TECHNICAL EDUCATION
TECHNICAL EDUCATION
Engineering and Technological
Education -
The impulse for creation of
centres of technical training came from the British rulers of India and it
arose out of the necessity for the training of overseers for construction and
maintenance of public buildings, roads, canals and ports and for the training
of artisans and craftsmen for the use of instruments and apparatus needed for
the army, the navy and the survey department. The superintending engineers were
mostly recruited from Britain from the Cooper's Hill College and this applied
as well to foremen and artificers; but this could not be done in the case of
lower grades- craftsmen, artisans and sub-overseers who were recruited locally.
As they were mostly illiterate, efficiency was low. The necessity to make them
more efficient by giving them elementary lessons in reading, writing,
arithmetic, geometry and mechanics, led to the establishment of industrial
schools attached to Ordnance Factories and other engineering establishments.
While it is stated that such
schools existed in Calcutta and Bombay as early as 1825, the first authentic
account we have is that of an industrial school established at Guindy, Madras,
in 1842, attached to the Gun Carriage Factory there. A school for the training
of overseers was known to exist in Poona in 1854.
Meanwhile in Europe and America,
Colleges of Engineering were growing up, which drew to their men having good
education and special proficiency in mathematical subjects. This led to
discussions in Government circles in India and similar institutions were sought
to be established in the Presidency Towns.
The first engineering college was
established in the Uttar Pradesh in 1847 for the training of Civil Engineers at
Roorkee, which made use of the large workshops and public buildings there that
were erected for the Upper Ganges Canal. The Roorkee College (or to give it its
official name, the Thomason Engineering College) was never affiliated to any
university but gave diplomas considered to be equivalent to degrees. In
pursuance of the Government policy, three Engineering Colleges were opened by
about 1856 in the three Presidencies. In Bengal, a College called the Calcutta
College of Civil Engineering was opened at the Writers' Buildings in November
1856; the name was changed to Bengal Engineering College in 1857, and it was
affiliated to the Calcutta University. It gave a licentiate course in Civil
Engineering. In 1865 it was amalgamated with the Presidency College. Later, in
1880, it was detached from the Presidency College and shifted to its present
quarters at Sibpur, occupying the premises and buildings belonging to the
Bishop's College.
Proposals for having an
Engineering College at Bombay city having failed for some reasons, the
overseers' school at Poona eventually became the Poona College of Engineering
and affiliated to the Bombay University in 1858. For a long time, this was the
only College of Engineering in the Western Presidency.
In the Madras Presidency, the
industrial school attached to the Gun Carriage Factory became ultimately the
Guindy College of Engineering and affiliated to the Madras University (1858).
The educational work in the three
Colleges of Sibpur, Poona and Guindy has been more or less similar. They all
had licentiate courses in civil engineering up to 1880, when they organised
degree classes in this branch alone. After 1880, the demand for mechanical and
electrical engineering was felt, but the three Engineering Colleges started
only apprenticeship classes in these subjects. The Victoria Jubilee Technical
Institute, which was started at Bombay in 1887, had as its objective the
training of licentiates in Electrical, Mechanical and Textile Engineering. In
1915, the Indian Institute of Science, Bangalore, opened Electrical Engineering
classes under Dr. Alfred Hay and began to give certificates and associateships,
the latter being regarded equivalent to a degree.
In Bengal, the leaders of the
Swadeshi Movement organised in 1907 a National Council of Education which tried
to organise a truly National University. Out of the many institutions it
started, only the College of Engineering and Technology at Jadavpur had
survived. It started granting diplomas in mechanical and engineering course in
1908 and in chemical engineering in 1921.
