The document discusses the evolution of technological universities in India and envisions attributes of 21st century technological universities. It traces the origins of engineering education in India back to 1847 with the establishment of the Thompson College of Civil Engineering. It notes that while a few institutions like IITs and other premier universities have emerged as globally recognized, quality is limited given India has over 3,500 tech institutions. It advocates for 21st century tech universities to have industry relevance, use knowledge management systems, innovative curriculum, and promote collaborative research with strong industry interface operating like knowledge enterprises.
The document discusses several top engineering colleges in India, including IIT Delhi, IIT Guwahati, IIT Kharagpur, NIT Tiruchirappalli, NIT Surathkal, IIIT Allahabad, MSRIT Bangalore, and RVCE Bangalore. It provides details about the establishment year, courses offered, infrastructure, and facilities available at each institution.
The document is a brochure for the National Institute of Technology Arunachal Pradesh placement program for 2018-19. It provides information on why companies should recruit from NIT Arunachal Pradesh, the campus recruitment process, past recruiters, details about Arunachal Pradesh and the institute. It outlines the admission procedure, departments, infrastructure, student activities, projects, internships, placement statistics and messages from the director and placement in charge. It summarizes the key information companies would need to know about recruiting students from NIT Arunachal Pradesh.
1. The document discusses quality and branding in engineering education in India, specifically in Tamil Nadu. It provides historical context on the development of engineering education in India and Tamil Nadu since the 18th century.
2. It describes the current challenges facing engineering colleges in Tamil Nadu, including increased competition from foreign universities and decreased public funding. This makes quality and brand building key to attracting students.
3. The document suggests that engineering colleges should assess their brand equity and positioning to maintain quality standards, and can use tools like total quality management to improve their reputation and become more efficient institutions.
This document discusses quality and brand building in engineering colleges in Tamil Nadu, India. It provides background on the history and development of engineering education in India and Tamil Nadu. It then discusses some of the challenges currently facing technical institutions, including increased competition from foreign universities and decreasing public funding. This has made quality and brand building key competitive factors. The document suggests that institutions can improve their reputation and brand through implementing total quality management practices to enhance various dimensions of education quality and meet stakeholder needs.
Unemployed and Unemployable Engineers in IndiaVinit Vaibhav
The document discusses the issue of unemployed and unemployable engineers in India. It notes that while the number of engineering colleges in India has increased significantly, around 60% of graduating students remain unemployed and only 7% are deemed employable. Some of the key reasons identified for this issue include the large number of private colleges that have opened without proper facilities, high student-teacher ratios, outdated syllabi, lack of internship opportunities, and insufficient career guidance. Statistics are presented showing low employment rates and salaries for Indian engineers compared to other countries. The government has taken steps such as apprenticeship programs and centers of excellence to improve the situation.
This document is an industrial training report submitted by Ahmad Syafiq Asyraf Bin Ahmad Sabri from Universiti Teknologi Malaysia. The report details his one month industrial training at the MEMS Laboratory at Keio University in Japan from June 16th to July 11th, 2014 under the supervision of Associate Professor Norihisa Miki. The report provides an overview of Keio University, including its history and campuses. It also outlines the purpose, objectives, and learning outcomes of the industrial training program, and describes the scope of work, training, and projects carried out by the student during his time at the MEMS Laboratory.
Thanks, I hope to send to Dr. Basma Omair, thanks.
Gamal S. Ahmed
PhD in Education, Cairo University, Egypt.
Ambassador of the HETL, USA
http://hetl.org/liaisons/
http://www.igi-global.com/article/modern-concepts-curriculum-teaching-nanotechnology/67803
http://www.nisenet.org/users/gamal_s_ahmed
hettp://hetl.org/ambassadors-corps
http://eg.linkedin.com/pub/dir/Gamal/Ahmed
Gamal S. Ahmed.
The document provides information about IIT-Chicago University and its programs offered in India. It summarizes that IIT-Chicago University has five campuses across the United States and India and offers various master's degree programs online and in-person in India at sites in Bangalore, Chennai, Hyderabad, Mumbai, and Pune. The eligibility for the programs typically requires a first class bachelor's degree in an engineering field. The teaching methodology involves streamed video lectures on the internet with opportunities for video/audio conferences.
The document discusses several top engineering colleges in India, including IIT Delhi, IIT Guwahati, IIT Kharagpur, NIT Tiruchirappalli, NIT Surathkal, IIIT Allahabad, MSRIT Bangalore, and RVCE Bangalore. It provides details about the establishment year, courses offered, infrastructure, and facilities available at each institution.
The document is a brochure for the National Institute of Technology Arunachal Pradesh placement program for 2018-19. It provides information on why companies should recruit from NIT Arunachal Pradesh, the campus recruitment process, past recruiters, details about Arunachal Pradesh and the institute. It outlines the admission procedure, departments, infrastructure, student activities, projects, internships, placement statistics and messages from the director and placement in charge. It summarizes the key information companies would need to know about recruiting students from NIT Arunachal Pradesh.
1. The document discusses quality and branding in engineering education in India, specifically in Tamil Nadu. It provides historical context on the development of engineering education in India and Tamil Nadu since the 18th century.
2. It describes the current challenges facing engineering colleges in Tamil Nadu, including increased competition from foreign universities and decreased public funding. This makes quality and brand building key to attracting students.
3. The document suggests that engineering colleges should assess their brand equity and positioning to maintain quality standards, and can use tools like total quality management to improve their reputation and become more efficient institutions.
This document discusses quality and brand building in engineering colleges in Tamil Nadu, India. It provides background on the history and development of engineering education in India and Tamil Nadu. It then discusses some of the challenges currently facing technical institutions, including increased competition from foreign universities and decreasing public funding. This has made quality and brand building key competitive factors. The document suggests that institutions can improve their reputation and brand through implementing total quality management practices to enhance various dimensions of education quality and meet stakeholder needs.
