TECHNICAL AND MANAGEMENT EDUCATION
PRESENT POSITION (1) Technical and Management Education is one of the more significant components of Human Resource Development spectrum with great potential for adding value to products and services and for contributing to the national economy and improving quality of life of the people. In recognition of the importance of this sector., the successive Five Year Plans have placed great emphasis on the development of technical and management education. Expansion of technical education both at the degree and diploma level, enlargement of programme areas and increase in annual intake capacity is unprecedented anywhere else in the world. In the year 1947-48 the number of technical institutions at degree level was 38 and at the diploma level 53 with an annual admission capacity of 2940 and 3960 students respectively. The facilities for Post-graduate degree courses in Engineering and Technology were non-existent. Today the number of engineering colleges and technical institutions at degree level has risen to 150 and the polytechnics to 450 with an annual admission capacity of 30,000 and 70,000 students respectively. The post-graduate courses in Engineering and Technology are today offered at more than 80 institutions with an annual intake capacity of more than 6000 students. However, in spite of this significant development, in the field of technical and management education, a lot more have to be accomplished in respect of increasing its coverage and enhancing its accessibility, to various categories of people,and improving its productivity. In addition the changing scenario by the turn of the century in socioeconomic, industrial and technological areas needs to be considered to enable the system to play its role with greater relevance and objectivity. The present position of the system and the major challenges faced by it are briefly summarised as under:-
(I) MANAGEMENT OF THE SYSTEM
Organisational Aspects 2. The All India Council for Technical Education (AICTE) an apex body at the -national level supported by its Regional Committees, Boards of Studies, has been entrusted with the ,responsibility of coordinated development of technical education 'and maintenance of prescribed standards. The role played by the Council during all these years has been significant but for sometime past the Council has not been as effective in fulfilling its role as it should have been, because of a number of factors, including unregulated expansion of technical education in some cases without reference to the overall needs of the economy.
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MANPOWER PLANNING 3. The planning of technical and management education had so far been attempted with limited data on manpower needs. However, recently in 1983-84 a national technical manpower system has been set up with lead centre at the Institute of Applied Manpower Research and 21 nodal centres in technological institutes and other concerned agencies in the states and a manpower development cell in the Ministry. The system has, however, yet to become fully operational and effective and requires to be expeditiously strengthened.
(II) THRUSTS AND DIRECTIONS 4. During the last three successive Five Year Plans, the major emphasis was laid on consolidation, improvement of quality and standards of technical education, postgraduate engineering education and research. With effect from the Sixth Five Year Plan Computerisation, new emerging technologies, application of science and technology to rural development, and continuing education have become the new areas of thrust.
PROGRAMMES AND THEIR DEVELOPMENT 5. Technician education has made steady progress in meeting the demand of middle level technical personnel for various sectors of national development. During the last three successive plans adequate attention could not be paid to technician education. To make up this deficiency and to bring the technician education up to a reasonable standard, special emphasis shall have to be laid on this sector.
UNDERGRADUATE EDUCATION 6. Besides the five Indian Institutes of Technology (IITs), Indian Institute of Science (IISc), Bangalore, we have 135 other engineering colleges, technological institutions including the State Engineering Colleges, State aided Engineering Colleges and University Departments/Institutes of Engineering and Technology. Because of the emphasis on standards in the IITs, RECs and other well developed Engineering Colleges and Technological Institutions, the quality of products of these degree level institutions is fairly good and reasonably comparable to international standards. Furthermore, to meet the requirements of rapid changes and developments in technology, under-graduate courses are being diversified.
POSTGRADUATE EDUCATION 7. IITs, IISc and other University Departments and well-developed Engineering Colleges are lead institutions offering post-graduate and research programmes. The performance of these institutes has been generally satisfactory. However, in order to sustain the thrust of their academic pursuit and research efforts
and to consolidate their activities, institutions offering post- graduate courses in Engineering and Technology need special attention.
MANAGEMENT EDUCATION 8. The four Indian Institutes of Management and institutions like XLRI along with Institutes/Departments of management in universities impart management education at the highest level and produce managerial manpower of high quality. The products of these institutes are widely sought by the corporate sector. However, needs of the unorganised and rural sectors for appropriate managerial personnel are largely unmet, requiring appropriate steps to be taken in this behalf. Further, the present number of IIMs and other management institutes may not be adequate to meet the increasing demand of industry for managerial manpower.