The Calcutta University
Commission debated the pros and cons of the introduction of degree courses in
mechanical and electrical engineering. One of the reasons cited from the
recommendations of the Indian Industrial Commission (1915), under the Chairmanship
of Sir Thomas (Holland) against the introduction of electrical engineering
courses, is given in the following quotation from their report: "We have
not specifically referred to the training of electrical engineers, because
electrical manufactures have not yet been started in India, and there is only
scope for the employment of men to do simple repair work, to take charge of the
running of electrical machinery, and to manage and control hydroelectric and
steam-operated stations. The men required for these three classes of work will
be provided by the foregoing proposals for the training of the various grades
required in mechanical engineering. They will have to acquire in addition,
special experience in electrical matters, but, till this branch of engineering
is developed on the constructional site, and the manufacture of electrical
machinery taken in hand, the managers of electrical undertakings must train
their own men, making such use as they can of the special facilities offered
for instruction at the engineering colleges and the Indian Institute of
Science."
The credit of first starting
degree classes in mechanical engineering, electrical engineering and metallurgy
goes to the University of Banaras, thanks to the foresight of its great
founder, Pt. Madan Mohan Malaviya (1917).
About fifteen years later, in 1931-32, the Bengal Engineering College at Sibpur started mechanical and electrical engineering courses in 1935-36 and courses in metallurgy in 1939-40. Courses in these subjects were also introduced at Guindy and Poona about the same time.
Engineering Education in India
–
Short & Medium Term Perspectives
It suggests that the world is in
its third wave of globalization. The book recommends a perceptual shift
required for countries, companies, and individuals to remain competitive in a
global market in which historical and geographic divisions have become
increasingly irrelevant. To this effect, globalization has made both developed
and developing countries think about the effective and efficient strategies
that can advance their economies and societies2 .On the other hand, recent
technological developments, especially the increasing computing powers and the
declining costs of computing and storage along with commercial internet and
communication technologies, have deconstructed several value,chains and opened
a new era of information/ knowledge economy. Given that technology and
globalization are radically accelerating the pace of change and raising the
long-term risks, it is clear that success in knowledge-based economies depends
largely on then capabilities of the people.This implies that higher education,
in general, and technical education, in particular, is responsible for
preparing the next generation of business leaders, government executives,and
educators. Engineering education, in particular, plays a central role in
knowledgedriven societies.
All India Council for
Technical Education (AICTE)
The All India Council for
Technical Education (AICTE) was set up in 1945 as an advisory body and later on
in 1987 given the statutory status by an Act of Parliament. The AICTE grants
approval for starting new technical institutions, for introduction of new
courses and for variation in intake capacity in technical institutions. The
AICTE has delegated to the concerned state governments powers to process and
grant approval of new institutions, starting new courses and variations in the
intake capacity for diploma level technical institutions. It also lays down
norms and standards for such institutions. It also ensures quality development
of technical education through accreditation of technical institutions or
programmes. In additional to its regulatory role, the AICTE also has a
promotional role which it implements through schemes for promoting technical
education for women, handicapped and weaker section of the society promoting
innovations, faculty, research and development, giving grants to technical institutions.
The technical institutions under
the AICTE include post-graduate, under-graduate and diploma in the whole
spectrum of technical education covering engineering/technology, pharmacy,
architecture, hotel management and catering technology, management studies
computer applications and applied arts and crafts.
The AICTE has its headquarters in
New Delhi and seven regional offices located at Kolkata, Chennai, Kanpur,
Mumbai, Chandigarh, Bhopal and Bangalore. A new regional office at Hyderabad
has been set up and is to be operational soon.
EMPLOYABILITY OF ENGINEERING
GRADUATES
Engineering
education has been transforming significantly in India in the past two decades,
initially witnessing a meteoric rise in the supply of engineering graduates and
recently a decline in the approved capacity. This period also saw a
progressively widening gap between the industry requirements and the capability
of engineering graduates, indicating an increasing gap between industry and
academia and the siloed functioning of these two important stakeholders.
According to
2016 National Employability Report for Engineers by Aspiring Minds, which
releases periodic reports based on an auditory mechanism for higher education.
