D)ocument of The World Bank F'OR ()FFItIA I. t SF ONLY Report No. QO* 3-I N STAFF APPRAISAL REPORT INDIA SECOND TECHNICIAN EDUCATION PROJECT MARCH 8, 1991 Asia Country Department I\ (India) Population, Human Resources, Urban and Water Operations Division This document has a restricted distribution and man be used bv recipients only in the periornnance of their official duties. Its contents man not otherwise be disclosed wAithout W'orld Bank authorization. CURRENCY EQUIVALENTS (As of January 1991) Currency Unit = Rupee Rupee 19.43 = US$ 1.00 Rupee 1.00 = US$ 0.051 METRIC EQUIVALENTS 1 Meter (m) = 3.28 Feet (ft) 1 Kilometer (km) = 0.62 Miles FISCAL YEAR April 1 - March 31 ABBREVIATIONS AICTE - All India Council for Technical Education BTE - Bureau of Technical Education DEA - Department of Economic Affairs, Ministry of Finance DGS&D - Directorate General of Supplies and Disposals DOE - Department of Education, Ministry of Human Resources Development DTE - Directorate of Technical Education DPR - Detailed Project Reports EFC - Expenditure and Finance Committee, Ministry of Finance EDCIL - Education Consultants India Ltd. GOI - Government of India IAMR - Institute for Applied Manpower Research IIT - Indian Institute of Technology ITI - Industrial Training Institute MHRD - Ministry of Human Resources Development NBA - National Board of Accreditation NTMIS - National Technical Manpower Information System NPE - National Policy on Education (1986) NPIU - National Project Implementation Unit PFU - Project Facilitation Unit TTTI - Technical Teacher Training Institute SPIU - State Project Implementation Unit FOR OFFICIAL USE ONLY INDIA SECOND TECHNICIAN EDUCATION PROJECT Table of Contents Page No. BASIC DATA ........ iv CREDIT AND PROJECT SUMMARY ......................................... v I. TECHNICIAN EDUCATION IN INDIA A. Introduction ............................................. 1 B. Organization of Technical Education ...................... 2 C. Management and Administration of Technical Education ..... 3 D. Problems and Issues in Technician Education ............... 3 II. GOVERNMENT POLICIES, PLANS AND PROGRAMS IN TECHNICAL EDUCATION A. National Policy On Education .............................. 4 B. The Eighth Five-Year Plan (1990-94) ....................... 5 C. The Ten-Year Technician Education Investment Program (1990-99) ................ ....................... 5 D. Financing of Technician Education ........................ 6 E. External Financing of Education ........................... 6 F. IDA Role and Sector Lending Strategy ..... ................ 7 III. THE PROJECT A. Goals and Objectives ..................................... 8 B. Scope ............ ........................................ 10 C. Capacity Expansion ....................................... 10 D. Quality Improvement ................. I ..................... 13 E. Efficiency Improvement ................................... 14 IV. COSTS, FINANCING, IMPLEMENTATION AND DISBURSEMENTS A. Costs ............ ....................................... 16 B. Financing Plan .......................................... 18 C. Recurrent Cost Implications ............................. 18 D. Status of Preparation ................................... 18 E. Project Management/Implementation ....................... 19 F. Monitoring, Review and Evaluation ....................... 21 G. Disbursements ........................................... 21 H. Procurement ......... .................................... 22 I. Accounting and Auditing ................................. 24 This report is based on the findings of an Appraisal mission from November 28- December 14, 1990. Mission members were Mr. R. Cambridge (Principal Economist, Team Leader), E Sigl (Technical Educator), Ms. A. Nazareth (Educational Planner), and E. Dib (Architect, Consultant). Ms. M. Chatterji, (Secretary NDO) and Ms. S. Pak assisted in preparing the Report. The processing of the project was supervised by Mr. R. Skolnik, Chief, Population, Human Resources, Urban and Water Operations Division (AS4PW) and Mr. H. Vergin, Director of the India Country Department. This document has a restricted distribution and may be used by recipients only in the performance of their official duties Its contents may not otherwise be disclosed without World Bank authorization. ii - Page No. V. BENEFITS AND RISKS A. Benefits ................................................. 24 B. Risks ............ ....................................... 25 VI. AGREEMENTS REACHED .......................................... 25 TABLES 3.1 Objectives, Investments and Desired Outcomes .... ............ 9 4.1 Project Costs by Component .................................. 17 4.2 Project Costs by Categories of Expenditure ................... 17 4.3 Procurement Method .......................................... 23 ANNEXES 1. Government Polytechnics by Project State showing Annual Enrollments (1988/89) ..................................................... 27 2. Guidelines for Recogniti3n of Private Polytechnics ............ 28 3. The Technical Education System in India ....................... 29 4. Problems and Issues in Technical Education .................... 34 5. The Ten-Year (1990-99) Technician Education Investment Program 40 6. Present Fee Structure at Polytechnics in Project States ....... 42 7. Criteria for Selection of States .............................. 43 8. Detailed Project Components by State .......................... 45 9. Summary of New Technology Courses to be Offered ............... 46 10. New Co-educational Polytechnics by State ...................... 49 11. Multi-Point Entry and Credit System ........................... 51 12. Continuing Education Centers and Departments by State ......... 54 13. Community Polytechnics by State ............................... 56 14. New Women's Polytechnics by State ............................. 58 15. Summary of Civil Works Program ................................ 59 16. Additional Places Created in Polytechnics by State ............ 60 17. Teacher Training and Faculty and Staff Development Program .... 61 18. Schedule of Deployment of Key Additional Staff ................ 62 19. Staff Development linked to Career Development ................ 72 20. Industry-Institute Interaction Programs by State .............. 78 21. Technical Assistance Program .................................. 83 22. Project Costs Summary Costs by Components and Time .......................... 85 Summary Costs by Categories of Expenditure and Time ........... 86 Summary Costs by Component and Categories of Expenditure ...... 87 23. Financing Plan by Component and by Categories of Expenditure. 88 24. Recurrent Cost Implications .................................. 90 25. Civil Works, Furniture and Equipment Procurement and Implementation Schedules ..................................... 91 26. Key Indicators ................................................ 92 27. Project Supervision Plan ...................................... 93 28. Forecasts of Expenditures and Disbursements ................... 100 29. Selected Documents and Data Available in the Project Files .... 101 - iii - Page No. DIAGRAMS/CHARTS 1. Articulation of the Education System ...... .................. 103 2. Technical Education System in India ......................... 104 3. Organizational Structure of Technical Education .............. 105 4. AICTSE and its Organizations ......... . ........................ 106 5. Organizational Structure of NPIU ............. 107 6. National Project Directorate at BTE .......................... 108 - iv INDIA SECOND TECHNICIAN EDUCATION PROJECT Basic Data /a General Population (million) 1988 848 Annual Growth (Z) 2.2 Urban Population (Z of total) 25 GNP per capita (US$) 270 Population below poverty line (Z) (1983) 37 Employment in the Organized Sectors (1986) Million Percent Agriculture i.4 6 Industrial Sectors /b 12.4 49 Service Sectors 11.3 45 Labor Force Participation Rate _1986) Male Female Total Participation rates (Z) 55 21 39 Labor Force by Education Level (Z) Primary & Below Secondary Higher 80 15 5 Number of Vocational Training and Technical Education Institutions, Enrollments and Output (1986-87) No. of Annual Type Institutions Enrollments Output Industrial Trg. Institutes (ITI) (Government) 852 228,278 80,350 ITI (Private) 1,035 98,831 25,327 Advanced Voc.Trg. Schools 22 10,000 10,000 Secondary Voc. Schools 1,500 72,000 26,000 Polytechnics (AICTE approved) 467 194,000 68,000 State Eng. Colleges (SEC) 272 100,000 25,000 Regional Eng. Colleges (REC) 17 21,000 5,500 Indian Inst. of Technology (IIT) 5 4,000 1,300 Apprenticeship Training 139(trades) 131,486 49,'00 Ministry of Human Resource Development:Budget Allocations (US$ million) Department of Education Plan Non-plan Budget Estimates (1989-90 Revised) 463.5 382.0 Budget Estimates (1990-91) 510.7 441.1 ta Sources: Ministry of Manpower & Ministry of Hunan Resources Development (unless shown otherwise). /b Includes mining and quarrying, manufacturing, construction, public utilities, and transport and communications. Includes employment in establishments of 10 workers or more. - v - INDIA SECOND TECHNICIAN EDUCATION PROJECT CREDIT AND PROJECT SUV1MARY 3orrower: India, acting by its President leneficiaries: Governments of Andhra Pradesh, Assam, Haryana, Himachal Pradesh. Maharashtra, Punjab, Tamil Nadu, and West Bengal and The Union Territory of Delhi .mount: SDR 213.5 million (US$307.1 million equivalent) rerms: Standard, with 35 years maturity )nlending Terms: Government of India (GOI) to Andhra Pradesh, Assam, Haryana, Himachal Pradesh, Maharashtra, Punjab, Tamil Nadu and West Bengal and the Union Territory of Delhi: in accordance with standard arrangements for development assistance to States and Union Territories for the development of education projects on terms and conditions applicable at the time. )escription: The goa. of the project is to support the National Policy on Education, and more specifically, the Ten- Year Technician Education Investment Program (1990- 99). The project is a second phase of IDA's commitment to support the national Polytechnic System and the Ten-Year Investment Program which seeks its modernization and the reform of the policies which constrain the system's flexibility to respond to the changing needs of industry and society. The' project would be identical to the First Technician Education Project (Ln 3195-IN:Cr 2130-IN) and would have the same major objectives: Capacity Expansion which would be achieved by expanding and diversifying programs in about 240 new and existing institutions, so that they can undertake with flexibility, courses in new and emerging technologies, conventional and advanced technician engineering, and continuing education diploma courses. Special attention would also be given to expanding and improving training opportunities for women, rural populations and the informal sector by establishing new Women's Residential Polytechnics, upgrading Coeducational Polytechnics to create more opportunities for women, and expanding the number of Community Polytechnics. Quality Improvement would be achieved through modernizing the equipment and facilities of - vi - Polytechnics, expanding and imprcving the quality of training cf Polytechnic teachers and undertaking curriculum development activities. Efficiency Improvement would result from strengthening State Directorates and Boards of Technical Education, granting academic autonomy to selected Polytechnics, undert,ting Industry-Institute Interaction programs in each Polytechnic, encouraging internai revenue generation in Polytechnics and establishing equipment and facility maintenance systems. Benefits and Risks The proposed project would provide India's industrial sector with technicians of suitable quality in the areas of civil, mechanical, and electrical engineer- ing, as well as in computer and electronics technology and in other required new and emerging areas. The emphasis to be given to continuing education programs recognizes that the system must also serve the rural and informal sectors anu update the current stock of employed technicians. Expanded programs for women also means that serious efforts are underway to more fully integrate women into modern sector wage employment. Ultimately, the major benefit of the project beyond the numbers of students trained, is that it would continue the policy reforms that were initiated by Government and started under the first Technician Education project, and support as well, institutional development processes such as the introduction of flexibility in student entrance and graduation requirements, career development for teachers, curriculum development to develop new courses and training techniques and the institu- tionalization of maintenance, internal revenue generation and career counselling and employment programs. These changes would facilitate the ability of the system to respond to a rapidly changing environment, and would contribute to the technology transfer objective which is a key aspect of development. The major risk facing the project concerns the ability of individual States to undertake integrated programs of both policy reform and physical development. This risk would be mitigated by the Annual Action Plans to be prepared by each participating State, the Detailed Project Reports to be prepared by each Polytechnic, by enhancing and - viI, - stre.tgthening the Directorates and Bcards of Technical Education in each of the implementing States, the support to be provided to them by the Technical Teacher Training Institutes (TTTIs), and the key role to be played by the strengthened central institutions, i.e., the Bureau of Technical Education (BTE), the National Project Directorate and the National Project Implementation Unit (NPIU). Estimated Costs: Components Local Foreign Total - --US$ million---- Capacity Expansion 121.62 35.40 157.02 Quality Improvement 99.33 38.82 138.15 Efficiency In.provement 25.30 4.30 29.60 Total Base Cost 246.25 78.52 324.77 Contingencies 19.15 18.18 37.33 Total Project Cost* 265.40 96.70 362.10 * including taxes and duties of US$10.7 million. Financing Plan: States 29.80 - 29.80 GOI 25.20 - 25.20 TDA 210.40 96.70 307.10 Total 265.40 96.70 362.10 Estimated Disbursements: FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 13.3 34.3 60.4 61.7 46.6 36.7 33.2 15.9 13.3 52.6 113.0 174.7 221.3 258.0 291.2 307.1 Economic Rate of Return: Not Applicable. - 1 - INDIA SECOND TECHNICIAN EDUCATION PROJECT I. TECHNICL'.N EDUCATION IN INDIA A. Introduction 1.01 India is in the process of modernizing its industrial sector. Tthe kky aspects of these de.jelopments include the importation of new technologies f(r the design and production of durable goods, the reorganization of industrial managempnt and the restructuring of public enterprises. To achieve this, a number of steps have been taken to reform the overall policy regime and make it more conducive to the promotion of competition, modernization, and cost efficiency, with an emphasis on easing entry or expansion of incunbent firms, anid the recognition of efficient scales of production. The shortage of technically educated people and people with high quality industrial skills is a major impediment to India's industrial development. The technical education systenl has grown enormously in the past few decades. It has also diversified extensively. Yet, it faces today a number of important problems that limit its potential contribution to increased industrialization. First, significant segments of the cural population and women have only limited access to the system. Second, the quality and efficiency of the system are low. There is a shortage of qualified teachers, training materials are lacking, equipment is obsolete, and courses are not as relevant to modern sector industry as needed. As a result, student repetition is high and the system is not producing educated people of the type, quality or quantity needed. 1.02 The Government of India (GOI) is placing increasing emphasis on human resource development and the alleviation of poverty. Substantial progress has been achieved as indicated in the rise of the literacy rate from 172 in 1951 to 36Z in 1981, and for women it rose from 8% to 25Z in the same period. In spite of these achievements, the number of illiterates grew from about 200 million to 400 million over the same period and for the age group 10-14, the literacy rate rose only from 23% in 1951 to 25Z in 1981. In comparison with other developing countries in the region, India's social services are still less effective and extensive. The adult literacy rate, for example is well below Malaysia (732) and China (76%). In addition, the primary school enrollment ratio is only 79% in India compared to the attainment of close to Universal Primary Education for the appropriate age group in Malaysia, China, Korea and Thailand. It is important to note however, that within India, there are considerable variations among regions. 1.03 In 1986, the GOI formulated a National Polcy on Education (NPE) which includes a Ten-Year Technician Education Investment Program (para 2.06) for the upgrading of the technician education and training system. That program would introduce new diploma programs with the emphasis on new and emerging technologies, expand programs for women and rural populations as well as continuing eduzation programs aimed at upgrading already employed technicians. It would also improve the quality of these programs by strengthening teacher training programs, curriculum development, examination and student assessment systems, and modernizing the workshops, laboratories and classrooms of the Polytechnics. Finally, it would improve the efficiency of the technician education system by strengthening the All India Council for Technical Education (AICTE), the four Technical Teacher Training Institutes (TTTIs), the Bureau of Tec'Lnical Education (BTE) in the Department of Education (DOE), the State Boards and Directorates of Technical Education, granting academic autonomy to selected Pn1Iyte(II hi(-, and further strengthening the National Technical Manpower Ir:ioxmnation System (NTMIS) and the National Board of Accreditation (NBA). 1.04 The proposed project would support the Ten-Year Technician Education Investment Program in eight States: P.ndhra Pradesh, Assam, Haryana, Himachal iradesh, Mahiarashtra, Punjab, Tamil Nadu, West Bengal and in the Union Territory of New Delhi; and would be the second phase of the IDA's commitment to support tthe m)odernization of the national Polytechnic system as well as the reform of policies which constrain the system's ability to respond flexibly to the changing needs of industry and society. It would be identical in content to the first Techrnician Educatior Project (Ln 3195-IN/Cr 2130-IN) of May 1990 which covered eight States i.e. Bihar, Gujarat, Karnataka, Kerala, Madhya Pradesh, Orissa, Rajasthani and Uttar Pr,.desh. Its special features would be the same as the first project and include (a) expanding the opportunities for women in modern sector training and employment; (b) increasing linkages between Polvtechnics and industry; (c) recognizing that maintenance programs are concomitant with investments in new equipment and facilities; (d) improving internal revenue generation in the Polytechnic system; (e) inttoducing flexibility in entrance and curriculum requirements into the existing rigid three-year diploma programs; and (g) the systematic training of teachers and introduction of a career development system. The two Technician Education projects would cover about 61Z of the Polytechnics in the national system, but almost all of the public sector (AICTE- approved) Po'ytechnics. The background to the project and related details are described below. B. Organization of Technical Education 1.05 Industrial workers in India are developed through public and privately financed education and training institutions, apprenticeship-type training, and in-plant training. The publicly financed technical education system operates at three levels and this is shown in Charts 1 and 2. At the apex of the system, the five Indian Institutes of Technology tIITs) offer undergraduate and graduate programs in engineering with a total annual admission of about 1,300 students. At the next tier, there are 17 Regional Engineering Colleges (RECs) which admit about 5,500 students each year. These institutions are jointly financed by the Central Government and the States. There are also 272 State Engineering Colleges (SECs) with an intake capacity of about 59,400 students. Of these, 97 are affiliated to local universities and financial assistance is prov_.ded by State Governme,;ts. There are also 167 private Colleges but about 25? of them receive assistance from the States and allocate about 802 of their seats to candidates nominated by the States. Most of these institutions also charge capitation fees ranging from Rs.50,000 to Rs.l00,000 per year. At the next level, there are 767 Polytechnics which provide three-year diploma courses in civil, mechanical and electrical engineering. Of these, 367 are government approved and financed with an intake capacity of about 52,000 students. Another 100 private Polytechnics receive grants from the States, follow the curricula prescribed by the State Boards of Technical Education, and have a total annual intake capacity of about 15,000. The remaining 300 are self-run private Polytechnics. Polytechnics in the eight project Stares and New Delhi showing enrollments (1988/89) are shown in Annex 1. In the southern States, there are about 300 self-financed Polytechnics with an estimated intake cf about 48,000. These institutions are not approved by the Government, and they charge capitation fees which range from Rs. 5,000 to Rs. 40,000 per student. However, the All India Council for Technical Education (AICTE) has established a number of guidelines as outlined in Annex 2 by which these private Polytechnics will be able to receive official recognition, Center and State financial assistance, and become an integral and important part of the national Polytechnic system. Instructors for the Polytechnics are trained at four centrally financed Technical Teachers Tra'Liing Institutes (TTTIs). The TTTIs also provide assistance to the States in the areas of curriculum. development and implementation, distance education and the introduction of new courses and methodologies of training. Certificate-level craftsman trade courses are offered to about 325,000 students annually through 1,887 industrial Training Institutes (ITIs). Only 652 of these institutions are publicly financed and operated by the Directorate General of Employment and Training (DGET) in the Ministry of Labor. The other ITIs are private institutions. Lastly, there are about 1,500 Vocational Schools operated by the Department of Education (DOE), which offer certificate courses to about 72,000 students each year. A fuller description of the Technical Education System is outlined in Annex 3. C. Management and Administration of Technical Education 1.06 The planning, promotion, and control of technical education rests with the All Indian Council for Technical Education (AICTE) and the Bureau of Technical Education (BTE) in the Department of Education (DOE), Ministry of Human Resources Devalopment (MHRD) at the national level. The system is operated at the st;-te level by the Directorates and State Boards of Technical Education. The AICTE is the apex body providing leadership in the planning, promotion and regulation of technical education in the country. It has four All India Boards of Technical Studies for: (a) Technician Education; (b) Undergraduate Studies; (c) Post-Graduate Engineering Studies and Research; and (d) Management Studies. The Bureau of Technical Education acts as the administrative and governmental arm of AICTE and its various Boards, while at the same time, has powers relating to the processing, implementation, monitoring, control and evaluation of programs and projects in Central institutions, and centrally-sponsored and Plan schemes. The National Technical Manpower Information System (NTMIS) with the lead center at the Institut'v of Applied Manpower Research (IAMR) and 21 nodal centers in the States furnishes relevant manpower information for technical education planning. In the States, the Directorates and Boards of Technical Education are responsible for the planniing, management, administration and funding of technical education. D. Problems and Issues in Technician Education 1.07 Despite the impressive growth and diversification which the technical education system has undergone in the past few decades, it is still plagued by a variety of problems which are directly related to and affect its capacity to respond to the changing needs in the society, the quality of graduates which it produces, and the efficiency with which it is operated. Since this project follows immediately the first Technician Education project of May 1990, the analysis of the problems and issues in technician education were discussed in detail in the Staff Appraisal Report No. 8384-IN ddted April 3, 1990, These are outlined in detail in Annex 4, and summarized in the paragraphs below. Capacity 1.08 As the industrial modernization process increases in momentum in India, there is a need for two distinct types of technical personnel at the diploma level: these are the Technician and the Technician-Engineer. At present, the PolytechnLics are not capable of fully responding to the emerg4ng demand for a range of diversified and specialized occupations. Another problem is related to the rigidity of the structure of the courses where students who enter from varied educational and training levels pursue the same three-year program structure with no scope for rapid advancement or mid-course changes. A flexible Multi-Point - 4 - .i:y and Credit system is in place in Gujarat and is being gradually introduced J'ii thile States participating in the First Technician Education Project. While the ( is (oliu11itted to increasing opportunities for women, scheduled castes/tribes, Wl0 rktial populations, only a small percentage of Polytechnics address the needs 4) These disadvantaged groups through provision for separate residential m(comodations for women, specialized short courses through Community Polytechnics and rural outreach projects. Ku 1 't) .U9 One of the major reasons for the poor quality of training at the P(.Jyte(hnics is a teaching force which lacks adequate pedagogical training and cdu-tlsrial experience. The TTTIs are being upgraded to Regional Resource Centers tbe first Technician Education Project to enable them to offer courses to li' lhuge backlog of untrained teachers. These institutions would provide the -ar:u services to teachers in the States in this project. There is a 30Z teacher :acancy rate at the Polytechnics and while many of these posts are filled with ad hoc appointments, the system's quality is ultimately affected because of couistant turn over. The quality of the system is also affected by the obsolescence and inadequacy of equipment and instructional facilities. Etficiency j.10 At present, systematic planning and coherent decision making is hampered by the lack of relevant, meaningful and reliable information about the internal and external efficiency of the system. There is an oversupply of some engineering specialties which results in under-or unemployment of graduates while other emerging disciplines have ample job opportunities. This problem will be partly addressed by the GOI's strengthening of the National Technical Manpower Information System (NTMIS), and by establishing Industry-Institute Interaction programs in the Polytechnic in the first and second project States. With regard -o internal efficiency, the major problems are the high repetition rates and the =utdated examination system. II. GOVERNMENT POLICIES, PLANS AND PROGRAMS IN TECHNICAL EDUCATION A. National Policy On Education , 01 After considerable national consultation and debate, the Government (-acted the National Policy on Education of 1986 (NPE), which gave a policy framework to the programs enacted for development under the Seventh Five-Year Plan. The Five-Year Plan and NPE were clear in recognizing the key issues affecting the sector and highlighted three priorities among its many goals. These are: (a) universal primary education; (b) universal literacy for youth and adults; and (c) the development of specialized manpower for the industrial sector. Several new programs were launched to meet these objectives, and among these is "Operation Blackboard," which is designed to provide essential facilities and learning materials to primary schools. To meet skilled worker 'leeds, two programs have been launched. The first essentially upgrades fndustrial Training Institutions (ITIs) and the second calls for the introduction of a vocational stream at the upper secondary level. 2.02 In teacher education, District Institutes of Education and Training !DIETs) are to be established with the capability of organizing pre-and in- service courses for primary school teachers and instructors in non-formal/adult 'ucation programs. Selected secondary teacher training colleges will also be upgraded and arrangements made to establish better linkages between teacher education and training institutions and Departments of Education in universities. At the higher education level, the emphasis is on consolidation, with only selective expansion in the areas of science and technology. 