DPR NIFT Panchkula - Final

8/11/2019 DPR NIFT Panchkula - Final

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May 2013

Prepared by: National Institute of Fashion Technology

ESTABLISHING A NIFT CAMPUS

ATPANCHKULA, HARYANA


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INDEX

Chapter

No.

Title Page No.

Executive Summary

I National Institute of Fashion Technology 1

II A New Campus at Panchkula, Haryana 6

III Academic Model of NIFT Panchkula 11

IV Scope of the NIFT Campus, Panchkula 16

V Academic Programmes 20

VI Academic Divisions 24

VII Quality and Human Resource Development 32

VIII IndustryInstitute Interaction 36

IX Building & Space Requirement for Academic Activities 40

X Infrastructure Requirement 45

XI Student Facilities & Services 46

XII Governance and Executive Management 50

XIII Financial Estimates 57

Annexure I List of Subjects for the Regular Academic

Programmes

60

Annexure II - Eligibility Criteria for Faculty Positions 65

Annexure III - Eligibility Criteria for Administrative

Positions

67

Annexure IV - Academic Infrastructure Requirement 79


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EXECUTIVE SUMMARY

To reach a port we must set sail- Sail, not tie at anchor. Sail, not drift. said Franklin

D. Roosevelt once. The port in the context of this report will be professionalizing

the various components of designing, manufacturing, marketing and managementprocesses of the fashion supply chain. And the sail will be a Campus of National

Institute of Fashion Technology (NIFT) at Panchkula, Haryana.

This report emphasises on the need for quality education in the areas of fashion

technology to generate a cadre of creative professionals, inspired designers, and

motivated technologists & managers. The National Institute of Fashion Technology

was set-up in 1986 at New Delhi by the Ministry of Textiles, Government of India as

a registered society under the Societies Registration Act, 1860. By enacting the NIFT

Act, 2006 the parliament of India accorded statutory status to the Institute for the

promotion and development of education and research in the area of fashion

technology with the President of India as the Visitor. The Institute has been

empowered to award degrees.

Haryana, one of the richest states of Indian union has fertile land and vibrant

industrial environment. It also has a thriving textile market particularly, of handloom

and home furnishings. The arts and crafts of Haryana include a variety of styles and

reflect the rich cultural heritage of the State. Different forms of embroidery such as

phulkari, bagh, weaving of durries, chope, etc are popular. These masterpieces are

known all over the country for their splendid aesthetic values. Haryana boasts of a

robust handloom tradition, especially in Panipat, which is a famous as a centre for

rugs and is a major textile town of India.

On 19th July 2012, Shri Anand Sharma, Hon. Minister of Textiles, Government of

India in a public function, attended by the Chief Minister of Haryana, announced his

decision to establish a NIFT campus at Panchkula. The Board of Governors NIFT, in

its meeting held on 23rd July 2012 approved in principle, establishment of a NIFT

Campus at Panchkula. The Government of Haryana has identified 20 acres of land

for NIFT at village Panchayat, Manakpur Nanakchand, Block Pinjore, District

Panchkula. The Department of Technical Education, Government of Haryana is anodal department for the implementation of the project.

The present report is a culmination of the suggestions and feedback gathered from

senior officials of the Governments of Haryana, Punjab and union territory

Chandigarh, faculty members and experts of the fashion and textiles industry. The

report is an assessment of the role that has been and will be played by NIFT in

bringing a paradigm shifts in industry trends, industry demands through graduating

students. The Panchkula Campus will offer undergraduate, postgraduate level

programmes in areas of fashion technology through School of Design, School of

Fashion Technology & Management and Centre for Languages, Humanities and Basic& Social Sciences.


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It will also offer Certificate Programmes through its continuing education

programmes offered by the proposed Centre for Industrial, Artisan, and Crafts

personsInteraction (CIACI).

At peak strength, a total of 670 students will be registered for the full-time

undergraduate and postgraduate programmes in 2019-20. The institute will be headed

by a Campus Director, supported by the administrative and academic staff.

Approximately 3.5 lacs square feet of constructed area will provide space for

academic blocks housing School of Design, School of Fashion Technology &

Management; Centre for Languages, Humanities and Basic & Social Sciences,

Handicraft and Handloom Museums. The Campus will have a unique and state-of-the-

art Resource Centre (RC) housing a library, information centre, design studio, and

handicraft & handloom museum and space for CIACI. RC Users will have access to a

variety of both print and non-print knowledge resources; wherein it will activelycontribute to knowledge creation through applied research. Apart from generating an

exhaustive digital emulation of all the resources, the Resource Centre will have a

design studio and a handicraft and handloom museum gallery, to act as a repository of

design based information for the usage of the state. Apart from administrative,

recreational blocks, the Campus will also provide residential facilities for the faculty,

staff and students.

The permanent campus of NIFT Panchkula is expected to be ready by 2016 which

would be funded by the Government of Haryana. The State Government has also

agreed to meet the revenue deficit till the campus become financially viable. NIFT hasagreed to the State Governments demand of 20% domicile quota within the existing

available seats. The Campus will be operationalized as soon as the required

infrastructure is in place.

As per the estimates, the project would require approximately `138.11 Crores which

includes `93.74 Crores towards the construction of permanent campus and `17.84

Crores to meet revenue deficit for the initial years. It is expected that the Campus will

achieve breakeven point by 2020-21 with revenues generated from the fees of six

regular programmes. However, it will be contingent upon the actual receipts and

expenditures.

The report elaborates on the need for collaborative working of both the industry and

academia in order to enhance performance. With this perspective, the faculty will take

business and industry learning into their teaching system, in an appropriate and

balanced way. In turn, the industry would need to invite inputs on work-life issues and

common grounds. This healthy Institute-Industry-Interaction (I3) will be promoted

and achieved by NIFTs Continuing Education Policy and NIFT Consultancy and

Project Guidelines.


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Lastly, the report enlists the proposed cost of the NIFT Panchkula Campus, details of

proposed built-up area, capital expenditure, revenue generation and revenue shortfall.

It concludes with the focus on professional education for potential employment

opportunities in the organized large and medium scale industrial sectors.


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CHAPTER - I

NATIONAL INSTITUTE OF FASHION TECHNOLOGY1.1 National Institute of Fashion Technology was set-up in 1986 at New Delhi by

the Ministry of Textiles, Government of India as a registered society under the

Societies Registration Act, 1860. Today across the globe, NIFT is

acknowledged as a premier institute for imparting in various areas of fashion

education including design, management and technology. Every year NIFT

offers professionals in the industry to take up leadership positions in the

national and international fashion spectrum. NIFT has set academic standards

and excelled in the thought leadership by providing a pool of creative genius

and technical competence.

1.2 The NIFT Act 2006 has empowered NIFT to award degrees. The statutory

status given to the Institute, with the President of India as the Visitor, NIFT

has been saddled with huge responsibility.

1.3 To fulfil its vision, the NIFT has casted its mission To establish NIFT as a

centre of excellence in fashion business education, a nodal agency for

benchmarking fashion education in India and apex body for training of

trainees in fashion business education. The NIFT strives to position itself as

one of the best fashion education institutions in the world. Undoubtedly, such

institutions are the ones which are autonomous; financially viable; able to

attract the best talent for teaching; attract the best students; able to get the best

companies for better recruitment and employability of its graduates; produce

high quality research; and generate a body of work aimed at achieving overall

social good.

1.4 The NIFT rears its talented students to become highly competent professionals

in the area of fashion design, technology and management, capable of

providing enlightened leadership to the Indian fashion business industry with

humility and sensitivity.

The Vision

To emerge as a centre of excellence and

innovation proactively catalyzing growth of

fashion business through leadership inprofessional education with concern for social

and human values.


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To nurture such leaders the objectives of the NIFT include

(i) Create an environment of continuous learning with holistic

interdisciplinary appreciation of various components of value chain

and the ground reality.

(ii) Instil a passion for academic excellence with commitment to team

building, sense of humility & sensitivity, inspired by our aesthetics and

craft legacy.

(iii) Benchmarking performance and processes in the areas of fashion

education, research, training and consultancy.

(iv) Empowering the crafts community to retain regional characteristics

and position their cultural identity in the global market.

