an information resource on education technology for technical vicational pdf

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An Information Resource on

Education Technology for

Technical & Vocational

Education and Training (TVET) Part - |

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==] Fr FO Om —¬] r7 <= =—]I AAN INFORMATION RESOURCE ON Education Technology FOR TECHNICAL © VOCATIONAL EDUCATION AND TRAINING (TVET) PARP ofl Prof 5.K Soni

Deen Academic Excellence,

Oriental Institute of Science and Technology, Bhopal Retired Professor of Multi-Media,

National Institute of Technical Teachers’ Training ond Research, Bhopal, MP, INDTA

‘April, 2008 Publisher

SARUP AND SONS

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Sarup & Sons 47403, Ansari Road Darya Ganj, New Dethi-1 70002 Ph, 223281029, 23244668 ax: 23277098 mail: sarupandsonsin@hotmail.com An Information Resource on Education Technology Technical and Vocational Education and Training (TVET) (2 vols se) for ©SK Soni 451 Edition 2004 ISBN : 81-7625-506-8 (set) Printed in bndia

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Education Technology for Technical & Vocational Education and Tvaining

FOREWORD

Eaycaton Techneingy finds a separate place in National Policy statements spread over differant chapters inthe NPE 1886 and Prograzame of ction which of Education (1886) Thore aro several establishes beyond doubt that education ochology isan inseparable component af education and training This ie more tue in case of Technical Education Systemn because it holds the direct

responsiblity of concretising the vision MHRD 2020 : “To devoiep and murtre a Technical Education “System in the countzy which would preduce skilled manpower ofthe highest quliy comparable tthe ‘very best inthe world and in adequate nurmbers to mee! the complex technological needs ofthe economy and would provide he nation a comparative advantage in the creation and propagation of

inzovative technological soltions and inthe development of echnological capaci ofthe highest border, Both forts application in economie development of he county and for Becoming a major “supplier of technology and technological services inthe worl”

‘As a consequence, recently a massive projact (FEOLP) has been launched for ail types of Engineering Colleges of india with a fund of Rs 1880 on Technical Education Quality improvement Project crores and a period of 19-14 years TEQIP aims to improve quay of technical education and enhance filing capacities of he institutions to become dynamic, domand driven, quality conscious, responsive o rapid eccnonte and technological developments cecurring both at national and

incernational levels

Was not always essential to spond alt of money to improve the quality of educational and taining services [fone person or an institution has postive attitude of learning from mistakes ot|

‘oxperimentatione thances of expensive mistakes and algo (i) implementation ofa refined methodology evolved from a of ether parsons or institutions, it results into a natural savings due toi) reduced ‘wall ested practice of other institution().The Information Resource on Education Technology for ‘TVET has been evolved on 2 srlar philosophy 1 am sure that shall empower you to devise cost effective strategies, tactics an techriques for improving the quality of services of your education Z

‘uaining arganization() The book is a outcome ofa very long experience ofthe author a a technical teacher, ainey of techuical teachers and manager mamber of many UNDP / world bank assisted Projects related to quality improvement and currialum development projects in western region and ‘orth east region of india

| wish thatthe amalgamation of dans ofthe author and ereative adaptation of auch ideas by the management of fortard looking educational / training enterprises vail enhance the quality of the ‘Passau / engineers / professionals These competent Engineers and Professionals will defintely ontibute in achieving he vision mentioned above

‘April 2004 Xu Thakoal

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Education Technology for Technical & Vocational Education and Training CONTENTS AT A GLANCE INFORMATION RESOURCE OW ET FOR TVET: PART =I (CONTENTS ‘BATIONALE OF ET FOR TVET auD Basic CONCEPTS Eationale of Educational technology for TVET inthe context of ‘Basic concepts, ET in general & in the specific conten zIrIrlE|§ ‘Technial education: concept, past, present & future | ‘Relovant Theories and aspects of Learning Domains of Learning Outcome EE PEPE EEE ElElg ‘earning in the context of Vocational Education, | ‘Learning in the context of Technology Education ‘Learning in the context of Technician Education, ‘earning in the context of Management Education| ‘earning in the 21st Com ‘Als, GOALS, OBJECTIVES & COMPETENCIES | EIEIFIFIF|E|E|šE|E

mlng gbisetivss bọlonding to Psxchomstor domain,

‘Wting objectives belonging 1 Allectve and Interactive domain, ‘Winting Competency statements ‘Analyses of Educational Programmes, Occupations and Tasks Shared Vision, Missions, Stateaic Goals and SMART objectives 'CU8BICULuU4 DEVELOEMENT Eon TVET

Guidelines for euriculum document,

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Education Technology for Technical & Vocational Education and Training

and Instructional Needs Assessment Needs ‘azeesmont Boards (NADS)

Ele] ‘Corriculun implementation

Evaluation of Students and Curriculum / Program, +za can INDEX & BIBLIOGRAPHY E3

Books, Reports, & Project Documents — ublished Papers, Resoarch Reports, Dissertations & websites ele

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[Eaucation Technology for Technieal & Vocational Education and Training

PREFACE TO THE FIRST EDITION

India shinning with development ofthe people, education, business, industry and its overall ‘economy has became fa emerge asa developed nation within a decade or 0 Qualty of products and services a practicing reality, in addtion toa marketing niche to survive In he axiating compenive environment Technical Education systom of fadia cannot be an exception in such a fast ‘Grownng economy and is severely experiencing the paradigm tut ram "the Quantity of pass-outs"” tothe Quality of pars-oute” Edeatonal planners such at MRD, UGC, AIGTE NBA and state gout agencies such a2 DTE, UGC ote are working hard fo promote high qualily and beat practices i all sectors of education and taining Perhaps Quality Service isthe only resort left out © ensure ‘survival and sure growih, a8 tochaicalnstsons, inthe longer ran

‘The Information Resource (IR) on ET for TVET hasialty shal sorve asa goferonco material gi! _managers, technical Teachers of trainers, who profer to render an elfective Educational 0: Tzaining services fo their customer students and Wainees The IR can be read and used in bts and pieces, in ‘any sequence that suits best othe users Although the IR has been writen n the context of Technical Education but al other professionals sal nd st equally weft in a variety of edueational taining situations prevailing in developing county

‘The knawledge skills and experiences elaborated inthis book wil hep managers in strategic management of techaical and protessional institutions for emerging as leaders in fature, using Education Technology a8 a management fool The book el elplacuty members thtx day to day Gelivery of ellective iatrucion aid teining to thei studenta/trainees,Tho echnical universities nở higher education regulating agencies will find the book equally informative in aeiating them in ‘effective policy formilation, implementation and monitoring processes

One of te motivators for developing the book was the opening up ofthe economies of India and surrousding countries, the potential challenges fo te Tachnical Education System and the inevitable {nds impact in the form of eut-hzoat competition from developed countries and the ever-

Incroasing/changing demands tom customers [ope tie IR shal serve sn facing such challengosin 4 creaiye but ellective ways,

