Govt. of India, Ministry of Human Resource Development, in 1971 established a Curriculum Development Centre at NITTTR, Chandigarh with a view to keep the curricula offered by the polytechnic in tune with the requirements of World of Work. Since then, Curriculum Development Centre has evolved a scientific methodology of designing/revising the curriculum and has been rendering services to the Directorates/Boards of Technical Education/Universities in the states of Northern Region. National Policy of Education-1986 and Programme of Action (POA) has given considerable importance to make technician programmes relevant to the requirements of the world of work. As a follow up of this, World Bank Assisted Project on strengthening Technician Education in India has laid emphases on capacity expansion by starting new diploma programmes in emerging areas of technology and revising the curricula of existing programmes. Introduction of flexibility in programme offering by way of introducing Multipoint Entry and Credit System (MPECS) is another initiative of World Bank Assisted Project in the area of Curriculum Development. Another aspect of the World Bank Assisted Project has been to develop professional competencies at the state level by way of conducting orientation and development programmes for the official of the Directorate / Board of Technical Education/Universities in the field of Curriculum Development.
VISION
To be a world class centre for developing globally competitive, innovative and transformative curricula for technical professionals.
MISSION
- Developing State of the Art curricula in cognizance with global requirements.
- Offering continuing education programmes in the area of curriculum development.
- Undertaking action research for improving curriculum effectiveness in emerging areas.
- Rendering consultancy to various organizations for establishing new institutions and selection of programmes.
- Developing curricula related supportive material for effective implementation of technical programmes.
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Keeping in view the above, the mission of Curriculum Development Centre has been to "Improve the quality,
effectiveness, efficiency and relevance of curriculum offering in the polytechnics." For the fulfillment of
this mission, following activities/ projects have been undertaken since the inception of
Curriculum Development Centre at NITTTR, Chandigarh.
- Undertaking basic research for developing new models of curriculum planning, implementation and evaluation
- Identifying changes in technician engineer manpower job profiles for selecting new programme offerings
and modifying the existing programmes
- Generating database in the field of curriculum development
- Designing and reviewing of curricula for technician programmes in emerging areas of technology/vocations
and make these relevant to the needs of industry and other sectors of employment
- Education and training of polytechnic educators/administrators working at different levels in specific
areas of curriculum development, leading to effective implementation of curricula in the polytechnics
- Preparing, on continuous basis, the norms and standards for effective implementation of curricula in the polytechnics
- Undertaking action research for improving curriculum effectiveness in terms of teaching-learning
process, student's performance assessment/evaluation, utilization of institutional facilities and
networking with employers / other organizations
- Rendering consultancy to various organizations for establishing new institutions, selection of programmes
and design of curriculum.
CURRICULUM DESIGN / REVISION
1. Strategy Adopted
To undertake design/revision of curricula, the institute has established rapport with industrial/ field organizations;
industrial associations like CII, PHDCCI and other academic institutions.
Involvement of professionals from world of work and technical institutions (including the faculty of polytechnics)
has been one of the salient features in taking appropriate decisions in curriculum design/ review. Following strategy
is being adopted in designing/revising the curricula.
- Identification of potential areas for gainful employment of technician engineers
- Identification of activity profile of technician engineers in different functional areas
- Arriving at competency profile, based on employment opportunities, comprising knowledge, skills and
attitudes required by the technician engineers to perform various activities.
- Deriving curriculum areas from competency profile, including such areas which are required to
understand specific technology/vocational courses
- Preparation of detailed contents in the light of competencies to be developed
- Preparation of study and evaluation scheme for implementing the programmes
- Working out resources required (physical, human, information and financial) according to norms and
standards laid down by the All India Council for Technical Education (AICTE) for effective
implementation of curricula.
For undertaking revision of curricula, the institute follows the CIPP model (i.e. Context, Input,
Process and Product model) to obtain feedback in respect of each component, identifying gaps
and take decisions for bringing about modification.