Unemployed and Unemployable Engineers in IndiaVinit Vaibhav
The document discusses the issue of unemployed and unemployable engineers in India. It notes that while the number of engineering colleges in India has increased significantly, around 60% of graduating students remain unemployed and only 7% are deemed employable. Some of the key reasons identified for this issue include the large number of private colleges that have opened without proper facilities, high student-teacher ratios, outdated syllabi, lack of internship opportunities, and insufficient career guidance. Statistics are presented showing low employment rates and salaries for Indian engineers compared to other countries. The government has taken steps such as apprenticeship programs and centers of excellence to improve the situation.
This document is an industrial training report submitted by Ahmad Syafiq Asyraf Bin Ahmad Sabri from Universiti Teknologi Malaysia. The report details his one month industrial training at the MEMS Laboratory at Keio University in Japan from June 16th to July 11th, 2014 under the supervision of Associate Professor Norihisa Miki. The report provides an overview of Keio University, including its history and campuses. It also outlines the purpose, objectives, and learning outcomes of the industrial training program, and describes the scope of work, training, and projects carried out by the student during his time at the MEMS Laboratory.
Thanks, I hope to send to Dr. Basma Omair, thanks.
Gamal S. Ahmed
PhD in Education, Cairo University, Egypt.
Ambassador of the HETL, USA
http://hetl.org/liaisons/
http://www.igi-global.com/article/modern-concepts-curriculum-teaching-nanotechnology/67803
http://www.nisenet.org/users/gamal_s_ahmed
hettp://hetl.org/ambassadors-corps
http://eg.linkedin.com/pub/dir/Gamal/Ahmed
Gamal S. Ahmed.
The document provides information about IIT-Chicago University and its programs offered in India. It summarizes that IIT-Chicago University has five campuses across the United States and India and offers various master's degree programs online and in-person in India at sites in Bangalore, Chennai, Hyderabad, Mumbai, and Pune. The eligibility for the programs typically requires a first class bachelor's degree in an engineering field. The teaching methodology involves streamed video lectures on the internet with opportunities for video/audio conferences.
The document discusses the education sector in India. It notes that India has the world's largest higher education system with over 1.5 million schools enrolling 260 million students. The education market in India is valued at $100 billion currently and is expected to reach $180 billion by 2020. It then profiles some of the major players in India's education sector, including Visvesvaraya Technological University, Jaypee University of Information Technology, Lovely Professional University, Amity University, and Educomp.
Robot Teaching and Creative Ability Cultivation of College Studentstheijes
Intelligent robot is a comprehensive cross discipline, and robot teaching can effectively cultivate the creative ability and comprehensive practical ability of the college students. This work first analyze the importance of developing the robot teaching in college, then it discusses the current situation of the robot teaching in China and abroad. Finally, this work expounds the relation between the robot teaching and the innovation ability cultivation of the college students from six aspects.
Inha University is a private university located in Incheon, South Korea founded in 1954 focusing on natural sciences and engineering. It has expanded to include economics, social sciences, humanities, and medicine. Inha University welcomes international students to study through exchange programs, visiting student status, regular degree programs, research, or summer school. Students have the option to focus on Korean language and culture courses or take courses in their major alongside Korean students. Inha University has partnerships with over 50 international institutions and aims to provide a globally-oriented learning environment.
This educational portal provides information about various career options and top colleges in India. It discusses fields like engineering, medicine, management, arts and commerce. In engineering, it outlines branches like mechanical, civil, electrical engineering and provides top colleges for each. It also discusses courses in medical field like MBBS, BDS, BHMS and top medical colleges. For management, it lists programs like BBA, MBA and top B-schools. It provides lists of top colleges for arts, commerce, media and film making. The portal aims to help students choose their career and colleges.
Assessment of the skills possessed by the teachers of metalwork in the use of...Alexander Decker
1) The study assessed the skills possessed by metalwork teachers in technical colleges in Oyo State, Nigeria in using computer numerically controlled (CNC) machine tools, which have become important in manufacturing industries.
2) A survey was conducted of 35 metalwork teachers to determine the skills they possessed in using CNC lathes, mills, and grinders.
3) The results found that teachers lacked some important skills for using CNC lathes and grinders, and lacked even more skills for CNC mills. It was recommended that teachers receive regular training to develop the needed skills for these machines.
ICCOTWT 2018 will be the most comprehensive conference focused on the various aspects of Cloud of Things and Wearable Technologies. This Conference provides a chance for academic and industry professionals to discuss recent progress in the area of Cloud of Things and Wearable Technologies. Furthermore, we expect that the conference and its publications will be a trigger for further related research and technology improvements in this important subject.
The goal of this conference is to bring together the researchers from academia and industry as well as practitioners to share ideas, problems and solutions relating to the multifaceted aspects of Cloud of Things and Wearable Technologies.
Faculty of Technology offers a five-year Undergraduate program (UG), Bachelor of Technology (Hons.) Civil-Construction program and two years Post Graduate programs (PG), M.Tech. in Construction Engineering & Management (CEM), M.Tech. in Structural Engineering Design, M.Tech. in Infrastructure Engineering Design and M.Tech. in Geomatics. It also offers two year M.Sc. Geomatics.
Vishwakarma Institute of Technology in Pune, India issued official transcripts for Mr. Chinmay Ratnakar Potdar who completed a Bachelor of Technology degree in Mechanical Engineering in 2015. The institute is permanently affiliated with Savitribai Phule Pune University, which is a reputed public university. Mr. Potdar is now applying for further studies and the institute recommends him as a sincere and hardworking student who will be an asset to any institution. The transcripts include details about Savitribai Phule Pune University, Vishwakarma Institute of Technology, and Mr. Potdar's grades.
