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Project Philosophy
  • Sep 8 2015 6:11PM

               Although Indian System of Technical Education has grown rapidly  after independence, this expansion has not resulted in significant growth of quality graduates due to paucity of experienced, motivated and competent faculty.

The quality of education and training being imparted in the engineering education institutions varies from excellent to poor, with some institutions comparing favourably with the best in the world and others suffering from different degrees of handicaps. There is a wide gap between the educational standards of premier institutes like IITs and other engineering institutions. The IITs have to act as a catalyst in the growth of quality Technical Education in the country, and play a major role in training faculty from the other institutions of the country in both teaching and research.

Some of the concerns in the present engineering education system are :  Acute Faculty shortage , Poor Industry-academia collaboration ,Obsolete learning infrastructure, Stagnating research, Attracting Students to become faculty ,Disproportionate outputs at UG &PG levels

               During 1980s, Government of India (GoI) and the State Governments have felt the need for revamping the Technician Education System in the country to make it demand-driven with relevant courses in new and emerging technologies, with adequate infrastructure resources, competent faculty and effective teaching-learning processes. The success of WB assisted  projects encouraged the Government of India and the State Governments to seek more funding from the World Bank for systemic transformation of the Technical Education System with focus on Degree level Engineering Education. In 2002-03, the Government of India with the financial assistance from the World Bank launched a Technical Education Quality Improvement Programme (TEQIP) as a long-term Programme of 10-12 years,to be implemented in three phases for systemic transformation of the Technical Education System.

The first phase of TEQIP commenced in March 2003 and ended in March 2009, covering 127

institutions in 13 States. Through competitive funding, each participating institutions

implemented a set of reforms that promoted academic and administrative autonomy. Autonomy and accountability reforms took place through the creation of a Board of Governors; nearly all participating institutions took the first step towards autonomous governance and increased accountability. Further, TEQIP invested in faculty development, encouraged participation in national and international conferences, and it financed necessary purchase of modern labs and research instruments. The facilitation and monitoring of Directors, State and Central Government and the World Bank, was also critical to acknowledge and reward the efforts of faculty undertaking research.

 Building upon the satisfactory completion of the first phase of TEQIP, its second phase (TEQIP-II) has now initiated in which around 200 engineering institutions are planned to be competitively selected to improve quality of Technical Education through institutional and systemic reforms. It follows the same principles as the first phase, while beefing up implementation with rigorous and detailed monitoring and computerized procedures. Further, capacity-building of government officials, governing bodies, directors, and faculty have been scaled up. Lastly, the second phase boosts efforts to prepare more post-graduate students to reduce the shortage of qualified faculty, and to produce more R&D in collaboration with industry. The project has yielded important early results in terms of increased academic autonomy and participation of more lagging states.

The Project lays  focus on the following objectives:

  • Strengthening Institutions to produce high quality engineers for better employability,
  • Scaling-up postgraduate education and demand-driven Research & Development and Innovation,
  • Establishing Centers of Excellence for focused applicable research,
  • Training of faculty for effective Teaching, and
  • Enhancing Institutional and System Management effectiveness.

The Project is being  implemented in pursuance of the National Policy on Education (NPE-1986 revised in 1992) through the Ministry of Human Resource Development (MHRD) of the Government of India as a “Centrally Sponsored Scheme” (CSS) with matching contribution from the State Governments and Union Territories. Project cost in the Govt. and Govt. aided institutions for all sub-components is  shared between the MHRD and State Governments in the ratio of 75:25 by all States except the Special Category States for which the ratio is 90:10. For Centrally Funded Institutions, 100% of institutional project costs is  borne by the MHRD.  

 The Project  requires the project institutions to implement academic and non-academic reforms for their self-conceived development programmes that focus on quality and relevance, excellence, esource mobilization, greater institutional autonomy with accountability, research and equity.

The Project  provides specific funds for imparting Pedagogical Training to faculty for making teaching effective and  covers maximum faculty members from the project institutions. The benefit of this aspect of the Project is  also being  extended to faculty from non-project institutions.

Professional development programmes for engineering-education policy planners, administrators and implementers at the Central, State and Institutional levels will be organized. The Project  also supports  development of an effective governance model.

The Project  lays major emphasis on monitoring and evaluation. The prime responsibility of monitoring  lies with the institutions themselves. The management structure at the Institutional level i.e. the Board of Governors (BoG)  monitors  the progress of Institutional projects on a regular basis and provide guidance for improving the performance of institutions in project mplementation. The information from project institutions is being  collected through a scalable web-based Management Information System (MIS). State Governments  also regularly monitor and evaluate the progress of institutions. The Government of India and the World Bank  conduct bi-annual Joint Reviews of the Project with assistance from the National Project Implementation Unit (NPIU). The monitoring is  based on action plans prepared by each project institution and achievements made on a set of Key Performance Indicators (KPIs) which are  defined in the Institutional Development Proposals. The monitoring focuses  on implementation of reforms by institutions, achievements in project activities under different Sub-components, procurement of resources and services, utilization of financial allocations and achievements in faculty and staff development and management development activities.

 Establishing Centres of Excellence with potential of world-class research in emerging areas is one of the important aspects of the Project.


Part A : Improving Quality of Education in Participating Institutions

1.Strengthening Participating Institutions with a view to improving learning outcomes and

employability of graduates, and scaling-up post-graduate education, demand-driven research

and development and innovation, through:

(a)faculty and staff development;

(b)enhancing interaction with the industrial sectors;

(c)improving institutional governance, and management and administrative practices that are

conducive to academic autonomy;

(d)implementing relevant institutional reforms;

(e)improving teaching, training and learning facilities;

(f)providing academic support to weak students;

(g)increasing enrolment in post-graduate programmes, and enhancing research and

consultancy activities;

(h)modernizing libraries and other means to access knowledge resources;

(i)enhancing research and development;

(j)developing research interest among degree students;

(k)sharing resources through collaborative arrangements;

(l)modernizing and expanding laboratories; and

(m)establishing inter-disciplinary centers of excellence that conduct applicable thematic

research and development in collaboration with industry and other knowledge users,

converting research results into applicable technologies and projects, and enhancing

collaborative actives with national and international institutions.

2.Faculty development for effective teaching through the provision of pedagogical training to


Part B : Improving Education System Management

1.Strengthening the education sector’s capacity through:

(a)  the establishment of quality assurance practices and the promotion of effective

governance in Participating States; 

(b)  the establishment of a task force responsible for strategic planning of technical

education in Participating States; 

(c)  the establishment of curriculum development cells and the enhancement of

management practices in universities affiliated with Project institutions;

(d)  the sharing of best practices with non-Participating Institutions; and 

(e)  the organizing of professional development programmes for policy planners and


2.Improving the education system’s management, monitoring and evaluation capacity of

Participating States and Participating Institutions through:

(a)   the establishment and operation of Project management units at the national and State


(b)   the establishment of an education management information system;

(c)   the carrying out of stakeholder satisfaction surveys, performance and fiduciary audits,

and impact assessment studies, and

(d)   the carrying out of implementation and impact reviews of Institutional Development



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