[Many ideas expressed in tho IR, have been borrowed from the existing theories and research war, Dut Best contemporary practices and experiential leaning by the author are the primary sources in zendaring the final logical form and psychological presentation of the If Due to massive information, the has been divided in to wo pata, Park of IR comprises of chapter, which are more usc to the managers of the TVET eystem, while Parell corsets ofthe chapters, which ean contribute, very ‘actively in day-to-day work of he practicing technical managers, eachers and ineructors However, zy pezwonal advice fo all users is Lat they should go through all he chapters before applying any specific idea elaborated ina particular chapter This shalt avoid errors im interpreting tae immplications of he selected ides and shall sult nto hei ellective applications have a feeling {hat the IR wil be equally applicable te SAARC, ASTAN, ARAB and AFRIGAN Countries for enhancing their Technical Education Sytents by both comparlaon and learning ftom our experiences,

‘nave a plan to publish a supplomentary CD in future The CD will contain soft copies of te tot, the form ofan book, poster point prerontations covering aiflerent topics and pictorial

‘thustations/case studies of dilferoalrechaseal and professional nsiutions Twill be more than pleated to receive your Find suggestions aswel as relevant information in this regard

Despite the fact that we have taken all precautions and care, is quite possible that you may observe some errors & mistakes in the Book Ive be highly obliges! to one and al thoze wh would Ivete Share their entcism ofthe IR and thelr valuable coustructve suggestions to unprove ite quay Please contact me on e-mail “saushisomi@inctmall.com or on cell phone “07558124344

pra 2004 Prof SK Soni

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Edenton Technology for Technical & Vocational Education and Tratning

DEDICATION

‘Tis Information Resource on Education Technology for TVET i dedicated to my beloved vio Ms, [Beha Soni and my doar son Ms, Anat Son, sho very patinily kept my spin and exergy levels igh enough for complating the Information Resource on EP for TVET ell in time to serve techoucal fecucation systomns of Ini and surrounding counties

ACKNOWLEDGEMENT

Hoarnt my fs lessons of tochnical teaching in Maulana Azad National institute of Tostnslogy (MANTT, Bhopal, during 1986 1 1976 oe! highly indebted to MANTT lor rendering the instal fvientation and waining regarding the understanding the nmcate process of creating a competent engineer,

Jn phase two; unique expariences of developing and practicing the principles of education technology and curriculum developrest in National Insite of Technical Teachers Training and Resoarch (NITTTR), Bhopal during 1876 0 2003, has transformed mo into an inqulsitive life Tong, eamer ofthe field of education technology and paychalogy of learning, hope will vewain

completely inected with this fr real of my hfe So, lel me express my sincere thanks and gratitude 0 ‘my unique insuuto, Technica! Teachers’ Training Insitute (PTT), now National Insitute cf Technical ‘Teachors' Training ana Research (NITTTR), Bhopal and Prot P C Jain, Director of ho institute, who [provided a graat epportunty tome, by permting ms to study and develop ihe information Resource during one year sabbatical eave, The innovative hard work, which Ihad putin during my early years in TPH, under the leadership of Prof ¥, Saran, Prof RK Man, Prof Balu and Dr KC Sabbarwal, provided me extrinsic motivations to practice the education Technology and apply systems ihinking

Approach for performing al hig and small activtios/projecs [alsa learned alot fom my colleagues and my seb-ordinaios who tirelessly worked with me during various projects and traning

assiguinents

‘Currenty, 1am serving an a very prestigious position of Dean (Academic Excellence), Orintal Institute of Scionce and Technology OIST), Bhopal, which is ono of the leading private Engineering Colleges of Central India lam ying to practice all my wisdom and experience in Education ‘Technology best epportunty it uying to improve the quality af struction and the quality of the past-outs Theis the of experiential learning one can expec from his lack, May bo, in future this very, ‘experience shall hecome a malor source Io empotver me to review the book Lel me express my hear fol grastude and acknowledge my thanks tothe managament of OST, Bhopal wha have not ‘only recognized my experience in Education Tecknology, but also permitted me to apply iin all the {our Onental Group of Institutes namely: OST, Takal College af Technology CPCT), Onenlal Instinte of Management (OIM) and Oriental autute of Dhareeazy(OIP), Bhepal eel s0 much obliged tall my students and traineos of Maulana Azad Nationa Institute of

‘Tochnology (MANIM, Bhopal (1966-76), NITTTR, Bhopal (1976-2003), OIST TCT, Ol & OIP Bhopal sho helped mo in transforming myself from a technology lecturer to an Ecucational Technologist, a Professor of mult: media and ullmately « Deen (Academic Excellence) The meraetion wih

‘thousands of technica teachers and owners & managers of technical nsttutions and the oficials of the Cental & state Governments & technical educaion systems ofthe country and abroad, enabled me to ‘undertake svoh a complex venture ofriing a comprehensive Information Resouces UR) on BT for 1 ean not dare to forget the help of any young men and women including my dear son Ankur who assisted me im proparation of graphics and word provesting forthe TR, Last bl not the least am indebted tothe publisher of my IR, M/S Sarup and Sans, New Delhi without whose active

‘contribations the IR would not have reached its ntonded destination

April 2004 Prof SK Sam

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CHAPTER - ONE CONTENTS ae aa SNO | TITLE 1.0 _| RATIONALE OF ET ANO Basic ConcePTS 12.2 Concepts alied to dofiniions of ET 126 ETintheconextetTVET 1.1 [ RaHonale ofEdacatienal technology ler TVET lnthe conlext SE: m Í L1 EMeetefGIebalzaoon efbusnees&comwneree ja [14.2 Industrial Operations & Work Gulture and expectations omTvet | L2 113 Need of Educational Technology for TVET L4 32 | Baste concepts, ET in general & specific contexts 121 EP Systems, Hardware, Software & Use ware sẽ tế 1:3 Technical education: concept, past, present & future: 1s | 12.1 Concepts of Technical & Vocational Education & Training 1s [182 Past & Present of Technical Education 122 [123 _Funure of Technical Edueation 120 ‘Management Education: concept, past, present & future 143

[1421 Alloa Concepts HH

[142 Porro Trends 149

15 | Vocational education: concept, past, present & futur: 15.1 Allied Concepts 131 tật 18.2 Past and prosent of vocational Education La 15.3 Future of vocational Education 182 18.4 _ Mi eystem of vocational taining 82 ‘Training: concept, past, present & future: 18.1 Concepis of Training xen Lên Lê PaglkPresemtefvocsfonalEdnestion 169

153 Future of vocational Education 1

KEY WORDS:

EDUCATIONAL TECHNOLOGY, TECHNICAL EDUCATION, MANAGEMENT

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114): Education Technology for Technteal & Vocational Education and Training

OBJECTIVES

1.0 RATIONALE OF ET AND Basic Concepts

1.4 RATIONALE OF ET FOR TECHNICAL & VOCATIONAL EDUCATION ANO TRAINING

LLL Appreciato tha challonges to Technical and Vocational Education and Training (TVET) a6 consequence new economic order and globalization of business and comverce 1.1.2 Become aware of ensuing changes in industrial operstions, is work cultural and its ‘expectations from technicsl & vocational edveation and training 1.1.3 Know shat the faclty members and other uncionaries of TVET systems need to _sequire knowledge and skills pertaining tothe area of Education Technology 1.2 Basic CoNcEPTS: ET IN GENERAL & IN THE SPECIFIC CONTEXTS