This document provides information on the Faculty of Technology at an educational institution. It outlines undergraduate and postgraduate programs offered in various fields of technology. At the undergraduate level, it offers a Bachelor's in Construction Technology. At the postgraduate level, it offers M.Tech programs in Construction Engineering and Management, Structural Engineering Design, Infrastructure Engineering Design, and Geomatics. It also offers a Master's in Science in Geomatics. The document provides details on admission criteria, curriculum, teaching methodology, placements and research opportunities for each program.
Assessment of teachers’ and principals’ opinion on causes of low Alexander Decker
This document discusses a study that assessed teachers' and principals' opinions on the causes of low enrollment in technical colleges in Delta State, Nigeria. The study aimed to determine the government, school, societal, and parental factors perceived to influence enrollment. A questionnaire was administered to 12 principals and 84 teachers across 6 technical colleges. Results showed that both principals and teachers perceived lack of qualified teachers, poor funding, dilapidated infrastructure, poor societal attitudes toward technical education, and parental perceptions that it is for less intelligent students as causes of low enrollment in Delta State technical colleges. The study concluded that governmental, school, societal, and parental factors are responsible for low enrollment. It recommended that the government revitalize technical
Drop out among basic technology students in nigerian educational Alexander Decker
This document discusses causes, effects, and remedies of dropout among Basic Technology students in the Nigerian educational system. It identifies several key causes of dropout, including socioeconomic factors of parents, teacher attitudes, cultural practices, distance to school, early marriage, domestic responsibilities, parents' literacy levels, and lack of school infrastructure. The effects of dropout mentioned are increased rates of prostitution, disease spread, crime, and delinquency. Recommended remedies include government provision of free materials, parental monitoring of student progress, and community efforts to advise on education's importance and introduce penalties for withdrawing children from school.
Mr. Khare Shreyas Sanjay graduated from Vishwakarma Institute of Technology in Pune, India in 2015 with a Bachelor of Technology degree in Mechanical Engineering. He studied at Vishwakarma Institute of Technology from 2011-2015. Vishwakarma Institute of Technology is an autonomous institute affiliated with Savitribai Phule Pune University, a top university in India. Mr. Sanjay completed his 4-year undergraduate course in Mechanical Engineering through Vishwakarma Institute of Technology's autonomous syllabus and examination system. His transcripts and grades are certified by the Registrar of Vishwakarma Institute of Technology.
Christo Ananth, Advisory Committee Member, “International Conference On Data ...Christo Ananth
Christo Ananth, Advisory Committee Member, “International Conference On Data Science and Analytics (ICDSA’17)”, Department of Computer Science, Rathinam College of Arts and Science (Autonomous), Coimbatore-641 021, India, 23rd September 2017.
Innovative Quality Cultivating of College Students Based on Robot Contestinventionjournals
Cultivating the innovative ability of the college students has been one of the core goals of our high education teaching reform. As a carrier of the high technology competition, robot contest includes multiple disciplines, such as electronics, communication, mechanics, control, computer and artificial intelligence, and it highly integrate the theory and practice. Taking the robot contest as the research subject, this paper analyzes the important roles of the robot contests in the innovative capacity cultivating of the college students, e.g., innovative ability, comprehensive ability cultivating, and quality education etc. It will provide a new idea for cultivating the creative practical ability of the college students.
Professional career oriented engineering education and CDIO modelDejan Majkic
This document discusses the need for reform in engineering education to better meet the needs of industry and society. It advocates adopting a model of career-oriented, professional education called Generalized Professional Education (GPE). GPE aims to provide students with both hard and soft skills through student-centered, project-based learning that incorporates input from industry. This approach, exemplified by the CDIO framework, will help address issues like talent shortages and skills mismatches in the job market. Key principles for GPE include cooperation between industry and education institutions.
The plan for educating and training outstanding engineersDejan Majkic
The document discusses China's Plan for Educating and Training Outstanding Engineers (PETOE). It provides an overview of PETOE, including its goals of serving national development strategies and moving engineering education towards industry modernization. PETOE aims to establish new joint training mechanisms between universities and enterprises. It formulates general standards for engineering education at the bachelor's, master's and doctoral levels. The government issues supportive policies like prioritizing resources for PETOE programs and reforming faculty systems. Universities have established over 980 engineering education centers through industry cooperation under PETOE.
Developing Personal Matereyto Educate Future EngineersDr. N. Asokan
This document discusses the need for engineering educators to develop personal mastery in order to effectively educate future engineers. It identifies nine key characteristics of personal mastery: vision, performance with purpose, high energy, storytelling, fanatic discipline, lifelong learning, trusted relationships, simplicity, and systems thinking. Developing personal mastery is an ongoing process that requires educators to consistently apply these principles on a daily basis through visioning great outcomes, relating lessons to purpose, maintaining high energy, sharing personal stories, prioritizing simplicity, and continual growth and learning. Personal mastery will allow educators to adapt to changes in engineering education and society and prepare students with the necessary skills.
Practice and reflecting on engineering educationDejan Majkic
The document provides an overview of engineering education in China. It discusses:
1) Engineering programs make up about 30-40% of higher education programs in China, with over 25 million undergraduate students enrolled in 2014.
2) Efforts to improve engineering education quality include master's programs that integrate bachelor's and master's degrees, new professional master of engineering degrees, and quality assurance through engineering accreditation.
3) Engineering accreditation in China is outcome-based and follows principles of continuous quality improvement. Over 500 programs have been accredited since 2006.
Indian Institute of Technology Kanpur (IITK) was established in 1959 as one of the original IITs. It provides undergraduate, postgraduate, and PhD programs and conducts research in various engineering and science departments. IITK has over 6,700 students and 400 faculty members. It receives significant public funding and is known for its successful alumni and research in areas like materials science, energy, and electronics.
