May 2013
Prepared by: National Institute of Fashion Technology
ESTABLISHING A NIFT CAMPUS
AT
INDEX
Chapter No.
Title Page No.
Executive Summary
I National Institute of Fashion Technology 1
II A New Campus at Panchkula, Haryana 6
III Academic Model of NIFT Panchkula 11
IV Scope of the NIFT Campus, Panchkula 16
V Academic Programmes 20
VI Academic Divisions 24
VII Quality and Human Resource Development 32
VIII Industry – Institute Interaction 36
IX Building & Space Requirement for Academic Activities 40
X Infrastructure Requirement 45
XI Student Facilities & Services 46
XII Governance and Executive Management 50
XIII Financial Estimates 57
Annexure I – List of Subjects for the Regular Academic Programmes
60
Annexure II - Eligibility Criteria for Faculty Positions 65
Annexure III - Eligibility Criteria for Administrative Positions
67
EXECUTIVE SUMMARY
“To reach a port we must set sail- Sail, not tie at anchor. Sail, not drift.” said Franklin D. Roosevelt once. The „port‟ in the context of this report will be professionalizing the various components of designing, manufacturing, marketing and management processes of the fashion supply chain. And the „sail‟ will be a Campus of National Institute of Fashion Technology (NIFT) at Panchkula, Haryana.
This report emphasises on the need for quality education in the areas of fashion technology to generate a cadre of creative professionals, inspired designers, and motivated technologists & managers. The National Institute of Fashion Technology was set-up in 1986 at New Delhi by the Ministry of Textiles, Government of India as a registered society under the Societies Registration Act, 1860. By enacting the NIFT Act, 2006 the parliament of India accorded statutory status to the Institute for the promotion and development of education and research in the area of fashion technology with the President of India as the Visitor. The Institute has been empowered to award degrees.
Haryana, one of the richest states of Indian union has fertile land and vibrant industrial environment. It also has a thriving textile market particularly, of handloom and home furnishings. The arts and crafts of Haryana include a variety of styles and reflect the rich cultural heritage of the State. Different forms of embroidery such as phulkari, bagh, weaving of durries, chope, etc are popular. These masterpieces are known all over the country for their splendid aesthetic values. Haryana boasts of a robust handloom tradition, especially in Panipat, which is a famous as a centre for rugs and is a major textile town of India.
On 19th July 2012, Shri Anand Sharma, Hon. Minister of Textiles, Government of India in a public function, attended by the Chief Minister of Haryana, announced his decision to establish a NIFT campus at Panchkula. The Board of Governors NIFT, in its meeting held on 23rd July 2012 approved in principle, establishment of a NIFT Campus at Panchkula. The Government of Haryana has identified 20 acres of land for NIFT at village Panchayat, Manakpur Nanakchand, Block Pinjore, District Panchkula. The Department of Technical Education, Government of Haryana is a nodal department for the implementation of the project.
The present report is a culmination of the suggestions and feedback gathered from senior officials of the Governments of Haryana, Punjab and union territory Chandigarh, faculty members and experts of the fashion and textiles industry. The report is an assessment of the role that has been and will be played by NIFT in bringing a paradigm shifts in industry trends, industry demands through graduating students. The Panchkula Campus will offer undergraduate, postgraduate level programmes in areas of fashion technology through School of Design, School of Fashion Technology & Management and Centre for Languages, Humanities and Basic & Social Sciences.
It will also offer Certificate Programmes through its continuing education programmes offered by the proposed Centre for Industrial, Artisan, and Crafts persons‟ Interaction (CIACI).
At peak strength, a total of 670 students will be registered for the full-time undergraduate and postgraduate programmes in 2019-20. The institute will be headed by a Campus Director, supported by the administrative and academic staff.
Approximately 3.5 lacs square feet of constructed area will provide space for academic blocks housing School of Design, School of Fashion Technology & Management; Centre for Languages, Humanities and Basic & Social Sciences, Handicraft and Handloom Museums. The Campus will have a unique and state-of-the-art Resource Centre (RC) housing a library, information centre, design studio, and handicraft & handloom museum and space for CIACI. RC Users will have access to a variety of both print and non-print knowledge resources; wherein it will actively contribute to knowledge creation through applied research. Apart from generating an exhaustive digital emulation of all the resources, the Resource Centre will have a design studio and a handicraft and handloom museum gallery, to act as a repository of design based information for the usage of the state. Apart from administrative, recreational blocks, the Campus will also provide residential facilities for the faculty, staff and students.
