TECHNICAL EDUCATION QUALITY IMPROVEMENT PROGRAMME … · 2017. 5. 9. · TECHNICAL EDUCATION QUALITY IMPROVEMENT PROGRAMME (TEQIP) PHASE-II INSTITUTIONAL DEVELOPMENT PROPOSAL (Revision

TECHNICAL EDUCATION QUALITY IMPROVEMENT PROGRAMME (TEQIP)

PHASE-II

INSTITUTIONAL DEVELOPMENT PROPOSAL (Revision 2015-16) for

Sub-component 1.1: Strengthening Institutions to improve Learning Outcomes and employability of Graduates

Lukhdhirji Engineering College, Morbi

Lukhdhirji Engineering College, Morbi. Sub component – 1.1 Page 2

1. INSTITUTIONAL BASIC INFORMATION (Note: Please insert the name of applicant institution and the sub component number in the footer on each page of the proposal)

1.1. Institutional identity

Name of the institution : Lukhdhirji Engineering College, Morbi, Affiliated to Gujarat Technological University, Ahmedabad

Is the Institution AICTE approved? : Yes

Furnish AICTE approval No. : F. No. 740-87-108(E)/RC/95 Dated 14/7/2009

Type of Institution : Govt. funded

Status of institution : Non autonomous

Name of the Head of the institution: Dr. N.K. Arora (Full time appointee)

1.2. Academic Information: Engineering UG and PG programmes offered in Academic year 2015-15


S. No

Title of programmes

Level (UG, PG, PhD)

Duration (Years)

Year of starting

AICTE sanctioned annual intake

(2008-09 onwards)

2008-9

2009-10

2010-11 2011-12

1

BE

INFORMATION

TECHNOLOGY UG 4 YEAR

1999 30 30 30 30

2

BE

CIVIL

ENGINEERING UG

4 YEAR 1951 60 120 120 120

3

BE

POWER

ELECTRONICS UG

4 YEAR 1983 30 30 60 60

4

BE

ELECTRICAL

ENGINEERING UG

4 YEAR 1951 60 120 120 120

5

BE

MECHANICAL

ENGINEERING UG

4 YEAR 1951 60 60 60 60

6

BE

CHEMICAL

ENGINEERING UG

4 YEAR 2008 60 60 60 60

7

BE

INDUSTRIAL

ENGINEERING UG

4 YEAR 1983 30 30 30 30

8

BE

PRODUCTION

ENGINEERING UG

4 YEAR 1979 30 30 30 30

9

ME

CIVIL

ENGINEERING PG

2 YEAR 2004 18 18 18 18

10

ME

POWER

ELECTRONICS PG

2 YEAR 2010 0 0 18 18

11

ME

ELECTRICAL

ENGINEERING PG

2 YEAR 2010 0 0 18 18


Accreditation status of UG programme:

Title of UG programme being offered

Whether eligible for accreditation or not

Whether accredited as on 31 Mar 2015?

Whether “Applied for” as on 31 Mar 2015?

Chemical Engg. Yes No No

Electrical Engg. Yes Applied Yes

Civil Engg. Yes Applied Yes

Information Technology

Yes No No

Industrial Engg. Yes Applied Yes

Production Engg. Yes Applied Yes

Power El. Yes No Yes

Mechanical Engg. Yes Applied Yes

Accreditation status of PG programme:

Title of PG programme being offered

Whether eligible for accreditation or not

Whether accredited as on 31 Mar 2012?

Whether “Applied for” as on 31 Mar 2015?

Civil (Water Resources)

Yes No Yes

Electrical Engg. Yes No No

Power Electronics Engg.