SPECIALISED PROGRAMMES IN OTHER CENTRAL INSTITUTES 9. Besides the institutions mentioned above there are other central institutes of national importance like the National Institute of Training for Industrial Engineering (NITIE) at Bombay, National Institute of Foundry and Forge Technology (NIFFT) at Ranchi, School of Planning and Architecture at Delhi, and the Indian School of Mines, Dhanbad which are involved in the task of technical education in the specialised disciplines and also training, consultancy and research in the specific fields. The infrastructural facilities in these institutions created long back are now inadequate to carry out the projected role. This requires necessary attention.
TECHNICAL TEACHER EDUCATION AND TRAINING 10. There are four technical training institutes offering a variety of long and short-term courses to polytechnic teachers for their inservice training. They are also involved in curriculum development, extension services, consultancy and research and educational management. They have become resource institutions for technical education and need strengthening and expanding of their infrastructure in order to perform their enlarged and changing roles.
CONTINUING EDUCATION AND DISTANCE LEARNING 11. The continuing education facilities for working personnel are provided at a few engineering colleges and polytechnics by offering part-time/evening courses for skilled workers, technicians and Engineers. The facilities for continuing education are, however, quite inadequate vis-a-vis the need and the demand from the working personnel not only in the organised sector, but also unorganised rural sectors.
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NEW TECHNOLOGIES 12. Emerging technologies are vital to national development in general and technological advancement in particular. During the Sixth Five Year Plan 14 areas of emerging technology such as Micro- processors, environmental engineering, laser technology, water resource management, etc. were identified and financial support was given to selected institutions to promote them. However there are a large number of new emerging technologies in which India has yet to make a meaningful beginning.
COMPUTERISATION 13. Computers have become one of the most important tools in all professions and walks of life requiring a substantially larger system to provide education and training in this area at different levels. In recognition of this, computer facilities are being made available to a number of technical institutions. However, there is a growing need to extend this effort to all institutions.
ENTREPRENEURSHIP DEVELOPMENT 14. Bringing about a positive attitudinal change among students towards self-employment and equipping them with relevant skills in this regard, is assuming increasing importance. However, a meaningful impact in this behalf has yet to be made.
WOMEN's EDUCATION 15. Special polytechnics for women have been set up in all States. However., to give adequate attention to the women's education more such polytechnics may have to be established. Further, increased hostel facilities may have to be provided for women to enable them to avail themselves of facilities for technical education.
(III) INTERACTION NET WORK 16. A scheme of community polytechnics was instituted during the year 1978-79 with the objective of promoting rural development on scientific lines. Under the scheme selected polytechnics are identified to interact with the environment and promote transfer of technology to the rural areas. At present 107 polytechnics/ institutions have been covered under this scheme. In order to make greater impact in this behalf, more polytechnics will have to be covered under this scheme and necessary policy support will have to be provided to bring about the much-needed coordination between the multiple agencies working in this area to facilitate the role of these polytechnics as change agents.
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NET WORKING 17. A net work scheme has already been instituted between the Indian Institutes of Technology and the Regional Engineering colleges. To make necessary impact, other institutions may also have to be brought under this net work scheme. Net working will have to be developed between all the technical institutions at different levels, between the technical institutions and other institutions in the education sector and between educational institutions and R&D organisations/institutions.
(IV) INFRASTRUCTURE DEVELOPMENT
LABORATORIES AND WORKSHOPS 18. Majority of technical and management institutions were established two or three decades ago. Equipment and other facilities provided have largely lived out their normal life. They have either become obsolete or unserviceable and possess very limited learning value. In the present context of rapid scientific and technological advancement, modernisation of laboratories and workshops, therefore, requires urgent attention.
LIBRARY AND LEARNING RESOURCES 19. Library services and their utilisation by staff and students have not been satisfactory in a large number of institutions. The facilities in these institutions require to be strengthened. Recent developments in the field of educational technology have a great potential for enriching the instructional process. The role of resource centres is, therefore, becoming pivotal both for the teacher and the taught and the establishment of learning resource centres in increasing number requires necessary attention.