1.5 Since its inception in 1986, the NIFT has played a pioneering role in

envisioning and evolving fashion business education in the country. Through

its network of fifteen professionally managed centres, it has played a

leadership role in catalyzing the Indian fashion industry in adopting and

adapting new design methodologies, manufacturing technologies and

merchandising practices. Over these past 27 years, NIFT graduates have made

significant contributions as change agents to shape the growth of fashion

business in India.


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NIFTs Fifteen Campuses in India

With growing demand for specialized manpower from the fashion business

industry across the country, the Institute expanded its operations by establishing

six additional Campuses at Bangalore, Chennai, Gandhinagar, Hyderabad, Kolkata

and Mumbai in collaboration with the respective State Governments during 1995-

98. Later during 2007 to 2010, eight more Campuses were established in Bhopal,

Bhubaneswar, Jodh ur, Kan ra, Kannur, Patna, Raebareli and Shillon .


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1.6 Currently, through its 15 Campuses, the NIFT offers education to a large body

of students as evident from Table I below.

Table I: Centrewise Faculty and Students strength

Campus Students Faculty Course

Bengaluru 804 42 8

Bhopal 235 12 2

Bhubaneshwar 196 09 4

Chennai 627 43 9

Delhi 1039 72 10

Gandhinagar 612 32 7

Hyderabad 776 36 7

Jodhpur 138 10 4

Kangra 545 18 5

Kannur 290 17 7

Kolkata 638 35 8

Mumbai 722 30 8

Patna 185 08 4

Raebareli 259 12 3

Shillong 167 10 3

Total 7233 386

1.7 In 2002, NIFT realised that if it intends to play a pioneering role to help and

support business competitiveness of Indian fashion industry in a globalcontext, its educational offerings should be re-constructed to suit the changing

business context and to move towards a 10+2+4 pattern in consonance with

the standardized global format for professional education in the university

system. Its educational offerings now encompass the following types of

programmes:

(i)

Professional Academic Programmes are offered as full-time

undergraduate and graduate programmes in various areas of design,

technology and management of 4 and 2 years duration respectively.


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CHAPTER II

A NEW CAMPUS AT PANCHKULA, HARYANA

2.1 The name of Haryana instantly conjures up the image of a state which

astonishingly combines both-antiquity and plenty. Replete with myths, legends

and vedic references, Haryana's past is steeped in glory. The region has been

the scene of many a war because of its being A Gateway to North India. As

years rolled by, successive streams of the Huns, the Turks and the Tughlaqs

invaded India and decisive battles were fought on this land. At the end of the

14 century, Taimur led an army through this area to Delhi. Later, the Mughals

defeated the Lodhis in a historic battle of Panipat in the year 1526. Anotherdecisive battle was fought in the year 1556 at this very site, establishing the

supremacy of the Mughals for centuries to come. Indeed, the history of

Haryana is the saga of the struggle of a virile, righteous, forthright and proud

people.

2.2 Haryana has always remained a rendezvous for diverse races, cultures and

faiths. It is on this soil that they met, fused and crystallized into something

truly Indian. Hindu Saints and Sikh Gurus have traversed the land of Haryana

spreading their message of universal love and brotherhood.

2.3 Haryana has carved a place of distinction for itself during the past three

decades. Whether it is agriculture or industry, canal irrigation or rural

electrification, Haryana has marched towards modernity with leaps and

bounds. Today, it enjoys the unique distinction in India of having provided

electricity, metalled roads and potable drinking water to all its villages within

record time. Haryana is among the most prosperous states of India, that is

having one of the highest per-capita income in the country.

On November 1, 1966, Haryana emerged as

a separate State in the federal galaxy of the

Indian Republic with just 1.37% of the total

geographical area and less than 2% of

Indias population. The amazing growth

story of Haryana is classic case study for

students of public policy. It shares its capital

i.e Union Territory of Chandigarh, with

Punjab. Nearly 1/3

rd

of Haryana forms partof the National Capital Region.


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Handloom and Cottage industry of Haryana

2.4 Haryana has diverse crafts and arts such as pottery, paintings, sculpture,

embroidery and weaving. Phulkari, bagh, chope, durries etc. are many on

which the state prides itself on. Haryana arts and crafts are one of the sourcesof income for the rural people and thus play an important role in contributing

to the economy of its people. The state organises an annual Surajkund Crafts

Mela, where it portrays its arts and crafts.

2.5 Pottery: While pottery making is commonly found across the country, the

uniqueness that differentiates this craft of Haryana is

the kick operated turn of the potter's wheel while

hands are traditionally used to spin the potters

wheel. The clay items are made on wheels that are

legged to spin. Being a state that is predominantlydriven by the rural economy, pottery finds a place of

paramount importance. The pots are very colourful,

brightly done by the women folk of the household,

while the pot making is done by the male members of

the family.

2.6 Embroidery and Weaving: Some of the very

popular woven products are the shawls, durries

and the lungis. Karnal is popular for bright

robes and lungis which is a common garment

worn by inhabitants of rural India.

2.7 Phulkari: The shawl or dupatta known as the

phulkari, meaning flowered work, are wonderful

pieces of art and is an offshoot of the Kashmiri shawl.

Essentially a winter wear; it is worn over a tight-

fitting 'choli' (blouse) and 'ghaghra' (long skirt). The

phulkaris are intricately woven in a magnificent andcolourful piece of clothing. The warmth and richness

of colours, the bold patterning and the patient hard

work which go into the embroidery work of phulkari

make it symbolic of the women of Haryana. A very coarse homespun texture,

the Khaddar, is used as a base ground cloth in phulkari a simple stitch done

entirely from the back in silken threads is applied to work out the patterns.

The patterns used are the art motifs of birds, flowers and human figures using

darning needles. In some cases, the phulkari takes many years to make.


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The making commences during the birth of the girl child and continues till the

age of her marriage and is presented to her as a wedding gift as a part of her

trousseau.

2.8 Bagh: Another type of shawl is the Bagh, meaning Garden.

Geometric patterns of design are almost always followed in

the making of the Bagh essentially with green colour. This

craft is practiced mostly by Muslims and has interesting

designs varying from

elephants, houses, crops,

the sun, the moon, kites

and gardens. This

embroidery is also done on khaddar. Bagh

differs from phulkari basically in the manner

the motifs are spread all over in an integrated

pattern without leaving any space in between.

Bagh is also known by the name of

Sar-pallu in Haryana.

2.9 Chope is a kind of shawl, which is simple in its look as compared to phulkari

and bagh. Rather a simple affair in comparison to the phulkari and bagh, it

is presented to a new bride by her maternal grandmother. The darshan dwar

shawl is gifted to a temple, by a devotee whose wish has been fulfilled.

2.10 Durries: The durries are rather coarse and havespectacular geometric patterns adorning the entire rug.

Often set against a blue background, the durries have

white triangles filling up the rug. This art is mostly

practiced by the Jats of Haryana and are concentrated

in and around the Panipat region of the state.

Textile resources and industries in Haryana & neighbouring cities:

2.11 Haryana boasts of robust handloom traditions, especially in Panipat and an

equally vibrant handicraft tradition. Panipat, is a major textile town of India,

famous for its rugs & upholstery fabrics which are marketed all over the

world. Traditionally women would weave durries (rugs) and khes (thick

coverlets) for household use whenever they would be free from agricultural

and household work. Today, Panipat, is an export hub for cotton durries, mats,

carpets, floor coverings etc. The City has more than 350 registered exporters

for handloom & textile goods. According to an estimate, from this city goods

worth over `` 2000 crores (approx.) are exported worldwide. Goods that are


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exported include woollen carpets, durries and handloom products amongst

others. Many exporters feel a need for designers and creative products

development is hampered because of this. NIFT Panchkula designers can fulfil

this need.

2.12 The Haryana State Industrial & Infrastructural Development Corporation

(HSIIDC), of Government of Haryana is setting up a Textile Park in Barhi,

Sonipat. This is expected to generate annual garment business of around `750

crore and create 7,500 jobs. This is in conjunction with industrial hubs already

established viz. a footwear park in Bahadurgarh, an export promotion park in

Kundli, industrial model towns in various cities, petro hub in Panipat. The

Textile Park at Barhi, Sonipat is proposed to be spread over 390 acres and

already plots have been allotted to 245 units, which have started production,

and approximately 150 units are in the final stage of construction. Barhi

Textile Park is mainly dealing in garment business, whereas in Panipat, textile

business is based on home furnishing products.