Yes No No


1.3. Eligibility Criteria

Institutions to be eligible for participation in the project under the Sub-component 1.1 must meet the following benchmarks:

S.No. Attainment Parameter Benchmark values Institute’s response

1 Agreement to implement all academic and non-academic reforms listed below:

Curricular Reforms

Exercise of autonomies

Establishment of Corpus Fund, Faculty Development Fund, Equipment Replacement Fund and Maintenance Fund

Generation, retention and utilization of revenue generated through a variety of activities

Filling up all existing teaching and staff vacancies

Delegation of decision making powers to senior Institutional functionaries with accountability

Improved student performance evaluation

Performance appraisal of faculty by students

Faculty incentives for Continuing Education (CE), consultancy and R&D

Accreditation of eligible UG and PG programmes

Yes Yes

2 Age of the Institution from the start of its first academic session (in years): a) Regular States b) New States lagging in Technical Education and Special Category States

6 4

64

3 Total number of UG and PG programmes currently conducted

4 8 UG + 3 PG

4 Faculty positions filled on full--time basis as percentage of the total faculty positions sanctioned in accordance with the AICTE prescribed student-to-faculty ratio for: a) Govt. funded and Govt. aided institutions b) Private unaided institutions

55.2%

5 Presence of Board of Governors with an eminent educationist or Industrialist as the Chairperson

Yes Yes

1. Baseline Data (all data given for the following parameters must be restricted to

engineering disciplines/fields only):


S. No.

Parameters 2010-11

2011-12

1 Total strength of students in all programmes and all years of study 2001 2222

2 Total women students in all programmes and all years of study in 2009-10 204 248

3 Total SC students in all programmes and all years of study in 2009-10 123 125

4 Total ST students in all programmes and all years of study in 2009-10 146 175

5 Total OBC students in all programmes and all years of study in 2009-10 465 450

6 Number of fully functional P-4 and above level computers available for students in 2009-10

195 223

7 Total number of text books and reference books available in library for UG and PG students in 2009-10

48123 48879

8 % of UG students placed through campus interviews 34% 21%

9 % of PG students placed through campus interviews First batch yet to pass

20%

10 % of high quality undergraduates (>75% marks) passed out 23% 27%

11 % of high quality postgraduates (>75% marks) passed out in 2009-10 First batch yet to pass

38%

12 Number of research publications in Indian refereed journals in 2009-10 9 2

13 Number of research publications in International refereed journals in 2009-10

4 9

14 Number of patents obtained in the year 2009-10 Nil Nil

15 Number of patents filed in the year 2009-10 Nil Nil

16 Number of sponsored research projects completed in the year 2009-10 Nil Nil

17 The transition rate of students in percentage from 1st

year to 2nd

year in the year 2009-10 for:

i) All students ii) SC iii) ST iv) OBC

89% 74% 78% 88%

18 IRG from students’ fee and other charges 51.93 58.06

19 IRG from externally funded R & D projects, consultancies (Rs. In Lakh) 1.88 2.7

20 Total IRG (Rs. In Lakh) 53.81 60.76

21 Total annual recurring expenditure of the applicant entity (Rs. In Lakh) 1106.3 1239.9

Note: Academic Year for Academic data : July to June Financial Year for Financial data : April to March


4. INSTITUTION DEVELOPMENT PROPOSAL

4.1 Give the Executive summary of the IDP

Executive summary

Lukhdhirji Engineering College, Morbi, is in possession of very large land area, enabling provision for infrastructural and supplemental development. 8 undergraduate programmes and 3 post graduate programmes are currently being offered, in diversified and specialized streams of engineering. The institute is also having a backbone of professionally-run and industry-associated Siemens center of excellence, a skills development center, for benefit of students and faculty. The institute also is developing into a R & D and technical consultancy center in the region, and also generate Internal Revenue. The institute has set up a priority in strengthening Industry-Institute-Interaction by introducing customized industry associated programs through semesters, right from initial semesters. The institute looks to further enhance efforts in educational measures especially for weaker students, by arranging remedial teaching and objective-specific teaching methodologies, so as to make them become better finished product for industrial needs. The institute is strategically implementing TNA- based developing and upgrading technical competence and qualifications of its faculty in various areas, including managerial, administrative and finance domain, over and above domain-knowledge. 4.2

Provide the details of SWOT analysis [See Annex-V to PIP] carried out (in terms of methodology used, analysis and information and data as collected and inferences derived with respect to strengths, weaknesses, opportunities and threats).

