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Development of Technical Education in Manipur – An Analysis
Chapter – I
INTRODUCTION
1.1 General Account of Manipur 3
1.1.1 Demographic Features 6
1.1.2 Education in Manipur 9
1.2 Technical Education 10
1.2.1 Structure of Technical Education 12
1.2.2 Historical Background of Technical Education in
India 13
1.2.3 Development of Technical Education in India 16
1.2.4 Role and Functions of All India Council for
Technical Education (AICTE) 21
1.2.5 Present Status of Technical Education in India 22
1.3 Technical Education in Manipur 31
1.4 Significant of the Study 34
1.5 Statement of the Problem 35
1.6 Objectives of the Study 35
1.7 Hypothesis of the Study 36
1.8 Delimitation of the Study 36
1.9 Definitions of Important Key words of the Study 37
References 39
Development of Technical Education in Manipur – An Analysis 2
Chapter – I
INTRODUCTION
Technical Education in India is passing a phase of unprecedented
expansion, marked by an explosion in the volume of students, a substantial
expansion in number of institutions and a quantum jump in the level of public
funding. The immediate need of education is to diversify the tertiary education
besides the traditional university education. Tertiary education system which
gave emphases on technical and vocational education is badly needed in all the
states of India, especially in North East India. The country should make effort to
possess such network of institutions which could provide young men and women
with a qualification and training with which a person can find employment. The
emphasis on scholastic education needs to be transformed and young men and
women who seek a qualification to get job should be encouraged to get technical
qualification from various technical institutions. Government should take keen
interest while making policy to develop technical education in the country. It is
the type of education in today’s technological global scenario of education
system, the product of which can make a great contribution to the process of
economic and social development of a nation in general and a state in particular.
Manipur, one of the States in India, is situated in the North Eastern
Region of India with Imphal as the capital. Manipur literally means the city or the
land of gems, Late Pandit Jawaharlal Nehru, the first Prime Minister of India
described Manipur as “the land of jewels”. Manipur is known for its rich flora
and fauna. Manipur and her people were known by different names to her
neighbours in olden times, the Shans or Pongs of Upper Burma called her Cassay,
the Burmese, another eastern neighbor called her Kathe, the Assamese name for
Manipur and her inhabitants was Meklee. Manipur was shown as Meekley in a
Development of Technical Education in Manipur – An Analysis 3
British Cartographer of the eighteen Century in Rennell’s Memoir and Map of
India. Manipur had been known throughout the ages as Meitrabak, Kangleipak or
Meitei leipak as well as more than twenty other names. Manipur new
nomenclature was adopted in the eighteenth Century during the reign of
Meidingu Pamheiba popularly known as Maharaja Garibniwaza (1709-48).
1.1 General Account of Manipur:
Manipur, an isolated hill-girt state stretching between 93003’E to 94078’E
longitudes and 230830N to 250680N latitudes. It is a charming place encircled by
nine hill ranges on all sides with a small and beautiful oval shaped valley at the
centre. The state has 352 kilometers (km.) long international border with Burma
(Myanmar) to the South-east and 502 kilometers long border with the adjacent
states of Nagaland, the north Cachar District of Assam on the west, Chin Hills
(Myanmar) and Mizoram on the South and the South-west, Surma Tract and
Upper Chindwin of Myanmar (Burma) on the East. National Highway – 2 (NH-2)
links Manipur with the rest of the country through the railway station at Dimapur
in Nagaland at a distance of 215 km. from Imphal, NH-37 connects with another
rail station at Silchar in Assam 269 km. from Imphal. This railway will reach
Imphal very soon in near future, the work is undergoing progressively and
planned to complete by 2015. NH-202 connects Manipur with Aizawl in
Mizoram, 502 km. from Imphal. The road network of Manipur, with a length of
7170 km. connects all the important towns and distance villages. On 9th April,
2010, Union Minister of India, Shashi Tharoor announced that the Central
Government is considering a rail link from Manipur to Vietnam. This will make
the rest of the world much nearer to India if materialized. Taking into account the
State’s geographical location, Manipur can serve as India’s Gateway to South-
East Asia. The proposed Trans-Asian Railway Network (TRAN) if constructed
will pass on from Manipur, connecting India to Burma, Thailand, Malaysia and
Singapore. The altitude of the state above the mean sea level varies from 790
meters to 2020 metres. It has sub-tropical temperate climate, ranging the
Development of Technical Education in Manipur – An Analysis 4
temperature of 32 degree Celsius during summer and in winter it often falls
below, bringing frost. Snow sometimes falls in some hilly regions due to the
western disturbance. The coldest month is January, and the warmest July. The
ideal time for tourist in the State is from October to February where the weather
remains bright and sunny without the sun being too hot. The state receives an
average annual rainfall of 1325.2milimetres (mm.) in 2012. However, the rain
distribution varies from 933 mm. in Imphal to 2593 mm. in Tamenglong.
Tamenglong is the rainiest district in Manipur. The natural vegetation occupies
an area of about 14365 square kilometers which is nearly 64 per cent of the total
geographical area of the state. The vegetation consists of a large variety of plants
ranging from short and tall grasses, reeds and bamboos to trees of various
species. Teak, Pine, Oak, magnolia spp. (leihao), Phoebe sp. (Uningthou),
bamboo, cane etcetera are important forest resources growing in plenty. In
addition, rubber, tea, coffee, orange and cardamom are grown in hill areas. Rice
is a staple food for Manipuries. Rice and cash crops make up the main vegetation
cover in the valley.
Manipur, though tiny in size, has a distinct history of its own. In the
recorded history of Manipur from the Royal Chronicle called the Cheitharol
Kumpaba which covers a period from 33 AD to 1890 AD, Nongda Lairen
Pakhangba (33 AD to 154 AD) was the first King to rule and Kulachandra was
the last king to rule in the independent kingdom of Manipur. It lost her
independent to British India in 1891 and came under the political Control of
Government of British India. This British Paramouncy continued till 1947, which
India got independence. Manipur was merged into India as a part “c” State on the
15th of October, 1949. This was in accordance with the Merger Agreement which
was signed earlier on the 21st of September, 1949 between the Government of
India and the then King of Manipur, Maharaja Bodhachandra. Manipur became a
full-fledged State on 21st January, 1972. The official language of the state is
Manipuri and English. The state legislature is of Unicameral with 60 seats.
