinds of courses they offer.

15. Technician courses should aim to prepare the student for entrance into a technician function and at the same time facilitate mobility and future occupational advancement.

16. At present, narrow specialization should not be the aim of technician courses at the first diploma level. The courses should be designed to be broadbased with provision for diversification.

17. Diversified courses should be started in those institutions where the need for such course is fully established and may be introduced, in the initial stages, by means of elective subjects within the broad-based diploma courses.

18. In order to correlate the polytechnic educational programmes with the diverse needs of technicians from time to time, well- organised units should be set up in the departments in charge of technical education at the Centre and in the States for the estimation of future technician needs, speciality-wise on the basis of analysis of occupations.

19. A technician who emerges from a diploma course should be in a position to tackle most jobs that be may be confronted with. Hence there is need for planning education and training programmes on the basis, of analysis of occupations by functions. However, the education should look beyond the boundaries of such occupation- analysis because,

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in developing countries like India, the technician may have to deal with activities related to, but not necessarily part of his basic functions.

20. Sandwich courses should be started only after specific study in depth about the adequacy of the industrial cooperation available at any proposed location. They should be so organised that the in- dustrial training is effectively supervised, coordinated and evaluated by the polytechnics and the industry.

21. Educational programmes in engineering fields should be given a design and production orientation appropriate to the level of technician functions.

22. Polytechnics should also offer courses in fields such as commerce business administration etc. which are closely related to industrial activities.

23. A variety of courses suitable to the temperament and special aptitudes of girls should be organised in Girls Polytechnics. In particular, diploma courses in Home Science and Home Economics options should be introduced in all Girls' Polytechnics.

24. In respect of polytechnics situated in non-industrial areas, a careful -study may be made of the types of courses required for those-regions and in the light of such study suitable courses may be organised. However these institutions may concentrate on offering generalisd courses. Efforts should be made to set up Industrial Training Institutes in their vicinity to stimulate their growth.

25. Polytechnics in rural areas may offer courses in agricultural engineering and courses applicable to agro-industries. In such areas, the possiblility of setting up Industrial Training Institutes in the proximity of the polytechnics may be considered with a view to augmenting the training facilities for students.

26. The duration of polytechnic courses should be determined with reference to the nature and requirements of each course. The following normal durations are recommended:

i. Full-time institutiontl courses at first diploma level: 3 years.

ii. Full-time Sandwich courses at first diploma level: 3 1/2 years.

iii. Part-time evening courses at first diploma level: not exceeding 4 years (Actual duration should be governed by the subject unit requirements)

iv. Advanced diploma courses: one year.

v. Short term and special courses: Duration should depend on the subject matter requirements of the course.

27. The minimum academic qualification for admission to a course at the first diploma level should be a pass in the Pre-University course or Higher Secondary course or its equivalent. Students who have passed only the SSLC or matriculation should under go successfully a preparatory technical course of one year in the polytechnics.

28. The curriculum of technician courses should be based on a clear definition of the objectives of each course-both the specific objectives of technician specialities and the general objectives of technician education.

29. The, curriculum should be flexible enough to permit addition or deletion of subjects and alteration in their levels depending upon the pre-entry preparation, the varying needs of industry and the di- rection of technological changes.

30. The syllabi of polytechnic courses should be regularly reviewed and revised to meet the changing requirements.

31. Syllabi should not merely specify the topics but should indicate the depth of their treatment.

32. Whenever changes are to be effected in the curriculum it is desirable to take into account the views and suggestions of students.

33. Curricula should be designed to enable a study in depth of the subjects of specialisation and a broad coverage of other related subjects.

34. The study of basic sciences should be properly oriented to suit the needs of each course and should not only enable the student to understand and learn the technical subjects that follow but also lay the foundation for future adaptability and further studies. They should be taught as subjects interwoven into the other subjects.

35. The study of English language should be emphasized and developed as a tool of effective communication for technical purposes.

36. As and where relevant to the needs of technician courses, study, in appropriate depth, of topics from industrial Organisation, Human Relations, Factory laws and Labour Laws, Materials Management, Industrial Hygiene, Industrial Safety and Concepts of Systems Engineering should be included.

37. Polytechnic education should develop in the students practical skills and the attitude to understand appreciate and apply concepts to practical situations through carefully planned laboratory work, workshop practice and project work.

38. Practical work must form a substantial part of technician courses, particularly of the full-time regular courses. It should reflect similar work in -industry, commerce or other field as closely as possible, within the limitations of institutional facilities.

39. Project work requiring design and/or fabrication should find an important place in the final year of the diploma programmes and in the advanced diploma courses. Project work must be based on real problems involving industrial/commercial practice and procedures.

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40. Through co-curricular and extra curricular activities and seminars and project work, polytechnics should endeavour to develop in their students the confidence and competence needed for self-emp- loyment.

41. The main criteria in planning laboratory work and practical/field work should be (i) to further a clear understanding of the scientific principles taught, (2) to foster innovation and original thinking, (3) to help develop the ability in the crtative use of knowledge and critical appraisal of test results, (4) to develop an appreciation of, and a facility in, the use of the experimental and approach to problem solving and (5) to encourage the, fabrication and assembly of simple types of instruments and scientific apparatus and set-ups.

42. The main objective of workshop practice should be to give the basic training so as to lay the foundation, for later shopfloor experience. Workshop practice should aim at helping students to understand, apply and use the basic principles, skills, tools and processes.

