Prof.

Prasad Krishna
Advisor-I, AICTE, India
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 OVERVIEW
• INTRODUCTION
• STATUS OF INDIAN TECHNICAL EDUCATION
• STRENGHTS AND OPPORTUNITIES OF TE
• AICTE REGULATIONS FOR FOREIGN
COLLABORATION
• PROCEDURE FOR REGISTRATION
• CONDITIONS FOR REGISTRATION
• CHALLENGES
• CONCLUSION
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 INTRODUCTION
 Throughout the world there has been a move to mass higher education,
associated with greater diversity of institutions and programmes and a
large increase in the number and size of universities.
 Expansion of higher education leading to different modes of course
delivery, including franchising arrangements with third parties under
which the parent institution may exercise limited control, virtual course
delivery, as well as the delivery of courses through satellite campuses.
 All these developments pose challenges for the efficacy of institutional
quality controls.
 Formal, transparent and credible systems of quality assurance will help
guarantee a successful future for Higher education institutions in this
environment.
 Internationally there is a strong move towards having rigorous,
internationally recognized higher education quality assurance processes.

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 MANDATE OF AICTE
• All India Council for Technical Education (AICTE)
AICTE was set up in 1945 as an Advisory body for
Engineering & Technology education
• AICTE as Statutory body in 1987 under Indian
Parliament act

Mandate of AICTE:

 Planning and Coordinated development of technical

education system
 Promotion of Quality in Technical Education
 Regulation and Maintenance of Norms and
Standards
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 TECHNICAL EDUCATION COVERS

Programmes of education, research

and training in -
• Engineering & Technology,
• Architecture,
• Town Planning,
• Management,
• Pharmacy,
• Hotel Mgt. & Catering Technology
• Applied Arts and Crafts, and Other
related areas in Eng. & Technology.
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 VISION OF AICTE

“To be a world class organization

leading technological and
socioeconomic development of the
country by enhancing the global
competitiveness of technical
manpower and by ensuring high
quality technical education to all
sections of the society.”

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 MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION

TECHNICAL EDUCATION

AICTE 7 6 IIMs 4 20 3 IISc Others

IITs NITTTRs NITs IIITs Bangalore
7th at ISM,
Shillong IISER Dhanbad
Kolkata
SPA, Delhi
IISER
NIFFT,
4 Regional Pune
Engg. & Tech. (1559) Ranchi
Boards of
Pharmacy (602) Apprenticeship/ NITIE,
Training Mumbai
Management (1147) SLIET,
HMCT (68) Punjab
NERIST,
MCA (1024)
Itanagar
Architecture (110 ) IIITDM,
Jabalpur
* No. of Institutions in bracket
EdCIL,
 STATUS OF INDIAN TECHNICAL EDUCATION
 In India, technical education is imparted at various levels such
as : craftsmanship, diploma, degree, post-graduate and research
in specialized fields, catering to various aspects of technological
development and economic progress.
 During the past six decades, there has been a phenomenal
expansion of technical education sector in the country. Apart
from the Government Sector, private and voluntary
organizations were involved in setting up of Technical and
Management Institutes in the expansion of the system.
 From 43 Diploma level Polytechnics with an intake of 3,400
students at the time of independence, the number has grown to
about 1300 Polytechnics with the intake of 0.3 million students
in 2006.
 Similarly, the number of Degree level engineering institutions
and the corresponding intake figure rose from 46 and 2,940 in
1947 to 1559 and 0.6 million in 2006. 8
STATUS OF INDIAN TECHNICAL EDUCATION …Contd.

 Today, 1764 institutions conduct Post Graduate Programmes in

Engineering and Technology with an annual intake capacity of 31,621
and 1147 Institutions impart PG Programmes in Management with an
intake of 0.1 million, 953 Institutions in Computer Application with an
intake of 67637. Facilities for doctoral studies in Engineering,
Technology and Applied Sciences have also been created in a number
of technical institutions.
 These efforts are supplemented by a number of recognized Professional
Engineering Societies like: (i) the Institution of Engineers (India); (ii)
the Institution of Chemical Engineering (India); (iii) the Institution of
Electronics and Tele-Communication Engineers (India); (iv) the Indian
Institute of Metals; (v) the Institution of Industrial Engineers (India);
(vi) the Institute of Town Planners (India); (vii) the Indian Institute of
Architects, etc., who conduct Engineering/Technical Examinations at
different levels for working professionals desirous of improving their
technical qualifications

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Strengths of Indian Technical Education System
…. Contd.

