AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
This presentation is provided information about All India Council of Technical Education (AICTE) and its implemented schemes. There are number of schemes are provided by AICTE like Post graduate scheme, Seminar grant etc. and also provided detail about its beneficiaries.
many new initiatives have been taken by aicte to improve the quality of technical education India. These initiatives includes model curriculum, induction program for students, internship policy, examination reforms, mandatory internship, industry institute cells in every college, mandatory accreditation, perspective plan for technical education etc.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
This document summarizes the facilities and technical support available in the Electrical Engineering department at NITTTR Chandigarh.
It describes the laboratories available including the Virtual Instruments Lab and Power Electronics Lab. Details are provided on the equipment available, batch sizes, weekly utilization, and technical staff support. Additional simulation facilities have been created including a Simulation Center of Excellence and a solar PV training kit.
Maintenance of laboratory equipment is discussed, including regular checks, repairs, and expenditures. Safety measures across laboratories are outlined. Academic audits are conducted by an Internal Quality Assurance Cell to monitor teaching quality and student performance. Actions are taken based on results to improve attainment of program outcomes and objectives. Placement, higher education and
This presentation is provided information about All India Council of Technical Education (AICTE) and its implemented schemes. There are number of schemes are provided by AICTE like Post graduate scheme, Seminar grant etc. and also provided detail about its beneficiaries.
many new initiatives have been taken by aicte to improve the quality of technical education India. These initiatives includes model curriculum, induction program for students, internship policy, examination reforms, mandatory internship, industry institute cells in every college, mandatory accreditation, perspective plan for technical education etc.
NAAC is an organization established in 1994 that assesses and accredits higher education institutions in India. It aims to contribute to national development, foster global competencies in students, and promote excellence through inculcating values, technology use, and quality education. NAAC evaluates institutions to identify strengths and weaknesses, provide objective data to funders, and inform society about quality. Its objectives are to assess institutions for continuous quality improvement in teaching, learning, research, self-evaluation and innovation. NAAC devises accreditation mechanisms, assesses quality using international criteria, and recommends norms for teaching and research improvement.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
This document summarizes the facilities and technical support available in the Electrical Engineering department at NITTTR Chandigarh.
It describes the laboratories available including the Virtual Instruments Lab and Power Electronics Lab. Details are provided on the equipment available, batch sizes, weekly utilization, and technical staff support. Additional simulation facilities have been created including a Simulation Center of Excellence and a solar PV training kit.
Maintenance of laboratory equipment is discussed, including regular checks, repairs, and expenditures. Safety measures across laboratories are outlined. Academic audits are conducted by an Internal Quality Assurance Cell to monitor teaching quality and student performance. Actions are taken based on results to improve attainment of program outcomes and objectives. Placement, higher education and
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
Ministry of Skill Development and Entrepreneurship (MSME)Arsh Sood
The Ministry of Skill Development and Entrepreneurship aims to coordinate skill development efforts across India to address the challenge of a severe shortage of skilled workers. It was established in 2014 and works through agencies like the National Skill Development Agency, National Skill Development Corporation, and National Skill Development Fund. These agencies help create skills training frameworks, mobilize public-private partnerships, and fund skill development programs to build new skills for current and future jobs. There are also 33 Sector Skill Councils that develop standards for specific industries.
This document discusses implementing outcome-based education for engineering programs. It outlines the need to shift focus from traditional teaching to clearly measuring student learning outcomes in order to develop global engineers. Key aspects of outcome-based education include defining the program's vision, mission, objectives and outcomes related to knowledge, skills, attitudes and competencies. Bloom's taxonomy is referenced for categorizing cognitive and affective learning domains. The goal is to prepare students who can solve unknown future problems by strongly understanding fundamentals, acquiring new skills, and developing abilities to adapt to workplace changes.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
The document discusses India's Skill India program, an initiative launched in 2015 by Prime Minister Narendra Modi to provide skill training to Indian youth. The goal is to train over 40 crore people in different skills by 2022. The program provides training and certification in various occupations that is valid for both public and private sector jobs. It aims to enhance skills, support career guidance, and reduce unemployment in India. Challenges include mobilizing participation, ensuring employers value the training, and addressing mismatches between skills learned and job market needs.
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
The National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous body under the University Grants Commission. NAAC assesses and accredits higher education institutions in India on certain criteria through a self-study report and peer review process. Its accreditation is mandatory for universities to be eligible for UGC grants and financial aid. NAAC has accredited over 122 universities and 2,486 colleges so far.
The document outlines a revised centrally sponsored scheme for vocationalization of higher secondary education in India. Key points:
1. The scheme aims to prepare students for employment through competency-based vocational courses and increase their employability and competitiveness.
2. Under the revised scheme, vocational education will be integrated into the national qualifications framework to allow for lateral and vertical mobility between vocational and academic streams.
3. Demand-driven modular courses will be identified in collaboration with industry and offered in higher secondary schools, with a focus on both technical and soft skills. Courses will be revised regularly based on industry needs.