Lukhdhirji Engineering College, Morbi was established in 1951. It has been a flagship engineering education institute in the Saurashtra region of Gujarat. It has a total enrolled students’ strength of over 3000 students at under graduate and Post graduate level, under diverse Degree and diploma programs. The institute has provided a strong technical base to the industries in the region. SWOT analysis was originally carried out and appended thereafter at the institute, to take stock of the affairs after TEQIP-II implementation. It involved key stakeholders of the institute and the board of Governance, in separate gatherings, and involved a thorough brain-storming. It was specifically targeted at re-assessing internal and external environment, in light of overall institute objectives. Over 50 faculty and 150 students participated in the brain-storming sessions. Key Internal strengths of the organization, as identified by various stakeholder groups after brain-storming were:


Huge and abundant land availability, existing buildings and provisions for Expansion and clustering

Huge alumni-base, providing industry-connect

Potential for scaling up technical and managerial consultancy, especially in niche areas.

Proximity to highly developed Kutch industrial region.

Offering diversified engineering streams to cater to broad spectrum industrial requirements.

Post graduate programs being offered will allow faculty to upgrade their Qualification.

Key weaknesses as identified by various stakeholder groups were:

Dearth of senior doctoral technical faculty

Gap between sanctioned and filled-in posts

Inadequacy of skilled support staff Key Opportunities as identified by various stakeholder groups were:

Proximity to a large pool of regional small scaled and medium scaled industries, particularly Ceramic industries.

Growing students’ demand for parallel co -curricular programs at the institute

Enhancing industry-institute partnership in the region

Competition with newly developed Self Finance Institutes in the region

Nurturing core competence in niche areas

To sustain and increase placement

New large number of industries coming up in the region

The institute is the biggest technical institute in the region to cater to all industrial needs

Large area of land around the institute being acquired for expansion.

Growing demand for turn-key industrial projects. Key Threats as identified by various stakeholder groups were:

Decline in supply of qualified and trained technical faculty

Fast changing industrial scenario and growing technological requirements of industries

Decline in quality of students due to lowered merit as a result of lowered merit due to increased intake

Plethora of Self- financed institutes coming up in the region

Based on SWOT analysis, provide the “strategic plan” developed for institutional development (Revised)


Lukhdhirji Engineering College, Morbi is one of the oldest and biggest Government-run engineering institute, having reputation of being institute of choice for students from all-over Gujarat, and other states. It offers good mix of specialized and diversified graduation programs in engineering. After implementation of TEQIP program, institute has progressed in terms of dynamism and capacity backbone. The strategic plan was also suitably modified to meet the overall TEQIP objectives:

The institute has prioritized to keep pace with fast advancing technology and ever-growing industrial requirements, by improving theoretical knowledge-base supplemented with modern-day practical knowledge for the incumbent students. This special focus is targeted at making the students more employable and industry-ready.

The institute is in process of developing laboratories in departments of Civil, Applied Mechanics, Electrical Engineering, Chemical Engineering, Mechanical Engineering, Production and Industrial Engineering, Power Electronics and Information Technology, and lacing it up with modern equipment, equipment prototypes and boosting it with modern computing facility with software support.

The institute is on-target in assessing a large-scaled industrial requirement, and thereby assessing required training and research needs of the faculty and staff to equip them to take up research-based industrial projects and consultancy assignments of the industries. This also augurs well for effective industry-institute partnership.

The institute is shaping up remedial and specialized teaching methodologies especially for weaker students, including SC/ST/SEBC categories. Special focus is proposed to be given for the subjects having maximum failure rates leading to drop-outs. The institute targets to improve on number of students graduating from 1st year to 2nd year, by 20% at least, acting as finishing school and thereby improving employability of these students.

