Quality Assurance of Technical Education in India _Prasad Krishna

8/13/2019 Quality Assurance of Technical Education in India _Prasad Krishna

1/54

1

Prof. Prasad Krishna

Advisor-I, AICTE, India


2/54

2

OVERVIEW

INTRODUCTION

STATUS OF INDIAN TECHNICAL EDUCATION

STRENGHTS AND OPPORTUNITIES OF TE

COMPONENTS OF QUALITY ASSURANCE

QA THROUGH ACCREDITATION

QA THROUGH FACULTY DEVELOPEMNT

QA THROUGH RESEARCH & INSTITUTIONAL

DEVELOPMENT

CHALLENGES

CONCLUSION


3/54

3

Throughout the world there has been a move to mass higher education,

associated with greater diversity of institutions and programmes and alarge increase in the number and size of universities.

Expansion of higher education leading to different modes of course

delivery, including franchising arrangements with third parties under

which the parent institution may exercise limited control, virtual course

delivery, as well as the delivery of courses through satellite campuses. All these developments pose challenges for the efficacy of institutional

quality controls.

Formal, transparent and credible systems of quality assurance will help

guarantee a successful future for Higher education institutions in this

environment.

Internationally there is a strong move towards having rigorous,

internationally recognized higher education quality assurance processes.

INTRODUCTION


4/54

4

All India Council for Technical Education (AICTE)AICTE was set up in 1945 as an Advisory body for

Engineering & Technology education AICTE as Statutory body in 1987 under Indian

Parliament act

Mandate o f A ICTE:

Plann ing and Coordinated development of technical

educat ion system

Promo t ion o f Quali ty in Technical Educat ion

Regulat ion and Maintenance of Norms and

Standards

MANDATE OF AICTE


5/54

5

Programmes of education, research

and training in -

Engineer ing & Techno logy,

Architecture, Town Plann ing ,

Management,

Pharmacy,

Hotel Mgt . & Catering Technology

Appl ied Arts and Crafts, and Other

related areas in Eng . & Techno logy.

TECHNICAL EDUCATION COVERS


6/54

6

To be a world class organizat ion

leading technological and

socioeconomic development of the

country by enhancing the global

compet i t iveness of technical

manpower and by ensur ing high

qual i ty technical educat ion to al l

sect ions o f the society.

VISION OF AICTE


7/54

TECHNICAL EDUCATION

AICTE 7IITs

6 IIMs

7th atShillong

20NITs

3IIITs

4NITTTRs

4 RegionalBoards ofApprenticeship/Training

Engg. & Tech. (1559)

Pharmacy (602)

Management (1147)HMCT (68)

MCA (1024)

Architecture (110 )

* No. of I nstitutions in bracket

IIScBangalore

IISERKolkata

IISERPune

Others

ISM,

DhanbadSPA, Delhi

NIFFT,Ranchi

NITIE,Mumbai

SLIET,Punjab

NERIST,Itanagar

IIITDM,Jabalpur

EdCIL,

MINISTRY OF HUM N RESOURCE DEVELOPMENTDEP RTMENT OF HIGHER EDUC TION


8/54

8

Setting norms and standards for newTechnical Institutions

Establishment of Technical

Universities

Norms for granting autonomy toinstitutes

Approval for private institutes, newcourses & expansion in privateinstates

Providing guidelines forestablishment of new institutions.Expansion / new courses in existinginstitutes

Accreditation of institutions, coursesetc.

Maintenance of standards

Development ofTechnicalEducation

Establishinglinkages withIndustries etc.

Setting Board ofStudies

Setting

Regional OfficesIntroduction of

new coursesand expansionof facilities

Giving grants toInstitutions

Survey ofTechnicalEducation

Forecasting

Planning formatchingsupply anddemand

REGULATORY PROMOTIONAL PLANNING

AICTE STATUTORYPOWERS


9/54

9

Transparency by introduction of MandatoryDisclosurefor institutions which helps students and otherstakeholders in making informed decisions.

Promoting Equity with a provision for institutions topresent their cases and being heard ; and overseeing theprovisions for making technical education Accessibleand Affordable without affecting Quality.

Extension of approval based on ComplianceReport andMandatory Disclosure to build Mutual trust &Confidence thereby bringing a convergence in ourattempts to lead technological and socio-economic

development.

RECENT INITIATIVES OF AICTE TOWARDSMAINTENANCE OF NORMS


10/54

10

Harnessing the concept of Anytime Round the yearapproval processing as against the calendar basedsystem hitherto followed for setting-up new institutions.

