Development of Technical Education in India

1. Rs. 25.00
rssN-0566-2257
r,O
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Association of Indian Universities
Vol. 55 No. 07 . February 13-1 9, 2017
Y V Satya Kumar
Curriculum for Enhancing the Outcomes of Teaching-
learning Process in Higher Professional Education
Subir Maitra
Development of Technical Education in India
Ujjwala D SadaPhal and C V Bhusari
Teacher Education in Post-Independence Era: A Study
of Policies and PersPectives
Higher Edu'calian
Rakshinder Kaur
Growth and Development of Higher
Education in Post-independent India:
Trends, Achievements and Concerns
Rohit Nandan
Paradigm Shift Towards Skill Development
and EntrepreneurshiP
-Convocation
Address
A"Weekly ldarnal

2. Development of rechnical Education in rndia
Subir Maitra*
Technical education is comparatively a newcomer
in the field of learning systern. Technical education, as
a speci;;i fbrm of education and training, rvas born out
of the necessity to meet the occupatioial needs of an
industrial age hy manying academic education with
skill training (Bhattacharya and Maitr a, 2016). The
ildustrial revolution which tookplace in the eighteenth
century introduced a new method of machine-based
production. Varicrus scientific and technoiogical
inventions and innovations during this period hacl not
only increased procluctivity ,ut also rnade the
production process more complex. N4any
manufacturing units cante up which required unskilled
as well as skilled labour. All these .ull.d fo. a ne.
system of education and training. As a result. a ne_
t{rl*_* of training institutions came into existence.
which are today knorm as technical institutions tiistinct
fiom normal academic institutions.
The l9'r,Century witnessed the birth of manv
branches of engineering and technology in
"aaitr*-i"classical, civil, and mechanical enlineering, thus
introducing a new dimension and challJnge to technical
education. Since then engineering alnd technical
education is constantly developing aid changing at a
rapid pace.
The foundation of technical education was laid in
India almost at the same time as in Europe but its growth
was stunted till India become independent. When Britain
captured the political power and became the ruler of
this country the British traders established a Survey
School at Madras in 1794, to train Indian personnel in
i^q*] land survey and to assistBritish surveyors (Sen,
1989). In the north, a school ofsurveying wa,
"rrublirh.dtn
,1
806.at Saharanpur which later b'ecarne Roorkee
College in 1847 an,J subsequently, Thompson College
_of
Engineering in | 154, at Roorkee. In 19ag, the Roorkee
University Act rvari passed and in 1949, the status of
this college was furlher enhanced and the Roorkee
Engineering Coliege became first Technical University
of India. After completion of 150th year of existence,
the Institute has treen given the status tf Indian Institute
of Technolog), (itTi in 2001.
In pursLrance of the British Government policy,
three Engineering Colleges were opened by about l g56
in the three presidencies. In Bengal, a College called
the.Calcutta College of Civil Englneering was opened
at the Writers' Buildings in Novernber, t SiO; the name
was.changed to Bengal_Engineering College in 1g57,
and it, was affiliated to the Calcuttu-f_rnir.riity. It gave
a licentiate course in Civil Engineering. tn iSOS it was
amalgamated with the presidency CJltege. Later, in
1880, it was detached from the t r"ria"r"y"Coilege and
shifted to its present quarters at Sibpur, occupy in the
premises and buildings belonging to ttre Bishop,s
College. The institute u.as renamed as Bengal
Engineerin_e College in 1920. subsequently was
converted to a ful1 universitl,called BengaiEngineering
and Science Unir ersitl. (BESU). Shibp-u, uni in 201{,
it u'as renamed as Indian Institute if frrgio"..log,
Science and Technology (IIEST). Shibpur.
Proposals for having an Engineering College at
Bombay city having failed for ro*1 ,"uror-r, the poona
Engineering Class and Mechanical School was opened
in July, 1854, with an aim to provide suitable learning
to the subordinate officers in the public Works
Department. This school eventually b".a_" the The
Poona Civil Engineering Colleg" urd *u. affiliated to
the Bombay University in 1g66. Subsequently in the
year 1911 , the nomenclature was changed to the
' College of Engineering, poona, and was latJr affi liated
to the Universify of pune.