Creatrix Campus Accreditation Software empowers higher education’s NAAC process with a step-by-step Accreditation planning with its robust accreditation framework. It is the one centralized accreditation management platform for your strategic assessment, and outcome tracking. The platform is dynamic and hybrid in nature integrated with PM tools.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
This document provides an overview of competitive exams in India at various levels - university, state, regional, national and for public sectors. It outlines the structure and process of major national exams like UPSC Civil Services, KPSC exams and banking sector exams conducted by IBPS. The UPSC Civil Services exam tests candidates over two stages - a preliminary exam screening candidates followed by the main exam involving written tests and interviews. Banking sector exams led by IBPS follow a similar two stage process to select probationary officers for public sector banks. The document details the exam pattern, eligibility criteria and selection process for these major competitive exams in India.
The document discusses School Quality Assessment and Accreditation (SQAA), a process established by the Central Board of Secondary Education (CBSE) in India to promote continuous quality improvement in schools through self-analysis, peer review, and meeting predetermined quality standards across academic and non-academic areas of school functioning over a 5-year accreditation cycle. The SQAA process involves schools conducting a self-assessment, a visit by a peer review team to validate findings, and a final report on the school's accreditation status.
The Make in India initiative was launched by Prime Minister Modi on September 25, 2014 to encourage global companies to manufacture their products in India. The campaign aims to transform India into a global manufacturing hub and improve its ranking on the World Bank's ease of doing business index. Key objectives include generating employment, attracting investment, fostering innovation, and building manufacturing infrastructure. The government has identified 25 sectors for focus, and has promised to simplify regulations and provide assistance to foreign investors. While India has potential, manufacturing, especially of electronics, remains a challenge due to increasing costs and the closure of companies like Nokia. The implementation of GST and policies to attract capital and expertise will be important for the success of Make in India.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
the status and challenges of technical education is discussed. The initiatives of aicte is also presented. The expectation of industries from Indian technical education graduates is also presented. Challenges of employ ability and expectation by industries is explained.
AICTE is the national-level body that regulates technical education in India. It was established in 1945 to survey technical education programs and facilities. AICTE sets norms and standards for technical education, approves new programs and institutes, and provides funding and scholarships to support priority areas. It oversees various bureaus and boards to fulfill its objectives of coordinating, maintaining quality, and developing technical education in India.
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
Ministry of Skill Development and Entrepreneurship (MSME)Arsh Sood
The Ministry of Skill Development and Entrepreneurship aims to coordinate skill development efforts across India to address the challenge of a severe shortage of skilled workers. It was established in 2014 and works through agencies like the National Skill Development Agency, National Skill Development Corporation, and National Skill Development Fund. These agencies help create skills training frameworks, mobilize public-private partnerships, and fund skill development programs to build new skills for current and future jobs. There are also 33 Sector Skill Councils that develop standards for specific industries.
This document discusses implementing outcome-based education for engineering programs. It outlines the need to shift focus from traditional teaching to clearly measuring student learning outcomes in order to develop global engineers. Key aspects of outcome-based education include defining the program's vision, mission, objectives and outcomes related to knowledge, skills, attitudes and competencies. Bloom's taxonomy is referenced for categorizing cognitive and affective learning domains. The goal is to prepare students who can solve unknown future problems by strongly understanding fundamentals, acquiring new skills, and developing abilities to adapt to workplace changes.
This document provides information about accreditation and the NAAC assessment process. It discusses why accreditation is important for improving quality in higher education. The benefits of accreditation for institutions and stakeholders are outlined. The seven criteria used by NAAC for assessment are described in detail, including key performance indicators under each criterion. Guidelines are provided for institutions to prepare for the accreditation process, such as establishing vision/mission statements, developing websites, enhancing facilities and resources, collecting feedback, and conducting self-analysis. Overall, the document aims to outline the NAAC accreditation framework and support institutions in undergoing quality assessment.
The document discusses India's Skill India program, an initiative launched in 2015 by Prime Minister Narendra Modi to provide skill training to Indian youth. The goal is to train over 40 crore people in different skills by 2022. The program provides training and certification in various occupations that is valid for both public and private sector jobs. It aims to enhance skills, support career guidance, and reduce unemployment in India. Challenges include mobilizing participation, ensuring employers value the training, and addressing mismatches between skills learned and job market needs.
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
The National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous body under the University Grants Commission. NAAC assesses and accredits higher education institutions in India on certain criteria through a self-study report and peer review process. Its accreditation is mandatory for universities to be eligible for UGC grants and financial aid. NAAC has accredited over 122 universities and 2,486 colleges so far.
The document outlines a revised centrally sponsored scheme for vocationalization of higher secondary education in India. Key points:
1. The scheme aims to prepare students for employment through competency-based vocational courses and increase their employability and competitiveness.
2. Under the revised scheme, vocational education will be integrated into the national qualifications framework to allow for lateral and vertical mobility between vocational and academic streams.
3. Demand-driven modular courses will be identified in collaboration with industry and offered in higher secondary schools, with a focus on both technical and soft skills. Courses will be revised regularly based on industry needs.
Creatrix Campus Accreditation Software empowers higher education’s NAAC process with a step-by-step Accreditation planning with its robust accreditation framework. It is the one centralized accreditation management platform for your strategic assessment, and outcome tracking. The platform is dynamic and hybrid in nature integrated with PM tools.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
This document provides an overview of competitive exams in India at various levels - university, state, regional, national and for public sectors. It outlines the structure and process of major national exams like UPSC Civil Services, KPSC exams and banking sector exams conducted by IBPS. The UPSC Civil Services exam tests candidates over two stages - a preliminary exam screening candidates followed by the main exam involving written tests and interviews. Banking sector exams led by IBPS follow a similar two stage process to select probationary officers for public sector banks. The document details the exam pattern, eligibility criteria and selection process for these major competitive exams in India.
