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All India Council for Technical Education – Wikipedia Indian statutory body

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All India Council for Technical Education Abbreviation AICTE FormationNovember 1945 ; 77 years ago ( November 1945 ) HeadquartersNew DelhiLocation

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Chairman Member Secretary Rajive Kumar Vice Chairman M P Poonia Main organ CouncilAffiliations, Budget ₹ 420 crore (US$53 million) (2022–23 est.) Website The All India Council for Technical Education ( AICTE ) is a statutory body, and a national-level council for technical education, under the,

1. Established in November 1945 first as an advisory body and later on in 1987 given statutory status by an Act of Parliament, AICTE is responsible for proper planning and coordinated development of the and system in,
2. It is assisted by 10 Statutory Boards of Studies, namely, UG Studies in Eng.
3. Tech., PG and Research in Eng.

and Tech., Management Studies, Vocational Education, Technical Education, Pharmaceutical Education, Architecture, Hotel Management and Catering Technology, Information Technology, Town and Country Planning. The AICTE has its new headquarters building in Delhi on the Nelson Mandela Road, Vasant Kunj, New Delhi, 110 067, which has the offices of the chairman, vice-chairman and the member secretary, plus it has regional offices at Kanpur, Chandigarh, Gurgaon, Mumbai, Bhopal, Vadodara, Kolkata, Guwahati, Bangalore, Hyderabad, Chennai and Thiruvananthapuram.
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Who started technical education in India?

The Viceroy, Lord Hardinge (1944- 1948) gave attention to the development of Technical Education in India and also provided a respectable weightage. Technical Education mostly is imparted through different kinds of institutions at three different levels in India.
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Who is responsible for the implementation of rules and regulations for technical education?

FAQs on All India Council for Technical Education (AICTE) – The Ministry of Law & Justice published the AICTE act for executing AICTE with proper planning and development of technical education in India.

Focuses more on practical skills Enables problem-solving nature among students Making students ready for jobs and research opportunities Encouraging digital development of the nation Optimization of resources of the country

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In which year the All India Council for Technical Education was given statutory status?

Suggest a new Definition Proposed definitions will be considered for inclusion in the Economictimes.com Definition: AICTE is an abbreviated form of the All India Council for Technical Education. AICTE is the statutory body and the national-level council for technical education in the country.

AICTE was formed in November 1945 with the vision to promote development of the education system in India. Till 1987, it was acting as an advisory body under the Department of Education, Ministry of HRD. In 1987, it was given a statutory status by an Act of Parliament, enabling it to exercise in a more effective manner.

AICTE as a body is responsible for accrediting all postgraduate and graduate programs, under specific categories of technology for Indian institutions. This is its major point of difference with UGC (University Grants Commission) as UGC only accredits non-technical education in India.

1. Description: AICTE provides a co-ordinated effort for development and planning of technical education in India.
2. It is primarily the accrediting authority for institutions, including schools and colleges giving diplomas, undergraduate and postgraduate education.
3. Apart from the accreditation, AICTE also has major involvement in training, research and development of technical education in the country, which includes the variety of study areas like commerce and industry trade, science and engineering, medicine and healthcare, arts, environment, architecture, vocational studies, management, hospitality, food science and many more.

AICTE has its eight sub departments: 1. Administrative Bureau, 2. Academic Bureau, 3. Engineering & Tech Bureau, 4. Finance Bureau, 5. Management and Technology Bureau, 6. Planning and Coordination Bureau, 7. Quality Assurance Bureau, and 8. Research & Institutional Development Bureau.
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Who is the head of All India Council for Technical Education?

Leadership Team – Prof.M. Jagadesh Kumar joined All India Council for Technical Education as Chairman on 2nd September 2022, He is presently the Chairman of University Grants Commission and All India Council for Technical Education. He is Professor of Electrical Engineering at IIT Delhi.

He was the 12th Vice-chancellor of Jawaharlal Nehru University, New Delhi (Jan 2016 – Feb 2022). He still teaches at IIT Delhi. He held the NXP (Philips) Chair Professor established at IIT Delhi by Philips Semiconductors, Netherlands. He received the 2013 Award for Excellence in Teaching (in large class category) from IIT Delhi.

He works in the area of Nanoelectronic Devices, Nanoscale Device modeling and simulation, Innovative Device Design and Power semiconductor devices. He has published extensively in the above areas with three books, four book chapters and more than 250 publications in refereed journals and conferences.