Time-bound Approval process with clear time-framethereby enforcing responsibility on all concerned tominimize uncertainties and hardship.

Random &Surprise visits to ensure maintenance ofNorms& Standards and Quality of technical education.

RECENT INITIATIVES OF AICTE TOWARDSMAINTENANCE OF NORMS .Contd.


11/54

11

GROWTH OF TECHNICALEDUCATION SINCE 1947


12/54

12

Growth of Engineering Institutions Since 1947

46 80

151 179 258

337 375471

558662

776 838

1057

1208

1346

1495 1559

0

200

400

600

800

1000

1200

1400

1600

1800

1947 1955 1965 1975 1985 1990 1995 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Years

No.ofInstitutions

GROWTH OF ENGINEERING EDUCATION SINCE 1947


13/54

13

GROWTH OF PHARMACY EDUCATION SINCE 1947

Grow th of Pharmacy Institutions Since 1947

3 7 31

78128 150

169 184 197

230 237 274 294

320

447

602

0

100

200

300

400

500

600

700

1947 1955 1969 1988 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Years

GrowthofInstit

utions


14/54

14

GROWTH OF MANAGEMENT EDUCATION SINCE 1962

Grow th of Management Programm es Since 1962

8

135

220

508

712 749

819

930 936

1022

1147

0

200

400

600

800

1000

1200

1400

1962

1980

1993

1997

2000

2001

2002

2003

2004

2005

2006

Years

No.ofProgrmm

es


15/54

15

GROWTH OF MCA EDUCATION SINCE 1997

Grow th of MCA Programmes Since 1997

146

224

310

494

553

865

1006 1024

0

200

400

600

800

1000

1200

1997 1998 1999 2000 2001 2002 2003 2006

Years

N

o.

ofInstitutio

ns


16/54

16

GROWTH OF HMCT EDUCATION SINCE 1995

Growth of HMCT Institutions Since 1995

712

2228

36 38 40

49 49

60

68

010

20

30

40

50

60

70

80

1995 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Years

N

o.ofInstituti

ons


17/54

17

In India, technical education is imparted at various levels such as: craftsmanship, diploma, degree, post-graduate and research in

specialized fields, catering to various aspects of technologicaldevelopment and economic progress. During the past six decades, there has been a phenomenal

expansion of technical education sector in the country. Apartfrom the Government Sector, private and voluntary organizationswere involved in setting up of Technical and Management

Institutes in the expansion of the system. From 43 Diploma level Polytechnics with an intake of 3,400

students at the time of independence, the number has grown toabout 1300 Polytechnics with the intake of 0.3 million students in2006.

Similarly, the number of Degree level engineering institutionsand the corresponding intake figure rose from 46 and 2,940 in1947 to 1559 and 0.6 million in 2006.

STATUS OF INDIAN TECHNICAL EDUCATION


18/54

18

Today, 1764 institutions conduct Post Graduate Programmes inEngineering and Technology with an annual intake capacity of31,621 and 1147 Institutions impart PG Programmes inManagement with an intake of 0.1 million, 953 Institutions inComputer Application with an intake of 67637. Facilities fordoctoral studies in Engineering, Technology and Applied Scienceshave also been created in a number of technical institutions.

These efforts are supplemented by a number of recognizedProfessional Engineering Societies like: (i) the Institution ofEngineers (India); (ii) the Institution of Chemical Engineering(India); (iii) the Institution of Electronics and Tele-CommunicationEngineers (India); (iv) the Indian Institute of Metals; (v) theInstitution of Industrial Engineers (India); (vi) the Institute of TownPlanners (India); (vii) the Indian Institute of Architects, etc., whoconduct Engineering/Technical Examinations at different levels forworking professionals desirous of improving their technicalqualifications

STATUS OF INDIAN TECHNICAL EDUCATION Contd.


19/54

19

Strengths of Indian Technical Education System

India is the seventh largest country in the world in terms of land areaand is the second most populous nation next only to the Republic of

China. The Country has demonstrated a capability of producing eminent

and competent technocrats who have been responsible for manyinnovations not only in India but all over the world.

Being the largest producer of scientific and professional manpower,India has already established its comparative advantage in theknowledge-led business

Aspirations of our Youth to pursue Technical Education especiallyEngineering, Management and Hotel Management disciplines

India has been the leading offshore destination during the lastdecade, and now accounts for 65 percent of the global industry inoffshore IT and 46 percent of the global Business Process Offshoring (BPO) industry

Private Sector initiatives complementing Government initiatives.