2.03 In the technical education subsector, a number of new thrusts and directions are called for. The most important of these are to: (a) increase facilities for computer education; (b) highlight entrepreneurship as an avenue for engineering professionals; (c) encourage the participation of users in the curriculum development process; (d) restructure programs to provide flexibility by adopting credit-based courses and making provisions for multi-point entry; (e) expand programs and facilities for women and the handicapped; and (f) undertake continuing education on a large scale, including distance learning programs of both the formal and non-formal nature. 2.04 Since the Seventh Five-Year Plan and NPE have been launched, the Government has initiated and completed a number of actions. First, the Parliament has enacted legislation to establish the AICTE and has granted it the necessary statutory powers for the development and regulation of technical education. It has already started the process for creating a National Board of Accreditation (NBA), and has formulated the procedures it would adopt to grant accreditation to technical education institutions after they have been sanctioned and recognized by the AICTE. The AICTE is also taking the necessary steps for granting academic autonomy to a selected number of Polytechnics. The National Technical Manpower Information System (NTMIS) has been established. The Bureau of Technical Education has already instituted an IIT-REC ne-work scheme for the development of laboratories as well as faculty eT-hanges. Some interaction between the IITs and the Confederation of Engineering Industries (CEI) already exists. The AICTE has made recommendations regarding faculty recruitment procedures, qualifications for different cadres, pay scales and in-service training. Finally, a Performance Appraisal System has been developed and is awaiting AICTE approval. B. The Eighth Five-Year Plan (1990-94) 2.05 The Eighth Five-Year Plan has not yet been approved by the Government. All indications are that after the first year of the Plan period (1990-91) the major thrusts in technical education will continue as under the Seventh Five-Year Plan, with more emphasis on entrepreneurship, support for technology changes, and training for job-creation and employment. There is also likely to be more attention given to finding ways for the system to self-finance and gradually reduce the burden of operational costs on public finances. C. The Ten-Year Investment Program (1990-99) 2.06 In early 1988, at the request of the Department of Education (DOE), the TTTIs developed a Ten-Year Technician Education Investment Program for the 467 Government approved Polytechnics and the TTTIs to cover the Eighth (1990-94) and Ninth (1995-99) Five-Year Plan periols. The Investment Program broken down by the various sub-projects and estimated costs by objective is shown in Annex 5. The total estimated cost of the Investment Program is US$1.86 billion. Each individual sub-project has been reviewed and approved in principle by the DOE. However, financing of the program depends on the contributions of individual States and the level of Central Government funding under the Annual Development Plans. D. Financing of Technician Education 2.07 Financing of technical education is shared by both the Center and State Governments (Annex 3, Paras 8-12). The States are fully responsible for the public Polytechnics, and also finance privately-managed Government-approved Polytechn .s at levels varying from 752 to 95% of recurring expenditure. However, the State Plans themselves are funded 502 by the States and 502 by the Central Government. All non-plan expenditures are met by the States and Union Territories. About 20X of the students who enroll in Polytechnics receive stipends and fellowships. 2.08 The average annual expenditure by a Polytechnic student on tuition, boarding, lodging and other training costs is about Rs 300. This represents less than about 102 of the annual operational cost per student which is about Rs. 4,500. The present fee structure at Polytechnics in project States is shown in Annex 6. The issue of cost recovery for any level of general pre-employment education is politically very sensitive in India and as a result the fee structure at Polytechnics and other post-secondary (pre-service) institutions and programs has remained intact for more than ten years. Because of this sensitivity, agitation by students, and a constituency in India which argues that equity can be maximized through increased access and subsidies to the truly disadvantaged, attempts at raising tuition fees and reducing subsidies have not met with much success. However, under the first Technician Project, the participating States have committed to expanding internal revenue generation activities, among which changes in the fee structures can be undertaken. 2.09 The Central Government finances technical education under two major areas: Central Institutions and Central Intervention Schemes. Central assistance to Polytechnics is provided in two ways. First, funds can be provided for Approved Schemes related to national policy, such as Modernization/Removal of Obsolescence from Polytechnics, and second, for new programs and institutions. The procedures for funding through Central Assistance Schemes involves vetting and approval by the BTE, the Regional Committee of the AICTE, the TTTI and the State BTE. E. External Financing of Education 2.10 Several donors are involved in the education and training sector, but the scale of their operations is small. UNICEF supports projects in basic education, while USAID assists project-related training (PRT) in agriculture, managerial and technical areas of public and private sector management, and science and technology. The ODA, with the British Council implementing, has a pilot project of primary education improvement in Andhra Pradesh. The UNDP, with the ILO as executing agency, has supported vocational training through the improvement of several ITIs and the introduction of the Advanced Vocational Training Program. More recently, the ILO has established facilities for numerically-controlled and computer-controlled (CNC) training at the Advanced Vocational Training Institutes (ATIs) in Bombay and Kanpur. The Federal Republic of Germany is supporting a limited number of Polytechnics in Madhya Pradesh while Italy is supporting a Vocational Training Center in New Delhi. In the early stages of their development, the ITIs, RECs and TTTIs received assistance from a -7 - number of bilateral sources and the UNDP. The ODA and the Netherlands have assisted the TTTIs. Canada is also providing assistance to the TTTI located in Madras and to a number of colleges in Tamil Nadu. The International Development Research Center (IDRC) is undertaking a long-term study of the relationship between vocational/technical education and employment concentrating on ITIs; the utility of technical training received by women, and preparing guidelines for improving existing programs at ITIs. In the early 1970s, the UNDP funded the Curriculum Development in Technician Education project. Under this project about 301.5 staff-months of fellowship training, 201 staff-months of technical assistance and US$2.1 million worth of equipment was provided to the TTTIs to establish a National Testing Service and to undertake technician education research. F. IDA Role and Sector Lending Strategy 2.11 Previous Experience: IDA has supported three projects in the sector. The first was a Credit of US$12.0 million which was approved in 1973 to assist agricultural education and research at Assam Agricultural University, Rajendra Agricultural University in Bihar, and the Institute of Agricultural Research in New Delhi. The project was closed in 1982 and a Project Performance Audit Report (PPAR)(No. 5668 of May 23, 1985) issued, which noted that most of the objectives of the project had been achieved. The project suffered delays in implementation because of civil unrest in Assam, which meant that Bank staff could not visit the State for three or more years, and the fact that IDA's experience in university development projects was limited at the time this project was approved. Typically, this would have been a two-phased operation with emphasis given to detailed campus planning, academic/program development and staff training in a first operation. A second operation would have concentrated on construction and operation. The second project with IDA and Bank financing of US$280.0 miilion (US$250.0 million, IDA; US$30.0 million, Bank) was approved by the Board in May 1989. It is a Vocational Training project and concentrates on the expansion and qualitative improvement of pre- and in-service training of skilled/semi-skilled workers at Industrial Training Institutes (ITIs). Project implementation has been satisfactory to date. The third project with IDA and Bank financing of US$260.0 million (US$235.0 million, IDA; US$25.0 million Bank) was approved by the Board in May 1990. It is the first Technician Education Project and covers about 230 Polytechnics. The main objectives of the project are capacity expansion and quality and efficiency improvements. Although these latter two projects have only recently started, substantial progress in establishing management and implementation systems, procurement of equipment, development of new courses and civil construction are already evident. The IDA and the Bank have also supported training components as well as free-standing training projects in other sectors such as Forestry, Irrigation/Water Management, the Cement and Electronics Industries and Agricultural Extension. 2.12 Rationale for IDA Involvement: Because of inefficiencies, technological weaknesses, inappropriate pricing policies, and inadequate standards of quality and reliability in the industrial sector, IDA endorses a lending program which concentrates on the industrial sector as the key input to a broader strategy aimed at supporting economy-wide improvements in the efficiency of domestic resource mobilization, allocation and use. IDA also believes that investments in the social sectors including education and training, health, population, nutrition, water and sanitation can directly support industrial development through improved productivity of workers. In addition to alleviating the more degrading aspects of poverty, investments in education and training, including retraining, can provide a means of increasing skills which would be required for the introduction of more technology, and the more skill-intensive elements in industry and agriculture. 2.13 GOI's Ten-Year Technician Education Investment Program will lead to adjustments in technician education policies, bring about institutional changes, and introduce new technologies in training and industry. IDA assistance would therefore continue to support policy reform, institutional development and technology dissemination. IDA's involvement with the technician education sub- sector also provides an avenue to pursue the dialogue on industrial training on a broader scale and compliments the Vocational Training and first Technician Education Projects. The skilled workers who are trained in the ITIs and who ultimately find employment in the industrial and modern sectors, will work closely with the technicians who are trained in the Polytechnics. Finally, IDA involvement in technician education would provide a forum for a discussion not only of skills development generally, but also the need for the system to improve its revenue generation and the role the private sector can play in organizing in- plant training and the other non-formal ways of training which can be directed to women, the rural and informal sectors. The proposed project takes into account the lessons learned from the first educat4on project since special attention has been given to the detailed physical and academic planning for new Polytechnics. It also builds on the early experiences of implementation of the Vocational Training and first Technician Education project. III. THE PROJECT A. Goals and Objectives 3.01 Goals. The goals of the proposed project are to support the National Policy on Education (NPE) (Paras. 2.01 - 2.04). More specifically, the proposed project is the second phase of IDA's commitment to support the national Polytechnic system. It follows the first Technician Education project and supports the Ten-Year Technician Education Investment Program which is formulated in the context of the NPE. 3.02 Objectives. In order to achieve the above goals, the proposed project would have three objectives. These are to: (a) expand the capacity of selected Polytechnics; (b) improve the quality of Polytechnic pLograms; and (c) increase the efficiency of the management and operation of the Polytechnic system at the Center and in the States. 3.03 The capacity expansion objective would be achieved by: (a) introducing programs in new and emerging technologies at existing Polytechnics; (b) developing a limited number of new Polytechnics; (c) establishing programs of Contir.uing Education; and (d) expanding programs aimed at Women and the Rural and Informal Sectors. 3.04 The quality improvement objective would be achieved by: (a) strength- ening teacher education and training programs at State-level Staff Development Centers; (b) establishing curriculum development and research programs; (c) modernizing laboratories and workshops and replacing obsolescent equipment at the Polytechnics; (d) instituting maintenance programs and improving internal revenue generation; and (e) initiating faculty development programs for Polytechnic teachers. 3.05 The efficiency improvement obLective would be achieved by: (a) strengthening the administration and management of the State Directorates and Boards of Technical Education; (b) granting autonomy to a selected number of Polytechnics; and (c) establishing Industry-Institute interaction programs at Polytechnics. Table 3.1 Objectives, Investments and Desired Outcomes OE JACT IVE'i zINVESTMNTS DES 1RED OUTCOMES CAPACITY EXPANSION through o Introducing Programs in Noe Curriculum development. equipping Training about 21,460 Polytechnic Technologies workehops and training new and existi;n graduates in nee technology areas. teachers to develop and introduce 89 nv. Technology Diploss and post diplos courses o OneloVinp He. Coeducational Construction, furnishing, equipping and Creation of an additional 3,465 plIces. Polytecnnics staffing of 9 Ne. Polytechnice. DOeveloping Continuing Education Establishing through peovieion of civil Training about 24,520 students through Prograss works equipment, books and materials, thwse programs over the project period. 40 Continuing Education Departments and Centers. o Expanding the Cosmunity Polytechnic Construction, furnishing, equipping and Training about 12,520 students in non- System staffing 54 existi ongPlytechnics so that formel skills programs appropriate for they mould have the capacity to function the informal and rural sectors as Community Polytechnics. o Expending Training Opportunities for Construction, furnishing, equipping and Creation of an additional 4,640 places Women staffing 9 New Residential Polytechnice annually for mosey in Polytechnice. for women as sell as special Wines at 6 Co-educationel Polytechnis. Also, establishment of apecial Cells in e*ch Polytchnic to ensure employment of female gradjuates. QiUALITY IMPROVEPE%T through: Improving and Expending Teacher Construction, furnishing, equipping end Developing a system of continuous on- Training staffing 52 Steff Development Cells/ Center. the-job and in-service trainig for in States/Polytechnicm. Polytechnic Teachers. Training about 2,100 t*achers ovor the project period. o Improving the Curriculum Dovelopm*nt Construction, furnishing, equipping and Oeveloping a system for the continou, Procms* staffing of 15 Curriculum Devalopeent ur ading and renewal of all curriculum. Centers in State Boards of Education. o Modernization of Equipment and Construction, furnishing and equipping Facilities mnd staff to offer training of Facilities about 600 morkshops, laborator,es, computer relevance to sodarn-secto- industry. centers mnd Learning Resources Calls/Centers at *bout 230 °olytechnics. o Developing Maintenance Capacity Construction, furnishing and equipping Creotion of a syatee for the mystematic 208 Maintenance Cells at State and maintenance of facilities and equipment Polytechnic levls, at the Polytechnics E0FICIES Y IMPROVEMNWT through o Strengthening Manegesent and Appointment and training of about 300 State Directorates and Boards sith Administeation additional staff and training at the Stats capacity to Mnage effect-vly a lmrge Directorates and Boards of Technical snd diversified Polytechnic system. Education. o Expanding Autonomy Providing support to about 26 Polytechnics Increamed diversity in Polytechnic to achians academic end financial autonosy. Systt.em nd flexibility of institutions, to respond to d...nds from industry. Construction of facilities and equipment for conducting examination o Forg;ng Strongor Linkages w;th Furniture, equipment. staff and training A larger nunber of students and faculty Industry for the *stabliskment of about 240 would hays ndustrlal xperience. Industry-Inotitute Cells at State and Industry mould be sore intimately linked Polytechnic levels to the curriculum development and training processe. Students would bs more acceptable to industry as employees. indumtry - 10 - B. Scope 3.06 Eight States: Andhra Pradesh, Assam, Haryana, Him.achal Pradesh, Maharashtra, Punjab, Tamil Nadu and West Bengal and thE Union Territory of New Delhi have been selected to participate in the proposed project. They were chosen on the basis of a number of criteria developed by GOI and agreed by IDA. These criteria are outlined in Annex 7. Basic information on the Polytechnic System in these States and Delhi is shown in Annex 1. The project has been designed with flexibility to facilitate implementation and the inclusion of additional activities and Union Territories agreed to under the Ten-Year Technician Education Investment Program (Para. 2.06) as and when the availability of local resources and implementation warrant. The detailed appraised project components by State are shown in tabular form in Annex 8. C. Capacity Expansion (Proposed Outlay US$157.02 million) 1/ 3.07 In response to the problems generated by rigidity of course/program structure and conventional programs (Annex 4 Paras 2 and 3) a variety of activities would be undertaken including: (a) expanding the offerings of new Diploma courses in emerging and specialized areas as well as Advanced (Post- Diploma) Technician courses at existing Polytechnics; (b) establishing new Polytechnics, (c) expanding Continuing Education; and (d) expanding Women's Technician Education opportunities and training for the Rural and Informal sectors. 3.08 Programs in New Technologies. About 90 new technology Diploma and Post Diploma courses would be introduced in about 240 of the existing Polytechnics. A list of the specific new programs and courses to be offered is summarized in Annex 9. The intake for each program would be about 30 students and would cater to the needs of industry. Draft course outlines for each new technology program, including how environmental awareness and conservation would be specifically addressed and made part cf these courses are under development as part of the first Technician Education project. At the end of the project, a total of about 21,460 technicians will have graduated in emerging/specialized technologies and in other diversified areas both at the diploma and advanced technician levels. Because the costs of introducing new programs into existing Polytechnics would be substantial, and because the internal revenue generation of the Polytechnics are minimal, during negotiations, the States and Delhi provided assurances that by December 31, 1991, they shall review the current practices and levels of internal revenue generation for their respective Polytechnics and develop plans to increase internal revenue generation through various ways and means. 3.09 New Coeducational Polytechnics. Over the project period, all formerly male Polytechnics would be gradually made coeducational Polytechnics. Of the 240 Polytechnics to be assisted, only 9 new Coeducational Polytechnics would be developed. The remainder would receive assistance to modernize their equipment and facilities (para 3.18). The new Polytechnics would offer programs which would lead to Advanced Vocational Certificatps, Vocational Diplomas, Diplomas and Advanced Technician Diplomas/Technician Degrees. Wherever feasible, programs 1/ This and other references to proposed outlays are base cost estimates. - 11 - would le offered on a sandwich-type I/ mode and the Multi-Point Entry and Credit system instituted. A list of the proposed new Polytechnics to be established as well as those to be strengthened by the States and Delhi, is outlined in Annex 10. The States 2/ have identified and acquired the sites for the iocation of the new Polytecthnics and developed preliminary designs and cost estimates on thie basib of planned academic programs and schedules of accommodation. During negotiations, the GoI provided an assurance that it shall withhold and cause the proiect States and Delhi to withhold the establishment of any new publicly funded Polytechnic in the project States and Delhi without the prior approval of the AICTE. A list of the Polytechnics introducing the Multi- Point Entry and Credit System which would be a central feature of the New Polytechnics is shown in Annex 11. During negotiations, the States and Delhi provided assurances that they shall introduce in a phased manner, the Multi-Point Entry and Credit System in selected disciplines and Polytechnics. 3.10 Programs in Continuing Education. Recognizing that the technical education system must be flexible enough to be responsive to the needs of the large stock of technicians who require updating and new skills, the project calls for the expansion of continuing education activities at the diploma level. About 40 Continuing Education Centers and Departments would be established in the respective State Boards of Technical Education and in selected Polytechnics. The Centers would assist the Departments in developing programs required by industry and the formulation of course content for the conduct of these programs. The TTTIs would assist the States in establishing the Continuing Education Centers and Departments. A list of the Polytechnics by State and the number of Continuing Education programs by State is shown in Annex 12. During negotiations, the States and Delhi provided assurances that they shall cause their respective Polytechnics to charge fees to recover the full costs of continuing education programs being administered by them for public and private sector industry. 3.11 Community Polytechnics. In order to spread the impact of the technician education system which presently caters mainly to the needs of the organized sector, the Government in 1978 arranged for certain Polytechnics to prepare training programs aimed at stimulating the awareness of science and technology at the village level. Today, about 129 "Community Polytechnics" provide rural development training programs. Under the project, about 54 Polytechnics would be expanded to become Community Polytechnics. Community Development Cells will be developed at each Polytechnic. Village Extension Centers would also be established to offer assistance in appropriate technology, rural production in self-generating enterprises and the carrying out of needs surveys to facilitate employment and the start-up of new businesses. Resources would be also provided to construct and equip Village Production Centers to provide technical assistance and staff to carry out studies and surveys, and to give general support such as seed-money to stimulate the initiation of new rural production. The new Community Polytechnics by State are shown in Annex 13. 1/ Combination of institutional and on-the-job training. 2/ All references to "the States" mean the eight project States and the Union Territory of Delhi. - 12 - 3.12 Programs for Women. Training at the technician level in Women's Polytechnics or in Wings attached to coeducational Polytechnics is already established in several States. However, overall only a small number of women, about 14Z of enrollment, now participate in technician education, largely because of an absence of residential accommodation, and their reluctance to enroll in coeducational institutions. The National Policy on Education of 1986 recommended that a larger proportion of technical education and training be given to women at all levels and that the focus should be on modern technologies for industrial emDloyment. 3.13 The project will support an expansion of technician training opportunities for women. Nine (9) new Women's Polytechnics with residAntial accommodation will be provided, and Wings for women would be added to 6 existing Coeducational Polytechnics. Each new Women's Polytechnic would offer three to six diploma courses of 2-3 years duration. In addition, short courses will be provided as a part of continuing education for women technicians. Most States presently offer incentives for this training by providing tuition without fees, free transportation and accommodation. Also, State Governments offer assistance to place graduates in industry and are creating a placement mechanism for this purpose. The project will therefore support on-going and expanded scholarship programs for female students in each State. A list of the new and existing Women's Polytechnics to be established and supported in the project States is shown in Annex 14. In addition, hostels and other facilities for women would be provided in all existing Coeducational Polytechnics in order to expand training places for women in technician education. The States have already identified and acquired the sites for Polytechnics to be constructed in the first year of the project, prepared preliminary designs, undertaken site surveys and prepared cost estimates for the new Women's Polytechnics. During negotiations, the States and Delhi provided assurances that they shall develop and expand diploma programs fur women and in conjunction therewith, make concurrent efforts including the establishment of a Special Cell in each Women's Polytechnic, to identify and obtain suitable employment opportunities for women. 3.14 Student and Faculty Housing. Any program of capacity expansion &aso increases the need for additional student hostels and faculty and staff housing. At the Polytechnics, hostel places would be constructed for about 4,625 boys and for about 7,000 girls, and houses for about 1,026 teachers and 814 support staff. The States have provided preliminary designs, site surveys and cost estimates for the construction of the facilities to be constructed during the 1991-1992 period. Annex 15 shows the summary of the proposed civil works program by year. 3.15 In summary, the activities which will be supported under the project will increase the oresent total annual enrollment capacity of the technician education system in the project States by about 30,430 in 1998 from a present total enrollment of about 93,475 (Annex 16). Of the additional places created, about 21,460 or 701 would in the new and emerging technology areas, 8,970 or about 302 would be dedicated to women technicians and would represent a 5OX increase in female participation in technician education from the present 142. Only 152 would be in the conventional areas of civil, mechanical and electrical engineering. The project would support capacity expansion by financing civil works, furniture, equipment, vehicles, foreign and local experts and fellowships, and the salaries of incremental staff and incremental supplies on a declining scale. - 13 - D. Quality Improvement (Proposed Outlays US$138.15 million) 3.16 Teacher Training. In addition to the strengthening of TTTIs which is supported under the first Technician Education project, teacher training would also be undertaken by each of the participating States. To expand their current efforts at staff training and career development, each State would establish Staff Development Centers in the State Boards of Technical Education and Staff Development Cells in selected Polytechnics. Overall, 10 Centers and 41 Cells would be established. These Staff Development Centers/Cells would have the capacity to identify the learning needs, and to design tailor-made programs of pre-service, in-service and on-the-job training in collaboration with the TTTIs, for individual teachers. This individualized attention would be a part of the career development structure to be established in each State to recruit, tra and retain in service, competent teachers and administrators for the technic education system. About 200 technical teachers will be trained abroad to increase their competence in planning, organizing and managing these new technology programs. Another 600 teachers will be trained in Indian industries in new areas, making instructional processes more relevant and increasing industry-institution interaction. Finally, about another 1,200 technical teachers will be trained at the TTTIs or their Extension Centers in the States, in the areas of curriculum development, education technology, instructional resources and content updating as it relates to these new technologies. The number of additional teachers to be appointed and trained by State is shown in Annex 17. Each State has prepared a draft comprehensive staff development and teacher training plan. They have also started the process of filling all sanctioned but vacant teacher posts. During negotiations, the States and Delhi provided assurances that they shall (a) provide additional staff to their Polytechnics in accordance with an agreed Schedule of Deployment of Key Additional Staff (Annex 18); and (b) institute by January 31, 1992, a Faculty Development System for technical teachers in accordance with a plan satisfactory to the Association (Annex 19). In addition, the States and Delhi provided assurances that they shall prepare and furnish to the Association by December 31 of each year, draft annual plans for the next fiscal year for the training of teachers, including local and foreign fellowships. 