How the key activities proposed in the Institutional Development Proposal are linked with the result of SWOT analysis.

Strengths and Opportunities of the institute suggest institute’s potentials in being regional center for academics research and consultancy, owing to its locational and available-infrastructure advantages. Adding to it a good mix of core and diversified programs being offered, the institute is on-its-way in shaping up in to a sustainable nodal center of repute of the region. Gujarat being industrially developed state blessed with very large coastal area, strengthening industry-institute has a potential of creation of large employment.

4.3 State the specific objectives and expected results of your proposal in terms of, “Institutional Strengthening and improvements in employability and learning outcomes of graduates”. These Objective and results should be linked to the SWOT analysis.


The institute proposes to bring about overall institutional reforms in academic, Non- academic, managerial, administrative domains. Below mentioned are few principle specific objectives, and their expected outcomes: Sr.

No.

Objective Expected outcome

1. Upgrade and modernize UG and PG

laboratories in different disciplines of

Engineering, by purchasing

equipment/Software/ Learning materials.

Students well-equipped with

theoretical knowledge, backed up

by practical knowledge, keeping

them industry- ready, and providing

better learning outcomes.

Ultimately, increased placements

2. Train faculty, supporting technical and

supporting staff by assessing their Training

Needs, in areas of pedagogic, Qualification-

up-gradation, and Research and Development.

Improved learning-outcomes of the

students.

3. Increasing IRG by increasing impetus on

Continuing Education, Industry-Institute

Interaction, Consultancy assignments, and

industry-specific inbound and outbound

projects.

Developing in to a nodal center for

techno-managerial consultancy.

Improved Industry-institute

interaction to result in more direct

involvement of industries in the

academic and co-curricular

domains, and reflect into the

employability of graduates.

4. Providing industry-ready personnel Become a finishing school by increasing transit of students over the semesters, especially for weaker students. Also provide necessary finesse to make them industry ready by means of remedial teaching methodologies, with a special focus on soft skills improvements.

Producing more industry-ready graduates

5. Establish a continuing education center cum

placement cell.

This multipurpose facility will go a

long way in hosting academic &

Para- academic programmes.

4.4 Provide an action plan for: (max 1 page each)


a) Improving employability of graduates

The institute is building modernization in the laboratories, laced with modern software in various departments of Applied Mechanics, Power Electronics, Industrial Engineering, Civil Engineering, Mechanical Engineering, and Electrical Engineering, in UG and PG. Updated Syllabus with Modern laboratory set up is steadily expected to go a long way in improving industry readiness of the graduates.

The institute proposes to develop a continuing Education cell to cater to co-curricular needs of the students. Also, it can be used for other stake holders.

The institute proposes to take up an industry survey to ascertain areas in which training is desired by the faculty, and in turn, train them in those areas at institutes/ industries of repute in the country. This will shape up better outcome of the teaching and research.

The institute’s focus is on enhancement of fortifying placement activity, and have greater participation of industries personnel for the curriculum reforms and

pedagogy.

b) Increased learning outcomes of the students

The institute has carried out an exhaustive in-house Training Needs Analysis. By sticking to the on-going reforms in teaching methodologies and by planning in-house and off-institute pedagogical trainings for the faculty, institute proposes to improve the teaching and thereby improve the learning outcome of the candidates.

The institute proposes to update laboratories for UG and PG programmes, to enable students become receptive and trained for the latest technology.

The institute looks to improve subject knowledge and research competence, for sending more and more faculty for qualification up-gradation.

Also, institute proposes to train more technical supporting personnel in pertinent areas.