Several patent applications have been filed based on his research. Prof.M. Jagadesh Kumar obtained his MS(EE) and PhD(EE) degrees from the Dept of Electrical Engineering, Indian Institute of Technology, Madras. He did his post doctoral research at Department of Electrical and Computer Engineering, University of Waterloo, Waterloo, Ontario, Canada.

He is a Professor in the Department of Electrical Engineering at IIT Delhi. He is presently the Chairman of UGC (University Grant Commission) and AICTE (All India Council for Technical Education). He was the 12th Vice-chancellor of Jawaharlal Nehru University, New Delhi (Jan 2016 – Feb 2022).

He still teaches at IIT Delhi. He held the NXP (Philips) Chair Professor established at IIT Delhi by Philips Semiconductors, Netherlands. He received the 2013 Award for Excellence in Teaching (in large class category) from IIT Delhi. Prof.M. Jagadesh Kumar works in the area of Nanoelectronic Devices, Nanoscale Device modeling and simulation, Innovative Device Design and Power semiconductor devices.

He has published extensively in the above areas with three books, four book chapters and more than 250 publications in refereed journals and conferences. Several patent applications have been filed based on his research. He is on the editorial board several international journals including IEEE Journal of the Electron Devices Society and is Editor-in-Chief of IETE Technical Review.

• He was an Editor of IEEE Transactions on Electron Devices for nine years.
• He is a Fellow of Indian National Academy of Engineering, The National Academy of Sciences, India, and The Institution of Electronics and Telecommunication Engineers, India.
• He has been awarded the 29th IETE Ram Lal Wadhwa Gold Medal for distinguished contribution in the field of Semiconductor device design and modeling.

He also received the first ever ISA-VSI TechnoMentor Award given by the India Electronics & Semiconductor Association to recognize a distinguished Indian academician and researcher for playing a significant role as a mentor and researcher. He is a recipient of 2008 IBM Faculty award in recognition of professional achievements.
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Who was the father of technical education?

Comprehension – Direction: Read the following passages and answer the questions that follow : All-round development of man is the true aim of education. It should train not only the head, but also the hands and the heart. But our present system of education has miserably failed to achieve this aim.

1. It suffers from many grave defects.
2. The present system of education was founded by the British for their own convenience.
3. Lord Macaulay was the father and founder of this system.
4. He wanted it to produce clerks to help the British in running their administration.
5. Today the English have gone but the same old system of education still continues.

We are free but we are still slavishly following the system evolved by the British. This system of education has many defects. It must be changed and overhauled. The greatest defect in our present system of education is that it is too theoretical. An educated man has only bookish knowledge.

He knows nothing about practical things. He finds that his education has not made him fit to do any useful work for his society. Vocational education is the need of the hour. We need more and more technicians, engineers and doctors. But, the number of vocational institutions Engineering and Medical Colleges, Polytechnics and ITI.’s – is still limited and expensive for maximum institutions are privately owned by capitalists.

A large number of young men and women, who can do well as technicians, are deprived of technical or vocational knowledge.

Lord Macaulay was the father and founder of the present system of educationAbraham Macaulay was the father and founder of the present system of educationMahatma Gandhi was the founder and father of the present system of educationDr.B.R. Ambedkar was the father and founder of the present system of education

Last updated on Dec 7, 2022 HP TET Admit Card has been released on 7th November 2022 for the November Cycle Exam. The Himachal Pradesh Board of School Education has released the new notification for HP TET for the November Cycle. The exam will be held on 10th, 11th, 18th, and 25th December 2022.
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Who is the father of technology education?

Through Education into the World of Work. Uno Cygnaeus, the Father of Technology Education. Kantola, Jouko; Nikkanen, Pentti; Kari, Jouko; Kananoja, Tapani More than 100 years have passed since the death of Uno Cygnaeus (1810-1888), the father of Finnish folk schools and pioneer of educational arts and crafts.

His accomplishments include design and organization of the folk school system, initiation of high class teacher training, and emphasis on the importance of women’s education. Although his academic discipline was theology, the basis for his educational theory shows the influence of classic authorities on education and international studies.

The contents and aims of his teaching must be understood as reflections of the time rather than as eternal truths. Research in teacher training has a good start in Finland. Historically, the Teacher Education Department of the University of Jyvaskyla has had a central role in development of teacher education in Finland.

