P1259181027DgWhM

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Improving Quality of Indian Technical Education
- Role of IITs and IIT alumni
PAN IIT 2008 Education Track Session III
Anup K Ray Visiting Faculty Centre for
Educational Technology IIT Kharagpur
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Content
1. Ranking of Institutions, Quality Assurance in
Higher Education

• Some samples
• Indian scenario

2. Graduate Attributes Professional Competencies
(Washington Accord, Sydney Accord, Dublin Accord,
Engineers Mobility Forum Engineering
Technologists Mobility Forum)

• Deriving curricula from attributes competencies
• Implementing curricula with measurable outcomes

3. Some thoughts on the role of the IITs and IIT
alumni
4. Experience of IIT KGP in increasing its reach
Contd.
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2007 THES-QS World University Rankings
Times Higher Education Supplement Quacquarelli
Symonds http//www.thes.co.uk/
2007 Rank Institution Name 2007 Rank Institution Name
1 Harvard - --------
2 Cambridge 125 Nanjing University, China
2 Oxford - --------
- ---------- 149 City University of Hong Kong
10 MIT - --------
- -------- 151 Hokkaido University, Japan
20 Carnegie Mellon - --------
50 University of Auckland 175 University of Sao Paulo, Brazil
- --------- 200 University of Cape Town, South Africa
100 University of Helsinki 200 RMIT University, Australia
Contd.
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• Academic Ranking of World Universities

- Compiled by Shanghai Jiao Tong University.
http//ed.sjtu.edu.cn/ranking.htm

• Numerous magazines and newspapers publish such
  rankings using a wide variety of criteria with
  widely varying results.

Ranking System in the UK

• Quality control carried out by Quality Assurance
  Agencies for Higher Education (QAA)
• Quality Assessment Exercise (QAE) takes place
  every 4 years at institution level.
• At PG level Research Assessment Exercise (RAE)
  checks level of Research done in every department
  and is used to decide funding.
• RAE ratings range is 1 to 5 (5 is highest).

Contd.
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Quality Assurance in Higher Education in Europe

• Initiated by the ministers of the Bologna Process
  signatory States in September 2003
• Parties involved (E 4 Group)
• - European Network for Quality Assurance in
  Higher Education (ENQA)
• - European University Association (EUA)
• - European Association of Institutions in
  Higher Education (EURASHE)
• - National Unions of Students in Europe (ESIB)
• Covers European Higher Education Area (EHEA) with
  40 States with diverse political, cultural,
  education systems, traditions, languages,
  aspirations etc.
• Main outcomes
• - standards and guidelines for internal quality
  assurance in higher education
• - standards for external quality assurance
• - standards for external quality assurance
  agencies

Contd.
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• Report Standards and Guidelines for Quality
  Assurance in the European Higher Education Area
• - published by the European Association for
  Quality Assurance in Higher Education
• - good attention to substantive issues as well
  as details
• - clear focus on implementability and
  accountability.

Indian Scenario
Quality Assurance Accreditation of Higher
Education

• NBA (MHRD/AICTE)
• - concerned with technical education
• - uses eight broad criteria each broken down
  into several parameters with weights assigned
  to each, which are different for diploma, UG, PG
  level programmes.
• - Accreditation valid for a fixed period.

Contd.
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• National Assessment Accreditation Council
  (NAAC)
• - Established by UGC in 1994
• - Operates at institute level
• - Methodology
• Preparation and submission of self study report
• On-site visit by peer team for validation of
  report and recommendation to NAAC
• Final decision by the EC of NAAC

. it is now a rare Indian university that
makes it to the top 400 in the world. As a
result, when Indian graduates are held up to the
glare of global competition .. One study deemed
that 75 of our graduates were unemployed for the
work, they were ostensibly trained to do

• None of the IITs or the IISc figure in the top
  200 list of THES-QS survey
• Delhi University figures in the list of top 500
  university.