1.34 Desenibe the concept of Education Technology in terms of aystem, hardware, and software, 1.38 Explain present and fuze scenario of Educational technology and Training system 1.38 Know present and fre aspacts of ET in TVET

1.3 TecHnicaL EDUCATION: CONCEPT, PAST, PRESENT & FUTURE

114 Mhusteate the concept: Technical Education, Vocational Education, and Training 118 Statea brisfhistory of development and current status of Technical Education, 118 Appreciate the future ends in Technical Education

14 MANAGEMENT EDUCATION: CONCEPT, PAST, PRESENT & FUTURE 143 Ilusrate the concepts: Management Education 1.4.4 Appreciate the future trends in Management,

1.5, VOCATIONAL EDUCATION: CONCEPT, PAST, PRESENT & FUTURE 1.85 Explain the concept and allied atibutes of Vocational Fawcation

186 Statea brit history of dovelopment and current satus of Vocational Education, 1.8.7 Approciate the future wends in Voeationat Education,

1.6 TRaiNiNG: CONCEPT, PAST, PRESENT & FUTURE 1.64 Mlsetrate the concep: Training

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1.0 | RATIONALE OF EDUCATIONAL TECHNOLOGY AND BASIC CONCEPTS

1.1 RATIONALE OF ET FOR TECHNICAL AND VOCATION EDUCATION AND TRAINING

1.1.1 CHALLENGES To TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING ‘SYSTEM DUE To GLOBALISATION OF BUSINESS AND COMMERCE

‘rat technology is viewed, ints third generation, withthe adaption of systems approach, it pervades the whole process of education in all ite multifarious aspects, A systematie approach problem eolving in the educational environment is Edueational Technology (EN), Educational Technology refers to the use of instructional desigas Trainers and students to achieve the objectives and goals of education ar training with minarmarn and teaching models that help teachers/

cello and cost

‘Table 1.01- Policy Shit In Technical And Vocational Education (Rina -1998)

# [THE PAST ‘THE FUTURE

1 | Asopply driven system based ona | A demand-dviven system guided by labor market large social demand signals 2 | Aninstinate based sysiem delivering | An education and taining eysiom (ETS) delivering diplomas upon examination ‘competencies in accord with nationally necognized standards 3 | An inatinte based system with minimam | An ETS wth mullple enty / ext pointe and exible Boxibilty in delivery ‘elivery

4 No official recognition ofprier learning | An education & Training ayatom hat explionly ‘recognizes shils and competencies whesever and however they are obtained,

5 | Rnlusiution based system witha "study program” orientation | AETSorionted towards offically recognized profession and tados | Education fommal/organized sector ofsociety._| and Traiting focused on | An ETS both for the formal /unerganized sector / organized and informal ` 7, | Separation between education and | Fullimegration raining cognitive science perspective of education and taining from

‘Gentalized system ot management | Decentralized autoroy) eystem of management (vith

@ | Instoion filly or paraly supported | Self- upporting and selfmanaging natitution oF and run by central sate governments, | organization wih partial support rom the cental / state government

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1.2: Education Technology for Technical & Vocations! Education and Training

‘una (1298) presents, the further policy shfs in Vocational Education and Training, in contrast with the past in tadonesio, Previous paragraphs provide ideas ofthe concopt and scope of educational Technology, now we ‘consider "Why ist necessary to have educational Technology for Technical and Vocational Education and Training (TVET)?

‘Tho possible roasons can be: © The mandate of TVET system is meant to provide high quality and zelevant education and training service in rapidly changing world

‘development, the changing nature of work and he increasing racial and cultural diversity, ete, fare the factors which influence the contents and trentments of various technical institutes andthe programmes ellered by them So the curriculum development and examination processes of fechnvcal education system shall faihtate in solving majority of problems, partally ox ily faced, by TVET system

© TVET system should produce "Competent artisans, trades worker, technicians and engixeere To be considered, “Competent” individual must be able to perform all aspects normally considered ts essential fuetion Teadly visible and meseurable, and other, which are eublle and implied The proficient use of of n given job/tole These aspects take many forms some of which are

Interpersonal communication, problem solving (design and manvfactaring) personal

‘management, snd the tocls necessary or Independent life long learning underlie the ability to ‘perform the variaty of task roles / ob functions

© Most ofthe faculty members/ instructors in TVET aystem have a misconception tha lo become a ‘good “teacher” one must know only the technological subjoct mater Teaching o instructing ‘als will automatically fllow the proficiency in technology Due to natural autonomy and Suthonty enjoyed by technical teachers, delicioncies nis teaching/instrcting skills ae hidden and ignored, atthe cost of efciency/ effectivenass of learing by the technical ident, Time has tome when technical students are ot finding themselves eapablo of getting eiluer wage or sei femployment on one hand and on the oher hand the technical ineitutes (many of them are run for ‘Profits ony) are charging Reavy feos from students, This situation can not comtinue any longer Docause the scents wil revolt and compel the management and teachera/instraciors of technical institutes te become more responsible and responsive tothe needs of students and

‘hone pertaining tothe potential employers ad sel employment apportunites The praleration ff number of technical inetinites and intake has made the problem of quality assurance of

technical staients much more complex, Understanding and applying various principles of ‘educational technology ean improve the quality of services from TVET system

© Peter (1898) explain the fuze roles of technical faculty’ intractor Adosigner of learning scvities and environment and facitater af learning experience An advisor, a motivator, a coach, a resource person,

+ Anevaluatr of instructional process and of student progres +> Alink person lnowing the requirements (of industry and commerce)

1.1.2 ENSUING CHANGES: INDUSTRIAL OPERATIONS, WORK CULTURE AND EXPECTATIONS FROM TVET

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Rationale of ET and Basie Concepts 1-3 EMPLOYABILITY SILLS ‘The Conference Beard of Canada - Employability Sills Profile ACADEMIC SILLS ‘Thote skis, which provide the basic foundation to get, Keep and pragress on ajob and to achieve: the best reel COMMUNICATE

Understand and speak the langeages in which business is conducted, Listen to understand and tear, Read, comprehend and use waten material, including graphs, chars displays and technical ravings White effectively in the languages in which business is condacted ‘Think creally and act logically o evaluate situations, solve problems and make decisions ‘Understand and solve problems using principles of ongineering and mathematics and use the results Use technology, instruments, tools and information systems eflctvely Recess and apply specialized Jnowiedge from various Gelds (wade, technology, physical science, a¥te and social sciences) LEARN

Continue to learn for life,

PERSONAL MANAGEMENT SKILLS

‘The combination of sails, attudes and behaviors requited to get, keep and progre

achieve the best results, ‘ona job and to POSITIVE ATTITUDES AND BEHAVIORS

Self-esteem and confidence Honesty integrity and personal ethics A positive atitude towards learning, growth and personal health Initatve, energy and persistence to get the job done, RESPONSIBILITY

Ability to set goats and priorities in work and personal fe Ability ta plan and manage time money land other resources to achieve goals Accountability for actions takes