The document discusses School Quality Assessment and Accreditation (SQAA), a process established by the Central Board of Secondary Education (CBSE) in India to promote continuous quality improvement in schools through self-analysis, peer review, and meeting predetermined quality standards across academic and non-academic areas of school functioning over a 5-year accreditation cycle. The SQAA process involves schools conducting a self-assessment, a visit by a peer review team to validate findings, and a final report on the school's accreditation status.
The Make in India initiative was launched by Prime Minister Modi on September 25, 2014 to encourage global companies to manufacture their products in India. The campaign aims to transform India into a global manufacturing hub and improve its ranking on the World Bank's ease of doing business index. Key objectives include generating employment, attracting investment, fostering innovation, and building manufacturing infrastructure. The government has identified 25 sectors for focus, and has promised to simplify regulations and provide assistance to foreign investors. While India has potential, manufacturing, especially of electronics, remains a challenge due to increasing costs and the closure of companies like Nokia. The implementation of GST and policies to attract capital and expertise will be important for the success of Make in India.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
the status and challenges of technical education is discussed. The initiatives of aicte is also presented. The expectation of industries from Indian technical education graduates is also presented. Challenges of employ ability and expectation by industries is explained.
AICTE is the national-level body that regulates technical education in India. It was established in 1945 to survey technical education programs and facilities. AICTE sets norms and standards for technical education, approves new programs and institutes, and provides funding and scholarships to support priority areas. It oversees various bureaus and boards to fulfill its objectives of coordinating, maintaining quality, and developing technical education in India.
Technical education in India has a long history dating back to ancient centres of learning. Major developments in the early 20th century included establishing institutions focused on specific industries and the formation of committees to advise on technical education policy. This led to the establishment of the All India Council for Technical Education in 1945 to coordinate technical education. Over the decades, AICTE was granted greater powers and oversight through the AICTE Act of 1987 to regulate and ensure standards across technical education fields in India. AICTE is now responsible for planning, coordinating development, and maintaining quality and standards across the technical education system in the country.
The document discusses the Industrial Training & Vocational Education Department of Haryana. Some key points:
1. There are 256 training institutes in Haryana with over 15,000 students in ITIs and 15,860 in VEIs.
2. Issues include that only 6% of Indian students enter vocational education compared to 60-70% in developed countries. There is a need to improve quality and increase this number.
3. Strategies discussed include certification of informal workers, setting up skill development missions, increasing ITI/Polytechnic capacity through new institutes, shifts, and PPP models.
This document proposes establishing research and development habitats and knowledge centers across different levels of the Indian education system to promote applied learning through a novel feedback mechanism from government institutions. It outlines establishing centers equipped with smart classrooms that provide access to scientific resources and career guidance from the primary to graduate levels. Funding and incentives are suggested to support student projects, access to foreign labs and journals, and pilot commercial projects to foster innovation in India.
This document outlines the new curriculum for 3-year diploma programs in mechanical engineering in Andhra Pradesh. It was created through a collaborative process involving polytechnic faculty, industry representatives, and academic experts. Key aspects of the new C-20 curriculum include an increased focus on practical skills, revised lab and workshop content, the addition of 6 months of industrial training, and alignment with NBA accreditation guidelines. The goal is to produce graduates with strong technical skills who meet industry needs.
This document outlines regulations and syllabi for an Advanced Level Course in Computer Science (ALCCS) offered by The Institution of Electronics and Telecommunication Engineers (IETE). The 3-year part-time ALCCS program is designed to impart advanced training in software development and provide qualifications equivalent to an M.Tech in Computer Science. The course is conducted at various IETE centers and includes subjects like parallel computing, object-oriented programming, and computer networks. Students must complete coursework, assignments, a dissertation, and maintain the required attendance to be eligible to receive the ALCCS certification, which is recognized by the Government of India and various universities for employment and further education purposes.
Solved manual of Emerging Trends in Civil Engineering 22602 .
Emerging Trends in Civil Engineering is a comprehensive guide that explores the latest developments, innovations, and advancements in the field of civil engineering. The book covers a wide range of topics, from materials science and structural engineering to transportation and environmental engineering.
The book provides a detailed overview of the latest technologies and techniques that are being used to improve the efficiency and sustainability of civil engineering projects. It includes case studies and examples of successful projects that have implemented these innovations, giving readers a clear understanding of the practical applications of these emerging trends.
The book is written by leading experts in the field of civil engineering and is intended for students, researchers, and professionals who are interested in staying up-to-date with the latest trends and advancements in this rapidly evolving field.
Whether you are involved in the design, construction, or management of civil engineering projects, Emerging Trends in Civil Engineering is an essential resource that will help you stay ahead of the curve and deliver innovative solutions to the challenges facing our infrastructure today
Technical Education is one of the more significant components of Human Resource Development spectrum with great potential for adding value to products and services and for contributing to the national economy and improving quality of life of the people. Technician education has made steady progress in meeting the demand of middle level technical personnel for various sectors of national development. Quality issues in technical education are very important aspect since it bears a direct impact on the improvement of the education process.