Development of Technical Education in Manipur – An Analysis 5
Geographically, Manipur can be divided into two, the hills and the
centrally situated oval shaped valley. The Manipur valley is a cradle of human
civilization; Alfred Lyall rightly describes it as “an oasis of comparative
civilization amidst the barbarians”. It has an area of 22,327 square kilometers
which constitutes 0.7 percent of the total land surface of India. Ninety per cent of
the total geographical area of the state i.e. 20,089 square kilometers is covered
with Hills and the remaining 2238 square kilometers is valley which accounting
for only one-tenth of the total area of Manipur. The state has nine districts which
are again divided into 38 Sub-Divisions. The nine districts are Bishnupur,
Chandel, Churachandpur, Imphal East, Imphal West, Senapati, Tamenglong,
Thoubal and Ukhrul. Of the nine districts, five are situated in the hills and four in
the valley. Churachandpur is the largest district and Bishnupur is the smallest
district of Manipur in land area. Distribution of land areas, population and
literacy rate by sex for the state and districts of Manipur according to 2011
census were shown in Table No. 1.1.
Table No. 1.1
Population and Literacy Rate by Sex for State and District, 2011 Manipur
State & Districts
Area (Sq. km.)
Population Literacy
Person Male Female Person Male Female
Manipur 22,327 27,21,756 13,69,764 13,51,992 79.85 86.49 73.17
Bishnupur 496 2,40,363 1,20,185 1,20,178 76.35 85.52 67.29
Chandel 3313 1,44,028 74,543 69,485 70.85 77.93 63.26
Churachandpur 4570 2,71,274 1,37,748 1,33,526 84.29 88.34 80.13
Imphal East 709 4,52,661 2,25,130 2,27,531 82.81 89.86 75.92
Imphal West 519 5,14,683 2,53,628 2,61,055 86.70 92.93 80.71
Senapati 3271 3,54,972 1,83,081 1,71,891 75.00 80.85 86.80
Tamenglong 4391 1,40,134 71,762 68,381 70.40 76.74 63.76
Thoubal 514 4,20,517 2,09,674 2,10,843 76.66 85.90 67.57
Ukhrul 4544 1,83,115 94,013 89,102 81.87 86.05 77.47
Source: Census India 2011 (Manipur)
Development of Technical Education in Manipur – An Analysis 6
1.1.1 Demographic Features:
According to 2011 census, the total population of Manipur was 27.21 lakh
i.e. 2721756 out of which 1369764 were males and 1351992 were females. The
Urban population was 822132 of which 403500 were males and 418632 were
females. The rural population was 1899624 of which 966264 were males and
933360 were females respectively. The density of the population was 122 per
square kilometers as against the all India average of 382/sq. km. The state has a
sex ratio of 987 females against 1000 males and child sex ratio was 934 female
children against 1000 male child. The state literacy rate was 79.85 per cent. The
percentage of male literacy was 86.49 percent and female literacy was 73.17
percent. In term of number of literate person, the total literate person of the state
was 1891196, of which 1026733 were males and 864463 were female literate
persons. According to 2011 India census, Manipur stood 22nd rank. The state has
51 towns and 2582 villages as per 2011 census. Majority of the population in the
hill regions are scheduled tribes while the valley is inhabited mainly by the
Meiteis and Muslims. There are seven scheduled castes communities and thirty
three scheduled tribes of different ethnic groups in Manipur together form the
state Manipur.
Table No. 1.2 and Table No. 1.3 shows the population figure and literate
persons from 1911 to 2011 and their graphical representation were shown in
figure No. 1.1 and Figure No. 1.2.
Development of Technical Education in Manipur – An Analysis 7
Table No. 1.2
Population of Manipur from 1911 – 2011
Year Total population Growth rate
percentages Total Person Male Female
1911 346222 170666 175556 21.71
1921 384016 188119 195897 10.92
1931 445606 215815 229791 16.04
1941 512069 249183 262886 14.92
1951 577635 283685 293950 12.80
1961 780037 387058 392979 35.04
1971 1072753 541675 531078 37.53
1981 1420953 721006 699947 32.46
1991 1837149 938359 898790 29.29
2001 2293896 1161952 1131944 30.02
2011 2721756 1369764 1351992 18.65
Source: (i) Economic Survey Manipur, 2009-2010, Directorate of Economics and Statistics, GOM. (ii) Census India 2011 (Manipur)
Figure No. 1.1: Showing Year Wise Population of Manipur
0
500000
1000000
1500000
2000000
2500000
3000000
1911 1921 1931 1941 1951 1961 1971 1981 1991 2001 2011
Total Person
Male
Female
Development of Technical Education in Manipur – An Analysis 8
Table No. 1.3
Male-Female Literary Rate of Manipur from 1911-2011
Year Literary Rate in Percentage
Male Female Person
1911 4.04 0.12 2.89
1921 7.65 0.15 3.82
1931 6.40 0.30 3.25
1941 9.77 0.61 5.06
1951 20.77 2.38 11.41
1961 45.12 15.93 30.42
1971 46.04 19.53 32.91
1981 53.29 29.06 41.35
1991 71.63 47.60 59.89
2001 80.30 60.50 70.50*
2011 86.49 73.17 79.85
* Excluding Mao Maram, Paomata and Purul Sub-division of Senapati District. Source: (i) Economic Survey Manipur 2009-10. Directorate of Economics and Statistics, Govt. of
Manipur, Imphal (ii) Census of India 2011.
Figure No. 1.2: Showing Year Wise Literacy Rate of Manipur
0
10
20
30
40
50
60
70
80
90
100
1911 1921 1931 1941 1951 1961 1971 1981 1991 2001 2011
Male
Female
Person
Development of Technical Education in Manipur – An Analysis 9
1.1.2 Education in Manipur:
The ancient people of Manipur had left a wealth of knowledge inscribed
on copper plates, coins etcetera. There are many books written in Manipuri script
(Meitei Mayek) on history, religion, medicine, dance and drama, apocalypse,
hunting, fighting, philosophy of life-birth and death etcetera. Specialised books
which deal with educational theories and practices were however hardly in
existence in older days. Dr. Altekar while tracing the ancient educational system
of India remarks “books exclusively devoted to the discussion of various
exclusively devoted to the discussion of various aspects, theories and ideals of
education were hardly in existence even in the west before the 17th century A.D.”
The statement of the above was true in the case of Manipur; some of the recently
discovered documents are as old as 3rdCentury A.D. The available literatures,
documents, and cultural, social, political, religious and vocational traditions of
the Manipuri people in the past have highlighted something about the system of
education in the early days in Manipur.