ADATABILITY

A posive attitude towards change Recognition of and respect fo peoples’ diversity and ‘individual éiferences The ability to identify and suggest new ideas to get the job done-creatively

‘TEAM WORK SKILLS

‘Thote sel needed to work with others on ajob and to achleve the best result WORK WITH OTHERS

Understand and contribute tothe organization's goals Understand and work within the eulture of a group Plan and make dacisions with there inthe group

Exercise “give and take" to achieve group resus Seek a team approsch as appropriate ‘Alow more shils.can be added tothe employability ekils elaborated above, to suite the

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1-4: Edeaton Teehnelogy for Techneal & Vocational Education and Training

‘TVET eystem is underestimating the need of producing a competent techaieal professional with a Proficient and charming personality Educational Technology vail delinitely help TVET System ia ‘Montifying rolovant personal atuibutes fr differant levels and wil also help tr proving neneasary learning opportunities end enviznments hore ch atributes car be nurtured ‘hvoughout th say ofa student within a'TVEP syster

1.1.3 NEED For KNOWLEDGE AND SKILLS OF EDUCATIONAL TECHNOLOGY FOR ‘Tver INSTRUCTORS

Christopher Robinson (1998) has very aptly concluded about the feature of vocational education and training (VET) eyetom of Austraha, Peshaps the most significant feature ofthe Australian VET syvlem is the extent to which attempts have been made in recent years o make ian industry led system Nothing could be more important than ensuring the sll and vocational knowledge being gained by young people and adults like, axe pertinent and matehing to standards

“RICTE (1909) dizetty zecommends use of educational technology principles Afow quotee given below, fom the chapter of “Introduction”, wil make i quite obvious

© Asciontst often solves problems to wndorstand nature An engineer usually undertakes taka, ‘which noed 19 ba dane in 2 specifiad pariod of ano, on a fixed budget and with limited © To make the Indian industios internationally competitive, the frontier technologies have to ‘low from & D inatiitons tothe mcstries and also be continual infused inthe Engineering Curriculum

To improve upon the present technical education system, a major step would be to modlly engineering curriculum with the following objectives

Greater emphasis on design oriented teaching, teaching of design methodology and problem solving approach fis the design sal that distinguishes an engineer from a ecient

Greater exposure to industrial and manufacturing processes

Greater input of management skills and professional communication skills Inclusion of tho now appropriate and emerging technologies

Meaninght projects dealing wih eal ile problems should form the culmination of the fechnioel education prog,

UNESCO, convention on Technical and Vocational education, (1888), elaborates the rationale of ‘Techical and Vocational education (TVE}, "to acquire the knowledge and know-how that exe ‘essantal 1 economic and social dovelopment as wall as to tke personal and cultural fllllrment ofthe Individual jn society Experiences and learning in the area of education and traning of TVET system, ‘aught to satiny the neods of he individual and the labor market

“The neds are Ho-long and therofere cal for learning throughot ie" ° ° ° * ° °

[At present TVET system may ensure that a student keeps on learing during the period of a program, Educational Tochnology for TVET system will enablo us, to help every student froma program duration learner, oa lfecong learner so tat ie studont after exiting TVET system can face boldly ‘and proficienly the ever-changing techvslogies and envizonment around his work place

Attho end the myth "The teaching is learning” has to be broken As Penny slackest (1986), puts ik ‘simple worde: Teaching is some thing ane pereon docs o another Learning is some tng we ean only do for ourselves ‘Leaming” should become a second nature of TVET system Tho process of Teaming occurs duough s learning eyele illustrated in gure LO

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Rationale of ET and Basic Concepts: 1-8 DO SOME THING Z iach DN Son ‘THINK ABOUT IT DIFFERENTLY (REFLECT)

Education Toetnology wil offer a variety of options to enable every motaber fo "do it illerontly" Only tough active Me-long learning, SVET system can produce Ife-long learnet

‘professionaltechnical parsonnel at diferent levee auch as non-certfcate,cestficate, diploma and degree ete 41.2 BASIC CONCEPTS, ET IN GENERAL & IN THE SPECIFIC CONTEXTS 1.2.1 EDUCATION TECHNOLOGY: SYSTEM, HARDWARE, SOFTWARE AND USEWARE BASED DEFINITIONS

‘Kuppuswamnmay (1998) has very explicitly expressed the outcome of educational technology for technical (and technician) education; “The educational o the Media Technology the product of advances of science and technology, can become a posreril vehicle inthe hands of educational planners and administrators to nerease the quality and standards of products, namely engineering (graduates and technicians This is educational at no when most af the inchiuions are faced withthe problem of increase in enrolmonts with docreasing rosources made available", Marjouriefarnandos (1981) explained ET very succinelly On identical hes of Association for Educational Communication and technology, (Washington DC, 1977), “ET isa systematle way of designing, cazzying out and ‘evaluating the total process of Irarning and teaching in terme of specific objectives, bared on rerearch in human learning and communication and employing a combination of human and non-human resources to bring about more effective learning ET should not be associated with merely with echnical equipment and media of education Rather ET involves an analysis ‘ofexperiences that are ikely to be effective in helping students learn and development of and ‘uso of these experiences followed hy an evaluation to determine whather they have indeed been effective.”

“The above explanation ofthe concept of ET clearly includes both the media or aids and the methods lr techniques used for improving the tezching learning process, National (India) Education Policy [NPE (1806 p 22) describes the purpose of Educational Technology, “should include with other ‘hings,: the spread of useful informatien, taining and retaining of teachers, to improve quality sharpen awareness of art and caluze, inculcate abiding values etc, both in formal and ioral sector." Programme of Action -a supplementary document to NPE recommends use of ET fot highe/ professional edueation and rather ovorermphasize the use electronic media such as uso of broad cast based V programmes, Ute of computere at ITs and university level Thus ET has been ‘dentied mostly withthe electronic media A pasting reference Is made 1 the supporting

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1.6: Education Technology for Technical & Vocational Eaveation and raining

infrastructure like tained man power compatent and willing teachers, buildings, assured electric supply ete required by ET, as if without, ET can not succeed

Prograrume of action (POR-1866) in very specific terms tied o describe the technological eal and Management Education, Some ofthe relevant features ar: Directorates of Techical Education vil have computerized information systema, linked among themselves and Technical Manpower information Syston its leading contor boing a JAM and th stato level medal conters Ths network wil asst in planting, monitoring and decision making inthe management of Change

(POA Chapter Vit Para 38),

© Computer faciities are to be made availabe to all the Engineering Colleges and Technical Inetiltong inthe country By the end of Vil pian period, (POA-Chap -VIl, Para 42) ‘® Departments of continuing education are also expected to flr non formal distance education ‘programmes’ which would bo aided by use of Mass Media with Radio and TV learning

Resource conters (URC) ate proposed to be established at Ie, TTTs, and other identited inghutions with the purpose of underiaking, "development selfleaming modules, laboratory manvals) as well as nor-prin (Video caseetes, CA Tape- of print (xt books, work books,

