Prof' Prasad Krishna

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ALL INDIA COUNCIL FOR TECHNICAL EDUCATION
REGULATIONS FOR ENTRY AND OPERATION OF FOREIGN
EDUCATION PROVIDERS
Prof. Prasad Krishna Advisor-I, AICTE, India
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OVERVIEW

• INTRODUCTION
• STATUS OF INDIAN TECHNICAL EDUCATION
• STRENGHTS AND OPPORTUNITIES OF TE
• AICTE REGULATIONS FOR FOREIGN COLLABORATION
• PROCEDURE FOR REGISTRATION
• CONDITIONS FOR REGISTRATION
• CHALLENGES
• CONCLUSION

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INTRODUCTION

• Throughout the world there has been a move to
  mass higher education, associated with greater
  diversity of institutions and programmes and a
  large increase in the number and size of
  universities.
• Expansion of higher education leading to
  different modes of course delivery, including
  franchising arrangements with third parties under
  which the parent institution may exercise limited
  control, virtual course delivery, as well as the
  delivery of courses through satellite campuses.
• All these developments pose challenges for the
  efficacy of institutional quality controls.
• Formal, transparent and credible systems of
  quality assurance will help guarantee a
  successful future for Higher education
  institutions in this environment.
• Internationally there is a strong move towards
  having rigorous, internationally recognized
  higher education quality assurance processes.

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MANDATE OF AICTE

• All India Council for Technical Education (AICTE)
  AICTE was set up in 1945 as an Advisory body for
  Engineering Technology education
• AICTE as Statutory body in 1987 under Indian
  Parliament act
• Mandate of AICTE
• Planning and Coordinated development of technical
  education system
• Promotion of Quality in Technical Education
• Regulation and Maintenance of Norms and Standards

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TECHNICAL EDUCATION COVERS

• Programmes of education, research and training
  in -
• Engineering Technology,
• Architecture,
• Town Planning,
• Management,
• Pharmacy,
• Hotel Mgt. Catering Technology
• Applied Arts and Crafts, and Other related areas
  in Eng. Technology.

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VISION OF AICTE
To be a world class organization leading
technological and socioeconomic development of
the country by enhancing the global
competitiveness of technical manpower and by
ensuring high quality technical education to all
sections of the society.
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MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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STATUS OF INDIAN TECHNICAL EDUCATION

• In India, technical education is imparted at
  various levels such as craftsmanship, diploma,
  degree, post-graduate and research in specialized
  fields, catering to various aspects of
  technological development and economic progress.
• During the past six decades, there has been a
  phenomenal expansion of technical education
  sector in the country. Apart from the Government
  Sector, private and voluntary organizations were
  involved in setting up of Technical and
  Management Institutes in the expansion of the
  system.
• From 43 Diploma level Polytechnics with an
  intake of 3,400 students at the time of
  independence, the number has grown to about 1300
  Polytechnics with the intake of 0.3 million
  students in 2006.
• Similarly, the number of Degree level
  engineering institutions and the corresponding
  intake figure rose from 46 and 2,940 in 1947 to
  1559 and 0.6 million in 2006.

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STATUS OF INDIAN TECHNICAL EDUCATION Contd.

• Today, 1764 institutions conduct Post Graduate
  Programmes in Engineering and Technology with an
  annual intake capacity of 31,621 and 1147
  Institutions impart PG Programmes in Management
  with an intake of 0.1 million, 953 Institutions
  in Computer Application with an intake of 67637.
  Facilities for doctoral studies in Engineering,
  Technology and Applied Sciences have also been
  created in a number of technical institutions.
• These efforts are supplemented by a number of
  recognized Professional Engineering Societies
  like (i) the Institution of Engineers (India)
  (ii) the Institution of Chemical Engineering
  (India) (iii) the Institution of Electronics and
  Tele-Communication Engineers (India) (iv) the
  Indian Institute of Metals (v) the Institution
  of Industrial Engineers (India) (vi) the
  Institute of Town Planners (India) (vii) the
  Indian Institute of Architects, etc., who conduct
  Engineering/Technical Examinations at different
  levels for working professionals desirous of
  improving their technical qualifications

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Strengths of Indian Technical Education
System . Contd.