20/54


21/54

21

Approximately 7.2 per cent of adults in the 17-24 age group havethe privilege of getting higher education. As compared to this,

the figure for the US and Australia is 80 per cent, Canada 88 percent, Finland 74 per cent and the UK 52 per cent. This figure forIndia has to be augmented at least by a modest 25 per centbefore 2020.

In India, total enrolment in higher education institutions is 10.5million, just 11% of the total relevant age group (17-23 years) inthe population. On this count, India fares poorly compared tosouth east Asian countries like Philippines (31%), Thailand (19%),Malaysia (27%) and China (13%).

Regarding public expenditure on higher education, India isamong the lowest in the world, with public expenditure perstudent at $406 compared to China ($2,728), Brazil ($3,986),Indonesia ($666) and Malaysia ($625).

Thus, urgent need to enlarge the role and relevance of ouruniversities and technical institutions to reach a largercommunity

India-Destination for Technical Education . Contd.


22/54


23/54

23

Emerging growth segments that require relevantly skilledprofessionals include Product Data Management, Content

Management, Enterprise Application Integration, Data Warehousing,contingency Planning and Disaster Recovery, e-Supply ChainManagement (eSCM), Wireless Applications, Straight ThroughProcessing (STP) Knowledge Management, Business Intelligence,Sales Force Automation (SFA), e-Learning, ePharma,

Bioinformatics and Nanotechnology.IndiasGDP growth over the next few years would continue to be

driven by Services and international trade. Within Services, the keysectors that would spearhead growth are aviation, retail andcommercial real estate, ITeS, telecom, insurance, and financialservices. This growth in Services is expected to further increasedemand for hotel rooms of all categories across the country andhence demand for professionals in HMCT.

India-Opportunities . Contd.


24/54

24

Prospects for tourism in India, both inbound and domestic, arebright, with many opportunities. According to recent estimates of

the World Travel & Tourism Council (as of early 2005), Indiantourism demand will grow at 8.8% over the next ten years, whichwould place India as the second most rapidly growing tourismmarket in the world after Montenegro and before China. This isexpected to result in a growth of 7.1% in total travel and tourism

GDP and an increase of 0.9% in travel and tourism employment.

The demand for quality accommodation from all market segments,especially the commercial and extended-stay markets, continued to

be higher than the additions to supply resulting in acute demand-

supply imbalance in certain cities, such as Bangalore, Mumbai andDelhi (NCR). Hence there is a growing need to have more numberof institutions imparting education in the areas of Management andHotel Management & Catering Technology.



25/54

25

India must meet aspirations of its youth in 18-25 years (over 150million) and canalize this vast energy.

Though the government is committed to spend six per cent ofthe GNP on education during the Ninth Plan (1997-2002), it hasspent only 3.7 per cent of the GNP on education and only about0.5 per cent on higher education.

Japan has 512 private universities out of a total of 684; the US,1,752 out of 2364; and, more than 80 per cent of the universitiesin the Philippines are in the private sector. Japan with a

population of 127 million has 684 universities; the US with apopulation of 276 million has 2,364 universities offering four-

year and higher degree programmes; the UK with 598 millionpeople has 104 universities and 231 degree-awardingautonomous institutions; and, Germany has 330 universities forits population of 82 million.



26/54

26

National Policy on Education

The National Policy on Education(NPE), 1986, as updated in 1992,envisages improvement and

expansion of education in allsectors, elimination of disparities inaccess and laying greater stress onimprovement in the quality and

relevance of education at all levels,including technical andprofessional education.

QUALITY ASSURANCE


27/54

27

QUALITY ASSURANCE(COMPONENTS)

INPUT PROCESSES OUTPUT

Resources Governance OutcomesHUMAN RESOURCES

Faculty

StaffStudents

PHYSICAL RESOURCES

Land

Labs

LibraryInfrastructure

CAPITAL RESOURCES

Operational budget

Maintenance budget

Development budget

Financial Management

Delegation and

DecentralizationTeaching Processes

Learning Processes

Research Activities

Development Activities

Co-curricular activities

Extra-Curricularactivities

Continuing Education

Industry Interaction

TANGIBLE OUTCOMES

Manpower

Research papersProducts

Patents

Consultancy

INTANGIBLE OUTCOMES

ReputationCredibility

National Image

Excellence

STAKEHOLDERS


28/54

28

STAKEHOLDERS

STAKEHOLDERS

STUDENTS &PARENTS

EMPLOYERS INSTITUTIONINDUSTRY

SOCIETY ALUMNI


29/54

29

Norms and Standards for Approval

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

Essential Requirements (Physical and Academic):

