Design of Framework for Analysing Technical Education in Chhattisgarh

(1)

ISSN (Print): 2319–5479, Volume-2, Issue – 2, 2013

42

Design of Framework for Analysing Technical Education in Chhattisgarh

Manjeet Kaur¹ & P B Deshmukh²

1Rungta College of Engineering and Technology, Bhilai

2Shri Shankaracharya College of Engineering and Technolgy, Bhilai

I. INTRODUCTION

The objective of this paper is to propose a conceptual framework for assessing the quality of technical education with reference to the State of Chhattisgarh from the perspective of the students. The important dimensions of the quality of technical educational according to this framework are modeled as factor conditions, institutional conditions, demand conditions and Industrial conditions. The various sub- dimensions under the above four conditions are identified for technical education. The concept can well be applied to ascertain quality of Technical Education being imparted in the State of Chhattisgarh and findings are expected to help the stakeholders and policy makers to focus their attention on weak areas of technical education system in the state.

II. BACKGROUND

The National Policy on Education was adopted by Parliament in May 1986. The policy was reviewed by a separate committee in 1991, which recommended a few changes in the policy in 1992. The All India Council for Technical Education established with a statuary status is responsible for planning, formulation and the maintenance of norm and standards, accreditation, funding of priority area, monitoring and evaluation, ensuring the co-ordinated and integrated development of Technical Education and the country.

Chhattisgarh is a state of prospects. Endowed with abundance of forest and mineral resources, it has great prospects of industrial development. Rich in minerals like Iron-ore, Bauxite, Coal, Lime-stone and being power surplus state, there is tremendous scope for Steel and allied industries, Aluminum industries and Cement plants in the state. Besides imparting technical education for effectively exploiting the abundant natural resources, the State of Chhattisgarh is required to ascertaining value based quality education in Engineering and Technology to facilitate plant well planned development

through research and proper formulation of technical education policy.

The courses of Engineering, Technology, Management, Architecture, Computer Science and Pharmacy are included under technical education. At present there are 3 Government Engineering Colleges, 3 Autonomous-Self Financed Colleges and 44 Private Engineering Colleges in the state. These colleges have a total intake capacity of around 20,000 seats and they conduct various undergraduate and postgraduate courses in Engineering.

All these technical institutes are affiliated to Chhattisgarh Swami Vivekanand Technical University, Bhilai (except ITGGU and Dr C.V. Raman Engineering College which are affiliated to Guru Ghasidas University and Dr C.V. Raman University, Kargiroad Kota respectively). The admissions to the institutes are done according to merit marks of State level and National level competitive examinations.

III. INTRODUCTION

The students graduating from the Technical Institutions and Universities are supposed to have undergone outcome based Technical Education System with well-defined programme educational objectives of Engineering and Technology. The students after graduating are expected to exhibit certain outcomes as per the accreditation policy.

Unfortunately the Technical Education system has failed to give the above outcomes. Significant increase in the number of seats across colleges, shortage of skilled faculty, absence of industry link-ups, and increasing awareness among students about the quality of education imparted by colleges were seen as the main reasons. Some experts are linking it to slowdown in economy and the resultant job crunch. Truth of the matter, as someone said: It is quality. Now, it has become imperative to pin point the strengths and

(2)

International Journal of Research and Development - A Management Review (IJRDMR)

43 weaknesses of the system in the context of the overall goal of quality assurance.

To ascertain the quality of Technical Education various efforts done by Individuals, Institutions and Universities are reported in the literature with specific focus on certain areas of quality affecting the Technical Education. The subject of quality has to be comprehended in a broader aspect concerning the Technical Education as a whole interlinking all factors responsible for assuring the quality. In this respect the theory of Competitive Advantage advanced by Michael Porter can be usefully applied to analyse the quality of Technical Education, which is the subject matter of this paper.

IV. PORTER’S THEORY OF COMPETITIVE ADVANTAGE

Michael Porter’s theory of the competitive advantage of nations provides a sophisticated tool for analyzing competitiveness with all its implications.

Porter’s theory contributes to understanding the competitive advantage of nations in international trade and production. Its core, however, focuses upon individual industries, or clusters of industries, in which the principles of competitive advantage are applied.

Given this interdependence, it appears that in order to draw conclusions on the competitiveness of the particular industry, consideration of the different facets of the competitive diamond of the whole nation is needed.

Michael Porter considers the competitiveness of a country as a function of four major determinants:

 factor conditions;

 demand conditions;

 related and supporting industries; and,

 firm strategy, structure, and rivalry.

1. Factor Conditions

Factor conditions being the inputs which affect competition in any industry comprise a number of broad categories:

 Human resources: the quantity, skills, and cost of personnel (including management);

 Physical resources: the abundance, quality, accessibility, and cost of the nation’s land, water, mineral, or timber deposits, hydroelectric power sources, fishing grounds, and other physical traits.

 Knowledge resources: the accumulated scientific, technical, and market knowledge in a nation in the sphere of goods and services

 Capital resources: the stock of capital available in a country and the cost of its deployment;

 Infrastructure resources: the characteristics (including type, quality) and the cost of using the infrastructure available.¹

While analyzing these factors as a prerequisite for building competitive advantage, it is relatively unimportant to emphasize just their quantity or involvement in a particular industry. What determines their influence on competitiveness is the degree of efficiency and effectiveness of the way they are deployed within an industry.

