Development of Engineering and Technical Education in Independent India: Enrolment and Quality
Expansion of Engineering and Technical Education in Independent India: Enrolment and Quality
https://www.niti.gov.in/planningcommission.gov.in/docs/plans/planrel/fiveyr/1st/1planch33.html
ENGINEERING AND TECHNICAL EDUCATION
69. Assessment of the existing situation—Facilities for post-graduate studies and research are very inadequate, while the progress in respect of the undergraduate courses has been quite rapid. There has also been considerable expansion in the provision of facilities for diploma or certificate courses for training supervisory personnel. The following figures indicate the quantum of development since 1947 in the provision of degree and diploma courses :—
Year Engineering Technology
Output Intake Output Intake
Degree Courses
1947 950 2,520 320 420
1950 1.652 3.297 795 1.156
1951 2.152 3.755 675 1.338
Diploma Courses
1947 1.150 3.150 290 500
1950 1.864 4.400 689. 1.212
l95l 1.923 4.965 885 1.523
Almost all the above development has taken place in the basic courses and specialised courses have not received due attention.
70. At the craftsman level, except in a few progressive States, adequate emphasis has not been placed on this highly important type of training and the existing facilities are very insufficient. The development that has taken place in the provision of facilities for the training of industrial workers, of technical teachers and instructors is not commensurate with the requirements of the country. Technical high schools, recommended by the Central Advisory Board of Education, have also not received sufficient attention.
71. It would thus appear that there has been extensive development in the provision of courses leading to degrees and diplomas. Until, therefore, the Technical Manpower Committee of the All-India Council for Technical Education has assessed the country's requirements, it would be advisable to consolidate the work in the existing institutions. The improvement of institutions and re-orientation of training are, therefore, the needs of the hour rather than any expansion in numbers.
72. Besides the quantitative aspect, mentioned above, are the more fundamental questions such as the pattern of technical education, the apportionment of responsibility as between the various agencies concerned, the control of technical education, co-operation between industy and commerce on the one hand and technical institutions on the other, etc., that will have to be dealt with.
73. Pattern of technical education—The Joint Committee of the All-India Council for Technical Education and the Inter-University Board has made specific recommendations in regard to the pattern of education at different levels, both in engineering and technology, viz. :—
that a Master's degree be given after a person has. obtained the first award in the subject (the first University degree or its equivalent) and has gone through disciplined training, which may involve a certain amount of research ;
that the first degree in Engineering should be awarded on satisfactory completion of a four'years' course, following Intermediate Science, of which at least six months should have been spent in practical training , and
that the first degree in Technology should be awarded either after a four years' course following Intermediate Science or a two years' course following Bachelor's degree in Science.
74. Except tor a few courses at the Indian Institute of Science, Bangalore, and the Indian Institute of Technology, Kharagpur, there are hardly any facilities at the postgraduate level in engineering. On the technological side, there are wide disparities both in the nomenclature of awards and in the content of training leading to post-graduate awards. Similarly at the under-graduate level, there are considerable variations in the duration and content of training. The lead given, by the Joint Committee should be of great value in removing this chaos and we hope that the various universities will adopt the suggestions made by this expert body. We also hope that similar committees should be constituted to review from time to time the existing pattern in order to keep it adjusted to the changing requirements of the country and the institutions concerned will take advantage of the advice tendered by the appropriate expert bodies in the interest of efficiency and maintenance of standards,
75. One very important lacuna in the organisation of facilities for degree and diploma courses is the absence of adequate arrangements to enable young people entering industry to continue their education, concurrently with the discipline and experience of work, by part-time study during day time or in the evenings. Almost all development has taken place on routine lines and the time has come when due emphasis should be laid on practical aspects. We consider it important that appropriate steps should be taken to bring about the establishment of what are known in the United Kingdom as technical colleges., preferably by re orienting the activities of some of the existing institutions. Such colleges will adopt a less academic approach to scientific principles than that characteristic of colleges preparing students for university degrees, and will train persons who will be of great use in the industrial advancement of the country.
76. For the training of engineering supervisory personnel, we would commend the universal adoption of the National Certificate Courses in engineering framed by the All-India Council for Technical Education which have the special advantage of being 90 devised that they can be taken on a part-time basis as well,
77. At the craftsman level there is at present no co-ordination in the matter of training and testing of craftsmen. The Government of India have recently appointed the National Trades Certification Investigation Committee. We hope that when its report is published it will provide valuable guidance in this matter.
