Prof.

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
4

TECHNICAL EDUCATION COVERS

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

MINISTRY OF HUMAN RESOURCE DEVELOPMENT DEPARTMENT OF HIGHER EDUCATION

TECHNICAL EDUCATION

AICTE

7 IITs

6 IIMs 7th at Shillong

4 NITTTRs

20 NITs

3 IIITs

IISc Bangalore IISER Kolkata

Others ISM, Dhanbad SPA, Delhi

Engg. & Tech. (1559) Pharmacy (602)

Management (1147)
HMCT (68) MCA (1024) Architecture (110 )

4 Regional Boards of Apprenticeship/ Training

IISER Pune

NIFFT, Ranchi
NITIE, Mumbai SLIET, Punjab NERIST, Itanagar IIITDM, Jabalpur EdCIL,

* No. of Institutions in bracket

AICTE STATUTORY POWERS

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

RECENT INITIATIVES OF AICTE TOWARDS MAINTENANCE OF NORMS

Transparency by introduction of Mandatory Disclosure for institutions which helps students and other stakeholders in making informed decisions. Promoting Equity with a provision for institutions to present their cases and being heard ; and overseeing the provisions for making technical education Accessible and Affordable without affecting Quality. Extension of approval based on Compliance Report and Mandatory Disclosure to build Mutual trust & Confidence thereby bringing a convergence in our attempts to lead technological and socio-economic 9 development.

RECENT INITIATIVES OF AICTE TOWARDS MAINTENANCE OF NORMS .Contd.

Harnessing the concept of Anytime Round the year approval processing as against the calendar based system hitherto followed for setting-up new institutions. Time-bound Approval process with clear time-frame thereby enforcing responsibility on all concerned to minimize uncertainties and hardship. Random &Surprise visits to ensure maintenance of Norms & Standards and Quality of technical education.

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GROWTH OF TECHNICAL EDUCATION SINCE 1947

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GROWTH OF ENGINEERING EDUCATION SINCE 1947

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

GROWTH OF PHARMACY EDUCATION SINCE 1947

Growth of Pharmacy Institutions Since 1947 700
Growth of Institutions

602 447 320 294 274

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

GROWTH OF MANAGEMENT EDUCATION SINCE 1962

Grow th of Managem ent Program m es Since 1962 1400 1147 1200

No. of Progrmmes

1022 930 936 749 819

1000 800 600 400 135 200 0

19 62 19 80 19 93 19 97 20 00 20 01

712 508

220 8

20 02

20 03

20 04

20 05

Years

20 06
14

GROWTH OF MCA EDUCATION SINCE 1997

Grow th of MCA Program m e s Since 1997 1200

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

GROWTH OF HMCT EDUCATION SINCE 1995

Grow th of HMCT Institutions Since 1995 80 70 60 50 40 30 20 10 0 68 60 49 36 22 7 12 28 38 40 49

No. of Institutions

1995 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Years
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STATUS OF INDIAN TECHNICAL EDUCATION

In India, technical education is imparted at various levels such as : craftsmanship, diploma, degree, post-graduate and research in specialized fields, catering to various aspects of technological development and economic progress. During the past six decades, there has been a phenomenal expansion of technical education sector in the country. Apart from the Government Sector, private and voluntary organizations were involved in setting up of Technical and Management Institutes in the expansion of the system. From 43 Diploma level Polytechnics with an intake of 3,400 students at the time of independence, the number has grown to about 1300 Polytechnics with the intake of 0.3 million students in 2006. Similarly, the number of Degree level engineering institutions and the corresponding intake figure rose from 46 and 2,940 in 1947 to 1559 and 0.6 million in 2006.

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STATUS OF INDIAN TECHNICAL EDUCATION

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

Strengths of Indian Technical Education System

India is the seventh largest country in the world in terms of land area and is the second most populous nation next only to the Republic of China. The Country has demonstrated a capability of producing eminent and competent technocrats who have been responsible for many innovations not only in India but all over the world. Being the largest producer of scientific and professional manpower, India has already established its comparative advantage in the knowledge-led business Aspirations of our Youth to pursue Technical Education especially Engineering, Management and Hotel Management disciplines India has been the leading offshore destination during the last decade, and now accounts for 65 percent of the global industry in offshore IT and 46 percent of the global Business Process Off shoring (BPO) industry Private Sector initiatives complementing Government initiatives.
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India-Destination for Technical Education

Universalization of Primary Education throws up new demands and challenges for the management and structure of Higher Education in India - 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 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-Destination for Technical Education