Strategies to Improve Engineering Education and Teaching-Learning Pedagogy in...IRJET Journal
This document discusses strategies to improve engineering education in India. It begins by providing background on technical education development in India. It then analyzes the current state of engineering education, including increased enrollments but poor employability outcomes. Several challenges are identified, such as quality of students admitted, outdated teaching methods, lack of research/industry experience among faculty. The document proposes ideas to address these, such as activity-based and project-based learning, increasing degree duration to improve learning for all students. Overall, it analyzes issues in the current system and puts forth strategies to enhance the effectiveness and quality of engineering education in India.
The document summarizes a short-term course on research processes in engineering hosted by the Indian Institute of Information Technology, Nagpur (IIITN). The course will be held online from February 20-25, 2022 and is aimed at training young Ph.D. scholars. It will cover topics such as research design, data analysis, paper writing, and reference management. The course objectives are to enable participants to define research problems, select appropriate research methods, and write scholarly articles. The eligibility criteria are that applicants must be enrolled in an M.Tech, Ph.D or PDF program in engineering or interdisciplinary fields at a recognized university.
The document outlines an agenda for designing curricula according to the National Education Policy 2020. It discusses key highlights of NEP 2020 including flexibility, multidisciplinarity, conceptual learning over rote learning. It proposes long-term action plans like integrating practical skills, revising assessments, and promoting research. It provides indicative credit frameworks and sample curriculum structures for undergraduate computer science programs that incorporate multidisciplinary minors and open electives in line with NEP 2020 principles.
Minimalist Vintage Medieval Brown Museum Brochure (1).pdfNithishPandian1
This document announces a three-day workshop on ASIC design using Cadence tools that will be held from March 31st to April 2nd 2023. The workshop will cover various stages of the ASIC design flow from RTL design and simulation to logic synthesis, physical implementation, and timing analysis. Experts from industry and faculty from PSG College of Technology will conduct lectures and hands-on sessions. The workshop aims to provide comprehensive knowledge of the ASIC design flow to help participants understand RTL design methodology and gain expertise required for industry. It will be held at PSG College of Technology and is open to research scholars and UG/PG students from engineering and polytechnic colleges.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
This document provides information on the revised syllabus for the Third Year Bachelor of Engineering in Information Technology program at the University of Mumbai, to be implemented from the academic year 2021-2022.
It includes the program structure for semesters 5 and 6, with details of the courses, teaching schemes, examination schemes, course objectives and outcomes. Some of the courses included are Internet Programming, Computer Network Security, Entrepreneurship and E-Business, and Software Engineering.
The document also provides context for the revisions through preambles on outcomes-based education, reduced credits to minimize student workload, and inclusion of skill-based labs and mini-projects.
This document contains the syllabus for the third year (semester V and VI) of the Bachelor of Technology program in Mechanical Engineering at K. J. Somaiya College of Engineering. It provides details of the courses offered in each semester, including course codes, credit schemes, teaching schemes, examination schemes, and lists of elective courses. The preamble describes the department, outcomes-based education approach, facilities, and focus on applied learning and projects. It also outlines the program vision, mission, educational outcomes and objectives.
The document discusses a proposed program called "IITians for ITI" aimed at improving the quality of technical training in India's Industrial Training Institutes (ITIs). ITIs face issues like outdated curricula and lack of industry collaboration that result in uneven training quality. The program would leverage the expertise of IIT alumni worldwide to mentor ITI principals and instructors, help update curricula, and foster industry links to promote excellence in technical education. It aims to start with select higher-quality ITIs and expand nationwide over 15 years with thousands of alumni volunteers supporting hundreds of ITIs.
Vision, mission and values of NITTTR Chandigarh Indiamp poonia
Special efforts made by NITTTR Chandigarh India is presented for converting it into a dream institute for every teacher and making special efforts to inculcate ethics and values in newer generations
This document outlines the course structure and syllabus for a Bachelor of Technology in Mechanical Engineering program at Aditya Institute of Technology and Management. It includes information on the program educational objectives, outcomes, course credits, evaluation methodology, attendance requirements, and minimum academic requirements. The program is a four-year course divided into eight semesters, with the goal of providing students with skills and knowledge to succeed as mechanical engineers. Student performance is continuously evaluated through internal and end-semester exams, with grades and credits awarded based on percentages and letter grades.
The document outlines AICTE's vision for 2025 which includes the following key goals:
1. Revising curriculum every three years and providing language content online for all.
2. Developing world-class infrastructure in higher education institutions.
3. Mandating AICTE certification for faculty and developing them further.
4. Requiring all institutions to obtain accreditation.
5. Connecting each institute to at least five industries.
6. Providing holistic and learner-centric education to all students.
7. Establishing research and innovation cells in all institutions and enabling one lakh startups by 2025.
se of Information and Communication (ICT) in teaching learningmp poonia
the need of ict in teaching learning has been explained. The shortge of teachers particularly in higher learning institution and difficulty in effective pedagogy have paved the way to effective ict approaches in teaching learning. This may be very essential in countries like india where class size is very large.
key chalenges in indian technical educationmp poonia
The document discusses key challenges in engineering education in India. It outlines 7 main challenges: 1) changing requirements and need for more skills-based learning; 2) issues with employability of graduates; 3) lack of industry interaction; 4) deficiencies in language and soft skills; 5) shortage of faculty; 6) lack of student initiative and absorbing capacity; 7) lesser exposure to reality outside of academics. It emphasizes the need for reforms in pedagogy, teaching methods, and making learning more practical to better prepare students.