The institute is developing strengthened institute library, by purchasing latest learning materials, in terms of books, journals and technical magazines. Institute is already motivating students to use the e-library through sophisticated campus-wide networked leased line for internet communication.

c) Obtaining autonomous institution status within 2 years

The institute is a fully-owned Government of Gujarat institute, under the Commissionerate of Technical education, under the department of education. The institute has applied for UGC autonomy. The institute has created boards/bodies/authorities/ councils to run the academic functions at the institute.

d) Achieving the targets of 60% of the eligible UG and PG programmes accredited within two years of joining the Project and 100% accreditation obtained and applied for by the end of the Project of the eligible UG and PG programmes.

The institute has applied for accreditation of six of its’ eight UG & 1 of 3 PG programmes offered (Total 7 programs applied for accreditation), and the process of scrutiny is on.


e) Implementation of academic and non academic reforms (details given in Annex‐I to PIP)

The institute will strive for attaining administrative and managerial autonomy through the directorate. Institute proposes to boost up its IRG by means of continuing education programmes, Consultancy and industry-based research projects.

The institute is having participation of key stake holders in the governance.

The institute has established four funds (Corpus fund, Faculty development Fund, Equity replacement Fund, and Maintenance fund) to ensure sustainability of the reform process beyond the project period.

The institute is motivating faculty to contribute to IRG by means of participation in consultancy projects, research projects and custom-made Continuing Education Programmes.

The institute proposes to apply to the government for filling-up faculty and staff vacancies.

The institute will adopt apt student performance evaluation measures ,and formative performance up-gradation, by employing improvement focused reforms. Institute proposes to employ two summative evaluations each semester.

The institute already has performance appraisal of faculty by students in place. Faculty has been taken in confidence, and care has been taken in designing appraisal instruments, in order to eliminate faulty or casual assessment. Benchmarks from IIT-system feedback measures has been followed and have been suitable adopted.

Faculty is encouraged and suitably rewarded by recognition and other financial means for Continuing Education, Consultancy, R & D. Also, faculty and staff members’ academic and other progression goals are identified, thereby creating greater opportunity for academic and professional growth for deserving faculty and staff.

f) Improving interaction with industry

By having industry personnel on panel for curriculum revision, the institute keeps a live contact with the industrial requirements. Inputs from industries’ personnel add to industry-institute interaction.

Institute proposes to develop mechanism to involve extra-mural classes for UG and PG students by drawing faculty from industries, in pertinent areas.

Institute proposes to increase Industry-institute Interaction by involving PSAG (Public sector Advisory Group) in curricular and co-curricular affairs.

The institute proposes to arrange tutoring by industrial experts to prepare students for on and off-campus interviews.

Faculty is encouraged and suitably rewarded by recognition and other financial means for Continuing Education, Consultancy, R & D with industries.

g) Enhancement of research and consultancy activities

The institute proposes to recognize contribution and performance of faculty and staff in Internal Revenue Generation and knowledge dissemination activities like Continuing Education, Consultancy, R & D, through awards, rewards, promotions.


Measures are being established to see that due freedom is given to utilize part of earnings to develop office and library facilities, purchase of literature and participation in conferences.

Institute proposes to motivate deserving faculty for personal academic research and travel for attending conferences/ research institutes and other Scientific and Technology Entrepreneurship Programme (STEP).

4.5 Provide an action plan for organizing a Finishing School and for improving the academic performance of SC/ST/OBC/academically weak students through innovative methods, such as remedial and skill development classes for increasing the transition rate and pass rate with the objective of improving their employability.

The institute has been conducting an exercise of Wide- classrooms for remedial teaching for weaker students, by using advanced teaching-learning methods, where a large mass of students are encouraged to correct their weak areas, thereby improving their results and decreasing failure rates. Faculty is encouraged to take up bridging courses, remedial teaching classes and skill-development training.

A special thrust is being given to provide specialized training in soft components like communication- presentation skills, Personality development, resume preparation etc. The institute proposes to involve more outside faculty to provide professional touch to these learning skills, so that it ultimately results in improving student’s employability.

4.6 Provide an action plan for strengthening of PG programmes and starting of new PG programmes.

The institute proposes to upgrade laboratory and research facilities at UG and PG levels.