The document provides information about Indian Institute of Technology Kanpur (IITK). It discusses that IITK was established in 1959 as one of the original IITs and was the first to offer computer science education in India. IITK has over 6,700 students and 400 faculty members and is known for its high-quality education and research in engineering and sciences. The document outlines IITK's departments, research centers, and accomplishments of its alumni.
A detailed view of Indian IITK_Presentationabhinav007_007
The document provides information about Indian Institute of Technology Kanpur (IITK). It discusses that IITK was established in 1959 as one of the original IITs and was the first to offer computer science education in India. IITK has over 6,700 students and 400 faculty members and is known for its high-quality education and research in engineering and sciences. The document outlines IITK's departments, research centers, and accomplishments of its alumni.
This document discusses the history and development of technical education in India. It notes that technical education was initially based on the British model and focused on engineering. Some key developments in the pre-independence period included the establishment of institutions like IISc Bangalore, industrial schools, and engineering colleges in Roorkee, Bombay, Calcutta, and Madras. After independence, India set up prestigious institutions like the IITs to provide world-class engineering education and drive innovation and economic growth. The document traces how technical education evolved over time to meet India's growing needs for skilled workers and technological advancement.
The document discusses the education sector in India. It notes that India has the world's largest higher education system with over 1.5 million schools enrolling 260 million students. The education market in India is valued at $100 billion currently and is expected to reach $180 billion by 2020. It then profiles some of the major players in India's education sector, including Visvesvaraya Technological University, Jaypee University of Information Technology, Lovely Professional University, Amity University, and Educomp.
Robot Teaching and Creative Ability Cultivation of College Studentstheijes
Intelligent robot is a comprehensive cross discipline, and robot teaching can effectively cultivate the creative ability and comprehensive practical ability of the college students. This work first analyze the importance of developing the robot teaching in college, then it discusses the current situation of the robot teaching in China and abroad. Finally, this work expounds the relation between the robot teaching and the innovation ability cultivation of the college students from six aspects.
Inha University is a private university located in Incheon, South Korea founded in 1954 focusing on natural sciences and engineering. It has expanded to include economics, social sciences, humanities, and medicine. Inha University welcomes international students to study through exchange programs, visiting student status, regular degree programs, research, or summer school. Students have the option to focus on Korean language and culture courses or take courses in their major alongside Korean students. Inha University has partnerships with over 50 international institutions and aims to provide a globally-oriented learning environment.
This educational portal provides information about various career options and top colleges in India. It discusses fields like engineering, medicine, management, arts and commerce. In engineering, it outlines branches like mechanical, civil, electrical engineering and provides top colleges for each. It also discusses courses in medical field like MBBS, BDS, BHMS and top medical colleges. For management, it lists programs like BBA, MBA and top B-schools. It provides lists of top colleges for arts, commerce, media and film making. The portal aims to help students choose their career and colleges.
Assessment of the skills possessed by the teachers of metalwork in the use of...Alexander Decker
1) The study assessed the skills possessed by metalwork teachers in technical colleges in Oyo State, Nigeria in using computer numerically controlled (CNC) machine tools, which have become important in manufacturing industries.
2) A survey was conducted of 35 metalwork teachers to determine the skills they possessed in using CNC lathes, mills, and grinders.
3) The results found that teachers lacked some important skills for using CNC lathes and grinders, and lacked even more skills for CNC mills. It was recommended that teachers receive regular training to develop the needed skills for these machines.
ICCOTWT 2018 will be the most comprehensive conference focused on the various aspects of Cloud of Things and Wearable Technologies. This Conference provides a chance for academic and industry professionals to discuss recent progress in the area of Cloud of Things and Wearable Technologies. Furthermore, we expect that the conference and its publications will be a trigger for further related research and technology improvements in this important subject.
The goal of this conference is to bring together the researchers from academia and industry as well as practitioners to share ideas, problems and solutions relating to the multifaceted aspects of Cloud of Things and Wearable Technologies.
Faculty of Technology offers a five-year Undergraduate program (UG), Bachelor of Technology (Hons.) Civil-Construction program and two years Post Graduate programs (PG), M.Tech. in Construction Engineering & Management (CEM), M.Tech. in Structural Engineering Design, M.Tech. in Infrastructure Engineering Design and M.Tech. in Geomatics. It also offers two year M.Sc. Geomatics.
Vishwakarma Institute of Technology in Pune, India issued official transcripts for Mr. Chinmay Ratnakar Potdar who completed a Bachelor of Technology degree in Mechanical Engineering in 2015. The institute is permanently affiliated with Savitribai Phule Pune University, which is a reputed public university. Mr. Potdar is now applying for further studies and the institute recommends him as a sincere and hardworking student who will be an asset to any institution. The transcripts include details about Savitribai Phule Pune University, Vishwakarma Institute of Technology, and Mr. Potdar's grades.
This document provides information on the Faculty of Technology at an educational institution. It outlines undergraduate and postgraduate programs offered in various fields of technology. At the undergraduate level, it offers a Bachelor's in Construction Technology. At the postgraduate level, it offers M.Tech programs in Construction Engineering and Management, Structural Engineering Design, Infrastructure Engineering Design, and Geomatics. It also offers a Master's in Science in Geomatics. The document provides details on admission criteria, curriculum, teaching methodology, placements and research opportunities for each program.