Slide packages, OHP Transparency packages ec) resources to need the needs af diferent ability groups and low cost equipment and simulations fo laboratory instruction” LRCs will also be responsible for organizing dissomination and distribution of earning resources (LRs) land coordinating work among themselves to identify areas of work o avoid duplication (POA, ‘Chap -Vin, paragraph -€3) © ‘Tis section also very cleaily makes AICTE responsible to perform a majr role in provision and planning and coordination ofthe use of computers in tochrial and management

‘naututions fr the puxpose of teaching learning, CAl research, student teaching progress reporting MIS, tc

Soni (1882) explains Educational Technology by defining s b concepts; "Eéucation Technology isa {erm by two framed words (1) Education: isthe process of transforming every member of society in

‘Gaudio (1960) explains educadonal ocknology as comparable Wipod, paychologial prinipes, another on theory of sytem athe tid on the theory of one leg eat on Eommunlcadons The uae of educational technology preset the folowing adveniages: Pease |seeFig 1.38) _ ‘© Flanning snd conceplon of education systems according ro aetuahi and mưidual and communal iniorees Creation of effective and efficient systoms, enabling the economical achievement of pre ‘established objectives Improved selection and adjustment of adopted moans and materials as othe pre-established objectives Rationalization of use of existing media and materials through identification of atanable objectives;

Possibility of providing friendly eficient, low cost teaching and training toa large number of people inhabiting a geographically wide spread region:

igher uniform level atained by the ond ofthe learning period, regardless of enchers" ot instructor’ level of qualiication

finally, the opportunity to create a non-formal teaching and trning system which, faced with social, economical and cultural situations, can reel i alternation of behavioral pattern with view to desired aime

(Wa vesponsible industal (or any practical) purpotes Science i an organized body af tested knowledge, sehich may and produciive einen and, @) Technology: i ina cvellve application ofacience to

eeeoeoeoe

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Rationale of Fane Basie Concepts: 1-7 1be expressed in the form ofa sot of general rulea/ principles Educational Technology i erm, ‘hich has been used (and abused) inso many contexte (hat ican mean “all” ot “nollung’ ‘Alin the sense that any planned innovative activity in"Educaton’ has at umes been identified with EP ard ‘Nothing’ inthe sense of nothing new Por some, it isa “concrete Produet” which can be touched,

(sensed) and used and for same others itis a "process or software type The Techaical Teachers have great advantago that they ean adopt, adapt and easily use mos of the ET Products (media) on one hand and

‘on tho other, by basie nature of technological education and twang, they can adept and ađaptte FT processes (methods, strategios and fechmques) baedon syste

‘pproseh", Rober Ronchi (1896) dalines concep Fig, 1.02 Tripod of Educational Technology (Calando 1980) oi Educational Technology as ihe eyslemeatic applicallon of scientific knowledge and technical developments within and outside of educational syst to solve educational problem and to serve to alleviate necessities of educat Prychological Principies

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1-8: Education Technology for Technical & Vocational Education and Training

CChawick (1873) writes, “Educational Technology clarifies teaching learning process and systern’s Intentions improve educational evaluation and shite the factors of production and increase labor specialization

Colter, (1978) Claris that Educational Technology isnot necessarily use of costly and sophisticated equipment, but it is concerned with the design and evaluation of curriculum and learning

‘experiences, and with problems of implementing and removing thar

‘Shri Aurobindo (1973), “Th fist principle of true teaching i thal nothing can be taught, The teacher ‘not an instructor or taskinaster, but he ie alielper and a guide,

‘Manik (1986) explains further, "Education Technology isa proper ublisation ofall resources, human a well at ‘or-human, lo optimize teaching learning process with

the application of systems approach and designing the ‘educational material based upon theories ef uuman learning and communication,

‘Kumar HL (1994) elaborates a conceptual frame work for ET Educational technology is conceived asthe sum of technology in education’ and technology of

education’ It encompasses the role ofhardware in

‘elucational processes an wal! asthe techniques and EDUCATION TECHNOLOGY ‘methodology 108B that comprise the eofware as shown in fig

designing implementing and evaluating the total epucarion \/ epucarion

frovenscfletming ndeaching norms otgpecite | [PRORHCTIW | | pROcese Sofectives, aoe on esearch in aman learning ond

conmmncaioe end anploying «combina ext

trmploying a combination of human and non himan Fig 1.09 B;Detinition of BP

{eeouees fo bring abou! more elective netucton

‘Association for Educational Communications and Technology, USA:

Educational Technology isa complex, integrated process involving people, procedures, ideas, evices and organizational fr analysing problems and devising, implementing, evaluation and managing solutions to those problems, invelved in all aspects ofloarning, © Council for Educational Technology, UK:

Eavcational Technology isthe development, application and evaluation of systems, techniques and tds t improve the process of human learning

‘© National Centre for Programmed Learaing UI

Edvcational Technolegy isthe application of slentiie knowledge about learning, and the conditions ofloaraing, to improve the effectiveness and efficiency of teaching and taining In he absence of scenicliyeatablised tectniqes the empiri tenting soul iat improvng ering

‘Althe definitions lead us 1 beliove that education technology is technology of education more than technology in education, Moreover, tis alo believed tha thero are qrenter chances of swocess iit is [pursed witha systems approach As sayatem it has the subaystems of instructional design, communication techniques, learning peychology, teaching methodology, audiovisual resources,

curriculum development and evaluation techniques as shown fig 1.03 C The process and product Concepts af educational echnology'are integral tothe systems model

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Rationale of Ef and Basie Concepts: 1-9 sodia Some aspects of instructional desig, learning psychology and teaching methods constitute {he input to the ellectiveutlization of audiovieual rather than emerging ae primary components of the ‘educational technology systems One ofthe reasons for this phenomenon i that, the departments of ‘education in universes acrose India have introduced educational technology as a separate subject AtBEd,, M.Ed and M Ph levels, and that thoy have listed audiovisual topics under this subject This {is explained by the fact thet other topic, e.g instructional design learaing psychology and

‘evaluation techniques, already exist es separate subjects, and anly ihe technology based aspects have been brought in

‘Another reason isthe narrow interpretation of the word by the user, Engineers tendo assume ito be the se of technological equipment in teaching; they do nat wish to be concernod with the theories of learning, models of teaching, prineiples of motivation ete, which are equal partners inthe systems ‘concepts of educational technology

1.2.2 CONCEPTS ALLIED To THE DEFINITIONS OF ET: PRESENT AND FUTURE Pails (1981) gives a comprehensive view of Educational Technology in Technical Education Some ‘points have been elaborated below: © Intechnical education, educational technology is equated 1 systems approach and it was

‘preached, practiced and promoted in Technician Education system night trom beginning

© Otfiae indian Insitute of Technology principles of Educational Technology for improving effectiveness and eficioncy of struction and Engineering Colleges have also accepted the virtue of Eacatonal Technology has a very bright fotue in Technical education

‘Acharya Ramamurti (Sopt 1980) has taken afresh look at ‘National Policy of Education’ and has listed focusing iesues and suggested some modaliies Itis heartening to appreciate that many point

pertain tothe field of Eaueational

‘Technology Some focusing sues ae: © reduction of ‘modular courses

and credit secumuletion stiowing frexbiity © Providing for suliple entry and ext polns

