SUBMITTED BY:

BUSHRA AFTAB
 The National Scheme of Apprenticeship Training is implemented through
four Regional Boards of Apprenticeship/Practical (BOATs/BOPT) at
Mumbai, Kanpur, Chennai & Kolkata. The Scheme of Apprenticeship
Training provides opportunities for practical training to graduate engineers,
diploma holders (Technicians) and 10+2 Vocational pass outs in about
10,000 industrial establishments/ organizations as per the policies and
guidelines laid down by the Central Apprenticeship Council(CAC), which is
an apex Statutory Body constituted under the Apprentices Act, 1961.
 The four Regional BOATs/BOPT which are fully funded autonomous
organizations of MHRD have been entrusted with the responsibility to
implement the Scheme of Apprenticeship Training under Apprentices Act,
1961 as amended from time to time in their respective regions.
 The basic objective of the Scheme is to fulfill/match, any gap, in so
far practical/hands on experience of fresh Graduate Engineers,
Diploma holders and 10+2. Vocational pass-outs and also to
enhance their technical skills for making their suitability in job
absorption as per the needs of the Industry.
 The period of Apprenticeship Training under the Act is one year.
The apprentices are paid monthly stipend which is shared
between the Central Government and the Employer on 50 : 50
basis. The existing rates of stipends as effective from 19th
December,2014 for Engineering Graduate, Technicians and 10+2
Vocational pass-outs are Rs. 4984/-, Rs. 3542/-, and Rs. 2758/-
per month respectively as approved in March, 2011.
 The full stipend is paid by the industrial
establishments/organizations to the apprentices undergoing
Apprenticeship Training at the first instance and later on they claim
50% reimbursement from Central Government through respective
BOATs/BOPT.
 In order to enhance learning effectiveness in the field of
technical education by using technology, the MHRD, in 2003,
initiated the Project – National Programme for Technology
Enhanced Learning (NPTEL) to enhance quality engineering
education in the country by developing curriculum based
video courses (at least 100) and web based e-courses (at
least 115) to be prepared by seven IITs at Delhi, Bombay,
Madras, Kanpur, Kharagpur, Guwahati, Roorkee and IISc,
Bangalore as participating institutions with a total outlay of
Rs. 20.47 crores.
 In the first phase of the NPTEL, the Project had covered core courses of
under-graduate curriculum in five major engineering branches, namely, Civil,
Computer Science, Electrical, Electronics & Communication and Mechanical
Engineering.

 These were supplemented by the core science and management programme,

languages and other basic courses such as electronics, numerical methods
etc. which are mandatory for all engineering students.

 The model AICTE curricula in engineering adapted by major affiliating

universities, such as Anna University, Vishveshwarya Technical University and
Jawaharlal Nehru Technological University were used to design the course
content.

 The goal of the Project is to build on the programme launched on 03.09.2006

in NPTEL Phase-I and create on-line course contents and interactions between
faculty members in science and engineering using the best academics in India.
 The Ministry of Human Resource Development has set up the “Indian
National Digital Library in Engineering Sciences and Technology
(INDEST-AICTE) Consortium”.
 The Ministry provides funds for access to electronic resources and
databases to centrally funded institutions.
 The benefit of consortia-based subscription to electronic resources is
also extended to all educational institutions under its open-ended
proposition.
 AICTE approved Govt./Govt. aided engineering colleges are getting
access to selected electronic resources with support from the AICTE
and number of other engineering colleges and institutions have already
joined the consortium on their own.
 A mechanism is in place wherein this consortium takes advantage of
collective bargaining and passes on the benefit of e-journals to
subscribing members.
 After the Gujarat Earthquake in January, 2001 and Orissa cyclone in the year
2000 a comprehensive National Programme on Earthquake Engineering
Education (NPEEE) was launched by MHRD in 2003 with the seven IITs and
IISc, Bangalore, as resource institutes. IIT Kanpur is the Coordinating Institute.
 The programme is open to all recognized engineering colleges/ polytechnics
and schools of architecture having related academic degree or diploma
programme, irrespective of whether these are government funded or privately
funded.
 The objectives of NPEEE are (a) to train the teachers of engineering colleges,
polytechnics and schools of architecture, and (b) to develop suitable
curriculum.
 A few lead institutions in the country helped the faculty development in other
institutions. This would help train the engineering college teachers through
short and long-term training under a centrally funded programme.
 Faculty development through short-term crash programmes and long-term
programmes.