The institute proposes to involve industrial training component at UG and PG level curricula.

The institute proposes to apply for launching new PG programmes at the institute.

4.7 Attach a summary of Training Needs Analysis carried out. Also, provide Faculty Development Plan for the first 18 months for improving their teaching, subject area and research competence based on Training Needs Analysis (TNA) (see Annex‐VI to PIP) in the following areas.

•Basic and advanced pedagogy

•Subject / domain knowledge enhancement

•Attendance in activities such as workshops, seminars

•Improvement in faculty qualifications

•Improving research capabilities A detailed TNA was carried out in the organization, wherein the objective of the said analysis was discussed in separate gatherings with Heads of the departments, various section heads, and representation of administrative and finance staff, and Class-IV staff. In a


brain storming session, the Principal, academic and administrative heads, faculty, and other representatives chalked out their training needs, concurrent with the established Vision and mission of the institute. While participants were encouraged to identify their training needs areas, suggestions were sought from Industries’ representatives to list out areas in which faculty, staff and authorities need to be trained. All the participants were distributed prescribed formats for TNA which were further distributed and filled-up by faculty and staff of their respective department. Principle areas which were identified are listed in the table below: Sr. No. Personnel Core TNA areas identified

1 Principal of the institute Institutional Development and Management, Planning and Implementation, Budgeting and Financial Management, Extension of services, Exposure to premiere institutions/Centres of Excellence (National and International), Sustainability strategy, Etc.

2 Heads of the departments (Teaching)

Personality development, Communication skills, Attitudinal and mind‐set change, Motivation, Qualification upgradation, Effective teaching – learning (pedagogy) processes, Advanced subject knowledge, Advanced R&D activities, Lab / workshop development, Attachment to industry and premiere R&D organizations, consultancy, Planning and Implementation, Budgeting Financial Management, Management Capacity Development, Etc.

3 Faculty (including contractual and ad‐hoc)

Attitudinal and mind‐set change, Personality development, Communication skills, Motivation, Qualification upgradation, Effective teaching – learning (pedagogy) processes, Advanced subject knowledge, Advanced R&D activities, lab/workshop development, Quality management, Standard conferences, consultancy, Etc.

4 Technical Staff Attitudinal and mind‐set change, Personality development, Communication skills, Motivation, Qualification upgradation, Operation and Maintenance of modern laboratory and advanced equipment, Advance learning in their relevant occupational areas, Etc.

5 Support Staff Attitudinal and mind‐set change, personality development, communication skills, motivation, office modernization, qualification up gradation, advance learning in their relevant occupational areas

6 Administrative Staff (including finance personnel)

Attitudinal and mind‐set change, Personality development, Communication skills, Motivation, Qualification up-gradation, Institutional Development Management, Quality Management, Management Information System Planning and Implementation, Budgeting and Financial Management, Systems Automation, Human Resource Management, Etc.

7 Class IV Staff Attitudinal and mind‐set change, personality development, motivation, qualification up-gradation


18-month Faculty Development plan Sr. No. Faculty Domain Type of training Duration (Slot) Institute/Organization/

Industries

1 Civil and Applied Mechanics Engineering

Basic and advanced pedagogy, Subject domain knowledge enhancement, Qualification upgradation, Participation in National/International Conferences/ Workshop

Starting June 2015 for the periods ranging from 2 weeks to 18- months

IITs/IIScs/NITs/ National institutes of research, Disaster Management centers, Software training institutes, Regional and national industries of repute

2 Mechanical, Production and Industrial Engineering



IITs/IIScs/NITs/ National institutes of research, Design/ Quality/ Production Management centers, Software training institutes, Regional and national industries of repute

3 Electrical, Power Electronics, Information Technology Engineering



IITs/IIScs/NITs/ National institutes of research, Design/ Fabrication/ Power plants/ Generation centers/ Digital Signal Processing/ Advanced software platforms/ training institutes, Regional and national industries of repute