Assessment of teachers’ and principals’ opinion on causes of low Alexander Decker
This document discusses a study that assessed teachers' and principals' opinions on the causes of low enrollment in technical colleges in Delta State, Nigeria. The study aimed to determine the government, school, societal, and parental factors perceived to influence enrollment. A questionnaire was administered to 12 principals and 84 teachers across 6 technical colleges. Results showed that both principals and teachers perceived lack of qualified teachers, poor funding, dilapidated infrastructure, poor societal attitudes toward technical education, and parental perceptions that it is for less intelligent students as causes of low enrollment in Delta State technical colleges. The study concluded that governmental, school, societal, and parental factors are responsible for low enrollment. It recommended that the government revitalize technical
Drop out among basic technology students in nigerian educational Alexander Decker
This document discusses causes, effects, and remedies of dropout among Basic Technology students in the Nigerian educational system. It identifies several key causes of dropout, including socioeconomic factors of parents, teacher attitudes, cultural practices, distance to school, early marriage, domestic responsibilities, parents' literacy levels, and lack of school infrastructure. The effects of dropout mentioned are increased rates of prostitution, disease spread, crime, and delinquency. Recommended remedies include government provision of free materials, parental monitoring of student progress, and community efforts to advise on education's importance and introduce penalties for withdrawing children from school.
Mr. Khare Shreyas Sanjay graduated from Vishwakarma Institute of Technology in Pune, India in 2015 with a Bachelor of Technology degree in Mechanical Engineering. He studied at Vishwakarma Institute of Technology from 2011-2015. Vishwakarma Institute of Technology is an autonomous institute affiliated with Savitribai Phule Pune University, a top university in India. Mr. Sanjay completed his 4-year undergraduate course in Mechanical Engineering through Vishwakarma Institute of Technology's autonomous syllabus and examination system. His transcripts and grades are certified by the Registrar of Vishwakarma Institute of Technology.
Christo Ananth, Advisory Committee Member, “International Conference On Data ...Christo Ananth
Christo Ananth, Advisory Committee Member, “International Conference On Data Science and Analytics (ICDSA’17)”, Department of Computer Science, Rathinam College of Arts and Science (Autonomous), Coimbatore-641 021, India, 23rd September 2017.
Innovative Quality Cultivating of College Students Based on Robot Contestinventionjournals
Cultivating the innovative ability of the college students has been one of the core goals of our high education teaching reform. As a carrier of the high technology competition, robot contest includes multiple disciplines, such as electronics, communication, mechanics, control, computer and artificial intelligence, and it highly integrate the theory and practice. Taking the robot contest as the research subject, this paper analyzes the important roles of the robot contests in the innovative capacity cultivating of the college students, e.g., innovative ability, comprehensive ability cultivating, and quality education etc. It will provide a new idea for cultivating the creative practical ability of the college students.
Professional career oriented engineering education and CDIO modelDejan Majkic
This document discusses the need for reform in engineering education to better meet the needs of industry and society. It advocates adopting a model of career-oriented, professional education called Generalized Professional Education (GPE). GPE aims to provide students with both hard and soft skills through student-centered, project-based learning that incorporates input from industry. This approach, exemplified by the CDIO framework, will help address issues like talent shortages and skills mismatches in the job market. Key principles for GPE include cooperation between industry and education institutions.
The plan for educating and training outstanding engineersDejan Majkic
The document discusses China's Plan for Educating and Training Outstanding Engineers (PETOE). It provides an overview of PETOE, including its goals of serving national development strategies and moving engineering education towards industry modernization. PETOE aims to establish new joint training mechanisms between universities and enterprises. It formulates general standards for engineering education at the bachelor's, master's and doctoral levels. The government issues supportive policies like prioritizing resources for PETOE programs and reforming faculty systems. Universities have established over 980 engineering education centers through industry cooperation under PETOE.
Developing Personal Matereyto Educate Future EngineersDr. N. Asokan
This document discusses the need for engineering educators to develop personal mastery in order to effectively educate future engineers. It identifies nine key characteristics of personal mastery: vision, performance with purpose, high energy, storytelling, fanatic discipline, lifelong learning, trusted relationships, simplicity, and systems thinking. Developing personal mastery is an ongoing process that requires educators to consistently apply these principles on a daily basis through visioning great outcomes, relating lessons to purpose, maintaining high energy, sharing personal stories, prioritizing simplicity, and continual growth and learning. Personal mastery will allow educators to adapt to changes in engineering education and society and prepare students with the necessary skills.
Practice and reflecting on engineering educationDejan Majkic
The document provides an overview of engineering education in China. It discusses:
1) Engineering programs make up about 30-40% of higher education programs in China, with over 25 million undergraduate students enrolled in 2014.
2) Efforts to improve engineering education quality include master's programs that integrate bachelor's and master's degrees, new professional master of engineering degrees, and quality assurance through engineering accreditation.
3) Engineering accreditation in China is outcome-based and follows principles of continuous quality improvement. Over 500 programs have been accredited since 2006.
Indian Institute of Technology Kanpur (IITK) was established in 1959 as one of the original IITs. It provides undergraduate, postgraduate, and PhD programs and conducts research in various engineering and science departments. IITK has over 6,700 students and 400 faculty members. It receives significant public funding and is known for its successful alumni and research in areas like materials science, energy, and electronics.
The document provides information about Indian Institute of Technology Kanpur (IITK). It discusses that IITK was established in 1959 as one of the original IITs and was the first to offer computer science education in India. IITK has over 6,700 students and 400 faculty members and is known for its high-quality education and research in engineering and sciences. The document outlines IITK's departments, research centers, and accomplishments of its alumni.
A detailed view of Indian IITK_Presentationabhinav007_007
The document provides information about Indian Institute of Technology Kanpur (IITK). It discusses that IITK was established in 1959 as one of the original IITs and was the first to offer computer science education in India. IITK has over 6,700 students and 400 faculty members and is known for its high-quality education and research in engineering and sciences. The document outlines IITK's departments, research centers, and accomplishments of its alumni.