This document discusses the importance of developing 21st century skills in students. It outlines 10 key skills: verbal communication, teamwork, commercial awareness, analyzing and investigating, initiative/self-motivation, determination, written communication, planning and organizing, flexibility, and time management. It emphasizes that education needs to shift from an exam-oriented approach to developing these lifelong skills. The role of teachers is also discussed, highlighting that teachers should light the fire of curiosity in students rather than just filling them with information.
various methods for improving the engine performance have been discussed. Most significant upon them is to reduce the obstruction in the flow of fresh mixture and burnt products. In addition to this by improving the inlet and exhaust valve timing. Increase in compression ratio and swept volume may also improve the engine parformance
in this presentation , the different engine inefficiencies has been discussed including all sort of friction losses which affects the brake power of the engine. It includes volumetric efficiency, thermal efficiency, IMEP, BMEP, brake power etc.
indicated and brake mean effective pressuremp poonia
The document discusses various thermodynamic processes involved in air standard cycles that are used to model internal combustion engines. It describes the idealized assumptions of air standard cycles including using air as the working fluid, internally reversible processes, heat addition from an external source, and using heat rejection to restore the fluid to its initial state. It then discusses factors that cause actual engine cycles to deviate from the ideal cycles, such as finite rate of heat addition, heat transfer losses, blow-by and blow-down losses, friction losses, and pumping losses.
The document summarizes key points from a presentation given by Prof. M.P. Poonia, Director of NITTTR Chandigarh on January 13, 2016. Some of the main topics discussed include:
1. India has a large and young population and workforce but needs to improve vocational skills training. The education system focuses too much on examinations.
2. Teaching can be a rewarding profession due to factors like autonomy in the classroom, summer vacations, job security, and impacting students' futures.
3. The education system in India needs reforms like making it more skills-based and reducing emphasis on examinations to reduce pressure on students.
4. Institutes need to focus
The document discusses various factors that affect the efficiency of internal combustion engines such as specific heat, dissociation, premixed vs non-premixed fuel charges, and different types of losses in actual engine cycles compared to ideal cycles. It notes that the actual efficiency of a good engine is around 25% of the estimated efficiency from the ideal air standard cycle due to losses from factors like heat transfer, combustion, pumping, and blow-by. Fuel-air ratio can impact maximum power output due to chemical equilibrium losses. Variable specific heats can increase maximum pressure but decrease maximum temperature compared to constant specific heats.
- In petrol engines, air and fuel are mixed and compressed up to 1/8-1/12 of the original size, while in diesel engines only air is compressed up to 1/14-1/25 of the original size. Petrol engines use spark plugs to ignite the fuel-air mixture, while diesel engines rely on the high temperature of compressed air to ignite injected fuel.
- Petrol engines are lighter, cheaper to maintain, and require less compression than diesel engines. However, diesel engines are more thermally efficient, can pull heavier loads, and benefit from cheaper fuel. The type of engine used depends on the specific power and efficiency needs of the vehicle.
basic information of internal combustion enginesmp poonia
1. The document discusses various concepts related to internal combustion engine efficiencies including definitions of engine terminology, the four strokes of an engine cycle, indicated power, thermal efficiency, and air-standard cycles.
2. It provides information on improving engine efficiency through variable valve timing which allows the engine to run most efficiently at all speeds rather than just one speed.
3. The document concludes with some frequently asked questions about concepts like brake thermal efficiency, mechanical efficiency, indicated thermal efficiency, and ways to increase brake power in diesel engines.
The document discusses internal combustion engines and how they convert chemical energy from fuel into mechanical energy. It provides examples of internal combustion engines like gasoline and diesel engines. It also discusses external combustion engines, where combustion of fuel occurs outside the engine cylinder. The key differences are that internal combustion engines have one working fluid and combustion occurs inside the cylinder, while external combustion engines have two working fluids and combustion occurs outside. Internal combustion engines are smaller and have less heat losses than external combustion engines.
skill and competencies in enginerring studentsmp poonia
role of teachers and students competencies requirements are discussed. how NITTTR Chandigarh can help in improving the competencies of teachers and students are also discussed
This document provides an overview of the National Institute of Technical Teachers' Training and Research (NITTTR) in Chandigarh, India. It discusses NITTTR's vision, mission, programs and activities which include education and training, curriculum development, research and development, and extension/consultancy. It also highlights some of NITTTR's efforts to promote hands-on, minds-on, and hearts-on learning through community engagement projects, collaboration with NGOs, and events like Abilympics.
The document discusses various types of energy technologies. It begins by defining energy and its different forms like light, sound, and wind. It then discusses the history of energy usage by humans from the invention of fire to early power projects in India. The document also provides context on India's current energy sector, including facts around capacity, sources of energy like thermal, nuclear, and hydro power. It concludes by discussing new and future wind energy technologies like vertical axis wind turbines, turbines integrated into buildings, and windmills in different innovative designs.