• The training sets used by all teacher training colleges and schools since 1912 have been abandoned with the introduction of the comprehensive school system in the 1970s.
• Over the years, the facilities, materials, tools, instruments, and machines available to teaching handicrafts have improved.
• Basic courses in technical handicrafts offered by Finnish teacher education institutions teach wood, metal, and plastic products.

The latest trend in handicrafts teaching as part of general education is technology education. One objective is to help the pupil gain competencies needed in coping with everyday life, job assignments, and hobbies and to guide him or her towards post-compulsory education.

(124 references) (YLB) Descriptors: Craft Workers, Developed Nations, Education Work Relationship, Educational Development, Educational History, Educational Research, Folk Schools, Foreign Countries, Handicrafts, Higher Education, Metal Working, Plastics, Teacher Education, Technical Education, Technology Education, Womens Education, Woodworking Institute for Educational Research, University of Jyvaskyla, P.O.

Box 35, SF-40351 Jyvaskyla, Finland (80 Finnish marks, 13.46 Euros).
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Which organization is responsible for technical education in India?

The All India Council For Technical Education Act 1987 – (No 52 of 1987 as passed by both the Houses of Parliament) The AICTE Act was constituted to provide for the establishment of an All India Council for Technical Education with a view to proper planning and co-ordinated development of a technical education system throughout the country, the promotion of qualitative improvements of such education in relation to planned quantitative growth, and regulation & proper maintenance of norms and standards in the technical education system and for the matters connected therewith.
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Which Organisation regulates technical education in India?

Professional councils are responsible for recognition of courses, promotion of professional institutions and providing grants to undergraduate programmes and various awards. The statutory professional councils are:

• All India Council of Technical Education (AICTE)
• Medical Council of India (MCI)
• Indian Council for Agricultural Research (ICAR)
• National Council for Teacher Education (NCTE)
• Dental Council of India (DCI)
• Pharmacy Council of India (PCI)
• Indian Nursing Council (INC)
• Bar Council of India (BCI)
• Central Council of Homeopathy (CCH)
• Central Council for Indian Medicine (CCIM)
• Council of Architecture
• Rehabilitation Council
• National Council for Rural Institutes (NCRI)
• State Councils of Higher Education (SCHE)

All India Council of Technical Education (AICTE) All India council for Technical Education has been established under the AICTE Act, 1987. The council is authorized to take all steps that are considered appropriate for ensuring coordinated and integrated development of technical education and for maintenance of standards. The Council may, amongst other things:

1. coordinate the development of technical education in the country at all levels;
2. evolve suitable performance appraisal system for technical institutions and universities imparting technical education, incorporating norms and mechanisms for enforcing accountability;
3. laydown norms and standards for courses, curricula, physical and instructional facilities, staff pattern, staff qualifications, quality instruction, assessment and examinations;
4. grant approval for starting new technical institutions and for introduction of new course or programmes in consultation with the agencies concerned.

What is available in AICTE Website ? Website provides a list of approved institutes – state-wise for Degree and Diploma Programs in Engineering and Technology, MCA & MBA, Pharmacy, Architecture & Applied Arts, Hotel Management & Catering Technology and M.E./M.Tech.

/ M.Pharm. /M.Arch.). The site also provides list of programs accredited by National Board of Accreditation (NBA) under the AICTE.Website also provides model curriculum for UG Programs and list of books recommended for management education. For more info,Visit https://www.aicte-india.org/ ^ TOP Medical Council of India (MCI) The Medcial Council of India (MCI) was set up by the Indian Medical Council Act, 1956, amended in 1993.

The council is empowered to prescribe minimum standards for medical education required for granting recognized medical qualifications by universities or medical institutions in India. The Council is empowered to make regulations relating to:

1. the course and period of study, including duration of practical training to be undertaken, the subjects of examination, and the standards of proficiency therein to be obtained in universities or medical institutions for grant of recognized medical qualifications;
2. the standard of staff, equipment, accommodation, training and other facilities for medical education; and
3. the conduction of professional examinations, qualifications of examiners, and the conditions of admissions to such examinations.

The Council is also responsible to give its recommendations to the Central Government for establishing new medical colleges, opening of new or higher courses of study and increase in admission capacity in any courses of study or training. What is available in MCI Website ? MCI website provides for a list of courses and colleges recognized by MCI in searchable interface.

