Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Prasad Krishna
Advisor-I, AICTE, India
1
OVERVIEW
INTRODUCTION STATUS OF INDIAN TECHNICAL EDUCATION STRENGHTS AND OPPORTUNITIES OF TE COMPONENTS OF QUALITY ASSURANCE QA THROUGH ACCREDITATION QA THROUGH FACULTY DEVELOPEMNT QA THROUGH RESEARCH & INSTITUTIONAL DEVELOPMENT CHALLENGES CONCLUSION
2
INTRODUCTION
Throughout the world there has been a move to mass higher education, associated with greater diversity of institutions and programmes and a large increase in the number and size of universities.
Expansion of higher education leading to different modes of course delivery, including franchising arrangements with third parties under which the parent institution may exercise limited control, virtual course delivery, as well as the delivery of courses through satellite campuses. All these developments pose challenges for the efficacy of institutional quality controls.
Formal, transparent and credible systems of quality assurance will help guarantee a successful future for Higher education institutions in this environment.
Internationally there is a strong move towards having rigorous, internationally recognized higher education quality assurance processes.
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MANDATE OF AICTE
All India Council for Technical Education (AICTE) AICTE was set up in 1945 as an Advisory body for Engineering & Technology education AICTE as Statutory body in 1987 under Indian Parliament act
Mandate of AICTE: Planning and Coordinated development of technical education system Promotion of Quality in Technical Education Regulation and Maintenance of Norms and Standards
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Programmes of education, research and training in Engineering & Technology, Architecture, Town Planning, Management, Pharmacy, Hotel Mgt. & Catering Technology Applied Arts and Crafts, and Other related areas in Eng. & Technology.
5
VISION OF AICTE
To be a world class organization leading technological and socioeconomic development of the country by enhancing the global competitiveness of technical manpower and by ensuring high quality technical education to all sections of the society.
6
TECHNICAL EDUCATION
AICTE
7 IITs
4 NITTTRs
20 NITs
3 IIITs
Management (1147)
HMCT (68) MCA (1024) Architecture (110 )
IISER Pune
NIFFT, Ranchi
NITIE, Mumbai SLIET, Punjab NERIST, Itanagar IIITDM, Jabalpur EdCIL,
REGULATORY
Setting norms and standards for new Technical Institutions Establishment Universities Norms for institutes of Technical autonomy to
PROMOTIONAL
Development of Technical Education Establishing linkages with Industries etc. Setting Board of Studies Setting Regional Offices Introduction of new courses and expansion of facilities Giving grants to Institutions
PLANNING
Survey of Technical Education Forecasting Planning for matching supply and demand
granting
Approval for private institutes, new courses & expansion in private instates
Providing guidelines for establishment of new institutions. Expansion / new courses in existing institutes
Accreditation of institutions, courses etc.
Maintenance of standards
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11
Growth of Engineering Institutions Since 1947 1800 1600 1400 1200 1000 800 600 400 200 0 1495 1559 1346 1208 1057 662 776 838
No. of Institutions
46
80
151 179
258
337 375
471
558
1947 1955 1965 1975 1985 1990 1995 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Years
12
600 500 400 300 200 100 0 3 7 31 78 184 197 169 128 150 230 237
1947 1955 1969 1988 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Years
13
712 508
220 8
20 02
20 03
20 04
20 05
Years
20 06
14
1006 865
1024
No. of Institutions
1000 800
553
600 400
146 310 224
494
200 0 1997 1998 1999 2000 2001 2002 2003 2006 Ye ars
15
No. of Institutions
1995 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Years
16
17
Contd.
Today, 1764 institutions conduct Post Graduate Programmes in Engineering and Technology with an annual intake capacity of 31,621 and 1147 Institutions impart PG Programmes in Management with an intake of 0.1 million, 953 Institutions in Computer Application with an intake of 67637. Facilities for doctoral studies in Engineering, Technology and Applied Sciences have also been created in a number of technical institutions.
These efforts are supplemented by a number of recognized Professional Engineering Societies like: (i) the Institution of Engineers (India); (ii) the Institution of Chemical Engineering (India); (iii) the Institution of Electronics and Tele-Communication Engineers (India); (iv) the Indian Institute of Metals; (v) the Institution of Industrial Engineers (India); (vi) the Institute of Town Planners (India); (vii) the Indian Institute of Architects, etc., who conduct Engineering/Technical Examinations at different levels for working professionals desirous of improving their technical qualifications 18
. Contd.