Geothermal energy uses heat from within the Earth to provide heating and cooling. World geothermal electricity generation capacity was over 12,000 MW in 2015. The temperature below the Earth's surface increases with depth, typically around 17-30 degrees Celsius per kilometer. India has over 350 identified geothermal locations and an estimated potential of 10,000 MWe of geothermal power. Geothermal resources are used for district heating, greenhouses, fish and alligator farms, melting snow on sidewalks and roads, and electricity generation in power plants without producing emissions.
1) Sixteen panel discussions were held between 2012-2013 covering major industries to evaluate technical graduates' readiness for industry.
2) The panels concluded graduates lack fundamental discipline knowledge, practical skills like reading drawings, and soft skills like teamwork and communication. They prefer white collar jobs over core engineering roles.
3) Suggestions were made to involve industry in curriculum design, emphasize hands-on learning through projects and training, and develop ethics and values to make graduates more well-rounded and industry-ready.
the strategic development plan of national institute of technical teachers training and research is presented. Stress is given to improve our-self only, rest of the world will change automatically.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. AICTE INITIATIVES FOR
TRANSFORMING HIGHER EDUCATION
By
Dr. (Prof.) M. P. Poonia
Vice Chairman,
All India Council For Technical Education,
Ministry of HRD, Government Of India
2. AICTE ACT 1987
Mandate
Planned and coordinated development of
Technical Education
Regulate proper maintenance of norms &
standards
Expansion of Technical Education with Quality
6. Approved Intake, Students Admitted, Students Passed
&
Students Campus Placement
34.6
37.2
39.6 38.4 37.1
21.6 21.9 21.4 20.8 19.3
13.8
14.9 15.8 16.2 13.7
5.6 6.1 6.7 7.0 6.4
0
5
10
15
20
25
30
35
40
45
2012-13 2013-14 2014-15 2015-16 2016-17
Approved Intake
Students Admitted
Students Passed
Students Campus Placement
Academic Year
Studentsnumber
(inlakhs)
7. For ensuring the quality & adherence to mandate of
AICTE, Government of India in 2014 felt the need for
restructuring and strengthening the All India Council for
Technical Education to address imperatives and
challenges in the Technical Education Sector.
A committee under the chairmanship of Shri. M. K. Kaw
(Ex-Secretary, MHRD) was constituted for this purpose.
The Committee submitted its Report in the year 2015
‘Technical Education-A Futuristic Scenario’.
8. • AICTE - A Constitutional autonomous apex authority-GOI
• To concentrate on mentoring and development : Facilitator
• The third party rating to be fulcrum of regulation: NIRF
• To improve sub-standard institutions: Margdarshan
• Robust accreditation: Made mandatory for increase in intake
• Permanent Staff : Process initiated
• Autonomy to all colleges in phased manner : Support provided
• Quantum Jump in Allocation of Funds : Rs 5000 crores
9. • Distance and Life Long Education : SWAYAM
• Vocational Education :Community Polytechnics & PMKVY
scheme
• To focus on Research and Innovation: Signed MoU with
Clarivate Analytics`(Web of Science)
KEY RECOMMENDATIONS OF KAW
COMMITTEE(CONTD)
10. 1. Mandatory internships: Mandatory three internships of 4 to 8 weeks during under-graduation.
2. Training of teachers: Mandatory an annual refresher course through SWAYAM or in contact mode and 15
days industrial training
3. Induction training: Mandatory induction training to reinforce the life language and problem solving skills
4. Revision of Curriculum: Every Affiliating University shall constitute subject-wise Industry Consultation
Committee (ICC) with the mandate of examining the existing curriculum and for making suitable changes in
the curriculum every year on the lines of outcome based education. Model curriculum is being provided
from AICTE.
5. Industry readiness: Imparting technical and soft skills required for working in the industry. Every institute
shall create a separate cell for industry institute interaction.
Contd…
11. Quality Initiatives contd…..
6. Promoting innovation/start-ups: Serious efforts for promoting innovation and
creativity in the students. While applying for extension of approval, institute shall
submit proof of having incubated start-ups.
7. Exam reforms: The final exams being conducted by the institutions shall test the
understanding of the concepts and ability to perform.
8. Mandatory accreditation: At least half of all the programmes in the technical
institutions shall be accredited through the NBA before 2022.
9. Planning: Perspective Plans will be prepared for each State in consultation with the
concerned State Government for assessing the demand-supply situation projected for
the next 10 years.
10. Selection of students [NEETI]: Single National Entrance Examination for Technical
Institutions (NEETI) for admissions starting from the academic session 2018-19.
14. Internshala:
Internshala is lndia's largest
internship platform used by
40,000+ organizations
offering 4 lac+
internships every year
27th April, 2017
17. Engineering Council of India(ECI)
To make necessary arrangements to
facilitate Hands-on training and/ or
arrange for “internships” to technical
graduate for their Continuing
Professional Development (CPD).