43. The equipping of laboratories and workshops should be governed by a careful consideration of the needs of the courses, the teaching approach of the polytechnics and the availability of equipments in collaborating industry and the Industrial Training Institutes situated in the neighbourhood.

44. The present practice of rigidly following "Standard" lists of equipment should be discontinued although they could serve as guides of minimum requirements. Each polytechnic should determine the requirements of laboratory and workshop equipment. having, regard to the nature of the courses offered from time to time.

45. Provision should be made for appointing competent laboratory technicians in each laboratory for the proper maintenance and upkeep of laboratories and equipment.

46. The faculty of polytechnics should be encouraged to develop and fabricate items of laboratory equipment needed for file courses. Deserving proposals in this regard should receive financial support.

47. Technical Teacher Training Institutes should collect details of equipment devised and fabricated by polytechnics and circulate the details to all polytechnics in the country.

48. In addition to the regular teaching methods, the more modern and effective methods including the tutorial method, the problem- solving method, the project-method and seminar method should be used in polytechnics.

49. Wherever possible, lectures should be supplemented by audio- visual aids such as slides, film-strips, blow-ups, charts, films, class room demonstration models and instruction sheets.

50. A concentrated effort is required to develop teaching aids. Polytechnics should be provided with audio-visual equipment such as over-head projectors, film and slide projectors, epidioscopes etc.

51. Technical Teacher Training Institutes should develop and produce proto-types of all kinds of teaching aids. They should also keep in. touch with polytechnics, other institutions and firms engaged in the development and production of teaching aids and disseminate information about them to Al polytechnics in the country.

52. Case-studies of actual industrial and field problems should be collected by teachers for use in the class-room. The Technical Teacher Training institute should compile these problems and bring out casebooks and catalogues of case-studies, These should be made available to all polytechnics.

53. Incentives should be provided to teachers and experienced persons in industry to write textbooks and other supplementary course materials suitable for the different courses and publish them at reasonably low prices.

54. Textbooks in use should be scrutinised from time to time and brought uptodate.

55. The use of the library by teachers and students for reference, information and self-development must be encouraged and fostered. The teaching should be so organised as to require and encourage a great deal of self-study and use of library facilities by the students.

56. All polytechnics should have well-stockd, wellstaffed and attractive libraries, with reading room facilities for at least 10 per cent of the student body. Necessary provision should be made for creating and maintaining adequate library facilities and services and for the periodic addition of books and journals.

57. The library should be in the charge of a wellqualified, competent and well-paid librarian with adequate staff to assist him. The librarian should be given a grade at least equal to that of a lecturer and granted the status of the Head of Department.

58. Separate text-book libraries should be set up in the polytechnics and, if possible, in the Halls of Residence, for the benefit of students.

59. For the proper development and growth of technician education and its improvement in quality, autonomy for polytechnics is essential, polytechnics should have complete freedom to experiment with much needed reforms, restructure their courses establish co- operative relationships with industry in their region in training and employing technicians, develop the new curricula suited for such courses evolve their own methodology for education and training and assess and evaluate their students.

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60. A beginning must be made by selecting at least one, but not more than two, polytechnics in each State and Union Territory for the immediate grant of autonomy. These polytechnics must be selected on the basis of the sustained excellence of their standards, facilities, faculty and performance. Based on the expeirence gained with the working of the autonomous polytechnics initially selected, other polytechnics must be given such freedom as and when they are ripe enough to take up such responsibilities. For this purpose the polytechnics must be assisted to attain the required standards and levels, through a phased programme of development over the next 10 years.

61. In addition to academic freedom, the autonomous polytechnics must be provided with necessary administrative authority and financial resources.

62. To plan and implemnt the development programmes on the right lines, each autonomous polytechnic should have a Governing Council and an Academic Board.

63. The Governing Council of an autonomous polytechnic will be responsible to guide and control the planning, development and administration of the polytechnic and should consist of teachers' representatives, of the State Council of Technical Awards (recommended later) the State Board of Technical Education, the All India Council for Technical Education and the State and Central Governments. The principal of the polytechnic should be the member-secretary of the Council.

64. The Academic Board of an autonomous polytechnic will deal with such matters as assessment and evaluation course development, relations with industry, research, and other academic matters. The proposals of the Academic Board should be placed before the Governing Council for ratification. The Academic Board should consist of representatives of the faculty, experts from industry and eminent edu- cationists in the fields of technical and secondary education. The principal of the polytechnic should be the chairman of the Board.

65. A State Council of Technical Awards (SCTA) should be set up in each State as an independent and autonomous organisation to coordinate and safeguard the necessary standards with respect to technician education and to award diplomas.

66. In respect of the autonomous polytechnics, the SCTA should set and assess standards not by framing and imposing courses and curricula and conducting examinations but inspecting and approving the institutions, scrutinizing and approving new courses and curricula, and schemes of assessment and evaluation, framed by the polytechnics themselves.

67. The SCTA will lay down the standards by way of facilities and faculty and the general guidelines and requirements for courses.

68. In respect of the non-autonomous polytechnics, the SCTA should help them to frame and improve their courses and curricula conduct the external examinations and suggest the methods of internal assessment.

69. The SCTA should assist the non-autonomous polytechnics to devlop the standards of facilities, performance and expertise needed to gain autonomy.