BUILDING AMENITIES 20. There is a huge backlog of building accommodation and connected amenities which has accumulated due to lack of funds in the successive Five Year Plans. The hostel accommodation is highly inadequate. Urgent attention is required to rectify the situation in these areas.
(V) STAFF DEVELOPMENT 21. On an average 30% of the teaching posts ate lying vacant even though the minimum qualification of M.Tech. has been relaxed to enable the institutions to recruit B.Tech. Graduates wherever necessary. The main reasons for not attracting good talents to the teaching profession are the relatively unattractive salary structures, slow promotions and unfavourable service conditions. The scarcity of teachers is adversely affecting the quality and standards of technical education. Recently, a National Expert Committee has been set up to look into the entire question and
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make suitable recommendations to improve salary scales, working conditions, service benefits and other relevant aspects important in this behalf.
(VI) INNOVATIONS, RESEARCH AND DEVELOPMENT 22. R&D Programmes exist in many technical and management institutions, universities and other research institutes. The main focus appears to be on exploration for developing new knowledge rather than application of knowledge for enhancing production and productivity. Designing and implementing research programmes relevant to the changing industrial requirements are not undertaken on a wide enough scale.
23. Infrastructural and financial assistance for R&D activities in institutions may have to be stepped up for correcting these imbalances and enabling the system to have on-going self-renewal capabilities relevant to Indian conditions.
PROGRAMMES 24. The Policy Statements concerning the system of technical and management education have been clustered with reference to inter- related objectives, priorities and programmes into six key functional areas. These include scope and management of the system, programmes and modifications, interaction and net work, infrastructure development, staff development and innovations, research and development. The programmes arising out of the policy statements in regard to these key areas are given below:
(A) SCOPE AND MANAGEMENT OF THE SYSTEM
Strengthening of AICTE and its Boards
STRENGTHENING BOARDS OF STUDIES 25. The Boards of Studies set up by the All India Council for Technical Education will be adequately strengthened to meet the needs arising from the likely changes in the economy, industry and social environment. This will be through adequate representation of concerned Ministries, like Ministries of Industry, Electronics, Railway, Power etc., professional bodies and user system, monitoring of relevant data on a continuing basis, effective linkages with information systems and frequent meetings to provide guidelines for programme design and development.
CREATING NEW BOARDS 26. New Boards of' Studies of the All India Council for Technical Education will be set up in new emerging areas of Technology and also in continuing education, distance learning and educational technology and teacher training.
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RESTRUCTURING THE COORDINATING COMMITTEE 27. The Coordinating Committee of the All India Council for Technical Education will be re-structured and strengthened to ensure effective coordination between the different Boards of Studies and closer integration of the Technical and Management Education System.
INTEGRATION OF CRAFTSMAN TRAINING 28. To ensure coordinated and balanced development of technical, vocational and management education at all levels, the educational components of vocational education and craftsman training will be integrated.
STATUTORY AUTHORITY TO AICTE 29. An appropriate legislation will be introduced by the Central Government after due consultation for vesting the All India Council for Technical Education with statutory authority to play the roles assigned to it by the national policy adequately and effectively.
ACCREDITATION AND PROMOTION OF EXCELLENCE 30. The All India Council for Technical Education will set up Board of Accreditation to make recommendations to it on accreditation of programmes and institutions. The Board with the active involvement of Professional Bodies both at the Centre and the State level will prescribe guidelines and norms for the purpose. The Board will also constitute acreditation panels at the State level for different levels of technical and management education on the basis of the prescribed guidelines.
STRENGTHENING OF ADMINISTRATIVE BODIES
Bureau of Technical Education and its Regional Offices 31. The Bureau of Technical Education will be strengthened in terms of status and number of personnel in quality and professional expertise. The Regional Offices will also likewise be strengthened.
STATE BOARDS AND DIRECTORATES OF TECHNICAL EDUCATION 32. The State Boards and Directorates of Technical Education will be strengthened to plan and implement development programmes based on the new thrusts of the Policy. Each State Directorate will have a policy implementation cell. Necessary guidelines in this regard will be formulated.