There is no
significant improvement in the employability of engineering graduates in the
preceding four years of the report. The report based its findings on the survey
of more than 150,000 engineering students (graduated in 2015) from 650+
engineering college across multiple Indian states. The analysis and findings
are based on the results of these students on AMCAT: Aspiring Minds Computer
Adaptive Test, an employability test (conducted in proctored and credible
environment) that covers objective parameters such as English communication,
quantitative aptitude, problem-solving skills, and knowledge of domain areas.
Training is being provided every
year to teaching and non-teaching staff working in Diploma Level Polytechnic
Institutions of the state regarding the development and latest technology in
the field of technology, industry and management. Training is being provided to
staff by the Staff Training Cell of Institutions through lectures of subject
experts of Higher Technical Institutions every year. Besides this, training
programme are also organized by the institutions on technical education,
computer knowledge and communication skills. Training programmes are also
organized at higher education institutions and specialized industries along
with the institution level.
Our other associated Higher Training Institutions(U.P) are:-
1 1. IIT,
Kanpur and Roorkee
2. HBTU,
Kanpur
3. Advance
Training Institute, Lucknow
4. Electricity
Training Institute, Lucknow
5. Central
Leather Research Institute, Kanpur
6. Institute
of Financial Management Training and Research, Lucknow
7. National
Institute of Technical Teachers Training and Research, Chandigarh
8. Footwear
Design and Development Institute, Noida
9. Bharat
Heavy Electricals Limited, Jhansi
10. National
Institute of Electronics and Information Technology
11. Bharat
Sanchar Nigam Ltd. Kanpur
12. Non-Conventional
Energy Development Agency, Lucknow
13. Prasar
Bharti (Akashvani and Doordarshan, New Delhi)
14. Hindalco,
Renusagar, Mirzapur
From 2017-18 session onwards, except four courses semester examination system is being implemented simultaneously in first, second and last year.
1. Answer books are being evaluated through Digital evaluation.
2. Special attention is being given on Personality Development, English Speaking and Communication Skill Development and Computer Education.
3. Websites were developed for each Institution.
4. Job Fair was organised on 29 and 30 June, 2017 in Gorakhpur, in which total 868 students from various Polytechnic Institutions of Gorakhpur district participated. Out of these students, 241 students are recruited in various companies.
5. Online arrangement of Examination Application, Issuance of Scan Marksheets, Online availability of Admit card and issuance of online verification card is being done by the Board of Technical Education.
6. Review meeting is being organised every month at government/directorate level so that the construction works can be executed in a qualitative way.
7. To increase the participation of women and to fill the gender gap, construction of women hostels for female students, and 20 percent Reservation is being provided to all female candidates during entrance.
8. Online Application system is being implemented for admissions in Joint Entrance Examination Council.
9. Students are benefitted by broadcasting of live lectures in institutes through E.M.R.C centres established in Government Polytechnic, Ghaziabad and I.R.D.T and also available on departmental Website for use of students under Virtual Class.
10. To promote technical education and to provide technical education-training to maximum people, 07 new Polytechnics have been established.
11. To encourage participation of women, “Saksham Balika-Sampann Parivar Yojna” has been implemented.
Ministry of Education’s
Innovation Cell (MIC) - Introduction
Ministry of Education, Govt. of
India has established an ‘Innovation cell’ with the purpose of systematically
fostering the culture of Innovation in all Higher Education Institutions (HEIs)
across the country in 2018. Since then the Ministry of Education’s Innovation
Cell (MIC) has taken multiple policy and program initiatives to systemically
establish the world’s biggest open innovation model at global stage.
MIC has brought the Tectonic
shift in Innovation & entrepreneurship ecosystem of our Higher Educational
Institutions and School Education through outcome and output-oriented policy
and program efforts. The Innovation Cell works on its four pillars of
excellence i.e. Policy Intervention; Handholding of HEIs and schools, Faculty
& Students; Impact Assessment; and Facilitating National &
International platforms for Indian and global students. Website- https://mic.gov.in
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