Formal education system in Manipur started very late in comparison to
other states of the country. Many efforts for the establishment of schools were
made by the British Administrative Officers in the State. Although Captain
Gordon considering the importance of education set up the first primary school in
Manipur, it could not continue for long due to poor attendance of students. W.E.
Nuthal, the then Political Agent in 1872, secondly attempted to set up Primary
School in Manipur with the support of the Government of Bengal, extending their
help by sending books, maps and other necessities worth about Rupees 400 to
500, but his effort again failed due to the same condition faced by Captain
Gordon’s School and the Orthodox outlook of the society.
The first college in Manipur was set up in the year 1946 and was affiliated
to Guwahati University. Rupees 10,000 was donated by Maharani Dhanamanjuri
for the institution. The college was named after her as Dhanamanjuri College. At
Development of Technical Education in Manipur – An Analysis 10
present (2012-13), the state has 84 colleges and institutions affiliated to Manipur
University. Out of the 84 colleges and institutes, 58 colleges are general
education college (25-Government, 21-private and 12-Government Aided), 8
Professional Colleges (1 college of Social Work and 7 Teacher Training
Colleges), 5 Nursing colleges, 4 Law Colleges, 3 Technical/Engineering
Colleges, 2 Medical Colleges and 1 each in Dental, Management, Art and Dance
College respectively. Besides the 84 Manipur University affiliated colleges and
institutes, the state has in addition 2 Universities (Manipur University and Central
Agriculture University), 1 Indira Gandhi National Tribal University (IGNTU),
Regional Centre, Manipur, 1 Institute of National Importance, National Institute
of Technology (NIT) Manipur, 1 Institute under the Department of Chemicals
and Petrochemicals, Ministry of Chemicals and Fertilizers, Government of India,
named Central Institute of Plastics Engineering and Technology (CIPET),
Manipur, 1 Research and Training base institute for bio-resources development
and their sustainable utilization through biotechnological interventions for socio-
economic growth of North-Eastern region of India, Institute of Bio-resources and
Sustainable Development (IBSD) Imphal, 11 Industrial Training Institutes which
give certificate courses in semi-skilled engineering and vocational courses under
the state Government, 1 Private Polytechnic, Information Technology institutes
and many more other institutes of certificate, Diploma courses run under State
Government, Private Firm/Agencies and Organisation in Manipur.
1.2 Technical Education:
The greatest challenge for education was to meet the needs of the society.
The development of science and technology has occupied the modern age and
their wonders are perceptible all round. Science has enabled us to win nature,
earth and heaven. The progressive countries have made tremendous progress
through the development of science and technology. This has been possible
because of the availability of material resources in abundance. They have made
Development of Technical Education in Manipur – An Analysis 11
maximum utilisation of these resources and are supposed to be the most
industrialised countries in the world.
There is no universally accepted definition of technical education. It
varies from country to country. The term ‘Technical Education’ is used
interchangeably and synonymously with vocational education and professional
education. Some of the courses of technical education are professional education
like engineering, medical, agriculture etcetera. But the professional education like
teacher education, legal education, fine arts cannot be included in technical
education. Technical educations are similar to vocational education in all courses
of study related to job and occupation, semi-skilled training courses. Though the
term vocational education is used in lower level of technical education and
professional education, technical education is basically meant to produce trained
manpower in adequate number for speedy economic development of the country
in general and the state in particular.
The term ‘technical’ denotes a “level of knowledge and skills” possessed
by an individual or required by an individual to perform an assignment. The level
of skill is attained through education and training usually including at a
minimum, an associate degree (or its equivalent obtained through special study
and experience). Technical education involves the mechanical arts and applied
sciences.
According to the New International Webster’s Dictionary and Thesaurus,
the term ‘Technical’ refers to “pertaining to some particular art, science or trade”,
“Peculiar to specialist field of knowledge or pertaining to the mechanical art”.
And according to Encyclopaedia, the term ‘technical education’ is used to
describe courses of instruction in a variety of institutions in subjects directly
applicable to the different purposes of agriculture, industry, trade or commercial
life.
Development of Technical Education in Manipur – An Analysis 12
The present day need of Indian Society is to increase productivity. It
naturally resulted in the inability of our country to compete successfully with
other progressive nations of the world in the spheres of industrial development.
India too is rich in both material and human resources. What is needed in their
proper tapping and utilization is expansion and development of technical and
vocational education.
Technical education is of supreme importance in the modern times. There
is some distinction between vocational education, industrial education and
technical education. Technical education, in contrast to the other types of
education emphasises on the learning of techniques as technical procedures and
necessary skills and aims at preparing technicians usually above the secondary
level. The Government of India, Science Policy Resolution in 1953 expressed
that India’s enormous resources of manpower can only become an asset in the
modern world when trained and educated.
1.2.1 Structure of Technical Education:
Technical education in India has four tiered structure comprising:
(i) Post-graduate courses and research,
(ii) First degree courses,
(iii) Diploma and
(iv) Vocational and industrial training.
Each tier is intended to serve a specific purpose and neither the diploma
courses nor industrial training courses are a preparation for the next higher tier.
For the post graduate courses and research, only those candidates who possess a
first degree in the relevant subjects are admitted. The objectives of the degree
courses were to train technologists, some of whom may become designers,
research engineers or specialists in various fields.
Development of Technical Education in Manipur – An Analysis 13
The minimum qualification for admission in various courses is pre-
university in science or higher secondary education in science. The duration of
the first degree courses is generally five years after higher secondary education.
The first degrees are awarded in the main fields of technology– civil engineering,
mechanical engineering, electrical engineering, chemical engineering, agricultural
engineering etcetera.
Post graduate courses leading to a master degree or equivalent award are
generally of one or two years duration and provide for specialisation in different
branches of technology. Next to first degree courses, diploma courses occupy an
important position in technical education in the region. These courses are
conducted by polytechnics which are designed to train technicians who will work
in industry and other technical organisation and their duration is three years after
high school education.
1.2.2 Historical Background of Technical Education in India:
Technical education in India had grown under the pressure of necessity
along various lines including industrial, engineering and technological training.
India was noted for the superior quality of its science and technology in ancient
times. Mohenjo-Daro was one of the good examples of our knowledge of town
planning, civil engineering and architecture. Even earlier Rig Veda spoke about
canals and dams. When Alexander the great invaded this country, among the
things he took away, were steel ingots, suggesting an era when India produced
steel of fine quality, a blight seemed to have descended in the country.
