Page 6 - A comprehensive policy

A Comprehensive Training Policy for Technical Teachers

A COMPREHENSIVE TRAINING POLICY FOR

TECHNICAL TEACHERS

1.0. INTRODUCTION

With rapidly changing technological scenario in the context of ever-increasing global
connectivity as well as competitiveness in modern times, the role of technical education in
economic development has become very significant and challenging. Also, as a consequence
of intensive technological developments, the concerns of sustainability, environmental
degradation, resource depletion and inclusive growth have become more relevant. The
need for well-qualified engineers/ professionals is more critical with complex problems
that affect the quality of life of everyone, everywhere for businesses seeking well-rounded
engineers and professionals who face global challenges. Further, the concerns for making
the educational curricula and training more conducive to the national needs are becoming
a top priority.

In our country, we have observed that in the past few decades, there has been a spectacular
increase in the number of technical institutions. However, the thrust on improving the
quality of education in such a wide spectrum of institutions has been lacking. A large
number of technical institutions exist in the country where a huge number of teachers are
employed and being recruited. It is estimated that at present, around 30,000 teachers are
being recruited afresh every year in these institutions.

The technical institutions provide the technical manpower needed to meet the
requirements of the country. In these institutions, the most important component
of the information-knowledge transition is facilitated by the teachers. The teaching
professionals or teachers join this profession immediately after the completion of their
post graduate or research degrees and then progress in their career. As of now, there is
no training, which prepares them to take on the role in the teaching profession.

Another important issue worth pondering is that the teaching profession in the technical
education domain no longer attracts the best academic performers and many a times,
it becomes the last choice. There is hardly any mechanism and opportunity to motivate
academically brilliant candidates to take up the jobs in the teaching profession and
groom them for providing quality education. Needless to emphasize that with such a
downside trend, a vicious cycle is created that continues to operate, resulting in further
degradation of the quality of education.

Given the above scenario, the need for adequately augmenting the quality of technical
education and making it more and more appropriate to the present requirements is
becoming very acute and requires effort on the part of the monitoring agencies as well
as the stakeholders. The AICTE has been seriously concerned over this issue and has
adequately prepared itself to launch a number of initiatives to cope up with this situation.

The AICTE Council in its 49 meeting held on 14 March 2017 comprehensively deliberated
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on these issues and after several discussions held with the stakeholders in technical

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