Search can be university, state or course wise.Site also provides status of application of medical professionals who apply for registration of the MCI. For more info,Visit https://www.nmc.org.in/ ^ TOP Indian Council for Agricultural Research (ICAR) ICAR has established various research centres in order to meet the agricultural research and education needs of the country.It is actively pursuing human resource development in the field of agricultural sciences by setting up numerous agricultural universities spanning the entire country.

It provides funding to nearly 30(Thirty) State Agricultural Universities, one Central University and several Deemed Universities. These universities employ about 26,000 scientists for teaching, research and extension education; of these over 6000 scientists are employed in the ICAR supported coordinated projects.

For more info,Visit https://icar.org.in/ ^ TOP National Council for Teacher Education (NCTE) The National Council for Teacher Education is a statutory body set up under the National Council for Teacher Education Act, 1993 to facilitate planned and coordinated development of the teacher education system in the country, and for regulation and proper maintenance of norms and standards in the teacher education system.

The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programs including research and training of persons to equip them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.

1. to coordinate and monitor teacher education and its development in the country;
2. lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher;
3. lay down norms for any specified category of courses or trainings in teacher education;
4. lay down guidelines for compliance by recognised institutions for starting new courses or training;
5. lay down stadards in respect of examiniations, leading to teacher education qualifications;and
6. examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council.

The Council is empowered to grant recognition of institutions offering courses or training in teacher education. What is available in NCTE Website ? NCTE website provides details of institutions recognized by NCTE including courses recognized by it. There is a summary Fact Sheet about the institution with some details of the Courses.

The site also includes a interesting section on Teacher as a Transformer. In this section, students can contribute and recall teachers who transformed them. For more info,Visit https://ncte.gov.in/ ^ TOP Dental Council of India (DCI) Dental Council of India, constituted under the Denstists Act, 1948, is a Statutory Body incorporated under an Act of Parliament to regulate the dental education and the profession of Dentistry throughout India.

The Council is responsible for according recognition to dental degree awarded by various universities and also for maintaining uniform standards of dental education in India. The Dental Council of India (DCI) lays down minimum requirements in respect of staff and infrastructure and prescribes the syllabus and the scheme of examinations.

1. The nature and period of study of practical training to be undertaken before admission to an examiniation;
2. the equipment and facilities to be provided for students undergoing approved courses of study;
3. the subject of examination and the standards therein to be attained;and
4. any other conditions of admission to examinations.

What is available in PCI Website ? PCI site provides a list of institutions that are approved by the Council for Degree and Diploma Programs approved along with approved intake and year up to which approval is granted. This list is state-wise. Registration of pharmacists is done by State Pharmacy Councils.

For more info,Visit https://www.pci.nic.in/ ^ TOP Indian Nursing Council (INC) The Indian Nursing Council is a statutory body constituted under the Indian Nursing Council Act, 1947. The Council is responsible for regulation and maintenance of a uniform standard of training for Nurses, Midwives, Auxilliary Nurse-Midwives and Health Visitors.

Amongst other things, the Council is empowered to make regulations for:

1. prescribes the standard curricula for the training of nurses, midwives and health visitors; and for trining courses for teachers of nurses, midwives and health visitors, and for training in nursing administration;
2. prescribes conditions for admission to above courses; and
3. prescribes standard of examination and other requirements to be satisfied for securing recognization.

For more info,Visit https://www.indiannursingcouncil.org/ ^ TOP Bar Council of India (BCI) The Bar Council of India is empowered to make rules to discharge its functions under the Advocates Act 1961. An important rule-making power is with reference to laying down guidelines for the standards of professional conduct and etiquette to be observed by advocates.

The Bar Council of India Rules may prescribe for a class or category of person entitled to be enrolled as advocate. The Bar Council of India can also specify the conditions subject to which an advocate must have the right to practise and the circumstances under which a person must be deemed to practise as an advocate in a court.

For more info,Visit http://www.barcouncilofindia.org/ ^ TOP Central Council of Homeopathy (CCH) The Central Council of Homoeopathy was establishedunder the Homoeopathy Central Council Act, 1973. The Council prescribes and recognizes all homeopathic medicine qualifications.

1. Any university or medical institutions that desires to grant a medical qualification in homeopathy is required to apply to the Council.
2. The Council is responsible for constitution and maintenance of a Central Register of Homoeopathy and for matters connected therewith.
3. All universities and Board of medical institutions in India are required to furnish all information regarding courses of study and examination.

