TECHNICAL AND MANAGEMENT 
EDUCATION
 

THE ARGUMENT

1.1 The NPERC* begins its argument with the basic question "Technology for Whom". It states that technical education should serve the real needs of the people as against the needs projected by the consumerist, society. A total reassessment of technology and its use in the rural area is also necessary. What is needed is a social direction being given for techanical and management education. Technical education should not, result in man becoming the tool of technology. Rather, technology should become the tool of man. The human face of technology should receive unfailing projection.

1.2 According to NPERC, rethinking is also called for in management, education. It should cater to the real needs of our rural society and disadvantaged sections. It should not be unduly preoccupied with industrial and business administration. Technical Education also has an interventionist and catalytic role to be performed in the areas of planning for the curriculum. courses, campus life, etc. Voluntary agencies engaged in technical education for women in rural areas should be helped. While India should make, advances in technologies, care should be taken to see that a culture of eternal dependence on foreign technology is not created.

* National Policy on Education, 1986, Review Committee,

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1.3 The NPERC observes that as high quality technical education is being provided in major institutions like the IITs, RECs that too at highly subsidised costs, a policy to ensure availability of the services of graduates from these institutions within the country atleast for a stipulated period deserves to be devised. Modern technical and technological education should be informed by the country's own past wisdom.

1.4 The NPERC has reiterated almost all the policy statements under the NPE 1986. But for a few suggestions on prevention of brain-drain and improving linkages within the scientific agencies and organisations, there is nothing substatially new as compared to the NPE. While implementing the NPE under the framework of the Programme of Action of the Ministry, a number of schemes have already been launched well before the receipt of NPERC. Granting of statutory status to the AICTE,* commencement of the World Bank assisted project for development, of technician education; development of thrust, areas of technical education, modernisation of laboratories, expansion of the scheme of community polytechnics, promotion of R&D activities, diversification and expansion of U.G. and P.G. programmes, major international cooperation in technical education, continuing education facilities, industry-institute inter-action as also the schemes of performance appraisal of teaching staff and laying down norms for tuition fees and infrastructural, facilities, etc. by the statutory AICTE are important achievements after the NPE.

* All India Council for Technical Education.

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THE ANALYSIS OF RECOMMENDATIONS

RECOMMENDATION NO. 221

2.1 The NPERC does not seem to have adequately appreciated the efforts and the impact made so far through these schemes on the technical education scenario in the country. The whole assessment seems, to have been made on the basis of Just one summary proforma which is only one element in an extensive process of review of projects funded under the schemes. With a beginning made in the 6th Plan a new culture has been brought in the Technical Education System to help in the development of manpower in crucial/new areas of technologies. The scope and coverage of the scheme was enhanced substantially after adoption of the NPE to cover most of the approved institutions in the country. A monitoring mechanism has already been introduced so as to ensure proper utilisation of funds for enabling a planned development. This includes periodic internal reviews by Heads of the concerned institutes, evaluation of six-monthly progress reports submitted to regional offices and headquarters of the Bureau of Technical Education in the Department of Education. and an annual review by expert committees at, a national level seminar. The expert committees also consider the progress made earlier before recommending the projects to the National Expert Committee for approving release of further grants. The impact of the schemes is already being felt. However, since major funding has been provided only during the past 3 years after the NPE, it, is premature to conduct a review of the scheme by a National level committee as proposed.

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- No change in the Policy suggested.

- Effective review mechanism and monitoring system for proJects funded under thrust area schemes is already in existence.

- Setting up of a National Level Expert Committee for detailed evaluation of thrust area schemes is premature.

RECOMMENDATION NO. 222

2.2 The recommendation is essentially related to implementation of the scheme.

2.3 An appraisal of the Community Polytechnics was done by a National Expert Committee headed by Shri S.S Kalbag in 1987. Many of its recommendations have already been implemented and the scheme now covers 159 polytechnics. The scheme is being further revised in its totality) keeping in view other recommendations of the Kalbag Committee as well as the emerging needs of the rural. sector.

- No change in the Policy suggested.