‘ho wish join the “world of ‘work and roturn Inter for farther

education @ Buiding up comprehensive

tniornal assesemen for promoting Teaming and mic

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1-10: Education Technology for Technical & Vocational Edueation and Training

improvement in Technical Education te eater to society and needs of competitive industry & Indigenization of technology

Soni (1898) recommended (MPEECETS) for the personnel of Army receiving education and training at AEC Panchmarh, This is use of Multipoint Entry, Exit and Credit Based Education and Training comunengurate with tecommendations of Dr Rararurt (1990), The MPEECET system is explained in figure 1.08,

1.2.3 EDUCATIONAL TECHNOLOGY IN THE CONTEXT OF TVET

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‘atid (1991) Further project futuristic trends of Educational Technology for Technical Education, ‘Table 1.02 PRESENT AND FUTURISTIC SCINAREO OF EDUCATIONAL TECHNOLOGY AND TRAINING SYSTEM

‘ASPECTS |PRESENT FUTURE

‘Curriculum | Based on advhoe decisions ssubjectvty is the rule based curricula, ‘Scientific, Systematic development olnecd Development | Nosystematic technological | Modem scieniic techniques willbe wed lor forecasting technological forecasting for decision

‘Rigid structure, limited choice

SpHone _| individual king and need

‘Traditional disciplines: Givil | Tw Contradictory trends in addition of Mechanical, Flecrical (modal | waditional courses

‘Curriculum 1984) Highly specialized courses for soft employability’ developing technological attitudes and capabilites to adopt to any ‘iseipline withthe potential of an-the job evelopment Rigid entry-oxt points Flexible multi-point entry and exit

Media like OHP, Slides, occasional ‘Mostly chalk board, other media | Challboard use| very commen, slide and fms wl become will survive, OHP will become ‘ofvideo and computer very | rare,

Iimted _| Use of TV & Computer videocassettes wil be used even at home, | regular, Instructional Instructional Design and Inductive strategies,

delivery

‘Sweas on information gathering | Participative methods of eaching

Stress on development af cognitive strategies Problem solving ability)

To attempt to develop study

habits and learning strategies ‘Special emphasis on rightloarning strategy land development study habits

Iimprovernentin ate oflearning

not considered ‘Research, development and waning will be ‘Synchronized in ‘content at same pace ‘Truly individualized instruction rescriplve teacher centexed approach to instructional design

‘Student as information receiver Instructional design to package information

‘Autonomous suudent centred approach 10 instructional design media, pace, time & Student as an active information processor Instructional design to develop cognitive strategies Problem solving)

Instructional design with sưese

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Rationale of BT and Basic Concopis: 1.18

Production ovideo programmes | The production ‘engineering sin winlancy | Enginoering wil increase many folds, of video Progremnes in

‘big leap orrard il be akon by 7, | ttsana Eogineering Calloges N15) —

wv Gets lacs fiche Teles ina sit deine techn Programmes nde: UCCs | education steed alloted, Over he yeors

Counny-Wide Classoom | tote ute wil bu mad avaablo tncugh

Programmes ‘Seta tna | imelte Global neworkin echnical,

Video being used asa pasive | Ue oineracivevidsodios wil iezease

rot, | spay

‘Computer | Compoier Sed or management, rancial | formanagemnt nancial and administrative sls nar symbol | Use of computer wil be wide sprend Tose

td adiiaive purposes | purposes wil become routine

Calin i dency CAL woud be routine and Ineligent ‘ri become popula CA

Videctex nor exstontexceptin | Us of wdeotot teletext inal major towne

Dain No.Eausatonal ee | willbe usd or echnical edveaon

Fachinsituton ying | Appling pancple ol synergy a group ot

Cctelish tsown Engdombonce | inttuicre sharing roource by eoabshing

Smayeshon offs | ceiver ct escslence Giteront aren and stdente and tenchor ofl in ench nuoraonn

theists shang ths improving

{lation lator and Svt fecuvenar index

| eg 8 conmon tearting Resotes Contr housing aA hadate sn software for

| à by h ngHuneesin he sume ch Te

totve problem of maintenance tho Sterne RDG estehichnont of equipment i ot

_ Stohr exampie See TEOIP in 20) —

Teacher Propraton | rutuy 1aforFolyueshce show courses in, organised Engineering college acher to underg0 by ite

TH

| Shoal tcrme course and ‘Their greater involvement in production and

| workshops on diferent xpects, | design of medina ubjor exper

| Tadeton courses

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2-14 : Education Technology for Technical & Vocational Education and Training

‘ASPECTS _| PRESENT FUTURE

— "7 [programms for teachers by datance mods

‘Summer & winter schools ‘Modular courses for improving teaching

sponsored by ISTE No incentives | skills (Kumar 1868) foraueh course =

Teoh Ba Tech Fa Win specialization im ETETT

a earning Resrere Doveloprent Gone t

Fovouce Tế hanh Sa Ta ming neous

Development Conte GR) “ene ncach chal

coe ibe) uc Em

Cass foona | Sabie aly for chit board “|ANdkeisonsvetemppedernutameas

Tuorat | ao of chatboard ony Tae fale Meda, Learng Packages (QAMLP) and Multi-Media Teaching Learning

Packages wil increase,

‘Gost Media expensive and outof | All media will be inexpencive Their wea wil reach for teachers of most ofthe _| be common place, availability of fands easy Anges Funds dtficult Evaluation | Student assessment only or ‘grading purposes, | Comprehensive continuous student assossment for improving learning and

Iideourte correction Evaluation i not end | bur beginnng of the instructional process,

"Too much importance examination taend | End examination | credit accumalation, least important Selirating

‘Examinations run dyoughou! the | All examinations, sting, administering

| year vrasting lot oftime of student | scoring and management by computers {nd teachers, computeration | Even mos students wil answer using

ee

| Almost abeontexcoptin TTia& | Educational research tobe bultin the | some olated polytechnics | sratructional design and implementation

Research on cagniive styles of Indian | Engineering studens to he encouraged Management | Mosly bureaucratic, | plagued by resource conetrains | internationlization, Proper development and adminisvative and unimaginative | highly teacher partcipauve Managomont by Education technologists, ensuring

appropriate wilization ofresource `

| Government monopoly | enginooring education quaktyne | leading to competion Privatization of engineering education and consequont

| consideration quality improvement

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Rationale of ET and Basie Concepts: 1-18, 1.3 TECHNICAL EDUCATION: CONCEPT, PAST, PRESENT &

FUTURE

1.3.1 CONCEPTS OF TECHNICAL EDUCATION, VOCATIONAL EDUCATION, AND TRAINING

‘TECHNICAL EDUCATION: NPE (1986), rightly defines education is a unique investment inthe present nd future Eucation davoiops ran power for diferent levels of economy Its also the Substrate on which resoarch and develeprient flours, being the ultimate quarantoo of ational Slt reliance NPE" (88), fuer explains that Technical and managerren! education streams are

‘Complimentary and student be reorganized by taking into account the anticipated ecenari af about ‘eat twenty years, ath specific rferenco fo the hkely changes in the economy, social environmen ‘eduction and management processes, the rapid expansion of knowledge and the great advances Science and technology