2.13 The textile park of Sonipat has attracted many garment manufacturers from

India and overseas. Many entrepreneurs from Gurgaon, Delhi and Panipat

have setup their projects in this area. Some overseas players who have shown

interest include companies from Korea namely Kaico Deer Abrasive Pvt. Ltd.

& EOC Polymers Ltd. from Belgium. In addition to above, there are a large

number of industries in Yamuna Nagar which is not far from Panchkula. There

is going to be adequate demand of specialist designers for various industries.

2.14 Textile Industries spanning all sectors inclusive of spinning, weaving, knitting,

worsted, processing, terry towels, industrial yarns, garments, made-ups,

denim, shawls and all concerned services are spread across several clusters.

Among these various clusters the major chunk of the organized mill sectors

are situated in an around Ludhiana & Chandigarh with the manufacturing

facilities situated mostly at Lalru (Haryana), Nalagarh & Baddi (HP), and in

major agro belt of Punjab at the outskirts of Ludhiana. Easy availability of raw

materials & abundant labour, government friendly sops in terms of subsidies

and tax holidays has made these places attractive propositions for the businesshouses to invest in textile business. The region boasts of the presence of some

big names like Winsome, Nahar, Vardhman, Oswal, Trident etc.

2.15 The exciting market dynamics demand the process of handicraft be maintained

but newer elements in the product be introduced. Furthermore, traditional

products have become a fashionable wear. The lack of newer elements in

traditional products affects the marketability. To plug this gap, and create

novelty in traditional products, new inputs should be introduced. This will

require agents of change who can steer forward the process successfully.


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CHAPTER III

ACADEMIC MODEL OF NIFT PANCHKULA

3.1 A major task in developing a new cadre of creative professional designers,

technologist and managers will be to keep them encouraged and motivated, at

every available opportunity, so as to stay committed to the development of this

extremely diverse and decentralized sector. This will demand an innovative

model and an institutional mechanism that ensures a body of professionally

competent and committed young people who would spearhead and accelerate

the development process. It should simultaneously build a mindset in the

fashion industry to deploy such a body of professionals into the sectors in

adequate numbers. NIFT, through its stated mission, is working with different

bodies and the industry to multiply the professional competence required.

3.2 In the last 27 years of its existence the academic model of NIFT has evolved

from the diploma granting to the degree awarding Institute. It has developed a

strong base of design and fashion technology based education. Currently, it

follows the concept of a core programme followed by non-core courses,

electives and the project. The core programme forms fundamental basis of

learning essentials in each programme area domain. These form the

mainstream courses that are mandatory for students to undertake. The non-

core Courses develop a contextual knowledge base to set off core professional

capabilities and help students to co-relate issues and appreciate socio cultural

dimensions. The elective courses provide options to the students for

specialization based on individual, group and industry preference.

3.3 The NIFT follows a Credit System wherein each course is assigned a number

of credits depending upon the number of contact and non-contact hours in a

week. The institute uses the concept of credit to define the weightage of a

course in the curriculum. A students performance is measured by the number

of credits that he/she has earned and by the weighted grade point average

maintained by him/her.

3.4 Unfortunately, the present academic model does not promote interdisciplinary

or cross-disciplinary learning across departments. It does not focus on

personality development of the individual in terms of values, ethics, social

sensitivities, and global awareness.

3.5 The Panchkula NIFT may promote a more flexible academic environment.

The distinction between different departments could be made permeable. The

education and training should promote interdisciplinary learning that would

provide flexibility to a student to design a programme according to personal

potential. Each student will be able to design his or her curriculum with a


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major and a minor, i.e., a student can have FD as major and TD as a minor or

vice versa.

3.6 Needless to say with blurring of these boundaries, there will be an added

emphasis on creativity. The courses will be available both at the core level as

well as non-core and elective level. As an organization, it is proposed to shift

away from a department based approach to a school based approach

essentially, to usher in a more flexible and interdisciplinary learning. There

will be following Schools at Panchkula.

(i) School of Design:

This school will offer Core courses in Design based subjects besides

offering majors in fashion design and textile design. It will also offer

minors in these courses at undergraduate level. At post graduate level it

would offer a course in Design Space or develop newer courses, as the

case may be.

(ii) School of Fashion Technology and Management :

This school will offer courses in fashion technology, organisational

behaviour to undergraduates and postgraduates and also a post

graduate programme in fashion management.

(iii) Centre for Languages, Humanities and Social Sciences :

This interdisciplinary Centre will offer courses in Communication,

Economics, English, Foreign Languages, Science, Humanities and

Social Sciences. This Centre will primarily orient students with the

questions concerning society at large in global world and acquainting

them with the implications of such questions for our immediate social

setup.


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3.7 Besides offering education at degree level, these schools will also offer

Continuing Education Programmes, tailored to the need of the State. They will

also undertake research, studies and consultancy in their area of expertise.

Through these Schools the following Programmes and courses will be offered:

Table II: Courses to be offered at NIFT, Panchkula

Course Degree School

Fashion Design Bachelor of Design School of Design

Textile Design Bachelor of Design

Design Space Master of Design

Fashion Technology Bachelor of Fashion

Technology

School of Fashion

Technology andManagement

Master of Fashion

Technology

Fashion Management Master of Fashion

Management

Interdisciplinary Core /Non-core & Elective

Courses in Languages, Humanities, Science and

Social Sciences

Centre for Languages,

Humanities and Basic &

Social Sciences.

Proposed Certificate Programmes (CE) to be offered are as follows:

(i) Clothing Production Technology;

(ii) Fashion and Clothing Technology;

(iii)

Fashion Accessories and Handicraft Development;

(iv) Textile Development for Fashion;

(v)

Fashion Retail Management

(vi) Visual Merchandising

(vii)


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3.8 The apparent shift from department to school based learning will be

consciously designed for this Campus. In keeping with the global practices in

the top design schools, these Schools will be teaching similar subjects as in

other centres of NIFT but with the greater flexibility of choices to the students.

The Schools will continue to be guided by the Dean (Academics) andProgramme Coordinators at the NIFT HO through the decisions of the Senate.

The School based concept would also help in better utilization of resources

and access to students for interdisciplinary facilities.

3.9 The approach of learning will be by doing. This emphasis on acquiring

skills with an interdisciplinary approach will help students bring in fusion of

thought and material in their designs. The departure from the current NIFT

model would pave the way for more futuristic and global education and would

usher the change in the design scape.

3.10 Indeed, this model would require different kind of facilities and infrastructure.

Besides faculty rooms, and classrooms, it will be necessary to have several

laboratories, studios and workshops for students. It should have a strong

resource centre that provides the students with the repository of information.

The NIFT would ensure that the communication skills or soft skills are well

developed in the academic programmes.

In order to understand oneself as well as the world around an individual, it is

necessary to have some education on aspects of life, i.e., mind and body,

ethics and values, jurisprudence, relations, society and time. Through CraftCluster linkages it would be possible for students to visit different places and

interact with society and learn about specific issues.

3.11 For the overall development of students, opportunities will be provided in

sports, and visual art performances. In order to appreciate the activities of

sports and culture, students will be provided a card called Co-curricular

Performance Card. This card will be given along with the grade card of a

student, and will enlist the contributions and involvement of the student in

these activities during the entire four year period. It will be given due

recognition. It is expected that students will develop a good portfolio of their

co-curricular activities.


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CHAPTER IV

SCOPE OF THE NIFT CAMPUS,PANCHKULA

The Vision

To emerge as a centre of excellence and innovation proactively catalyzing growth of

fashion business through leadership in professional education with concern for social

and human values.

The M ission

To establish NIFT as a centre of excellence in fashion business education, a nodal

agency for benchmarking fashion education in India and apex body for training of

trainees in fashion business education.