The early development of Collegiate Technical
Education witnessed the establishmenlof some more
technical institutes like Guindy College of Engineering,
Madras in 1859, Tata Institut., ,or.Ikro*n as Indian
Institute of Science in 1909. Delhi polytechnic in 1941,
later known as Delhi College of ingineering and
subsequently, in 2009 as Delhi T!chnological
U_niversity, Jabalpur Engineering College in 19 47 . The
13 Regional Engineering Colleges andihe 5lITs were
later added in the late 1950,s and early 1960,s to
strengthen India,s higher technical education.
Phenomenal growth of technical education has
however, been witnessed in the post liberalisation era
which began from 1991 onwards with an upsurge of
private initiatives in technical education.
;;G*; p *4'*r *,Gffi
"
rt of Ec onont ics, Heramba
Post-independence Development
chanrlra College ({_hiversiry of Caicuua), z:us, irr}oiit Total number of engineering institutes was 50 inRodd' Kolkata-7a1a29 fi;ttest Beigal) ,uuiimoiirrqg*ail.cont 1950-51 with a student capacity of 3700 only. Intake
t2
UNIVERSITYNFI7S, 55(07)FEBRUAY t3-r9,2017

3. per institution was 74. The number of engineering
institutes increasedto 337 in 1990-91 and776 in2000-
01 with student intake increasing to 66600 in 1990-91
and 185758 in 2000-01. Intake per institution also
increasedto 198 in 1990-91 and240 in2000-01. Since
2000-01, there have been a quantum jump in both the
number of engineering institutes and their intakes, with
the former increasing to 1668 in 2007-08 and further
to 3384 in 2013-14, while the latter registering a
corresponding rise to 653290 and 1634596 in the
respective years. Intake per institution also shot up to
392in2007-08 and483 in2013-14. (Table 1).
Tablel: Growth of Technical Education in the Country
(Undergraduate)
Year
came down to only 0.9 per cent in 1980-81 but shot up
to 11.33 in 1990-91 and further to 18.37 in2003-04.
Annual growth rate, however, dropped sharply to 0.4'l
per cent in 2004-05 and subsequently even became
negative (-0.94 per cent) in 2006-01. This rate slightly
picked up to 4.32 per cent in 2008-09 to get moderated
again since 2010-ll at a leveljust a shade above zero
(Fig. 1).
Fig. 1: Average Annual Growth Rate of the Number of
Engineering Institutes during 19 50-201 4
S 1-"*----
u i..-.'----'
i0 i.-..-.
tr-
tNumber of
Engineering
Institution
Students
Intake
lntake per
Institutes
(average)
Source: Self-compiled from the Annual Reports of the AICTE
ofvarious years.
Although aggregate student intake in engineering
colleges increased continuously since 1 950-5 I (Fig. 2),
ayerage intake per institution, however, fluctuated once
between 1950-5 1 and 2013-14.
Fig. 2: Aggregate Student Intake in Engineering Colleges
during 1950-2014
I 950-5 I 3700
t960-61 110 16000 t45
1910-71 t45 I 8200
1980-81 158 28500 180
1 990-9 r )3 t 66600
2000-01 776 I 85758 240
2003-04 1208 359721 298
2004-0s 1265 404800 320
2005-06 1346 452260 336
2006-01 1511 550986 364
2007-08 I 668 6s3290 392
2006-01 1511 6591 t7 431
2007-08 1668 701214 420
2008-09 2388 753910 316
2009- I 0 2972 1093380 368
2010-l I 3222 1219347 378
20tt-12 3286 I 386083 422
2012-13 3369 1565122 46s
2013-14 3384 t634596 483
Source: Self-compiled from the Annual Reports of the AICTE
ofvarious years.