3.17 Curriculum Development. To meet the needs of curriculum reform, each of the eight States and New Delhi would establish a Curriculum Development Center. The CDCs will have as their major objectives to: (a) undertake surveys/studies to identify education and training needs of technicians; (b) design and develop needs-based curricula in cooperation with the TTTIs; (c) develop standards/ guidelines for States to implement the curriculum; (d) facilitate the introduction of flexible course structures by bringing about appropriate curriculum changes; (e) periodically review and update curricula for diploma programs; (f) collaborate with national, regional, state institutions/agencies having similar objectives; (g) liaise with industry for practical input to curriculum 1. 'opment; and (h) monitor progress of implementation of curricula in technician inqtitutions and advise corrective actions where required. Special focus and emphasis would be given to generating awareness of environmental concerns in different technical curricula and specifically for industrial technology, developing curricula regarding more efficient industrial processes which generate less poii ition as well as technologies which treat pollutants. The BTE has already developed guidelines and issued them to the States on either how to incorporate environmental concerns into existing curr;cula and/or how to prepare new curricula cn the environment. During negotiat; s, the States and - 14 - Delhi provided assurances that they shall prepare and furnish to the Association by December 31 of each year, a draft annual plan for the next fiscal year for the introduction of new tpchnician programs in their respective Polytechnics. 3.18 Equipment and FaCility Improvement Programs. In order to undertake the new programs as well as improve the quality of the conventional courses being offered, the laboratories and workshops in the Polytechnics would have to be re- equipped. Under this component, new equipment would be provided, obsolete equipment replaced and/or modernized, and new facilities either constructed or existing structures remodelled to house new laboratories, workshops and Learning Resource Cells. Introduction of computers for instructional and managerial functions will be another dimension of modernization. About 23C Polytechnics would be modernized. As a result, about 800 workshops and laboratories would be updated and reequipped, 188 Computer Centers established and 200 Learning Resource Development Centers and Utilization Cells developed in the project States. Preliminary equipment lists for new and existing courses have been developed under the first Technician Education project. The States have each already developed more detailed equipment and furniture lists including specifications and a procurement plan for the first two project years. 3.19 Maintenance Cells. Both preventive and repair maintenance capabilities of buildings and equipment would be developed for each State's Polytechnic system. The States would establish Maintenance Cells in each Polytechnic and at the State Headquarters. The Maintenance Cells will either carry out maintenance and repair themselves, have it undertaken locally, or enter into service contracts with service organizations. During negotiations, the States and Delhi provided assurances that they shall (a) provide adequate resources for their respective Polytechnics for the maintenance of buildings and equipment; and (b) delegate appropriate financial powers to Polytechnic Principals to enable them to undertake axLnual maintenance programs at their respective Polytechnics. 3.20 The training and upgrading of teaching staff, modernization of curriculum, equipment and facilities is expected to improve the quality of trainees graduating from the Polytechnics. It is projected that by the end of the project, about 2,000 new and about 18,000 existing untrained teachers would be trained, the curriculum for the majority of exirting and new courses would be either reviewed, revised and/or developed, and about 600 outdated work- shops/laboratories would be modernized. In addition, 52 Staff Development Centers/Cells will be developed in the project States. The project would support quality improvement by financing civil works, furniture, equipment, vehicles, books, learning materials, local and foreign fellowships and experts, and the salaries of incremental staff and consumable materials on a declining scale. E. Efficiency Improvement (Proposed Outlays US$29.60 million) 3.21 The project will support a number of activities which are designed to increase the internal and external efficiency of the system. The State Directorates and Boards of Technical Education would be strengthened, academic autonomy would be granted to selected Polytechnics, and Industry-Institute Interaction programs undertaken. 3.22 Strengthening State Directorates and Boards of Technical Education. Under this subcomponent, provision would be made to train officers in modern education managemer through local and external fellowships as well as 15 ^ interaction with local and foreign consultants. The State Directorates and Boards ot Technical Education would be strengthened to include computerized management information centers as well as specific other professional departments. Each of the States have prepared an organizational chart of the existing set-up and developed a plan for the proposed strengthened DTE and Boards, including job) descriptions of key personnel. During negotiations, the States and Delhi provided assurances that they shall mainta:n and provide additional staff to their respective Directorates and Boards of Technical Education in accordance with an 3greed Schedule of Deplovment of Key Additional Staff. 3.23 Granting Autonomy. Autonomy is envisaged for the Polytechnics, but the process of achieving it would be phased. During the project period only 26 or about lIZ of the 240 Polytechnics in the proiect States would receive academic as well as some degree of financial autonomy. The main purposes of restructuring the internal management of the Polytechnics are to: (a) secure the academic autonomy envisioned under the National Policy on Education of 1986 (NPE); (b) introduce adequate flexibility into the academic program by organizing credit- based courses and multi-point entry; and (c) clearly identify decision-making authority. One specific outcome of academic autonomy is that each of the autonomous Polytechnics would have to organize a confidential examination, and for this purpose, Centers would be established at each institution to revise current examination practices and develop more rational student assessment systems. These examination centers wouli be supported under the project. 3.24 Promoting Industry-Institute Interaction. The extent of interaction between industry and Polytechnics which exists today is insignificant and the States will develop mechanisms and procedures to promote this activity under the project. The major objectives would be to: (a) organize systematic industrial training for students and teachers of Polytechnics; (b) involve industry in the areas of curriculum development, instructional material development, training of students and teachers; (c) undertake consultancy/assist industries in solving problems relating to shop floor production and field work; (d) help industries in the in-service training of working technicians; and (e) carry out research studies for gathering data useful for technician education planning and curriculum planning. A list of the Polytechnics which will introduce Industry- Institute Interaction Programs by State is shown in Annex 20. 3.25 At each Polytechnic, an Advisory Committee will be established to discuss problems relating to practical training of staff and students, suggest solutions, ensure participation of professionals from Industry in the training of students, and to identify problems of industry which can be handled by the Polytechnic. In addition, an Industry-Institute Interaction Cell will be established at each Polytechnic and be headed by the training-cum-placement officer. The Cell would liaise with Industry for the practical training of students. It would also prepare profiles of different types of technicians working in industry, identify the shortcomings perceived by the industry in regard to the curricula and formulate schemes under which students will be given project work and Polytechnics consultancies. The Cell will also arrange for the training of teachers in industry. 3.26 At the Directorate level, an Industry - Institute Interaction Cell would be established to gather and collate the information received from the Polytechnic Cells, analyze such information and formulate specific suggestions on b 6 - tlOe prot)lems encountered in achieving thie goals of Industry - Institute lIt tract iott. Durinig negotiations, the States and Delhi provided assurances that tl hey shall promote close interaction of Polytechnics with industry by (a) deveol ping and implemelnt itg Industry ISstitLute Interaction programs eatisfactory to th;' Association; (b) constituting atn Industry-Institute Cell at each of their ri'e;poct ive Polytechnics; ald Directorates of Technical Education; and (c) appol,itiring Advisory Committees and Ido, rial Liaison and Placement Officers to ,d t h said Indust cy-Institute Ilntfei t ion Cells. 3.21 In summary, the internal arid extetnal efficiency of the technician education system would he improved considerably by the proposed investments. It i!; expected that repeaters would diminishi, decision-making in the Directorates would be undertaken on a more scientific and technical basis, more flexibility would be introduced into the system, industry-institution linkages improved, and the Polytechniics would function more efficiently. The project would support efticien(y improvements by financinig civil works, equipment, vehicles, furniture, loc,il and foreign training and consultants, and the salaries of incremental staff aLnd consumable materials on a declininig scale. The technical assistance requirements of foreign and local consultants and fellowship training, for all project components are shown in Annex 21. During negotiations, the GOI provided an assurance that by December 1, 1991, jointly with the States and Delhi, it shall develop, institute and thereafter maintain fellowship training programs, including study tours, 4s agreed to by the GOI and the Association. IV. PROJECT COST, FINANCING, IMPLEMENTATION AND DISBURSEMENTS A. Costs 4.01 Summaries of Costs. The total cost of the project, including duties and taxes, is estimated at about Rs.8,252.21 millior. or US$362.1 million equivalent. The breakdown of costs of the proposed project by component, categories of expenditure and sub-component for the eight States and New Delhi is summarized in Tables 4.1 and 4.2. Detailed costs of the project by component, categories of expenditure, and time are given in Annex 22. 4.02 Basis of Cost Estimates. Estimated costs for civil works are based on current unit costs for construction which vary from US$15 to US$20 per sq. ft. of gross floor area of construction. These costs are reasonable for comparable Bank Group-assisted construction in India. Costs of professional services for design and top supervision of construction reflect the scale of fees established for similar services provided by local architectural consulting firms. Costs for the preparation of tender documents and for on-site supervision reflect the standard establishment chaiges of the PWD in the States of 152. Estimated equipment and vehicle costs are products of lists developed by GOI and the States, and include import duties and taxes. Furniture and consumable material costs are based on GOI and State estimates and reflect current prices. Estimated costs for the salaries of additional staff are based on basic pay scales including standard allowances for social and other benefits applicable in the project States. - 17 - "able 4.1: Cs'S by Comorent/Sub Coqi2onert R;ee_eMi..on) USS (M11lion) X of Base C___ LJva F.T ta Local Foreijn Tota. COSts New .e'S. PcigraM. 58 .23 174.00 753.23 32.45 v.67 42.12 13 New Po1yte8.-.izs 3.5.69 108.59 45..24 19.21 6.03 25.24 8 Ci: -._ ;-.g Edi_s. 150.12 17.39 167.51 8.34 0.97 9.31 3 Cc=z_ni:y PoLyte:hn:-:s 1 19.09 30.59 149.63 6.62 1.70 8.32 3 W=en s Ps_yte-8h.i:^s 465.89 139.53 605.42 25.88 7.75 33.63 10 HKstels & Residen.c.es 524.15 167.12 669.27 29.12 9.28 38.40 12 Su bto :al 2 :8289.17 637.22 2826.39 121.62 35.40 157.02 49 u a1I i 1rc Iove'.en.t Tea-her Training 242.08 65 .6 307 .2 4 13.45 3.62 17.07 5 Curriculum Devebopmt. 39.29 7.6: 46.90 2.18 0.42 2.60 1 Modern`zation 1393.70 604.89 1983.59 77.43 33.61 111.04 J4 Maintenance Cells 112.95 21.021 133.96 6.27 1.17 7.44 2 Subtotal 1788.02 693.67 2486.69 99.33 38.82 138.15 42 Efficiency Imnrovement Strengthening State Directorate & Boards 272.44 47.99 320.43 15.13 2.67 17.80 5 Autonom.ous Polytechnics 23.44 3.87 27.31 1.30 0.22 1.52 1 Industry-Institute Interaction 159.60 25.49 185.09 8.87 1.41 10.28 3 Subtotal 455.48 77.35 532.83 25.30 4.30 29.60 9 Total Bas Costs 4432.67 1413.24 5845.91 246.25 78.52 324.77 100 Contingencies 1625.08 781.22 2406.30 19.14 18.19 37.33 11 TOTAL PROJECT COSTS 6057.75 2194.46 8252.21 265.39 96.71 362.10 111 Table 4.2: Costs by Categories of Expenditure Category Rupee (Million) US$ (Million) * of Base of Expenditure Local Foreign Total Local Foreign Total Costs Investment Costs Civil Works 1613.83 561.08 2174.91 89.66 31.17 120.83 37 Furniture 177.16 32.62 209.78 9.84 1.81 11.65 4 Equipment 938.96 652.19 1591.1. 52.16 36.23 88.39 28 Vehicles 39.87 41.52 81.39 2.22 2.31 4.53 1 Books 68.00 17.73 85.73 3.78 0.98 4.76 1 Foreign Fellowships 4.96 46.53 51.49 0.27 2.59 2.86 1 Local Fellowships (incl. Scholarship for Girls) 111.92 - 111.92 6.22 - 6 Z2 2 Local Consultants 27.34 - 27.34 1.52 - 1.52 - Foreign Consultants 0.63 1.54 2.17 0.03 0.09 0.12 - Subtotal 2982.67 1353.21 4335.88 165.70 75.18 240.88 74 Recurrent Costs Salaries of incre- mental Staff 1096.55 - 1096.55 60.92 - 60.92 19 Consumable Materials 197.41 51.46 248.87 10.96 2.86 13.82 4 Operation and Maintenance 156.04 8.57 164.61 8.67 0.48 9.15 3 Subtotal 1450.00 60.04 1510.04 80.55 3.34 83.89 26 Total Base Costs 4432.67 1413.25 5845.92 246.25 78.52 324.77 100 Contingencies 1625.08 781.22 2406.30 19.14 18.19 37.33 11 TOTAL PROJECT COSTS 6057.75 21 94.46 8252.21 265.39 96.71 362.10 1111 .- t .. . -...r ----_ = ... , W..n ....., - -- =, NOTES: Su.btctals may not add to totals due to rounding. Costs i-.clude taxes and d.ties. - 18 - 4. 03 ;Customn LDuties arid Taxes. All imported goods are subject to customs dut ;f-, w:i, taxes. The estimated cost of the project includes import duties and tax,, t-t, i:iated at about US$10.7 million. 4.04 ContinZen1y Allowances. Estimated project costs include physical contingen:ies (US$28.9 million) estimated at 10% of all physical components and at Z for technical assistance, consumable materials and operation and maintenan(e costs. The est...ated costs of the project also include price contingencies (US$8.5 million) to cover expected price escalation at the fol]owir:g rates. For civil works, goods, salaries and technical assistance- foreign costs 3.6Z in FY91 through FY99; local costs: 72 in FY91 and FY92, 6.62 in FY93; 6.52 in FY94 and FY95; 6.22 in FY96 and 6% in FYs.. and FY98. 4.05 Foreign Exchange Component. The estimated foreign exchange component of US$96.7 million is calculated on the basis of estimated foreign exchange proportions as follows: (a) civil works 25Z; (b) furniture 15Z; (c) locally produced equipmert 35Z; (d) locally produced vehicles 50Z; (e) international fellowships 90Z; (f) locally produced consumable material 20Z; (g) operation and maintenance costs at 5Z. B. Financing Plan 4.06 The estimated total project cost of US$362.1 million would be financed by an IDA credit of US$307.1 million equivalent, which would cover about 87Z of costs net of taxes. The States would finance the net costs of US$29.8 million and GOI would finance the remaining US$25.2 million including all taxes estimated at US$10.7 million. The financing plan by project component and by categories of expenditure is outlined in Annex 23. C. Recurrent Cost Implications 4.07 When the project becomes fully operational in FY 1998, it would require Rs.440.0 million (US$17.1 million) annually in recurrent expenditures. The impact of the recurrent cost of the project on projected recurrent technical education budgets of each State is shown in Annex 24. These levels represent a significant increase in recurrent budget outlays for technician education over the previous years cf the Sixth and Seventh Five-Year Plans. The new levels of recurrent expenditure will be sustainable in the future because, (a) the States have been made aware very early in the project development process that an increased commitment would be required, and they have demonstrated their willingness to sustain this level of activity by budgeting their own resources (as opposed to DOE) during the investment phase of the project; (b) there has been an overt recognition that the low-level of recurrent expenditure in the past has led to qualitative degradation of the system; and (c) the internal revenue generation and other efficiency measures to be instituted would inevitably reduce some of the financial burden on the States. D. Status of Preparation 4.08 Designs and Drawings for New Polytechnics and Workshops. Standard designs for the construction of Polytechnics already exist in each State. These are consistent with approved government standards. Preliminary designs and/or sketch plans for the civil, mechanical, electrical, electronic and computer engineering laboratories/workshops, and the additions to existing institutions have been prepared for the first two years of construction. A civil works General Implementation Schedule as well as a Furniture and - 19 - Equipment General Procurement Plan have been prepared and are shown in Annex 25. 4.09 Sites. Sites for the new Polytechnics both coeducational and female, and for hostels and faculty housing have been identified. New workshops would for the most part, be constructed as expansions to existing institutions and therefore little additional land would bt required. The annual construction programs which are to be developed by the States will give priority to those institutions where the land is already available. During negotiations, the States and Delhi provided assurances that they shall prepare and furnish to the Association by December 31 of each year, draft annual plans for the next fiscal year for the construction of new and rehabilitation of existing facilities. 4.10 Furniture, Equipment, Books, Vehicle and Consumable Training Material lists have been prepared by the States and reviewed during appraisal. 4.11 Technical Assistance (Local and Foreign Consultants, Studies, Training Plans, including Fellowship, Training and Organizational Development). Each State and Delhi has completed detailed staffing plans for new and existing institutions, developed draft teacher training schedules, draft terms of reference for local and foreign consultants, started the detailed work of preparing curricula and course outlines for the various types of training and developed draft maintenance plans. Each of the project Polytechnics has also developed or are in the process of developing a Detailed Project Report (DPR) indicating how it would implement each of the proposed project components/sub-components. E. Project Management/Implementation 4.12 The executing agency for the Project will be the Bureau of Technical Education (BTE) in which a National Project Directorate (NPD) has already been established under the first Technician Education Project. A National Project Implementation Unit (NPIU) has also been established in the Educational Consultants India Ltd (EDCIL) as a part of that project. All staff have been appointed to make it fully operational. The NPD and NPIU are presently assisted by Steering and Advisory Committees, but the Steering Committee has been upgraded to an Empowered Committee. The currently functioning NPIU would work closely with State Project Implementation Units (SPIUs) which would be established in each of the State Directorates. Each Polytechnic in which project components are to be implemented will aiso have a Project Implementation Cell (PIC). The main functions which the NPIU is now performing for the first Technician Education Project would be expanded for this project and include (a) liaising with the Association, the Department of Economic Affairs, the Ministry of Human Resource Development, the Directorate General of Supplies and Disposal (DGS&D), the All India Boards of Technician Education and Continuing Education, the three professional divisions of the AICTE, the TTTIs, State Governments, Directorates of Technical Education and the concerned Polytechnics; (b) providing direction and guidelines to the Project Implementation Centers on project implementation; (c) arranging for procurement of equipment through DGS&D and other equipment and civil works through the Project Facilitation Units (PFUs) in the respective States/TTTIs; (d) monitoring and reviewing the implementation of the project and reformulating implementation schedules where necessary; (e) arranging for technical assistance services for the project; (f) identifying places/institutions for fellowship training and selecting staff to undergo fellowships; (g) reviewing and evaluating the project from time to time as - 20 - well as undertaking needs assessment and studies in various areas, including Labor Markets and the Employment of Polytechnic Graduates; The Costs and Financing of Polytechnic Education: Production and Management Refonm in the Industrial Sector and the Impact on Polytechnic Training; The Participation of Female Polytechnic Graduates in the Modern Industrial Sector; and, Technology Transfer and the Development of Training in Environmental Sciences in Polytechnics. During negotiations, the Government provided an assurance that it shall maintain adequate staff in the NPIU according to an agreed Schedule of Deployment of Key Additional Staff. 4.13 The National Project Directorate is headed by a Project Director with the experience and status equivalent to a Joint Education Adviser (Technical Education). The NPIU is headed by a Project Advisor, and has Academic, and Resources Wings each with a number of Units. The first Unit is responsible for coordinating, monitoring and reporting on procurement of goods and civil works and award of contracts. The second Unit is responsible for accounts and administrative matters as well as the organization and administration of consultant services and fellowship programs. The third Unit is mainly concerned with monitoring, review and evaluation and the operation of the computer-based management information system. The linkages between PIUs at the different levels and the organizational chart of the National Project Implementation Unit are shown as Charts 5 and 6. 4.14 At the regional level, Project Facilitation Units (PFU) exist at each of the four TTTIs and work closely with the Academic Wing of the NPIU and concentrate on the pedagogical and professional aspects of the project like curriculum, teaching and learning resource development, planning of programs, utilizing consultant services, data gathering and the analysis and reporting to the respective authorities on problems faced during implementation. During the negotiations, the Government provided an assurance that it shall maintain adequate staff in the TTTIs according to an agreed Schedule of Deployment of Key Additional Staff. 4.15 Each State and Delhi would establish an Empowered Committee and a State Project Implementation Unit (SPIU) which would: (a) provide guidelines and directions for meeting targets to the Project Implementation Cells within the Polytechnics; (b) disburse funds to institutions within the State; (z) monitor and review project progress at frequent intervals and reformulate implementation schedules; (d) provide data on a continual basis to the NPIU within EDCIL; (e) arrange for and utilize local consultants; and (f) liaise with the NPD, NPIU, the PICs, the TTTis and other agencies involved in implementation. The States and Delhi have established their Empowered Committees, identified and deputed Project Directors to the SPIUS, and appointed architects to their respective SPIU. 4.16 The Project Implementation Cells (PICs) in the Polytechnics would be responsible for needs assessment and optimizing the use of resource inputs which are provided. Periodic progress reporting, problem identification and solving at the institutional level would also be the responsibility of these Cells. During negotiations, the States and Delhi provided assurances that they shall provide additional staff, to the SPIU and Polytechnics in accordance with an agreed Schedule of Deployment of Key Additional Staff. - 2 1 - F. Monitoring, Review and Evaluation 4.17 The NPIU/PFUs/SPIUs at the national, regional and State lvvelh, would be responsible for gathering data at peiiodic intervals, processing it and furnishing information to different agencies. A computerized Management Informationi System (MIS) would be developed at the NPIU and the SPIUs. Ic will contain all relevant project data and will produce output in a fornmat which will facilitate monitoring and supervision. The GOI and the Association have agreed on the Key Indicators of Progress and these are shown in Annex 26. During negotiations, the GOI, the States and Delhi provided assurances that they shall: (a) develop and establish a MIS in the NPIU and SPIUs, (b) in conjunction with each other, implement a Project Supervision Plan as agreed with the Association (Annex 27) and (c) undertake in conjunction with each other and the Association, an annual review of project progress on the basis of monitorable benchmarks agreed to by the Project States, Delhi and the Association. The project's success would be measured on the basis of several input and output variables. The key measurable inputs would be the number of new technology courses introduced, the percentage of new and existing teachers who would be trained and upgraded, and the number of workshops and laboratories which would be modernized and made operational. The key measures of success would be the increased numbers of graduating students, especially women, the number of students who would have graduated under the Multi-Point Entry and Credit System, and the increased percentage of students and teachers who would have received industrial experience as part of their training. G. Disbursements 4.18 Disbursement Percentages. The IDA Credit would be disbursed against 902 of expenditures on civil works; 100l of CIF or ex-factory costs and 80% of other local costs on furniture, equipment, vehicles, books and instructional materials; 1002 of expenditures on consultant services and training; and on a declining scale for salaries of incremental staff and incremental supplies as follows; 802 until June 30, 1995; and 65Z thereafter for an overall average of 71Z. 4.19 Required Documentation. Disbursements in respect of contracts for civil works to cost less than US$300,000 equivalent and for goods, consultant services and training valued at less than US$200,000 equivalent, and for incremental salaries and incremental supplies would be made against Statements of Expenditure by the respective Project Coordinators in the States. Documentation for contracts with expatriate consultants and foreign fellowship training only would be retained by the NPIU, and for all other activities by the States. These would be made available for review by IDA staff during the course of supervision missions. All other disbursements would be made against fully documented withdrawal applications. 4.20 Special Account. In order to accelerate disbursements in respect of the IDA's share of expenditures prefinanced by GOI and the States, and in order to allow for direct payment of other eligible local and foreign expenditures, a Special Account would be opened in the Reserve Bank of India with an initial deposit of US$13.0 million equivalent to cover four months of expected requirements for IDA financed items. 