Objectives of the Panchkula Campus

4.1 The Objectives of the Campus will be as follows:

(i) Develop a world class institution with a creative and intellectual

environment for imparting education in the areas of fashion

technology;

(ii) Offer four-year programmes at undergraduate level following ten-plus-

two curriculum and postgraduate programmes in the areas of fashion

technology;

(iii) Build a cadre of high-calibre, internationally recognized faculty

devoted to teaching, research and innovation in the areas of fashion

technology; and

(iv) Act as a nucleus for artisans, craftsmen, manufacturers, designers and

exporters of fashion products through interventions in the area offashion, technology and management, providing design interventions.

Goals

4.2 The Goals of the Campus will be as follows:

(i) To nurture creativity, enterprise, quality & excellence in education in

the area of fashion technology;


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(ii)

To offer flexibility in education by lowering traditional barriers among

the department & the disciplines for emergence of newer learning

areas;

(iii) To strengthen the quality of the basic programme in areas of fashion

technology, building into them an inter-disciplinary approach such that

a flexible, border-less curriculum, in which a student has choices to

select the courses, is available;

(iv) To consciously create an atmosphere for higher education such that

20% of the graduates of Bachelors programmes take admissions for a

Masters programme and 10% of the graduates of the Masters

Programme pursue doctoral programme leading to research and higher

education in the country at later stage;

(v)

To provide skills and training such that the graduates are ready to join

diverse career opportunities;

(vi) To build linkages and robust network with the existing campuses of

NIFT as well as other State level institutes and domestic institutes / and

industries in the neighbourhood, as may be conducive to their common

objectives;

(vii)

To build a strong faculty that will synergize research and technology

development with teaching and education such that new knowledge is

created, develop a multi-disciplinary approach in areas of fashion

technology to serve the larger interests of the profession, academia and

fashion industry in the State;

(viii) To develop a state-of-the-art teaching and research laboratories to

emphasize that education in fashion technology besides being

creative is also experiential. Also, undertake research and studies in

area of fashion technology and application thereof, particularly

concerning the integration of locally produced materials, the

requirements of mass production, improved quality and design and

international marketing;

(ix)

To collect and maintain literature and materials available in area of

fashion technology in the State to develop a modern resource centre to

be used by the students of the Campus and other Institutes of the State

and also a centre for creation and transmission of information in the

area of fashion technology, with focus on educational, professional and

industrial commitments;


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Training packages may include behavioural inputs, business opportunity

guidance, information & technical inputs and managerial inputs; a short

internship in an allied industry followed by post-training support will act as a

hand holding period.

4.7 Regular interaction and continuous dialogue with fashion business industry

and the craft sector to continuously assess their requirements and challenges

will be one of the key strategies to make learning more experiential. Industry

internships & industry based graduation projects for students and faculty help

in gaining an insight to the prevalent problems and limitations of real life

industrial scenarios. IndustryInstitute interaction can also help in pooling,

sharing and optimizing the use of available resources for mutual benefit.

Research collaboration and consultancy services are avenues to solve the

immediate problems faced by the industry by means of hiring the services of

quality faculty of the institute. Towards this a Centre for Industry, Artisans

and Craftspersons Interaction (CIACI) will be set-up at the Campus which

will be headed by a senior faculty. Thus intermixing and integration of

research and teaching at both undergraduate and postgraduate levels will be a

fundamental feature of the proposed NIFT Centre at Panchkula.

4.8 It is important that students of NIFT have their design sensibilities grounded in

our aesthetic and craft legacy. In a long run our students will be able to further

showcase and promote Indian design sensibility on the global platform. That

students are not only aware of these sensibilities but also sensitive towards the

needs of the craftsmen they will be closely involved with the craft clusters

during the course of studies. This task will be supported by a Craft Cluster

Unit and will help in development of traditional arts and crafts by actuating

interventions in traditional craft clusters of Haryana.


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CHAPTERV

ACADEMIC PROGRAMMES

5.1 The Panchkula Campus of NIFT envisages itself as a Campus that nurtures its

students into committed and ethical professionals with unique set of skills and

knowledge. The students would demonstrate self-confidence, versatility,

critical appraisal, courage, integrity and concern for social and human values

in their personal and professional lives. The academic experience in this

Campus would:

(i)

nurture creative expression, innovation and independence of thought,

with belief in freedom of inquiry;

(ii) encourage the prospects of non-predictable thinking systems within a

pragmatic frame;

(iii) offer a progressive curricula to ensure that subjects taught at the

Campus remain relevant; and

(iv) bring real-world experiences into the classroom augmented by

meaningful interactions with practicing professions via industry-led

pedagogy.

5.2 The Campus will offer 6 key programmes as follows:

(i) a four year Bachelor of Design with major in Fashion Design / Textile

Design

(ii) a four year Bachelor of Fashion Technology with major in Apparel

Production

(iii) a two year Master of Fashion Technology

(iv) a two year Master of Design

(v)

a two year Master of Fashion Management

(vi) Certificate Programmes of one year and 6 month duration as a part of

the Continuing Education Programme.

5.3 The four year Bachelor of Design programme will take students after 10+2

years of school training. The students will be selected based on their

performance in the entrance examination conducted by the NIFT HO. The

total numbers of students proposed in this programme are 140; the admission

will be as per reservation rules followed by the Central Government. 20% of

the seats in all categories will also have a horizontal reservation for the State


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5.6 Finalisation of this flexible curriculum would be done in a democratic and

consultative manner. It would take some time to formalize this thought process

as it sees a departure from the current structured way curriculum is

administered in the old NIFTs. The academic activities for Bachelors

Programme would be interdisciplinary. However, the Campus would followmajor and minors in Fashion Design/Textile Design/Apparel Production.

5.7 The Masters programmes would be research intensive and would be

conducted in close cooperation with industry as well as reputed research

institutes. Besides the course work a dissertation would be required to be

supervised so as to oversee the progress of research/dissertation. The Master

programme will be in Design/Fashion Technology and Fashion Management.

It will also follow state domicile of 20% within a class of 30 and

supernumerary seats.

5.8 Guiding Process for curriculum rethinking would more or less follow

following key activities and schedule. This means that Campus would have

academic readiness for delivery only in 2016, provided permanent Campus is

also in place at that time.

Table IV: Guiding Process for Curriculum Rethinking

Jul

-

Sept2013

Oct

-

Dec2013

Jan

-

Mar2014

Apr

-

June2014

Jul

-

Sept2014

Oct

-

Dec-2014

Jan

-

Mar2015

Apr

-

June2015

Jul

-

Sept2015

Oct

-

Dec2015

Development of

Approach Paper on

School Based

Delivery

Development of

Curriculum

Framework

Formalise

Curriculum

Development of

Syllabus

Formalise Course

Catalogue (Initiate

necessary

amendments in

Ordinances etc.)


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Year-wise student enrolment (regular programmes):

5.9 After the establishment of permanent campus tentatively in 2016, NIFT

Panchkula will offer 6 regular programmes. The projected year-wise student

enrolment for the undergraduate programmes, postgraduate programmes is as

listed in Table V. At peak strength a total of 670 students are expected to be

registered for the full time undergraduate & postgraduate programmes in

2019-20.

Table V: Projected Year-Wise Student Enrolment

Year Under-Graduate

Programmes

Post-Graduate Programmes Total

B. Des B F Tech M Des MFM M F Tech

201617 70 35 35 55 35 230

201718 140 70 70 110 70 460

201819 210 105 70 110 70 565

201920 280 140 70 110 70 670

202021 280 140 70 100 70 670

202122 280 140 70 110 70 670


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CHAPTERVI

ACADEMIC DIVISIONS

6.1 The NIFT Campus at Punchkula is proposed to commence its academic

activities with 6 regular degree programmes and some continuing education

programmes in 2016. The operationalisation of academic activities is

contingent upon readiness of the infrastructure.

ACADEMIC DIVISION

School of Design

6.2 The School of Design will inform its teaching through a strong experientialand research based learning. Its creative and innovative courses will attract

students with high creativity at undergraduate level. The post graduate

programme will allow its students to strengthen the interdisciplinary studies.

