Autonomy in technical educational system -ISTE presentaion on 29 th November, at SOA Deemed to be University

1. AUTONOMY IN TECHNICAL EDUCATIONAL SYSTEM
49th ISTE National Annual Faculty Convention
2019
Debabrata Singh, Shrabanee Swagatika, Sipra Sahoo, Pradeep Kumar Nanda
1Dept. of CSIT, ITER, SOA Deemed to be University, BBSR, Odisha, India
2,3Dept. of CSE, ITER, SOA Deemed to be University, BBSR, Odisha, India
4Dept. of ECE, ITER, SOA Deemed to be University, BBSR, Odisha, India

2. AUTONOMY IN TECHNICAL
EDUCATIONAL SYSTEM
49th ISTE National Annual Faculty Convention 2019
Siksha'O'Anusandhan
(Deemed to be University)
Khandagiri Square, Bhubaneswar, Odisha,
India www.soa.ac.in
Presented By:
Dr. Debabarta Singh
Dr. Shrabanee Swagatika
Dept. of CSIT & CSE, ITER, SOA Deemed to be
University, BBSR, Odisha, India

3. CONCEPT OF AUTONOMY
• The autonomy is defined in terms of freedom to
prescribe courses of studies and device methods of
teaching and evaluation.
• Autonomy and freedom (Academic, financial and
administrative) should be accompanied by
accountability.

4. AIM OF AUTONOMY
• Opportunity to the teachers and students to make
innovations.
• Utilize their creative talent.
• Improve the standards of teaching, examination and
research
• Quickly respond to social needs.

5. AN AUTONOMOUS COLLEGE WILL TAKE
UP THE RESPONSIBILITY OF,
• The academic programmers
• The content teaching and quality
• The admission and the assessment of students

6. THE RESPONSIBILITY OF AUTONOMOUS
COLLEGE
• An autonomous College will be fully accountable for the
content and quality of education that it imparts.
• The students would receive greater individual attention on
the basis of their needs and aptitude.
• Autonomy would encourage the students to think clearly,
critically and creatively and to express themselves effectively.

7. ORIGIN OF AUTONOMY
• The Kothari Commission (1964 – 1966) considered autonomy
a must for intellectual development and had recommended
• c) Freedom in curriculum design.
• Adoption of new teaching – learning methods
• Revision of rules for admission.
• Implementation of separate evaluation
methods.
• Introduction of specific programmes.

8. ‘OUR HIGHER EDUCATION HAS TO BE
INTERNATIONALLY COMPARABLE IN
QUALITY’
– Rastogi Report

9. UGC GUIDELINES FOR
AUTONOMOUS COLLEGES
They will have freedom to
• Determine and prescribe its own courses of study and syllabi.
• Prescribe rules for admission in consonance with the
reservation policy of the state government.
• Evolve methods of assessment of student work, the conduct of
examinations and notification of results.
• Use modern tools of educational technology to achieve higher
standards and greater creativity.

10. ACCOUNTABILITY OF AUTONOMY
• Accountability for personal, financial and physical resources in
relation to the specific academic objectives and overall national
development

11. EXTERNAL ACCOUNTABILITY MAY
INCLUDE
• Analysis of contents of the courses.
• Course options.
• Co-curricular and extra-curricular activities.
• Performance of students.
• Students’ employment.
• Contribution to generation of knowledge and
• Teachers’ contribution to extension etc.

12. INTERNAL ACCOUNTABILITY MAY
INCLUDE
• Resource acquisition.
• Efficiency index.
• Average work load.
• Average time distribution between lectures, tutorials /
practicals.
• Group discussions.
• Project work.
• Teaching aids used.
• Programmes and activities planned and implemented.
• Professional development of teachers.
• Utilization of infrastructural facilities.
• Number of books / journals in the library.

13. ACADEMIC AUTONOMY
Institution
-Planning.
-Implementing.
-Innovating.
-Recycling the educational
programmes.
Faculty
-Freedom to propose,
Develop
Validate
-Implement and Evaluation
Academic Accountability
Departments
Research Centres
Cells / Committees
Curriculum
Teaching
Evaluation

14. IMPROPER AUTONOMY
Improper Programmes
Improper implementation
Improper evaluation
Incompetent products

15. APPROACH
Need – based system approach (based on collective thinking of
faculty members)
Need Assessment
-Present/future needs
-User needs
-Social needs
local, national, global
Identification of objectives
-Based on needs.
-Perception of future society and
individual.
Individual needs
-Knowledge development.
-Skill development.
-Attitude/character ethics
development.
of the
Process to achieve
objectives
-The philosophy
Institution
-Training Strategies
-Teaching methods
Execution
Review

16. GOALS OF AUTONOMY
Third Stage
Second Stage
First Stage
Long-term goals
Short-term goals
-Educational innovations.
-Designing curriculums.
-Own courses of study.
-Application / Practical oriented courses.
-Innovative teaching – learning methods.
-Innovative evaluation methods.
-Industry link.
-Updating syllabi.
-Enhancement of faculty skills.
-Research and services of value to the industry
and society.
-Interdisciplinary courses.
-Enhancement of curricular,
-Co-curricular and extra-curricular skills.
-Compulsory life / job oriented courses.
-Internal / national interaction.

17. DIFFICULTIES
1.Existing workload and Appointment norms will hamper and
initiative drastically.
2. Resistance to change on the part of
administrators and academicians to experiment
with new changes.
3. A meticulous planning and a radical curriculum
designing is required. Cosmetic changes will not serve
the purpose.
4. Substantial financial outlay for implementation
and if necessary for appointment of teachers is
required.

18. SUMMARY
• The concept of autonomy was meant to promote academic
independence as well as excellence.
• It also encouraged the introduction of innovations in order
to improve standards of education.
• Quality assurance and higher academic standards.
• Testing and evaluation must help towards assessing several
dimensions of the learner.
• Being an examination oriented system, teaching is to a
certain extent subordinatedto examinations.