 Development of resource materials / textbooks etc.

 Development of library resources in technical institutions.

 Faculty exchanges between lead institutions and other institutions in the country, and
the academia-industry exchanges.

 International exchanges wherein renowned experts from abroad can visit Indian
institutions for varying duration for teaching and research, and younger Indian teachers/
professionals could spend time in top international institutions in this subject.

 Basic teaching laboratories may be funded at different engineering institutions. At the

lead institutions, the proposed programme may fund development of major research
laboratories that would be used by other institutions also.
 In 1993, the Technology Development Missions (TDM) started at all the IITs and
IISc with the objective of a concerted national effort towards technology
development with direct involvement and participation of industries.
 The funding to these mission areas was as follows: Ministry of Human Resource
Development (MHRD) funded these projects to the tune of Rs. 50.00
crores.Industry participants contributed about Rs. 9.00 crores in addition to support
in terms of equipment, components, manpower and hardware etc. worth Rs. 15.00
crores.
 The most important aspect of this mission was a significant effort on the part of the
Government in encouraging industry-institute interaction as well as assisting
industry in developing the latest technology. This was first time that mission
oriented programs were successfully taken jointly with industry.
 Industry and IITs collaborated on such mission-oriented
programmes for the first time Industry was convinced about the
capabilities of IITs and IISc in solving technological problems and
to undertake development of new products successfully Increase
in the number of Industry- sponsored research at IITs and IISc.
 Enhanced academic collaboration among these top Institutes
Direct Admission of Students Abroad.
 This scheme of the MHRD is aimed at helping seekers of global
technical education become a part of the high quality technical
education provided at Indian institutions.
 The scheme, mainly aimed at seeking admissions for the
Engineering Programs, was started in 2001 and since then, it has
offered admission to scores of undergraduate students in NITs,
IIITs and other premier technical institutions in the country.
 The Scheme is applicable to NRIs/PIOs as well as foreign
nationals.The Government of India has entrusted the
coordination of the admission process under DASA scheme to
NITK, Surathkal from academic year 2010-11.
 This scheme has been formulated with the aim to integrate
physically disabled persons into the mainstream through
technical and Vocational Education.
 Under the scheme, 50 existing polytechnics in different locations
of the country have been selected for upgradation so as to
enable them to introduce technical/vocational and continuing
education programmes for the persons with disabilities.
 The scheme is targeted to benefit around 1250 disabled
students every year in the formal diploma level courses and 5000
students in short duration technical/vocational courses.
 The selected polytechnics will also conduct research and tracer
studies relating to education and training, utilization,
employability, etc. of students with disabilities and develop
institutional environment which gradually reduces discrimination
and disparities and integrates the students with disabilities with
the main stream of technical and vocational education. In initial
stages certain polytechnics had some constraints in running the
formal and non-formal courses.
 To address the challenges faced by the lndian IT industry
and growth of the domestic IT market, the Ministry of
Human Resource Development (MHRD), Government of
India intends to establish twenty lndian Institutes of
Information Technology (IIITs), on a Not-for-profit Public
Private Partnership (N-PPP) basis.
 The partners in setting up the IllTs would be the Ministry
of Human Resource Development (MHRD), Governments of
the respective States where each lllT will be established,
and the industry.
 A major objective in establishing IllTs is to set up a model
of education which can produce best-in-class human
resources in IT and harnessing the multidimensional facets
of IT in various domains. While the number of students
produced by these IIITs would be small, the impact they
create would be great.
 IMPacting Research INnovation and Technology, a flagship national initiative of the
Government, launched by the President, Prime Minister and Human Resource
Minister on November 5, 2015, aims at addressing and providing solutions to the
most relevant engineering challenges faced by the nation by translating knowledge
into viable technology (products or processes) in selected technology domains to
enable, empower and embolden the nation for inclusive growth and self-reliance. It
is a panIITs and IISc Joint Initiative to develop a road map for research. IIT Kanpur
is the National Coordinator of this initiative.