2nd June, 2017
18. Ministry of Skill Development
& Entrepreneurship:
For collaboration on
Entrepreneurship Promotion
Initiatives
13th June, 2017
19. MSME [for placement and internship in MSMEs] 13th June,
2017
National Institute of Electronics and Information
Technology (NIELIT), Students internship in IT and
electronics Field
22nd June,
2017
Telecom Sector Skill Council (TSSC) 22nd June,
2017
20. National Productivity Council :
Low cost internationally
recognized Asian Productivity
Organization (APO) Certified Basic
and Advanced productivity
Practitioners courses for students
of technical colleges
28th June 2017
21. NITI Aayog
To facilitate institutional linkage
for nurturing innovation and
creativity among students and
encourage startups
6th July, 2017
22. Subject-wise Heads of Committees identified for quick review of curriculum of UG courses in
Engineering.
Credits defined as
1 Hour Lecture/week = 1 Credit
1Hour Tutorial/week = 1 Credit
2 Hours Practical(Lab)/week = 1 credit
Range of credits from 150 to 160 for a student to be eligible to get Under Graduate degree in Engineering.
A student will be eligible to get Under Graduate degree with Honours or additional Minor Engineering, if
he/she completes an additional 20 credits. These could be acquired through MOOCs.
23. *Minor variation is allowed as per need of the respective disciplines.
S.No Course Suggested
Breakup of
Credits
(Total 160)
1 Humanities and Social Sciences including Management 12*
2 Basic Sciences 25*
3 Engineering Sciences including workshop, drawing,
basics of electrical/mechanical/computer etc
24*
4 Professional core subjects 48*
5 Professional Subjects- Electives relevant to chosen
specialization/branch
18*
6 Open subjects – Electives from other technical and /or
emerging subjects
18*
7 Project work, seminar and internship in industry or
elsewhere
15*
8 Mandatory Courses
[Environmental Sciences, Induction training, Indian
Constitution, Essence of Indian Traditional Knowledge]
(non-credit)
Total 160*
Quick review of curriculum of UG courses in Engineering(Contd…)
Structure of UG curriculum
24. Lecture Tutorial Laboratory/Practical Total credits
Chemistry 3 1 3 5.5
Physics 3 1 3 5.5
Maths-1 3 1 0 4
Maths -2 3 1 0 4
Programming for Problem
solving
3 0 4 5
English 2 0 2 3
Engineering Graphics 1 0 4 3
Workshop/ Practicals 1 0 4 3
Basic Electrical Engg. 3 1 2 5
*Biology 2 1 0 3
*Engg. Mechanics 3 1 0 4
*Maths-3 3 1 0 4
*These courses may be offered preferably in the 3rd semester onwards.
Quick review of curriculum of UG courses in Engineering
Structure of UG curriculum(1st year)
25. Self-disclosure [only 3% of institutions are inspected]
Unnat Bharat Abhiyan[ Funding to Institutes for Rural Development]
Adjunct Faculty Scheme [20% of the total faculty from industry]
Approval for multiple years for autonomous and accredited institutes
National Employability Enhancement Mission [NEEM]
PMSSS for J & K students [ Around 3600 Students Getting Free
Education]
Blended Learning [20% Credits through MOOCs]
UKIERI [Leadership Development Program]
National Tests [GPAT & CMAT]
Progressive use of Hindi
26. AICTE START UP POLICY
• Policy launched by Hon’ble President.
• The Policy aims to streamline and strengthen the
Innovation & Startup ecosystem
• Policy aims to create 1,00,000 Technology based
Startups and a million employment opportunities
by 2025.
• To identify the innovation and entrepreneurial
potential of students, nurture innovations and
transform them into startup entrepreneurs.
27. Smart India Hackathon 2016-17: A unique initiative to identify new and disruptive digital solutions for
solving the challenges faced by our country under the program of Smart India Hackathon 2017.
This 36 hrs non-stop competition event was held on 1st – 2nd April 2017
9544 technology students
598 problems statements
29 different central govt. ministries
26 different Nodal centres
Rs. 3 Cr Sanctioned.
Smart India Hackathon 2017-18 : 50 Ministries/ Govt. Departments and 20 states have already committed
participation.
Total no. of centers : 50
Hardware Hackathon Centers : 5
Budget : Rs. 5 crore
28. • The 7th Pay Review Committee (PRC) was constituted by AICTE and it has
submitted its Report. The report was considered by the Executive Committee
and the Council in meetings held on 3rd August, 2017 at AICTE. The highlights
of the this report are :
Pay structure for Non-Teaching staff in technical institutions;
Emphasis on Teachers’Training ;
Encouragement and rewards for quality research and industry
collaboration.
29. Major Disciplines
of Engineering /
Technology
Corresponding
Course(s) of
Engineering /
Technology
Relevant /
Appropriate
nomenclature of
UG degree in
Engineering /
Technology
Relevant /
Appropriate
nomenclature of
PG degree in
Engineering /
Technology
Aeronautical
Engineering
Aeronautical
Engineering
AERO SPACE
ENGINEERING
AERO DYNAMIC
ENGINEERING
AERONAUTICAL
ENGINEERING
AERO SPACE
ENGINEERING
AIRCRAFT
MAINTENANCE
ENGINEERING
AERONAUTICAL
ENGINEERING
AVIONICS
30. • Research Promotion Scheme: This scheme Promotes Research in identified thrust areas
of in Technical Education. The limit of funding is Rs 25 lakhs for project duration of 3
years.
• Entrepreneur Development Cell: This scheme motivates the students to opt for
entrepreneurship and self-employment as attractive and viable career option. The limit of
funding is Rs. 10 lakh.