Approximately 7.2 per cent of adults in the 17-24 age group have the privilege of getting higher education. As compared to this, the figure for the US and Australia is 80 per cent, Canada 88 per cent, Finland 74 per cent and the UK 52 per cent. This figure for India has to be augmented at least by a modest 25 per cent before 2020. In India, total enrolment in higher education institutions is 10.5 million, just 11% of the total relevant age group (17-23 years) in the population. On this count, India fares poorly compared to south east Asian countries like Philippines (31%), Thailand (19%), Malaysia (27%) and China (13%). Regarding public expenditure on higher education, India is among the lowest in the world, with public expenditure per student at $406 compared to China ($2,728), Brazil ($3,986), Indonesia ($666) and Malaysia ($625). Thus, urgent need to enlarge the role and relevance of our universities and technical institutions to reach a larger community
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India-Opportunities
The Universalization of Primary Education would throw up new demands and challenges for the management and structure of Higher Education in India (Present problems of access, equity, number, relevance, quality and resource crunch). The report of the task force on meeting the human resource challenges for IT and IT enabled Services brought out by Department of Information Technology shows that by the end of 2009 there will be a gap of 0.5 million between the demand and supply of IT manpower. This will call for increasing the enrollment in the Colleges and opening of new Colleges.
Indias key advantage in the global IT and ITES-BPO industry is the availability of an abundant, high quality and cost-effective pool of skilled knowledge workers. The Indian ICT workforce is characterized by 81% Software Professionals having a minimum graduate degree and 67% having bachelor degree in Engg. and 13% having M. Tech/MBA.
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India-Opportunities
. Contd.
Emerging growth segments that require relevantly skilled professionals include Product Data Management, Content Management, Enterprise Application Integration, Data Warehousing, contingency Planning and Disaster Recovery, e-Supply Chain Management (eSCM), Wireless Applications, Straight Through Processing (STP) Knowledge Management, Business Intelligence, Sales Force Automation (SFA), e-Learning, ePharma, Bioinformatics and Nanotechnology. Indias GDP growth over the next few years would continue to be driven by Services and international trade. Within Services, the key sectors that would spearhead growth are aviation, retail and commercial real estate, ITeS, telecom, insurance, and financial services. This growth in Services is expected to further increase demand for hotel rooms of all categories across the country and hence demand for professionals in HMCT.
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India-Opportunities
. Contd.
Prospects for tourism in India, both inbound and domestic, are bright, with many opportunities. According to recent estimates of the World Travel & Tourism Council (as of early 2005), Indian tourism demand will grow at 8.8% over the next ten years, which would place India as the second most rapidly growing tourism market in the world after Montenegro and before China. This is expected to result in a growth of 7.1% in total travel and tourism GDP and an increase of 0.9% in travel and tourism employment.
The demand for quality accommodation from all market segments, especially the commercial and extended-stay markets, continued to be higher than the additions to supply resulting in acute demandsupply imbalance in certain cities, such as Bangalore, Mumbai and Delhi (NCR). Hence there is a growing need to have more number of institutions imparting education in the areas of Management and Hotel Management & Catering Technology.
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India-Opportunities
. Contd.
India must meet aspirations of its youth in 18-25 years (over 150 million) and canalize this vast energy. Though the government is committed to spend six per cent of the GNP on education during the Ninth Plan (1997-2002), it has spent only 3.7 per cent of the GNP on education and only about 0.5 per cent on higher education. Japan has 512 private universities out of a total of 684; the US, 1,752 out of 2364; and, more than 80 per cent of the universities in the Philippines are in the private sector. Japan with a population of 127 million has 684 universities; the US with a population of 276 million has 2,364 universities offering fouryear and higher degree programmes; the UK with 598 million people has 104 universities and 231 degree-awarding autonomous institutions; and, Germany has 330 universities for its population of 82 million.
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QUALITY ASSURANCE
(COMPONENTS) INPUT PROCESSES OUTPUT
Resources
HUMAN RESOURCES Faculty Staff Students PHYSICAL RESOURCES Land Labs Library Infrastructure CAPITAL RESOURCES Operational budget Maintenance budget Development budget
Governance
Financial Management Delegation and Decentralization Teaching Processes Learning Processes Research Activities Development Activities Co-curricular activities Extra-Curricular activities Continuing Education Industry Interaction
Outcomes
TANGIBLE OUTCOMES Manpower Research papers Products Patents Consultancy INTANGIBLE OUTCOMES Reputation Credibility National Image Excellence
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STAKEHOLDERS
STAKEHOLDERS
INDUSTRY
EMPLOYERS
INSTITUTION
SOCIETY
ALUMNI
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Essential Requirements (Physical and Academic): Land Built up Area Computers requirement Library Full time faculty Desirable Requirements
Operational fund, Approach road, Potable water supply, electrical generator, canteen, hostels for boys and girls, guest house, accommodation for faculty, digital library, students common room
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(Established in 1994)
Clause 10 ( u ) of AICTE Act stipulates :
Set up a National Board of Accreditation to periodically conduct Evaluation of Technical institutions or programmes on the basis of Guidelines, Norms and Standards specified by it and to make recommendations to it, or to the council,or to other bodies regarding recognition or derecognition of the institution or the programme..