4 Chemical Engineering Basic and advanced pedagogy, Subject domain knowledge enhancement, Qualification upgradation, Participation in National/International Conferences/ Workshop


IITs/IIScs/NITs/ National institutes of research, Chemical plant design institutes, Regional and national industries of repute


4.8 Provide an action plan for training technical and other staff in functional areas. Sr. No. Department Type of training Duration (Slot) Institute/Organization/

Industries

1 Technical and other staff of Civil and Applied Mechanics Engineering

Advances in laboratories and equipment, Computerization, software training, pedagogic demonstration methodologies, Attitudinal workshops

Starting June 2015 for the periods ranging from 1 to 2 weeks

NITs, Institutes of region, ITIs, Regional institutes and industries of repute

2 Technical and other staff of Mechanical, Production and Industrial Engineering

Advances in laboratories and manufacturing equipment, Computerization, software training, pedagogic demonstration methodologies, Attitudinal workshops



3 Electrical, Power Electronics, Information Technology Engineering

Advances in laboratories and electronic design and fabrication, Computerization, software training, pedagogic demonstration methodologies, Attitudinal workshops



4 Chemical Engineering Advances in laboratories and equipment, Computerization, software training, pedagogic demonstration methodologies, Attitudinal workshops



4.9 Describe the relevance and coherence of Institutional Development Proposal with State’s/National (in case of CFIs) Industrial/Economic Development Plan. State of Gujarat is shaping in to a leading state as far as industrial growth and corresponding infrastructure like land/water/power/ roads are concerned. With more and more national and international industrial houses coming to Gujarat, there is ever-increasing need for Engineering institutes capable of transpiring education in to relevant industrial needs. With Lukhdhirji Engineering College aspiring to fulfill this techno-managerial and educational dearth of skilled manpower by improving employability and educational outcomes, it is in line with the thrust on industrial development policy prevalent in the state. 4.10 Describe briefly the participation of departments/faculty in the IDP preparation.


The Principal of the institute chaired a review meeting with BoG chairman, TEQIP Co-ordinator and various heads of the departments, briefing the reasoning of re-visiting the objective of IDP in context of TEQIP-II. Senior faculty from Industrial/ Production/ Electrical departments were also drawn to work in sync with the project co-ordinators for the preparation of IDP. 4.11 Describe the Institutional project implementation arrangements with participation of facultyand staff. The institute, ably headed by the Principal, has chalked out various reforms committee at the institute, in areas like

Academic reforms, headed by Dean, Academic Affairs, with senior professors from different departments, consisting of mix of senior and young faculty.

Administrative reforms, headed by Dean, Administration, helped by Administrative officer and assisted by senior administrative staff

Governance, headed by the chairman- Board of Governance, Principal, and renowned experts drawn.

o The institute has established four funds (Corpus fund, Faculty development

Fund, Equity replacement Fund, and Maintenance fund) to ensure sustainability of the reform process beyond the project period.

o The institute has well-knit TEQIP committee comprising of The Principal, TEQIP Coordinator, and project nodal officers for Academic activities, Civil works including environment management, Procurement, Financial aspects, Equity Assurance Plan implementation.

4.12 Provide an Institutional project budget Pl. refer to responses to annexure-1 of JRM datasheet.(Point numbers 9, 10, 11). Total fund allocation till date is Rs. 4.5 crores.

Performance Indicators Status

Documentary

Evidence

Procurement Plan to cover 100% procurement expenditures Yes Can be verified from

PMSS

% of Expenditure against total funds received 66.137% April 2015 FMR

% of Expenditure + Committed expenditure against Total funds

received 95.521% April 2015 FMR

Documents

TECHNICAL EDUCATION QUALITY IMPROVEMENT PROGRAMME … · 2017. 5. 9. · TECHNICAL EDUCATION QUALITY IMPROVEMENT PROGRAMME (TEQIP) PHASE-II INSTITUTIONAL DEVELOPMENT PROPOSAL (Revision