78. Most of the trade training institutions cater at present for the urban population. We consider that the establishment of rural training centres, each at the centre of a group of villages, will go a long way towards improving techniques and skills of the villagers. These workshops should be opened in conjunction with basic institutions wherever possible, thereby effecting economy in equipment and staff and further establish the basic institutions in the affections of the people.
79. There is an urgent need for establishing a large number of technical high schools. We note that the All-India Council for Technical Education has appointed a small committee to report on this question.
80. Apportionment of responsibility— The responsibility for technical education has to be borne by the Central and State Governments on the one hand and industry and commerce on the other, with whatever assistance they can get from the public. So far as the State and Central Governments are concerned the Constitution has defined their spheres. Within that broad directive, we feel that the responsibility for technical education should be apportioned as follows :—
Research, advanced work and postgraduate courses. Major responsibility should be that of the Central Government in view of the high expenditure involved and the need for proper co-ordination. The Central Government should, however, undertake this responsibility with such assistance as is available, from the State Governments, commerce and industry.
Under-graduate work Major responsibility should be that of the State Government concerned with such grants-in aid as may be made by tne Central Government for maintenance of proper standards and provision of new approved courses.
Diploma certificate courses for training supervisory personnel. The State Governments and the Central Government in the proportion agreed upon in each case
Courses in junior technical institutions, industrial schools, trade schools, etc. The Stare Governments with the assistance of industry.
Secondary education with technical bias The State Governments.
Training of industrial workers or apprentices under proper supervision. The Central and State Governments with the assistance of industry.
Training of technical teachers and instructors
The responsibility of the Central Government in this behalf will be in accordance with the responsibilities undertaken for die various levels of training for which teachers are being trained.
81. Co-ordination of technical education—At present, position is that the All-India Council for Technical Education advises Governments on the development of higher technical education. This body's activities, however, relate only to the promotion of training and research facilities in the variou? institutions. For the promotion of engineering research; the Council of Scientific and Industrial Research has recently set up an Engineering Research Board. It is clear that the activities of this Board will extend to engineering colleges as well and we have no doubt that suitable means will be devised to co-ordinate the work of the two bodies.
82. The Council for Technical Education proposes to have four Regional Committees, one each for the eastern, western, northern and southern regions of the country. The eastern and western Committees have already been set up and we hope that the other two will also come into being very soon. It is the function of these committees to advise the Central Government, the State Governments and other authorities on the various problems concerning the region connected with the provision of educational and training facilities in technical institutions and industry and commerce at all levels.
83. In the interest of balanced development of technical education, especially in view of its expensiveness, it is desirable that the^dvice of a body which can take a comprehensive and overall view should be at the disposal of the various authorities running technical institutions or those who open new ones. We would recommend that a healthy convention should be established that whenever a new project is intended tp be launched, or substantial development in existing institutions is contemplated, the views of the All-India Council for Technical Education are sought and accepted by the authorities concerned. This body with its Regional Committees, which would be in close touch with both technical institutions and industry and commerce, should be in an excellent position to render that service.
84. Co-operation between industry and commerce and technical institutions—The inevitable necessity of the closest co-operation between industry and commerce on the one hand and the institutions that train the personnel for them on the other is obvious, and every step should be taken to improve the position in this regard. Technical institutions and industry working together can develop courses at the post-graduate level in several ways. One of these is "company operated courses" for giving the new employees, in addition to works experience, some form of orientation training to acquaint them with their surroundings, the organisation of the companies, their purposes and policies and, above all, to show them the paths of opportunities that are available to them. The other is "college extension courses" for the technical employees ofindusty. Colleges located in industrial centres can meet a real need by offering out-of-hours courses for ambitious technical graduates. The third is "postgraduate college courses" for employees on leave. Indian industry can certainly accomplish the task of training top-grade scientists by returning to the universities and colleges a few men each year for independent study. Such men, returning to colleges in their mature years, should not undertake any specific courses of study, or work for any degrees, but should rather pursue their own research objectives, developed from their industrial experience, doing some teaching also if they feel so inclined. Industry could greatly expand opportunities for advanced study in the colleges by providing fellowships for its own employees, who could be given leave of absence to carry on such study.