‘Tho infrastructure and service soctors as wol as tho unorganized rural sector also noed a greater ‘induction of improved technologies and a supply of echnical and managerial maxpovzer BimanSen- 1062) The Technical and Management Education system ia supposed te develop the maxpower ‘belonging o classes mentioned in Table 1.6

‘The Future growth in economy shall require not only futher diversification and up gradation of the content and quality of wenaieal education, bu also the imply structizal changes ix nOuencing significantly the operations and management of technical education Biman Sex (1882), has caly Aepicted the co-relaton, technology and general education in igure 1.05

Technical and vocational education and training (IVET) is a sub system of National Education system TVET and management Education isan ialerlace between the world wide growth science and technology at ene end and eapabllty ofthe country at other end in enhancing ts productivity through Dotter management and application of science and technology, to sltimately lead to econenic

evelopment of oth the country and ts eitzens ‘Ths, TVET in genra is responsible for developing ‘echnical manpower, which covers a wide spectrum for sllled workers to sophisicated research engineers managers and scientist

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Rationale of EF and Basie Concepts I-17 Table: 1.03 Employment Avenues To Manpower Outputs From Technical And Vocational

‘Education

‘ORGANIZED SECTOR LEVEL & MIN | UNORGANIZED SECTOR DURATION © Somi-shiled artisans and operators for | Vocational Certiticate Rural providing operators, & Urban technical service '9 House keeping fonction series and basic service (wo years +10) | formation workers, fom [piaeen hissy ie © Faculty Vocational schools School dropouts

@ Pesuryinme ) Taobongranl tedoelosioe

Supervisors in Industries and reso eases

nrisheetresterieesteeee: or

‘ushnen snd equipment evelopenenial projects

Gow agente

(ous-yoars +1) se

â Basic software applications developers ơ echnieat NO AE: reiterond raring —— L9 Tuy lnpdecniessna Engineorng college Ponigraduate PhD and @ ‘Technical Managers stato Iovel Conta NCO Projets Eegreeinfngg/ | andservces $ BageeoninĐnhrmnesgenses | H9 |

Designers of Projects and systoms Appreciate Tecnology

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18: Education Technology for Technical & Voeational Education and Training [© Sofware products Sepplicions ~—[——SCSC~—SS —— developers ee — -® EaethylaManagenontandoiber | hD&Fom technical natintes Graduate in © Manages projects at central Gov evel | Management

smh engineers | |

© ‘There is continuum of technical competencies or abilities from skilled worker or artisan level ‘and technical problem solving sEils (high proficiency in manual sls) to research technologist level (high prficioncy in cognitive © ‘Tho preparation and proper mus of teaching manual performance and cognitive technical problem solving eile decides the contents and aarue of learning through fou-tier technical

‘education syst

© As you move to higher levels inthe hierarchy the variaty cx branches converge trom many 10a very len, © While designing curriculum of a programme, the designer and davaloper ofthe curriculum should approach inan integrated way and make provisions of vertical mobility through different Ievels ‘necintcian roi) Figure 1.07 four ter Technics! Education and Employment Structure ‘Some concepts shown on the figure 1.08 need furor information, These concepts are © Education and Training, (See Table 1.04) © Teacher/Inatuctor Training

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‘Tao torms shall be explainadin further paragraphs

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Rationale of ET an Baste Concepts: 121 ‘Table 1.04 THE CONCEPTS OF EDUCATION VIS-A-VIS TRAINING

SNO | EDUCATION ‘TRAINING

10] Biucauon (lomiszowski~ | “ratng’ | 1861s to wander fronly inthe | orlertorescha pre.detemmoned goal st tho ond of is ino folowing ugh fenced pak in fhelds ole or ight ota ght

| pgh eflewang preeraaiy |

tha map,

aa refers to beth processes and_| Training (Roger James-1987) is away ofhelping product Education ‘people toda (physically) things that they could not do (Vedanaygam 1988) DBelore they were tained Training is about what you products considered asthe | can do atthe end of taining and tis alo about how ‘um {otal ofwhat is received | well you can do

‘hough learning, thats Acquistion as mamledge, ‘kil, atorudes and valuse, tanamigsion of culture, evelopment of personality land hiberatar or sell fs sctuslization, _

22 | Avaprocess, education | involves the act of developing | for assuring development of relevant specific ilies tiga structured, planned activity to signilicant extent, these above mentioned te perform 31k,

| preduets in some ene orn one ene 777 | | Education Geshe Kely- 1984) Traming (esie Kely: 1998) for the plant production fs for rounding out of the “itis a way t solve production probleme trough

individual andthe good of the | people, its speciic and helps people to apquue skills society itis general provides | tcugh the ue of what they learned

background, and increases | Training proceeds by natraction from things to words ‘under standing (heen

Education proceeds by | struction from words /

‘Oxford dictionary: Training is the act or process of

teaching or learning a sil, discipline ete

‘Objective of democratic | education is all round ‘dovolopment of individual

‘personality based on fait "he dignity and worth of every | inaividua should amo | develop sense of national citizen ship as well as vost | chuzensmup [Mudalior

| comimission(p52-59) context secondary education] Ì

‘The table-1,04 relates both education and taining

Technical educaticn sa smooth blending of two distinc’ learning processes namely education and teaining, Over the yeavs, the technical edueation after evolving from a pure tiring base i lending towards education (more theory) baee, paruculanly at Yecanicier level and above

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2 BRIEF HISTORY OF DEVELOPMENT AND CURRENT STATUS OF TECHNICAL EDUCATION

‘Technical education is a recent phenomenon in India as compared tothe history of other sactors of ‘education "industriel Revolution” geoms to be the mother of Technical and Management Education, ‘ince i laid down the foundation of technological society a contury ago, The waditional method of father o son transfor of techniques of family trades could not full the neads of tho thon industrial Growth anda concept of organized taining in trades showed the seeds of conlemporary technical ‘Sducation John Anderson established the hstschocl of general education 1770, in Glasgow, Scouand, waich was followed by a srular technical nsuuto in Franco inthe yoar of of crafts and artsans, in

1794, Since then during inetoonth contury tho tatornty of Technical Education is perpetually roving and diverslying into diferent branches of engineering / technology Since te twentieth ‘anturyithad witnessed an explosion in knowledge of science and ekila/ techniques in

‘commissioning operating and managing technology, the nature and operstions of Technical [Education grew by leaps ond bound We do not anticipated any slowing down of technological, ‘commercial and global oparations, and tharefore itwould be interesting to learn a brief history of ‘Technical Edveation and learn a fev ieszone frome the history thie wil help uri preparing for ‘managing both hi-tech technologies and technical education of twenty fret century

Inna, the growth of Technical Education was very slow up to 1921, as Mustated in Table 1.05 Az there were very leviar opportunities of jobs; Civ, Mechanical and Flecrial Engincors were mosty ‘engaged in maintenance ofthe imported machinery fom Britain, Sunultaneously U.K trained ‘engineers ware alo available to overview the work of India trained engineers, Only diploma level (Civil Engineering Programmes got inaittionalined property during this period let us now look Itorieal development during the peried 1921 10 1960, which has been compiled in Table 1.08