• e-Shodh Sindhu: This scheme aims to provide e- resources in technical education to 94
AICTE supported technical Institutes. Rs. 6.5 crore are the subscription rates paid by
AICTE in 2017.
RESEARCH & INNOVATION
DEVELOPMENT SCHEMES
31. • Faculty Development Programme: The scheme is intended to fund Institutions for
training teachers employed in AICTE approved Technical Institutions and facilitate up-
gradation of knowledge and skill. Rs 5-7 Lakh are granted for 1-2 weeks FDP.
• Quality Improvement Programme: The main objective of the programme is to upgrade the
qualification of the faculty members of the degree level institutions in the country.
Scholarship @Rs. 15000/-PM and Rs. 5000/ PM are given to Ph.D/ M.Tech. Scholars. Total of
94 QIP centers are supported.
• Adjunct Faculty: Scheme encourages quality involvement of academicians, scholars,
practitioners, policymakers in teaching, research, and related services. The limit of funding
is Rs 6 Lakh/Faculty.
STAFF DEVELOPMENT SCHEMES
32. • Seminar Grant: The scheme provides an opportunity to faculty, academicians and
working professionals for sharing of ideas, innovations and inventions by means of
funding a seminar. Total funding up to Rs 1 Lakh for national and Rs 3 Lakh for
International seminars is given under the scheme
• AICTE Travel Grant: To facilitate faculty to attend conferences outside the country. Limit
of funding is Rs. 1.5 lakh/ faculty.
• Modernization and Removal of Obsolescence: The scheme equips technical
institutions with infrastructural facilities, laboratories, workshops, and computing
facilities to enhance teaching, training and research capabilities. The limit of funding is Rs
20 Lakhs and project duration is 2 years
STAFF DEVELOPMENT SCHEME (CONTD...)
33. • Margdarshan: This scheme provides an opportunity for an
Institute of repute to act as a Mentor and serve as a hub to guide
and mentor around ten technical institutions as spokes. The limit
of funding is Rs. 50 lakhs and the duration of the project is for 3
years.
• Unnat Bharat Abhiyan: Scheme is inspired by the vision
of transformational change in rural development processes
by leveraging knowledge institutions. The limit of funding is Rs 5
lakh/ Institute and duration of the project is 2 years
34. • Hostels for SC/ST Students: The scheme aims to support Government /
Government-aided engineering colleges for construction of girls/boys hostels for
students /researchers belonging to SC/ST category. Total funding up to Rs 2 crores is
provided to complete project within 2 years time.
• Skill and Personality Development Programme Centre for SC/ST Students :
Scheme provides opportunity to SC/ST students in the Institutes to reorient
themselves in the light of emerging employment opportunities in Engineering and
to empower the SC and ST students of UG/Diploma. Maximum funding for the
scheme is Rs 25 lakhs and the project duration is 3 years
35. • PG Scholarship : is awarded to full time GATE/GPAT qualified students
admitted to M.E./ M.Tech/ M.Arch and M.Pharma courses in AICTE
approved Institutions/Colleges @Rs. 12,400/- PM/ student.
• Pragati Scholarship : is awarded to meritorious girls taking admission in
AICTE approved Technical institution at Degree/ Diploma. Total 4000
scholarship are given @ Rs. 30000/- as tuition fee reimbursement and Rs.
20000/- as incidentals each year.
• Saksham Scholarship Scheme : is awarded to differently abled students
taking admission in AICTE approved Technical institution at Degree/
Diploma. Total 1000 scholarship are given @ Rs. 30000/- as tuition fee
reimbursement and Rs. 20000/- as incidentals each year. This scheme has
also been revamped to make it more popular and effective.
37. M.Tech Projects as Internship with MSMEs:
AICTE and Ministry of Micro, Small and Medium Enterprises (MSME) has Launched an Internship Scheme for involving
P.G. Students of Technical Institutes with industries and to provide them hands on engagement and practical experience.
408 Small and Medium Enterprises have given requirement of 738 Technology students.
Sansad Adarsh Gram Yojana(SAGY)
Mapping of Villages adopted by Members of Parliament is being done by AICTE with the help of nearby AICTE approved
Colleges. So far 6 workshops in Delhi, Noida, Kanpur, Faizabad, Lucknow & Mathura have been conducted. One more
workshop in Odisha will be held on 29th August 2017.
Special Scheme for North Eastern States
AICTE has launched a scheme for providing logistics and support to the technical institutes of NER by extending financial
assistance for construction of
Rain water harvesting system ; alternative power support ; availability/connection of internet facility
Budget- 10% of the total budget allocated
38. Best Student/Early Stage, Startups from Academic
Institutions/Incubators
To recognize institutions that are doing a good job and to spur
others into actions that lead to measurable outcomes regarding
Waste management of various kinds
AICTE & ECI are jointly holding a competition “AICTE-ECI
Chhatra Vishwakarma Awards” for the students of AICTE
approved Degree & Diploma level technical institutions.
39. To make students industry-ready.
To increase placements from 40% to 60%.
To increase accredited programmes from 15% to 50%
75% of the students to participate in summer internships.
Institutes with less than 30% seats for 5 years to be closed.
To build capacities of the technical institutions.