The streams of major that will be available would be in Fashion Design and

Textile Design. The teaching would have a multidisciplinary approach

drawing on insights from various areas of studies and inspired by the

aesthetics and craft legacy. Students would be exposed to experiential

learning, research and other diverse approaches. The School would organize

field trips and close interaction with the craft clusters. It would use design

studio and handicrafts & handloom museum developed in collaboration with

Development Commissioner (Handicrafts).

(i) Major in Fashion Design

The Fashion Design course will hone design sensibilities to balances

global fashion aesthetics with an Indian soul. A holistic input on

generic design with more focused approach towards apparel will

inculcate the ability to develop and channelize creativity. The course

will address needs of the export market as well as both couture and

prt-a-porter clothing in India. Besides addressing the needs of the

expanding domestic & export market, the program will also address the

needs of the niche segments in India. In tandem with the shifts in the

industry where Design has become even more significant, the students

will be trained to anticipate and address relevant concerns and

issues. A logical, sequential, hands-on experience enables students to

conceptualize designs, make patterns, drape and construct garments of

impeccable quality.


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(ii) Major in Textile Design

Textile design is a core of fashion industry and provides design based

solutions by working with colours, patterns, textured surfaces and

sustainability. The Textile design courses will integrate and prepare

graduates for ever evolving Indian and global textile industry. Students

will learn to identify and provide solutions to design challenges posed

by changes. It will offer unique and innovative approach to textile

design education. Students creativity will be further enhanced through

client projects, industry internships, craft documentation and CAD

training and articulated through a final eighteen weeks of Graduation

Project. It will prepare students for a wide range of careers in textile

mills and export houses, with fashion designers, design studios, buying

houses and handloom cooperatives as design or fabric Managers, or

work independently as Designers or Entrepreneurs. It will also provide

choice to many for entering into scholarly pursuit in academics and

research.

(iii) Design Space

The multidisciplinary program of design will aim to encourage design

thinking and impart a wider perspective and a broader perception to the

thoughts and ideas of tomorrow. The programme will offer multi-

disciplinary courses to enable discipline students to work beyond

boundaries and bring together their skills and ideas in new excitingways in the fashion industry. Students will draw on each others

diverse professional background and provide a critical approach to

solution of future problems; as well as provide design innovations and

inventions for the growing fashion industry. The program will provide

an opportunity to choose design specializations in Fashion, Textiles

and Communication Design. A research environment will provide a

much-needed platform for answering questions, which may arise

twenty years hence. This programme will also orient students to take

up diverse career opportunities including in that of academics andresearch.

School of Fashion Technology and Management

6.3 The School of Fashion Technology and Management would inform its

teaching through a strong technology and research based learning. The post

graduate programme would allow its students to strengthen the

multidisciplinary studies. It would offer Master in Fashion Management and


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theory, practical, and applied research, the programme will develop

a truly global trade oriented perspective for its students.

Centre for Languages, Humanities and Basic & Social Sciences.

6.4 The Centre for Languages, Humanities and Basic and Social Sciences will

inform its teaching through a strong design and liberal arts based learning.

Apart from offering basket of courses to help build undergraduates with wider

perspectives, its courses would also offer strong element of creativity and

communication skills.

Research and Projects

6.5 The NIFT establishes a strong reputation of research through the publication

record of its faculty and students. Strong emphasis will be placed on

publishing the results of research activities in international and national

journals. The degree of excellence will depend on the publication record of

students and faculty. The Campus would explicitly strive to maintain a high

standard in terms of its publication record.

6.6 Projects and consultancy are another mode by which the opportunities for

experiential learning will be provided to both the students and the faculty. It

will be an endeavour of each faculty to spend time on research, papers and

project assignments in every academic year.

Continuing Education and Quality Improvement Programme

6.7 The NIFT Panchkula would strive to be a centre of excellence. It is expected

that Government and other funding agencies will invest significantly in it. It

will serve as a trigger to boost the design and fashion technology interventions

in the State in particular. It will serve as a change agent for other colleges,polytechnics that are running courses in fashion technology.

6.8 The Institute will provide opportunities to faculty and students of other

institutes to undergo continuing education programmes. At times it could even

build customized programme, if they are adequately funded by sponsoring

body.


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6.9 It would initiate a Quality Improvement Program Scheme (QIP Scheme) and

would admit some talented young teachers of other institutions in its

programmes. These would be targeted programme and be initiated if only

there are sufficient candidates sponsored by their respective institutions.

Resource Centre

6.10 The advent of the information super-highway some three decades ago has

triggered an information revolution leading to the flow of information

becoming faster and all pervasive. As a result, knowledge and information is

fast emerging as a more important production factor than labour, raw material

and capital. The libraries of academic institutions have been serving as the

window through which information is made available to students and faculty

of an institution. Indeed, the Resource Centre of NIFT Panchkula, is

envisaged to take on a new focus wherein it serves as a learning resource

centre which provides its users access to a variety of both print and non-print

knowledge resources; wherein it actively contributes to knowledge creation

thereby promoting the concept of research.

6.11 It is recommended that the Resource Centre provide access to an integrated

collection of print, visual and creative materials resources for study of

international and contemporary Indian Fashion. It should serve as a central

resource centre for digital storage of Audio Visual material for electronicdelivery to students through a hypermedia network and as a portal for

receiving and disseminating web based programmes developed in the open &

distance learning systems of education. It should provide access to catalogues

of all print and non-print collections in electronic form. Furthermore, all its

books and journals holdings may be converted to computerised storage to

enable remote access and its non-print resources are available in a digitized

interactive multimedia format. The library should also network with the

information resource centres of other NIFT Centres to enable users access to

the whole gamut of information that is flooding the world but not available

within the Centres library.


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6.12 The Campus will have a strong resource centre with following central

academic facilities:

(i) Library-cum-Information Resource Centre

(ii)

Information Technology Centre

(iii) Design Studio

(iv) Handicraft and Handloom Museum and Gallery

(v)

6.13 The Resource Centre will be manned by a Head (Resource Centre) in the

grade pay of `5400, one Research Assistant in the grade pay of `4200, and

one Jr. Assistant in the grade pay of ` 1900. The Resource Centre Users

Advisory Committee will be chaired by the Campus Director and comprising

the Librarian and a few faculty and students be constituted to work out a plan

for capacity-building in terms of the following elements:

(i) Organizational Mission; Programme Directions; and Priorities;

(ii)

Human Resources in terms of the requirement of skilled staff and a

knowledgeable Board of Advisors drawn from amongst user;

(iii) Facilities and equipment including technology;

(iv)

Collections: Policies for collection development (both print and

electronic) in terms of adequacy and appropriateness to meet user

needs;

(v) Service Delivery Approach;

(vi) Collaborations & Networking;


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(vii)

Management Systems including financial and human resource

management;

(viii) Strategic Communication Plan: for engaging the key user

constituencies through newsletters, web sites, face-to-face meetings,

etc.

(ix) Funding;

(x) Mechanism for Continuous Improvement & Flexibility

Faculty

6.14 Based on a norm of faculty to student ratio of 1:15 and further proportion of

1 : 2 : 4 at the levels of Professors, Associate Professors and Assistant

Professors respectively for the full-time undergraduate and postgraduate

programmes respectively, the total faculty strength requirement for manning

the academic offerings is proposed in the table VI given below:

Table VI: Faculty Requirements

Post Nos.

Professor 06

Associate Professor 11

Assistant Professor 22

Total faculty Strength 39

Table VII: Year-wise Breakup of Faculty Requirement

S.

No.

POST 2016-

17

2017-

18

2018-

19

2019-

20

2020-

21

2021

- 22

Total

1 Professor 01 04 05 06 06 06 06

2 Associate

Professor

04 08 09 11 11 11 11

3 Assistant

Professor

08 15 19 22 22 22 22

Total 13 27 33 39 39 39 39


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6.15 It is a normal practice the world over to appoint visiting adjunct faculty drawn

from industry on a part-time basis to supplement the expertise of the core

faculty. NIFTs academic policy encourages the appointment of Adjunct

Professors and Visiting Fellows across all programmes. Thus, it is suggested

that association of visiting/adjunct faculty from industry must be encouragedat the Panchkula Centre as well.