• India in the lead Indias leadership position
  in the global offshore IT and BPO industries is
  based on five main advantages (1) abundant
  talent India now accounts for 28 percent of IT
  and BPO talent among 28 low-cost countries (2)
  creation of urban infrastructure that has
  fostered several IT centres in the country (3)
  operational excellence that has delivered cost
  and quality leadership in offshore service
  centres (4) a conducive business environment
  including several favourable policy interventions
  such as telecom reforms and (5) continued growth
  in the domestic IT sector that provides enabling
  infrastructure and develops a broad-based skill
  base.
• Professional education in English medium

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Strengths of Indian Technical Education System

• India is the seventh largest country in the world
  in terms of land area and is the second most
  populous nation next only to the Republic of
  China.
• The Country has demonstrated a capability of
  producing eminent and competent technocrats who
  have been responsible for many innovations not
  only in India but all over the world.
• Being the largest producer of scientific and
  professional manpower, India has already
  established its comparative advantage in the
  knowledge-led business
• Aspirations of our Youth to pursue Technical
  Education especially Engineering, Management and
  Hotel Management disciplines
• India has been the leading offshore destination
  during the last decade, and now accounts for 65
  percent of the global industry in offshore IT and
  46 percent of the global Business Process Off
  shoring (BPO) industry
• Private Sector initiatives complementing
  Government initiatives.

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India-Destination for Technical Education

• Universalization of Primary Education throws up
  new demands and challenges for the management and
  structure of Higher Education in India - problems
  of access, equity, number, relevance, quality and
  resource crunch
• The report of the task force on meeting the human
  resource challenges for IT and IT enabled
  Services brought out by Department of Information
  Technology shows that by the end of 2009 there
  will be a gap of 0.5 million between the demand
  and supply of IT manpower. This will call for
  increasing the enrollment in the Colleges and
  opening of new Colleges.
• Indias GDP growth over the next few years would
  continue to be driven by Services and
  international trade. Within Services, the key
  sectors that would spearhead growth are aviation,
  retail and commercial real estate, ITeS, telecom,
  insurance, and financial services. This growth in
  Services is expected to further increase demand
  for hotel rooms of all categories across the
  country and hence demand for professionals in
  HMCT

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India-Destination for Technical Education .
Contd.

• Approximately 7.2 per cent of adults in the 17-24
  age group have the privilege of getting higher
  education. US and Australia is 80 per cent,
  Canada 88 per cent, Finland 74 per cent and the
  UK 52 per cent.
• In India, total enrolment in higher education
  institutions is 10.5 million, just 11 of the
  total relevant age group (17-23 years) in the
  population. On this count, India fares poorly
  compared to south east Asian countries like
  Philippines (31), Thailand (19), Malaysia (27)
  and China (13).
• Regarding public expenditure on higher education,
  India is among the lowest in the world, with
  public expenditure per student at 406 compared
  to China (2,728), Brazil (3,986), Indonesia
  (666) and Malaysia (625).
• While the US, the UK, Australia and New Zealand
  are the largest exporters of education services
  in the world, India and China are the largest
  importers of education.
• need to enlarge the role and relevance of our
  universities and technical institutions to reach
  a larger community.

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India-Opportunities

• The Universalization of Primary Education would
  throw up new demands and challenges for the
  management and structure of Higher Education in
  India (Present problems of access, equity,
  number, relevance, quality and resource crunch).
• The report of the task force on meeting the human
  resource challenges for IT and IT enabled
  Services brought out by Department of Information
  Technology shows that by the end of 2009 there
  will be a gap of 0.5 million between the demand
  and supply of IT manpower. This will call for
  increasing the enrollment in the Colleges and
  opening of new Colleges.
• Indias key advantage in the global IT and
  ITES-BPO industry is the availability of an
  abundant, high quality and cost-effective pool of
  skilled knowledge workers. The Indian ICT
  workforce is characterized by 81 Software
  Professionals having a minimum graduate degree
  and 67 having bachelor degree in Engg. and 13
  having M.Tech/MBA.

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India-Opportunities . Contd.