This document discusses the history and development of technical education in India. It notes that technical education was initially based on the British model and focused on engineering. Some key developments in the pre-independence period included the establishment of institutions like IISc Bangalore, industrial schools, and engineering colleges in Roorkee, Bombay, Calcutta, and Madras. After independence, India set up prestigious institutions like the IITs to provide world-class engineering education and drive innovation and economic growth. The document traces how technical education evolved over time to meet India's growing needs for skilled workers and technological advancement.
Indian parents have highly thought of the engineering industr1.pptkhushirajput93152
Most Indian parents have highly thought of the engineering industry. Moreover, the fast emergence of IT is now encouraging people to study engineering after 12th grade. This caused a lot of people to try to get into Top private engineering Colleges In India.
Indian parents have highly thought of the engineering industr1.pdfkhushirajput93152
Most Indian parents have highly thought of the engineering industry. Moreover, the fast emergence of IT is now encouraging people to study engineering after 12th grade. This caused a lot of people to try to get into Top private engineering Colleges In India
Building the Future Exploration of Top Engineering Courses WorldwideUEMKolkata
Build the future with exploration of top engineering courses worldwide. Dive into transformative programs, innovation, and shape your path to global excellence.
Challenges and Opportunities in VB Technical education- vinutha srikanthVinutha Srikanth
This document discusses challenges and opportunities in technical education in India. It outlines the history of technical education, features of traditional engineering programs, weaknesses of current graduates, and future technological challenges. Some key points are:
- Technical education in India includes ITIs, polytechnics, and engineering colleges, but there is a disparity between leading institutions like IITs and other colleges.
- Traditional programs focused more on abstract concepts and individual work, while modern graduates lack skills like manufacturing understanding, communication, and teamwork.
- Future challenges include treating education as a business, shortage of qualified faculty, and ensuring quality of education and courses through accreditation.
1. The document discusses quality and branding in engineering education in India, specifically in Tamil Nadu. It provides historical context on the development of engineering education in India and Tamil Nadu since the 18th century.
2. It describes the current challenges facing engineering colleges in Tamil Nadu, including increased competition from foreign universities and decreased public funding. This makes quality and brand building key to attracting students.
3. The document suggests that engineering colleges should assess their brand equity and positioning to maintain quality standards, and can use tools like total quality management to improve their reputation and become more efficient institutions.
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.
Indian Institute of Technology BHU | IIT BHU CoursesPankaj Deshpande
IIT BHU offers undergraduate, graduate and doctoral programs. Indian Institute of Technology BHU is committed to providing quality education using modern teaching methods and designing a curriculum that is compatible with industry.
To know more details you can visit here:
https://www.vedanant.com/institute-detail.php?listid=39&orgname=%20%20Indian%20Institute%20of%20Technology(BHU)
NPTEL is an online learning platform developed by IITs and IISc that provides open online courses on STEM subjects. It was initiated in 2003 and has developed over 800 web and video courses. NPTEL offers optional online certification for completed courses. It aims to make high-quality learning materials available across engineering institutions in India. Some benefits of NPTEL include accessing content from top institutions for free and certificates aiding placements. It offers courses in various engineering and science fields through online videos and materials.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
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Chapter 2
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4. BCP, Surveying volume 1
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1. “Evolution of Technological
Universities in India and the way
Forward for 21st Century Technological
Universities”
Prof. P.B. Sharma
Vice-Chancellor
Delhi Technological University
vcdtu@dce.edu, pbsharma48@yahoo.co.in
2. Opening Remark
India’s higher technical education
system is on the threshold of major
institutional reforms.
It is the right time to envision a bright
future and create the desired eco-
system to develop Technological
Universities of 21st
Century in India.
3. Tech Education in India-The
Glaring Disparity
• We find a glaring disparity between leading technological
institutions such as the IITs, State Technological universities and
other engineering colleges in the country.
• The prime differential is in respect of the very nature of activity
pursued in these institutions.
• The IITs are institutions of higher learning engaged in teaching,
research and extension activities to empower the nation with world
class human resources, cutting edge R&D and Product
Innovations.
• To a great extent the objective of High employability, Industry
Relevance of Research and creation of World Quality academic
and research ambiance has been met by the IITs and a few other
reputed Institutions and Tech Universities.
4. The Quality Spread is limited
• Likewise, a few other premier institutions which include
BITS Pilani, Delhi College of Engineering which is now
Delhi Technological University, a few State Technological
Universities, GTU is one of them, Jadhavpur University,
Thapar Institute of Engineering and Technology, now
Thapar University, Anna University (Main Campus), some
of the the Regional Engineering Colleges which are now
NITs, and the IIITs also over the years have emerged as
globally recognised institutions for providing quality
output.
• Yet the quality spread is highly limited, given that we
have approximately 3500 tech institutions.
5. Self Financing Institutional
arrangement pushed Growth
India’s higher technical education is predominantly dominated by the
self-financing institutions some of them have received recognition as
deemed to be universities. In fact, almost 90% of India’s higher
technical education (degree level onwards) is under private
ownership.
• The underline assumption was that the private ownership shall promote
quality and relevance much better than under the public ownership
system which is predominantly dominated by the Government and public
policy.
• This objective has however not been realised to a large extent and
as such is a major area of concern.
• The low employability of engineering graduates and the relevance of the
capabilities nurtured in them for the purpose of employment in today’s
knowledge intensive, quality and productivity conscious, technology
savvy industry environment are serious concerns.
6. Major Concerns
• Quality of Graduates and Post Graduates.
• Quality of Research Publications, Research Integrity.
• Quality of Faculty, Integrity and Preparedness for Integration into the
Knowledge Revolution.