The permanent campus of NIFT Panchkula is expected to be ready by 2016 which would be funded by the Government of Haryana. The State Government has also agreed to meet the revenue deficit till the campus become financially viable. NIFT has agreed to the State Government‟s demand of 20% domicile quota within the existing available seats. The Campus will be operationalized as soon as the required infrastructure is in place.
As per the estimates, the project would require approximately ` 138.11 Crores which includes ` 93.74 Crores towards the construction of permanent campus and ` 17.84 Crores to meet revenue deficit for the initial years. It is expected that the Campus will achieve breakeven point by 2020-21 with revenues generated from the fees of six regular programmes. However, it will be contingent upon the actual receipts and expenditures.
The report elaborates on the need for collaborative working of both the industry and academia in order to enhance performance. With this perspective, the faculty will take business and industry learning into their teaching system, in an appropriate and balanced way. In turn, the industry would need to invite inputs on work-life issues and common grounds. This healthy Institute-Industry-Interaction (I3) will be promoted and achieved by NIFT‟s Continuing Education Policy and NIFT Consultancy and Project Guidelines.
Lastly, the report enlists the proposed cost of the NIFT Panchkula Campus, details of proposed built-up area, capital expenditure, revenue generation and revenue shortfall. It concludes with the focus on professional education for potential employment opportunities in the organized large and medium scale industrial sectors.
CHAPTER - I
NATIONAL INSTITUTE OF FASHION TECHNOLOGY
1.1 National Institute of Fashion Technology was set-up in 1986 at New Delhi bythe Ministry of Textiles, Government of India as a registered society under the Societies Registration Act, 1860. Today across the globe, NIFT is acknowledged as a premier institute for imparting in various areas of fashion education including design, management and technology. Every year NIFT offers professionals in the industry to take up leadership positions in the national and international fashion spectrum. NIFT has set academic standards and excelled in the thought leadership by providing a pool of creative genius and technical competence.
1.2 The NIFT Act 2006 has empowered NIFT to award degrees. The statutory status given to the Institute, with the President of India as the Visitor, NIFT has been saddled with huge responsibility.
1.3 To fulfil its vision, the NIFT has casted its mission “To establish NIFT as a
centre of excellence in fashion business education, a nodal agency for benchmarking fashion education in India and apex body for training of trainees in fashion business education”. The NIFT strives to position itself as
one of the best fashion education institutions in the world. Undoubtedly, such institutions are the ones which are autonomous; financially viable; able to attract the best talent for teaching; attract the best students; able to get the best companies for better recruitment and employability of its graduates; produce high quality research; and generate a body of work aimed at achieving overall social good.
1.4 The NIFT rears its talented students to become highly competent professionals in the area of fashion design, technology and management, capable of providing enlightened leadership to the Indian fashion business industry with
The Vision
“To emerge as a centre of excellence and innovation proactively catalyzing growth of fashion business through leadership in professional education with concern for social and human values”.
To nurture such leaders the objectives of the NIFT include
(i) Create an environment of continuous learning with holistic interdisciplinary appreciation of various components of value chain and the ground reality.
(ii) Instil a passion for academic excellence with commitment to team building, sense of humility & sensitivity, inspired by our aesthetics and craft legacy.
(iii) Benchmarking performance and processes in the areas of fashion education, research, training and consultancy.
(iv) Empowering the crafts community to retain regional characteristics and position their cultural identity in the global market.
1.5 Since its inception in 1986, the NIFT has played a pioneering role in envisioning and evolving fashion business education in the country. Through its network of fifteen professionally managed centres, it has played a leadership role in catalyzing the Indian fashion industry in adopting and adapting new design methodologies, manufacturing technologies and merchandising practices. Over these past 27 years, NIFT graduates have made significant contributions as change agents to shape the growth of fashion business in India.