 India in the lead : India’s leadership position in the global

offshore IT and BPO industries is based on five main
advantages : (1) abundant talent : India now accounts for
28 percent of IT and BPO talent among 28 low-cost countries;
(2) creation of urban infrastructure that has fostered
several IT centres in the country; (3) operational excellence
that has delivered cost and quality leadership in offshore
service centres; (4) a conducive business environment
including several favourable policy interventions such as
telecom reforms; and (5) continued growth in the domestic
IT sector that provides enabling infrastructure and develops a
broad-based skill base.
 Professional education in English medium
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 Strengths of Indian Technical Education System
 India is the seventh largest country in the world in terms of land
area and is the second most populous nation next only to the
Republic of China.
 The Country has demonstrated a capability of producing eminent
and competent technocrats who have been responsible for many
innovations not only in India but all over the world.
 Being the largest producer of scientific and professional manpower,
India has already established its comparative advantage in the
knowledge-led business
 Aspirations of our Youth to pursue Technical Education especially
Engineering, Management and Hotel Management disciplines
 India has been the leading offshore destination during the last
decade, and now accounts for 65 percent of the global industry in
offshore IT and 46 percent of the global Business Process Off
shoring (BPO) industry
 Private Sector initiatives complementing Government initiatives.
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 India-Destination for Technical Education
 Universalization of Primary Education throws up new demands and
challenges for the management and structure of Higher Education in
India - problems of access, equity, number, relevance, quality and
resource crunch
 The report of the task force on meeting the human resource challenges
for IT and IT enabled Services brought out by Department of
Information Technology shows that by the end of 2009 there will be a
gap of 0.5 million between the demand and supply of IT manpower.
This will call for increasing the enrollment in the Colleges and opening
of new Colleges.
 India’s GDP growth over the next few years would continue to be
driven by Services and international trade. Within Services, the key
sectors that would spearhead growth are aviation, retail and commercial
real estate, ITeS, telecom, insurance, and financial services. This growth
in Services is expected to further increase demand for hotel rooms of all
categories across the country and hence demand for professionals in
HMCT
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 India-Destination for Technical Education …. Contd.

 Approximately 7.2 per cent of adults in the 17-24 age group have the
privilege of getting higher education. US and Australia is 80 per cent, Canada
88 per cent, Finland 74 per cent and the UK 52 per cent.
 In India, total enrolment in higher education institutions is 10.5 million, just
11% of the total relevant age group (17-23 years) in the population. On this
count, India fares poorly compared to south east Asian countries like
Philippines (31%), Thailand (19%), Malaysia (27%) and China (13%).
 Regarding public expenditure on higher education, India is among the lowest
in the world, with public expenditure per student at $406 compared to China
($2,728), Brazil ($3,986), Indonesia ($666) and Malaysia ($625).
 While the US, the UK, Australia and New Zealand are the largest exporters
of education services in the world, India and China are the largest importers
of education.
 need to enlarge the role and relevance of our universities and technical
institutions to reach a larger community.