• Large Affiliating Technological Universities:
• Anna University (Chennai – 6,00,025)
• Cochin University of Science and Technology (Kochi – 6,82,022)
• Dr. Babasaheb Ambedkar Technological University (Lonere – 4,02,103, Maharashtra)
• JNTU (Andhra Pradesh – 5,00,028)
• Punjab Technical University (Jalandhar – 1,44,011)
• Rajiv Gandhi Proudyogiki Vishwavidyalaya (Bhopal – 4,62,036)
• Sikkim – Manipal University of Health Medical and Technological Sciences (Gangtok –
7,37,102)
• VTU (Belgaum – 5,90,010)
• Lack of Environment of Creativity and Innovation.
• System heavily oriented towards local textbooks driven examinations.
7. Quality of Intake
• Decisions like allowing mere pass percentage holders as
being eligible for engineering admission do a much greater
damage to the quality of intake in engineering degree
institutions.
• Question is what can be done now that we have much
larger number of seats compared to what would qualify
for admission if entry is restricted to those having a
minimum of 60% PCM and a fair rank in the admission
test?
• In our craze for more and more seats for admission to
engineering we have created a system where even after
going to the last rank in admission test the seats remain
vacant in very many states in the country.
8. Lowering intake quality the
right way?
• This is the major issue which need to be debated and discussed
seriously if India’s technical education is to protect quality and
relevance of its output for today’s and tomorrow’s industries in India and
abroad.
• No institution or university of repute in any advanced country in the
world, the entry qualifications are so lowered to fill-up the vacant seats.
• Country like America there are no more than 70,000 seats for
engineering UG Programs despite the fact that America commands a
lead position in respect of engineering and technology education, being
the hub for world renowned universities such as Harvard, MIT,
Stanford, Yale, Caltech, Carnegie Mellon, Georgia Tech, Cornell and
many others.
• The challenge in India is to create world quality at a much larger scale
than it exists in the advanced countries of US and Europe.
9. Indian Engineering Education Paradigms
Pre-1950: Focus on engineering practice; design
according to codes and well-defined procedures;
limited use of mathematics; many faculty with
industrial experience and/or strong ties with industry
1950-1999: Focus on engineering sciences;
fundamental understanding of phenomena; analysis;
majority of faculty trained for teaching and some
research
2000 onwards: Focus on teamwork, collaborative
working, integration in design and manufacturing,
continuous improvement; high scientific caliber and
analytical ability, adoptability and innovativeness
10. Evolution of Tech Universities in India
- Non affiliating Tech Universities under Government Support
Roots in Thompson College of Civil Engineering at
Roorkee - 1847
1847 Engineering education in India has a long tradition, the beginning
of which goes back to the year 1847. In that year was establishes
the Thompson College of Civil Engineering at Roorkee, later to
become the Roorkee University (1949), the first engineering
university in the country.
1854 Establishment of the College of Engineering in Pune in 1854
which is still in existence.
1856 Bengal Engineering College in Howrah came up in 1856 to
impart training to the engineering personnel of the PWD. The first
degree examination in civil engineering was held in 1864. In
1921, it was accorded the deemed university status in 1992 and Bengal
University of Science and Technology in 2000
1887 Victoria Jubilee Technological Institute (now Veermata Jijabai
Technological Institute) estd. in 1887 now a deemed University
11. 1906 Another landmark in the history of engineering education was the
establishment of the National Council of Education (Calcutta) in 1908 in the
wake of nationalist movement of 1905-06. It established the nucleus of
an institution for imparting education in engineering and technology
which in 1919, developed into the College of Engineering and Technology.
The College, through a State Act, became the Jadavpur University in 1955
1909 In 1909 was established the Indian Institute of Science at Bangalore
which owes its existence to the vision and munificence of the late J.N. Tata. It
offers only postgraduate and research programmes.
1908 College of Textile Technology, Serampore, West Bengal
1914 Government Central Textile Institute, Kanpur
1921 Harcourt Butler Technological Institute, Kanpur
1934 University Department of Chemical Technology, University of Bombay
which now enjoys autonomous status,
1941 Delhi Technological University- Estd. in 1941 as Delhi College of
Engineering , became Delhi Tech University in 2009
Evolution of Tech Universities in India
- Non affiliating Tech Universities under Government Support
Roots in Thompson College of Civil Engineering at
Roorkee - 1847
12. 1942 Laxminarayan Institute of Technology, Nagpur was also established in the
pre-independent days
1950-61 IIT Kharagpur (1950), IITB (1958), IITM & IITK (1959) and IITD (1961) and
were governed by IIT Act 1961. 11 new IITs have been added since 2008
1960 NITs evolved from Regional Colleges of Engineering (estd. in 1960s) and became
NITs in 2002
1997 IITs at Gwalior, Allahabad, Bangalore, Hyderabad, Jabalpur, Kancheepuram and
Delhi have come up from 1997 onwards.
Evolution of Tech Universities in India
- Non affiliating Tech Universities under Government Support
Roots in Thompson College of Civil Engineering at
Roorkee - 1847
13. Deemed Universities
1856 Bengal Engineering College (Howrah)
1909 Indian Institute of Science (Bangalore)
1926 Indian School of Mines (Dhanbad)
1929 Birla Institute of Technology and Science (Pilani)
1952 Institute of Armament Technology (Pune)
1955 Birla Institute of Technology (Ranchi)
1959 School of Planning & Architecture (New Delhi)
1959-2009 Institute of National Institute of National Importance:
Indian Institute of Technology
1998 Teri School of Advanced Studies (New Delhi)
1997-99 Indian Institute of Information Technology (Gwalior and
Allahabad)
2009 Thapar Institute of Engineering and Technology (Patiala)
Collected and compiled by M. Devassy Page 11
14. Technological University in 21st
Century
Attributes and Structure
Attributes
1. Industry relevant and driven by technology.
2. Network Powered by Intelligent Knowledge
Management System.
3. Innovative in Curriculum Design and Delivery Systems.
4. Promoting Collaborative Teaching, Collaborative
Research with strong Industry Interface.