4.21 Retroactive Financing up to US$3.0 million equivalent is provided to cover eligible expenditures after September 30, 1990 for costs incurred in preparing and implementing appraised project activities. - 22 - 4.22 Disbursement Profile. The proposed IDA credit would be disbursed over an eight-year period. This is realistic given the design and institutional development activities of the project. The preappraisal mission evaluated the capacity of all project institutions to effectively implement their programs in a timely manner. Specific emphasis and analysis was given to the implementation of civil works and the procurement of equipment, including the capacity of the PWDs in the States and the DGS&D at the Center to plan, coordinate and monitor the civil works and equipment procurement programs. Project duration therefore encompasses not only the time required for the physical completion of various components but also includes an operational period where the impact of training, and the management and administrative reorganization elements of the project can be observed and measured. The project is expected to be completed on December 31, 1998, and closed on June 30, 1999. The standard profile for education projects in Asia is seven and one half years. The design of the project, the current status of preparation, the measures which would be taken to expedite procurement and disbursement, and the fact that the first Technician Education Project (May 1990) has an eight year profile, reinforce the justification for an eight year disbursement profile. A forecast of annual expenditures and disbursements is shown in Annex 28. H. Procurement 4.23 Procurement arrangements of the project are outlined in Table 4.3. Contracts for Civil Works (US$135.30 million). The project would include construction of various types at the 240 Polytechnics which are scattered over the eight project States and Delhi and would be awarded over a five to six year period (Annex 15). ICB is not therefore the most suitable mode of procurement. Contracts for civil works would be awarded under LCB procedures acceptable to the Association and foreign-firms registered in the country will be able to part4.cipate. It is estimated that contracts exceeding US$300,000 representing 4bout US$74.42 million equivalent or 55Z of total civil works costs would be awarded under LCB. Contracts for civil works below US$300,000 equivalent, up to an aggregate amount not exceeding US$46.0 million equivalent or about 34? of the total cost of civil works would be awarded on the basis of comparison of price quotations solicited from at least three contractors eligible under the Guidelines. Civil works contracts for small extensions and renovations, estimated to cost less than the equivalent of US$50,000 per contract o, to an aggregate amount not exceeding US$15.0 million would be either ulrectly negotiated with one contractor or carried-out departmentally by the Public Works Department. 4.24 Contracts for Furniture, Books and Instructional Materials (US$20.0 million) which would be spread amongst a variety of users over the life of the project would not be appropriate for ICB, and therefore would be let through LCB procedures which are acceptable to the Association. All furniture, books and instructional materials are available from local manufacturers at very economical prices. For English language textbooks in particular, foreign firms would be encouraged to bid. Contracts for the purchase of furniture, books and instructional materials estimated to cost less than the equivalent of US$50,000 up to an aggregate of US$7.29 million may be awarded on the basis of local shopping, with solicitation of price quotations from at least three suppliers. 4.25 Contracts for Equipment and Vehicles (US$107.0 million). The project States and Delhi will use the Directorate General of Supply and Disposal (DGS+D) for the centralized procurement of a large share of the equipment and - 23 - vehicles and continue the system initiated under the first Technician Education project. Contracts of US$200,000 equivalent or more each for equipment and vehicles would be awarded on the basis of ICB. About US$54.0 million equivalent suitable for bulk purchasing and representing 50% of total equipment and vehicle costs would be procured under ICB. DGS+D tender documents which are acceptable to the Association have already been prepared. About US$35.0 million equivalent or about 332 of the cost of equipment and vehicles, would be procured under LCB procedures which include foreign participation. These are small purchases to be made by the 240 Polytechnics over the life of the project and therefore ICB is not practical. Purchases of other equipment costing less than US$50,000 each and not exceeding in aggregate about US$16.0 million equivalent or about 152 of total equipment and vehicle costs, may be awarded on the basis of prudent shopping with solicitation of price quotations from at least three suppliers. Equipment of a proprietary nature, up to an aggregate amount of US$2.0 million equivalent may be procured under contracts negotiated directly with the suppliers of such equipment. The list of proprietary equipment to be purchased directly will be subject to the Association'3 prior review. Table 4.3: Procurement Method Categories of US$ Millions Total Expenditure ICB LCB Other NA Cost Civil Works 74.42 60.88 - 135.30 inc. Prof. Fees (66.98) (53.22) (120.20) Furniture - 7.74 5.16 - 12.90 (6.96) (4.54) (11.50) Equipment & Vehicles 53.50 35.20 16.05 2.25 107.00 (48.15) (31.71) (14.44) (1.50) (95.80) Books & Instructional - 4.97 2.13 - 7.10 Materials (4.41) (1.89) (6.30) Local Consultants - - 1.60 - 1.60 (1.40) (1.40) Foreign Consultants - - 0.10 - 0.10 (0.10) (0.10) Local Fellowships - - - 4.70 4.70 (incl. Scholarships for Girls) (4.70) (4.70) Foreign Fellowships - - - 3.40 3.40 (3.40) (3.40) Salaries of - - 64.10 64.10 Incremental Staff (51.18) (51.18) Incremental - - - 25.90 25.90 Operational Costs (12.52) (12.52) TOTAL 52.50 122.33 85.92 100.35 362.10 IDA 48.15 110.06 75.59 73.70 307.10 States 0.55 8.85 4.25 16.15 29.80 GOI 4.80 3.42 6.08 10.90 25.20 Note: Figures in parentheses represent IDA financing. For equipment procured under ICB, a 152 domestic preference or the prevailing import duties, whichever is lower, may be accorded for locally manufactured equipment. All procurement under ICB would be subject to prior review and approval of the Association. 4.26 Technical Assistance (US$1.7 Million). Foreign and Local consultants for capacity building would be selected according to the IDA Guidelines for - 24 - the Use o. Consultants and would be subject to prior review and approval of the Association. 4.27 IDA Review. Civil works contracts exceeding US$300,000 which represent 55Z of the total cost of civil works and all equipment and vehicles procured under ICB representing about 502 of total equipment and vehicle costs, would be subject to prior review and approval by the Association. For civil works contracts awarded under LCB, the Association would approve for each State and Delhi, standard bid documents which would be used throughout the project. Contracts for furniture, books and instructional materials over US$200,000 each and totalling about US$13.0 million or about 65Z of the total cost of furniture, books and instructional materials would be procured through local competitive bidding and subject to prior review by the Association. Overall, about 60Z of the project costs would be subject to prior review. This percentage of prior review is considered satisfactory in view of the agreed use of standard documents for LCB. I. Accounting and Auditing 4.28 The project would be subject to normal GOI accounting and auditing procedures which are considered satisfactory to IDA. The State Directorates would maintain separate project accounts. The GOI and each State and Delhi agreed during negotiation that: (a) accounts and financial statements for each fiscal year would be prepared and audited by independent auditors acceptable to the Association; (b) statements of expenditures would be m%intained in accordance with sound accounting practices, be maintained at least one year after the completion of the audit for the fiscal year in which the last withdrawal was made and a separate opinion on SOEs be included in the annual audit; and (c) certified copies of the audited accounts including the Special Account and financial statements for each fiscal year, together with the Auditor's Report would be furnished to the Association as soon as available, but not later than nine months after the end of each fiscal year. V. BENEFITS AND RISKS A. Benefits 5.01 A major benefit of the proposed project is that it would provide technicians of suitable quality and in the numbers required by the public and private industrial sector in India. Over the project period about 30,500 additional technician training places would be created, representing about 40Z of estimated total technician training needs. The emphasis given to the promotion of Continuing Education and Distance Learning programs means that there is a recognition that the system must also serve the rural and informal sectors. These programs because of their design, content, and duration are more suitable for working technicians, as well as skilled workers in the informal sector. Expanded programs for women also means that serious efforts are underway to more fully integrate women into the modern sector and expand their opportunities for wage employment. Ultimately, the major benefit of the project beyond numbers of students trained, is that it would assist in the reformation of policies that previously constrained the Polytechnic system and support institutional development processes such as the introduction of flexibility in student entrance and graduation requirements, granting academic, financial and administrative autonomy to a selected number of Polytechnics in a phased manner, faculty development for teachers and instructors, creating Curriculum Development Centers to develop courses and training techniques which meet new and emerging sector requirements, and the - 25 - institutionalization of maintenance, internal revenue generation programs and Institute-Industry Interaction programs. These changes would facilitate the ability of the system to respond to a rapidly changing environment, and would contribute to the technology transfer objective which is a key aspect of development. B. Risks 5.02 The major risk concerns the ability of individual States to undertake a large integrated program of both policy reform and physical development. This risk has to some extent been mitigated by the detailed Action Plans which have been prepared by each State, the Detailed Project Reports prepared by each Polytechnic and by the enhanced staffing of the Directorates and Boards of Technical Education in the implementing States, and the support to be provided to the States by the BTE and DGS&D in the Center. The problems of implementation should also be minimized to a certain extent by the financing arrangements agreed to by the States and Center, the form of project supervision to be undertaken by the tNPIU and SPIUs, the annual reviews of Action Plans and DPRs to be conducted by IDA with the States, and the flexibility built into project design. Another risk is the availability of suitably qualified instructors and the ability of the States to recruit and maintain them in service. Each State has addressed this problem. Beyond incentives such as housing and new pay scales, the developmant of career development systems which would allow instructors to advance in their careers and also give them the opportunity to take time out to work in industry with no loss of seniority, is expected to assist considerably in overcoming this risk. VI. AGREEMENTS REACHED 6.01 During negotiations, the GOI provided assurances that it shall: (a) withhold and cause the Project States and Delhi to withhold the establishment of any new publicly funded Polytechnic in the project States and Delhi without the prior approval of the AICTE (para 3.09); (b) by December 1, 1991, jointly with the States and Delhi, develop and institute and thereafter maintain fellowship training programs, including study tours, as agreed with the Association (para 3.27); (c) staff and maintain the NPIU and the TTTIs according to an agreed Schedule of Deployment of Key Additional Staff (paras 4.12 and 4.14); and (d) in conjunction with the project States and Delhi and the Association, undertake an annual review of project progress on the basis of monitorable benchmarks agreed to by the project States, Delhi and the Association (para 4.17). 6.02 During negotiations, the States and Delhi provided assurances that they shall: (a) (i) by December 31, 1991, review the current practices and levels of internal revenue generation for their respective Polytechnics and develop plans to increase internal revenue generation through various ways and means; and (ii) cause their respective Polytechnics to charge fees to recover the full costs of continuing education - 26 - programs being administered by them for public and private sector industry (paras 3.08 and 3.10); (b) introduce in a phased manner, the Multi-Point Entry and Credit System in selected disciplines and Polytechnics (para 3.09); (c) develop and expand diploma programs for women and in conjunction therewith, make concurrent efforts including the establishment of a Special Cell in each Women's Polytechnic, to identify and obtain suitable employment opportunities for women (para 3.13); (d) (i) provide additional staff to their respective Directorates and Boards of Technical Education, SPIUs, Polytechnics and other related institutions in accordance with an agreed Schedule of Deployment of Key Additional Staff; and (ii) institute by January 31, 1992, a Faculty Development System for technical teachers in accordance with a plan satisfactory to the Association (para 3.16, 3.22, and 4.17); (e) prepare and furnish to the Association by December 31 of each year, draft annual plans for the next fiscal year for (i) the introduction of new technician programs in their respective Polytechnics; (ii) the construction of new and rehabilitation of existing facilities; and (iii) training of teachers including local and foreign fellowships (paras 3.16, 3.17, and 4.09); (f) (i) provide adequate resources for their respective Polytechnics for the maintenance of buildings and equipment; and (ii) delegate appropriate financial powers to Polytechnic Principals to enable them to undertake annual maintenance programs at their respective Polytechnics (para 3.19); (g) promote close interaction of Polytechnics with industry by (i) developing and implementing Industry-Institute Interaction programs satisfactory to the Association and (ii) constituting an Industry- Institute Interaction Cell at each of their respective Polytechnics, and Directorates of Technical Education; and (iii) appointing Advisory Committees and Industrial Liaison and Placement Officers to lead the said Industry-Institut( Interaction Cells (para 3.26); (h) by December 1, 1991, jointly with the GOI, develop and institute and thereafter maintain fellowship training programs, including study tours, as agreed with the Association (para 3.27); and (i) (i) develop and establish an MIS in the NPIU and SPIUs (ii) in conjunction with the GOI, implement a Project Supervision Plan as agreed with the Association, and (iii) in conjunction with the GOI and the Association, undertake an Annual Review of project progress on the basis of benchmarks agreed to by the GOI and the Association (para 4.17). 6.03 With the above assurances, the proposed project constitutes a suitable basis for an IDA Credit of SDR 213.5 million (US$307.1 million equivalent) to India at standard IDA terms with 35 years maturity. 27 ANNEX 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Polytechnics by State Showing Enrollments (1988/89) PoIyt.ch,. ca FoI,t.chn,ca States _ Nube5o p Povt , 'c. ^ -co f ^e Offs- In/ C%b OC r tn Can^i P&rt t *e Post-d-plo.ns &y a Totat Coed eonen.- Tot.! Co..uans And. Pr.deah 56 42 14 23 79 6 3 9,300 2,700 12,000 As... 8 7 1 - 8 - 2 3,100 350 3,450 Haeyna 14 11 3 - 14 1 3 1,870 350 2 220 H,M&.hal P-ade.h 4 3 1 - 4 - 2 600 100 700 maha.ahtis 51 48 3 187 289 6 a 23,000 3,000 26,000 Pi,rJmb 18 14 2 - 18 4 1 3,500 D00 4,000 T*.!l Ned. S5 44 11 74 129 IS 10 19,000 6,400 25,400 West 86ngaI 30 29 1 - 30 9 - 12,300 250 12,5SW Doh. 8 6 2 10 18 3 2 5,355 1,800 7,155 Tot.1 242 204 38 294 589 44 29 78,025 15,450 93,475 So-rce Stat. D r.ctoras of Technical Educat or 1/ Co.. not dude P,inatq PoIyt.chhcs.. - 28 - ANNEX 2 INDIA SECOND TECHNICIAN EDUCATION PROJECT Guidelines for Recognition of Private Polytechnics Guidelines Laid Down by the All India Council for Technical Education for Fulfilment by the Private Technical Institutions for AICTE's Approval (a) The finar.cial position of the Organizaton is sound. (b) The Organization is genuinely interested in the development of technical education and has a history/background of developing educational facilities with or without aid from Central or State Governments. (c) The management system including Governing Council should be as per guidelines laid down by the AICTE. (d) The Chairman of the Governing Council shall be appointed as per norms laid down by the AICTE. (e) The infrastructure and other facilities should be provided as per norms laid down by the AICTE. (f) The admissions should be made strictly on merit and the institutions concerned should join the entrance test at the national or at the State level or associate with the tests conducted by the technological institutions of national importance or similar other bodies and admit students based on the results of any one of these tests in order of merit. (g) The tuition and other fees should be prescribed as laid down by the State Government in the over-all criteria prescribed by the AICTE. (h) The Institute should be financially and academically viable. (i) The courses to be started should be as per assessed technical manpower needs and should be as far as possible in emerging areas or where employment potential is clearly foreseen. (j) The accounts of the Institute should be audited by a Chartered Accountant and be open for inspection by AICTE or anybody authorized by it. (k) The staff should be recruited on all India basis by open selection as per qualification and experience etc., laid down by the AICTE. (1) The reservation in these private institutions may be provided as per policy of the respective State Governments. - 29 - ANNEX 3 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT The Technical Education System in India 1. Industrial workers in India are developed through a system of publicaly financed training and education institutions, private institutions, informal sector apprenticeship-type training arrangements, and the in-plant training programs conducted by public and private sector enterprises. The publicaly finaniced technical education system operates at three levels. 2. Certificate level programs produce skilled workers and are operated at about 1,887 Industrial Training Institutes (ITIs) run by the Directorate General of Employment and Training (DGET) in the Ministry of Labor at the Center. About 325,000 students are trained annually in about 140 trade areas, and the entry requirement to these programs is 10 years of basic education. Vocational education certificate level courses are offered in agriculture, business, commerce, health and paramedical, home science and humanities. in addition to engineering trades. Another 1,500 vocational schools offer thesa courses, admitting about 72,000 students annually. The National Council for Vocational Training at the national level, and the Directorates of Vocational Training in the States look after the planning and operation of this scheme. 3. Diploma program producing middle-level supervisory staff who are designated as technicians, are operated at over 467 Polytechnics. Admission to this program requires 10 years of basic education, and courses are of three years durat-on in the conventional disciplines of civil, mechanical and electrical engineering. About 20Z of the Polytechnics offer programs in other fields. In all, programs are offered in 90 engineering and non-engineering disciplines admitting about 68,000 students annually. A few institutions conduct post-diploma and advanced diploma programs in selected areas. 4. Degree level institutions in engineering can be divided into three groups: Indian Institutes of Technology (IITs); Regional Engineering Colleges (RECs) and State Engineering Colleges (SECs). The 5 IITs offer both undergraduate and graduate and research degree programs with a bias to technology development, and admit about 1,300 students for res.arch and graduate programs each year. These are national institutions and are fully funded by the Government of India (GOI). There are 17 Regional Engineering Colleges (RECs) which offer undergraduate, postgraduate and research degree programs. Thav have an annual intake of about 4,650 for the Bachelor's Degree and 850 for the Masters Degree. There are 272 State Engineering Colleges which offer undeigraduate programs with an annual intake of about 24,000 students. A few of these institutions also offer graduate programs with an annual intake of about 3,800 students. 5. There are four Technical Teacher Training Institutes (TTTIs) which prepare graduates in engineering and diploma holders to become teachers in polytechnics. These institutions have, over the years, de- Loped as resource institutions for the technical education system. In %r -on to offering in- 30 - ANNEX 3 Page 2 service teacher traininig programs, they also undertake projects in areas such as curriculum, media, and management development, educational research, measurement and evaluation, laboratory instruction, policy analysis, and research and computer education. They also offer consultant services to the central and state governments, industry, and other organizations in the country. 6. Quality Improvement Centers at IITs and other selected institutions offer Masters and Doctoral programs for teachers in Engineering Colleges, REC and IlTs; and in addition, organize short courses in various areas of engineering and technology. The Indian Society for Technical Educaticn (ISTE) sponsors a number of summer and winter schools for teachers of engineering colleges, RECs and IlTs. The teaching faculty in these institutions include Principal/DIrector, Professors, Associate Professor/Assistant Professors and Lecturers. The sanctioned teaching staff strength of all categories is about 18,000. However, the vacancy rate is about 22Z, with vacancies at the lecturer position being 26Z, 25.5? at the Assistant Professor level, and about 18.4Z at the Associate Professor/Professor positions. Management and Administration of Technical Education 7. The planning, promotion, and control of technical education rests with the All India Council for Technical Education (AICTE) and the Bureau of Technical Education in Department of Education, Ministry of Human Resources Development at the national level (Chart 3). The system is operated at the state level by the Directorates and State Boards of Technical Education. The AICTE is the apex body providing leadership in the planning, promotion and regulation of technical education in the country. It has fxve All India Boards of Technical Studies for: (a) Vocational Education (b) Technician Education; (c) Undergraduate Studies; (d) Post-Graduate Engineering Studies and Research; and (e) Management Studies (Chart 4). The Bureau of Technical Education acts as the adminstrative or governmental arm of AICTE and its various Boards, while at the same time, has powers relating to the processing, implementation, monitoring, control and evaluation of programs and projects in Central institutions, and centrally-sponsored and Plan schemes. The National Technical Manpower Information System (NTMIS) at the center with nodal points in the states, furnishes relevant manpower information for technical education planning. In the states, State Departments/Directorates/Boards of Technical Education are responsible for the planning, management, administration and funding of technical education. FINANCING 8. The financing of technical education is undertaken by both the Center and the States under two heads: Non-Plan and Plan expenditures. Non- Plan expenditures cover on-going programs and existing institutions, while Plan expenditures are incurred on new projects/schemes which are funded during the Five-Year Plan period. Many Plan schemes continue after five years and thus become non-plan programs. The financing of education by the Center and States by level under the First through Sixth Five-Year Plan is shown in attached Table 2. The Central Government finances technical education under two major areas: ceni,ral institutions and Central Intervention Schemes, and 31 - ANNEX 3 Page 3 has over the previous six Five-Year Plans allocated about 12Z of education resources to technical education. CENTRAL FUNDING OF EDUCATION Educational First Second Third Fourth Holiday Fifth Sixth Level Plan Plan Plan Plan Plan Plan Plan ------------------ Rs. Millions ------------------- Total General 133 224 848 241 697 1092 2247 (87) (82) (79) (75) (85) (85) (89) Technical 20 49 125 81 125 156 27C (13) (10) (21) (25) (15) (12) (11) Grand Total 153 273 589 322 823 1285 2524 (100) (100) (100) (100) (100) (100) (100) Note: Figures in brackets are percentages to total. 9. The Center finances a number of national level institutes including the 5 IlTs, 17 RECs, 4 Indian Institutes of Management (IIMs), School of Planning and Architecture, National Institute of Foundry and Forge Technology. National Institute of Training in Industrial Engineering (NITIE), the 4 TTTIs, the International Center for Science and Technology Education (ICSTE), the North Eastern Regional Institute of Science and Technology, the Indian Institute of Technology in Assam, and the Longowal Institute of Technology and Engineering in Punjab. 10. GOI also funds a number of programs for quality improvement and consolidation of t.e system operated by the States. Central Assistance Schemes include the following: (a) Community Polytechnics; (b) Modernization and removal of obsolescence; (c) Establishment of Quality Improvement Centers; (d) Vocational Education; (e) Post-Gradu.te Programs and Research; (f) Computerization and the development of computer technology; (g) Technical education in the Universities and Apprenticeship training of Engineering graduates and Diploma Holders; (h) Expansion of facilities in the areas of weakness; and (i) Creation of infrastructure in emerging technology areas. 11. State financing of technical education includes the whole or part financing of RECs and Polytechnics. In the case of RECs, the states cover 502 of recurring expenditures and provide land and other amenities. The other costs are borne by GOI. The States are fully responsible for the - 32 - ANNEX 3 Page 4 Polytechnics, and also finance privately managed and approved Engineering Colleges and Polytechnics at levels varying from 752 to 95Z of recurring expenditure. 12. About 20Z of the students who enroll in Polytechnics and RECs receive stipends and fellowships. All students from scheduled castes and backward tribes receive free education as well as followships. All Post- Graduate students and Doctoral candidates are provided with fellowships. The average expenditure by a student on boarding and lodging is about Rs.300 per month for Polytechnics and Rs. 500 per month for RECs. EMPLOYMENT 13. It is estimated that about 272 of technicians and engineering graduates find employment in the public sector undertaking, 382 in the private sector, 23Z in State Governments and local bodies; 52 in the Central Government and the remainder in other areas. About 73Z of graduates typically find employment in Government, while only 172 go into manufacturing, 9.62 in Electricity and Gas, and 0.42 in repair and maintenance. EMPLOYMENT DETAILS OF ENGINEERS AND TECHNICIANS -------------------------------------------------------------__- Z employed Zemployed Others 2 employed in Public in Private including Institution (Tota) Sector Sector Self-employed --------------------------------------------------------__------ Regional Engg. 85-90 30-35 25-30 30-35 Colleges Other Engg. 75-80 20-25 20-25 25-30 Colleges Polytechnics 55-60 20-25 20-25 25-30 ---------------------------------------------------------------- Note: A large number is employed in the unorganized sector, in small scale industries and in countries outside India. The exact details of these are not available. 3 33 - ANNEX 3 Page 5 Table 1: Center and State Plan Outlays for Education During Five Year Plans CENTER STATES Z Education Z Education All to All All to All Plan Sectors Education Sectors Sectors Education Sectors -- Rs. Millions --- -- Rs. Millions -- I 899 44 4.9 1457 126 8.6 II 2559 70 2.7 2241 207 9.2 III 3600 148 4.1 3900 412 10.6 IV 8871 271 3.1 7031 551 7.8 V 20437 405 2.0 18866 800 4.2 VI 47250 735 1.6 50250 1789 3.6 Table 2: Intra-Sectoral Resource Allocation for Education in India during Plan Periods Educational First Second Third Fourth Plan Fifth Sixth Level Plan Plan Plan Plan Holiday Plan Plan Elementary * 85 95 178 65 235 410 906 (56) (35) (30) (200) (29) (32) (36) Secondary 20 51 103 53 118 250 398 (13) (19) (18) (16) (14) (19) (16) University 14 48 87 77 184 292 486 (13) (19) (18) (16) (14) (19) (16) Other 14 48 87 77 184 292 486 (General) ** (13) (19) (18) (16) (14) (19) (16) * including pre-school education. ** including teacher, education social education (youth services), cultural programs, etc. - 34 - -. 