Annual rate of growth of the number of
engineering institutes was 12 per cent in 1960-61. It
UNIVERSITY NE'Sr'S, 5 5 (07) FEBRUAY 13 -19, 2OI7
,Ml
-*,rt .s -r. .. -d + f df d -* ; -* rr 6 a a ra r
c"g+€Jf .diC'sdd,c#td .*'f "f"++ e'++
Source: Self-compiled from the Annual Reports of the AICTE
ofvarious years.
Average intake per institution increased steadily
from 1950-51 (74) to 2006-0"/ (437), it fell for two
successive years 2007-08 (420) and2008-09 (3 16), then
went on rising steadily again (Fig. 3).
Fig. 3: Average Intake per Institution during 1950-2014
7450
t25
198
l'*4{'{*
r*'**,*
1{${*t
Source: Self-compiled from the Annual Reports of the AICTE
ofvarious years.
There has also been wide divergence between
t3

4. annual growth of intake and annual grorvth of
population, with the former well surpassing the later
after 197A-71 (Fig. a).
Fig. 4: Average Annual Growth of Intake yis_ir_vis
Average Annual Growth of population
jrl .
i ii.
;;+,-
't!.-
Itt
,-{l!r.t!- ,. i}ii.r:;
Slource: Self-compiled from the Annual Reports ofAICTE and
Census data nlivarious years.
Annual growth of intake, although fluctuated
frequertly remained well above the annu-ai growth rate
of net national income. After l9g0_gl, theiormer fell
below the latter only once in 2013_14 (Figure 5).
Fig. 5: Annual Growth of Intake vis_a_vis
Annual Grorvth of Net National Income
, *e&*'q6*rd*S*r'
| -*'.*l@&aa gr!& s.r& &3!e
r { &(rl-t.tas ;:a;r.ri .r.l*i ;.;;Y..I1Y'!&t*d rae {&&r'r }s'.! i.rtri.r
Reporls of AICTE of
of GOI, 2014-15"
Source: Self-compiled from the Annual
various years and the Economic Survey
Various Ty'pes of Technical Institutions
Presently, there are various types of technical
lnstitutions to cater to the needs of teiirnical education.
The Indian Institttes of Technology (IITs) were set up
to train scientist anri engineers, with the aim to develop
a skilled workforcc to support the economic and social
development of the country. Secondly, National
Institutes of Technology (NITs), formeriy known as
Regional Engineering Colieges (RECs) were set up to
promote regional diversity and multi_cultural
understanding in .i"ndia.
"lo meet rhe demand of high skilled professional
in IT Sector, cenirally fundeJ Indian Institutes of
Information I'echnology (IIITs) have been set up in
Gwa U or ( 1 9 9 8), Altatrabad( I 9 9 9), I ab atpr_rr(2O0 5) and
t4
Kancheepuram (2007). Further, the steps are being
taken to set up Technical Institutes at vari,ous levels on
Public Private Partnership (ppp) mode.
, The Sant Longowal Instilute of Engineering and
Technology, (Deemed University), Longowal (SLIET)
Punjab was set up in l9g9 to provide Technical
Education in emerging areas of Engineering &
Technology. It caters to the technical manpower
requirements at various levels by adopting a new
concept of modular system and education with
emphasis on practical training in industry.
The North Eastern Regional Institute of Science
and Technology (NERIST), Itanagar, Arunachal
Pradesh was established in the year i9g6 as an
Autonomous Institution to generate technical and
skilled manpower in the field of Engineering and
Technology as well as applied science ,t
"urn,
mainly
for the development of the North Eastern Region. The
Institution is fully funded by the Central Government.
The National Institute of Industrial Engineering
(NITIE) is a premier Indian institution, engaged in
Industrial Engineering and Management education. The
Institute was set up by the Government of India in 1963
with the assistance of the United Nations Development
Programme (tINDp) through the International Labour
Organizatron (ILO).
Central Instirurc of Technology (CIT), Kokrajhar
is an autonomous lnstitute funded by the-Ministry of
Human Resource Der.elopment (HRD), Government
of India. CIT started to function from-December 06,
2006.