The latter part of the 18th century was a crucial period of technical
education. The education system of this period was influenced by the policy of
the East India Company. The company needed some Indian clerks and officials
for its various departments in order to manage affairs well. The company stood in
need of engineers for constructing roads, canals and government buildings under
the public work department. In 1824 the Native Society of Bombay had opened
classes in engineering and mother tongue was used as the medium of instruction.
Development of Technical Education in Manipur – An Analysis 14
Engineering classes were started at the Elphinstone Institute in the year 1844 and
at Pune in 1854. At Madras, education in Engineering could not be inaugurated
until the incorporation of Madras University. Here a survey school has been
running since 1793, which was later on affiliated to the Madras University in
1858. In United Province, an engineering College had been established at
Roorkee in 1847 which was named afterward as the Thomson College in 1854. In
Hindu College Calcutta, a chair in civil engineering was instituted in 1844.
The wave of enthusiasm in favour of technical education had been
steadily rising in the country. Technical education was considered as essential for
better earnings. The history of technical education can be traced back to the year
1854. It was Woods Despatch of 1854 which suggested to provide practical
education to Indians which may help them to a great extent in the sphere of
national development. The Hunter Commission of 1882 suggested the diversified
courses of study in secondary education.
With the above suggestion made by various commission, committee and
Reports, there were four important engineering colleges established in India in
the year 1902, Roorkee, Sibapur (Bengal), Poona and Madras. The number of
students attending them was 865. The development of Madras engineering
college took place between 1852 and 1862. In 1902 the total number of technical
schools in India was 80 attended by 4,894 students.
After 1902, engineering and technical education assumed a new form.
Hartog Committee Report of 1929 also suggested for the diversion of more boys
to industrial and commercial career at the end of middle age. In 1917 engineering
classes started in the Hindu University, Banaras and an engineering college was
established at Patna, Lahore and Karachi. Between 1921 and 1937 a number of
such institutions, example the Indian school of Mines Dhanbad, the Harcourt
Technological Institute, Kanpur and school of Chemical Technology, Bombay
were established. The total number of engineering institutions increased into 38
with 2,940 student’s up to 1947.
Development of Technical Education in Manipur – An Analysis 15
The two important decisions of the Government influence on the course
of the development of technical education in the country: (i) the establishment of
the All India Council for Technical Education (AICTE) in 1945, and (ii) The
appointment of the Scientific Manpower Committee in 1947. The
recommendation of the Sarkar Committee Report 1946, specially on “Not less
than four Higher Technical Institutions, one each in the North, East, South and
West will be necessary to satisfy the post-war requirement; to satisfy the
immediate needs for engineering generally, and for those with specialized
training in Hydraulics in particular, the engineering nucleus or the Northern
Institution should be set up without delay” pay emphasis on the establishment
and development of technical institutions in the country. But at school stage,
Secondary Education Commission (1952-53) paved the way for the establishment
of technical school either separately or as a part of multi-purpose school.
The New Education Policy lays more emphasis on vocational education,
educational technology and supply of technical and managerial manpower. As the
result, there is a network of technical institutions offering a variety of
programmes of education and training for meeting the technical manpower
requirements at the level of skilled workers, middle level technicians,
professional engineering and technologies. Technical education is one of the most
significant components of human resource development spectrum with great
potential for adding value to products and service, for contributing to the national
economy and for improving the quality of life of the people. In recognition of the
importance of this sector, the successive Five Year Plans laid great emphasis on
the development of technical education.
During the past five decades, there has been a phenomenal expansion of
technical education facilities in the country. But a lot still needs to be done in
respect of increasing its coverage and enhancing its accessibility to the needs of
the origanised as well as the unorganized and rural sector and in improving its
relevance to productivity and skilled man-power development. Moreover, the
Development of Technical Education in Manipur – An Analysis 16
changing scenario by the turn of the century in socio-economic, industrial and
technological areas needs to be considered to enable the system to play its role
with greater relevance and objectivity. Based on these considerations, several
initiatives were taken to further revamp the technical education system. They
include: modernisation and removal of obsolescence, promoting institution-
industry interaction, providing continuing education for upgrading the skill and
knowledge of technical personnel working in industry and service sectors,
transfer of technology to the rural sector, setting up of Technology Development
Missions to meet the emerging challenges in engineering and technology.
Considerable progress has been made in implementing the various
programmes and schemes. A number of research projects have been taken up
with the assistance from several Government Agencies, Private Organisation and
institutions, World Bank, MHRD, AICTE etcetera are some of them. To upgrade
the technical education system in the country for enabling to improve their
capacity, quality and efficiency vested with the statutory authority the All India
Council for Technical Education (AICTE), it continues to fulfill the tasks
assigned to it with its accreditation council National Board of Accreditation
(NBA) and recently Government of India advice the University Grants
Commission (UGC) to look after the accreditation system concerning to quality
technical education system in the country.
1.2.3 Development of Technical Education in India:
The beginning of formal Technical Education in India can be dated back
to the mid-19th century. The major policy initiatives in the pre-independence
period includes appointment of the Indian Universities Commission in 1902,
issue of the Indian Education Policy Resolution in 1904 and the Governor
General’s Policy statement of 1913 stressing the importance of Technical
Education, the establishment of Indian Institute of Science (IISc.) in Bangalore,
Institute of Sugar, Textile and Leather Technology in Kanpur, N.C.E. in Bengal
in 1905 and Industrial schools in several provinces. Significant developments
Development of Technical Education in Manipur – An Analysis 17
include – constitution of the Technical Education Committee of the Central
Advisory Board of Education (CABE) of 1943; Preparation of the Sergent Report
of 1944; and Formation of the All India Council for Technical Education
(AICTE) in 1945 by the Government of India. Free India had to face with the
great challenge of developing her predominantly agricultural economy into a
major industrial one in a short time. It had to begin this task on a narrow base: in
1947, the country produced only 930 graduates in engineering and 320 graduates
in technology. Facilities for advanced training at the post-graduate level were
very meager in technology and almost nonexistent in engineering.
The importance of technical education was realized still more after the
Independence of the country. In 1948 the N.R. Sarkar Committee had been
appointed which recommended the establishment of four big engineering
colleges, in the East, West, South and North of the country. The university
education commission popularly known as Radhakrishnan Commission (1948-
49), in the Report of this commission which was submitted in 1949, main
recommendations were made, some of which were, the Commission emphasised
the role of Universities in the advancement of the frontiers of knowledge, viz.,
research, specially pure or fundamental research, leaving the more applied fields
to industries, administrative, or non-university scientific organisations. Realising
the fact that the needs of scientific manpower were very great, it also suggested
some new fields of post-graduate study and research such as marine biology, fine
arts, archaeology, serial sciences and world affairs.