34 -ANNEX 4 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Problems and Issues in Technical Education Introduction 1. Despite the impressive growth and diversification which the technical education system in India has undergone in the past four decades, it still suffers from a variety of problems which are directly related to and affect its capacity to respond to the changing needs in the society, the quality of graduates which it produces, and the efficiency with which it is operated. Capacity 2. As the industrial modernization process increases in momentum in India, the emphasis in production is shifting from the older labor-intensive industries to ones requiring more skill-oriented manpower. Technical skills in new areas and familiarity with new methods of technology are becoming increasingly important. There is consensus in India today that the country needs two distinct types of technical personnel at the diploma level to respond to these changes: these are the Technician and the Technician- Engineer. This would be in keeping with industrial developments, training, and employment patterns in the advanced and middle-income countries. 3. Given the requirements for these different types of workers and the emerging demand for a wide variety of diversified and specialized occupations, the Polytechnics are not as yet capable of fully responding to these needs. For example, 80% of the Polytechnics offer only the conventional courses in civil, mechanical, and electrical engineering, while only 202 offer some form of diversified program. Only 11 Polytechnics offer Advanced Technician Diploma programs, which are designed to produce the Technician-Engineer. The Emerging Areas where programs are required but are not yet underway include non-conventional energy including bio-gas conversion and gasification of fuels, environmental engineering, bio-technology, communication and irforma- tion processing, computer-aided design and manufacturing (CAD/CAM), fiber optics, microprocessors, oceanography, vacuum technology and cryogenics. 4. A second problem, which is directly rLiated to the system's capacity to respond to changing needs, is the rigidity in the structure of various diploma programs. In India, as in most countries, there is the formal institution- based diploma program. However, the need for a highly flexible system where students can gain entry and reentry through part-time, day and/or block- release programs is a necessity. The Diploma course. is of three-year duration for all courses and all students, despite the fact that some come with 12 years of basic education from the school system or are Industrial Training Institute (ITI) graduates. Gujarat has introduced the Multi-point Entry and Credit System which is explained in more detail in Annex 10. The eight States participating in the First Technician Education Project will also gradually introduce this system in selected Polytechnics. About 252 of the existing Polytechnics offer part-time diploma programs of eight-semesters duration. Most of these are in conventional subjects and the same as the regular - 35 - ANNEX 4 Page 2 program. The need for introducing flexibility into the technician education system and developing responsive continuing education programs is clear. This is particularly obvious when it is noted that there is a stock of about one million engineers and technicians who require updating and retraining to meet the changing needs of industry and the modern sectors. 5. While the technical education system has concentrated on producing workers for the organized sector, about 752 of the population live in rural areas and are engaged in activities in the so-called "unorganized" sector. There is a need therefore for technical education institutions to respond in some way to this prevalent pattern of employment by offering relevant pro- grams. Of the 467 Government Polytechnics, 129 of them have undertaken programs which address some rural development problems. Typically, these Polytechnics offer short courses which are responsive to local needs and they act as "service" centers for rural artisans and entrepreneurs. These 'Community Polytechnics" are the only real response to date to this need and demand. 6. While women constitute about 50 of the population, their participation in technician education is low. Only 40 out of about 240 Polytechnics in the proposed project States offer courses to women, and only 14% of enrollment in Polytechnics are women. The courses which are offered tend to be traditional and do not facilitate the participation of women in modern sector wage employment. One of the major obstacles to female enrollment is the lack of separate residential accommodation at the Polytechnics. It has also been suggested that few women seek admission to coeducational programs, preferring instead to enroll in exclusively female institutions. Quality 7. Although many of the technical education institutions such as the Indian Institutes of Technology (IITs) turn out students who are in demand both domestically and internationally, the quality of training is poor in the Polytechnics. The most prominent reason for this is a teaching force which lacks adequate pedagogical training as well as industrial experieince. The system has been unable to attract and sustain the motivation of teachers because of non-competitive pay scales and other amenities of which the provision of housing is critically important. Hence, about 30Z of teaching positions at the Polytechnics remain vacant. 8. Of the 15,000 teachers in the Polytechnics, only 2,000 have undergone formal teacher training, and only another 4,500 some type of short duration training course. With the need to expand programs in new areas, it is estimated that about 10,000 teachers have to be trained in long-term programs and another 6.000 in updating courses. The Technical Teacher Training Institutes (TTTIs) have so far been able to train only about 20% of the existing stock of Polytechnic teachers. Their capacity would have to be doubled to meet a part of the demand for institutional training, as well as for them to organize other distance education programs. Industrial training facilities are rarely utilized for training faculty, and specialized programs to train faculty in educational technology, curriculum development, preparation of training aids, media design, testing, and evaluation and planning, do not exist at the State level. - 36 - ANNEX 4 Page 3 . A major factor which emerges from this lack of formal content updating. training in pedagogic skills, and industrial experience, is that teachers revert to 'chalk and talk, teaching practices. The majority of teachers have been unable to introduce instructional strategies such as student-centered and resource-based learning because of the lack of instructional (hard and software) materials, particularly a variety of media including television and :omputers. Computers are seen as especially impartant in the training of !ngineers and technicians. The lack of print/non-print materials, repro- -raphic facilities, and books and journals in functioning libraries when zombined with limited teacher training, lower the standard of instruction and the quality of trainees who graduate from these institutions. 1O. The limited flexibility and course selection in the Diploma program is reflected in the curriculum. While the TTTIs and State Boards of Technical Education are charged with the task of assisting the Polytechnics with important tasks like the systematic reappraisal of teaching technology, levelopment of teaching aids, and learning resources materials, student evaluation, preparation of teaching manuals and the training of teachers in educational technologies, little has been done in the past. Both the TTTIs and the Boards of Technical Education are being strengthened in the First rechnician Education Project to be Regional and State-level Resource Centers respectively. Ll. The quality of the system is also affected by the equipment and Facilities available for teaching, as well as the learning environment. Over the years, obsolescence of equipment and instructional facilities have assumed !normous proportions at the Polytechnics. About 60Z of the Polytechnics were *stablished two or three decades ago, hence much of the equipment and labora- tories are not only outdated but unserviceable. The "standard equipment Lists' which were prepared twenty-five years ago need replacing not only jecause of age, but because of changing syllabi, introduction of new courses, and the use of different equipment in industry. Laboratories in particular ieed modernization, as it would be especially difficult to correlate theore- tical courses with experimental work in the absence of up-to-date modern Facilities. The need for computers and electronic instrumentation is also *vident. Only 1OZ of the Polytechnics have computer facilities. Hostels and -taff housing at the Polytechnics are totally inadequate. 1fficiency L2. The technical education system needs considerable strengthening to Lmprove its internal and external efficiency. At present systematic planning Ls hampered by the lack of relevant, meaningful and reliable information about .he internal and external efficiency of the system and for decision making at ,he right levels at the right time. For example, the National Technical 4anpower Information System 1/ only covers occupations by categories and juantitative information on broad areas of supply and demand. It does not :ake into account changing job profiles and income patterns. As important, -here is no organized system for evaluating on a continuing basis the demand ,y industry for Polytechnic graduates, for diversification and phasing out of L/ SAR, India: Technician Education Project, Report No.8384-IN, Annex 7. - 37 - ANNEX 4 Page 4 on-going programs, and for the introduction of new programs in emerging technologies. The Institute for Applied Manpower Research (IAMR) is the lead Center in the NTMIS, but performance both at the IAMR and at the nodal centers in the States needs support. What is needed is to link the NTMIS to a broader computerized management information system. This problem is being addressed in the First Technician Education Project. 13. Employment and External Efficiency. India has the third largest pool of technicians in the world. Different data sources suggest that manufacturing jobs increased at a much slower pace in the 1980s than in the 1970s, despite a sharp rise in industrial growth. This was a result of increased capital intensity brought about by a policy envirot. jnt which discouraged job crea- tion. Given the need for India to generate productive employment in the next few decades, new industrial labor strategies and policies are necessary. 2/ Assuming that industrial growth, especially in the manufacturing sector will continue apace in the foreseeable future, a shift is needed from the present practice of preserving employment and upgrading existing jobs in existing firms, to an aggressive policy of promoting substantial employment growth in order to insure that higher growth i s translated into higher labor demands. 14. Since the mid 1950s, India has made significant efforts in policy reforms as evidenced by the Industries (Development and Regulation) Act of 1951 and the Second Industrial Policy Resolution in 1956. Although these reforms have resulted in significant overall output and investment growth, there is still insufficient technological progress in a large number of subsectors. 3/ For future industrial expansion, India should take advantage of three sectors, industrial electronics, computers and data processing, and telecommunications, which are less penalized by the industrial environment than other areas of activity and which in addition, thrive on intensive use of skilled manpower. 15. Graduates of Polytechnics are primarily employed at the skilled technician level or as supervisors for semi-skilled and unskilled workers. Because of the dearth of employment at this level, diploma graduates have been known to accept jobs which require far lower qualifications, resulting in underemployment. At present, 40Z of Polytechnic graduates are employed in the organized sector where limited employment growth has pushed up wages and other labor costs as compared to the unorganized sector. 4; 16. Data analyzed on the demand for and supply of technicians at the all- India level and by engineering specialty show that there has been an over- 2/ World Bank, India: Poverty, Employment and Social Services, Country Economic Memorandum, Report No. 7617-IN, February 2, 1989. 3/ World Bank, India: Policies for Industrial Technology Development, Report No. 6715-IN, May 11, 1987. 4/ The unorganized sector includes household establishments and small- scale establishments with less than ten workers and power, or less than 20 workers and no power. - 38 - ANNEX 4 Page 5 zupply in civil engineering since the late 1970s. 5/ If no policy intervention is initiated, this situation will result in a cumulative surplus of over 85,000 civil engineering technicians by the year 1995/96. Although there is at present an oversupply of mechanical engineers, it is expected that the economic growth rate of about 5Z predicted for the Eighth (1990-94) Plan will absorb this excess up to the year 1992/93 after which there could be an undersupply. In the case of electrical engineers, demand is expected to exceed supply by 1990/91 with a cumulative gap of over 51,000 by 1995/96. For chemical, metallurgical and electronics engineering technicians, demand has already exceeded supply in the region of 1,500, 5,000, and 6,000 respectively for the year 1988/89. If the GOI's industrial policy is to move rapidly into emerging technology areas, i.e., electronics, computers and data processing, and telecommunications, and is to succeed, the out-turn of graduates in these disciplines will have to be increased as soon as possible. 17. In order to close the gap between the demand for and supply of technicians, there are three fundamental areas which must be addressed in the coming decade. These are to: (a) plan the supply of technicians by engineering specialty to meet the needs of new technology industries and the unorganized sector; (b) curtail oversupply in disciplines which are saturated; and (c) provide incentives and opportunities to industries which disseminate modern technologies which are labor intensive and those where India has a competitive advantage. 18. For the above policies to work, the linkages between industry and Polytechnics which are presently weak, need considerable improvement. These linkages are being strengthened in the eight States participating in the First Technician Education Project. Industry sometimes considers Polytechnics graduates too theoretical for immediate employment. Technical education institutions sometimes do not sufficiently appreciate that developing the technical skills and knowledge of students to participate in industrial production is their main function. Interaction with the community, professional societies, and amongst institutions is also not very strong. Polytechnics tend to operate in isolation and major efforts will be required to get programs to be more relevant to the needs of industry. In such an environment, internal as well as external efficiency will remain low, contributing to unfavorable performance and high costs per graduate. A system which is not well integrated with industry and not delivering the right product, needs substantial revision and changes. The Community Polytechnics, of which there are 129, provide some links to the rural and informal sector. 19. While dropouts are not a major problem, repetition is more prevalent in the system. Since admission to Polytechnics is usually on the basis of merit, the relatively better students gain admission and dropouts are low. The largest number of dropouts is normally in the first year and is generally due to students transferring to better institutions. Even in the private institutions where students of relatively lower merit are admitted, dropout rates are not very high. Students here pay high capitation fees for admission and are guaranteed graduation. The highest dropout rate is seen among scheduled caste and tribe students. In post-graduate courses, the dropout 5/ SAR, India: Technician Education Project, Report No.8384-IN, Annex 8. - 39 - ANNEX 4 Page 6 rates range between 30% and 60%, but this is due in large part to candidates gaining employment. 20. The examination system requires change and a rational student performance assessment system needs to be developed. The results of a recent examination of 700 first-year Polytechnic students at the end of the first semester revealed that only 29% were successful in the entire examination. Further, from a sample of 251 students entering three-year courses in two Polytechnics, only 46Z successfully completed their Diploma in the prescribed time. In some cases, examinations do not fairly reflect the curriculum. In other cases, standards which are set for passing are unreasonably high. The unrestricted "carry-overt reduces the motivation of students and burdens teachers with groups of students with an unreasonably wide range of achieve- ment. It would be appropriate to revise and publish comprehensive guides for examiners on the setting, marking and moderating of question papers as is done by the City Guilds of London which is the examining body in technical educa- tion in the United Kingdom. 21. More than dropouts and repeaters, it is the disinterested student who poses a serious problem in the system. Student indiscipline has increased in recent years, and this has a relationship to the nonacademic environment, poor instructors, postponement of examinations, unemployment of graduates, and political interference in the activities of these institutions. Absence of proper guidance and counselling services and indifference toward the community have aggravated the problem. Guidance and counselling services in an or- ganized form are absent in most institutions. Placement services should be provided by a Placement Officer, but in most institutions this position does not exist or is unfilled. Even campus interviews with potential employers are not arranged by all the institutes. 22. The organizations and institutions which operate the system need strengthening if the efficiency is to be improved. The Bureau of Technical Education (BTE) and its four regional offices need assistance. The work load of the BTE has increased, particularly its role as the Secretariat to the AICTE, but this has not been accompanied by the necessary expansion of staff. The State Directorates and Boards of Technical Education are mainly concerned with administration. Typically, the Directorates have no professional units for promoting industry-institute linkages, Community Polytechnics, employment planning and curriculum development. The Boards are concerned only with conducting examinations but need to be involved in curriculum development and review. With the mushrooming of private technical institutions, there is also a need to maintain performance standards. A system of approval/sanction, recognition and ultimate accreditation is now in its infancy. At the institutional level, efficiency can be improved when Polytechnics are autonomous in financial, administrative and academic matters. By the completion of the First Technician Education Project, a total of 49 Polytechnics will enjoy some degree of autonomy. - 40 - ANNEX 5 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT The Ten-Year (1990-99) Technician Education Investment Program l OBJECTTVE: 8th Five Year Planl9th Fiv- Yoar Plani Total I COMPONENT/ACTIVITY (1990-94) 1 (1995-99) I (1§649) 1 Rs. US8 I Rx. USS I R. USS $ - - - - - - -- - - _ I-- - - - --__ I- i------------- llion…----------------- l CAPACITY EXPANSION: | l I Now Technology Programs I I I - Introduco 80 New Diploma programs and 1215.1 72.8 I 1413.0 84.6 I 2828.1 167.4 100 Advanced Technician Diploma programs - Develop 16 now Polytechnics 1726.9 108.4 1 2108.9 128.3 I 3836.8 229.7 - …----…---…--------------------------------------------------- ------------------ --------------- Continuing Education Programs: I - Establish 20 Continuing Education Centers 37.5 2.2 I 62.6 3.7 I 100.0 5.9 I l in the State Boards of Technical Education I I I I - Establish 100 Departments of Continuing 484.6 27.8 I 664.6 39.8 I 1129.0 87.6 I Education I Rural and Informal Sector Program* I I l l - Expand community Polytechnic system 841.0 20.4 I 461.0 27.6 8 802.0 48.0 I l - Establish 4 Special Institutions of 523.0 31.8 l 142.0 8.6 I 605.0 39.8 1 l Appropriate Tochnology | l - Undortake 4 experimental projectx for the 91.4 6.6 I 2.6 0.2 I 94.0 5.7 application of science and technology to rural development IWomen and Handicapped Programs - Establish 26 residential women's 1289.8 76.0 1613.2 90.6 I 2882.8 172.6 I Polytechnic* | I I - Establish 10 Departments of Technical Education for the handicapped 92.2 6.5 I 92.2 6.6 I 184.4 11.0 Student and Faculty Housing Programs I I I l - Construct hostelc for 20,000 boys and 1841.1 110.2 I 892.6 53.4 I 2733.8 163.6 I 10,000 girls, and houses for 7,800 teachers --------------------------------------------------------------…------------------…--------------- - 41 - ANNEX 5 Page 2 1 OBJECTIVE: 8th Five Y-or Plsnl9th Five Year Plani Total I COMPONENT/ACTIVITY (1990-i4) I (1995-99) 1 (1O g9) 1 Ro. US$ I Re. USI I Re. USS$ ------------------million…----------------- I QUALITY IMPROVEMENT: I l | Toech-r Education and Training ProgrOmO I I I I - Strengthon 4 Technical Teacher su Training 606.5 80.3 3 384.8 23.8 I 891.3 5638 I l Institutes. c l Curriculum Devolopment and Research Programs - Establish Curriculum Development Centers 129.0 7.7 134.0 8.0 2683.0 15.7 | in 26 states Boards of Technical Educotion I i Equipment and Facility Improveent Programs 1 1 - Modernize equipment in 467 Polytechnic 4866.4 29.1 1338.7 80.1 1 96.1 109.2 1 I EFFICIENCY IMPROVEMENT: I l r Internal Efficiency Pro9ams - Str-ngthening tho management system by 214.2 12.8 1 284.3 14.0 1 448.5 26.8 1 a a) establishing All India Board of l I s studies for Continuing Education; b) l l i strengthening the All India Board of l l I i Technical Eduetion; c) establishing l l I * computerized managoemnt Information 1 l i system; and d) giving acodemic autonomy to I l I a limited number of Polytechnics I l External Efficieney Programs - Expand & strengthen the National Technical 148.7 8.9 I 169.9 9.4 I 806.8 8. ; Manpower Information System l l j - Establish s National Board of Accreditation 19.4 1.2 I 23.8 1.4 I 42.7 2.8 6 BASE COSTS 13885.8 801.5 6 981E.1 687.7 1 23200.9 1389.21 l Contingercios lI I Physical (9.8%) 1311.8 78.8 1 942.2 56.4 1 2254.0 135.0 O Price (18%) 2361.6 140.8 1 3834.8 199.7 1 6888.4 340.6 1 l Sub total 3688.4 219.4 4277.0 256.1 l 7940.4 476. 6 Total Costs 17049.2 1020.9 114092.1 843.8 l 31141.3 1864.71 -------------------------------------------------------------__--------------__-------------------- - 42 - ANNEX 6 INDIA SECOND TECHNICIAN EDUCATION PROJECT Present Fee Structure at Polytechnics in Project States Existing Annaul Fee Structure Annual Z of cost State Tuition Boarding Other Total Operational covered Cost per by student student Fees Andhra Pradesh 72.00 150.00 - 222.00 5500.00 42 Assam 120.00 103.00 108.00 331.00 10500.00 3.3? Haryana Govt. 180.00 300.00 336.00 816.00 8537.00 9.9Z Himachal Pradesh Nil 120.00 540.00 660.00 12500.00 5.8? Maharashtra 200.00 3600.00 200.00 4000.00 6500.00 2.72 Punjab Nil 75.00 Nil 75.00 8800.00 0.42 West Bengal 144.00 144.00 20.00 164.00 7000.00 2.3Z Delhi *100.00 180.00 171.00 451.00 7130.00 2.72 Tamil Nadu 180.00 - 40.00 220.00 6000.00 42 Source: State Directorate of Technical Education * In girls polytechnics, tuition fee is Rs.50/- p.a. No tuition fee charged from SC/ST and scholarship holders. - 43 - ANNEX 7 Page 1 INVIA SECOND TECHNICIAN_ EDUCATION PROJECT Criteria for Selection of States Developed by Government of India 1. For the World Bank-assisted project for development of technicl,.. education, the States are to be selected by applying two sets of criteria. The first set of criteria (A) will be applied to assess the performance of the State in the field of polytechnic education on the basis of broad performance parameters. The second set of criteria (B) would necessiate a degree of commitment of each State to fulfil specified actions. 2. Criteria A: (a) The capacity of the States to provide the necessary resources during the project period and to continue at the same level after the project is completed. This will be judged from the level of resource provision for technician education in the past: (b) The preparedness of the States to undertake the project. The State's short term and long term planning strategies, the preparation they have made for the implementation of programs in the thrust area of national policy, and the mechanisms created for these purposes at the Directorate, State Board and at the institution level would be the basis for assessing such preparedness; (c) States whose performance in the development of technician education have been consistently good would be preferred; (d) States which have been highly effective in managing the polytechnic education system would be selected for participation in the project. (e) The extent to which the State has ensured compliance with norms and standards by the institutions in the State. The institutions should also have consistently maintained high level of academic standards; (f) The degree of interaction with the industry and the linkages established by the faculty and students; (g) The effectiveness of resource allocation and the extent to which Polytechnics have been able to generate resources; (h) The backwardness of the State from a socio-economic point of view; (i) The Polytechnics in the State should have demonstrated a high level of capability and innovativeness and should have engaged themselves in purposeful innovative projects for improving the quality of technician education; - 44 - ANNEX 7 Page 2 (j) The efforts initiated at the State level to implement the national policy on technical education and the action taken so far within the polytechnic system; and (k) The degree to which the State has been able to plan staff development in an integrated manner and the extent to which such plans are implemented for the improvement of teacher performance in polytechnics. 2. Criteria B: Each state participating in the project will have to give a commitment to fulfil the following conditions; (a) provide budgetary allocations for effective maintenance of equipment and facilities; (b) make appropriate budget allocations to meet the matching fund formula for receipt of Centrai Assistance; (c) systematically fill all sanctioned instructor/teacher posts; (d) sponsor staff for initial and in-service training; (e) undertake curriculum revision, periodically at least once in 5 years; (f) gradually and systematically introduce autonomy in Polytechnics; (g) introduce flexibility in program structures in a phased manner; and (h) introduce examination reforms and maintain academic standards. - 45 - ANNEX 8 INDIA SECOND TECHNICIAN EDUCATION PROJECT Detailed Project Components by State -WA; ASSM HRY HIMACHALL * HASHITRA PN JAB TMIL WST ToAL COMPONENTS PRAOESH PRADESH INAM BENGAL DELHI CePac;tf Espana,on__ No. Diplos Coirsqs 14 2 16 4 40 12 41 14 12 57 IL Now Post Oplo-m Cour.,* 2 - 1 3 22 - 12 5 5 32 S I Now Co-ed Polyt.chn.c, ISa I I - - 2 1 9 Continuin Educst'on - I I 1 17 6 12 4 S 47 Contres I Ooprtent.t Com.,nity Polytechnics 6 5 _ _ 28 7 - 7 3 ti4 Residentalf Polytechnics 1 I 1 _ 2 3 _ 1 - 9 - W-ing for omen in 1 - _ _ 5 - - _ 6 co-ed Polytechnics Host Is/Re i dences Pilces for Boys 225 - 825 290 1200 330 - 1725 40 4625 - Places for Woman 2958 240 730 230 600 240 1200 790 20 7006 -Faculty Fiouses 161 - 281 63 200 120 - 161 40 1026 - Staff Quarters 1t1 - a6 75 _ 55 80 401 - I 814 Qual itY Inwroveeents I Modern;ting Labs and 56 8 12 4 43 14 36 30 a 211 Workshops (no. of Poly*. Staff Development Contere - 1 6 1 1 _ _ 10 Staff Oevnlopmept Cello - - _ 22 19 - 1 42 Computer Centers 5` 9 16 5 52 12 25 10 8 18i4 Introduction of 5 7 1 1 7 1 ti) 1 2 35 Flenibility (Multi-Point Entry * Credit System) Curriculum Development 1 1 1 7 1 1 1 1 15 Center. Learning Resource- I 1 1 8 1 1 1 14 Development Centres Learning Reource 3 9 16 a 55 a5 34 9 185 Utiliiztion Calls Faculty Development 330 253 392 120 1200 517 1Q53 789 789 6803 (No. of Teachers) Efficiency SoProvQvnt F,/g UDi rectorate/ (!y A"itional Staff 27 10 44 18 59 25 67 37 14 301 Industry-Institution rnteration. Central/Regional Cells I I 1 1 10 1 1 1 1 18 *Polytechnic Cells 6 ° 1a 5 18 19 5S 34 9 220 AutonoSous Polytechnics 5 - S 1 7 - 10 2 - 26 Maintenance CellsI Control/Reionl Lev 4 1 1 - 3 1 1 1 - 12 PolytI cnic Level r ( 16 i d2 12 6t 34 6 196 f/ Different typ*- of cour-se (Ny b-re by Stat will not add to tctall)~ - 46 - ANNEX 9 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Summary of New and Emerging Technology Courses to be Offered in Project Institutions Table 1: Diploma Course __ __ _ ____ __tAP AS 1A HP MA P.J TN WV DE TOTAL _A~ _ ! t 4 A p * WO fr we*r \1 > en S 5 -, -e Fo Ag- - t Erg Ae'. ng 1 1 F *'b 1 1 P.antat o A Foreet,y Eog.nee ng l 1 Ser cu tu,r 2 2 Sugar Techno ogy 1 1 Chencal Enl _n Ch ecci Er9 ne ng (Fort l per) 1 1 Ch ..cal Ern.rng" - (Pet-ochaecal) 1 1 2 Cheecal F.gqneernvg (Plqstc A Polymer) 1 2 3 Checal echrology A Erg.reergn 1 1 1 3 Pi.t c Technology 2 2 1 2 7 C,, Eno.neerna Arc ltctura Aoa eta t.htp 2 2 1 4 9 C-lI Eng-n*r-ng (Constructon) l 1 Civil En-neer-ng Arch.tecture a 8 Electrcal Electron-cs A Computer CA Cl .l El ectricl cA Mechanilcal 4 4 CnOematography a Sound Er,gneering 1 4 1 6 Computer Appl cation 1 1 Computer Scence A Eng;ineer.ng 9 5 1 12 S 8 6 1 46 Electrcal Eigine.