The institute undertakes design/review of curricula for technical programmes based on the requests
received from the Directorates/Boards of Technical Education. The curricula designed/revised by the
institute are industry oriented and need based. The department also undertakes design and revision
of curricula for physically challenged persons.
2. Focus of Technician Programmes
The focus of diploma programmes designed by this institute, particularly in the areas of engineering
and technology, has been on the development of competencies related to shop-floor management like: reading
and interpreting drawings; estimation of quantities of materials; quality control operations;
repair and maintenance; marketing and sales; managing labour, resources and safety at work places.
Besides developing appropriate subject based knowledge and skills, effort has been to develop learning-to-learn
skills, interpersonal and communication skills and inculcating appropriate attitudes and values by including
varied types of learning experiences in the curriculum. Computer education environmental education;
entrepreneurship development and safety and measures also forms essential component of curricula offerings.
Effort has also been made to dovetail relevant industrial experiences (by means of industrial visits, structured
and supervised industrial training and project work) in the curriculum to develop desired competencies
in the students.
3. Salient Features
To undertake curriculum design/review projects, some of the salient points are given below;
i) Data bank of expertise
The institute has prepared discipline specific data bank of experts from various technical institutions,
industrial establishments and field organizations. Efforts have been made to involve experienced professionals
from different functional areas. Also, efforts are made to involve professionals from organized and unorganized
sectors of economy. The institute has established good rapport with leading industrial association like CII, PHDCCI,
areas specific industrial association and industrial/field organizations in public and private sector
ii) Validation of curriculum documents
Some of the curricula offered by large number of polytechnics (like Civil, Electrical, Mechanical, Automobile,
Electronics, Chemical Engineering etc.) are sent to PHDCCI for further circulation to specific industries and
collection of feedback on various aspects of particular curriculum. Feedback so received is analyzed and a
validation workshop is held at the PHD House for incorporating necessary modifications in specific curriculum.
This has developed a good image for diploma programmes in the eyes of industries
iii) Financial contributions by the Directorates/Boards and by Industry
For undertaking design/revision of curricula, financial assistance is provided by the Directorates/Boards
of Technical Education. Efforts have also been made to involve leading industrial houses to contribute financially
for undertaking curriculum design/review projects in specialized areas of technology. This type of
financial assistance will be further strengthened in the years to come.
iv) Interlinking Industry-Institute Interaction
As a philosophy of the institute, efforts have been made to dovetail relevant industrial experiences as
part of every curriculum in the form of industrial visits,structured and supervised industrial training
and project work.
v) Inclusion of computer education
Efforts have been made to include a minimum of two courses in each curriculum documents, namely:
- Basics of Information Technology
- Computer Applications
vi) Environmental and Entrepreneurship Education
Efforts have been made to include components of environmental education and entrepreneurship development
by introducing awareness camps in the curriculum of every diploma programme.
vii) Generic Skills Development and Personality Aspects
A subject has been included in all the diploma programmes. In addition a personality Devlopment Camp has been
introduced in the 5th semester of each diploma programme.
viii) Introduction to flexibility
Besides promoting the concept of Multi-Point Entry and Credit System (MPECS) in the states of Northern
Region, electives are provided to take care of emerging areas of technologies in some of curriculum documents.
STRATEGY OF CURRICULUM IMPLEMENTATION
For effective implementation of curricula, the institute undertakes following activities:
The institute provides extension services for helping the polytechnics in procurement of equipment and
setting up laboratories and workshops as per requests received from the Directorates of Technical Education and
Polytechnics of various states.
The institute offers need-based short term training programmes for upgrading knowledge and skills of polytechnic
teachers.
The institute prepares instructional material in the areas of curriculum design,curriculum implementation
and curriculum evaluation.