Ghani Khan Choudhury Institute of Engineering
& Technology (GKCIET). Iv{alda, ,est Bengal was
established by Ministry of Human Resource
Development in 2008.
The Asian Institute of Technology (AIT) was
established in 1959 as rhe SEAIO Graduate School of
Engineering with the objective ofmeeting the advanced
technical educational need of SEAIO Member States.
In 1967, SEATO relinquished its control and the
institute was renamed Asian Institute of Technology
and became an autonomous institute.
Besides these, there are numerous number of
!l1ut" engineering colleges, developed mostly after
1991. Karnataka pioneered reforms in technical
education in India and it is one ofthe early states to
embarkupon expansion oftechnical education on large
scale. Other states which followed Karnataka include
UNIVERSITY NErs, 55(07) FEBRUAY t3_19, 2017

5. Andhra Pradesh, Tamil Nadu, Maharashtta, Uttar
Pradesh, West Bengal, etc.
Development of Technical Education in Different
States
In this section, we shall discuss the development
of technical education in different states in India. We
shall pay special attention to the development in four
major states where the growlh of technical education
institutes has been quite phenomenal. These states
include Karnataka, Andhra Pradesh, West Bengal and
Kerala. Karnataka pioneered reforms in technical
education in the 1960s and embarked upon expansion
oftechnical education on a large scale. Andhra Pradesh
(undivided) recorded tremendous growth in technical
education during the last couple ofdecades and as on
March 31, 2012, it had the largest number of
undergraduate degree engineering institutes as well as
intake of students to engineering courses in India. West
Bengal was laggard in regard to growth of technical
education. Two private self-financing engineering
colleges were established for the first time in 1996,
but it was followed by sporadic exponential growth'
Kerala liberalised its technical education sector only
in 2001, but because of substantial growth thereafter,
Kerala now has one of the largest number of seats for
undergraduate courses in engineering, especially when
it is related to its population
As on March 31, 2012, Andhra Pradesh
(undivided) had the largest number of undergraduate
degree engineering institutes (704) followed by Tamil
Nadu (498), Maharashtra (350), Uttar Pradesh (329),
Madhya Pradesh (227), Karnataka (188), Haryana
(167), Kerala (148) etc. West Bengal had 88
engineering colleges as on that date. In terms of intake
of students to engineering courses, Andhra Pradesh
(340007) is the leader followed by Tamil Nadu
(236417), Maharashtra (146116), Uttar Pradesh
(136417), Madhya Pradesh (96374), Karnataka
(92376), Haryana (64298), Kerala (52211), etc. West
Bengal had 34973 intake on that date.
Some interesting facts about development of
technical education in different states are given below:
. Andhra Pradesh with a7 per cent share in country's
total population had 21.04 pu cent share in the
aggregate number of institutes and23.07 per cent
share in aggregate intakes, intake per million
populrtionbeing 4019.95. Tamil Nadu, on the other
hand, with 14.88 and 16.04 shares in number of
institutes and aggregate intakes respectively had a
UNIVERSITY NETS. 55Q7) FEBRUAY 13-19,2017
population share of 5.97 per cent and intake of
3276.74 per million population. For these two
states, institute shares and intake shares far exceed
population shares.
r For states like Madhya Pradesh, Odisha,
Maharashtra, etc. these three shares are very close
to one another.
o For states like West Bengal, Uttar Pradesh,
Ra-iasthan, etc. institute shares and intake shares
fall short ofpopulation shares.
A comparison of average annual growth rates o['
intakes in different states in the pre-global recession
( 1 990-91 to 2007-08) and post-global recession Q0A1 -
08 to 201l-12) gives the following results:
o Except Delhi, Punjab and Goa, for all other states
average annual growth rates had shot up in the post-
recession period.
o For states like Gujarat, Madhya Pradesh, Assam,
Haryana, Himachal Pradesh, Rajasthan, Bihar and
Maharashtra the later period had recorded a
substantial rise in growth rates over tliose in the
previous period.
o For states like Odisha, Jammu and Kashmir, Kerala,
Puduchenf, and Tamil Nadu, the average annual
growth rates of intakes remained more or less
constant in the two time Periods.