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 India-Opportunities
 The Universalization of Primary Education would throw up new
demands and challenges for the management and structure of Higher
Education in India (Present problems of access, equity, number,
relevance, quality and resource crunch).
 The report of the task force on meeting the human resource challenges
for IT and IT enabled Services brought out by Department of
Information Technology shows that by the end of 2009 there will be a
gap of 0.5 million between the demand and supply of IT manpower.
This will call for increasing the enrollment in the Colleges and
opening of new Colleges.
 India’s key advantage in the global IT and ITES-BPO industry is the
availability of an abundant, high quality and cost-effective pool of
skilled knowledge workers. The Indian ICT workforce is
characterized by 81% Software Professionals having a minimum
graduate degree and 67% having bachelor degree in Engg. and 13%
having [Link]/MBA.
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 India-Opportunities …. Contd.
Emerging growth segments that require relevantly skilled
professionals include Product Data Management, Content
Management, Enterprise Application Integration, Data Warehousing,
contingency Planning and Disaster Recovery, e-Supply Chain
Management (eSCM), Wireless Applications, Straight Through
Processing (STP) Knowledge Management, Business Intelligence,
Sales Force Automation (SFA), e-Learning, ePharma,
Bioinformatics and Nanotechnology.
India’s GDP growth over the next few years would continue to be
driven by Services and international trade. Within Services, the key
sectors that would spearhead growth are aviation, retail and
commercial real estate, ITeS, telecom, insurance, and financial
services. This growth in Services is expected to further increase
demand for hotel rooms of all categories across the country and
hence demand for professionals in HMCT.

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 India-Opportunities …. Contd.
 Prospects for tourism in India, both inbound and domestic, are
bright, with many opportunities. According to recent estimates of
the World Travel & Tourism Council (as of early 2005), Indian
tourism demand will grow at 8.8% over the next ten years, which
would place India as the second most rapidly growing tourism
market in the world after Montenegro and before China. This is
expected to result in a growth of 7.1% in total travel and tourism
GDP and an increase of 0.9% in travel and tourism employment.
 The demand for quality accommodation from all market segments,
especially the commercial and extended-stay markets, continued to
be higher than the additions to supply resulting in acute demand-
supply imbalance in certain cities, such as Bangalore, Mumbai and
Delhi (NCR). Hence there is a growing need to have more number
of institutions imparting education in the areas of Management and
Hotel Management & Catering Technology.

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 India-Opportunities …. Contd.
 India must meet aspirations of its youth in 18-25 years (over 150
million) and canalize this vast energy.
 Though the government is committed to spend six per cent of the
GNP on education during the Ninth Plan (1997-2002), it has spent
only 3.7 per cent of the GNP on education and only about 0.5 per
cent on higher education.
 Japan has 512 private universities out of a total of 684; the US,
1,752 out of 2364; and, more than 80 per cent of the universities
in the Philippines are in the private sector. Japan with a
population of 127 million has 684 universities; the US with a
population of 276 million has 2,364 universities offering four-year
and higher degree programmes; the UK with 598 million people
has 104 universities and 231 degree-awarding autonomous
institutions; and, Germany has 330 universities for its population
of 82 million.

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 Norms and Standards for Approval
AICTE has done a creditable job in establishing a set of norms
and standards for the growth of technical education in the country
and creating quality consciousness
• Essential Requirements:
 Land
 Built up Area
 Computers requirement
 Library
 Full time faculty
• Desirable Requirements
 Operational fund, Approach road, Potable water supply,
electrical generator, canteen, hostels for boys and girls, guest
house, accommodation for faculty, digital library, students’
common room

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 Norms and Standards for Accreditation
• AICTE established the National Board of Accreditation (NBA) in 1994 to
evaluate the quality of programmes offered by technical institutions from
Diploma to the Postgraduate levels.

• NBA has evolved and established a 3-step process for assessment and
accreditation of programmes at Diploma/Undergraduate/Postgraduate
levels in various disciplines like Engineering & Technology, Management,
Pharmacy, Town Planning and Architecture.

The process includes:

 Submission of the Institutional and Programme-related Profiles in the
prescribed format to the NBA Secretariat, by an institution seeking
accreditation;
 Validation of the Profiles by a Visiting Team of NBA experts through
on-site visits, document verifications and discussions, follow up
Report submission to the NBA;
 Recommendations on the Report by the concerned Sectoral
Committee of the NBA, followed by their consideration by the NBA to
decided on the accreditation status.