Radhakrishnan Commission gave detailed attention to the role of
Universities in professional education and covered, in detail, the field of
agriculture, commerce, education, engineering and technology, law, medicine and
certain new professional studies such as business administration, public
administration, and industrial relations. The commission also recommended a
reform in the examination system so as to attach value to work of the students all
Development of Technical Education in Manipur – An Analysis 18
through the year and suggested the introduction of objective tests. The All India
Council for Technical Education (AICTE) had appointed a technical manpower
committee in order to find out the number of technically trained persons needed
by the country. Besides this, two more committees, i.e., The Scientific Manpower
Committee and The Overseas Scholarship committee had been appointed in
1947. All India Council for Technical Education (AICTE) was set up in
November 1945. The National Policy on Education 1986 vested AICTE with
statutory authority for planning, formulating and maintenance of norms and
standards, quality assurance through accreditation, funding in priority areas,
monitoring and evaluation, maintaining parity of certification and awards
etcetera. The AICTE Bill was passed in both the House of Parliament as the
AICTE Act No. 52 of 1987 and came into force w.e.f. March 28, 1988. AICTE
and bodies functioning under it, its role and functions were briefly highlighted in
the following sub topic, Role and Function of AICTE. In the Indian constitution
adopted on 26th January, 1949 ‘Vocational and Technical Training and Labour’
was entre 25 of list III (the list of Concurrent Functions of the Centre and State)
for the development of industrial and technical education in the country.
Reorganisation of technical and management education is envisaged in
National Policy on Education (NPE) 1986 (para 6.1) in the context of re-
anticipated scenario by the turn of the century. The Programme of Action (POA)
1992 has suggested broad strategies covering management of the system, thrust
and directions in regard to various levels of technical education, interaction
networks, infrastructural development, staff development, innovations, research
and development. Important amongst these are: Development of technician
education, diversification of undergraduate courses special attention to post-
graduate education, strengthening and expansion of technical teacher education
and training, provision of facilities for continuing and distance education,
women’s education, interaction network etcetera.
Development of Technical Education in Manipur – An Analysis 19
The first foreign aid for the technical education was received from
UNESCO in 1951, followed by the USA, the USSR, West Germany, Colombo
plan etcetera. The Indian Institute of Science (IISc.) Bangalore was raised into a
University in May, 1958 which was established in 1911, owes its inception to the
princely donation of the Tata Family. Besides the IISc., Bangalore, the
Government of India had established five Indian Institute of Technology at
Kharapur in 1951, Bombay in 1958, Madras in 1959, Kanpur in 1960 and Delhi
in 1963. And proposal was accepted by the Central Government to establish one
Technological Institute in Assam during 7th plan.
In May, 1971 the Government of India created a new Department of
Science and Technology under the Ministry of Planning. The first body was
resigned to function as the executive arm of role in the organisation of technical
education since the progress of the country today depends on the development of
technical education. The Centre has the following responsibilities.
(i) Integrated Plan of development for the country as a whole.
(ii) To establish institutions for special course of all India importance.
(iii) To assist financially for the development of technical institutions.
(iv) To watch over the progress of technical education to ensure the
maintenance of high standards.
The most encouraging advance in the field of Indian Education during the
nineteen fifties had been in the field of technical education. In 1951, there were
only 53 colleges and 89 diploma institutions for engineering and technology. But
it had increased to 144 engineering colleges, 2999 diploma institutions with a
total capacity of 28,000 students are functioning in the country besides 65
institutions for post-graduate degree. It was expected that by the end of 1998
India would meet the technical man power requirement with level of facilities
already created. But the expected target could not be achieved; as a matter of fact
Development of Technical Education in Manipur – An Analysis 20
the Government of India had been trying her level best for the development of
technical education to produces adequate manpower for the country.
The development of technical education had become a major concern for
the Government of India to face the new challenges and move the country
forward. The setup of Indian Institutes of Technology (IITs), Indian Institutes of
Management (IIMs), and Indian Institutes of Science (IISc.) was a major step in
the development of technical education in the country.
On the recommendation of Engineering Personnel Committee (EPC) a
Planning Commission was set up in 1955, eight Regional Engineering Colleges
(RECs) were set up in early sixties as joint and co-operative ventures of the
Central and State Governments concerned with a view to provide the required
technical manpower for the industrial projects being contemplated during the 2nd
Five Year Plan (1956-61). These institutes were registered as autonomous bodies
under the society Registration Act 1860 and affiliated to the State Universities in
their respective regions. Seventeen Regional Engineering Colleges were
established in various states as a joint and co-operative enterprise of the Central
and the State Government concerned. Each REC was to function as an all India
institution admitting students and recruiting faculty from all parts of the country.
These colleges also offered post-graduate courses in various fields.
In 2003, the seventeen erstwhile Regional Engineering Colleges were
rechristened as National Institute of Technology (NITs) and taken over as fully
funded institutes of the Central Government and granted deemed university
status. In addition, Central Government had also taken over 3 other Institutes
namely Bihar Engineering Colleges, Patna, Government Engineering College,
Raipur and Tripura Engineering Colleges, Agartala, and converted them into
National Institute of Technology on 28th January 2004, 1st December, 2005 and
1st April, 2006 respectively. Thus the total number of NITs has gone up to 20 by
2006. These institutes are expected to be on par with other national level
Development of Technical Education in Manipur – An Analysis 21
technical institutes and be able to fulfill the demand of high quality
undergraduate and post graduate level of education in engineering and
technology. An Act, namely the National Institute of Technology Act, 2007 had
since been enacted by parliament so as to provide a common statutory framework
for all NITs. New 10 NITs were established by the Ministry of Human Resource
Development (MHRD), Government of India during the XI Plan.
Among the 10 NITs, 6 were established in the North Eastern States of
India they are NIT Sikkim, NIT, Arunachal Pradesh, NIT, Meghalaya, NIT,
Nagaland, NIT, Manipur, NIT, Mizoram and the other 4 NITs were NIT, Goa,
NIT, Uttarakhand, NIT, Delhi and NIT, Puducherry respectively.