• Emerging growth segments that require relevantly
  skilled professionals include Product Data
  Management, Content Management, Enterprise
  Application Integration, Data Warehousing,
  contingency Planning and Disaster Recovery,
  e-Supply Chain Management (eSCM), Wireless
  Applications, Straight Through Processing (STP)
  Knowledge Management, Business Intelligence,
  Sales Force Automation (SFA), e-Learning,
  ePharma, Bioinformatics and Nanotechnology.
• Indias GDP growth over the next few years would
  continue to be driven by Services and
  international trade. Within Services, the key
  sectors that would spearhead growth are aviation,
  retail and commercial real estate, ITeS, telecom,
  insurance, and financial services. This growth in
  Services is expected to further increase demand
  for hotel rooms of all categories across the
  country and hence demand for professionals in
  HMCT.

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India-Opportunities . Contd.

• Prospects for tourism in India, both inbound and
  domestic, are bright, with many opportunities.
  According to recent estimates of the World Travel
  Tourism Council (as of early 2005), Indian
  tourism demand will grow at 8.8 over the next
  ten years, which would place India as the second
  most rapidly growing tourism market in the world
  after Montenegro and before China. This is
  expected to result in a growth of 7.1 in total
  travel and tourism GDP and an increase of 0.9 in
  travel and tourism employment.
• The demand for quality accommodation from all
  market segments, especially the commercial and
  extended-stay markets, continued to be higher
  than the additions to supply resulting in acute
  demand-supply imbalance in certain cities, such
  as Bangalore, Mumbai and Delhi (NCR). Hence
  there is a growing need to have more number of
  institutions imparting education in the areas of
  Management and Hotel Management Catering
  Technology.

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India-Opportunities . Contd.

• India must meet aspirations of its youth in 18-25
  years (over 150 million) and canalize this vast
  energy.
• Though the government is committed to spend six
  per cent of the GNP on education during the Ninth
  Plan (1997-2002), it has spent only 3.7 per cent
  of the GNP on education and only about 0.5 per
  cent on higher education.
• Japan has 512 private universities out of a total
  of 684 the US, 1,752 out of 2364 and, more than
  80 per cent of the universities in the
  Philippines are in the private sector. Japan with
  a population of 127 million has 684 universities
  the US with a population of 276 million has 2,364
  universities offering four-year and higher degree
  programmes the UK with 598 million people has
  104 universities and 231 degree-awarding
  autonomous institutions and, Germany has 330
  universities for its population of 82 million.

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Norms and Standards for Approval

• AICTE has done a creditable job in establishing
  a set of norms and standards for the growth of
  technical education in the country and creating
  quality consciousness
• Essential Requirements
• Land
• Built up Area
• Computers requirement
• Library
• Full time faculty
• Desirable Requirements
• Operational fund, Approach road, Potable water
  supply, electrical generator, canteen, hostels
  for boys and girls, guest house, accommodation
  for faculty, digital library, students common
  room

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Norms and Standards for Accreditation

• AICTE established the National Board of
  Accreditation (NBA) in 1994 to evaluate the
  quality of programmes offered by technical
  institutions from Diploma to the Postgraduate
  levels.
• NBA has evolved and established a 3-step process
  for assessment and accreditation of programmes at
  Diploma/Undergraduate/Postgraduate levels in
  various disciplines like Engineering
  Technology, Management, Pharmacy, Town Planning
  and Architecture.
• The process includes
• Submission of the Institutional and
  Programme-related Profiles in the prescribed
  format to the NBA Secretariat, by an institution
  seeking accreditation
• Validation of the Profiles by a Visiting Team of
  NBA experts through on-site visits, document
  verifications and discussions, follow up Report
  submission to the NBA
• Recommendations on the Report by the concerned
  Sectoral Committee of the NBA, followed by their
  consideration by the NBA to decided on the
  accreditation status.

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AICTE REGULATIONS FOR FOREIGN COLLABORATION

• AICTE notified regulations for regulating entry
  and operation of Foreign Universities/
  Institutions imparting technical education in
  India in the month of May 2005 primarily-
• To facilitate collaboration and partnerships
  between Indian and Foreign Universities /
  Institutions in the field of technical
  education, research and training.
• To safeguard the interest of students community
  in India.
• To ensure uniform maintenance of Norms and
  Standards as prescribed by various Statutory
  Bodies.
• To safeguard against entry of non-accredited
  Universities / Institutions in the country of
  origin to impart technical education in India.