Curriculum Development Centre organizes awareness programmes for the Directorates of Technical Education,
Principals, Heads of Departments of Polytechnics and senior faculty of polytechnics to discuss strategies
of effective implementation of curricula
State Directorates of Technical Education and Polytechnics in the Northern Region are also provided guidance
from time to time to identify and remove the bottlenecks.
Feedback is obtained from polytechnic teachers and students regarding the problems being faced by them,
during curriculum implementation. Based on this, guidance is being provided to polytechnics to overcome
problems/difficulties
The department has a well equipped Comunicaiton Skills Lab for the development of Communication Skills in the teachers. About 30 teachers can be given training at a time.
The Communication Skills Lab has following facilities:
- State of the art infrastructure for developing Listening, Speaking, Reading and Writing Skills in the teachers and students.
- Software: Language Lab software, Study Skills Success and Sky Pronunciation are available.
- Facilities such as power-point projector, white boards, video camera and telephone etc. are available to conduct the practical exercises and providing feedback to the trainees.
SUMMARY OF DESIGNED/ REVISED CURRICULUM DOCUMENTS
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Sr.No. Title of Diploma/Programme
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No.of Design/Revisions
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- Aeronautical Engineering and Air Craft Maintenance
- Automobile Engineering
- Architectural Assistantship
- Bio-technology with Specialization in Tissue Culture
- Computer Engineering
- Computer Programming and Applications
- Computer Science and Engineering
- Construction Engineering
- Civil Engineering
- Commercial Art
- Chemical Engineering
- Electrical Engineering
- Electronics and Communication Engineering
- Electronics and TV Engineering
- Electronics and Tele Communication
- Electronics with Specialization in Microprocessors
- Electronics (specialization in Digital Electronics)
- Foundry Technology
- Food Processing
- Fashion Design
- Garment Technology
- Instrumentation Technology/Engineering
- Instrumentation and Process Control
- Industrial and Production Engineering
- Interior Design
- Industrial Personnel Management
- Information Technology
- Knitting Technology
- Library and Information Science
- Leather Technology
- Maintenance of Plant Engineering
- Modern Office Practice
- Mechanical Engineering (specialization in CAD)
- Mass Communication
- Mechanical Engineering
- Mining and Mine Surveying
- Medical Laboratory Technology
- Printing Technology
- Public Health and Environmental Engineering
- Post diploma programme in Production Engineering
- Plastic Technology
- Ref. & Air Conditioning
- Textile Design
- Textile Processing
- Textile Technology
- Welding Technology
- Textile Chemistry
- Mechanical Metallurgy
- Mechanical( Foundry & Forging)
- Packaging Technology
- Civil (Construction Management)
- Civil (Brick Technology)
- Health Care Engineering
- Post diploma in Automobile Engineering & Tractor
- Chemical Engineering (Rubber & Plastic)
- Chemical Engineering (Paint)
- Tourism & Hospitality Management
- Medical Electronics
- Wood Technology
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INSTRUCTIONAL MATERIAL DEVELOPED
The following instructional material have been developed by the department:
- A Reference Book on Curriculum Development for Polytechnics
- Curriculum Innovations in Technical & Vocational Education (Vol-I & Vol-II)
- Module on Curriculum Design and Development
- Module on Curriculum Evaluation
- Information Resource Series in Highway Engineering
- Module on Curriculum Implementation
- Module in Curriculum Processes
- Profile of Technical Manpower- A General Frame Work
- Guidelines for Introducing Multi-point Entry and Credit System
- A Booklet on Employment opportunities and Competency Profile of Technician Engineers
- A booklet on Curriculum Implementation and its Monitoring
- Manual for External Examiners
- Interactive Networking of Industry Polytechnic Interface
- Database to be generated at state and institute levels for effective curriculum processes
- Guidelines for incorporating ecology and environment, entrepreneurship development,
industry-institute interaction and introduction of computer applications in polytechnic curricula
- Concept of cooperative education for technician education.
- Employment opportunities, Job Profile and Competency Profile of Diploma holders in Electrical Engineering