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AICTE REGULATIONS FOR FOREIGN COLLABORATION
AICTE notified regulations for regulating entry and
operation of Foreign Universities/ Institutions imparting
technical education in India in the month of May 2005
primarily:-
 To facilitate collaboration and partnerships between
Indian and Foreign Universities / Institutions in the
field of technical education, research and training.
 To safeguard the interest of students’ community in
India.
 To ensure uniform maintenance of Norms and
Standards as prescribed by various Statutory Bodies.
 To safeguard against entry of non-accredited
Universities / Institutions in the country of origin to
impart technical education in India. 20
 PROCEDURE FOR REGISTRATION

 An Application in the prescribed format with the requisite fee

submitted to the council

 A copy of certificate of registration of the Society/Trust/the

Indian Educational Institution under Societies Registration
Act of India and any other similar Act.

 A Certificate from the British High Commission in India,

certifying the genuineness of the educational
institution/university in UK and its Approval and
Accreditation status by the UK Government.

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 PROCEDURE FOR REGISTRATION ….Contd.

 A Detailed Project Report (DPR) in the prescribed format,

giving details regarding availability of infrastructure facilities,
faculty, fee to be charged from students, admission procedure,
course curricula, mode of delivery availability of requisite
funds for operation for a minimum period of three years,
terms and conditions of collaboration between the UK
University/Institution and the Indian Educational Institution
etc.

 A certificate indicating that the applicant

University/institution has been accredited by the UK
Government or an agency authorized by the UK
Government.
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PROCEDURE FOR REGISTRATION …Contd.

An undertaking declaring therein that the degrees/

diplomas awarded to the students in India shall be recognized
in UK and shall be treated equivalent to the corresponding
degrees/ diplomas awarded by the University/ Institution
at home.

Initial scrutiny of the proposal by the council and

communication of deficiency, if any

If the proposal is complete in all respects, a Standing

Committee of Advisors of the council will recommend onsite
visit by an expert committee to the location at which the
university/institution wishes to operate. 23
PROCEDURE FOR REGISTRATION ….Contd
 Recommendations of the visit committee shall be forwarded to the
EC subcommittee of the council for Approval of Registration
for an initial period and deposit of a joint Fixed Deposit
Receipt (FDR) for a specified amount by the UK
University/institution.
 The Registration so granted shall be valid for a specified period
during which AICTE may review the progress made and
periodically inform the concerned agencies about the results of
such a review. After expiry of the said period, the AICTE may
extend the registration or withdraw the registration or impose
such other conditions for extension, as it may consider
appropriate.
 During the period of operation, the institution shall be treated on
par with other technical institutions in India and shall be
governed by all the Rules, Regulations, Norms and Guidelines
of AICTE. 24
 CONDITIONS FOR REGISTRATION
 The educational programmes to be conducted in India
by UK Universities / Institutions leading to award of
degrees, diplomas, shall have the same nomenclature
as it exists in UK. There shall not be any distinction in
the academic curriculum, mode of delivery, pattern of
examination etc. and such degrees and diplomas must
be fully recognized in UK.
 It shall be the responsibility of the concerned Foreign
University/ Institution to provide for and ensure that all
facilities are available; the academic requirements are
laid down and announced prior to starting of the
programmes.

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CONDITIONS FOR REGISTRATION …Contd.

 Any course / programme which jeopardize the national

interest of the country shall not be allowed to be offered in
India.
 The fee to be charged and the intake in each course to be
offered by a Foreign University/ Institution leading to a degree
or diploma shall be as prescribed by the AICTE, giving due
hearing to the concerned Foreign University/Institution.
 Educational innovations including experimentation with
different modes of delivery by a Foreign University /
Institution shall only be allowed provided such a system is well
established either in UK or in India

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CONDITIONS FOR REGISTRATION …Contd.

 The Foreign University / Institution shall have to declare in

advance the detailed guidelines for admission, entry level
qualifications, fees of all kinds, the examination and evaluation
and there shall not be major deviations with the prescribed
procedures in UK, vis-à-vis India.
 It shall be the responsibility of the concerned Foreign
University / Institution offering programmes in India to get
their AICTE approved centers, accredited by NBA soon after
two batches have passed out from such centers. The study
centres / institutions of collaborating private educational
service providers which impart technical education leading to
the award of a degree / diploma of a Foreign University shall
be considered as a center of the Foreign University /
Institution, even though the management may be provided
by the Indian educational institution. 27
CONDITIONS FOR REGISTRATION …Contd.