6.16 The suggested qualification, group competencies, phasing and hierarchical

levels for the core faculty positions are in Annexure-II.

Support Staff for Academic Divisions:

6.17 It is recommended that at inception technical and administrative support staff

as indicated in Table VIII may be provided to the various academic divisions.

The details of qualifications and competencies are indicated in Annexure-III.

Table VIII: Support Staff for Academic Divisions

Post Type of Post/

Scale

Nos. of

Posts

Area of Posting

Computer

Engineer

Tech Staff

`4600 (GP)

01 To manage Computer labs

Research

Assistant

Academic Staff

`4200 (GP)

11 One each for all the 6 departments, one

each for Academic, Controller of

Examinations (COE), Resource Centre,

Design Studio and Handicrafts and

Handloom Museum Gallery.

Machine

Mechanic

Tech Staff

`2400 (GP)

03 One each for FD, TD and BF Tech

Laboratory

Assistant

Tech Staff

`1900 (GP)

06 One each for FD, TD, B F Tech & 3 for

Computer Labs

Jr. Assistant Admn Staff

`1900 (GP)

08 One each for all the 6 departments and

two for Academic, COE dept.

Multi

Tasking

Staff

Admn Staff

`1800 (GP)

10 One each for all the 6 departments and

remaining for Resource Centre,

Academic, COE Cell etc.


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Towards this end, human resource policies and practices that govern faculty

service must include:

(i) An extensive faculty development programme that provides

opportunities for upgrading qualifications, improving teaching

effectiveness, imbibing new learning technologies and strategies,

learning management and leadership effectiveness skills,

understanding procedural issues, gaining an understanding of the

problems and limitations of industry and keeping abreast of progress in

their individual specialisation, changes in related specialties (both

existing and new) and advances in the underlying knowledge base of

fashion business; and

(ii)

Job security linked with acceptable performance which also includes

the possibility of dismissal for non-productivity.

(iii) Opportunities for personal intellectual growth through research, paper

writing and consultancy assignment.

NON-FACULTY STAFF DEVELOPMENT:

7.4 Growth should be collective in nature. This would mean all stakeholders be

taken on board including the administrative staffs. To keep them out of this

loop would result in an operational gap that could dilute the very structure ofwhat is expected out of an institute of standing. Therefore, it is essential that

non-faculty staff must also be included in any self-renewal effort that shall be

promoted at the Campus with a view towards enabling such staff to develop

capabilities to work as a unit to meet institutional needs, as well as to change

in response to problems.

7.5 As postulated by the evolutionary scientist Darwin, the fittest survive. This

demands the skills of adaptation as called for by changing times. Change,

being the only constant today, rejigs established norms, practices, structures

and many more such. These new equations demand new mind sets and new

ways of operating. This in turn will demand evolution on a continual basis to

stay course. This evolution will require learning, de-learning and un-learning.

A systematic framework in the form of a blueprint on "Development

Programme" for the Non -faculty staff as much for other staffs should be put

in place.


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HRD IMPELEMENTATION STRATEGY:

7.6 Alwin Tofler quoted, "The educated of the future is not one who knows to

write or read, but one who is willing to learn and relearn". The faculty should

keep themselves abreast of the latest. By doing so, they should be able to

transfer updated knowledge to the student community. The growth

implementation strategy must be geared to the characteristics of adult learning

and should be left to the subject - faculty and non-faculty support staff-

involved. Also, educational researches indicate that adults learn best when

they are allowed to determine their own learning needs and to select their own

learning activities. Thus they must be encouraged to voluntarily participate in

development programmes. Clearly they will participate in sizeable numbers if

they perceive such activities as being beneficial to their career growth.

7.7 Furthermore they are bound to have a sense of commitment for the programmeif they are involved in its establishment and operation in a meaningful way.

The staff involvement strategy can be two pronged in nature, one on an

individual level and other on a global level. At the individual level, each staff

member draws up his own professional development plan. This, it may be

suggested could be done at the time of developing annual work plan linked to

performance appraisal report, in consultation with the Head of Department

specifying development needs and a list of activities that need to be pursued to

fulfil them. On a global level, the involvement of the staff may be channelized

through staff development committees, one each for faculty and non-faculty

staff, composed of an assortment of staff members Campus. Members of the

Advisory Committees would need to be individuals who are opinion leaders

(i.e individuals who have the confidence and respect of their colleagues) if an

effective support base is to be established for staff development amongst the

staff.

7.8 It is suggested that for the successful implementation of such a development

programme, a competent authority spearheads it. The Staff Development

Coordinator, as he may come to be known as, shall be professionally qualified

in the cadre of a Professor with the required qualities as deemed fit for therole. The qualities shall include, besides many other, Leadership skills,

knowledge skills in the process of change, communication skills etc. This

programme should be managed by the School of Fashion Technology and

Management.


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7.9 The various developmental needs having being identified at individual and

global levels, will now have to be drawn up, by the Staff Development

Coordinator in conjunction with the staff developmental committee, as an

institutional plan of action. This plan of action, to ensure a time bound

implementation effecting in the desired growth pattern, should be brokendown into activities. For some needs the staff may be required to be sent

outside to attend workshops/courses. For some other resource person may be

hired to develop and present a tailormade programme as well as to provide

the implementation and follow-up assistance needed by the staff to introduce

the innovation or change. Alternately, an in-house expert could be used, if

available, especially when large groups have to be covered.

7.10 An important factor that needs to be kept in mind is that mere exposure is not

enough. It may be noted here that the staff be provided an opportunity to

practice what has been garnered through the learning under supervised

simulation. Feedback will be provided during simulated applications to ensure

corrective measures are taken till the point of expertise. From here on, the

staffs is prepared, it is ensured, to face real life situations. It may be suggested

that for maximum effectiveness of the training, it is essential that the staff go

through the entire cycle in the process of change.

7.11 The executive management has a crucial and significant role to play in staff

development. It needs to be borne in mind that not everyone will participate

regardless of what may be done to motivate them to do so. A hit rate of 25-

30% is appreciable and the outcome in terms of improvement in work

efficiency and attitudes will be noticeable. Besides support of the top

management the success of the HRD programme is dependent on several other

factors. Critical amongst which are the following:

(i) Provision of adequate financial resources;

(ii) Provision of time, i.e., considering participation in approved HRD

activities as a part of the normal work load thus allowing their usage

within normal working hours;

(iii)

Provision of facilities;

(iv) Publicity for the programme through a newsletter/circular; and

(v)

Establishment of a system of incentives and rewards linked to growth

opportunities as a means of motivating staff to participate in HRD

activities.


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CHAPTER - VIII

INDUSTRYINSTITUTEINTERACTION

Raison D Etre for Industry-Institute Interaction (I3):

8.1 A symbiotic relationship co-existence has often led to excellence and wealth

creation. While industry is involved in "wealth creation", the academia is

involved in "Creators of wealth". The NIFT Campus at Panchkula as a

constituent unit of an apex level institute of NIFT will be committed to the

development of human talent and the Creators of wealth. The vision for an

industry-institute partnership must, therefore, be to work together for

improvement in each others performance thereby contributing to a healthy

and sustainable economy and society. Such mutual influence can only be

achieved through mutual understanding which in turn, can only developthrough close contact and collaboration.

8.2 Given their independent objectives, the industry and the institute though travel

along then same directly, hardly meet. As has been, the dynamic industry of

fashion and allied components categorizes small scale and operates on short /

medium term in India and the academia working towards immediate supply of

manpower in the short term and change agents in the long term, have sets of

objective that do not necessarily match. While this has been recognized by

both the Industry and Academia, a middle-point is seemingly elusive. The

need of the hour is for faculty to take business and industry into theirprofessional system, learn about it and relate their teaching to it in an

appropriate and balanced way. Industry, in turn, needs to open itself up to be

helped to think long term on vital qualities of life issues. Clearly this then is

the raison dtre for nurturing I3.

8.3 The Panchkula Campus will establish a Centre for Industry and Artisans. This

Centre will have Design Studio, Handicraft & Handloom Museum and Gallery

working closely on various areas of collaboration.