The Council is empowered to appoint inspectors at examinations and visitors to examine facilities. For more info,Visit https://www.ccrhindia.nic.in/ ^ TOP Central Council for Indian Medicine (CCIM) The Central Council of Indian Medicine is the statutory body constituted under the Indian Medicine Central Council Act, 1970.

This Council prescribes minimum standards of education in Indian Systems of Medicine viz. Ayurved, Siddha, Unani Tibb. The Council is responsible to maintain a Central Register on Indian Medicine and prescribes Standards of Professional Conduct, Etiquette and Code of Ethics to be observed by the practitioners.

The Council is empowered to appoint medical inspectors to observe the conduct of examinations, and visitors to inspect facilities in colleges, hospitals and other institutions imparting instruction in Indian medicine. The Council is responsible to frame regulations with respect to:

1. the courses and period of study, including practical training to be undertaken, the subject of examinations, and the standards of proficiency therein to be obtained in any university, board or medical institution for grant of recognized medical qualifications;
2. the standard of staff, equipment, accommodation, training and other facilities for education in Indian medicine; and
3. the conduct of professional examinations, etc.

What is available in CCIM Website ? The website provides for list of colleges recognized by the Council for education in Indian Systems of Medicine viz. Ayurved, Siddha, Unani Tibb. For more info,Visit https://www.ccimindia.org/ ^ TOP Council of Architecture The Council of Architecture (COA) was constituted under the provisions of the Architects Act, 1972, enacted by the Parliament of India.The Act provides for registration of Architects, standards of education, recognized qualifications and standards of practice to be complied with by the practicing architects.

1. The Council of Architecture is responsible to regulate the education and practice of profession throughout India besides maintaining the register of architects.
2. Any person desirous of carrying on the profession of “Architect” must register himself with Council of Architecture.
3. The registration with Council of Architecture entitles a person to practice the profession of architecture, provided he holds a Certificate of Registration with up-to-date renewals.

The registration also entitles a person to use the title and style of Architect. The title and style of architect can also be used by a firm of architects, of which all partners are registered with COA. Limited Companies, Private/Public Companies, societies and other juridical persons are not entitled to use the title and style of architect nor are they entitled to practice the profession of architecture.

• The practice of profession of an architect is governed by the Architects (Professional Conduct) Regulations, 1989 (as amended in 2003), which deals with professional ethics and etiquette, conditions of engagement and scale of charges, architectural competition guidelines, etc.
• Pursuant to these Regulations, the Council of Architecture has framed guidelines governing various aspects of practice.

The Council prescribes qualifications and standards of education being imparted in institutions imparting architecture education. It set forth the requirement of eligibility for admission, course duration, standards of staff & accommodation, course content, examination, etc.

These standards as provided in the said Regulations are required to be maintained by the institutions. The COA oversees the maintenance of the standards periodically by way of conducting inspections through Committees of Experts. The COA is required to keep the Central Government informed of the standards being maintained by the institutions and is empowered to make recommendations to the Government of India with regard to recognition and de-recognition of a qualification.

What is available in COA Website ? The web site provides act, rules and regulation of the Council of Architecture (COA). The site lists all institutions, colleges and universities that offer courses in architecture in India. The site provides detailed information on various aspects of architecture designs and practices.

1. It also provides important legal judgements relating to registration as architect.
2. The site also provides other rules, regulations and Government notifications.
3. Under its events and activities section, the site provides ongoing competitions, other events and activities in the field.
4. For more info,Visit https://www.coa.gov.in/ ^ TOP Rehabilitation Council The Rehabilitation Council of India was set up as a registered society in 1986.

However, it was soon found that a Society could not ensure proper standardization and acceptance of the standards by other Organizations. The Parliament enacted Rehabilitation Council of India Act in 1992. The Rehabilitation Council of India become Statutory Body on 22nd June 1993.

The RCI Act was amended by the Parliament in 2000 to work it more broad based. The Act casts onerous responsibility on the Council. It also prescribes that any one delivering services to people with disability, who does not possess qualifications recognised by RCI, could be prosecuted. Thus the Council has the twin responsibility of standardizing and regulating the training of personnel and professional in the field of Rehabilitation and Special Education.