85. The importance of keeping the teaching staff alert brings up another field for co-operative programmes. Best results can be obtained by industry convening conferences of professors and teachers. A similar result can be accomplished in part through lectures at the colleges by industrial leaders. A series of lectures by a number of men in different fields will probably be more effective than single isolated ones. The stimulation obtained from dynamic leaders in particular fields should be a significant experience.
86. It does not appear that industry is making full use of technical institutions for the solution of its multifarious problems, both analytical and experimental. While such problems should be studied in colleges and technical institutions, it is essential that close association is maintained between industry and such institutions, with frequent interchange between industrial engineers and faculty members, in order to achieve the most effective results.
87. To bring about the various forms of co-operation it is necessaty to bring together persons concerned with the provision of educational facilities on the one hand and industrialists and commercial magnates on the other. We consider it essential that the governing bodies of the various technical institutions should have adequate representation of industry on them and that the technical men working in industry should be given due representation on the standing advisory committees, constituted by the various institutions for the development of their departments. The presence of various interests in each region on the regional comirLtees of the All-India Council for Technical Education should assist in bringing about greater co-operation between industry and educational institutions.
88. Lines of development—Organisation of facilities for professional education cannot be strictly related to the existing opportunities for employment but should take into account the developments planned in the various other spheres of national activity which require technical personnel. It is also necessary to turn out youngmen with initiative and grit in excess of the numbers indicated by the normal employment position in order that new ideas may be developed and small-scale ventures might receive an impetus. Data in regard to the employment position in different professions would still be an important requisite for the planning of facilities for professional education and it should be a point of major policy in the Plan to establish machinery for gauging the employment position accurately. Technical institutions can also help a great, deal in the planning and organisation of facilities by maintaining proper records of their alumni and the work they do after leaving the institutions. Such records are useful in assessing the utility of the various courses provided in the institutions as well as for indicating the numbers for whom facilities are required to be organised.
89. Special attention should be given to the development of facilities for research and postgraduate work. To attract the right type of students it will be necessary to institute research scholarships of adequate value and in adequate numbers. Collaboration between universities and higher institutions on the one hand and the national laboratories and Central research institutions on the other would go a long way in promoting research. Integrated schemes to make full use of these institutions should be worked out. Existing institutions, having on their staff teachers of proved research ability, should also be encouraged by various means to develop their research sections in the particular fields.
90. The Central Government have established a higher technological institute at Kharag-pur (the Indian Institute of Technology) and the All-India Council for Technical Education has recommended that this Institute should concentrate on post-graduate courses, advanced work and research. As many of the'courses at the post-graduate level as possible should, therefore, be provided at this Institute. The Indian Institute of Science, Bangalore, should also be a good place, in our view, for the provision of such courses. Similarly other established institutions, which have attained high standards at the under-graduate level, should be assisted to develop post-graduate courses.
91. At the under-graduate level immediate steps have to be taken to provide courses in special subjects, such as technical training in printing, processing of woollen and silk fabrics, etc. Expansion of facilities in architecture and town planning is also immediately necessary and the State of Bombay, which is comparatively advanced in the provision of facilities in these subjects should offer training facilities to other States. Reorientation of courses in some of the existing institutions and improvement generally of the institutions should also be undertaken. In the plans submitted by the State Governments it is observed that most of the schemes relate to Government institutions. While industry and private philanthropists may be expected to help in the improvement of non-governmental institutions, the State Governments should not exclude such institutions completely from their plans. We suggest that the State Governments should, in consultation with the All-India Council for Technical Education, review the question of the continuance of the ill-equipped institutions started recently and, should the decision be to continue them, provision should be made both in the Central and the State Governments' plans to bring about the desired improvement. To enable the State Governments to bear this increased burden the Central Government may undertake partial responsibility also for institutions hitherto financed wholly by the State Governments.
92. For the training of supervisory personnel special emphasis should be laid on the reorientation of the activities of some of the existing institutions so as to train students for the National Certificate Courses of the All-India Council for Technical Education, mostly on part-time basis.