Karnataka
Karnataka pioneered reforms in technical
education in the1960s. It is one of the early states to
embark upon expansion oftechnical education on large
scale. Today it has the largest pool of young talent in
all disciplines. The number of AICTE approved
Engineering Colleges where undergraduate courses are
taught is 109 in 2014-15. State f'echnical University,
the Visvesvaraya Technological University (VTU) takes
care of academic matters for non-autonomous
institutions regarding curriculum, laboratory
requirements, faculty qualifications and cadres and
conduction of examinations. The VTU and AICTE
looks after compliance to academic norms such as
faculty positions and cadres, faculty-student ratios,
library l eriuilelnents, equiproent i'erui elle'lt-' faciiities
for facuity and students, procedures for assessment and
evaluation of students on annual basis. The VTU and
AICTE also ensures compliance to infrastructural
norrns such as built area for instructionai purposes,
administrative purposes, circulation, recreation, labs,
utility purposes, equipment, library computers' etc. on
annual basis.
t5

6. Andhra pradesh
In Andhra pradesh, the Commissionerate ofTechnical Education deals with the engineering
education. As on March 3l,2}72,arafrru pradesh
(undivided) had the largest ru-U"r'of rralrgraduate
deglee engineering institutes (704) as*"ti u, intake ofstudents to engineering courses- eqOOOil in India.
Andhra Pradesh with a 7 per cent shr." in country,s
total population had 2L04 per.*nt .hu." in the
aggregate number of institutes and23.07 per cent share
in.aggregate intakes, intake p", .itii#-population
being40t9.95. During the tast .;;i;-"; decades,
tremendous growth has been observed in engineering
institutions in the state. This growth has occurred
primarily in the private sector. ffr" a"orliy of these
institutions is more in urban ana semi_urUan'areas. theintake in these undergr1ll1t" a"gr""
"nlin..rirrginstitutes increased from 8070 in tq6O_qt iiszglo i,2001-9? at an average annual growth rate of 54.6 per
cent. The growth rate of intake increased further to
77.45 per cent after 2007_Og with i;takre;ising to
340007 by 201-12.
The lone technolo€ical university in the state,
the Jawaharlal Nehru Technological University has
been split into four universities ;.1;;;"*aharlalNehru
.
Technological Universitf Uva"ruUua,
Jawaharlal Nehru Technological Univer.ity, Lurrtup*,
J aw aharlal Nehru Technological Univeffi Kakinada
and Jawaharlal Nehru Architecture ani Fine Arts
University by the Jawaharlal Nehru fecfrnotogicat
Universities Act, 200g. These univer.iii", affiliate
engineering, technology, pharmacy, ur.t ii""t .., urA
management instifutions in Andhra pradesh. The state
government permits the establishment of new self_
financing private engineering .offrg". after the
approval given by the central regulurory ui"rr"yAICTE.
J aw aharlal Nehru Te chno I o g i Ja f Uriu".litv aff i li ate s
private self-financing insiitutionr, f.oiioe them
curriculum for approved .ou.*a, conduct
examinations, award degrees, and conduct academic
audits.
colleges were established first in the year 1996,
followed by sporadic exponentiar gro*rr, thereafter.
West Bengal University of tecfrnotlgy (WBUT) was
established in 2001. WBUT oo# umhutes allgovernment and private engineering colleges in West
Bengal. Admissions to engineering".off"g* are made
on the basis of the results of the-West Eengal Joint
Entrance Examination.
The second reformation tookplace when the state
govemment decided to make a significant change in
the evaluation process of Sta; Joint Entrance
Examination from subjective to objectir" urr"rr_"n,
along-with many other tangible modlfications since the
year 2005-06. The third reformation was the mandate
given by the state government to constitute the
governing body in
"u"l39 every engineering college
as per the AICTE guidelines ana Lla down detail
procedures.