For more info,Visit http://www.rehabcouncil.nic.in ^ TOP National Council for Rural Institutes National Council of Rural Institutes is an autonomous society fully funded by the Ministry of HRD, Govt. of India. Registered on 19th October, 1995 with its Headquarter at Hyderabad, It was established with a main objective of promoting Rural Higher Education for advancing rural livelihoods with the instrument of education on the lines of Mahatma Gandhiji’s revolutionary concept of Nai Talim, a functional education based on the values proposed by Gandhiji.

Other objectives of the council include teachers training, extension and research by networking with policy making bodies such as UGC, AICTE and research organizations like CSIR, AICTE etc., in addition to encouraging other educational institutions and voluntary agencies to develop in accordance with Gandhian Philosophy of education.

For more info,Visit http://www.mgncre.org/ ^ TOP State Councils of Higher Education Following the National Policy on Education, respective state governments have established State Councils of Higher Education (SCHE). These councils prepare coordinated programmes of development of higher education in each state.

• Andhra Pardesh State Council for Higher Education
• Tamil Nadu State Council for Higher Education
• UP State Council for Higher Education

^ TOP
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Who provides advice to the government regarding technical education?

Introduction The Council for Technical Education and Vocational Training (CTEVT) constituted in 1989 (2045 BS) is a national autonomous apex body of Technical and Vocational Education and Training (TVET) sector committed for the production of technical and skillful human resources required to the nation.

1. It mainly involves in policy formulation, quality control, preparation of competency based curriculum, developing skill standards of various occupations and testing the skills of the people, conduct various research studies and training needs assessment etc.
2. It has an assembly consisting of 24 members and a governing board known as Council comprising nine members.

Minister of Education chairs both the Assembly and the Council. The Council has a full time Vice-Chairperson and a Member-Secretary.
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When was technical education established?

Technical education Technical Education and Vocational Training (TEVT) is one of the most important education systems for employment generation. With vocational and soft skills, people can enhance their competency, thereby increasing their chances of securing a job.

TEVT contributes in generating gainful employment, encouraging self-employment and entrepreneurship and better earning—ultimately lifting people’s living standard and enhancing a country’s socio-economic development. So the main aspect of this training is to produce world-class technicians and skilful workers who can compete in the international job market.

Prevailing scenario Although TEVT has existed in the country for a long time, it took a better shape after the establishment of the Council of Technical Education and Vocational Training (CTEVT) in 1989. The CTEVT was established under the CTEVT Act 1989 with the aim of strengthening vocational technical education in Nepal.

It is responsible for preparing skilled workforce required in the job market. Major functions of the CTEVT include policy and programme formulation, coordination and facilitation, quality control, and programme implementation. Many technical and vocational schools and training centres have been established all over the country.

In order to introduce TEVT in government schools, the Ministry of Education and the CTEVT have introduced technical education in 99 schools so far. In 2072, 83 schools got affiliation to conduct 10+2 level in the TEVT stream from the Higher Secondary Education Board and seven schools have got affiliation to conduct a diploma programme.

1. As per the TEVT Policy 2012, the CTEVT has prepared different courses to produce skilful manpower and encourage self-entrepreneurship.
2. In 2015, the Ministry of Education decided to hand over the authority to the Higher Secondary Education Board to run classes of higher education so that SLC students under the technical category can benefit.

This aims to provide access to TEVT to all the youths within the country at a cheaper rate than that of the CTEVT institutions. The major challenge for the TEVT-providing institutions in Nepal is the absence of a clear strategy on scope and modality of TEVT in higher education.

Another challenge is the dearth of quality monitoring of the institutions. Even the required infrastructure for these institutions is not available, while learning materials and resources for the students are not adequate. The process of staff selection and working capacity has also failed to fulfil the students’ demands.

Staff retention has been a significant challenge due to the lack of qualified and competent teachers and unavailability of permanent positions. Temporary staff are leaving the schools within a few months as they get neither adequate salary nor satisfying opportunities.

1. Moreover, not all eligible students can afford the fees of technical education.
2. The way ahead TEVT has a great scope in the context of developing countries like Nepal.
3. With a slight change in perception, resources and environment, it could help develop skilful workers.
4. However, there are several gaps between the TVET Policy 2012 and its implementation.

The Asian Development Bank has also highlighted some of its provisions that need to be improved. It says that implementing the TVET Policy 2012 by incorporating clear national TEVT goals, priorities, qualifications framework, directives, detailed action plan, and horizontal and vertical linkages or pathways between different streams of education and training is necessary.