-,ng 1 1 2 Electrical A Electronics Eng.neerrng 1 1 Electrical Instrumenta A Control 1 1 Electronrcc 1 S 6 Electronics A Communication Engineering 4 6 1 4 5 1 21 Electronic. A Inetrumenta,,on 7 7 14 Electron,cs A Teleco un.c t,on 7 9 16 Indumtr,al Electronics A Instrumeentation 1 1 Inetrumentat,on A Control 1 1 Inetr,-entat.on Technology 1 1 1 S 5 11 Med,cal Elertron,cs 2 1 3 Fashi~- Daagn Teetile A, Leather Commerc.! Art. A I@ndutreo" Desirn 1 1 Dress Deaigning A Carment Manufacturing 4 4 Fesh,on Technology A Text,le Deeign 1 1 2 FootMear Technology A Manufacturi-n 1 1 2 Carnent Fabr-cation Technolooy 1 1 Knittang Technology 1 1 Tet,. Des vn 1 1 1 3 2 8 Tentile Processing 1 1 Te t.l Technology (Spinning Weaning) 1 1 Mt e hn l, cal Aut Eobil- Engineering 3 36 MKantenance Engring 1 1 1 3 Marine Engnering 1 1 2 Mechanical Eg,ne-ring 2 1 3 Mechanical Engg A Production Technology 4 4 Mechanical De.gn A Drafting 1 1 Metallurgy 1 1 2 Min.ng Enginer,ng 3 Production Engineering 1 1 R*frigeraton A A,rcond,t.oning 1 1 MWdi c: 4 HeAl h aio-MedcTal En;gnerang 1 1 Ennironmental Eng,nee-ng A Public Health I 1 Pharmacy 2 3 1 6 Rt%ecf - Non-Enraineo,ina rmle- ~~~~~~~~~~~~~1 1 Office Management 1 1 2 Packaging Technology 1 1 2 Photography 1 1 Printing Technology 1 1 Secretarial Prectice 2 2 Tranel A Tourise 1 1 T,. ~ ~ ~ ___ A Totl NuImber of Conres 36 2 28 6 39 23 47 87 1S 228 Total Number of Typee of Courets 14 2 16 4 13 12 16 14 12 57 Medical Engg. Micro Procesaor - 47 - ANNEX 9 Page 2 Table 2: Post Diploma Courses AP AS HA HP MA PU TN WB DE TOTAL Electronics I Computer Advanced Msnufacturing Technology 1 1 CAD/CAM 1 1 Computer Application 1 4 a 9 1 18 Fiber Optics 1 1 Information Technclogy 1 1 Medical Electronics 1 1 Microprocessor Technology 1 1 2 Mining Electronics 1 1 Robotics & Automation 1 1 Satellita Technology 1 1 Tolematics 1 1 TV A Video Technology 1 1 Mechanical Automobile Technology & Engineering 1 1 Foundry Technology 2 1 8 Industrial Engineering 1 2 2 Offshore Engineering 1 1 Refrigeration A Airconditioning 1 1 Sea-Bed Mining 1 1 Tool & Dle Making 1 1 Tool Engineering 1 1 Others FT§&Technology 1 1 Cement Technology 2 2 Entrepreneurship Development 1 1 Environmental Engineering 1 1 Interior D-eign A Model Making Practice 1 1 Knitting A Garment Technology 1 1 Man-Made Textile 1 1 2 Petro Chemical Engineering 1 1 2 Printing A Packaging 1 1 Paper Technology 1 1 2 Rural Technology 1 1 Textile Design 1 1 Total Number of Courses 3 - 1 3 19 - 10 13 6 65 Total Number of Types of Cours-e 2 - 1 S 15 - 8 S 5 32 - 48 - ANNEX 9 Page 3 Table 3: New Technology and Additional Diploma Courses by State Total Total State DW PDW DCE PDCE Courses Places 1/ Andra Pradesh 12 - 24 3 39 4,230 Assam 2 - - - 2 180 Haryana 8 - 14 1 23 1,905 Himachal Pradesh 1 - 4 3 8 120 Maharashtra 14 1 26 19 60 3.185 Punjab 12 - 13 - 25 2,800 Tamil Nadu 14 1 27 11 63 5,210 West Bengal 11 3 28 11 53 2,530 Delhi 3 - 10 6 19 1,300 Grand Total 77 5 146 54 272 21,460 DW - Diploma Course/Women PDW - Post Diploma Course/Women DCE - Diploma Courses/Coeducational PDCE- Post Diploma Course, coeducational - 49 - ANNEX 10 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT New Coeducational Polytechnics by State AP AS HA HP KA PU TN we DE Total Number of E-sting Local Polytechn-c 42 7 11 3 48 14 46 S0 6 206 Numb., to be eatablished I - 3 1 1 - - 2 1 9 Number of Now DIOpooa Couraea 3 - 16 3 40 9 4 4 S 84 Number of 0.pl osa St.udnt Plces 450 - 1170 135 2805 1270 360 300 460 6940 Numb., of Now Post 0D,Ioma Cour-so - - 1 1 19 - - 1 2 24 Number of Post DOploma Student Places - - 30 30 380 - - 60 30 530 Number of Totel Add.tio"el Student Places 450 - 1170 165 3185 1270 360 360 480 7440 Teaching Staff Required 31 - 166 28 82 184 36 23 48 618 Workshops/Laboratorias Required 7 - e9 16 66 58 12 8 14 270 LIST OF NEW COED POLYTECHNICS AND POLYTECHNICS TO BE STRENGTHENED Andhra Pradesh Government Polytechnic, Bellampally Assam Haryana Government Polytechnic, Hissar Himachal Pradesh Government Polytechnic, Kangra Maharashtra Institute of Petro-Chemical Engineering, Panvel Government Polytechnic, Thane Government Polytechnic, Malvan Government Polytechnic, Alibag Government Polytechnic, Miraj Government Polytechnic, Ahmednagar Government Polytechnic, Jalna Government Polytechnic, Jintur Government Polytechnic, Beed Government Polytechnic, OsmanaLad - 50 - ANNEX 10 Page 2 Maharashtra Government Polytechnic, Washim Government Polytechnic, Arvi Government Polytechnic, Sakoli Government Polytechnic, Brahmapuri Government Polytechnic, Gadchiroli Government Polytechnic, Naskik West Bengal Government Polytechnic, Haldia Government Polytechnic, Rupnarainpur Government Polytechnic, Raiganj Government Polytechnic, Contai Delhi Government Polytechnic, Papankalan (Dwarka) - 51 - ANNEX 11 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Multi-Point Entry and Credit System One of the major problems faced by the Polytechnic System is the variety of target groups i.e., 10+, 10+ Technical, 10+ Technical Board Certificate, 12+ Science Stream, 12+ Technical Vocational Stream, all of which, in different proportions join a straight jacket three year program. Except for the 12+ students who are given exemption from taking some courses, all other groups are treated alike irrespective of their entry level. Rapid technological advancement in the different disciplines necessitates the offering of a wide range of courses of varying durations and different entry requirements for meeting the diverse manpower needs within and across disciplines. The New National Policy in Education, therefore rightly recognises the need for a flexible structure which would allow students to enter the system at different points depending on their entry level, and take the combination of courses that they need, thereby facilitating the production of manpower for a spectrum of technologies and occupations and enhancing the efficiency of the system. The Proposed Scheme The Ten-Year Investment Program includes a scheme for the introduction of the flexible system to 30 percent of all polytechnics by the year 1994 and all polytechnics by 1999. The flexible course structure involves students earning a stipulated number of credits for an award of a Diploma. For example, 135 credits each for a Diploma in civil, mechanical and electrical engineering. The number of credits per course is dependent on a formula related to the number of hours of lecture and practical work covered per week. Award of a Diploma in any of the engineering disciplines requires a minimum number of prescribed credits under each category of the following: Foundation courses, Hard Core courses, Soft Core coc--ses, Basic Technology courses, Applied Technology courses and Diversified courses. Present Status on the Introduction of Flexible Programs in Polytechnics At present, the only state which is actively working on the introduction of the Multipoint and Credit System for Polytechnics is Gujarat. This program is still in its infancy and will undoubtly face teething problems. However, it is reasonable to expect the scheme in Gujurat to be followed by the other states. In the first Technican Education project the eight project States are planning to introduce the flexible programs in 21 Polytechnics as a start. The ultimate intention is to spread this to as many Polytechnics in the system as possible. Gujarat has developed the details of teaching schemes for diploma programs in civil, mechanical and electrical engineering, the pre-requisite(s) - 52 - ANNEX 11 Page 2 for each course, the examination scheme and the semester during which each course will be offered. The scheme necessitates the establishment of a guidance and counselling system (unit) in each polytechnic to enable effective operation of programs based on the new system. Qualified staff at the unit will facilitate choice of courses by the students and furnish other information to teachers, Technical Examination Boards, etc. In addition, each polytechnic will be provided with marginal additional infrastructure, investments and staff needed for the introduction of the system. The flexible system has several advantages over the present rigid three- year system. 1/ These advantages include the fact that students will experience greater motivation as they will be able to select individual courses according to their interest and aptitude and can complete the Diploma program at a pace commensurate with their achievement level; the system has the potential to absorb larger student populations in required disciplines; course selection can be altered to cater to changing and diversifying manpower needs; and new courses can be introduced to keep students abreast with developments in industry and emerging technologies. Polytechnics Introducing the Multi-Point Entry and Credit System Haryana Government Polytechnic, Ambala City Himachal Pradesh Government Polytechnic, Sundernagar Maharashtra Government Polytechnic, Pune Government Polytechnic, Bombay Government Polytechnic, Aurangabad St. Xavier Technical Institute, Bombay Government Polytechnic, Kolhapur K.J. Somaiya Polytechnic, Bombay M.H.S.S. Polytechnic, Bombay Punjab Thapar Polytechnic, Patiala 1! SAR, India: Technician Education Project, Report No. 8384-IN of April 3, 1990 (Annex 6). - 53 - ANNEX 11 Page 3 Tamil Nadu Tamil Nadu Polytechnic. Madurai Government Polytechnic for Women, Madras Murugappa Polytechnic, Sathiamoorthy Nagar P.S.G. Polytechnic, Coinbatore Sri Ramakrishna Mission Vidyalaya Polytechnic, Coimbatore Nachimuthu Polytechnic, Pollachi Thiagarajar Polytechnic, Salem Seshasayee Institute of Technology, Tiruchirapalli Virundhunagar S. Vellaichamy Nadar Polytechnic, Rajapalayam P.A.C. Ramasamy Raja's Polytechnic, Rajapalayam Sankar Institute of Polytechnic, Sankar Nagar Delhi IVth Boy's Polytechnic, Pusa Kasturba Polytechnic, Maharani Bagh Pusa Polytechnica, Pusa Andhra Pradesh Government Polytechnic, Hyderabad J.N. Government Polytechnic, Hyderabad Government Polytechnica, Vishakhapatnam Government Polytechnic, Kakinada Government Polytechnic, Tirupati Assam All Polytechnics West Bengal R.K. Mission Shilpapith, Belur (autonomous) - 54 - ANNEX 12 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Continuing Education Centers and Departments by State AP AS HA HP MA PU TN WO DE Total Number of Center- to b Eotebl iahd - 1 1 . 1 I I 1 - 7 Additioral Staff Required - 1 4 2 4 4 3 4 - 22 Number of Depertmenta to be Eatabli-had - - - - 16 S 12 4 6 42 Additional Staff Required - - - - 16 15 40 71 Additional Workshops Required - - - - 16 6 5 - - 26 Number of Courses to be run per Year - 8 - 8 80 16 12 10 18 152 Number of Student to be Trained by 1997 - - 900 300 8200 2500 80D0 1200 4000 24520 Continuing Education Depertments will be etablished in the following Poly'chnica: Assam Assam Engineering Institute, Gauhati P.O.W Institute, Jorhat Silcher Polytechnic, Silcher Haryana Government Polytechnic, Ambala City Vaish Technical Institute, Rohtak Himachal Pradesh Government Polytechnic, Sundernagar Maharashtra Government Polytechnic, Bombay Government Polytechnic, Pune Government Polytechnic, Nashik Government Polytechnic, Aurangabad Govorrnment Polytechnic, Amaravati Government Polytechnic, Nagpur V.J. Technical Institute, Bombay (For Textile and Automobile) Government College of Pharmacy Maharashtra Institute of Printing Technology, Pune Institute of Hotel Management and Catering Technology Cusrow Wadia Institute of Technology, Pune W.C.E., Sangli Government Polytechnic, Kolhapur Government Polytechnic, Solapur Government Polytechnic, Nanded Government Polytechnic, Jalgaon Punjab Government Polytechnic, Amritsar Government Polytechnic, Batala Government Polytechnic, Hoshiarpur Government Institute of Textile Technology Thapar Polytechnic, Patiala - 55 - ANNEX 1 2 Page 2 r'amil Nadu 'dentral Polytechnic, Madras ramilnadu Polytechnic, Madurai ,overnment Polytechnic, Coimbatore ;overnment Polytechnic, Tiruchi Lhanthai Periyar E V R Government Polytechnic, Vellore ;overnment Polytechnic, Nagercovil ;overnment Polytechnic, Tuticorin .overnment Polytechnic, Krishnagiri ;overnment Polytechnic, Aranthangi ;overnment Polytechnic for Women, Madras ;rinivasa Subbaraya Polytechnic, Coimbatore ?.S.G. Polytechnic, Coimbatore rhiagarajar Polytechnic, Salem :eshasayee Institute of Technology, Trichy ..S. Vellaichamy Nadar Polytechnic, Virudhunagar Jachimuthu Institute of Technology lalivalam Desikar Polytechnic, Nagapattinam 3ankar Polytechnic Institute, Sankara Nagar tajagopal Polytechnic, Gudiyatham .N. Polytechnic, Madras ?SG Polytechnic, Coimbatore 4urugappa Polytechnic, Madras ?.A.C. Ramaswamy Raja's Polytechnic, Rajapalyam ).C. Polytechnic, Swakasi ,est Bengal --ngineering Institute for Junior Executive 'alcutta Technical School ,entral Calcutta Polytechnic lalpaiguri Polytechnic Institute )elhi ;.B. Pant Polytechnic kryabhat Polytechnic ?usa Polytechnic Institute of Commercial Practice ,overnment Polytechnic, Papankalan - 56 - ANNEX 13 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT New Community Polytechnics by State AP AS HA 1F HA FU TW WS DE Tot I Number to be *tabl ihed 6 6 - - 26 7 - 7 S 54 Instructional Staff Required 6 a _ - 10 4 - 49 12 201 Workshops/Laboratories Required - - - - - 7 - 7 14 Number of Students to be 1800 - - - 7500 50 - 1120 1000 12520 Trsined Annually LIST OF COMMUNITY POLYTECHNICS Andhra Pradesh S.V. Government Polytechnic, Tirupathi Government Polytechnic, Warangal Government Polytechnic, Viskhapatnam Government Polytechnic, Nandyal Government Polytechnic, Vijayawada Government Polytechnic, Srikakulam Assam P.O.W. Institute, Jorhat Nowgong Polytechnic, Nagaor Government Polytechnic, Silohar Dibrugarh Polytechnic, Laboal Government Polytechnic, Bongaigoan Maharashtra Cusrow Wadia Institute of Technology, Pune Government Polytechnic, Thane Government Polytechnic, Alibagh Government Polytechnic, Malvan Government Polytechnic, Karad Government Polytechnic, Solapur Government Polytechnic, Nasik Government Polytechnic, Ahmednagar Government Polytechnic, Dhule Government Polytechnic, Jalna Government Polytechnic, Osmanabad Government Polytechnic, Latur Government Polytechnic, Jintur Government Polytechnic, Beed Government Polytechnic, Arvi Government Polytechnic, Gadchiroli Government Polytechnic, Sakoli Governmient Polytechnic, Amravati Government Polytechnic, Washim - 5, - ANNEX 13 Page 2 Maharashtra (cont.) Agnel Polytechnic, Bombay Premlilka Vithaldas Polytechnic, Bombay Institute of Hotel Management & Catering Technology, Pune Civil & Rural Polytechnic. Gargoti Government Polytechnic, Yavatmal Dr. Punjabrao Deshmukh Rural Polytechnic, Amravati Rural Institute, Wardha Punjab Government Polytechnic, Hoshiarpur Government Polytechnic, Guru Teg Bahadurgarh Mehar Chand Polytechnic, Jalandhar Ramgarhia Polytechnic, Phagwara Guru Nanak Polytechnic, Ludhiana Thapar Polytechnic, Patiala The National Institute of Integrated Rural Development & Transfer of Technology, Palahi West Bengal Mushidabad Institute of Technology Coochbehar Polytechnic Jagadish Ch. Polytechnic Hooghly Institute of Technology Contai Polytechnic Rajganj Polytechnic Purulia Polytechnic Delhi G.B. Pant Polytechnic Aryabhat Polytechnic Women's Polytechnic, Maharani Bagh - 58 - ANNEX 14 INDIA SECOND TECHNICIAN EDUCATION PROJECT New Women's Polytechnics by State AP AS HA HP NA PU TN We DE Tots I Nu.ber of E..ti.g Poiyt. 14 1 3 I 3 2 11 1 2 S8 Number of Now Polyt.A W,nga to be etablished 2 1 1 - 7 3 - 2 - 16 Number of No. Diploma Course& 6 2 4 1 13 10 - I - 47 Nu,b.r of Oiploma Student Pliece 720 180 S60 90 1260 1350 - 600 - 4560 Number of Now Post Oiploma Course. - - - I - - - 2 - 3 Number of Post Diploma Student Plces - - - 30 - - 80 - 110 Number of Total Additional Student Plces, 720 180 330 120 1260 13S0 - 680 - 4640 Inst-uctionai Staff Required 64 34 43 8 78 129 - 51 - 407 Work*hop*/L*borFtoi;es Required 16 1 21 4 28 84 - 21 - 178 LIST OF WOMEN'S POLYTECHNICS AND WINGS Andhra Pradesh Government Polytechnic for Women, Karimnagar Government Polytechnic for Women, Srikakalam Assam Residential Girls Polytechnic, Golaghat Haryana Government Polytechnic for Women, Faridabad Maharashtra Government Polytechnic for Women, Latur (Maharathwada) Government Polytechnic for Women, Yavatmal (Amaravati) New Women's Wing at Government Polytechnic, Jalgaon New Women's Wing at Government Polytechnic, Ratnagiri New Women's Wing at Government Polytechnic, Pune New Women's Wing at Government Polytechnic, Nagpur New Women's Wing at Government Polytechnic, Aurangabad Punjab Government Polytechnic for Women, Amritsar Government Polytechnic for Women, Ludhiana Government Polytechnic for Women, Ropar West Bengal Government Women's Polytechnic, Chandernagore Hooghly Residential Women's Polytechnic, Siliguri - 59 - ANNEX 15 INDIA SECOND TECHNICIAN EDUCATION PROJECT Summary of Civil Works Program by Year 1992 1993 1994 1995 1996 1997 Total A. NEW CONSTRUCTION l. New Coed Polytechnics - 2 3 2 2 9 2. New Laboratories & - - 60 85 70 55 270 Workshop 3. Women's Polytechnics - - 2 3 2 2 9 4. Women's Laboratories & - - 45 50 60 20 175 Workshop 5. Maintenance Centers 6 6 - - - - 12 B. EXTENSIONS 1. Women's Wings in - 3 2 1 - - 6 Polytechnics 2. Laboratories & Workshops - 1200 800 400 - - 2,400 for Existing Courses 3. Classrooms, Labs & Work- 200 600 200 100 100 - 1,200 shops for New Courses 4. Learning Resources 4 6 4 - - - 14 Development Centers 5. Learning Resources 75 80 30 - - - 185 User Cells 6. Computer Centers - 75 34 32 27 20 188 7. Continuing Ed. Centers 1 2 2 2 - - 7 8. Continuing Ed. Departmts 10 10 10 10 - - 40 9. Community Polytechnics 10 20 18 6 - - 54 10. Hostels for Men 1/ - 930 1130 1632 530 403 4,625 11. Hostels for Women 1/ - 1330 1630 2630 830 588 7,008 12. Faculty Houses - 200 250 300 150 126 1,026 13. Staff Houses - 165 225 225 126 73 814 14. Maintenance Cells 20 30 40 50 30 26 196 1/ Places. - 60 - ANNEX 16 INDIA SECOND TECHNICIAN EDUCATION PROJECT Additional Places Created in Polytechnics by State Existing Polytechnics New Tech.Courses New Polytech. Cont.Ed.Pro. Total Women Co-ed Women Co-ed Co-ed Andra Pradesh 660 2,850 720 450 - 4,680 Assam - - 180 - 320 500 Haryana 450 750 330 1,170 - 2,700 Himachal Pradesh 30 75 - 165 60 330 Maharashtra 540 1,505 720 480 1,600 4,845 Punjab 585 775 1,350 - 1,500 4,210 Tamil Nadu 1,930 2,800 - 360 1,600 6,690 West Bengal 160 1,554 680 360 840 3,594 Delhi 240 1,060 - 480 1,100 2,880 Grand Total 4,595 11,369 3,980 3,465 7,020 30,429 * Bank Staff estimates. - 61 - ANNEX 17 INDIA SECOND TECHNICIAN EDUCATION PROJVCT Teacher Training and Faculty and Staff Development Program Additional Teachers to be Appointed and Trained by State New Techn. New Poly. New Poly. Cont.Ed. Comm. State Courses Co-Ed Women Program Poly. Total Andhra Pradesh 188 32 64 - 6 290 Assam - - 34 1 11 46 Haryana 134 129 33 - - 296 Himachal Pradesh 17 28 8 2 - 47 Haharashtra 112 37 61 20 52 282 Punjab 199 - 129 15 14 357 Tamil Nadu 350 - - 9 - 359 West Bengal 122 23 51 4 49 249 New Delhi 60 48 - 40 12 160 Grand Total 1,182 297 372 91 144 2,086 - 62 - ANNEX 18 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Schedule of Deployment of Key Additional Staff FY CENTRAL GOVERNMENT TOTAL 1991 1992 1993 BTE Senior Staff 5 3 2 Assistant Level Staff 4 2 2 TTTIs Profeesors 32 8 8 16 Assistant Professors 80 20 20 40 Lecturers 33 8 8 17 - 63 - ANNEX 18 Page 2 FY ANDHRA PRADESH TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff 5 5 Directorate of Technical Education Professional Staff 4 4 State Board of Technical Education Professional Staff 14 14 Curriculum Development CenterlDepts. Professional Staff 4 4 Polytechnics 1/ Principals & Instructional Staff 220 - 20 80 80 40 Womens Polytechnics Principals & Instructional Staff 64 _ - 32 32 - Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 64 - ANNEX 18 Page 3 FY ASSAM TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff 3 3 Directorate of Technical Education Professional Staff 3 1 1 1 Curriculum Development Center/Depts. Professional Staff 3 1 1 1 Learning Resource Development Center Professional Staff 3 - 2 1 Polytechnics 11 Principals & Instructional Staff 24 12 12 Womens Polytechnics Principals & Instructional Staff 21 - - 2 8 11 - Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 65 - ANNEX 18 Page 4 Fy HARYANA TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff 8 4 4 Directorate of Technical Education Professional Staff 15 7 8 _ State Board of Technical Education Professional Staff 10 5 5 _ Curriculum Development Center/Depts. Professional Staff 7 4 3 Learning Resource Development Center Professional Staff 4 4 Polytechnics 1/ Principals & Instructional Staff 180 20 30 40 45 45 Womens Polytechnics Principals & Instructional Staff 30 - 10 10 10 - Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. -66 - ANNEX 18 Page 5 FY HIMACHAL PRADESH TOTAL 1992 1993 1994 1995 1996 1997 _ State Project Implementation Unit Professional Staff 3 2 1 Directorate of Technical Education Professional Staff State Board of Technical Education Professional Staff 3 2 1 - Curriculum Development Center/Depts. Professional Staff 12 2 5 3 2 Learning Resource Development Center Professional Staff Polytechnics 1/ Principals & Instructional Staff 45 4 8 16 17 Womens Polytechnics Principals & Instructional Staff 8 4 2 2 - Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 67 - ANNEX 18 Page 6 FY MAHARASHTRA TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff (Staff of the DTE) Directorate of Technical Education Professional Staff 29 8 8 8 5 State Board of Technical Education Professional Staff 17 5 5 5 2 Curriculum Development Center/Depts. Professional Staff Included in SBTE Learning Resource Development Center Professional Staff 4 1 2 1 Polytechnics 1/ Principals & Instructional Staff 282 25 52 52 153 Womens Polytechnics Principals & Instructional Staff 61 10 20 20 11 Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 68 - A Xi -68- ~~~~ANNEX 1B Page 7 FY PUNJAB --- TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff 5 5 Directerate of Technical Education Professional Staff 12 5 4 3 State Board of Technical Education Professional Staff 8 5 3 - _ _ _ Curriculum Development Center/Depte. Professional Staff included in the DTE Learning Resource Development Center Prcfessional Staff Polytechnics 11 Principals & Instructional Staff 288 110 110 68 Womens Polytechnics Principals & Instructional Staff 129 29 50 50 Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 69 - ANNEX 18 Page 8 FY TAMIL NADU TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff 3 3 - - - _ _ Directorate of Technical Education Professional Staff 7 7 _ _ _ State Board of Technical Education Professional Staff 2 2 - _ _ Curriculum Development Center/Depts. Professional Staff 3 3 .earning Resource Development Center Professional Staff - Included in CDC olytechnics 1/ Principals & Instructional Staff 228 60 90 78 - Jomens Polytechnics Principals & Instructional Staff 90 20 40 30 - Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 70 - ANNEX 18 Page 9 WEST BENGAL TOTAL 1992 1993 1994 1995 1996 1997 State Project Implementation Unit Professional Staff Included in the DTE Directorate of Technical Education Professional Staff 27 12 a 4 3 State Board of Technical Education Professional Staff 8 3 2 3 - Curriculum Development Center/Depts. Professional Staff 2 - 2 LearninR Resource Development Center Professional Staff - Included in the DTE Polytechnics 1/ Principals & Instructional Staff 249 10 30 60 60 60 29 Womens Polytechnics Principals & Instructional Staff 51 - 10 10 10 10 11 Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Conmunity and Continuing Education Polytechnics. - 71 - ANNEX 18 Pag- 10 FY DELHI (U.T.) TOTAL 1992 1993 1994 1995 1996 1997 tate Project Implementation Unit Professional Staff 2 1 1 lirectorate of Technical Education Professional Staff 7 2 2 2 1 tate Board of Technical Education Professional Staff 3 2 1 - - 7urriculum Development Center/Depts. Professional Staff 2 1 1 .earning Resource Development Center Professional Staff - Included in CDC Polytechnics 1/ Principals & Instructional Staff 48 - 10 10 18 10 Womens Polytechnics Principals & Instructional Staff Note: FY92 means Indian Fiscal Year (April 1991-March 1992). 1/ Includes Community and Continuing Education Polytechnics. - 72 - ANNEX 19 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Staff Development Linked to Career Development A. INTRODUCTION 1. At present there are three major staff-related issues which confront the Technical Education System. These are: (a) how to attract and retain the best talent in the Technical Education System by ensuring career development?; (b) how to train teachers, Heads of Department (HODs), Principals, Directorate and Ministry officials (and other professionals like Educational Technologists, Curriculum Specialists, Educational Planners, etc.) to acquire new knowledge and skills needed to respond to needs in the sector? and (c) how to make them motivated and productive in the system in which they work by improving the working environment? 2. The solution suggested is a Comprehensive Staff Development Program which has two sub-components. The first is organizing a program to equip a new recruit from any cadre with the necessary skills from recruitment to retirement. The second is to improve promotion possibilities, fringe benefits and working conditions. B. TRAINING 3. The areas in which staff have to be educated and trained are: (a) Subject-matter updating/upgrading; (b) Industrial Experience and (c) Professional training. Course curriculum for each cadre would be designed with the appropriate mix of basic core areas according to the role each staff is currently performing, or going to perform in future i.e. higher line functions, staff function, or new responsibilities in the same cadre. While subject matter upgrading and industrial training methods are well understood. the focus here would be on professional training. 4. The training proposed would be conducted in three phases: (a) Initial, (b) induction and (c) In-service Training. (a) Initial Training is intended to equip the new recruit of any cadre with an organized body of knowledge in the professional field. During this phase, the staff would be equipped with the scientific and technological concepts he is expected to use in his practice. This training could lead to a certificate, diploma, or a degree in the respective field. These can be offered in t!,e form ot long term courses (either institution-based, modular or distance education) entirely through self-study. (b) Induction Training: This is intended to expose the entrant to the current professional practice. Induction will be closely supervised to assist the inductee in interpreting current practices. The inductee will also be exposed to other sub-systems with whose work he is linked. This phase may extend from six months to one year; _ 73 - ANNEX 19 Page 2 (c) In-service Training: This phase would primarily help staff to acquire new core skills and attitudes needed for practicing the profession and integrating them with his/her on-the-job functions. 5. The acquisition of core skills could be acquired through off-the- job training workshops, production workshops and undertaking micro and macro on-the-job developmental projects. These projects would promote the transfer of the acquired knowledge, skills and attitudes and thus the conscious application in the on-the-job activities. 6. Staff Appraisal. All stages of staff development will be accompanied by Staff Performance Appraisal activities. This would be developed in more detail when the curriculum for each cadre is formulated. In the light of the above, the following staff development programs are suggested for professional development for each cadre. 7. For Lecturers Educational Technologist (possessing ME or M.Tech in Engineering), six months of practical training in industry followed by initial education in TTTIs for 1/2 year to obtain a M.Tech (Education) Degree followed by 6 months of induction training, another induction of 6 months to one year in a Polytechnics, Quality Improvement Center (QIC) and State Curriculum Development Center (CDC). In-service training would be then undertaken in Polytechnics to acquire skills in teaching, instructional material development, testing and evaluation, independent study, student guidance and counselling and use in practice through developmental projects. 