 The Foreign University / Institution shall be bound by the

advice of AICTE with regard to admissions, entry
qualifications and the conduct of courses / programmes in
technical education, as may be communicated to them
from time to time.

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 COLLABORATION
The rationale for collaboration is highlighted by Henry Ford’s statement :
“Coming together is a beginning; keeping together is progress;
working together is success”.

 For effective Collaboration, it is necessary to :-

 Identify and remove the barriers/inhibitors for Collaboration :
 Identify committed individuals (‘champions’) on either side, and
empower them;
 Enable potential partners to communicate with each other;
 Accord recognition for collaborative work;
 Put in place institutional mechanisms for promoting collaboration;
 Identify collaborative partnership as a strategic intent.

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 Potential Areas for Possible Collaboration
Short-term action to cement the Collaboration and create impact and
visibility
Opportunities for Indian students to undergo Summer Training in
UKIndustries/Research Labs/ Universities; and for French Students to undergo
Training/ Research in Indian Industries/ R & D Labs/IITs/IIMs/NITs/IIITs.
Preparation of R&D proposals in areas of mutual interest for funding by
International/ Bilateral agencies or industries through communication between
interested faculty in the two systems.
It would be advisable if more than one Institution from each side would
participate in these ventures. Some examples are listed below :
Aerospace Technologies ; Biomedical Technologies ; Distributed Computing ;
Educational Technology ; Energy and Environment Technologies ; Engineering
Education ; IT and Telecommunications ; Manufacturing Technologies ;
Materials Technology ; Ocean Engineering ; Strategic Planning and Management
; Sustainable Development ; Sustainable Energy Technologies ; Transportation
Engineering ; Water Resources Management ; Waste Water Management, Hotel
Management & Catering Technology (HMCT).

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 Potential Areas for Possible Collaboration …. Contd.
Possibilities of Long-term Collaboration

 International Conferences, on a relevant topic involving all the

IITs/IIMs/NITs/IIITs and the UK Universities.
 Exchange of information regarding best practices and innovative initiatives
with regard to Education, Technology and Management.
 Joint collaborative teaching of courses, at the UG and PG levels.
 Sharing of Courseware (in different media).
 Exchange of UG, PG and Research students ; Exchange of faculty for Teaching,
Research and Consultancy ;
 Exchange of support staff for Training, Consultancy, Technology Development;
 Collaborative Research, Technology Development, Industrial Consultancy,
Educational Consultancy

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 Potential Areas for Possible Collaboration ….Contd.

 Training Programmes for International clients- in UK, India or other countries – on

self-supporting basis ;
 Joint International Conferences, Seminars, Workshops, Continuing Education
Programmes ;
 “2 +2” initiatives (Industry + Institution in each country coming together as
partners) ;
 possibility of conducting Twinning Programmes;
 Formal and Non-formal Programmes in 3rd countries through Distance Plus
Contact Mode ;
 Continuous exchange of information about new initiatives and feedback thereon ;
 Establishment of Chairs in France and in India to facilitate exchange of Professors.

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 Potential Areas for Possible Collaboration ….Contd.

 Mutual recognition of degrees/diplomas in technical education including

in Engineering, Management, Technology, Pharmacy, Architecture etc.
 Mutual recognition of Accreditation and Ranking systems of
programmes/Institutions offering Technical Degree/diploma
programmes.
 Mutual recognition of Credit transfer for life long learning.
 Mutual recognition of certification programmes (e.g. Chartered
Engineers, Chartered Accountant, and Chartered Architect).
 An MOU may be signed for collaboration between AICTE and the QA
Agency of UK for better appreciation of Quality Assurance activities of
both the countries.

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 CONCLUSION
 With the Liberalization, Privatization and Globalization
of Indian Education Sector, quality education providers
from developed nations are welcome to operate in India
either through direct presence or through collaborative
arrangements with an existing Indian Institution.
 All India Council for Technical Education (AICTE), the
only statutory body in the country to regulate technical
education, has simple and comprehensive regulations
to attract accredited foreign education providers to
India.
 It is expected that the technical education system in
India would be further enriched by the presence of
World Class Institutions in the Country.
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