• Academic courses should be based on the needs, interests and demands of the students.
• The model of Public Private Partnership (PPP) should be introduced to meet the market demand for the graduates of technical higher education.
• So the development of effective evaluation, monitoring and supervision mechanisms and strong implementation are required.

A certain proportion of the budget allocated to education should be provided to the TEVT sector. Necessary resources, materials and a conducive environment should be provided to the technical schools; staff should be given appropriate incentives. The international job market demands standard of global quality and ethics.

• This can only be fulfilled by technical education, an appropriate education programme for employable workforce production in the national as well as international arena.
• But there are still several constraints and issues to be resolved in the case of Nepal for technical education to flourish.
• There have been delays in decision-making for conducting technical education programme in Higher Secondary Schools.

This has created confusion in students and parents. Lack of coordination between various line organisations and issues related to teacher retention are also important matters that need an urgent solution. Concerned authorities need to give time and higher priority to resolving these issues.
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Who have appointed first in education commission and in which year?

Which is the first education commission in India? Explore the Answer at BYJU’S UPSC Preparation The first education commission in India was the Hunter Commission. It was set up on February 3, 1882 under the Chairmanship of Sir William Hunter, a member of the Executive Council of Viceroy. The Hunter Commissions made the following recommendations with regards to education in India.

Preference be given to people who can read and write when selecting persons to fill the lowest offices in the government

Formation of school districts taking the area of any municipal or rural unit of Local self-Government and establishment of schools placed under their jurisdiction in each district.

District and Municipal Boards were directed to assign specific funds to primary education.

For further reading check the following articles: : Which is the first education commission in India? Explore the Answer at BYJU’S UPSC Preparation
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What is All India Council for technical skill development?

AICTSD work to solve the difficult technical problems and leadership building among the Indian youth to improve their career capabilities with the help of over 17,000 members worldwide which includes Industrial Professionals, Academician and Corporate.
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Who is the head of National Board for technical education?

President Buhari appoints Professor Idris M. Bugaje as the Substantive Executive Secretary of NBTE.
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Who is the head of technical education and Skills Development authority?

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Who is the father of technical education in India?

Father of industrial education remembered June 17, 2016 12:00 am | Updated October 18, 2016 02:55 pm IST – SALEM: The CSI Lechler Memorial Church in Salem.— Photo: E. Lakshmi Narayanan When the modern education system in English was introduced by Lord Macaulay in India during the 19 century, a Germany Missionary silently started a small school in Salem and provided technical education to six students.

• This was the first school started in the country for providing technical education and the man behind it, Rev.J.M.
• Lechler (1804-1861), was called ‘the Father of Industrial Education in the country’.
• Lechler was sent as a missionary to Salem town who visited many villages and carried out development works.

In his 21 years of stay in Salem, he mastered Tamil language as he was able to read and write the language fluently. In 1840, he started the country’s first industrial training institute on Bungalow Street, between Shevapet and Kottai in the town, which is at present near the CSI Boys Higher Secondary School premises.

• In those days, technical education was not part of the regular education.
• But, Lechler started the school and provided training in carpentry and tailoring to the students,” said J.
• Barnabas, secretary of Salem Historical Society.
• Later on, many technical education schools were started across the country, he added.

In 1841, Lechler along with Assistant Collector of Salem H.A. Brett trekked to Yercaud and built the first cottage named ‘Melrose’ with the sub-burnt bricks. Thus, Lechler became the first European settler in the hilltop and several Europeans purchased land and built their houses later.

• He along with other officers of Madras Civil Services built the CSI Holy Trinity Church atop Yercaud which is currently 163 years old.
• In 1853, Lechler built the CSI Church in Kottai area with all the construction materials made locally.
• The church was renovated in 2009 and was named as CSI Lechler Memorial Church.

The 155 death anniversary of Lecher is to be observed on June 17 at his tomb located on the CSI Boys Higher Secondary School premises. : Father of industrial education remembered
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When did technical education start?

An error occurred. – Try watching this video on www.youtube.com, or enable JavaScript if it is disabled in your browser. Career and technical education as we know it today has its roots in the founding of the United States. From the start, a strong knowledge base and skill set for citizens were considered important. The Awakening, 1776-1826 The right to a free public education for children was stressed early in the United States as there was a need to educate future leaders. Apprenticeships were giving way to formal schooling in certain trades. During the first 50 years of the United States, public education was largely limited to boys, although in the early-1800s, girls began to enter schools to prepare for teaching.