- Revision of the community polytechnic scheme in its totality based on the Kalbag Committee recommendations and emerging needs of the rural sector is under process.

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RECOMMENDATION NO, 223

2.4 The AICTE has already constituted its Regional Committees and four All India Boards of Studies which are functional now. Norms and guidelines for development of Technical Education have been laid down by AICTE. The process of recruitment of officers in the AICTE as well as Regional Offices is on.

2.5 Actions for further strengthening the AICTE and its regional committees in terms of its professional and administrative activities have already started. This is a continuous process.

- No change in the Policy suggested.

- Efforts to strengthen the AICTE and its regional Offices and activities are on.

RECOMMENDATION NO, 224

2.6 The report of the Review Committee of IITs was critically examined well before the receipt of NPERC Report. Forty-nine recommendations of Review Committee falling within the purview of the IITs are being implemented by the IITs themselves. The Council of IITS have endorsed 9 recommendations of the empowerd Committee of Secretaries in February, 1991 which will be implemented by the Government after obtaining the required financial approvals The remaining 17 recommendations will be considered by the Council of IITs in its next meeting.

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- No change in the Policy suggested.

- Majority of the recommendations of the Review committee of IITs are under implementation.

RECOMMENDATION NO. 225

2.7 Almost all the actions suggested by the NPERC are included in the report of the working group on technical education for the 8th Plan. Further, several schemes initiated during the 6th and 7th plans have already covered many of the aspects. Further, actions have been initiated through AICTE for curriculum development, launching a performance appraisal and development system for teachers, granting of autonomy to technical institutions, accreditation, admission policy, etc. The primary limitation has been availability of financial resources.

2.8 The World Bank assisted Project prepared earlier an approved during 1990-91 for development of Technician Education has also covered actions on most of these aspects.

2.9 Conncrete steps are necessary to be taken to attract sufficient number of competent engineers/technologists towards teaching and to, retain them, in the teaching profession through Suitable measures of career advancement, professional development, etc.

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- No change in the Policy suggested.

- Actions on all recommendations have already been taken during the 6th and 7th plan through various schemes and will continue during the 8th plan.

RECOMMENDATION NO. 226

2.10 Efforts to strengthen the programmes of modernisation, removel of obsolescence and the thrust area as envisaged under NPE 1986 and reiterated by NPERC are on. The World Bank assisted Project for the development of Technician Education in the country is a major step in this direction. These are priority areas under the 8th plan.

- Reiteration of NPE.

- The schemes of 7th plan and the 8th plan working paper include these areas.

RECOMMENDATION NO. 227

2.11 Several institutes are having formal links with industry on their own and through schemes of Government of India. These include the schemes of industry - institute interaction, continuing education, apprenticeship training, sponsored research, R&D, Industrial consultancy, etc. These are being strengthened further. Industrialists are also involved in various Policy making bodies of AICTE and the Governing Boards of institutions.

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- No change in the Policy suggested.

- Efforts are continuing to strengthen further links between industry and institutions as already emphasized in the NPE.

RECOMMENDATION NO. 228

2.12 This is an area where we have not, made much headway. It is necessary to develop proper coordination and links between different agencies like Department, of Science and Technology (DST), AICTE, NITMIS*, Department of Education (Technical Education Bureau), etc. as suggested by the NPERC. This requires a detailed discussion and preparatory work.

- No change in policy suggested.

- Concrete steps to establish proper coordination between concerned agencies like DST, NTMIS and Technical Education Bureau are essential.

RECOMMENDATION NO. 229

2. 13 The tendency amongst, the engineering graduates and technologists to go abroad is not only true with India but is happening in every country today. In so far as India is

* National Technical Manpower Information System.