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PROCEDURE FOR REGISTRATION

• An Application in the prescribed format with the
  requisite fee submitted to the council
• A copy of certificate of registration of the
  Society/Trust/the Indian Educational Institution
  under Societies Registration Act of India and
  any other similar Act.
• A Certificate from the British High Commission in
  India, certifying the genuineness of the
  educational institution/university in UK and its
  Approval and Accreditation status by the UK
  Government.

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PROCEDURE FOR REGISTRATION .Contd.

• A Detailed Project Report (DPR) in the
  prescribed format, giving details regarding
  availability of infrastructure facilities,
  faculty, fee to be charged from students,
  admission procedure, course curricula, mode of
  delivery availability of requisite funds for
  operation for a minimum period of three years,
  terms and conditions of collaboration between
  the UK University/Institution and the Indian
  Educational Institution etc.
• A certificate indicating that the applicant
  University/institution has been accredited by
  the UK Government or an agency authorized by the
  UK Government.

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PROCEDURE FOR REGISTRATION Contd.

• An undertaking declaring therein that the
  degrees/ diplomas awarded to the students in
  India shall be recognized in UK and shall be
  treated equivalent to the corresponding
  degrees/ diplomas awarded by the University/
  Institution at home.
• Initial scrutiny of the proposal by the council
  and communication of deficiency, if any
• If the proposal is complete in all respects, a
  Standing Committee of Advisors of the council
  will recommend onsite visit by an expert
  committee to the location at which the
  university/institution wishes to operate.

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PROCEDURE FOR REGISTRATION .Contd

• Recommendations of the visit committee shall be
  forwarded to the EC subcommittee of the council
  for Approval of Registration for an initial
  period and deposit of a joint Fixed Deposit
  Receipt (FDR) for a specified amount by the UK
  University/institution.
• The Registration so granted shall be valid for a
  specified period during which AICTE may review
  the progress made and periodically inform the
  concerned agencies about the results of such a
  review. After expiry of the said period, the
  AICTE may extend the registration or withdraw the
  registration or impose such other conditions for
  extension, as it may consider appropriate.
• During the period of operation, the institution
  shall be treated on par with other technical
  institutions in India and shall be governed by
  all the Rules, Regulations, Norms and Guidelines
  of AICTE.

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CONDITIONS FOR REGISTRATION

• The educational programmes to be conducted in
  India by UK Universities / Institutions leading
  to award of degrees, diplomas, shall have the
  same nomenclature as it exists in UK. There shall
  not be any distinction in the academic
  curriculum, mode of delivery, pattern of
  examination etc. and such degrees and diplomas
  must be fully recognized in UK.
• It shall be the responsibility of the concerned
  Foreign University/ Institution to provide for
  and ensure that all facilities are available the
  academic requirements are laid down and announced
  prior to starting of the programmes.

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CONDITIONS FOR REGISTRATION Contd.

• Any course / programme which jeopardize the
  national interest of the country shall not be
  allowed to be offered in India.
• The fee to be charged and the intake in each
  course to be offered by a Foreign University/
  Institution leading to a degree or diploma shall
  be as prescribed by the AICTE, giving due
  hearing to the concerned Foreign
  University/Institution.
• Educational innovations including experimentation
  with different modes of delivery by a Foreign
  University / Institution shall only be allowed
  provided such a system is well established either
  in UK or in India

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CONDITIONS FOR REGISTRATION Contd.

• The Foreign University / Institution shall have
  to declare in advance the detailed guidelines for
  admission, entry level qualifications, fees of
  all kinds, the examination and evaluation and
  there shall not be major deviations with the
  prescribed procedures in UK, vis-à-vis India.
• It shall be the responsibility of the concerned
  Foreign University / Institution offering
  programmes in India to get their AICTE approved
  centers, accredited by NBA soon after two batches
  have passed out from such centers. The study
  centres / institutions of collaborating private
  educational service providers which impart
  technical education leading to the award of a
  degree / diploma of a Foreign University shall
  be considered as a center of the Foreign
  University / Institution, even though the
  management may be provided by the Indian
  educational institution.

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CONDITIONS FOR REGISTRATION Contd.