1 DEVELOPMENT OF TECHNICAL EDUCATION PHASE -I Please study the details compiled in Tables from 1.08 o 1.08 in his regard,

‘TABLE 1.05 HISTORICAL EVENTS IN TECHNICAL AND MANAGEMENT EDUCATION IN INDIA ‘ENO | EVENT / PARTICULARS REMARKS PHASE -1 (1794-1921) T ‘Exablishing in 17S4 a survey School, in | To assist Bish surveyors and (1794-1921)

Madras To facilitate physical survey revenue records of Britah esate ia india of land and 21 | Needfor establishing occupational | To nain technical manpower fo construction ‘education, though "Woods-dispateh” | and maintenance of pubiie Builders, roads,

te Britah evown in 1884 {canals ports and harbors

22 | Consequently establishing wiree | engineering colleges a Calcuta, "To vain artisans and exalt men fr operating and maintaining instruments and equipment

‘The diploma programmes were elevated to degree in 1860, at Caleuna, | Bombay (Mumbai) and Matas

(Channa

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Facilities created for constructing ‘upper Ganga Canal, at Roorkee was Used to establish est "Engincering | {College” (Civ) in 1847

unter Commission (1880-82) recommended effective measures to Improve the then situation,

‘The concept of “On the job training! took bith tough apprentice classes | during 1870-86,

Rationale of EP and Basie Concepts: 1:23,

‘To facilitate construction and sustenance of

upper Ganga Canal,

‘Number of committees and commissions were appointed as a consequence of Wood's

dispatch -

Training conters were established in gun ccariage lactones, railway workshops, specially in electrical and mechanical fengineering

sm Mechanica

Varanasi 192), in Banaras Hindu University,

‘50 | Victoria jubilee Technical instute | To commemorate diamond jubilee (VFTD established in 1887 Victoria reign & le produce licentates / of Queen Engineers in electrical, mechanical and textile a engineering and technology

80 | College ofengineering was sited at | Leaders of independence movement started Jadavpur, under National Council of | colleges, to produce diplom

Education | Engineering in 1908, & te produce dipiomatsin (Chemical Engineering in 1821 TO | Indian iasttao ofScionco at Banglore, | To wain cortficate and associate ship courses established by Jamshed}i Tata, in 1808 | (degree level) in Electrical Engineering 80 | Engineering Programme started in

TABLE 1.06:DEVELOPMENT OF TECHNICAL AND

DEVELOPMENT OF TECHNICAL EDUCATION PHASE -II (1921-1980)

| MANAGEMENT EDUCATION, PHASE-II= 1921

like sugar, texule and Teather technology, ‘governed by departments of industry in | various provinces

| Trade, ats and crafts schools were ‘established, as starter of vocational schools

1.1 | Mono-technies were started in one subject | Largest job opportunities were offered in | texnle and Civ Engg Industries Limited job were available in Mechanical’ Hlecneal Engg and metal works, chemical technology [Leather sugar and applied physics ———

Inconsonance with recommendations of Hartog committee and Sapro committee on school education,

| To moet the needs of handicrafts and small: [scaleindustniee TƯYC

Tarachand, A Siddigu & Higgin botton (1895) recomended for diversiieation of industries to start ship building, aircraft manufacturing rotor car industry, and railway wagons et,

|

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1-24: Education Technology for Technical & Vocational Education and Training fi

jon was formulaled ‘Doth 1808 chain of Polytechnics spurted Polytecini was established in atlervards, 1838, before werld wart stated in 1s

“War Technicians Training scheme” started cona large scale Atarning Point inthe Iislory of Technical and vocational ‘education (1838-40)

PHASE - 2.2 (1940-46)

got transformed in Delhi College of

Engineering

/"To wain technicians to maintain logistics and | movements of army and its supplies

Í Bnliah Govt realized that they could not | survive unt and unlees industrial Engineering Degree Colleges

21 | PortolioofPlanning started in 1944 and Development | Under the direction science and technology of Sz Ardeshiri “Use to develop economy Large-scale expansion of technical and provide basic necessities of life 0 al!" education was planned and Technical | CSIR laboratories were initiated

imsttutes were established and promoted NR Sarkar commssion on higher Technical Four regional Higher Techical insituies | Education was instituted in 1945, Results of wore established on the patterns of MIF of Sarkar committee recommendations, ae

Usa, establishment of AICTE

So Indian Insututes of Technology(Ts) emerged

22 | Allindia Council ofTechnical Education | Approved for Regional Technical institutes (AICTE) was insoruted in 1988 | Fromoting higher and quality technical ‘education,

#3 | Gommattes on Technical raining was | The wansformation of Technician Training ‘constituted in 1948, Scheme ultimately ino "National Counel for | | reaining in Vocational Tade(NCTVT}" was

|L _— competed in 1956

30 | PHASE 2.3 (194i

‘| Status of Technical [me Education in ‘Colleges Inake PG level intake= NIL

Engineering Colleges (degres) Polytechnics (diploma) Colleges for Graduates Engg and ‘Technology 28 Colleges with intake of 2000, Industrial waining inaututes (7s) Polytechnics for technicians 83 with intake of India became lazgest independent 3100

democracy on 18.08.1917 TMs for artisans 300 with inte of 60,000 32 | De Shanti Swarup Bhatnagar Committee on | Nead or manpower estimated to increase Scienlie Manpower was consituled in | four times than the capacity in 1987,

1847 for manpower planning for next ten | expansion of Technical Education became | |years, _ 33 | SirRadhakrishan university Education | Recommended many reforms in Engineering ‘Committee (1648-45) argent ‘and Technology Education, whieh sil hold

‘good

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Rationale of ET and Basic Concepts: 1-25

Prgieoing Diploma Polos

Indust! Teng Insts (erete) ‘covering 85 branches 280 Polytechnics with intake of 49,000 550 itis offering training 32 engineering and

21, nox-Engg Trades with ital intake about 185000,

Supply of echnical man-power | Marginally lower tan demand,

‘35 | Indo-China War 1962 Indo-Pak war 1985,

Economic Recession in 1967-68 Employment reduced drastically Intake reduced to 18,0000 (degree) {30,000 (diploma) 1,80,000 (Cerificate) Growth of Tech, Education slowed down dratically, 36 | Women's Polytechnic started ‘Small numbers offering courees in about 18 subject areas 37 | POST GRADUATE ENGINEERING 3.8 | Ph.D level Engg Education 1967-68 L EDUCATION [Status 1967-48 wie

‘Status 1959-64 38 natiates with intake 9f 1100,

Status 2000-01 lise tse) 76 inatitates 348 courses, intake 6000 (2000 in

500 candidates rogister every yoar Degree warded to aboat 350 annually

38 | Apprenticeship act 1961 for Tt holders) Itis obligatory on all employers in specitod | industries to make provisions for taining | approntices in prescribed ratio inthe designate trade, This act aims at necessary

industrial culture conditioning off students

“EL | Apprenticeship act 1973

42 | Institute Banglore, 1971 of Foreman and supervisors at

Weavers graduate engineers and diploma holders for orienting culture and performance abilities them with industrial

For taining foreman & supervisors fr Hitech industries & laboratories,

1996/97-2000

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