1.2.4 Role and Functions of All India Council for Technical Education
(AICTE):
All India Council for Technical Education (AICTE) was set up in
November, 1945 as a national level Apex Advisory Body to conduct survey on
the facilities on technical education and to promote development in the country in
a coordinated and integrated manner. And to ensure the same, as stipulated in the
National Policy on Education (NPE) 1986, the statutory All India Council for
Technical Education was established on May 12, 1988. AICTE be vested with
statutory authority for planning, formulation and maintenance of norms and
standards, quality assurance through accreditation, funding in priority areas,
monitoring and evaluation, maintaining parity of certification and awards and
ensuring coordinated and integrated development and management of technical
education in the country.
The council (AICTE) had set up a National Board of Accreditation (NBA)
under clause 10 (u) of the AICTE Act to periodically conduct evaluations of
technical institutions or programmes on the basis of guidelines and norms and
standards specified by it for quality assessment.
Development of Technical Education in Manipur – An Analysis 22
NBA is the only authorized body in the country entrusted with the task of
undertaking accreditation of technical education programmes. All Programmes
on technical education including those offered by University Departments are
accredited by NBA. NBA’s accreditation system gets international recognition.
NBA has now been registered under Societies Registration Act, 1860 on 7th
January, 2010.
Technical institutions in the country would now have to get accreditation
from University Grants Commission (UGC) along with AICTE. Ministry of
Human Resource Development (MHRD) has asked the UGC to come up with
regulation to set in tandem with the AICTE. According to a MHRD official,
“This is being done to bring greater accountability in the technical and
management education in the country. These have been reports about various
irregularities in the accreditation process so far by the AICTE. Giving UGC the
mandate will create checks and balances of technical institutes of the country.”
UGC is expected to come up with the notification by February 2013 so that it
comes into effect during the coming academic session.
1.2.5 Present status of Technical Education in India:
If we study the present situation of the development of technology of the
world, we can see science has indeed done wonders. India when compared to
other countries still has not made great progress. For example, USA was a
primitive economy hardly a century back. Today the same country maintains
million with food to such an excess that maize was burnt down, and milk were
throw into streams for maintaining a high price level. The average life of an
American is 76 years twice that of Indian. Now more than sixty years ago, even
Japan was far behind India both in agriculture and industries. But during these
sixty years while India made some progress, Japan built-up her agriculture and
manufacturing industries through scientific organisation of her general and
technical education. Great changes had taken place in USSR during the last 50
Development of Technical Education in Manipur – An Analysis 23
years; five year plans have changed her from agrarian country into an advanced
industrial one.
The growth of Technical Education before independence in the country
has been very slow. The number of engineering colleges and polytechnics
(including Pharmacy and Architecture) institutes in 1947 was only 44 and 43
respectively. Due to strong efforts and initiatives taken during successive Five
Year Plans and particularly due to policy changes in the 1980s to allow
participation of private and voluntary organisations in the setting up of technical
institutions had been phenomenal. The purview of AICTE covers programmes of
technical education including training and research in Engineering, Technology,
Architecture, Town Planning, Management, Pharmacy, Applied Arts and Crafts,
Hotel Management and Catering Technology at different levels. The following
Table No. 1.4, Table No. 1.5, Table No. 1.6 and Table No. 1.7 show the growth
of technical and polytechnic institutions. Figure No. 1.3, Figure No. 1.4, Figure
No. 1.5 and Figure No. 1.6 show the growth of intake in technical institutes and
graduate programmes and polytechnics of the country which were approved by
the AICTE.
Development of Technical Education in Manipur – An Analysis 24
Table No. 1.4
Growth of Technical Institutions in the Country
Year Engg. Mgmt. MCA Phar. Arch. HMCT Total Added in year
2006-07 1511 1132 1003 665 116 64 4491 171
2007-08 1668 1149 1017 854 116 81 4885 394
2008-09 2388 1523 1095 1021 116 87 6230 1345
2009-10 2977 1940 1169 1081 106 93 7361 1131
2010-11 3222 2262 1198 1114 108 100 8004 643
2011-12 3393 23085 1228 1137 116 102 8361 357
2012-13 3495 2450 1241 1145 126 105 8562 201
Source: Approval Process Hand Book 2013-2014, AICTE.
Figure No. 1.3: Growth of Technical Institutions in India
2006-07
2008-09
2010-11
2012-13
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Engg. Mgmt. MCA Phar. Arch. HMCT Total Added in year
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Development of Technical Education in Manipur – An Analysis 25
Table No. 1.5
Growth of Polytechnics in the Country
Year Diploma/Post Diploma (Total No. of Institutes) Added in the Year
2010-11 3254 -
2011-12 3428 174
2012-13 3524 96
Source: Approval Process Hand Book 2013-2014, AICTE.
Figure No. 1.4: Growth of Polytechnics in India
0
500
1000
1500
2000
2500
3000
3500
4000
2010-11 2011-12 2012-13
32543428 3524
0174 96
Diploma/Post Diploma (Total No. of Institutes
Added in the Year
Development of Technical Education in Manipur – An Analysis 26
Table No. 1.6
Growth of Intake in Technical Institutes
Year Engg. Mgmt. MCA Phar. Arch. HMCT Total Added in year
2006-07 550986 94704 56805 39517 4543 4242 750797 73566
2007-08 653290 121867 70513 52334 4543 5275 907822 157025
2008-09 841018 149555 73995 64211 4543 5794 1139116 231294
2009-10 1071896 179561 78293 68537 4133 6387 1408807 269691
2010-11 1314594 277811 87216 98746 4991 7393 1790751 381944
2011-12 1485894 352571 92216 102746 5491 7693 2046611 255860
2012-13 1761976 385008 100700 121652 5996 8401 2236743 190132
Source: Approval Process Hand Book 2013-2014, AICTE.
Figure No. 1.5: Growth of Intake in Technical Institutes
2006-07
2008-09
2010-11
2012-13
0
500000
1000000
1500000
2000000
2500000
Engg. Mgmt. MCA Phar. Arch. HMCT Total Added in year
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Development of Technical Education in Manipur – An Analysis 27
Table No. 1.7
Growth of Intake in Graduate Programmes and Polytechnics
Year UG/PG Intake Polytechnics-Intake Total Intake
2007-08 907822 417923 1325745
2008-09 1139116 610903 1750019
2009-10 1408807 850481 2259288
2010-11 1790751 1083365 2874116
2011-12 2046611 1117545 3164156
2012-13 2236743 1212612 3449355
Source: Approval Process Hand Book 2013-2014, AICTE.
