Keeping in view the above, the mission of Curriculum Development Centre has been to "Improve the quality, effectiveness, efficiency and relevance of curriculum offering in the polytechnics." For the fulfillment of this mission, following activities/ projects have been undertaken since the inception of Curriculum Development Centre at NITTTR, Chandigarh.
To undertake design/revision of curricula, the institute has established rapport with industrial/ field organizations; industrial associations like CII, PHDCCI and other academic institutions. Involvement of professionals from world of work and technical institutions (including the faculty of polytechnics) has been one of the salient features in taking appropriate decisions in curriculum design/ review. Following strategy is being adopted in designing/revising the curricula.
For undertaking revision of curricula, the institute follows the CIPP model (i.e. Context, Input, Process and Product model) to obtain feedback in respect of each component, identifying gaps and take decisions for bringing about modification.
The institute undertakes design/review of curricula for technical programmes based on the requests received from the Directorates/Boards of Technical Education. The curricula designed/revised by the institute are industry oriented and need based. The department also undertakes design and revision of curricula for physically challenged persons.
The focus of diploma programmes designed by this institute, particularly in the areas of engineering and technology, has been on the development of competencies related to shop-floor management like: reading and interpreting drawings; estimation of quantities of materials; quality control operations; repair and maintenance; marketing and sales; managing labour, resources and safety at work places. Besides developing appropriate subject based knowledge and skills, effort has been to develop learning-to-learn skills, interpersonal and communication skills and inculcating appropriate attitudes and values by including varied types of learning experiences in the curriculum. Computer education environmental education; entrepreneurship development and safety and measures also forms essential component of curricula offerings. Effort has also been made to dovetail relevant industrial experiences (by means of industrial visits, structured and supervised industrial training and project work) in the curriculum to develop desired competencies in the students.
To undertake curriculum design/review projects, some of the salient points are given below;
i) Data bank of expertise
The institute has prepared discipline specific data bank of experts from various technical institutions, industrial establishments and field organizations. Efforts have been made to involve experienced professionals from different functional areas. Also, efforts are made to involve professionals from organized and unorganized sectors of economy. The institute has established good rapport with leading industrial association like CII, PHDCCI, areas specific industrial association and industrial/field organizations in public and private sector
ii) Validation of curriculum documents
Some of the curricula offered by large number of polytechnics (like Civil, Electrical, Mechanical, Automobile, Electronics, Chemical Engineering etc.) are sent to PHDCCI for further circulation to specific industries and collection of feedback on various aspects of particular curriculum. Feedback so received is analyzed and a validation workshop is held at the PHD House for incorporating necessary modifications in specific curriculum. This has developed a good image for diploma programmes in the eyes of industries
iii) Financial contributions by the Directorates/Boards and by Industry
For undertaking design/revision of curricula, financial assistance is provided by the Directorates/Boards of Technical Education. Efforts have also been made to involve leading industrial houses to contribute financially for undertaking curriculum design/review projects in specialized areas of technology. This type of financial assistance will be further strengthened in the years to come.
iv) Interlinking Industry-Institute Interaction
As a philosophy of the institute, efforts have been made to dovetail relevant industrial experiences as part of every curriculum in the form of industrial visits,structured and supervised industrial training and project work.
v) Inclusion of computer education
Efforts have been made to include a minimum of two courses in each curriculum documents, namely:
vi) Environmental and Entrepreneurship Education
Efforts have been made to include components of environmental education and entrepreneurship development by introducing awareness camps in the curriculum of every diploma programme.
vii) Generic Skills Development and Personality Aspects
A subject has been included in all the diploma programmes. In addition a personality Devlopment Camp has been introduced in the 5th semester of each diploma programme.
viii) Introduction to flexibility
Besides promoting the concept of Multi-Point Entry and Credit System (MPECS) in the states of Northern Region, electives are provided to take care of emerging areas of technologies in some of curriculum documents.
For effective implementation of curricula, the institute undertakes following activities:
The institute provides extension services for helping the polytechnics in procurement of equipment and setting up laboratories and workshops as per requests received from the Directorates of Technical Education and Polytechnics of various states.
The institute offers need-based short term training programmes for upgrading knowledge and skills of polytechnic teachers.
The institute prepares instructional material in the areas of curriculum design,curriculum implementation and curriculum evaluation.
Curriculum Development Centre organizes awareness programmes for the Directorates of Technical Education, Principals, Heads of Departments of Polytechnics and senior faculty of polytechnics to discuss strategies of effective implementation of curricula
State Directorates of Technical Education and Polytechnics in the Northern Region are also provided guidance from time to time to identify and remove the bottlenecks.
Feedback is obtained from polytechnic teachers and students regarding the problems being faced by them, during curriculum implementation. Based on this, guidance is being provided to polytechnics to overcome problems/difficulties