. 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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National Policy on Education

The National Policy on Education (NPE), 1986, as updated in 1992, envisages improvement and expansion of education in all sectors, elimination of disparities in access and laying greater stress on improvement in the quality and relevance of education at all levels, including technical and professional education.
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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

STUDENTS & PARENTS

INDUSTRY

EMPLOYERS

INSTITUTION

SOCIETY

ALUMNI

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Norms and Standards for Approval

AICTE has done a creditable job in establishing a set of norms and standards for the growth of technical education in the country and creating quality consciousness

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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30

NATIONAL BOARD OF ACCREDITATION

(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

32

NATIONAL BOARD OF ACCREDITATION

AICTE established the National Board of Accreditation (NBA) in 1994 to evaluate the quality of programmes offered by approved institutions from Diploma to the Postgraduate levels of education. During the first three years of its existence, NBA completed the task of preparation of policy documents, containing Objectives, Structure and Policies, Preparation of Working Manuals such as Primer on Accreditation, Manual of Evaluation, Procedure, Accreditation Proforma and Special Guidelines for Programme Evaluation and Question Bank for Evaluators. The NBA conducted several seminars, workshops, bench marking exercises and training programmes at several locations in the country covering all regions. NBA has a detailed and documented and globally accepted 33 accreditation procedure.

AICTE APPROVAL V/S ACCREDITATION

APPROVAL Credibility of Management provider Assessment of Promise Based on Physical, financial and infrastructure resources Based on Detailed Project Report Quantity assessment Straightforward decision (Yes/No)

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

NATIONAL BOARD OF ACCREDITATION

NBA is the only accreditation body authorized by the govt. of India to undertake accreditation of technical education programmes in the country. Necessary changes in its mode of functioning and evaluation scheme are being made in consultation with some of the Washington Accord signatory countries. The changed system shall help NBA to become a signatory to the Washington Accord . AICTE is a member of the International Network of Quality Assurance Agencies in Higher Education (INQAAHE) to ensure that our quality assurance procedures are comparable with that of the best practices followed internationally
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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

SUMAMRY ASSESSMENT OF ACCREDITATION CRITERIA

Sl. Criteria UG
(Engg./Phm. /HMCT)

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

Human Resources : Students

Teaching-Learning Processes Supplementary Processes Research & Development Initiatives and Interaction Efforts

100
350 50 100

100
250 50 250

100
450 50 50

Total

1000

1000

1000
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FOR UNDER GRADUATE PROGRAMME

Tea.-Lea Pro 350 Human Res. Faculty & Staff 200 Students 100 Financial Resources 70

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

FOR POST GRADUATE PROGRAMME

Human Res. Faculty & Staff 200 Students 100

Mission, Goals

Financial Resource 38 70

DOCUMENTS FOR ON-SITE VISIT

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

Teaching Learning Processes

Course files

Special Features
Academic Committees Outside Projects by Students Open Laboratory

Alumni Association
Publications(proceedings Refresher courses) of Conferences, Seminars, Symposia,
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Department Brochure and Documents for the Committee

ACHIEVEMENTS OF NBA

41

Number of Accredited Programmes as on 23.08.2006

1600 1400 1200 1000 800 600 400 201 200 0
-9 7 -9 8 -9 9 -0 1 -0 2 -0 3 -0 4 -0 5 19 96 19 97 19 98 -2 00 0 20 00 20 01 20 02 20 03 20 04 20 05
42

1444

570 339 73 93 72 409

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
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44

SCHEMES FOR FACULTY DEVELOPMENT (FD)

AICTE EDUSAT Scheme Early Faculty Induction Programme (EFIP) Emeritus Fellowship Visiting Professorship Career Award for Young Teachers

Contd

45

SCHEMES FOR FACULTY DEVELOPMENT (FD)

AICTE-INAE Distinguished Professorship Staff Development Programmes Short Term Training Programmes Seminar Grant Quality Improvement Programmes Travel Grant
46

47

SCHEMES FOR RESEARCH & INSTITUTIONAL DEVELOPMENT (RID)

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..
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SCHEMES FOR RESEARCH & INSTITUTIONAL DEVELOPMENT (RID)

National Facilities in Engineering & Technology with Industrial Collaboration (NAFETIC) Nationally Coordinated Projects (NCP) Indian National Digital Library in Engineering, Science and Technology (AICTE - INDEST Consortium) Scholarship to meritorious students for pursuing PG and Doctoral Studies

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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

50

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.

51

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