Figure No. 1.6: Growth of Intake in Graduate Programmes and Polytechnics
0
500000
1000000
1500000
2000000
2500000
3000000
3500000
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
UG/PG Intake
Polytechnics-Intake
Total Intake
Development of Technical Education in Manipur – An Analysis 28
Felt the need and necessity of what courses and programmes were
provided in the technical institutes of the North Eastern States of India, the
researcher in Table No. 1.8 and Table No. 1.9 presented comparing the various
courses provided in Engineering Degree College and Polytechnics institutions of
the North East states.
Table No. 1.8
Various Degree Course/Programme Offered in Technical/Engineering
Institutes of North East States
Sl. No.
Name of the Course/Programme
Name of the States Arunachal
Pradesh Assam Manipur Meghalaya Mizoram Nagaland Tripura
1. Agriculture Engineering
2. Applied Electronics and Engineering
3. Architecture
4. Biotechnology
5. Chemical Engineering
6. Chemical Process Control
7. Civil Engineering
8. Computer Engineering
9. Computer Science and Engineering
10. Electrical Engineering
11. Electrical and Instrumentation Engineering
12. Electrical and Telecommunication Engineering
13. Electronics and Electrical Engineering
14. Electronics and Communication Engineering
15. Electronics and Telecommunication Engineering
Development of Technical Education in Manipur – An Analysis 29
16. Food Engineering
17. Food Processing Technology
18. Forestry Engineering
19. Industrial and Production Engineering
20. Information Technology (IT)
21. Instrumentation Engineering
22. Intermation Technology
23. Mechanical Engineering
24. Petroleum Engineering
25. Power Electronics and Drives
26. Power Electronics and Instrumentation Engineering
27. Production Engineering
28. Structural Engineering
29. Transport Engineering
30. Thermal Science Engineering
Grand Total 08 24 09 06 03 05 12
Source: Web sites.
Development of Technical Education in Manipur – An Analysis 30
Table No. 1.9
Various Diploma Course Provided in Polytechnics of North East States
Sl. No.
Name of the Course/Programme
Name of the States
Arunachal Pradesh Assam Manipur Meghalaya Mizoram Nagaland Tripura
1. Agriculture Engineering
2. Architecture Assistant
3. Automobile Engineering
4. Civil Engineering
5. Civil Engineering and Planning
6. Computer Science and Engineering
7. Computer Technology
8. Construction Technology
9. Chemical Engineering
10. Computer Application
11. Electrical Engineering
12. Electrical and Electronics Engineering
13. Electronics Engineering
*
14. Electronics and Communication Engineering
15. Electronics and Telecommunication Engineering
16. Fashion Technology
17. Food Preservation Technology
18. Food Processing Technology
19. Forestry
Development of Technical Education in Manipur – An Analysis 31
20. Garment Technology
21. Instrumentation Engineering
22. Maintenance Engineering
23. Mechanical Engineering
24. Modern Office Management (MOM)
25. Pharmacy
26. Plastic Mould Design #
27. Textile Chemical and Design
28. Textile Technology
Grand Total 10 17 08 07 03 03 09
* Course provided in NIELIT, Imphal # Course provided in CIPET, Imphal Source: Government of Tripura, Polytechnics, Directorate of Employment Services and manpower
planning Department of Labour.
Table No. 1.8 and Table No. 1.9 indicates that maximum diversified
engineering courses at diploma and degree level with 25 degree courses and 17
diploma courses were provided in technical institutes of Assam, followed by
Tripura with 12 degree and 9 diploma courses, Arunachal Pradesh with 8 degree
and 10 diploma courses, Manipur with 9 degree and 8 diploma courses,
Meghalaya with 6 degree and 7 diploma courses, Nagaland with 4 degree and 3
diploma courses and Mizoram technical institutes provides the minimum courses
with 3 each in degree and diploma courses.
1.3 Technical Education in Manipur:
Realising the need and importance of higher education came to the mind
of the people of Manipur only after the end of Second World War. Till then,
Manipur lived in an age of almost uninterrupted continuity with the past. Though
the people had some knowledge of schooling, the idea of higher learning was
Development of Technical Education in Manipur – An Analysis 32
alien to the people and facilities almost absent in erstwhile kingdom. It can
therefore be said that higher education in Manipur started as late as 1946 with the
establishment of Dhanamanjuri (D.M.) College. The development of a society
depends upon the type of education provided in the state. Advancement of
science and technology and industrial growth were the product of technical
education.
In the context of Manipur State, Technical Education was completely
neglected before independence. Compared with other states of India, Manipur is
still far behind in technical education. As an impact of the establishment of All
India Council for Technical Education (AICTE) in 1945 which later on passed as
an AICTE Act No. 52 in 1987 with the AICTE Bill which was introduced in both
the Houses of Parliament and came into force with effect from March 28, 1988.
The statutory All India Council for Technical Education was reestablished on
May 12, 1988 with a view to proper planning and co-ordinated development of
technical education system throughout the country, the promotion of qualitative
growth and the regulation and proper maintenance of norms and standards in the
technical education system. ‘Vocational and Technical Training and Labour’ was
Entre 25 of list III in the concurrent list of the Indian Constitution adopted on
26thJanuary, 1949. With the suggestion for promotion of technical education
given by the University Education Commission (1948-49) and Secondary
Education Commission of 1952-53 which give emphasized on the Science and
Technical Education at the Secondary Stage, the Government of India venture
with Government of Manipur took initiative to provide technical education in the
state by establishing the first technical institute in 22nd February, 1956 at
Adimjati Siksha Ashram, Chingmeirong, Imphal and named as Adimjati
Technical Institute. Its foundation stone was laid by (late) Pandit Govind Ballav
Pant, the Union Home Minister of India. Adimjati Technical Institute was
established to offer diploma course in civil engineering to the schedule tribe and
Development of Technical Education in Manipur – An Analysis 33
schedule caste students of the North East Region of the Country. The institution
got affiliation from the State Council of Technological Education, Assam.
Gradually diploma course in mechanical and electrical engineering were also
introduced since 1960. The institution also started admitting non-tribal students
with its intake capacity of 60 (40 in Civil, 10 in Electrical, and 10 in Mechanical).
In the year 1972, the institution was taken over by the Government of Manipur
and renamed as Government Polytechnic (GOPOLY), situated at Takyelpat,
Imphal West District of Manipur. At present the intake capacity of the institution
is 180 (60 in Civil, 40 in Electrical, 30 in Mechanics, 30 in Electronics and
Telecommunication and 20 in Pharmacy). The main objective of the polytechnics
courses of studies is to produce technicians at supervisory level to feed the
demand of technical manpower in various field of development activities. It is
affiliated to Manipur University since 1987.