2. Demand Conditions

The importance of demand conditions as a factor influencing competitive advantage stems from the fact that in a market economy the direction of production, that is, the kinds of goods which are produced, is determined by the needs of buyers.

3. Related and Supporting Industries

When trying to determine the sources of competitive advantage in an industry, the latter should not be considered separately but rather in the context of the whole economy. Special account should be taken of the industries which are directly related or support the one whose competitiveness is a subject of investigation.

The reason for this requirement is that, provided supplier industries possess an international advantage, downstream industries could benefit from it in several ways.

In regard to related industries, they could also be a source of competitive advantage to the industry in question. “Related industries are those in which firms can coordinate or share activities in the value chain when competing, or those which involve products that are complementary.

4. Firm Strategy, Structure, and Rivalry

Closing the circle of factors which determine the existence of competitive advantage it is necessary to consider the context in which firms are created, organized and managed as well as the nature of domestic rivalry. The goals, strategies, and ways of

(3)

44 organizing firms in industries are widely influenced by national circumstances. The achievement of national advantage depends on the degree to which these choices correspond to the sources of competitive advantage in an industry. Firm strategy and structure are reflective of company goals and individual goals as well as national prestige and national priority. Company goals are most strongly determined by ownership structure, the motivation of owners and holders of debt, the nature of the corporate governance, and the incentive processes that shape the motivation of senior managers. Provided that the goals of owners and managers match the needs of the industry, the opportunities for success are greatly enhanced. As far as the goals of individuals who work in firms are concerned, they also have a significant role for creating and upgrading competitive advantage. The achievement of the latter depends on the motivation of people to develop their skills as well as to expend the necessary effort needed for the company’s success.

These factors affect the process of attracting qualified human resources to particular industries as well as the strength of individuals’ and shareholders’ motivation.

Provided that the latter is quite pronounced it also turns into an important conductor of corporate success. The reason for it is that it assures sustained commitment of capital and human resources to an industry, to a firm, and for employees, to a profession. This in turn enhances productivity and effectiveness.

All the above known as Diamond Model V. PROPOSED FRAMEWORK

A framework has been made for analyzing the technical education system in Chhattisgarh as a whole.

Micheal Porter’s Diamond Model is used for that analysis.

1. Factor Conditions

Factor conditions being the inputs which affect competition in any colleges comprise a number of broad categories:

 Human resources: Teacher, Students, Technical Supporter etc

 Physical resources: Labs, library, classrooms, machines etc

 Knowledge resources: Experts, research etc.

 Capital resources: Fees paying ability, sources to support in capital etc

 Infrastructure resources: Hostel, Building, Transportation, Electricity etc.

2. Demand Conditions

The demand conditions indicate the areas where the product will have its services. In case of Technical Education Institution the output are the graduate and post graduate engineers and their places of demand include the following:

 Higher Learning Institution

 Research Organisation

 Jobs

o Government Sector o Public Sector o Private Sector

 Entrepreneur

3. Related and Supporting Industries

In case of technical education this may include the following:

 Industry Institute linkages

 Vocational Training Supports

 Projects sponsorship

4. Firm Strategy, Structure, and Rivalry

Under this condition those organisations and bodies are included which are responsible for framing the policies, courses, and various procedures. They include

 AICTE

 University

 Directorate of Technical Education

 UGC

(4)

45 VI. CONCLUSION

The concept of Porter Diamond Model to be used for the analysis of the quality of Technical Education is given for the first time. This model considers a comprehensive approach of all the factors influencing the assurance of quality of Technical Education. The model can easily be adopted for the analysis of quality by using common methodology of research through which the weak areas or the bottlenecks can be identified and necessary measures to remove them can be taken up by all stakeholders, particularly AICTE, State Government, Universities and Industries in framing the technical education policy of the State of Chhattisgarh.

VII. REFERENCES

[1] Porter E. Micheal, A Competitive Advantage of Nations, Free Press Publication, First Edition, 1998.

[2] Mahapatra S S and Khan M S, A framework for analysing quality in education setting, European Journal of Engineering and Education, Vol.32, No.2, May 2007, 205-217.

[3] Scheerens, J. and Boskar R.J., The Foundation on educational effectiveness, 1997.

[4] Parasuraman, A., Berry, L.L. and Zeithamal, Reassessment of expectations as a comparisons standnards measuring quality in service,, J.Market, 1994b,58,111- 124.

[5] Education policy of Government of India, 1986 (Modified in 1992).

[6] Yusof,A.R.M,Hassan,Z Educational Service Quality at Public Higher Educational Institutions:

A Proposed Framework and Importance of the Sub-Dimensions.

[7] Rahman , S.A.,Abdul,S., Ghouri, A.M.

International Journal of Economics Business And Management Studies, 1(2), 36-49, 2012

[8] Parashar,S.P., Quality in technical education, Times of India –Education Times, 19^th Nov. 2012 [9] AICTE website-aicte.ac.in

[10] Website of Chhattisgarh Technical Education Department, dteraipur.gov.in

[11] Website of CSVTU , csvtu.ac.in

Design of Framework for Analysing Technical Education in Chhattisgarh

Design of Framework for Analysing Technical Education in Chhattisgarh