8. Head of Department HOD/Curriculum Development The following program is recommended: Specialist Location -Initial Education of 6/9 months in Curriculum TTTI Design and Development -Induction in the Polytechnic. State CDC, Student Polytechnic, Industrial Training & QIC of the polytechnic CDC, (6 months) Industry -In-service training continuously to acquire skills QIC/TTTI, in Curriculum Design, Development, Implementation Extension and evaluation linked to staff appraisal Center Polytechnics 9. For Principal Curriculum Specialist - Sr. Organizational Development -Initial education of 6/9 months in TTTI for TTTI institutional Development Program -Induction in the Polytechnic, State CDC, DTE, TTTI Ext.Center Industrial Training for 6 months State CDC/DTE/QIC/ Polytechnic -In-service supervised training for one year for Extension Center 74 4 ANNEX 19 Page 3 acquiring skill in perspective plan.ii :; QIC/Polytechnic curriculumcoordination management of innovation 10. For DTE (Specialist in Education Planning and Management Organizational Development Expert) -Initial Education for 6/9 months in Educational TTTI Planning and Management and Organizat.onal Development. -Induction in STMIS, SCDC, SBTE and TTTI Extension State DTE/ Center QIC to understand practice being followed by State CDC/ each organization. STMIS/QIC -Inservice training to acquire skills in STMIS, State futuristic planning for qualitative expansion, CDC, TTTI qualitative improvement of State level, Extn. Center educational planning, development, QIC, DTE i,.,lemeatation and evaluation of educational program. 11. For Department of Education (DOE) -Initial Education for 6/9 months TTTI in Educational Planning and Management, Educational Statistic Educational Administration, Educational Costing. -Induction in STMIS, SDTE, other MOF Ministry of Finance, Labor MOGE/L DTE & MOE -Inqervice training for acquiring TTTI/STMIS/SCDC skills in Educational administration, Monitoring/Executing Educational programs SDTE/MOE(T) 12. It should be noted that all the senior members would undergo at least 4-6 months of exposure in a foreign country to study state-of-the-art in the profession in which each is being trained. C. Career Development 13. Career development will be ensured by providing opportunities for advancement after ezery interval of 8 to 10 years, so that a person entering the teaching profession will earn at least three promotion in his career. At each level of promotion ir. the hierarchy, he/she will be prepared for the new post by requiring the staff to undergo training programs (paras 2-12) The staff member's level of performance will be systematically appraised. 4. Where the system is changing fast, there will always be a need for two types of functionaries at each level to preform i.e) line function and staff functions. A Line function is needed to execute the programs as per Page 4 established procedures. But since the procedures change frequently, assistance from staff, whose role will be to solve problems required. In the changed situation would be required. This fact may be used to provide promotional avenues for the staff. Each State will have to think of creating such staff positions at each level of hierarchy. In order that the best performer will be rewarded, there will be continuous staff performance appraisal coupled with program and institutional evaluation as already suggested by the Dogra Commission and accepted by the Ministry of Human Resources Development (MHRD). D. Strategy for Implementation. 15. This scheme will require the establishment of Staff Development Cells in all the polytechnics in the State to facilitate systematic staff development activities. It will also require setting up of Staff Development Cell in the Directorates of Technical Education in order to plan, implement and monitor staff development programs for Polytechnic faculty, Principals and senior officials on the basis of their career development needs. 16. The following description relate to the role of the Staff Development Cells in Polytechnics. They should: (a) maintain Personnel Information System on all the members of the faculty in the Polytechnic including qual.ifications, experience, staff development programs attended, staff development needs as identified by staff appraisals, (b) update the information about staff development needs on a regular basis; (c) arranging for annual staff appraisals and identify the training needs of faculty. (d) identify the training needs of personnel involved in the implementation of different schemes; (e) prepare Career Development Plans for faculty in collaboration with the Staff Development Cells at the State Directorate; (f) monitoring the redeployment of trained faculty in the Polytechnics to enable effective utilization of the competencies gained them; and (g) interacting training establishments to ensure implementation of training programs. 17. Staff Development Cells at the Directorate of Technical Education will carry out the following activities: (a) elicit information on Staff Development needs for individual polytechnics on a continuing basis and maintain an information system on the Polytechnic faculty, Prir:ipals, Heads of Departments and senior officials with regard to iaeir career development needs. - 76 - ANNEX 19 Page 5 (b) draw uo plans for faculty staff development programs in which personnel from the Technician Education System will be deputed annually based on requirements as identified by Staff Development cells of Polytechnics. (c) plan for the Staff Development of the officers of the Directorate and Board of Technical Education in specialized areas like Industrial Liaison, educational management, project management and evaluation, management of innovations, use of computers, staff appraisals, institution evaluation etc., to be carried out within the country or abroad. (d) maintain information about possible training places in large and medium industries in specialized areas, where polytechnic faculty can be deputed for training. (e) maintain information about laboratories, industries, training establishments within the country or abroad for faculty training in emerging technology areas. (f) interact with the Technical Teacher's Training Institute for deputing teachers to long-term programs like Master's Degree in Technical Education, Induction Programs for new teachers and need based industrial training. (g) arranging wiLh the Technical Teachers' Training Institute, for training programs in special areas like Resource (Media) Development, Evaluation, Educational Research, etc., to meet the needs of schemes under the World Bank project. (h) liaise with State Engineering Colleges and Universities and industry for deputing teachers to undergo higher education programs in Engineering!Technology/Science/Humanities; (i) liaise with TTTI and National Project Implementation Unit of the project for identifying training/study visit locations abroad for senior faculty and officials of the State Directorate/Board, who are responsible for the implementation of the project. (j) monitor the implementation of staff development programs conducted at different locations and to undertake studies to evaluate effectiveness of the staff development programs. 3. Further action by the DTE/MOE. The Directorate of Technical lucation will ensure that all vacant faculty positions are filled up as well v the new positions created under various schemes and 102 additional faculty * provided as a training reserve. This is done in order to enable faculty of ;lytechnics to undergo different training programs mentioned in the earlier actions. In addition, teachers will be deputed for training programs pecific to different schemes under the project. Fellowships will be provided ar study visits for senior faculty and officials of the DTEs and BTEs every ear during the project period, to study specific aspects of management of - 7 7 -ANNEX 19 Page 6 technician education, in other countries. Similar staff development programs for supporting staff will be designed and implemented. Linkages will be established with industrial establishments and training organizations to enable staff development activity. The Staff Development Cell at the Directorate will evolve suitable procedures for exchange of information amongst polytechnics, Directorate, Board of Technical Educ&tion, AICTE and other agencies involved in the Staff Development Programs. The activity of the Staff Development Cells at the Directorate and the Polytechnics and the Staff Development programs will be revised annually to assess effectiveness and make refinements. - 78 - ANNEX 20 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Industry.-Xnstitute Interaction by State AP Assam Haryana HP Maharashtra Punjab TN WB DE Total No. of Polytechnics 66 8 16 4 61 21 66 30 8 249 New Coed Polytechnics 1 - 3 1 1 - - 2 1 9 New Women's Poly- 2 1 1 - 7 3 - 2 - 18 technics & Wings No. of Industry- 68 9 16 5 16 19 80 30 9 192 Institute (III) Celle in Polytechnics No. of III Cells at - - - - 10 - - - - 10 Regional Levels in Institutions No. of III Cells 1 1 1 1 1 1 1 1 1 9 at DTEs LIST OF POLYTECHNICS WITH INDUSTRY-INSTITUTE-INTERACTION CELLS Andhra Pradesh Govt. Polytechnic, Hyderabad J. N. Polytechnic, Hyderabad Andhra Polytechnic, Kakinada Govt. Polytechnic, Viskhapatnam Govt. Polytechnic, Mahaboobnagar S. V. Govt. Polytechnic, Tirupathi Govt. Polytechnic, Vijayawada Govt. Polytechnic, Warangal Govt. Polytechnic, Proddatur Govt. Polytechnic, Nizamabad Govt. Polytechnic, Anantapur M. B. T. S. Govt. Polytechnic, Guntur Govt. Polytechnic, Nallore E. S. C. Govt. Polytechnic, Nandyal Govt. Polytechnic, Srikakulam Govt. Polytechnic, Gudur Govt. Polytechnic, Kothagudam - 79 - ANNEX 20 Page 2 K. D. R. Govt. Polytechnic, Wapparthy Govt. Polytechnic, Vizianagaram Govt. Institute of Printing Technology, oecunderabad Govt. Polytechnic for Women, Kakinada Govt. Polytechnic for Women, Guntur Govt. Polytechnic for Women, Warangal Govt. Polytechnic for Women, Bheemunipatnam Govt. Polytechnic for Women, Nellore Govt. Polytechnic, Adilabad Govt. Model Residential Polytechnic, Bhadrachalam D. A. Government Polytechnic, Ongole Govt. Institute of Electronics, Secunderabad S. G. M. Govt. Polytechnic, Vanasthalipuram Govt. Model residential Polytechnic, Padaru Govt. Institute of Pharmacy, Kurnool Smt. Durgbhai Deshmuk, Govt. Women's Technical Training Institute, Hyderabad Govt. Institute of Textile Technology, Guntur Govt. Polytechnic for Women, Cuddapah Govt. Polytechnic for Women, Palamaneru Govt. Polytechnic for Women Nizamabad Govt. Institute of Advanced Technician Courses, Fyderabad Govt. Institute of Advanced Technician Courses, Viskhapatnam Govt. Institute of Advanced Technician Courses, Tirupathi Q. Q. Govt. Polytechnic, Old City, Hyderabad Govt. Polytechnic, Narsipatnam Govt. Polytechnic for Women, Ethamukhala Govt. Polytechnic for Women, Hindupur Govt. Polytechnic for Women, Medak Govt. Model Residential Polytechnic, Srisailam Govt. Model Residential Polytechnic, Rajahmundry Govt. Model Residential Polytechnic, Madanapally Govt. Institute of Leather Technology, Hyderabad Govt. Institute of Ceramic Technology, Gudur Govt. Polytechnic, Nalgonda Govt. Polytechnic for Women, Suryapet Govt. Model Residential Polytechnic, Gajwel Govt. Polytechnic for Women, Nandigama Govt. Polytechnic, Zaheerabad Govt, Polytechnic, Sirsilla Assam Assam Engineering Institute, Guwahati Nowgong Polytechnic, Nagaon Prince of Wales Institute, Jorhat Dibrugarh Polytechnic, Lahoal Silchar Polytechnic, Silchar Bongaigaon Polytechnic, Bongaigaon Assam Textile Institute Guwahati Girls Polytechnic, Guwahati - 80 - ANNEX 20 Page 3 lary_ana ;ovt. Polytechnic, Ambala City govt. Polytechnic, Jhajjar ;ovt. Polytechnic, Sirsa iarvana Polytechnic, Nilokheri ,ovt. Institute of Engineering, Sonepat ;ovt. Institute of Management and Pharmacy, Adampur 3ovt. Polytechnic for Women, Ambala City govt. Polytechnic, Uttawap, Faridabad '. M. C. A. Institute of Engineering, Faridabad laish Technical Institute, Rohtak 2hhotu Ram Polytechnic. Rohtak (anya Gurukul Women's Polytechnic, Khanpur Kalan 3eth Jai Parkash Polytechnic, Damla, Yamunanagar iimachal Pradesh ;ovt. Polytechnic, Sundernagar ;ovt. Polytechnic, Hamirpur ;ovt. Polytechnic, Rohroo ;ovt. Polytechnic, Kangra .ovt. Polytechnic for Women, Kandaghat 1aharashtra ,ovt. Polytechnic, Bo'rbay ;ovt. Polytechnic Pune ;ovt. Polytechnic, Aurangabad ;ovt. Polytechnic, Amravati .ovt. Polytechnic, Nagpur .ovt. Polytechnic, Nashik ;usrow Wadia Institute of Technology, Pune -ovt. Polytechnic, Karad 3hri Bhagubhai Mafatlal Polytechnic, Bombay Enstitute of Hotel Management & Catering, Pune '. J. Technical Institute, Bombay i. H. Saboo Siddik Polytechnic, Bombay K. J. Somaiya Polytechnic, Bombay kgnel Junior Technical College, Bombay ;ovt. Polytechnic, Ratnagiri 3ovt. Polytechnic Solapur .ovt. Polytechnic, Kolhapur ;alchand College of Engineering, Vishrambaug Sangli 3ovt. Polytechnic for Distance Learning, Pune 3ovt. Polytechnic, Latur -ovt. Polytechnic, Nanded 3ovt. Polytechnic, Khamgaon 3ovt. Polytechnic, Yavatmal ,ovt. Polytechnic, Jalgaon .ovt. Polytechnic, Dhule - 81 - ANNEX 20 Page 4 Civil & Rural Engineering Polytechnic, Wardha Panjanbrao Deshmuk Polytechnic, Amravati Institute of Civil & Rural Engineering, Gargoti Punjab Govt. Polytechnic, Amritsar Govt. Polytechnic, Batala Govt. Polytechnic, Hoshiarpur Govt. Polytechnic, G. T. B. Garh Govt. Polytechnic, Bathinda G. N. E .C. Ludhiana R. Polytechnic, Phagwara M. C. Polytechnic, Jalandhar Thapar Polytechnic, Patiala Textile Institute, Amritsar Garnent Tech. Institute, Amritsar Training Institute, Jalandhar Women's Polytechnic, Jalandhar Textile & Knitting Institute, Ludhiana Women's Polytechnic, Patiala Govt. Polytechnic, Ferozpur Govt Polytechnic for Women, Amrrtsar Govt. Polytechnic for Women, Ludhiana Govt. Polytechnic for Women, Ropar Tamil Nadu Central Polytechnic, Madras Govt. Polytechnic, Krishnagiri Govt. Polytechnic. Coimbatore Govt. Polytechnic, Tirucharapally Govt. Polytechnic, Madurai Algappa Polytechnic, Karaikuddi Govt. Polytechnic for Women, Coimbatore Bharthiar Centenary Memorial Women's Polytechnic, Ettayapuram Srinivasa Subbaraya Polytechnic, Puttur Govt. Polytechnic for women, Madras C. N. Polytechnic, Madras Ramakrishna Mission Technical Institute, Madras Murugappa Polytechnic, Sathya Murthy Nagar C. M. Kothari TechnologicaL Institute, Chembarapakkam Rajagopal Polytechnic, Gudiyatham Muthiah Polytechnic, Annamalai Nagar P. S. G. Polytechnic, Coimbatore C. I. T. Polytechnic, Coimbatore G. R. G. Polytechnic for Women, Coimbatore Seshasayee Institute of Technology, Tiruchirapalli Periyar Centenary Girls Polytechnic, Vallam Padmabushan N. Ramasauny Memorial Girls Polytechnic, Trichy A. D. J. Dharmambal Women's Polytechnic, Nagapattnam - 82 - ANNEX 20 Page 5 Arulmigu Palaniandavar Polytechnic for Women, Palani Ayya Nadar Jannaki Amal Women's Polytechnic, Sivakasi Annamralai Polytechnic, Chettinad Virudhunagar S. Vellaichamy Nadar Polytechnic, Virudhunagar Arasan Ganesan Polytechnic, Sivakasi P. A. C. Ramaswami Raja's Polytechnic, Rajapalayam Govt. Polytechnic for Women, Madurai West Bengal A. P. C. Ray Polytechnic, Calcutta Jnan Ch. Gosh Polytechnic, Calcutta North Calcutta Polytechnic, Calcutta Central Calcutta Polytechnic, Calcutta Women's Polytechnic, Calcutta Birla Institute of Technology, Calcutta The Regional Institute of Printing Technology, Calcutta Engineering Institute for Junior Executives, Howrah Hooghly Institute of Technology, Hooghly Jagadish Ch. Polytechnic Asansol Polytechnic, Burdwan Murshidabad Institute of Technology, Berhampore I. C. V. Polytechnic, Jhargram, Midnapore Sree Ramakrishna Silpavidyapeeth Polytechnic, Suri, Birbhum K. G. Engineering Institute, Vishnupur, Bankura M. B. C. Institute of Engineering & Technology, Burdwan B. P. C. Institute of Technology, Krishnagar Jalpaiguri Polytechnic Institute Malda Polytechnic Purulia Polytechnic Kanyapur Polytechnic, Asansol Coochbehar Polytechnic, Cooch Behar Darjeeling Polytechnic, Kurseong Raiganj Polytechnic Contai Polytechnic Ramakrishna Mission Shilpamandira, Belur Ramakrishna Mission Shilpapitha, Belgharia Calcutta Technical School Bendel Survey Institute Mining Institute, Raniganj Delhi G. B. Pant Polytechnic, Okhla, New Delhi Aryabhat Polytechnic, G. T. Karnal Road, Delhi Pusa Polytechnic, Pusa, New Delhi IVth Boy's Polytechnic, Pusa, New Delhi Women's Polytechnic, Maharani Bagh, New Delhi Kasturba Polytechnic, Maharani Bagh, New Delhi College of Pharmacy, Pushp Vihar, Sector 3 Mehrauli-Badarpur Road, New Delhi Institute of Commercial Practice, Patparganj Road, Delhi Govt. Polytechnic, Papankalan, Dwarkapuri, Delhi - 83 - ANNEX 21 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Capacity Building A. Summary of Technical Assistance Local Foreign Local Total State Consultants Fellowships Fellowships Staff Months Assam 152 38 3,468 3,658 Andhra Pradesh 100 50 1,090 1,240 Haryana 80 60 1,050 1,050 Himachal Pradesh 92 21 634 747 Maharashtra 816 100 4,000 4,916 Punjab 50 84 2,500 2,634 Tamil Nadu 55 220 3,101 3,376 West Bengal 380 80 3,000 3,460 Delhi 100 25 3,300 3,425 Total 1825 678 22,143 24,646 B. Local Consultants Staff Months State 1992 1993 1994 1995 1996 Total Assam 30 30 35 40 17 152 Andhra Pradesh 10 10 80 - - 100 Haryana 15 40 25 - - 80 Himachal Pradesh 4 9 27 26 26 92 Maharashtra 160 164 164 164 164 816 Punjab 10 10 10 10 10 50 Tamil Nadu 10 10 12 11 12 55 West Bengal 60 70 75 75 100 380 New Delhi 20 20 20 20 20 100 Total 319 363 448 346 349 1825 - 84 - ANNEX 21 Page 2 C. Foreign Fellowships Staff Months State 1992 1993 1994 1995 1996 Total Assam 7 71 11 9 - 38 Andhra Pradesh 10 10 10 10 10 so Haryana 10 15 15 10 10 60 Himachal Pradesh - 2 6 7 6 21 Maharashtra 20 20 20 20 20 100 Punjab 20 24 24 16 - 84 Tamil Nadu 20 50 50 50 50 220 West Bengal 10 10 20 20 20 80 New Delhi 5 5 5 5 5 25 Total 102 147 161 147 121 678 D. Local Fellowships Staff Months State 1992 1993 1994 1995 1996 Total Assam 300 800 800 780 788 3,468 Andhra Pradesh 100 300 300 300 90 1,090 Haryana 210 250 250 250 90 1,050 Himachal Pradesh 81 108 143 152 150 634 Maharashtra 800 800 800 800 800 4,000 Punjab 500 500 500 500 500 2,500 Tamil Nadu 620 620 620 620 621 3,101 West Bengal 600 600 600 600 600 3,000 New Delhi 660 660 660 660 660 3,300 Total 3,871 4,638 4,673 4,662 4,299 22,143 - 65- ANNEX 22 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Project Costs Table ls SUMHARY COSTS BY COMPONENTS AND TIME (Ris '000) Is" Costs Tota _ - - -- - - - - - - - - - ------- - ------------------- -------. - ----- - --------- .......................... _ . . .. . 91/92 92/93 93/94 94/95 95/96 96/97 97/90 RS (US$ '000) mfl ...as. riz -,nsnmt $s,fst nh:zr-gs: ;=::=====:_=.:z:=_= A. CWACITY EIANSION PRIOWM IN 10 TECILIE5 950790.8 1284624.7 147.984.3 123.139.2 93.600.2 85t877.3 03,203.6 758,228.2 42.123.8 NEV COEDUETIN. PLYTECINICS 32.329.8 60.9t9.9 846523.4 87.275.2 72t565.6 62t861.7 53,740.9 454.286.3 25*238.1 PROOMS IN COTIUING EATION 19692.5 25t447.7 2MU133.6 266564.6 22t868.1 22,512.4 21*209.2 167,508.1 9,306.0 COINITY POLYTECHICS 14.955.2 27t026.5 32,442.0 23o338,1 186571.5 170717.4 159626.5 1494680.2 8.315.6 WmIl S POLYTECHIICS 484113.0 102.448.6 133*964.0 110*029.3 84.203.3 670722.7 58,939.9 605,420.7 33.6.34.5 STINT WMD FAALTY NU11NG 63,246.1 132*064.0 171.031.2 130,269.8 82s586.7 63*486.5 48*583.4 691,267.8 38.403.8 Sub-Total CAPACITY EVMIOS1N 274,130.4 4764601.3 599M078.4 5004616.2 3749403.5 320M178.0 281*383.5 2.826.391.3 1579021.7 D. GIMLITY IIWIR T TEADiER TRAINING 45,233.4 549764.6 596533.5 46.443.2 36*554.7 33.826.7 30*889.6 307*245.8 17.069.2 CUIRICULUI KWELOWIE 4.803.E 6.869.5 8.411,0 7.386.6 Lv484.2 6.574.5 6*369.4 46,899.0 2M6055 EUJIPIINT AID FACL.TY IFRMT PRl4F 131.641.4 3514650.3 497t095.1 363.993.? 236u797.8 217t818.6 199.595.7 1.9908592.0 111.032.9 AINTEIWEM CELLS 11252.4 204604.1 26o808.5 214037.1 17t800.5 18M187.9 18F271.5 1339962.0 7.442.3 Sub-Totl OLITY IIOVEIWIT 192931.0 433.8.5 591l848.1 438.860,0 297,637.3 276.407.7 255*126.2 29486.698.7 138,149.9 C. EFFICIENCIY IlROWEi STREN1THE1NIN STATE DIRECTWATE OF TECN. EUC. 30*646.9 50.501.8 64.130.8 54t442.4 41*950.0 40*686.7 38.070.7 320*429.3 17.801.6 OWITNG6 AUTOW M PLmYTEOIICS 2,701.1 4.114.7 4*926.3 4,084.7 3#943.8 3.923.1 3*615.4 27,309.2 19517.2 PRITING INDUSTRY - INTITUTE INTECTION 16.916.7 29,394.3 35.373.7 27*414.2 24,626.3 254851.6 25515.6 1859092.5 &,)282.9 Sub-Totl EFFICIENCY IRlWEIT 504264.8 84,010.8 104,430.9 85.941.3 70,520.1 70,461.3 67.201.8 532,831.0 29.601.7 Total ASELINE COSTS 517*326.2 994,500.6 129357.4 It025.417.5 742*560.9 667.047.0 603.711.4 5.845.921.0 324,773.4 Piwaical Contudncies 45*650.1 92n004.2 120.502.5 920755.8 63p695.2 550733.4 49,442.6 5190783.9 289876.9 Price ConAti'urin 27.632.1 151*929.4 3194347.4 345,997.0 317.195.7 348*856.7 375,548.2 1.886*506.4 8,459.4 Total PRECT COSTS 590606.4 1#2384342 10735.207.3 1.464.170.3 1l123.451.8 1071t637.0 1.0280702.3 8.252v211.3 362t109.6 W-- S -----f-- ..:: . srs=firftfl Ss,ttnS--i rant:= fln= =*tft= t:s::t:= ==::==S::: Tas 164906.6 394656.8 56*582.0 45.220.5 30*743.6 272921.7 25,956.7 242,988.0 10*719.9 Fovrion Excharde 147.161.7 353.377.9 509*612.0 411.143.9 280,841.7 255,265.0 237.061.3 2*194.463.5 960714.8 Duebev 18, 9 IM 15:48 - 86 - ANNEX 22 Page 2 Table 2: SUMMARY COSTS BY CATEGORIES OF EXPENDITURE AND TIME Ba,e Costs RS Million) Foreisn Exchange 91/92 92/93 93/94 94/95 95/96 9'/97 97/SS Total % AourIt 1. INVESTMENT COSTS A. CIVIL V9RKS 203.1 440.2 570.2 404.2 237.0 1°1.2 139.0 2t174.9 25.8 561.1 B. FURNITURE 13.1 41.3 55.2' 40.2 24.4 17.2 13.3 209.3 15.5 32.6 C. VEHICLES 16.0 21.1 20.5 12. 5.5 3.0 2.2 81.4 51.0 41.5 D. EQUIPMENT 116.2 282.2 391.0 296-3 106.9 165.7 151.6 1,591,2 41.0 652.2 E. LOCAL FELLOWSHIPS 9.4 11.0 12.0 11.4 11.1 10.2 8.7 73.8 0.0 0.0 F. FOREIGN FELLOWSHIPS 5.3 6.5 8.0 8.4 B.1 7.8 7.4 51.5 90.4 46.5 0. LOCAL CONSULTANT 3.9 5.1 5.2 3.3 3.9 3.3 2..1 27.3 0.0 0.0 H. FOREIGN CONSULTANT 0.1 0.4 0.7 0.6 0.2 0.1 0.1 2.2 70.9 1.5 ;. BOOKS 11.6 17.0 19.0 15.2 9.2 7.1 5.9 85.7 20.7 17.7 J. LOCAL TRAINING 10.3 5.7 4.3 3.5 3.6 2.5 1.5 31.4 0.0 0.0 K. SCHOLARSHIPS 0.9 1.0 1.0 1.1 0.9 0.9 0.S 6.7 Oe 0.0 Total INVESTMENT COSTS 394.9 031.4 1,000.7 797.5 490.8 399.0 3"2,7 4t375.9 71.2 1,353.2 II. RECURRENT COSTS A. SALARIES OF ADDITIONAL STAFF 90.8 113.3 140,5 165.9 182.4 193.6 197.0 1,096,5 0.0 0.0 B. CONSUMABLE MATERIALS 18.7 27.5 36.5 33.0 41.0 43.2 44.0 248.9 20.7 51.5 C. OPERATION AND MAINTENANCE 12.9 17.2 21.7 24.0 20.5 30.4 30.0 164.6 5.2 8.6 Total RECURRENT COSTS 122.4 163.1 206,6 227.9 251.0 267.2 271.0 16510.0 4.0 60.0 Total BASELINE COSTS 517.3 994.5 1?295.4 1,025.4 742.6 u'67.0 603.7 5,345.9 24.2 1.413.2 Phystcal Contingencies 45.7 92.0 120.5 °2.8 63.7 55.7 49.4 519.0 26.7 133.9 Price Contingencies 27.6 151.? 319.3 346.0 '17.2 343.9 375.5 1,806.5 '4.0 642.3 Total PROJECT COSTS 590.6 1,230.4 1,735.2 1#464.2 11123.5 1,071.' 1,020.7 0,252.2 26.6 2.194.5 ===== ==:=:_= ===_=== :======= == . ==== . ===:=== ====_: ,=2=_== ====== ===:==_=== Taxes 16.9 39.7 56.6 45.2 30.7 27.9 26.0 243.0 0.0 0.0 Foreign Exchange 147.2 353.4 509.6 411.1 280.8 255.3 237.1 2,194.5 0.0 0.0 lDeceaber 18, 1990 15:48 AXmE 22 Table 3, SU4VAAY CoMT AY WaQOUMI AND CAftW1198 Of LIPIDIOTIUM wA3in WaNI& DA170 1188383 47FICI(W hUfEEm 917tLwla aIIPD 4T8837888 9M10048 PhImie, In3 PUM in m FAMLt2 Van9 WAT1U 28888t - CoutowlI4 9IMAIN 1£31 CU3WIW(K CWIUTIIi CUST VW I FW.LTY TEAM ONIW.L IEWAIT 110 U I(ECIU8TE O I 8 flt IT IUI3TUT( .... . 11T0ocaits PFtItOICS IMATISN PtLTTUU3 OL , Eitaics WAIN Misols EK.N4u PWA6M c.Ls IEC4. E . CLtTIWIC$ 1e7tIT28 toaul AW , A. civil MS 141.5 397.2 14.9 LaO0 327.7 594,8 32. Sa6 679.3 it-8 6,3.0 2. 2 27.7 2,174.9 I' 0 23' 4. PURW 22u 22.3 9.9 3.8 4,1 3 3.3 36.7 (5.3 2.9 79.2 2,0 12.4 3.3 6.3 M94. CC 2:1. C fmlc(i$ 1.0 4.9 0.3 7.2 3.6 - 0.7 '.4 2M. 2.8 (2.9 0.3 20.0 83.4 3, C .2 4. £88IPO8T 292.2 (08.9 1I.2 20.9 104.2 27.9 39.9 7.3 909.0 L2.4 33.3 3.5 1'.4 2.S43.2 1. 1. tOA F4t3.j.I40 2.8 (.4 0.0 4.. (.2 37.9 3,3 I3.7 0,2 .2. 3.2 3.4 "3.83 F. F9144 FEua25 1.4 1.6 O.8 4. 7 0.4 - 26.0 0.9 8.0 4.9 0.8 2.0 53.5 a 0. LOC COIUTT 2.9 2.0 1.1 5.4 9.5 (.5 2.2 I.3 0.2 2.9 3.0 3.4 2'.J 8 ;.4 M. 011388 1.363T88 0.9 0.4 0.2 - .6 2.2 c I 3. MOK (2.3 I .7 5,3 (.0 4.5 23.2 (.3 '4.4 9.2 4.2 0.3 2.0 85.7 CC. .6 J. LOrk 20(N4188 . .5 135 8.4 75.9 0.1 1.0 0.2 0.2 0.2 11.4. 4, SC(D.~~~~~~~~~5I4lP0 - . - 4~~~~~~... . 3... ---- - - ... . . ......... ---- ------- . ........ ........ ---- --- 7 -- 2a.12 188(210 COSTS 484.5 3-4j.? 47, 7 96.7 47Y. 649.4 222.3 22.3 (.756.0 29.2 130.4 12.3 72,0 4,335. 9 4 * It. 44aM47 CUTS A. S88MIES OF 8.1llO. (IWO 233.0 42.9 102.0 31.6 1133, 15.2 59.0 18.4 (37.2 41.7 142.9 9.1 85.5 1,096.5 SC 0 4.5 I, C04RWILf ,dEtOAL.S 20.4 17.9 10.4 17.1 8,3 1.6 33.9 4,2 57.4 38,2 22.3 3.2 32.4 248.9 :6C 24 9 E. W18421O8Mg PI4ITEOIMt 13.2 7.4 7.3 4,1 (0.4 4.9 1.0 (.7 48.0 13.8 24.0 2. 7 25.2 (64,4 C Total MECII7 COSS 273.7 132.( 1(9.6 04.9 132,2 43.8 85.0 24.3 242.6 304,3 389.8 35,0 32,0 1,5(0.0 9.V 2 tota4l 44302.1 COSt$ 30. 2 454.3 167.5 149,7 495.4 692.2 187.2 40.9 6,9-0.8. (24.0 29. 4 27.3 185.1 50445.9 3 529e Ph5.aol, C40t604SC64s (3.9 40. 7 31.4 ((.8 54.7 67.4 23.2 3.5 oti. (1.3 24.4 2 0 (3.8 529,8 0.1. 0.1. P*wf Coat,imcKie 236.3 159.3 58. 2 44.0 294.6 209,4 99.8 IS.0 04742 43.4 90.5 4.6 58.03885 . 33 total FEO,CT COSTS (.038.4 624.2 239.6 207.5 054,9 966.2 421.3 62.4 2,1666.5 348.7 443.4 37.9 256.9 4,352, S..' 6-f. Tun 33.0 39.3 3,2 4,0 22.8 27,3 7.9 2.3 186.2 3 3 7.8 0.6 4.2 243.0 ' 3 :. Fooeim OEVwo. 266.4 173.6 24 3 46.4 214.5 257.2 90,5 3 06 949.2 32. 72.2 0.7 37.9 2,194.5 09- 296.3 O0rome 18, (99 15C48 - SB - ANNEX 23 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Table li FINANCING PLAN BY COMPONENT (US$ '000) INTERNATIOAL DEVELXPEN1 6WRNIIT OF ASSOCIATION STATE OVERNT INDIA Total - - ---*------ Loca1 (Excl. utiu E Aeo t Z Aont Z AImoet 2 bowt I For, Exch. Tax") Tox" :zSxz:=- ::_S =fl13fl3 "S. nazen, S . 5335*5*3 fiSt- *SeS#sz*f v`VXsasn**J1 man` A. CAPACITY EXPM(SION PROGRAMS IN NEW TECHNOLO6IES 36.532.6 7n.3 7.205.4 15.4 2.909.8 6.2 46.647.0 12.9 11,850.3 33S420.0 Id7.6 NEU CD;CATlONAL POLYTCC26IICS 21,226.5 74.9 3,035.7 10.7 4#074.6 14.4 289336.8 7.8 7,529.9 19,970.0 83.1 PRtMS IN CONTINUING EDUCATION 6.613.2 66.0 2.842.6 28.4 560.6 5.6 10,016.5 2.8 1,176.6 8.696.3 143,6 CONAITY POLYTECIWICS 7,90.1 79.P% 1,320.2 14.5 616.7 6.8 9,127.0 2.5 2,066.9 6.941.0 219.2 NOMEN S POLYTECHNICS 32.36i.b 66,3 3.027.6 10.2 1t292.1 3.4 37V481.2 10.4 9.552.5 26.979.7 1,049.0 STUDENT MAD FACILTY NOUSING 38.976.2 90.8 1.733.9 4.0 2.299.7 5.l 424909.9 11.9 11,402.7 304299.0 1,219.1 Sub-Totel CAPACITY EXPANSION 142.900.2 81.9 19.t65.6 11.4 11,653.4 6.7 174,519.2 48.2 43,578,8 1226.568 4,844.5 S. OKLITY IIEI MENT TEACHER TRAIRING 15P167,3 81.3 2.099.8 11.3 1,394.3 7.5 18t661.4 5.2 4.370.6 13,933.8 357.0 CERRICULUM DEULOPEKNT 2.053.7 72.1 59,6 20.7 205.7 7.2 2849.0 0.8 515.2 2.274.7 59.0 EOUIPIIDT AND FACULTY IIPROENT NWA 105o392.0 P3.9 8.074.5 6.4 12?186.0 9.t 1254652.6 34.7 41.602.9 '9.389.3 4,60.4 NAINTEWCE CELLS 5.163.2 62.9 2,274.5 27.7 765.7 9.3 8,203.3 2.3 1,440.9 6,530.0 232.4 Sub-TotI QULITY UlROVElMT 127,776.1 S2.2 13.030.4 8.4 146551.7 9.4 155.366.3 42.9 47,t29,7 102,127.8 5.308.8 C. EFFICIENCY IIROVINT STRENOTHENINC STAtE DIRECTORATE OF TECH. EDUC. 13.046,9 67.3 4,567.8 23.6 1.775.4 9.2 19,390.1 5.4 3,235.7 15,806.2 348.2 9AN'TING AUTONOMY TO POLYTECHNICS t,2'1.7 74.0 359.2 21.8 69.3 4.2 1,650.1 0.5 258.5 1.363.8 27.8 PROR011MB6 INDUSTRY - IKTITUTE INTERACTION 7,874.1 70.4 2#750.0 24.6 559.9 5.0 11,83.9 3.1 1,712.0 9,281.5 190.4 Sub-Total EFFICIENCY IMPROVEMENT 22,142.6 68.7 7.676.9 23.0 '.404.6 7.5 32.224.2 0.9 5.206.2 26,451,5 566.5 Total Disbursent 292.819.0 80.9 40;60D9 11.2 20.609,8 7,9 362;109.6 100.0 96.714,8 254;675.0 10.719.? sfl;fl:C e =:=:n ====Z:Sl:X--- ar ssamms.a tinnnfla iteSt n=ef=Se nSa Decbe! 18. 1990 15:48 - 89 - ANNEX 23 Page 2 Table 2: FINANCING PLAN BY CATEGORIES OF EXPENDITURE (US$ Million) INTERNATIONAL DEVELOPMENT STATE GOVERNM[NT or ASSOCIATION GOVERNHENT INDIA Total Local ------------ ----------- -------------- ------------ For* (Excl. Duties I Asournt % Amount ' Amount Z Amount X Exch. Taxes) Taxes = === === = ==== ======zz ==:=== ==== M__= =::_ ====_= Z==== = ====,=Z A. CIVIL WORKS 120.? 08.8 2,3 1.7 12.9 9.5 135.3 37.4 38.2 93.1 4.1 B. FURNITURE 11.5 89.1 0.3 2.4 1.1 8.4 12.9 3.6 2.2 10.4 0.3 C. VEHICLES 4.6 90.2 0.2 3,0 0,4 6.8 5.2 1.4 2.9 2.1 0.3 D. EQUIPMENT 91.2 89.6 3.0 3.0 7.6 7.5 101.9 28.1 44.9 51.9 5.1 E. SALARIES OF ADDITIONAL STAFF 35.6 55.6 26.4 41.2 2.1 3.2 64.1 17.7 - 64.1 - F. CONSUMABLE TRAINING MATERIALS 8.4 53.5 4.B 30.4 2.5 16.1 15.7 4.3 3.6 11.3 0.8 G. LOCAL FELLOWStIIPS 4.3 100.0 - - - - 4.3 1 2 - 4.3 - H. FOREIGN FELLOWSHIPS 3.4 100.0 - - 0.0 0.0 3,4 0.9 3.1 0,3 - 1. LOCAL CONSULTANT 1.4 88.8 - - 0,2 11.2 1.6 0.4 - 1.6 - J. FOREIGN CONSULTANTS 0.1 100.0 - - - - 0.1 0.0 0.1 0.0 - K. OPERATION AND MAINTENANCE 5.4 53.2 3.5 34.7 1.2 12.1 10.2 2.8 0.6 9.6 - L. BOOKS 4.7 88.0 0.2 3.0 0.5 9.0 5.3 1,5 1.2 3.8 0.3 M. LOCAL TRAINING 1.6 86.4 - - 0.2 13.6 1.8 0.5 - 1.8 - N. SCHOLARSHIPS 0.4 100.0 - - - 0.4 0.1 - 0.4 - tal Disbursement 292.8 80.9 40.7 11.2 28.6 7.9 362.1 100.0 96.7 254.7 10.7 eme1819=_=0==1 ====4 === ===== ===8= ====== ===== ===== ====== =_= = ==== cember 18# 1990 15:048 - 90 - ANNEX 24 INDIA SECOND TECHNICIAN EDUCATION PROJECT RECURRENT COST IMPLICATIONS TABLE 1. Actual and Projected Recurrent Expenditure on Education Non-Plan Educ. Actual Projected Budget Allocation FY86 FY87 FY88 FY89 FY90 1998 (Rs Million) _- A. Andhra Pradesh 158.10 165.70 122.30 219.50 329.10 486.10 B. Assam 59.47 75.95 85.71 81.48 97.53 144.34 C. Haryana 191.91 206.90 277.90 251.80 356.01 452.00 D. Himachal Pradesh 37.00 51.10 63.00 75.00 64.00 94.40 E. Maharashtra 179.70 182.50 197.00 235.80 270.60 399.13 F. Punjab 251.30 245.20 276.50 308.70 310.00 434.00 G. Tamil Nadu 198.86 228.38 263.60 257.40 289.77 428.86 H. West Bengal 82.58 102.27 126.72 129.27 149.62 221.44 I. Delhi 21.5 24.01 29.00 31.55 30.38 44.81 TABLE 2. Recurrent Cost of Project 1998 J. Total Recurrent Cost of Project: Rs.440.0 million (US$17.1 million) K. Andhra Pradesh Recurrent Costs: Rs.52.5 million (US$2.0 million) L. Assam Recurrent Costs: Rs.21.0 million (US$0.8 million) M. Haryana Recurrent Costs: Rs.51.8 million (US$2.0 million) N. Himachal Pradesh Recurrent Costs: Rs.21.6 million (US$0.8 million) O. Maharashtra Recurrent Costs: Rs.100.1 million (US$3.9 million) P. Punjab Recurrent Costs: Rs.51.0 million (US$2.0 million) Q. Tamil Nadu Recurrent Costs: Rs.77.7 million (US$3.0 million) R. West Bengal Recurrent Costs: Rs.58.6 million (US$2.3 million) S. Delhi Recurrent Costs: Rs.5.8 million (US$0.2 million) TABLE 3. Recurrent Cost Implications Andhra Pradesh recurrent cost as Z of project AP Budget (K as Z A)= 10.8% Assam recurrent cost as Z of project Assam Budget (L as Z B)= 14.54Z Haryana recurrent cost as Z of project Haryana Budget (M as Z C)= 11.46? Himachal Pradesh recurrent cost as Z of project HP Budget (N as Z D)= 23? Maharashtra recurrent cost as Z of project Maharashtra Budget (0 as Z E)= 25Z Punjab recurrent cost as Z of project Punjab Budget (P as Z F)= 11.752 Tamil Nadu recurrent cost as Z of project Tamil Nadu Budget (Q as Z G)= 18.1% West Bengal recurrent cost as 2 of project WB Budget (R as Z H)= 26.4Z Delhi recurrent cost as Z of project Delhi Budget (S as Z I)= 12.92 Sources: State Directorates of Technical Education. ANNEX 25 INDIA SECOND TECHNI-CIAN EDUCATION PROJECT Civil Works Gerneral Implementat onn Schedule C,1 -, 0 J1 ,D~o JjJ SJ o D 0 Jii OJ i1 AS' :~~~~:' SC MA 03 M.A I SIC~~~~~~~~5: MIA 510 MIA I 5 MIA M1 4A IAI t. A S~~~~~~~~ ~I I II 4 P'O I 3c; 300 00 O~~~~~~JcI3000 3005 0I 5 .J. C001~~~~~31 000.6000 100T1006 100610 I 6 8 d 0-ot c 'i0"013 I I00 1i2,30 OC 0001006c I 010001 I I II I I I 9 dd g 3ICO000 i D00ooo 0.00000 1 00100 II 8 8 d 1Le .