Under the Ministry of Labour and Employment, Government of India, a
technical institute of semi-skilled courses was established in the year 1959 at
Adimjati Ashram, Chingmeirong, Imphal by introducing Craftman Training
Scheme. The institution was shifted at Takyelpat with the establishment of the
first Industrial Training Institute in 1961 to ensure a steady flow of skilled
workers in different trades industries, to raise quantitative and qualitatively of the
young generation. The Industrial Training Institute (ITI) was set up in every
district of Manipur. These institutions impart vocational and technical training.
These ITIs were financed by the State Government and followed the syllabi
framed by the National Council for Training Vocational Trade (NCTVT), New
Delhi. At present there are 11 ITIs imparting 27 different trades with intake
capacity of 1640 students in Manipur.
Besides the above technical and vocational institutes, technical and
vocational institutions like Institute of Veterinary Science, Imphal was
established in 1959-60 in the state, School of Nursing was established in 1970.
Development of Technical Education in Manipur – An Analysis 34
Regional Medical College (RMC) in 1972 renamed as Regional Institute of
Medical Sciences (RIMS) since April, 1995, Manipur Agriculture College in
1979, it was taken over by the Central Agriculture University in 1993, National
Institute of Electronics and Information Technology (NIELIT) formally
Department of Electronics Accreditation Computer Course (DOEACC), Institute
of Co-operative Management, Central Institute of Plastic Engineering
Technology (CIPET) in 1988, Manipur Institute of Technology (MIT) in 1998,
College of Nursing in 2009, one institute of National importance, National
Institute of Technology (NIT) in 2010 etcetera. Manipur Institute of Management
Studies (MIMS) was also introduced in Manipur University, Imphal. Some few
technical institutes under Private organization were also established in the state.
Thus, Technical Education in the State is in the stage of infancy and few
in number. It definitely has a great potential for future development. In economic
planning, science and technology play a decisive role in increasing agricultural
and industrial productivity. The mere availability of science and technology in
the country however, does not ensure its economic development. If science and
technology are to contribute to productive process, special talents have to be
developed and people must be trained to apply these techniques effectively on a
broad front.
1.4 Significance of the Study:
The present study would give significant contribution to the State by
focusing the present status of technical institutions and their problems and thus
project for the development of technical education in the state. The findings of
the study would be benefited to administrators, planner and financial institute of
the state in order to make proper policy and planning for the development of
technical education which would enable progress to the state economy. The study
will be helpful for the technical education seekers of Manipur in deciding what
trade and courses to be chosen. It is expected that findings of the study will give
Development of Technical Education in Manipur – An Analysis 35
considerable contribution for the future researchers elsewhere. The study will
also help to take appropriate measures to improve the quality of technical
education to get the utmost benefit for the development of manpower of the state.
1.5 Statement of the Problem:
In system of education, Technical Education is so significant and needed
to established and developed according to the need of the individual’s proficiency
as well as the development and the welfare of the society to produce manpower
of skilled professionals. Technical Education is such an education to equipped the
individual skilled manpower resources in different professional activities. Such
education is imparted in technical institutes and training centres. In the context of
Manipur, technical education of the modern trades started very late so that the
development of the society is being lag behind from other states of India.
Considering this view, the present study has made an attempt to investigate the
progress and status of technical education in Manipur in a critical analysis in
nature. The statement of the present study has been entitled as “Development of
Technical Education in Manipur – An Analysis”.
1.6 Objectives of the Study:
The present study was based on five objectives. They were: -
(i) To trace out the growth and development of technical education in
Manipur.
(ii) To evaluate the infrastructure and manpower facilities available in
eight technical institutes of Manipur in terms of
courses/programmes offered, intake capacity, enrollment,
infrastructure, faculty strength, educational qualification of
teachers, curriculum and output.
(iii) To compare educational facilities available in the eight technical
institutes.
Development of Technical Education in Manipur – An Analysis 36
(iv) To study the budget, fund allocation and expenditure from plan
and non-plan.
(v) To explore the problems encountered by the students, teachers and
heads of the eight technical institutes about facilities available in
each institute.
1.7 Hypotheses of the Study:
It is hypotheses as:
(i) The progress of technical education in Manipur is very slow.
(ii) The Courses/Programmes offered in technical institutions of
Manipur are very limited.
(iii) Female enrolment rate in technical institutes of Manipur is low as
compared to male enrolment rate.
(iv) Lack of educational facilities in the technical institutions in a basic
problem.
(v) There is poor allocation of fund by the Government for the growth
and development of technical institutions available in the State.
1.8 Delimitation of the Study:
Technical Institutions available in the state were confined together to the
main two populated district of Manipur except Industrial Training Institute (ITI)
which were distributed to all the nine districts of the state, all the other important
technical institutes which imparted technical education were located in Imphal
East and Imphal West districts. Thus, the present investigation was taken up in
these two districts of Manipur which is shown in Figure No. 1.1.
The present study was delimited to those eight technical institutions
providing technical education at certificate, Diploma and Degree level
functioning under Central and State Government. They are: (a) Central
Agriculture University (CAU), (b) Central Institute of Plastics Engineering
Technology (CIPET), (c) Government Polytechnic (GOPOLY), (d) Industrial
Development of Technical Education in Manipur – An Analysis 37
Training Institute (ITI), (e) Institute of Co-operative Management (ICM), (f)
Manipur Institute of Technology (MIT), (g) National Institute of Electronics and
Information Technology (NIELIT), and (h) National Institute of Technology
(NIT) respectively. Brief profiles of each of the technical institutions under study
have been given in Chapter – IV “Status of Technical Education in Manipur”.
The site of the sample eight technical institutions were indicated in Figure No.
1.7 in page no. 36.
1.9 Definitions of Important Key words of the Study:
Development – The development of the present study are considered as
the institutional development trend in the state, its progress, infrastructural
development, academic achievement, curriculum development, programme and
faculty development, human resource (both teachers and students) development.
Problem – The present study considered the problem like infrastructure,
academic, examination and achievement and placement problems.
Technical – Technical denotes a level of knowledge and skills possessed
or required by an individual through education and training to perform as
assignment. Here, the word ‘Technical’ refers to the kind of education related to
scientific and technological types of education such as Engineering,
Management, Industrial, Agriculture and allied Courses of study.
Development of Technical Education in Manipur – An Analysis 38
Figure No. 1.7: Manipur Map showing Imphal East and Imphal West Districts indicating the
site of the eight technical institutions under investigated.
Development of Technical Education in Manipur – An Analysis 39
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