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MANDATE OF NBA
Develop Quality consciousness system in Technical education Articulate the criteria for assessment of quality Identify parameters for quantitatively assessing these criteria and assign appropriate programmespecific weightages for each Validate the procedure by well designed test runs Establish appropriate benchmarks
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ACCREDITATION
Actual performance based on input and output Assessment of Performance In addition, includes availability and quality of human resources Based on self assessment questionnaires and a SWOT analysis
Quality assessment
Much more complex. Depends on points gained. 34
ACCREDITATION PROCEDURE
IDENTIFY THE DOMAIN OF EVALUATION Institution Department Activity SPECIFY CRITERIA Exam results Research input Placement figure Etc. DEFINE FOR EACH CRITERION STANDARDS INDICATING BOTH MINIMUM ACCEPTABILITY AND DESIRABILITY 36
PG
Dip.
(Engg./Ph m./HMCT)
I II III IV
Organization and Governance Financial Resources, Allocation and their Utilization Physical Resources Human Resources : Faculty & Staff
80 70 50 200
50 50 50 200
30 70 50 200
V
VI VII VIII
100
350 50 100
100
250 50 250
100
450 50 50
Total
1000
1000
1000
37
Suppl.Pro 50
R&D and Interaction Phy. Res. Mission, Goals Effort. 50 100 80 Tea.-Lea Pro 250 Suppl.Pro 50 Phy. Res. 50 R&D and Interaction Effort. 250
Mission, Goals
Financial Resource 38 70
Academic Records
Attendance Records (Three Years) Sessional Records(Three Years) Subject-wise files for Question papers [Mid term & End Exam] M.Tech Project Work load assignment
Developmental Information
List of Publications
List of Project Undertaken List of Consultancy Assignments List of Research Projects Faculty Profile & Innovative experiments
39 Contd
Laboratory Upkeep
Lab. Manuals Impressive Laboratories List of Equipment Model Practical Journals Experiments in Operating Conditions
Special Features
Academic Committees Outside Projects by Students Open Laboratory
Alumni Association
Publications(proceedings Refresher courses) of Conferences, Seminars, Symposia,
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ACHIEVEMENTS OF NBA
41
1444
24
26
-0 6
19 99
Year
BENEFITS OF ACCREDITATION
Seek financial grants by AICTE under schemes like RPS, MODROBS etc. Commence short term courses through ISTE Qualify for Autonomy & Deemed to be University status Exemption from extension of approval during the period of validity for the accredited program Only eligible accredited institutions will be considered for Increase in intake International Recognition
43
44
Contd
45
47
All India Boards of Studies Industry Institute Partnership Cell (IIPC) Entrepreneurship Development Center (EDC) Research Promotion Scheme (RPS) Modernization and Removal of Obsolescence (MODROBS)
Contd..
48
49
CHALLENGES
Inequity in the number of diploma level institutions vs degree Absence of vertical mobility for ITI to Doctoral levels Availability of quality and competent faculty Number of PhDs in TE Outcome based accreditation criteria Flexible learning Transnational education and distance learning/virtual universities
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CHALLENGES ....Contd
Quantitative growth vs. Qualitative evaluation. Regional inequity in growth Obtaining international equivalence of degrees and diplomas. Moving towards international standards and reducing divergence of standards within countrycommon curriculum. Signing Mutual Recognition Agreements, International protocols and agreements.
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CHALLENGES
....Contd.
Introducing regulatory framework for distance learning programmes. Exercising sufficient controls over franchising arrangements to ensure supervision by parent institutions, quality, appropriate financial arrangements, and genuine institutional links. Prompt punitive action where registration and other norms violated. Setting up a National Qualifications Frame Work.
52
CHALLENGES
....Contd.
Setting up a Indian National Quality Assurance Agency to undertake periodic quality auditing of technical institutions. Internal Quality Assurance Initiatives and quality sustenance by Accredited institutions. Periodic monitoring to ensure compliance of norms and standards. Establishing a National Engineers Registration and Licensing Board (NERLB).
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CONCLUSION
India has one of the largest 'Higher Education System in the world. Some of the major steps initiated by the Indian government through the technical council in assuring quality of its technical education programmes are presented. Education would play a significant role, both as a producer of world class manpower as well as in using ICTs for its own transformation, for reaching the unreached and to ensure minimum levels of educational attainment by all citizens. Indian Technical Education Sector has grown many fold over the years and developed a number of approaches to assuring and improving the quality of what they do. Finally the challenges facing the Indian technical education system are presented. 54