10.1 Introduction
Planning is the process of deciding in detail how to do something before one actually start to do it. There are a large number of activities to be performed at the institute level for achieving its objectives.
Principals, Heads of Departments and teachers are primarily responsible for managing various activities relating to curriculum implementation for producing right type of technical manpower.
Principal of an institute is responsible to manage physical, human, informational and financial resources for effective implementation of curricula leading to gainful employment of students. This means that the resources are to be optimally utilised. Networking with industrial and other organisations need to be established for sharing resources and to see that students are provided varied learning experiences, so that they acquire relevant competencies and are acceptable to the world of work. Establishing linkage with industry/field organisations is one of the most important role of the Principal.
Similarly, Heads of Departments are responsible for managing the resources at the department level for providing appropriate learning experiences to the students leading to the development of professional competencies in them for gainful employment.
Teachers are primarily responsible to manage the instruction in theory and practice to develop appropriate competencies as per the requirements of the world of work.
Academic planning is thus called for, in managing various activities at the institute, department and class room levels. It calls for setting objectives, fixing responsibilities and targets and monitoring programmes and activities for achieving desired results.
Academic planning is concerned with planning annual cycle of activities related to improvement in teaching−learning process, curricular and other co−curricular activities. A detailed format to plan various activities to be undertaken by an institute is given in the next section.
10.2 Aspects of Academic Planning
10.2.1 Improvement of Teaching−Learning Process
a) Faculty development
Faculty is the king pin for providing appropriate learning experiences to the students to impart necessary knowledge skills and attitudes in them. This is possible only if faculty is well versed with technology development at work places, their subject matter competency and understanding of basic principles of educational technology. This requires training and re−training of faculty in a phased manner for which advance planning should be made. There are teachers with varied qualifications and experience. Their professional development and career growth should be linked in such a manner that the teaching−learning process leads to producing competent technical human resources.
There will be some newly recruited teachers who should be given an induction programme in educational technology, exposure to industry and awareness concerning technical manpower development. Teachers with some experience should undergo training programmes in subject matter updating, project oriented
industrial/field training, exposure to curriculum development stages and related processes. Also programmes for vertical mobility should be thought for such teachers.
Principal and Heads of Department need to undergo programmes in institutional management, curriculum development, entrepreneurship development
It is expected that every institute should identify training needs of faculty well in advance for planning faculty development programmes offered by various organisation/quality improvement centre etc.
b) Linkage with Industry
It is essential that the teaching−learning process should be linked with industrial/field practices. For this to happen, deliberate planning is required at the institute and department levels. The planning in this respect may include activities like:
− identification of areas/topics which need inviting experts from industry/field to deliver extension lectures
− identification of industrial/field organisations for exposing students to industrial environment, size and scale of operations, technology in use etc
− identification of industrial/field organisations for sending students for task−oriented or project oriented industrial training under the supervision of their teachers
− identification of problems from industry which can be given to students as project work − areas in which the institute can provide consultancy to industry etc. It is essential to prepare an action plan for achieving the desired targets
c) Development of Infrastructure for Effective Implementation of Curricula
It is essential to identify gaps in physical resources and yearly operational plan be prepared in a phased manner for procurement and establishment of desired infrastructure. Such a plan may include items like:
− establishment of new laboratories and workshop and the type of equipment to be procured − procurement of machinery, equipment and raw materials
− modernisation of classrooms − procurement of audio−visual aids
− networking with industry and other institutions for sharing resources for effective curriculum implementation etc.
d) Development of Instructional Material
It is essential to identify gaps in the availability of appropriate instructional material. This may include text books, laboratory manuals, data books etc.
It may also be essential to prepare work books for effective instruction in drawing, well graded tutorial exercises, well thought out home assignments etc.
Planning in developing such resources will go a long way in producing such material e) Curriculum Improvement
It is possible that some institutions may take a leading role towards improvement of the curriculum by − collecting feedback from teachers, students and industry for bringing necessary
improvements in the curriculum document
− undertaking studies for finding out emerging areas of technology and starting new programmes or offering electives in the existing programmes
− undertaking a study for effective implementation of curriculum, student evaluation etc
Planning for undertaking activities/projects in above fields will go a long way in motivating some teachers to arrive at useful findings leading to improvement in teaching−learning process
f) Entrepreneurship Development
Development of entrepreneurship is an important area for technical human resource development. Organisation of entrepreneurial awareness camps; extension lectures on entrepreneurship development; lectures by successful entrepreneurs; providing project work(s) leading to starting small scale enterprises by students are all meaningful activities, which need to be planned for achieving the desired targets in a year g) Offering Continuing Education Programmes
Fast technology development necessitate working people to possess desired knowledge and skills. Some technical institutes might like to conduct a study on determining continuing education needs of working technical manpower and may like to offer some programmes based on the expertise and facilities available in a particular institute, planning for which is again desired
h) Environment Education This may include activities like:
− making an institute green by way of planting trees, flower plants and upkeep of lawns, playgrounds etc
− cleaning week
− organising debates/contexts/seminars/extension lectures on the subject An operational plan in the respect can help a great deal in achieving the targets i) Community Development
Based on expertise and infrastructure in a technical institute, it can serve the community by way of: − Organising education and training programmes
− Transfer of technology
− Development of appropriate technologies
− Technical and technical support services to be provided to community
− Dissemination of information and promotion of environmental awareness in community etc − Undertaking community need based projects
j) Conduct of Meetings
A progressive institute prepares a schedule for organising meetings with the Head of Department and faculty for improvement of climate and teaching−learning process which also requires advance planning.
10.2.2 Co−Curricular Activities
A progressive institute may like to plan each and every activity. Co−curricular activities have their own place in development of technical human resource. Planning of various functions, games, alumini association etc can be very helpful in improving the climate of the institute.
a) Functions
Sr. No. Name of Activity Date Incharge
1. Celebration of Republic Day 2. Celebration of Independence Day 3. Institute Annual Day
4. Sports meet/Annual athlatic meet 5. Cultural programmes
6. Debates/Declamation contests
7. Exhibitions
8. Social Welfare Campus 9. Educational Tours
Donation Camp etc
b) Various games and their incharges like:
Any specific activity to be initiated during the year like: starting new games, preparation of play grounds, purchase of sports materials etc
c) Various committees and their coordinators like: Discipline committee, student welfare committee d) Alumini Association
Any activity during the year like: collection of information through parents regarding posting of passed out students, correspondence with passed out students, presentation of mementos on annual day to well placed students etc.
e) Improvement of Core Facilities at the Institute Level
Student amenities, hostels, library, media centre, dispensary etc forms the core facility of the institute. Depending upon the gaps, it will be worthwhile to prepare year−wise action plan for bridging the gap.
It will be helpful if each institute prepare a calendar by using A−4 size drawing sheet. This calendar should be available with the Principal and Head of Departments for monitoring the progress of various activities