• Independent Action, 1826-1876 In the early 19th century, the workforce and the public education system started to work together to create a continuous stream of workers for different jobs.
• Schools specializing in training students to enter a certain area of the workforce started to open their doors, creating the basic framework for career and technical education.

The idea started to spread to women’s colleges in the 1840s. The beginning of public high schools is explored to continue to educate citizens. The Vocational Education Age Emerges, 1876-1926 The first manual training school, established in St. Louis, Missouri, in 1879, set the foundation for modern career and technical education.

The school combined hands-on learning with classroom learning. The article describes the first trade school, which opened in New York in 1881. Near the turn of the 20th century, agricultural education started to thrive with agriculture schools starting to open their doors. Bills passed to support career and technical education are explored.

Coming of Age, 1926-1976 The first mass acceptance of career and technical education came after World War I and the movement spread in the years that followed. Career and technical education expanded to include adult education and retraining citizens to re-enter the workforce.
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Who is the father of vocational education in India?

A.2 Charles Allen Prosser is known as the father of vocational education.
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Which is India’s first technical institute?

History – The first engineering college was established in present day Uttarakhand at Roorkee in the year 1847 for the training of Civil Engineers. Thomason College of Civil Engineering as it was called, made use of the large workshops and public buildings there that were erected for the Upper Ganges Canal.

The college was converted to the University of Roorkee in 1948 and upgraded to the Indian Institute of Technology, Roorkee in 2001. In July 1854, College of Engineering, Pune ‘s precursor, The Poona Engineering Class and Mechanical School was opened, with an aim to provide suitable learning to the subordinate officers in the Public Works Department.

In June 1865 Mr. Theodore Cooke, M.A, who held that appointment for 28 years was appointed Principal. The foundation stone of the new college was laid by the Governor, Sir Bartle Frere, on 5 August 1865. College was affiliated to University of Bombay in 1866.

• In 1868 the College moved to the New Buildings.
• The college was divided into three departments for matriculated and unmatriculated students.
• In 1879 two new classes, an Agricultural class and a Forest class, were added to the college, and the name of the college was changed from ” The Poona Civil Engineering College ” to ” The College of Science”.

The credit for most of the civil infrastructure in India goes to the alumni of COEP, including Bharat Ratna Sir M. Visvesvarayya, in whose honor “Engineers Day” is celebrated. In pursuance of the Government policy, three Engineering Colleges were opened by about 1856 in the three Presidencies.

In Bengal, a College called the Calcutta Civil Engineering College was opened at the Writers’ Buildings in November 1856. With the establishment of University of Calcutta on 24 January 1857, the college was affiliated to this university since May 1857. In 1865, the college merged with Presidency College, Kolkata and from 1865 to 1869 the college functioned as the Civil Engineering Department of Presidency College.

In 1880, the college was shifted to its present campus at Shibpur, Howrah, and was christened the Government College, Howrah, in the premises of Bishop’s College, On 12 February 1920 the name was changed to Bengal Engineering College, Shibpur, The word Shibpur was deleted on 24 March 1921 and it became Bengal Engineering College,

1. The college was subsequently rechristened Bengal Engineering and Science University and upgraded to the Indian Institute of Engineering Science and Technology, Shibpur in 2014.
2. Also in March 27, 1914 University of Calcutta established their own science and technology campus, came to be known as Rajabazar Science College,

This institute has some of the oldest applied science departments. In the Madras Presidency, the industrial school attached to the Gun Carriage Factory became ultimately the College of Engineering, Guindy, It was founded in 1794 as Asia’s oldest technical institution and was affiliated to the University of Madras in 1858.

The Banaras Engineering College was established at Varanasi in the year 1919. The college was rechristened as the Institute of Technology, Banaras Hindu University in 1968. The college was upgraded to the Indian Institute of Technology (Banaras Hindu University), Varanasi in 2012. The British also opened Harcourt Butler Technological Institute, Kanpur for chemical sciences in 1921 in the United Provinces, now Uttar Pradesh.

it is now called the Harcourt Butler Technical University, Indian School of Mines, Dhanbad was established by British Indian Government on the lines of the Royal School of Mines, London, and was formally opened on 9 December 1926 by Lord Irwin, the then Viceroy of India.
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