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AVENUES FOR COLLABORATION:

8.4 Some avenues of collaboration are listed below in capsule form:

(i) Co-operation in Training & Education

(a) Students:

Practical training in the form of internships

Industrial sourcing and sponsorship of students projects

In turn the students would, through their acquired

knowledge, pass on the learnings of Design to the industry.

Design and Concept Learning would help industry further

their business prospects.

(b)

Faculty:

Provide industry orientation to the curricula

Faculty Attachments to the industry

Create awareness and knowledge of industrial practices

Provide correlation between theory and professional

practices

Impart exposure to cross-curricular learning outputs; etc.

In return, faculties would transfer knowledge on latest

developments in the field of research and incorporate

Design techniques / Innovation Management principles to

the stakeholders of the organization.

(ii) Technology Exchange

(a)

Workshops and Future vision Seminars

(b)

Visits to university laboratories and industrial R&D sites,

production sites

(c) Access to manufacturing facilities, specialized hardware and

specialized instrumentation.


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(d)

In return, Institute shall help industry move up the value chain-

Design, Technology and Management chains. This is to ensure

the Industry is geared up for higher stakes in the global

business scenario.

(iii) Partnership for Change

(a) Continuing education for concepts and skills updating and,

acquisition of new technology & management skills for

company professionals.

(b)

Induction training of fresh recruits

(c) Awareness and training programmes of new products/services

to users.

(iv) Joint Projects

(a) Consultancy and immediate problem solving assignments.

(b)

Joint projects for third parties.

(c) Joint programmes on shared problems/issues

(d) Constructive discontent projects to enable Industry evolve and

ready itself for a bigger global role.

(v)

Funding

(a) Contribution to a Corpus Fund

(b) Endowed Chairs

(c) Scholarships and Stipends

(d)

Donation of equipment, teaching aids, models, programmed

lectures, software, books etc.

(e)

Journal subscription

(f)

Funding of laboratories/R & D projects/ mutually beneficial

academic activities etc.


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(vi) Education Policy.

(a) A vision driven education model will steer the industry into a

different orbit. While the Academia shall incorporate feedbacks

received from the Industry to meet current requirements, it is

believed the role of an institute is to help the industry with

supply of forward thinking man power. The idea stems from

the fact that every business will work in the future, by the

future and for the future. This demands the supply from the

academia be trained for this future.

8.5 A "trading relationship", the basis of a sustainable relationship, can only be

nurtured on mutual benefit and mutual trust. The first step, therefore, is to

break the barriers inhibiting I3. Promotion ofI3is one of the prime objectives

of the Haryana Centre of NIFT. It is thus suggested that a senior faculty

member may be appointed to act as a Coordinator for I3.He may be assisted in

developing an I3programme at the Haryana Centre by an Advisory Board for

I3 comprising both faculty and persons drawn from various segments of the

Fashion industry in the state of Haryana. He will also head the Centre for

Industry, Artisan and Craftsperson.


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CHAPTER - IX

BUILDING & SPACE REQUIREMENTFOR ACADEMIC

ACTIVITIES

Land

9.1 Government of Haryana has identified 20 acres of land at village Panchayat,

Manakpur, Nanakchand, Block Pinjore, District Panchkula for NIFT Campus .

Building

9.2 The new campus will consist of academic blocks, IT block, administrative

block, Resource centre block, Incubation centre, residential area for faculty,

staff and students utilities recreation areas etc. The administrative block will

fulfil teaching requirements of School of Design, School of Fashion

Technology & Management, Centre for Languages, Humanities and Basic &

Social Sciences. It will have lecture & tutorial halls, Studios, Workshops,

laboratories. The Resource Centre will have library, information centre, design

studio and handicraft & handloom museum and gallery. The incubation Centre

will be with the Centre for Industry, Artisans & Craftsperson. The utilities area

will have canteen, stationery space for recreation, space for club activities of

4 students organisations and sports.

9.3 The cost of building construction is estimated at ` 93.74 crores including

interior work (Table IX) based on area standard for all courses offered at

NIFT. Provisions have been made for construction of additional built up areas

that are required at remotely located sites to accommodate housing for boys

and girls hostel, residential block for faculty/officers staff and guest house etc.

9.4 Further, since there has been enormous increase in the cost indices in the SOR,

along with the increase in the cost of basic raw material viz cement, steel,

sand, bricks, finishing material, transportation cost etc., thereby leading to

additional cost escalation. The cost excludes statutory payments to be made to

local authorities for the services viz sanction of building plans, developmentcharges, deposit for electricity, water, sewerage facilities etc.

9.5 The details of built up areas for various facilities for the calculation of rough

cost estimates for the setting up of permanent campus of NIFT Centres at non-

metro remote locations is mentioned as follows in Table X.


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Table IX - Estimated cost of the Panchkula Campus

S No Functional Area

Description

Total Plinth

Area

(Sq. Ft.)

Cost per

Sq. Ft

()

Building

Construction

Cost

( in Crores)

A

1 Administrative Block 24180

2 Academic Block 76570

3 Canteen Block 12350

4 Auditorium Block 19500

5 Incubation Centre 5000

6 Housing Block 90610

7 Hostel Block 95186

8 Resource Centre 20800

9 Guest House 3000

Total 347196 2700.00 93.74

Table X - Details of Proposed Built-up areas

Academic Block

S No Functional Area Description Approx.

Carpet Area

(in Sq. Ft.)

Nos. Approx. Total

Carpet Area

(in Sq. Ft.)

1 School of Design 26400 1 26400

2 School of Fashion Technology and

Management

24000 1 24000

3 Centre for Languages,

Humanities, Basic & Social

Sciences

4000 1 4000

4 Centre for Industry, Artisans and

Craftsmen Interface

4000 1 4000

5 UPS, Electrical, Generator,

Utility, Server Room

500 1 500

Total 58900

Total Plinth Area including Circulation,

Walls and Toilets @ 30%

76570

Administrative Block


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Carpet Area

(in Sq. Ft.)

Nos. Approx. Total

Carpet Area

(in Sq. Ft.)

1 Directors Office (including Restroom and wash room)

800 1 800

2 Director's PA Room 250 1 250

3 Waiting Lounge 300 1 300

4 Meeting hall (50 -60 seater) 2000 1 2000

5 Jt. Director's office (including rest

room and wash)

500 1 500

6 Jt. Director's PA Room 150 1 150

7 Waiting Lounge 200 1 200

8 Accounts Section 500 1 5009 Administration Section 500 1 500

10 COE Section 500 1 500

11 Storage 2000 1 2000

12 Faculty Space & Cabins 120 45 5400

13 Faculty Lounge 1500 1 1500

14 Dept. offices 250 6 1500

15 Reception plus waiting lounge 2000 1 2000

16 UPS, Electrical, Generator, Utility

Room

500 1 500

Total 18600



24180

Canteen Block


Carpet Area

(in Sq. Ft.)

Nos. Approx. Total

Carpet Area

(in Sq. Ft.)

1 Canteen 8000 1 80002 Gymnasium 1000 1 1000

3 Medical and Psychologists

(Counsellors) room

500 1 500

Total 9500



12350

Hostel Block


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Carpet Area

(in Sq. Ft.)

Nos. Approx. Total

Carpet Area

(in Sq. Ft.)

1 Resource Centre 8000 1 80002 Design Studio and

Handicrafts/Handloom Museum

8000 1 8000

Total 16000

Total Plinth Area including Circulation


10400

Residential Block

S No Functional Area Description Approx.Carpet Area

(in Sq. Ft.)

Nos. Approx. TotalCarpet Area

(in Sq. Ft.)