Land

Built up Area

Computers requirement

Library

Full time faculty

Desirable Requirements Operational fund, Approach road, Potable water supply,

electrical generator, canteen, hostels for boys and girls,guest house, accommodation for faculty, digital library,students common room


30/54


31/54

31

NATIONAL BOARD OF ACCREDITATION(Established in 1994)

Set up a National Board of Accreditation to

periodically conduct Evaluation of Technicalinstitutions or programmes on the basis ofGuidelines, Norms and Standardsspecified by it andto make recommendations to it, or to the

council,or to other bodies regardingrecognition or derecognitionof the institution or theprogramme..

Clause 10 ( u ) of AICTE Act s tipu lates :


32/54


33/54

33

NATIONAL BOARD OF ACCREDITATION

AICTE established the National Board of Accreditation(NBA) in 1994 to evaluate the quality of programmes offeredby approved institutions from Diploma to the Postgraduatelevels of education.

During the first three years of its existence, NBA completed

the task of preparation of policy documents, containingObjectives, Structure and Policies, Preparation of WorkingManuals such as Primer on Accreditation, Manual ofEvaluation, Procedure, Accreditation Proforma and SpecialGuidelines for Programme Evaluation and Question Bank

for Evaluators. The NBA conducted several seminars,workshops, bench marking exercises and trainingprogrammes at several locations in the country covering allregions.

NBA has a detailed and documented and globally acceptedaccreditation procedure.


34/54

34

Credibility of Managementprovider

Assessment of Promise

Based on Physical,financial andinfrastructure resources

Based on Detailed Project

Report

Quantity assessment

Straightforward decision

(Yes/No)

Actual performance based

on input and output

Assessment of Performance

In addition, includesavailability and quality of

human resources

Based on self assessment

questionnaires and a SWOT

analysis

Quality assessment

Much more complex.

Depends on points gained.

APPROVAL ACCREDITATION

AICTE APPROVAL V/S ACCREDITATION


35/54

35

NATIONAL BOARD OF ACCREDITATION

NBA is the only accreditation body authorized by thegovt. of India to undertake accreditation of technicaleducation programmes in the country.

Necessary changes in its mode of functioning and

evaluation scheme are being made in consultation withsome of the Washington Accord signatory countries.The changed system shall help NBA to become asignatory to the Washington Accord .

AICTE is a member of the International Network ofQuality Assurance Agencies in Higher Education(INQAAHE) to ensure that our quality assuranceprocedures are comparable with that of the bestpractices followed internationally

ACCREDITATION PROCEDURE


36/54

36

IDENTIFY THE DOMAIN OF EVALUATION

Institution

Department

Activity

SPECIFY CRITERIA Exam results

Research input

Placement figure

Etc.

DEFINE FOR EACH CRITERION STANDARDSINDICATING BOTH MINIMUM ACCEPTABILITY AND

DESIRABILITY

ACCREDITATION PROCEDURE

SUMAMRY ASSESSMENT OF ACCREDITATION CRITERIA


37/54

37

SUMAMRY ASSESSMENT OF ACCREDITATION CRITERIA

Sl. Criteria UG(Engg./Phm.

/HMCT)

PG Dip.(Engg./Ph

m./HMCT)I Organization and Governance 80 50 30

II Financial Resources, Allocation and theirUtilization

70 50 70

III Physical Resources 50 50 50

IV Human Resources : Faculty & Staff 200 200 200

V Human Resources : Students 100 100 100

VI Teaching-Learning Processes 350 250 450

VII Supplementary Processes 50 50 50VIII Research & Development Initiatives and

Interaction Efforts100 250 50

Total 1000 1000 1000

FOR UNDER GRADUATE PROGRAMME


38/54

38

FOR UNDER GRADUATE PROGRAMME

Tea.-Lea Pro350

Tea.-Lea Pro250

Suppl.Pro50

Suppl.Pro

50

R&D and InteractionEffort.

100

Phy. Res.50

Phy. Res.

