The technicalities of going technical

Updated on: Monday, November 09, 2009

As this report goes to press, the Central government’s announcement of establishing 10,000 Industrial Training Institutes (ITIs) in rural areas across the country is being seen as a shot in the arm for students who want to arm themselves with the relevant technical skill sets. Announcing this, Union Minister of State for Planning, V Narayanasamy said, “Our thrust is on expanding educational infrastructure in the rural areas by opening more institutes and universities.”

On the face of it, what with adding more IITs, IIITs, etc the technical education scenario in the country looks promising to many. However, the noble thought of taking technical education /vocational training institutes to each district in the country awaits the ‘developed’ skills that should connect academics to local demands. “What we don’t have is a system where the relevant skill sets are taken to the gram panchayats and delivered to the local populace for local industries,” says Professor Pandav Nayak, Officer on Special Duty for the Regional Institute of Vocational Education & Training for the East Zone, IGNOU and ex-VC, Utkal University.

“Lack of skilled faculty, poor financial support, non-availability of state-of-the-art infrastructure, lack of publicity of such technically advanced courses, besides gaps in curriculum development, industry alliances and government support distort the picture,” says a faculty member at the University of Hyderabad.

Solutions suggested include developing the required skill sets, providing incentives to institutions to maintain quality, and periodic training of students and academicians in technical advancements. “Globalisation and its impact on technology education, quality and relevance in teaching also need to be looked into. The use of Information and Communication Technologies (ICTs) will form a major factor in promoting technical education,” he added.

Experts look forward to a policy framework, under which the country will see the creation of clusters of excellence — public or private or both — under their mentor institutions. “Government support to nurturing quality through such mentoring institutions would result in the adaptation of the best practices in teaching and will help develop a culture of research and innovation,” says Professor P.B. Sharma, Vice Chancellor, Delhi Technological University, adding, “Industry involvement is very necessary. The latest advancements in technology need to be incorporated into the curriculum, which will help both the academia as well as the industry.”

Already working on the suggestion, IGNOU has signed a memorandum of agreement with Srei Sahaj e-Village Limited, a subsidiary of Srei Infrastructure Finance, to deliver international quality education at an affordable cost to the rural populace of India through 27,000 Common Service Centres (CSCs). “Aimed at benefiting 100 million aspirants, all courses will be accredited to IGNOU and administered by Srei Sahaj,” says Professor Nayak.

Professor Nayak’s greatest concern however, remains that two-thirds of the people in the lower pyramid wait to learn skills and get employed. “We need to scale up PPP initiatives driven with a social concern. If private players are not supporting the cause with know-how and funds, they must help create a market that needs these skilled professionals. This calls for a change in mindset,” he says.

The work may be long and hard but at least a beginning has been made.

The technicalities of going technical

More Education news