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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


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


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.


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)


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.


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


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


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


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


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.


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.


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.


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.


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


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


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


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.


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


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


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.


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


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.


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


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


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


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


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


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


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


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


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.


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


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


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


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.


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


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.


(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


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.


Figure No. 1.7: Manipur Map showing Imphal East and Imphal West Districts indicating the

site of the eight technical institutions under investigated.


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Transcript of Chapter – I INTRODUCTIONshodhganga.inflibnet.ac.in/bitstream/10603/39982/10/10_chapter i.pdf ·...