93. The greatest need for expansion of training facilities is at the level of artisans and craftsmen. Institutions run by the Ministry of Labour, trade schools, industrial schools, production-cum-training centres should be opened on an extensive scale, so that the skills of the largE: numbers of people, engaged in production or likely to be so engaged, are developed. The need for establishing rural training centres in villages has already been stressed. In towns, industry and technical institutions should co-operate to provide instruction for industrial employees. Training of varying standards will have to be organised for such persons.
94. Another important activity which should be organised on an extensive scale is the provision of apprenticeship training schemes in industry. Proper arrangements should be made for supervision of the training programmes in industry and for their co-ordination with instruction in technical institutions. The success of part-time courses depends mainly on the organisation of apprenticeship training schemes and properly co-ordinated programmes of this kind are likely to lead to increased production. We hope that the regional committees of the All-India Council for Technical Education will consider this task as of the greatest urgency and importance.
95. Only a few institutions have arrangements for refresher courses. Promotion of these courses, especially in areas where there is concentration of industries and other technical activities, should be encouraged. The regional committees of the All-India Council for Technical Education should investigate this problem in each region and organise, in collaboration with industrial and technical establishments on the one hand and educational institutions on the other, short-term refresher courses in various subjects, on a full-time or part-time basis, as may be convenient. As such courses will primarily benefit industry and other technical establishments, the financial liability should normally be borne by them though, with a view to giving encouragement. Government may share the responsibility to some cxi-c' • in the initial stages.
96. The only institute for training of technical teachers is the one established by the Ministry ot Labour at Koni Bilaspur. Here, instructors are trained for craftmanship training. Knowledge of teaching methods is as important for a icacher in a technical institution as elsewhere. Some provision for the training of teachers has been made in the Ministry's plan as a beginning in this direction.
EDUCATION FOR COMMERCE AND MANAGEMENT
97. The needs of commerce arc many. But though facilities exist, no comprehensive survey has been made of the state of commercial education in the co.-mtry and the standards of the various courses pri^-ided. The need for such a survey can be easily appreciated.
98. There is considerable room for co-ordination and standardization in commercial education outside the universities. Different courses and examinations are held by various bodies which include the State Governments and commercial institutions and result in wide variation in standards which not only impede development of commercial educ-adon but lead to confusion in the employing agencies about tlic utility of these courses. The All-India Council for Technical Education and its board of technical studies in commerce and business administration have prepared national diploma and cerutic.itc courses for the training of different categories of personnel required for commercial occupations. These courses, designed on a national basis and having in view the requirements of commerce and industry, go a long way towards achieving the much needed co-ordination and standardisation of training. A number of institutions are already affiliated to the All-India Council for these courses, and it is necessary now to have them accepted all over the country. We would suggest that the State Governments, who have their own institutions for commercial education or give grants-in-aid to similar private institutions, should introduce the national diploma and certificate courses. The All-India Council should periodically assess the standards followed by them in training and education.
99. A very important aspect of education for commerce which has attracted great attention of late, and has led to considerable development in the United Kingdom and the United States of America, is education in business management and industrial administration. The need for increasing production and raising the standard of living of the people by improving efficiency of manufacturing and distributing processes requires specially trained management personnel at all levels and in all fields. It is not enough to have only scientists and technologists but also scientists and technologists who can administer and organise, large scale production and distribution. The majority of men who possess technical qualifications are entrusted with managerial functions at a comparatively late stage of their career. The need for training such men is obvious. The observations made by the University Education Commission, the Percy Committee of the United Kingdom Sad the Joint Anglo-American Council for Productivity, all bring out prominently the importance of management studies and the need for facilities for such studies. The remarks of the Percy Committee in particular are fully applicble to the conditions which obtain in India :—
" The highly trained technician is often ignorant of the principles of industrial organisation and management'and he^often shows'no inclination to accept administrative responsibility. Admittedly, there is much that can be learnt in this field only from 'experience, but there is a body of knowledge, the awareness of which may greatly facilitate the process of learning. This body of knowledge should be made available both at the undergraduate and the post-graduate stages."