 The domain areas identified for the focus of the IMPRINT Initiative are: (1) health
care, (2) energy, (3) sustainable habitat, (4) nano technology hardware, (5) water
resources and river systems, (6) advanced materials, (7) Information and
communication technology, (8) manufacturing, (9) security and defence, and (10)
environmental science and climate change.
 Hon'ble Minister for Human Resource Development
announced in the IIT Council meeting on October 6, 2015 an
annual investment of Rs.250.00 crore with a view to
promoting innovation of a higher order that directly impacts
the needs of the industry and thereby improves the
competitive edge of Indian manufacturing.
 The projects should have collaboration between the
academia and industry -- within or outside India. The overall
annual investment would be limited to Rs.250.00 crores each
year. The funding pattern of the projects selected would be
25% by MHFD. IIT Madras is the National Coordinator of this
Initiative
 To promote innovation in areas that is directly of
relevance to the manufacturing and design
industry.
 To spur innovative mindset in the students and
faculty in premier technological institutes.
 To bring a coordinated action between academia
and the industry
 To strengthen the laboratories and researh
facilities in the premier technological institutions.
 To have outcome-based research funding.
  The National Policy on Education (NPE), 1986
 (As modified in 1992)Keeping in mind that the education system should cater to the
needs of the manpower requirement for the economic development of the country.

 Government of India has accorded high importance to vocational education and

training. While elaborating on the essence and role of Education, the National
Policy on Education (NPE), 1986 (as modified in 1992) has recognized that
Education develops manpower for different levels of the economy.

 The NPE also envisages the introduction of systematic, well-planned and

rigorously implemented programmes of vocational education, which can be
rigorously implemented to enhance employability, reduce the mis-match between
demand and supply of skilled manpower and to provide and alternative to those
pursuing tertiary education, without particular interest or purpose. The policy
envisages that efforts will be made to provide children at the higher secondary level
with generic vocational courses which cut across several occupational fields and
which are not occupation specific.
 Provides for diversification of educational opportunities so as
to enhance individual employability,reduce the mismatch
between demand and supply of skilled manpower and an
alternative for those pursuing higher education.

 The scheme provides for financial assistance to the

states/uts to set up administrative structure, area vocational
surveys, preparation of curriculum, text books, work book
curriculum guides, training manuals, teacher training
programme, strengthening technical support system for
resesrch and development, training and evaluation etc.
 Vocational education is provided in 9,619 schools with 21,000
sections covering about 1 million students. It is proposed to
expand vocational education to 20,000 schools and the intake
capacity to 2.5 million by 2011-12. About 150 job oriented
courses at +2 level are being provided in the areas of
Agriculture. Business & Commerce, Engineering and
Technology, Home Science, Health and Paramedical, Social
sciences, humanities etc.
 The vocational education programmes will be restructured
with demand driven curriculum and a structured workplace
hands on training/exposure. Greater emphasis will be on
service sector with soft skills and computer literacy, flexi-time.
Other features include compulsory partnership with
employers who provide trainers and internship, advise on
curricula, participate in assessment and certification.
 The programme will ensure mobility between vocational,
general and technical education and multiple entry exit
options.
 The proposed major modifications under the scheme are –
 Strengthening of existing Vocational Schools and establishing new vocational schools.

 Expansion of intake capacity during 11th Plan.

 Development of competency based modular Vocational courses of varying duration

 Revision of the existing system from supply based to demand based.

 Setting up/constitution of various bodies/committees for governance monitoring and

implementation of the National Vocational Qualification Framework.

 Setting up of Central Board and State Boards of Vocational Education (CBVE) and (SBVE)
for accreditation/affiliation, examination certification and equivalence.

 Provision of pathways among 14 Indian qualifications for vertical and horizontal mobility.
Provision of multiple-entry, multiple exit and flexibility in delivery.

 Provision of joint-responsibility of academic Institute and Industry/Employer for making a

person employable.
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