CLICK HERE TO DOWNLOAD REPORT ON AICTE
AICTE Report Transcript
INTRODUCTION Since the early eighties, due to rapid industrialization and economic growth, engineering and technical education in India have been developing faster than anywhere else in the world, and India now has the second largest number of engineering students in the world. India also has the second largest population, with more than nine hundred and forty million people, fourteen officially recognized regional languages, twenty eight states and seven union territories.
English is taught at every school and is the only medium of instructions at all engineering institutions. In a recent assessment by the United Nations, the Indian economy was rated as the sixth largest in the world and is expected to move into the fourth place by the end of this century. India, the largest democracy in the world, is very much proud of her rich traditional cultural heritage and technically skilled manpower. Recent Indian scientific, industrial and technological development, particularly in the space, nuclear and missile technology,
computer engineering and information science has earned India world recognition as an emerging global power. This paper describes technological development and the engineering and vocational education systems in India. Two world-leading institutions are chosen as case-studies and their administrative structures, admission procedures, curriculum development, teaching and research areas and facilities, and other professional activities are studied. The paper also includes strategic plans, policies and programmes adopted for implementation as the ninth five year plan by the All India Council for Technical Education (AICTE) to meet future technological global challenges.
TECHNICAL EDUCATION Since technical education determines the development and socio-economic condition of a nation, there is a greater need for high quality technical education to produce technically skilled manpower in India. A high quality engineer or technician can obviously be created only through high quality engineering and vocational teaching and training. Technical education is imparted at three different levels in India: Industrial Training Institutes (ITI), which conducts trade, courses for skilled workers. Polytechnic Institutes, which conduct diplomas to produce middle level technicians. Engineering Colleges, which conduct undergraduate and postgraduate degree, courses in engineering and technology. There are engineering institutes and colleges that are supported by the state and central governments, and also a large number of private engineering colleges and institutes that provide technical education in India. The number of private institutions is increasing rapidly. Table 1 shows the rapid growth of engineering institutions in India. Government expenditure in technical education has increased by almost 400 times from the first five year plan to the eighth. Some of the industrially developed states, such as Maharashtra, Karnataka, Tamilnadu and Andhra Pradesh (see table 1), have experienced phenomenal growth both in numbers of students and engineering and technical institutions over the last two decades.
ALLINDIA COUNCIL FOR TECHNICAL EDUCATION (AICTE) The All India Council for Technical Education (AICTE) is an apex organization charged with the responsibility for planning and coordinated development of technical education in India. The AICTE is responsible for the accreditation of both state and private engineering colleges.
AICTE monitors the qualitative growth of technical educations in relation to planned quantities growth and proper maintenance of norms and standards. The National Board of Accreditation of AICTE aims to bring standards of some of the programmes offered in technical institutions on par with programmes offered in institutions in the USA and EUROPE by introducing a quality auditing system and establishing a datum for measuring the quality and excellence in engineering education. The accreditation exercise is very rigorous and has several inputs,
such as quality of teaching, level of research, faculty expertise, evaluation of teachers, and standard of infrastructure and resources available at the institutions. There are seven Statutory Regional Committees across the country for assisting the Council in planning and development of Technical education, monitoring and periodic evaluation of the approved institutions in the region. The Table 1: Regional distributions of AICTE approved engineering colleges and polytechnic institutions in India (1997).
Posts
0 comments