5. Eco-system for Knowledge Creation and Industry
Relevant Innovation – Operating like a Global
Knowledge Enterprise.
15. Technological University in 21st
Century
Attributes and Structure
Structure
1. Break the Mould of Traditional Departmental Boundaries
for Curriculum Design and Degree Programs.
2. Promote a Seamless Environment of Synergy between
Science, Engineering and Human Values.
3. Mix of Open Learning and Expert Orientation through Live
and Virtual Classrooms and Labs.
4. A truly 24 X 7 Knowledge University of 3rd
Millennium UNI3
.
5. A truly Autonomous and yet structured system of decision
making employing the concept of flexibility and
accountability to protect merit and scholarship.
16. Technological University in 21st
Century
Attributes and Structure
Components
1. Schools rather than Departments.
2. Integral faculties like Faculty of Science and Engineering,
Life Sciences and Medical Engineering, Business and
Industrial Management, Innovative Technologies and
Tomorrow’s Engineering, etc.
3. Technology Incubation and Innovation Centre a must in all
technological universities of 21st
Century.
4. Smart Classrooms Connected to National Knowledge
Network.
5. Research Oriented Laboratories Promoting Solution
Research and Thinking Ability.
17. Technological University in 21st
Century
Attributes and Structure
Components
6. Administrative System tuned to appreciation of merit and caring
concern for quality.
7. Faculty recruitment based on critical evolution of capabilities for
teaching and research, flexible pay packages, tenure track
system of permanent absorption (something similar to 8-9 years
tenure track faculty system in world class universities like
Stanford, Harvard, MIT and Yale).
8. A system of reward and recognition for intellectual
achievements and sharing of wealth through knowledge
creation, IPR.
9. Promotion of student and faculty start-ups and support for inter-
disciplinary student teams engaged in innovation and new
product development.
18. The Five Vital Connects for
Technological University in 21st
Century
1.Connect to Knowledge Network
The first and most important connect is the
institutions connect to the vast body of
knowledge. This will ensure that the power
of connectivity and power of networking is
well utilised by the students and faculty in
comprehending the state-of-art as also to
develop capabilities to work in today’s
knowledge intensive tech-savvy
environment.
19. The Five Vital Connects for
Technological University in 21st
Century
2. Connect to the Industries
This is absolutely necessary to focus on
relevance. Industry partnership in delivering
expert lectures, conducting technology
workshops, participation in joint guidance of
major projects and for internship to the students
forms the basics of the connect to the
industries. This connect to the industries should
further result into institutions and industries
working together on new challenges of product
innovation and technology development.
20. The Five Vital Connects for
Technological University in 21st
Century
3. Connect to the Society
It is important that the institutions begin to focus on
the society in which they are established so as to
be partner in progress to addressing the major
problems such as energy efficiency, energy
conservation, environmental degradation, water
quality management, creating trained manpower in
areas of emerging and new technologies and as
also partnering with local schools to create the
desired interest in science and engineering.
21. The Five Vital Connects for
Technological University in 21st
Century
4. Connect to National and Global Professional
Societies:
This connect ensures the vital flow of information and
knowledge on latest happenings, enhances institutions out
reach to the vast body of research and knowledge resources
and strengthens the academia industry interface.
Promotes Faculty Development and creates Peer Pressure vital
for Quality and Relevance.
Institution on its part can set up portals for curriculum watch,
knowledge watch, technology watch, new product and
innovations watch which can be developed in partnership with
the professional societies.
22. The Five Vital Connects for
Technological University in 21st
Century
5. Connect to Local and Global Systems of Tech Education:
This vital connect promotes collaboration, cooperation and
alliances with R&D organisations and universities at national as
well as global levels. The institution on its part can take advantage
of the peer group in these institutions / universities for
strengthening its internal peer review so as to constantly assess
and focus on quality and excellence.
In today’s knowledge age we must focus on collaboration and co-
operation to maximise the impact of efforts invested in an activity.
Engineering and technology education and research cannot
flourish without effective linkages and mechanisms for
collaboration and cooperation between universities and
institutions in India and at the global levels.
23. The Right Time to Act is Now
It is the right time for India’s higher technical
education to strengthen the above five vital
connects to leap frog its quality, relevance and
excellence.
The opportunity to do so is already knocking at
our door steps. It is, therefore, important that at
this juncture we innovate and adopt the best
practices to revitalize India’s technical
education.
“When Louis XV appointed Jean Rodolphe Perronet chief engineer of bridges and highways, the king gave him the authority to establish a school within the Corps de Ponts et Chausées, which he did in 1747. In 1775 the curriculum was structured into a three-year course of study and the school was renamed the École des Ponts et Chaussées.” from Lawrence Grayson, The Making of an Engineer, Wiley, 1993.
Quote from Michael Davis (“Defining Engineer: How to Do It and Why It Matters”) in the April 1996 issue of the Journal of Engineering Education: “The first year’s courses were geometry, physics, and the fundamentals of chemistry with practical applications to structural and mechanical engineering. There was a good deal of drawing, some laboratories and workshops, and recitation after each lecture. The second and third years continued the same subjects, with increasingly more application to the building of roads, canals, and fortifications and the making of munitions. For their last (fourth) year, students were sent to one of the special schools: the school of artillery, the school of military engineering, the school of mines, the school of bridges and roads, and so on.”
Programs in electrical engineering were established in the 1880’s at MIT (1882) and Cornell (1883) and in chemical engineering at the University of Illinois (1885). However, it was not until 30 years later that the true intellectual basis for chemical engineering was established in a report by Arthur D. Little to the MIT Corporation, which identified the Unit Operations common to a broad range of process industries and led to programs of study that focused on these common Unit Operations to replace earlier programs that focused on particular industries like petroleum refining, sulfuric acid, pulp and paper, synthetic dyes, etc.