100. There is scope for organised education for management in this country and youngmen who reveal aptitude for managerial work can be better prepared by such education to take up responsible managerial positions in business. The task of detecting aptitude for managerial works and providing appropriate education and training 10 develop such aptitude into a profession can only be dealt with by such experts as now constitute the committee on industrial administration and business management appointed by the All-India Council for Technical Education. This committee has already prepared a plan for introducing specialised full-time courses on industrial administration and business management for the eastern region and is at present engaged in preparing a similar plan for the western region. It is important that the work of the committee is carried through with expedition and its plans and proposals for developing facilities for management studies on a regional basis are implemented.
101. Among the various professional courses law attracts, even now, perhaps the largest number of pupils in spite of the fact that conditions are by no means easy in that profession. This may be due to a desire to qualify for at ieast one profession however difficult the chances in it may be. Most of lecturers in law colleges are part-time and the attention they give to their work leaves much to be desired. The University Education Commission has analysed the question of legal education in detail.
First Five Year Plan (1951-1956). The First Year Plan was presented on 8th December 1951.
The most important objectives for the 1st Five Year Plan were;
The most important objective was to move country’s economy out of poverty.
The second most priority was given to agriculture sector to overcome the food crisis.
Other Objectives were as follows;
1) To increase food production.
2) More efficient and fully utilization of available raw materials.
3) To check the inflationary pressure.
4) To reduce income and wealth inequalities.
5) Improve Transport and Communication and Social Services, others.
Total budget allocated to these broad areas were Rs 2378 crores. Bhakra dam and Hirakud Dam were two irrigation projects that were initiated during this period.
For higher education , universities and Indian Institute of Technology was formed, also University Grant Commission (UGC) was established to take care of funding of these universities so as to strengthen the higher education in India. In health sector 101 crore was spent on health services and large number of hospitals and dispensaries were opened. Railway lines were improved, highways were increased and 30 major bridges were improved.
https://www.vskills.in/certification/blog/the-first-five-year-plan/
Second Five Year Plan
https://niti.gov.in/planningcommission.gov.in/docs/plans/planrel/fiveyr/2nd/2planch23.html
In the first five year plan about Rs. 169 crores were provided for the development of education—Rs. 44 crores at the Centre and Rs. 125 crores in the States. In the second five year plan, Rs. 307 crores have been provided—Rs. 95 crores at the Centre and Rs. 212 crores in the States. The distribution of outlay between different fields of education in the first and second plans is set out below:—
(Rs. in crores)
First Plan Second Plan
University Education 15 57
Technical and Vocational Education 23 48
Economic Development in India: The First and the Second Five Year Plans
Author: N.A. Sarma
IFM Papers
Publication Date: 01 Jan 1958
https://www.elibrary.imf.org/view/journals/024/1958/001/article-A002-en.xml
Critique and analytical studies of India’s first two five year plans, particularly mentioning with economic and historical terms.
2017
https://www.sociologygroup.com/industrial-development-five-year-plans-india/
Engineering education: Solving India-specific grand challenges
India and the world need more engineering graduates, with unique competencies. For that, we need a new playbook for engineering education
Written By Guest
Updated: February 17, 2021 7:55:08 pm
By Arvind Raman & Vineet Gupta
Raman is executive associate dean of Engineering, Purdue University, US, and member of the upcoming Plaksha University’s Academic Advisory Board; Gupta is founder and trustee of the upcoming Plaksha University as well as of Ashoka University
21Sep 2021
A total of 23.6 lakh seats were available in engineering courses across the country for 2021-22, according to the AICTE, the regulatory authority for technical institutions in the country. This is the lowest tally since 2012-13, when 26.9 lakh seats were available. The peak of the last 10 years came in 2014-15, when 31.8 lakh seats were offered by engineering colleges. Since then, however, the number of seats has been declining.
Management courses, meanwhile, have witnessed a steady rise in seats since 2019-20 with the highest number in five years — 4.04 lakh — on offer in the year 2021-22.
https://theprint.in/india/education/engineering-seats-in-india-hit-10-year-low-while-management-seats-continue-to-grow/736775/
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Achievements of India in Science, Engineering and Technology
Friday, May 10, 2019
https://guide-india.blogspot.com/2015/01/achievements-of-india-in-science.html
December 29, 2014
Achievements of India in Science, Engineering and Technology - 2014
https://guide-india.blogspot.com/2014/05/achievements-of-india-in-science.html
Search terms "engineering education in india first five year plan"
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