50

R&D and Interaction

Effort.250

Mission, Goals80

Mission, Goals

Financial Resources

70

Financial Resource

70

Students100

Students100

Human Res. Faculty& Staff

200

Human Res.Faculty & Staff

200

FOR POST GRADUATE PROGRAMME

DOCUMENTS FOR ON SITE VISIT


39/54

39

Academic Records

Attendance Records (Three Years)

Sessional Records(Three Years)

Subject-wise files for Question papers [Mid term & End

Exam]

M.Tech Project

Work load assignment

Developmental InformationList of Publications

List of Project Undertaken

List of Consultancy Assignments

List of Research Projects

Faculty Profile & Innovative experimentsContd

DOCUMENTS FOR ON-SITE VISIT

Laboratory Upkeep


40/54

40

Laboratory Upkeep

Lab. Manuals

Impressive Laboratories

List of Equipment

Model Practical Journals

Experiments in Operating Conditions

Teaching Learning Processes

Course files

Special Features

Academic Committees

Outside Projects by Students

Open Laboratory

Alumni Association

Publications(proceedings of Conferences, Seminars, Symposia,

Refresher courses)

Department Brochure and Documents for the Committee


41/54

41

ACHIEVEMENTS OFNBA


42/54

42

Number of Accredited Programmes as on 23.08.2006

73 93 7224 26

201

339409

570

1444

0

200

400

600

800

1000

1200

1400

1600

1996

-97

1997

-98

1998

-99

1999

-20

00

2000

-01

2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

Year


43/54


44/54

44

SCHEMES FOR


45/54

45

SCHEMES FORFACULTY DEVELOPMENT (FD)

AICTE EDUSAT Scheme

Early Faculty Induction Programme

(EFIP) Emeritus Fellowship

Visiting Professorship

Career Award for Young Teachers

Contd

SCHEMES FOR


46/54

46

AICTE-INAE DistinguishedProfessorship

Staff Development Programmes

Short Term Training Programmes

Seminar Grant

Quality Improvement Programmes Travel Grant

SCHEMES FORFACULTY DEVELOPMENT(FD)


47/54

47

SCHEMES FOR RESEARCH &


48/54

48

SCHEMES FOR RESEARCH &INSTITUTIONAL DEVELOPMENT (RID)

All India Boards of Studies

Industry Institute Partnership Cell (IIPC)

Entrepreneurship Development Center(EDC)

Research Promotion Scheme (RPS)

Modernization and Removal ofObsolescence (MODROBS)

Contd..

SCHEMES FOR RESEARCH &


49/54

49

National Facilities in Engineering &Technology with Industrial Collaboration(NAFETIC)

Nationally Coordinated Projects (NCP)

Indian National Digital Library in Engineering,Science and Technology (AICTE - INDESTConsortium)

Scholarship to meritorious students forpursuing PG and Doctoral Studies

SCHEMES FOR RESEARCH &INSTITUTIONAL DEVELOPMENT (RID)

CHALLENGES


50/54

50

Inequity in the number of diploma level institutions

vs degree Absence of vertical mobility for ITI to Doctoral

levels

Availability of quality and competent faculty

Number of PhDs in TE Outcome based accreditation criteria

Flexible learning

Transnational education and distancelearning/virtual universities

CHALLENGES

CHALLENGES C td


51/54

51

CHALLENGES ....Contd

Quantitative growth vs. Qualitative evaluation.

Regional inequity in growth

Obtaining international equivalence of degrees and

diplomas.

Moving towards international standards and

reducing divergence of standards within country-

common curriculum.

Signing Mutual Recognition Agreements,International protocols and agreements.

CHALLENGES Contd


52/54

52

CHALLENGES ....Contd.

Introducing regulatory framework for distancelearning programmes.

Exercising sufficient controls over franchising

arrangements to ensure supervision by parentinstitutions, quality, appropriate financial

arrangements, and genuine institutional links.

Prompt punitive action where registration and other

norms violated.Setting up a National Qualifications Frame Work.

CHALLENGES Contd


53/54

53

CHALLENGES ....Contd.

Setting up a Indian National Quality Assurance

Agency to undertake periodic quality auditing of

technical institutions.

Internal Quality Assurance Initiatives and quality

sustenance by Accredited institutions.Periodic monitoring to ensure compliance of norms

and standards.

Establishing a National Engineers Registration andLicensing Board (NERLB).


54/54

Quality Assurance of Technical Education in India _Prasad Krishna

Documents

Transcript of Quality Assurance of Technical Education in India _Prasad Krishna