All recognized engineering institutions in the state
are AICTE approved and university affiliated. Allinstitutions have their own board of management/
governing body, on which stakeholders have
representation. All instifutions are under the academic
control of the WBUT.
Kerala
Engineenng education in the state of Kerala was
essentially public funded. Most of the engineering
institutes were government owned, although there
existed a small number of government aided private
engineering colleges. The technical educaiion sector
in Kerala was liberalised in 2001, rvhich dramatlcally
increased the number of engineeri"-e .;ll.g", l, tt.state. Kerala has one of the Iarges, n,.irb.r;r.;;, il;undergraduate courses_ in engineering. especiatty when
it isrelated to its popurationiKeralai ,h;; the total
lnTaKe lor under graduate engineering studies account
for about 5 per cent, and this intakJ rn ZOOS_O9 tras
increased by about 5 times the intakl t*o a."ua".
earlier in 1990-91.
west Bengal Anoth.er interesting fact is that although
Until the rate leeOs higher technicar education fff*ffi1fff;X1,tT*:",.;AJ;;";:;-f*was primarily confined
lithrn a few government- each other from around 2002 0nwards until 2006 0r socontrolled engineering insritulions u"a rif old state with actual intake being considerably less than theuniversities in west Bengal' The first refo#ation took sanctioned one. once again, since 2006 onwarrds theplace after the late nineties wh.en
lhe
tt#gou.-,n"rr, two have started moving in tandem. Intake hasallowed private participation in the growti"of higher increased at an annuar average rate of 17 percent, wh,etechnical education (Bhattacharyu urri ruru-i,* , 2016). the outturn has increased only at 15 per cent per annumAs a result, two private self-financing-"rgi""*irg ar.irg tt
"
period 1995 through 2007.
16
UNIVERSITYNEtrS, 55(07)FEBRUAY 13.19,2017

7. Year Number of
engineering colleges
Intake
Sanctioned Actual
Table 4: Trends in Number of Engineering Colleges,
Sanctioned and Actual Intake in Kerala
the university starled increasing after the liberalisation
of engineering education in 2001. From 5 colleges in
the pre liberalisation regime, the number of colleges
increased to 16by 2002. All the newly formed colleges
have a self-financing model. 2009 also marks a sudden
increase in engineering colleges affiliated to the
university. Based on their financing model, colleges
are grouped into Government funded, Government
aided, and Self Financing. It can be seen that
Govemment funded and Government aided coileges
har,e better pass percentage than self-finaricing colleges
over the last several years.
Recent Developments
A nerv phenomenon which has statled early this
decade is that private en,Eineering coileges have staned
winding up their courses because of lack of demand.
As reported in the newspaper. engineering coileges
have cut the number of seats by a staggering 1.3 lalih
in the three years between2013-14 and 2015-16. The
student intake has also declined in the same
proportion. More than 23,000 of these seais were
reduced because of shutting dorn'n of 7i engineering
colleges while another 1,279 colleges decreased the
number of courses offered for engineering (diploma/
UG/PG). A state-wise analysis of the reduction of seats
shows that erstwhile Andhra Pradesh (inciuding
Telangana), Tamil Nadu and Maharashtra accounted
for 80,000 of these reduced seats. These states also
account for the highest number of engineering
colleges.