• The Foreign University / Institution shall be
  bound by the advice of AICTE with regard to
  admissions, entry qualifications and the conduct
  of courses / programmes in technical education,
  as may be communicated to them from time to time.

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COLLABORATION

• The rationale for collaboration is highlighted by
  Henry Fords statement Coming together is a
  beginning keeping together is progress working
  together is success.
• For effective Collaboration, it is necessary to
  -
• Identify and remove the barriers/inhibitors for
  Collaboration
• Identify committed individuals (champions) on
  either side, and empower them
• Enable potential partners to communicate with
  each other
• Accord recognition for collaborative work
• Put in place institutional mechanisms for
  promoting collaboration
• Identify collaborative partnership as a strategic
  intent.

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Potential Areas for Possible Collaboration

• Short-term action to cement the Collaboration and
  create impact and visibility
• Opportunities for Indian students to undergo
  Summer Training in UKIndustries/Research Labs/
  Universities and for French Students to undergo
  Training/ Research in Indian Industries/ R D
  Labs/IITs/IIMs/NITs/IIITs.
• Preparation of RD proposals in areas of mutual
  interest for funding by International/ Bilateral
  agencies or industries through communication
  between interested faculty in the two systems.
• It would be advisable if more than one
  Institution from each side would participate in
  these ventures. Some examples are listed below
• Aerospace Technologies Biomedical Technologies
  Distributed Computing Educational Technology
  Energy and Environment Technologies
  Engineering Education IT and Telecommunications
  Manufacturing Technologies Materials
  Technology Ocean Engineering Strategic
  Planning and Management Sustainable Development
  Sustainable Energy Technologies
  Transportation Engineering Water Resources
  Management Waste Water Management, Hotel
  Management Catering Technology (HMCT).

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Potential Areas for Possible Collaboration .
Contd.

• Possibilities of Long-term Collaboration
• International Conferences, on a relevant topic
  involving all the IITs/IIMs/NITs/IIITs and the UK
  Universities.
• Exchange of information regarding best practices
  and innovative initiatives with regard to
  Education, Technology and Management.
• Joint collaborative teaching of courses, at the
  UG and PG levels.
• Sharing of Courseware (in different media).
• Exchange of UG, PG and Research students
  Exchange of faculty for Teaching, Research and
  Consultancy
• Exchange of support staff for Training,
  Consultancy, Technology Development
• Collaborative Research, Technology Development,
  Industrial Consultancy, Educational Consultancy

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Potential Areas for Possible Collaboration
.Contd.

• Training Programmes for International clients- in
  UK, India or other countries on self-supporting
  basis
• Joint International Conferences, Seminars,
  Workshops, Continuing Education Programmes
• 2 2 initiatives (Industry Institution in
  each country coming together as partners)
• possibility of conducting Twinning Programmes
• Formal and Non-formal Programmes in 3rd countries
  through Distance Plus Contact Mode
• Continuous exchange of information about new
  initiatives and feedback thereon
• Establishment of Chairs in France and in India to
  facilitate exchange of Professors.

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Potential Areas for Possible Collaboration
.Contd.

• Mutual recognition of degrees/diplomas in
  technical education including in Engineering,
  Management, Technology, Pharmacy, Architecture
  etc.
• Mutual recognition of Accreditation and Ranking
  systems of programmes/Institutions offering
  Technical Degree/diploma programmes.
• Mutual recognition of Credit transfer for life
  long learning.
• Mutual recognition of certification programmes
  (e.g. Chartered Engineers, Chartered Accountant,
  and Chartered Architect).
• An MOU may be signed for collaboration between
  AICTE and the QA Agency of UK for better
  appreciation of Quality Assurance activities of
  both the countries.

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CONCLUSION

• With the Liberalization, Privatization and
  Globalization of Indian Education Sector, quality
  education providers from developed nations are
  welcome to operate in India either through direct
  presence or through collaborative arrangements
  with an existing Indian Institution.
• All India Council for Technical Education
  (AICTE), the only statutory body in the country
  to regulate technical education, has simple and
  comprehensive regulations to attract accredited
  foreign education providers to India.
• It is expected that the technical education
  system in India would be further enriched by the
  presence of World Class Institutions in the
  Country.