-t o- *.00!G00 33 i De 06 30610001 i 6000!00oo i 100 0 i i i I I I I I 9 C-t-t S-0- 'o I I 06 000oI100100001 00010I 01 IC C-"t-~t.i0o. 0 000001000!000 oOoioooioooiiOOO oooioooioooiooo OOOIOOOIOOOIOOO 0001.000 100 000601 11 C-.,..t... P.,.o I 000. 000I000I000;000 0006000 61000100. 0I00l000l000 00010001000100O01OOIOOIOOO(00 00010001 ~~~~~~ ~~~~S.pt.b.' ,1001 C O.' D.t. Octob.. 1998 Furniture and Equipment General Procurement Plan Cy 90 Q1T 9 l03 - 039 4 5T 9 496 47 q? go D . 1 Dl J0 J14 04Jm iiS 1 J44 04 D4J0J 4J 0D J J4 J 0D J Ji A C T I V I T Y MIA I SID MIA I 1 MIo A 510 MI1A I 510 $ A 510 MIA SI $4 I A I 50 MIA 2 F-MI L.e0a A C,o.p,.g 00010001 00010001 I 01 1 000 Boo! 0001 I I I I I l I 1 1 1 I I II i Bd Docu..n~ts / 10 1 01 Ol 11 11 I l I I I I I II IOI i I IIIII I Ad~.*,t,s.*..t a e-dd-g I 100 I 10001o I 0001 10001 I 0001 i I I i I I I I I I I I I II 5 8-d E,vl~st-o. i 0 00 0I IIiI 1000 1000o I 1 1 i I I i I~~~~~~~~~~~~~~~~~~~~~ 7 $4od-tsct .nO £ .1 i Ir 1 00 010 01 00 00 00000 ...f.t~a0-n.g A ID00--I 00100 I0 0 001 ooljoooiooo 000 000 00100 ooolooo CA. 8 1~~~4t.llat.o~~~~~ I 0001 ~~~000 000' I of 000 I 0.9'.nt.. P-rod I I I ) 00000 00010000000 -0 oio oioloooooooooo -~ ~~~~~~~.......I 000 000I 000I 0001000 000 000CIO I/ St,.nd.rd B'd Do-...nta ar. *I,..dy 80010~*d .. O1, Croup R.v... 0 - -~~~~~~~~~~-------- - - - - - - - - - - - - - - - - - - - - - - - tttnt.t ;;;rzt & t~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~., N - ~ ~ ~ ~ ~ ~ ~ ~ ~~t 0 5 I~~~~~~~~~~~~~~~~~~~~~~~~~~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --3 :- - - - - - - -. - - - - - --2- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 93 - ANNEX 27 Page 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Supervision Plan A Plan for the Review of the Qualitative Aspects of Project Implementation A. MANAGEMENT INFORMATION SYSTEM (HIS) FOR MONITORING AND SUPERVISION 1. The implementation of the First and Second Technician Education projects would require periodic monitoring of progress against an agreed implementation schedule and identified benchmarks. Because of the diversity and volume of data that will be handled, it is important that over time a computerized Management Information System (MIS) be established up to assist in carrying out this task. Types of Data to be Processed by the MIS 2. The MIS should be designed to process the following indicative list of project data: a) Financial Data - Up-to-date expenditures made against each project component; - Eligible amounts for disbursement and amounts actually disbursed to date. b) Performance Data - Civil works: status of construction, number of workshops, labs, classrooms, centers/cells, etc.; - Procurement: status of procurement of equipment, furniture, vehicles, books, consumable materials, etc.; - Training: status of teachers trained in industry, at the various institutes, locally and abroad, fellowships, study tours, etc.; - Actual performance of the above against targets to date; - Industty-Institute Interaction activities including number of sandwicn courses, guest lecturers, in-plant training for teachers, consultancies, enrollment on Continuing Education Courses and amount of revenue generated, etc. c) Quality and Efficiency Indicators - A list of quality and efficiency improvement indicatr 3 for each State with the targeted monitorable benchmark tc _hieved on a year-wise basis; - 94 - ANNEX 27 Page 2 - Actual performance against targets with dates; Institutionalizing the MIS 3. During the life of the project and beyo.id, it is anticipated that a fully operational project MIS would be developed by the NPIU in consultation with the States. This MIS could be used for regular information processing at both the national and State levels. The types of information that could be processed through the MIS would include: - Admission to various courses category-wise and rank-wise; - Plan allocations to each Department and amounts actually spent; - Publications and teaching aids prepared by each institution; - Addresses and other information on industries, contact persons and linkages developed; - Continuing education programs conducted, enrollments and financial returns thereof; - Staff development activities in collaboration with the TTTIs, industries and other organizations; - Tracer data and employment records of graduates. 4. The Bank would work closely with NPIU and States as and if required, to share other experiences in the establishment and implementation of project MIS. A suggested schedule for Bank staff consultations and review for the first year of the project (CY91) is outlined from paragraph 32 onwards. B. SUPERVISION OF THE PHYSICAL ASPECTS OF THE PROJECT 5. Quality Control Under the Projects: In view of the wide scope and diversity in the type of civil construction to be undertaken, the 'arge amount of investment and the sizeable amount of financing under both the Technician Education Projects, the States must ensure that an adequate mechanism is designed to monitor the supervision of construction during the different stages of implementation. The Bank Staff Appraisal Reports based on discussions with State and Center officials already includes a brief description of existing responsibilities for the implementation and monitoring of construction activities under these projects. However, because State-level supervision of civil works to ensure good quality of construction is an area of special emphasis and concern of both the States and the Bank, it is important that the supervision mechanism be clearly elaborated. 6. Quality of Construction is necessarily a function of the type of supervision undertaken by the State. With this in mind, the general and specific responsibilities of the different State and local agencies, at different otages of the implementation, are outlined below for reference. 7. Responsibili.ie:t The responsibility of quality control rests fully with the State and on its behalf, the supervising engineers and the ANNEX 27 Page 3 institutions and agencies during the preparation and implementation stages. In brief, the responsibilities are shared mainly by the following: (a) the Client or Beneficiary; (b) the Consulting Firm or Design Architect; (c) the Contracting Firm or Contractor; and (d) the Supervising Agency. 8. The Client: The Client's role is manifested in the selection of the Consultant Firm or Design Architect. The Client should have the choice of resorting to new designs and new planning as against utilizing previously conceived and possibly outdated standard designs. When the choice of the Client is to use standard designs, it should be ensured that these designs are updated to reflect the new academic requirements as well as their functional relationships. The Client should ensure the Design Architect of his choice has the full responsibility for making final decisions with respect to design, choice of materials and quality workmanship, acceptability or rejection of defectiva materials and faulty workmanship. 9. The Consulting Firm or Design Architect will be the main representative of the Client from the design/preparation stage to the completion of construction. They will deliver complete sets of architectural drawings. working drawings, site development plans, construction details and additional specifications to meet PWD standard specifications; ensure that structural and electro-mechanical designs and drawings are prepared and made part of th,n required sets for bidding; coordinate all drawings and ensure that no technical interference between the architectural design, structural and electro-mechanical designs take place; give consideration to exposures, orientation and prevailing winds in the design and in the implantation of buildings on site; and remain responsible for ensuring appropriate supervision and quality control of construction. 10. The Contractor has the major task of executing the works. Therefore, the quality of construction will depend on managing the site, the performance of the site engineer and technical staff in supervising the construction, as well as the performance of workers. The Contractor should be prequalified and thoroughly post qualified for the job prior to signing of a contract, following established criteria practiced by the States. 11. The Contractor, among other things, should be made responsible for providing adequate site management set-up and sufficient technical staff to ensure proper management of construction; well-prepared implementation charts which are synchronized with the different construction requirements; sufficient amount of labor on site; adequate required equipment; an experienced supervision engineer assisted by technicians when needed; updated schedules for supply of materials and labor; site book for recording activities, materials delivered, labor on site, issues and remedies; time to meet with the Design Architect for review of progress and resolving of issues. 12. The Site Resident Engineer represents on-site, the Consulting Firm and the Client, with major responsibility for ensuring that construction - 96 - ANNEX 27 Page 4 dttivities take place normally and progress is made according to implementation schedules, that works are synchronized to maintain continuity in accordance with technical specifications and construction details as prepared by the Architect, control the quality of materials delivered, performance of workers and quality of workmanship on site, and to protect the e)vnit 's interest through maintaining efficiency and quality control. Among other responsibilities, the Site Engineer should review the Contractor's preparation of the site prior to starting of works; review and ensure the Contractor's nmanagement of the site and the adequacy of his technical staff; ensure that full sets of all drawings and specifications are also available on site; review the Contractor's construction charts, schedules for supply of materials and labor; ensure during the execution of works the Contractor's respect for established bench marks, leveling and alignment; check and ensure proper framing, appropriate scaffolding and safety on site; check quality of materials and workmanship to be prDvided in accordance with the specifications; ensure adherence to specifications and dtawings, in particular for the execution of construction details; secure testing of materials and reject defective materials and workmanship; formulate remedies and on-site solutions, and issue in writing check lists and instructions for correction and making good; call for meetings with the Contractor and his sub-contractors for review and discussion of site issues; prepare and issue monthly reports on progress. 13. The Bank's Architect has a role to play under Bank financed projects and during implementation has the responsibility to review physical proposals for selected accommodations to see that they meet with the project requirements. Proposed areas for facilities and accommodations are reviewed to see that they fall within acknowledged area norms prescribed for planned facilities. Preliminary designs are reviewed to ensure efficient and economic planning, proper functional relationship and appropriate use of construction methods and materials as well as adequate implementation of buildings on site plan, orientation and exposures and other architectural and construction aspects. The Bank Architect will visit and review selected sites to maintain the Bank's information base and discuss with project authorities issues arising from site selection and construction (see Section 2.04 of the Project Agreement). §Rerision Mechanism 14. The mechanism should be designed to monitor the supervision under contract obligations with both the Contractor as well as the Consultant Firm or Design Architect. Its activities must reach every construction site as it is essential to ensure quality in each building. The activities for quality control will start at the Polytechnic level through the Project Implementation Cell (PIC). The technical section of the PIC will have an Engineer and/or Architect whose main responsibility is to monitor construction activities, the continuity and quality of work on site and to report to the PIC, The role is limited to visiting the construction sites, reviewing progress, recording and reporting. To avoid interference in progress of work, the Engineer/Architect will not be empowered to stop work, refuse or accept submitted materials or workmanship. His report to the PIC will outline issues and problems relating to progress and quality. The PIC will handle issues in dealing accordingly with the Consultant Firm and/or the site Engineer who are in charge of supervision. The latter will take matters to the Contractor, discuss and - 97- ANNEX 27 Page 5 solve issues raised by the PIC ana see to it that the Contractor abides bv the terms of his contract. 15. Periodic reports will be compiled by the PIC and submitted to the State's Project Implementition U'it (SPIU). The latter has a special Quality Control Unit whose responsibility also is to er.sure the quality of construction for Government buildings through periodic visits to construction sites. The PWD Unit is centrally located and is represented regionally. The Unit will perform its duty independently from the activities of the PIC described above, but it will also interact with it and with the SPIU. 16. The SPIU would also have a role to play in quality control of construction. While all construction and quality issues should be resolved at the Polytechnic/PIC level, some issues may require the intervention of the SPIU Architect. The States have already assigned an Architect, recruited or deputed from the PWD, in the engineering/technical unit of the ZPIU. The Architect will be responsible for visiting constr'Bction .ites, monitoring the continuity and progress of work, controlling quality of construction, assembling and compiling submitted reports by PIC's and PWD's Quality Control Unit, preparing and submitting semi-annual reports to the National Project Implementation Unit (NPIU) at the central level. Such reports will cover a description of the overall status of construction, update progress in implementation, revise costs of civil works, comment on quality of construction works, relay issues encountered and remedies applied, update implementation schedule and indicate new completion date. The SPIU will ensure periodic visits to the State construction sites, and in particular to sites experiencing difficulties, having problems, and requiring assistance and solving of issues related to advancement of work and quality control. 17. The Architect in the NPIU will not be directly involved in the actual supervision of construction. His major role is to interact with the States through the SPIUs and monitor the overall physical implementation of the Project, ensure submission of progress reports of the State, review submitted reports and prepare an overall evaluation, provide recommendations and interact with the States and World Bank Teams when they visit India. C. INDUSTRY-INSTITUTE INTERACTION 18. In the past, Polytechnics operated in isolation with little direct contact or involvement of industry. The Polytechnics, without any external inputs made few adjustments in their curricula, while their equipment became outdated and their teaching staff more academically oriented with little or no relevant industrial experience. Industry has more recently, managed to make better emolument and career development adjustments than the government sector with the result that it has become difficult for Polytechnics to attract people with industrial experience to its teaching staff. This further aggra- vates the isolation from which Polytechnics suffer. 19. In order to develop lasting linkages between Polytechnics and industry the following provisions are included in the proposed project: (a) 29 Industry-Institute Interaction Central/Regional Cells (III- Cells) are being established the sixteen participating States and the Union Territory of New Delhi; and - 98 - ANNEX 27 Page 6 (1) 372 Industry-Institute Interaction Cells would be set up in Polytechnics, each with a Training and Placement officer. 20. Regular and extensive reviews and assessments of key aspects of the process by the States and the NPIU will ensure that this most important part of the pcoiect fulfills expectations in a planned manner. The areas which require close coordination relate to the interaction between industry, State governments and Polytechnics. 21. Services which inidustry can supply to Polytechnics are as follows: (a) participation in the development of new curricula in existing and new technology courses; (b) training in industry of new and existing teaching staff properly supervised by the training officers of the industries involved; (c) training of students in industry in a sandwich program and in a manr.er that ensures maximum benefit. This to be done by adjusting both time and content accordingly; (d) attaching wherever feasible, free-standing government Polytechnics to an industry or a group of industries, thereby ensuring that training in the institutes are more realistic and relevant to industry; (e) inducing industries to provide/subsidize guest lecturers to the Polytechnics because of the official low remuneration which institutions to pay. 22. Services which Polytechnics are expected to provide to industry include: (a) the organization of Continuing Education courses for employees of industry to upgrade their knowledge and chances of further career development; (b) arrange on request, specialized courses for industry; (c) plan laboratories and workshops in such a way that they can be utilized for testing and other services to industry; and (d) arrange in-plant training courses in industry; 23. Most of the above activities will also assist the Polytechnics to generate income to offset some of their operation and maintenance costs. REVIEW OF IMPLEMENTATION 24. As a part of the Bank obligations under the Project Agreement, the Bank staff will from time to time be associated with and review progress in the implementation of Industry-Institute Interaction. The following is a preliminary list of activities which Bank staff has identified in consultation - 99 - ANNEX 27 Page 7 with NPIU and States as critically important in the period to December 1991 and in which some Bank experiences can be useful: (a) workshops with Technology Watch Group and industry for curriculum development including need analysis for new and emerging technology courses; (b) the ident3fication and planning of training for specialists in high technolog" in India and abroad and which will also assist, to some extent, the States in specifying equipment requirements, the training of teachers, and the installation and start up of the equipment; and (c) workshops on Industry-Institute Interaction with the coi'.aboration of the respective Directorates of Technical Education in all project States and the Union Territory of Delhi. 25. Engaging Industry in the Process. At the invitation of the State officials, Bank staff have attended a series of meetings with industrialists w- re the States have elicited the increased involvement of industry in lalytechnic training. On the bais of meetings (Bombay, Madras, New Delhi, Chandigarh), it is evident that the reactiLn and willingness of Industry to cooperate with the Directorates is further enhanced when they are assured that the States and Bank will remain active on this component of the project. Hence it is proposed that the States organize more such meetings/workshops and that Bank staff participate in these to the extent possible, to further demonstrate the Bank Group support of this type of collaboration. 26. Curriculum Development/Preparation of Equipment Requirements is the responsibility of the four Technical Teachers Training Institutes. The Bank would also want to be kept up-to-date and associated with the process especially where it involves the new technology courses e.g., Environmental Engineering, Fiber Optics, CAD/CAM, Computer Hardwa,e, Robotics & Automation, Satellite Technology, Telematics, Bio-Technology and Sea-Bed Mining. The Bank can assist the NPIU and States by further facilitate the Technology transfer objective i=of the project. It is understood that after course outlines are prepared, a process of consultation begir.s with industry also involving equipment requirements and the training of teachers. The Bank could assist and/or facilitate delegations from TTTIs to visit industries and institutions in Europe and USA. Also, as a part of the normal project implementation review process, the Bank can bring in speciality experts in these high-tech areas to workwith TTTI and State Directorate Staff. These visits will be mainly in the fields of CNC machines and hi-tech electronics. 27. Teacher and Student Attachment Programs. Schemes should be developed by each State in consultation with industry to attach teachers and sturl-ts for training in industry. Bank staff and consultants can, if requested, assist in bringing to this process, world-wide experiences and guidance. 28. Sustainability of Industry-Institute Interaction. For continuation of industry-institute interaction after the completion of the project, the established Advisory Committees should ensure that the Industry-Institute Cells continue functioning. Bank staff will review from time to time in conunction with the States and NPIU, the functioning of these Committees and Cells. - 100 - ANNEX 28 INDIA SECOND TECHNICIAN EDUCArION PROJECT Forecasts of Expenditures and Disbursements Disbursement IDA ProfI le (X) Semester Fiscal Yonr Expendituroe Disburemonts Cumulativo of Regional from and Semester Semester Cumulative Semester Cumulative As X of Education Appraisal Total Proj cts Date ---------- --- USS million ------------- FY92 Jul 91-Doec 91 - - 13.0 13.0 La 4 - 2 Jan 92-Jun 92 16.30 16.80 e1.a 13.3 4 8 3 FY93 J.l 92-Dec 92 16.80 30.60 13.8 28.6 9 10 4 Jan 93-Jun 98 29.62 60.22 26.0 62.6 17 14 6 FY94 Jul 93-Dec 93 29.62 89.84 26.0 78.6 26 18 8 Jan 94-Jun 94 39.44 129.28 34.4 113.0 87 26 7 FY96 Jul 94-Dec 94 39.44 168.72 84.4 147.4 48 34 8 Jan 96-Jun 96 81.86 200.67 27.3 174.7 67 46 9 FY96 Jul 96-Dec 96 31.86 232.42 27.8 202.0 6S 64 10 Jan 96-Jun 96 28.40 266.82 19.3 221.8 72 62 11 FY97 Jul 96-Dec 98 23.40 279.22 19.3 240.6 78 74 12 Jan 97-Jun 97 21.60 300.72 17.4 268.0 84 78 18 FY98 Jul 97-D.c 9. 21.50 822.22 17.4 275.4 90 86 14 Jan 98-Jun 98 19.96 842.17 16.9 291.8 96 94 15 FY99 Jul 98-Dec 98 19.96 862.11 16.8 807.1 100 100 18 Jan 99-Jun 99 Closing Date: June 1999 /a Special Account - 1.01 - ANNEX 29 INDIA SECOND TECHNICIAN EDUCATION PROJECT Selected Documents and Data Available in the Proiect Files A. Documents Available by State Andhra Pradesh A-1 Project Report on Strenthening Technician Education in Andhra Pradesh with World Bank Assistance, Govt. of Andhra Pradesti, Dept. of Technical Education, Governmen Offices Building, Hyderabad, 28th August, 1990. Assam A-2 Project Report, Strengthening Technician Education in Assam with World Bank Assistance, Govt. of Assam, Directorate of Technical Education, Sept. 1990. Haryana A-3 Project Proposal for Strenthening of Technician Education in the State of Haryana (India) with World Bank Assistance, Directorate of Technical Education, Haryana, Chandigarh, Sep. 1990 Himachal Pradesh A-4 Project for Strenghtening Technician Education with World Bank Assistance, Vol-I, Project Proposal, Dept. of Technical Education, Directora:e of Technical Education, H. P., Sundernagar, District Mandi, Himachal Pradesh, Revised Sept. 1990 A-5 Vol-II, Detailed Project Report for Government Polytechnic Sunderna- gar, District Mandi, Himachal Pradesh. A-6 Vol-III, Detailed Project Report for Government Polytechnic, Hamirpur, District Hamirpur, Himachal Pradesh. A-7 Vol-IV, Detailed Project Report for Government Polytechnic Rohroo, District Shimla, Himachal Pradesh. A-8 Vol-V, Detailed Project Report for Government Polytechnic (for Women) Kandaghat, District Solan, Himachal Pradesh. A-9 Vol-VI, Summary of Expenditure and Phasing for Five Years of All Components, Himachal Pradesh. A-10 Vol-VII, Part 1-8, Details of Inputs of Directorate, Development Centre, State Board of Technical Education, Upgrading of Junior Technical School and Polytechnics. Maharashtra A-l1 Project for Strengthening Technician Education in Maharashtra State with World Bank Assistance, Government of Maharashtra, Technical Education Depdrtment, Bombay, Sept. 1990. - 102 - ANNEX 29 Page 2 Puniab A-12 Proposal for Strengthening of Technical Education in Punjab State with World Bank Assistance, Directorate of Technical Education, Punjab State, Chandigarh, Sept. 1990. Tamil Nadu A-13 Project Proposal for Development of Technician Education in Tamil Nadu with World Bank Assistance, Department of Technical Education Madras, Sept. 1990. West Bengal A-14 Project Report on Strengthening of Technician Education with World Bank Assistance, Directorate of Technical Education, West Bengal. Sept. 1990. New Delhi A-15 Project for Strengthening of Technician Education in Delhi with World Bank Assistance, Directoprate of Training and Technical Education, New Delhi, Sept 1990 - 103 - CHART 1 INDIA SECOND TECHNICIAN EDUCATION PROJECT Articulation of the Education System 26 21 25 20 D)octoral 24 Doctoral Prograrnc_ Scientist 23 19 Programas (3.5 Years) 18 (3-5 Years) 22 Porm nicr 17 Graduate Programs Graduate Progranis Engineers 21 16 (Masters) (Masters) t Tcchologists 20 15 15 19 Undergraduate Undergraduate 18 14 Programs Programs 13 (General) (General) 17 Post Dip + 4 4 ~~~~~~~~Coursc I C Technicians j Polytechnic l . *| ~~~~~~~~~~~~~~~~~~~~~Vocational 17 | j l r _ Courses Technicians 12 Higher Secondary Education 16 ... ........ ................ (3yrs) ITI 1 Academi c" Voc~ational Tar rfse 15 . ..Y.s) 15 10 14 9 13 8 12 Secondary Education 1 7 6 |0 Unskillcd 10 5 9 | Workers 4 8 3 Primary Education 7 2 6 5 Years of Schooling - 104 - CHART 2 INDIA SECOND TECHNICIAN EDUCATION PROJECT Technician Education System in India C EC/I .Professional e0 2 E4 - Engineer p Higher Level P 2 * Technician Technicians VS Skilled Workers L~m LEGEND ITI - Industrial Training Institute VS - Vocational Schools P - Polytechnics C - Colleges EC/IT- Engineering Colleges/Institute of Technology - 105 - CHART 3 INDIA SECOND TECHNICIAN EDUCATION PROJECT Organizational Structure of Technical Education NAIIONAL STATE GOVERNMWNT GOVI-ERNMEN1' MINISTRY OF HUMAN RESOURCES DEPARTMENT OF EDUCATION DEVELOPMEN'T COUN'CII. FOR BL1TEAU OF DIRFCTORATE BOARDS OF nCl(LNICAI, T'ECMNICAL UGC - :Nl'ERSITY OFTECIINICAL TEChNICAL EDUCATION EDUCATION FDUCATlON EDUCATION (AIC'IE)_ ALI. REGIONAI, REGIONAL BOARDS OF OITS TECICAL ENGINEERNG POLYTEClINICS ENGINEERI.G INDIA COM.MITEES OFFICES APPRENTIC RECS | TEACILERS" COIJIEGES COLLEGES BOARDS ESILP AFFILIATED ARFFIUATED OF l TRAINING lTO TO STUDESE UNIVERSITIES It (itGraduate Stud1ies & ke-,erch andae (mredut Studies ^ Techncian nEducation & Z Z >~~~~~ |ucationalr Technology_ | I-mtrgunt lAamlnolgres l a En 0 | No C? f G _ _ Sou___hem _ N _3 CoTltunuing l:dUCati W > r F1 F' Ihstant Learnmg fn _ C O ttl t 3 oo~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~- _ 3 o- _~~~~~~~~~~~~~~~~~~~J - 107 - CHART 5 INDIA SECOND TECHNICIAN EDUCATION PROJECT Organizational Structure of NPIU at Ed.CIL STEERING COUMITTEE NATIONAL PROJECT DIRECTORATE sooty ADVISOPROJECT ADVISOR ICOWITTEE ADi ACADFEIIC WNGo PROJECT PROJECT M PROJECT COORDINATOR-I < > COORDINATOR-11 <-I- 1-> COORDINATOR-l11 (Plnnni ng ^ (Academic) I I (Reources A Evalusti:on) Dy. Project I I Services) Doputy Project Coordinatora-2 I I Coordinatora-2 Coardinstors-2 OY. MANAOE ECUIVE DY. WAOE ASST. IfWA