Fig 6: Seats in Engineering Colleges reduced because of
closure / reduction ofcourses during 2013-74 to 2015-16
t991 2810 2795
1995 3930 ^AA1t+i I
t996 t7 4657
1997 481 1 4792
r 998 4979 5122
t999 6668 6126
8820 8739
2001 tr293 111 47
2002 r8280 16143
2003 1 9889 t6s63
2004 87 23643 t6837
24s26 21857
26349 2s471
28578 2797 s
29635
20ll 45141 NA
Source: NTMIS Nodal Centre forKerala, Kerala State Planning
Board (2012)
Privatisation of engineering education, although
has increased enrolments, but has actually led to
deterioration in the quality of engineering education
as indicated by lower outturns. However, in all fairness,
this deterioration has actually started in the 1990s, when
the provision of engineering education was still in the
government sector. A major change occurred in the
early 2000 when several new engineering institutes
came into existence in Kerala. Almost all these new
colleges are in the private sector and they are usually
referred to as self-financing colleges as they do not
receive any grant from the state but their main income
is tuition fees and donations of various kinds. The
arrival of these self-financing colleges although has
increased the capacity ofengineering education in the
state, has also at the same time, brought to the fore,
serious deficiencies in the higher education scene in
Kerala.
The number of engineering colleges affiliated to
UNIVERSITY NETS, 55 (07) FEBRUAY 13-19' 2OI7
mXXx&&;&;*
,.^f ,.n ,,d .,,"',.r'-l' ,r" ,"" ;"
{ '':' o'' " "'J./
16
4699
17
I7
24
-)
--)2000
45
74
81
2005 91
912006
912007
2008 3006994
142
.t', n.: G:lI ;ffi
ux
Source: Times of India.
Be:tr.ver:n zAn-B anil 20i4 1l;, rhe number of
approved seats have increased from 16.5 lakh to over
18 lakh. This is despite the fact that there is a steady
decline in the number of students actually joining these
courses. From 10.i lakhin 2012-13,the studentintake
dropped to 9.9 lakh in2013-14 and 9.1 lakh in 2014-
15, a decrease ofabout a lakh. The data also show that
(contd. ott Pg 2j)
17

8. teacher education. It is the need ofthe hour to look at
teacher education in general and B. Ed. Program in
particular in new perspective. We can device indigenous
solutions keeping in mind unique nature of socio -
cultural realities of the country and by considering
teacher education holistically. What we need is political
will and dedicated efforts on all parts.
References
1. Mehta Deepa (2016) Backdrop of Introducing Two Year
B. Ed. Curriculum: It's Vision and Desired Changes
(Jniversity News, Vol. 54. No. 38, September 19 -25,06-
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Framework of National Council for Teacher Education:
Some Persisting Confusions, University News, Vol' 54' No.
14, April 04 - 10, 03-07.
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http : I I n c t e - in d i a. o r g / C u rr i c u 1 u m % 2 0 F r am e w o rk,'
B.EdYo2}Ctrriculum.pdf Retrieved on 06 I 1212016.
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7.
tr
(contd. from pg. 17)
the student intake has gone down from 610/o of
approved seats in these colleges to 51% overthe three
years. Census data shows that in 2011 there were 121
lakh people who had technical degrees or diploma equal
to graduation or post-graduation. Of these, 1 6 lakh were
unemployed and seeking work, while another 3.1 lakh
were working as marginal workers. Overall, there were
5.7 lakh marginal workers with technical degrees.
Experts attribute this phenomenon to various reasons'
Unlike other graduate degrees, engineering is a job
oriented course and a sustained slowdown reflects on
job opporfunities and hence student intake.
References
1. Bhattacharya, Uttam K. and Maitra, Subir (2016). Role
of Education and Skili Cultivation torvards Economic
Development. In New Horizons in Detelopment:
Education, Skill Development and Economic Growth in
India. Tapasree Banerjee et. al. Ed. New Delhi. Madhav
Books. p: 360-388.
2. Blom Andreas and Jannette Cheong (Ed.) (2010).
Governance ofTechnical Education in India: Ke4' Issues'
Principles, and Case Studies, Working Paper No. 190,
World Bank (2010).
Sen Biman (1989). Technical education in India 1921-80'
In Studies in educational reforms in India. P.R.
Panchamukhi. Ed. Vol. 3 part-2. Bombay, Himalaya. p. 189.
MHRD Annual Report 2014-15.
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28.04.201.5).
hup ://timesofi ndia. indiatimes. com/home/education /news/
Engineering-colleges-have-cut- 1 -3 -lakh-seats-since-
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