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concerned, the percentage of IIT graduates going abroad for higher studies and Jobs is 20% on an average whereas the percentage of such engineering graduates out of the total outturn of the entire technical education system is less than 3%. The position is not, thus, so alarming. Secondly, many persons who go abroad do return to India after having obtained higher qualifications, experience and a wealth of knowledge. They contribute to the Indian economy on their return. We therefore cannot really roundly condemn this as brain-drain though suitable measures are necessary to bring it to the minimum. It is also necessary to see that. persons who acquire special skills in high-technology areas which are of critical need to the country do indeed return back after some experience. In order to attract the Indian scientists, engineers and technologists settled abroad back home a number of measures leave been taken which include temporary placement of scientists and technologists under the scheme of Scientists Pool, creation of super-numerary posts, facilities to import, equipments by scientists and technologists returning from abroad, delegation of enhanced administrative and financial powers to scientific institutions, transfer of know-how through expatriate nationals, etc. The Review Committee of IIT's have made a special recommendation for conscious career development planning for bright students and their involvement in technology mission and rural development schemes. It is also necessary that in order to improve the situation,appropriate jobs and opportunities will have to be created for the young engineers and technologists coming out of the engineering institutions.

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2.14 A Legislation as suggested by the NPERC to ensure compulsory service by engineering graduates in India may not serve the purpose.

- Concrete measures already being taken to attract Indian engineers and technologists from abroad.

- The percentage of engineers and technologists going abroad is small.

- The "brain-drain" can be considered as "brain reserve" also.

- Legislation to ensure compulsory services by engineering graduates may not serve the purpose.

RECOMMENDATION SO. 230

2.15 As a sequel to the NPE 1986 recommendations, aside from support under thrust areas of Technical Education a scheme of supporting R&D activities in the technical institutions has already been launched in the Department of Education. Other Departments have already been funding research in various institutions. The scope of the scheme, is being widened. The idea of setting up a National Board/ Council for Science and Engineering Research is contained in the Programme of Action on NPE. The same has been reiterated by NPERC. The recommendation for encouraging interdisciplinary research with emphasis on design and development and the idea of screening and pre- evaluation of post-graduate teaching and research is a part of the mandate of the Board of P.G. studies of AICTE.

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- The NPERC has reiterated the need for R&D in all technical institutions as emphasised in the NPE.

RECOMMENDATION NO. 231

2.16 Many suggestions have been made by the NPERC to ensure cost effectiveness of technical education. Some of these are already in practice in a number of institutions. In the case of polytechnics,the World Bank assisted project also lays emphasis on better efficiency and cost effectiveness of the system through various measures suggested here. However, there is scope for considerable improvement. The Committee's suggestions shall be kept in view while formulating the schemes during the Eighth Five Year Plan.

2.17 Industry and other agencies have benefitted significantly from the technical education system by getting the trained manpower and through development of indigenous capabilities in various technologies. However, they have made very little contribution for the development of the education system. For their own survival it is important that industry gets people trained/retrained in well-equipped institutions. The industry, therefore, must make its full contribution for development/strengthening of facilities in technical institutions. This has to be done on volunteery basis. However, in due course this may have to be forced through an Act similar to the Apprentices Act.

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2.18 Involvement of private and voluntary effort will have to be accepted very cautiously to ensure that no unfair means are adopted in admission, and that the standards and quality are maintained.

2.19 The schemes for entrepreneur development, continuing education, and industry-institute interaction launched by the Government have helped to significantly improve interaction between the institutions and the industry for Joint research, training, exchange of personnel, and mutual utilisation for infrastructural facilities and expertise.

- Industry should share a part of the cost of training technical manpower.

- An Act of Parliment may be necessary in due course to make the industry to share the cost of engineering education.

- Private and voluntary involvement in technical institutions has to be handled cautiously.

RECOMMENDATION NO. 232

2.20 A scheme of providing coaching to bright SC/ST students for competitive examinations has been initiated by the Ministry of Welfare.

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2.21 Organisation of guidance seminars for girl students at the plus 2 stage could be undertaken by the Boards of Apprenticeship Training. A large number of Women's polytechnics and an engineering college for women have been established. The World Bank assisted project on technician education also lays a special emphasis on women's education.

2.22 Many technical institutions reserve some seats for physically handicapped. A polytechnic for physically handicapped is also being established. A detailed study for ascertaining special programmes in technical education for the handicapped needs to be conducted.