1. PROFESSIONAL PRACTICES
Novel feature of Diploma Engineering Curriculum of
Government Polytechnic Nagpur
S. G. Deshpande.
B. E. (Mech), M. Tech. (Hon) (Curri. Devp.), D.B.M. M.B.A. MIE, MISTE
Officer In charge, Curriculum Development Cell
Government Polytechnic Nagpur.
Prologue: - Government Polytechnic Nagpur is an autonomous institute of Government of
Maharashtra. Being autonomous institute, it has freedom to design, develop its own
curriculum depending upon the needs of industries and society. The institute has separate
Curriculum Development Cell, which looks after the reforms and revision of curriculum, which
includes activities of curriculum design, development, implementation and evaluation,
Recently the institute has undertaken the activity of revision of curriculum of its all Diploma
Programmes. The process of curriculum revision for all10 branches comprises of revising
curriculum contents for approximately 335 subjects. This is certainly uphill task undertaken
by the faculties of our institute along with the industry and field counterpart
Stakeholders of Curriculum: - Curriculum, even though a new term, but it is the order of
the day. The concept of syllabus has now lost its identity, as it was not responding to the
stakeholder’s requirements in general and teachers, students and examiners requirements in
particular. The different stakeholders of the curriculum are described in following figure.
Every stakeholder has its own stake and therefore expectations from curriculum document.
Stakeholders of Curriculum Document
Any curriculum revision process must be oriented towards the stakeholder’s requirements as
they are the real users of this curriculum document. The institute while initiating its process of
curriculum revision has kept this important factor in mind and accordingly the various
activities are conducted.
The Curriculum Revision Process: -The requirements of industries are always get a front
seat during curriculum revision process, as they are the end uses of diploma pass outs. The
activities like in-house “Curriculum Analysis” (from experienced teachers) and the “Search
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Stakeholders of
Curriculum Document
Students
Professional bodies
Industr
y
Parents
Teachers
Government

2. Conference” (industry meet) to know exact needs of industries are the two pre-requisites for
any curriculum revision activity. The institute has also kept these aspects in mind and
successfully involved the industry people in the process of curriculum revision. The
nomination of industry experts on various committees has assured that, every content of
curricula is to be viewed by industry experts and their suggestions, if any, are also
incorporated in the curriculum contents.
Need of improving the Skills Component among the students: - During the industry meet
/ search conference the important feedback is received that the students are good at
technical skills but they lack Generic Skills, Professional Skills, Interpersonal Skills, and
Communication Skills. In the context of above feed back institute has decided to introduce
some special course (subject), which takes care of gradual development of such skills
among the students over the period of their diploma study in the institute.
Professional Practices: - The introduction of new subject of “Professional Practices” is the
novel feature of this curriculum revision process. The main intention behind introducing this
subject is the feedback received from industries and potential employers, which says that
polytechnic pass outs are very good in technical skills but they need to acquire some
professional skills, soft skills also. Some awareness about professional practices is
required before they enter into profession/ employment. The Maharashtra State Board of
Technical Education Mumbai, (MSBTE) a state level apex body for monitoring diploma
education has also decided to introduce this subject in their diploma curriculum.
On this backdrop the institute has decided to introduce this subject as a mandatory subject
for all its engineering branches of diploma. The subject it self is a new, hence lot of
brainstorming session were conducted within the institute faculties, suggestions from industry
experts were also considered and finally the institute has come up with the curriculum draft
for this new subject of Profession Practices. The rationale, objectives, contents, methodology
of implementation and assessment scheme etc are as below.
PROFESSIONAL PRACTICES I and II: - The subject has been introduced in two parts
Professional Practices I and II and will be offered at two different semesters for the
students. The students have to pass both the subjects for completing their diploma
education,
Rationale: - Engineering pass out when joins the world of work will require to perform
various duties and share responsibilities of his organization. He has to interact with people
outside his organization also. The society also expects him to discharge his obligation in a
professional way. The skills acquired and developed in generic skills have to integrate with
technical subjects of their profession. There are certain code of conduct, ethics and
professional practices adopted by every profession. These practices are catalyst in
transforming person into professionals. The course on “Professional practices” has been
introduced with this objective only. Under this course it is expected to create awareness as
well as develop certain professional practices among the learners, which will helps him to
create an interface with potential profession / world of work and finally transform the student
in to an employee or self-employer in a smooth way.
Objectives: - At the end of this course learner will able to,
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3. 1. Appreciate the need and importance of professional practices at work place or self-
employment (business).
2. Identify the different practices required in his future profession.
3. Develop sense of belonging ness in his profession.
4. Develop necessary Knowledge, Skills & attitude essential for profession.
5. Demonstrate the professional practices in simulations or in a mock activity.
6. Develop commitment for sound professional and ethical practices.
Methodology – The “Professional Practices” are to be developed among the student hence
this course requires treatment orienting towards “student centered activity” style of learning.
The course teacher is expected to identify and select activities from the following list. The
student will induct and expose to these activities by actually organizing, conducting, and
participating in these activities under the guidance of teacher. The main objective is to
inculcate these traits, ethics and professional practices among the students so that he enters
into the profession or world of work very confidently.
Contents: - The proposed contents and various activities under this course are as follows.
a) Industrial Visit.
b) Guest (expert) lectures.
c) Group Discussions.
d) Seminar presentations.
e) Working in a team.
f) SWOT Analysis.
g) Brainstorming and Creativity.
h) Safety Practices in Industry.
i) Specific Information Search.
j) Entrepreneurial Traits development.
k) Market survey activities for collection, interpretation, analysis & presentation of
data.
l) Event Management skills and practices.
m) Environment Awareness and Sustainable Development issues.
n) Community Services.
o) Social and Ethics values.
It is decided that each student will have to conduct at least minimum 5 activities among the
list mentioned above for each course of Professional Practices – I and II registered by him.
Assessment: - The student will present a journal comprises of report prepared by him on the
activities assigned to him during the entire academic period. The subject teacher will
continuously assess the student during the academic term and finally the assessment will be
carried out at the end of term by oral examination in presence of external examiners. The
institute has decided to call professional people for the final assessment of the students. In
this way the industry/ professional people will also involved in the final assessment of the
students.
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4. Epilogue: - The fulfillment of requirement of world of work is the only litmus test for effective
curriculum development process. With this intention only the institute has started
this specific course (subject) from this academic year of 2006-07. The curriculum of
diploma programme is always sensitive to the stake holder’s need. The introduction
of subjects like Student Centered Activity, Communications Skills and Generic
Skills are the example of this. The subject of professional practices is also a new
step in this direction. As the product (pass out) of this newly revised curriculum will
enter into world of work in the year 2009, the time will only say the impact of this
subject on the performance of pass out of diploma education system. Let us
optimistic and hope for the betterment of diploma students.
References: 1] Literature of The Maharashtra State Board of Technical Education Mumbai,
(MSBTE)
2] The Code of Professional Practice, for the Unitarian Universalistic ministry
Code Of Professional Practice As Revised at the UUMA Annual Meetings
1987, 1988, 1992, 1996, and 1998
3] American Society of Indexers Best Professional Practices
webmaster@asindexing.org
4] Prof. Grant Thornton. Welcome to the professional practices zone.
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