1 Director's House - Type V - B - D

- I (3 BHK- Duplex) including

Servant's Quarter and Garage

2100 1 2100

2 Jt. Director/Professor's House -

Type V - A - D - II (3 BHK)

1600 7 11200

3 Associate Professor House - Type

- IV (2 BHK)

1000 13 13000

4 Assistant Professor/Estate

Engineer/Computer

Engineer/Steno Grade - I House -

Type - III (2 BHK)

700 22 15400

5 Staff Quarters - Type III 700 15 10500

6 Staff Quarters - Type II 600 15 9000

7 Staff Quarters - Type I 450 10 4500

8 Community Centre 1500 1 1500

9 Commercial Complex - General

Shops including Grocery,

Stationery Shop, Bank

2000 1 2000

10 UPS, Electrical, Generator,

Utility Room

500 1 500

Total 69700

Total Plinth Area including Circulation


90610


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CHAPTER - X

INFRASTRUCTURE REQUIREMENT

10.1 NIFT Haryana Centre will offer three UG programmes (Fashion Design,

Textile Design, and Bachelor of Fashion Technology- Apparel Production)

and three PG programmes (Master of Fashion Technology, Master of Fashion

Management and Master of Design) in 2016 at the completion of building

construction. The NIFT Centre should be fully equipped with state of the art

classroom equipment/machinery for hands on training. This is also due to the

demand of broad based technology intensive curriculum.

10.2 The infrastructure requirement for commencement of six academic

programmes is estimated to cost ` 26.53 Crores. The indicative list of

academic infrastructure requirements for the proposed academic programmesis given in Annexure IV. The final list would be prepared along with the

development of curriculum of school based learning. Estimated fund

requirements for Academic Infrastructure as per Standard Requirements

applicable for NIFT Centres is given in Table XI.

Table XICapital Expenditures for Academics

(Amount `in Crores)

Sl.

NoDetails

Amount

2016

Amount

2017

Amount

2018

A Academic Programmes1 School of Design 1.25 0.85 0.40

2 School of Fashion Technology and

Management

0.70 0.80 0.20

3 Centre of Languages, Humanities, Basic

Science and Sciences

0.10

4 Centre for Industry, Artisans & Craftsmen

Interface

0.40

Sub Total 2.45 1.65 0.60

B Academic Support Infrastructure

1 Resource Centre (Print & non-printcollection, hardware & software etc), Design

Studio, Handicrafts and Handloom Museum

1.30 1.40 1.30

2 Information Technology (Hardware,

Software to be used for academic purpose)

3.00 3.00 2.50

3 Admn. & Academic furniture & equipments 8.68

4 Vehicles2 Buses and 2 Cars 0.65

Sub Total 13.63 4.40 3.80

Total (A + B) 16.08 6.05 4.40

GRAND TOTAL (A+B) 26.53


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CHAPTERXI

STUDENT FACILITIES & SERVICES

Student Residential Facilities:

11.1 For a NIFT centre like Panchkula, it will be essential to provide hostel facility

to each and every student. Keeping this in mind hostel rooms have been

planned for all students. Hostel would be managed by wardens with Faculty

as coordinators to supervise.

Transport Services:

11.2 Two buses are proposed for outright purchase which may be utilized forindustry visit, sourcing and other visits.

Health Care:

11.3 Medical aid may be provided for students of the Haryana Centre in a manner

similar to that available at other NIFT Centres. A Doctor and a Nurse may be

made available during working hours at the permanent NIFT Campus to take

care of general and specific medical needs of students. The same Doctor may

also be available on call to attend to the needs of hostel students during off

hours. Also, arrangements may be made with a nearby hospital for

preferential admission in case there is need for the hospitalization of any

student.

Canteen:

11.4 A full-fledged canteen/mess services are proposed which will serve breakfast,

lunch and dinner at the campus as well as hostel. The canteen may be

managed and operated by a private contractor under the supervision of a

Canteen Committee comprising faculty, officers and students.

Student Co-Curricular Activities:

11.5 One of the fundamental features of the academic philosophy that is espoused

by NIFT and followed at all its academic centres is to maintain a balance

between the curricular, cross-curricular and co-curricular aspects of education

to ensure development of the total personality of the students.


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To cater to the co-curricular aspects of education the Haryana Centre of NIFT

will promote the following clubs in a manner similar to that at the existing

NIFT canters:

(i) Cultural & Dramatics Club,

(ii) Literary Club,

(iii) Sports, Adventure & Photography Club, and

(iv) Environment & Social Service Club

11.6 Each of the four clubs shall be managed by an elected student committee

under the guidance of a faculty advisor nominated by the Centre Director. A

senior faculty member in the capacity of Student Development Activities

Coordinator (SDAC) shall be responsible to oversee Student Co-curricularActivities.

11.7 It is expected that participation in co-curricular activities shall provide

opportunities to students to develop their capacity for independent thinking,

hone their organizational and leadership skills, enhance their team working

capacity, expand their intellectual and aesthetic horizon beyond the realm of

classroom activities and above all inculcate a community spirit. Financing of

the co-curricular activities is proposed through a student co-curricular activity

fee to be paid annually by each student and supplemented by a matching grant

by the Centre.

Guidance & Counselling Services:

11.8 The academic career of students is characterized by a heavy work load and

frequent periods of stress. It is thus felt desirable to set up guidance and

counselling unit at the Haryana Centre to be headed by a senior faculty and

involving a large number of volunteer counsellors drawn from the faculty,

senior students of the centre and eminent Haryana based parents. It would

also be desirable to appoint a trained psychologist as a full time counsellor on

the rolls of NIFT, Haryana when the centre is fully developed. The services ofa consulting psychologist on call may also be made available for diagnostic

and remedial attention.


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Mentor Programme:

11.9 The Indian education scenario is such that most students who go on for higher

education decide on a career choice without any prior real world experience

and are influenced by peer and family pressure. It is therefore suggested that

the Haryana Centre promotes a Mentor Programme wherein each student is

placed in direct contact with a practitioner serving as mentor who teaches

and counsels the young student in a one-in-one relationship either face-to-face

or through e-mail or through telephone.

11.10 It is recommended that NIFT alumni may be persuaded to volunteer to become

mentors and to pass on their rich experience both at NIFT and beyond to the

current students. The following sets of specific goals are suggested for the

Mentor Programme:

(i)

Improve the student experience through contact with NIFT graduates;

(ii) Link students with professionals in their area of career interest;

(iii)

Enable alumni to continue their connection with NIFT; and

(iv) Create a new generation of committed alumni to serve NIFT and its

future students.

11.11 The benefit of the programme from the students viewpoint is that they

develop networking skills and interact with people in their chosen career area

whilst the benefit from the alumni viewpoint is that they get an opportunity to

share their resources and experiences with current students thereby

contributing to the spawning of better professionals in their areas of work.

Clearly a mentoring relationship is a unique interaction between individuals

and therefore there can be no firm rules about what should occur in mentoring.

The outcome will clearly depend on the keenness of the student to take

advantage of the wisdom of the mentor as well as the willingness of the

alumni to pass on his knowledge and experience. Obviously participation in

the programme has to be purely on a voluntary basis both on the part of the

alumni and student.

Placement Services:

11.12 On campus placement services for graduating students is proposed to be

provided with a view towards enabling them to start their careers as a fashion

professional in challenging positions. Leading national and international

companies would be invited to the NIFT, Panchkula Campus to interview

graduates for possible placement. Graduates from NIFT, Panchkula can also

avail opportunities for being interviewed at other NIFT centres.


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11.13 The common guidelines for availing the placement services as applicable to

other NIFT Centres would also apply to graduating students of NIFT,

Haryana. Placement activities at the Centre-level shall be coordinated by the

Regional Industry Coordinator (RIC) whilst that at the national level by the

NIFT placement cell under Head (Industry) at the NIFT Head Office.Students are expected to be involved in a big way in the formulation of

guidelines for placement and decisions with regards companies to be invited

for placement interviews and scheduling of visits, etc.


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CHAPTERXII

GOVERNANCE AND EXECUTIVE MANAGEMENT

Structure of Governance

12.1 The Haryana Centre of NIFT is a constituent unit of NIFT with headquarters

at New Delhi. Strategic governance of all NIFT Centres promoted under the

NIFT ACT 2006 vests on a Board of Governors, NIFT. The agenda, policies

and goals that drive NIFT comprising fifteen academic centres towards a

position of leadership in the fashion education marketplace is set by the Board

of Governors. The Board also exercises appropriate control over the

Executive Management of NIFT to ensure that it is managed in a manner that

fulfils the promotion of various academic values and meets the aspirations of

all its stakeholders as well as the expectations of society. Apart from the NIFTAct 2006 and the Statutes, Ordinances and Manuals provide the governance

frame work for NIFT. Th

DPR NIFT Panchkula - Final

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