Contd.
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Graduate Attributes and Professional Competencies

• Several accrediting bodies for engineering
  qualifications have developed outcomes based
  criteria for evaluating programmes.
• A number of engineering regulatory bodies have
  developed / are in the process of developing
  competency based standards for registration.
• Educational and professional records have
  developed statements of graduate attributes and
  professional competency profiles for mutual
  recognition of qualification and registration.

Contd.
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• Stages of professional development
• Acquire accredited qualification ----- Graduate
  Stage
• Acquire experience training -----
  Professional Registration
• Meet additional competencies -----
  International Registration
• Principles of recognition Substantial
  equivalence rather than exact correspondence of
  contents and outcomes.

Contd.
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• Examples of Accords for mutual recognition of
  qualifications
• Washington Accord (WA) Graduate Engineers
• Sydney Accord (SA) Engineering Technologists
• Dublin Accord (DA) Engineering Technician
• Mechanisms to support professional registration
  amongst signatory nations
• Engineers Mobility Forum (EMF)
• Engineering Technologists Mobility Forum (ETMF)

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Graduate Attribute Profiles
Sl. No Differentiating Characteristic for Washington Accord Graduate for Sydney Accord Graduates for Dublin Accord Graduate
1 Academic Education Educational depth breadth 4 years post secondary 3 years post secondary 2 years post secondary
2 Knowledge of Engineering Science Breadth depth of education type of, both theoretical practical Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models --------- to defined and applied engineering procedures, processes, systems or methodologies. -------- to wide practical procedures and practices.
3 Problem Analysis Complexity of analysis complex engineering problems. broadly-defined engineering problems. well-defined engineering problems.
Contd.
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Graduate Attribute Profiles
Sl. No Differentiating Characteristic for Washington Accord Graduate
4 Design/ development of solution - Design or develop solutions to complex problems
- ---- --- ---
7 Individual Team work --- Function effectively as an individual or leader in diverse teams and in multi-disciplinary settings.
- --- --- ---
10 Ethics --- Understand and commit to professional ethics and responsibilities and norms of engineering practice.
11 Environment and Sustainability --- Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development.
- --- --- ---
13 Life Long Learning --- Recognize the need for and have the ability to engage in independent and life-long learning
Contd.
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Role of IITs and IIT Alumni in improving quality

1. Develop / assist in the development of curricula
   in various engineering disciplines to match the
   WA, SA DA accords.
2. Develop indicative problem sets / assignments /
   case studies / interactive learning materials.
3. Develop test items, student evaluation
   guidelines.
4. Conduct short term courses / workshops / seminars
   for engineering faculty / educators / policy
   planners to increase awareness of quality
   assurance on a continuous basis.
5. Conduct extensive training programmes for
   engineering faculty using advanced educational
   technology tools.
6. Establish / help establish Educational Technology
   as a discipline of study at M Tech level
   in all IITs, NITs and other top tier
   Institutions.
7. Establish a permanent body to formulate policies
   / conduct research / coordinate with all stake
   holders / initiate and monitor projects to
   improve technical education in India in a
   systematic way.

Contd.
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Experiences of IIT Kharagpur in reaching out

• El Net-3L (96-01) reached out to 12000 students
  
• PGDIT (01-07) reached out to 700 students in
  mixed mode.
• VOD introduced in campus in 00 01, more than
  5000 hrs of video available in KGP intranet.
• Virtual Lab in Electrical Technology developed
  and tested (2003).
• Virtual Classroom developed and tested on
  intranet (2004)
• 96000 hrs of IIT KGP video in use in 167
  institutions in VCD/DVD/VOD formats.
• Contributed 22 video 18 web courses to NPTEL
  47 video courses to Eklavya.
• VC based interactive distance education programme
  (M Tech) for engineering college faculty planned
  in 2009.
• Video recording may be raised to 3000 hrs/yr from
  09-10 academic year.

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• Thank You