NIFT’s Fifteen Campuses in India
With growing demand for specialized manpower from the fashion business industry across the country, the Institute expanded its operations by establishing six additional Campuses at Bangalore, Chennai, Gandhinagar, Hyderabad, Kolkata and Mumbai in collaboration with the respective State Governments during 1995-98. Later during 2007 to 2010, eight more Campuses were established in Bhopal,
1.6 Currently, through its 15 Campuses, the NIFT offers education to a large body of students as evident from Table I below.
Table I: Centre – wise Faculty and Students strength
Campus Students Faculty Course
Bengaluru 804 42 8 Bhopal 235 12 2 Bhubaneshwar 196 09 4 Chennai 627 43 9 Delhi 1039 72 10 Gandhinagar 612 32 7 Hyderabad 776 36 7 Jodhpur 138 10 4 Kangra 545 18 5 Kannur 290 17 7 Kolkata 638 35 8 Mumbai 722 30 8 Patna 185 08 4 Raebareli 259 12 3 Shillong 167 10 3 Total 7233 386
1.7 In 2002, NIFT realised that if it intends to play a pioneering role to help and support business competitiveness of Indian fashion industry in a global context, its educational offerings should be re-constructed to suit the changing business context and to move towards a 10+2+4 pattern in consonance with the standardized global format for professional education in the university system. Its educational offerings now encompass the following types of programmes:
(i) Professional Academic Programmes are offered as full-time
undergraduate and graduate programmes in various areas of design, technology and management of 4 and 2 years duration respectively.
These programmes are offered through 10 courses leading to the conferment of professional qualifications equivalent to a Bachelor and Master‟s Degree.
(ii) Continuing Education Programmes are for professionals who upgrade their skill and knowledge at weekends or in the evening. These courses are of varying duration for working professionals in the areas of fashion design, technology & management and communication. These programmes lead to the award of a professional certificate and vary from duration of 3 months to 12 months.
1.8 Through the twining programmes with 26 International schools of repute NIFT students remain informed about global trends. Besides continuing its current activity of human resource development, NIFT takes on additional roles such as creation of knowledge by serving as the nation‟s R&D Laboratory for the fashion sector, and as an incubator of new small scale fashion industry by developing entrepreneurship skills amongst its students. 1.9 NIFT has exposed the Indian fashion industry to the world‟s finest design
expertise, management practices and manufacturing technologies. It has created a learning environment that encourages innovation, creativity and excellence. NIFT is a multi-disciplinary and multi-dimensional Institute that intends to continue to play the path-finder‟s role. The NIFT Act, 2006 empowers the Board of Governors of the NIFT to establish new Campuses through a well-defined policy. It has increased its footprints by establishing 15 Campuses.
CHAPTER II
A NEW CAMPUS AT PANCHKULA, HARYANA
2.1 The name of Haryana instantly conjures up the image of a state which astonishingly combines both-antiquity and plenty. Replete with myths, legends and vedic references, Haryana's past is steeped in glory. The region has been the scene of many a war because of its being „A Gateway to North India‟. As years rolled by, successive streams of the Huns, the Turks and the Tughlaqs invaded India and decisive battles were fought on this land. At the end of the 14 century, Taimur led an army through this area to Delhi. Later, the Mughals defeated the Lodhis in a historic battle of Panipat in the year 1526. Another decisive battle was fought in the year 1556 at this very site, establishing the supremacy of the Mughals for centuries to come. Indeed, the history of Haryana is the saga of the struggle of a virile, righteous, forthright and proud people.
2.2 Haryana has always remained a rendezvous for diverse races, cultures and faiths. It is on this soil that they met, fused and crystallized into something truly Indian. Hindu Saints and Sikh Gurus have traversed the land of Haryana spreading their message of universal love and brotherhood.
2.3 Haryana has carved a place of distinction for itself during the past three decades. Whether it is agriculture or industry, canal irrigation or rural electrification, Haryana has marched towards modernity with leaps and bounds. Today, it enjoys the unique distinction in India of having provided electricity, metalled roads and potable drinking water to all its villages within record time. Haryana is among the most prosperous states of India, that is having one of the highest per-capita income in the country.
On November 1, 1966, Haryana emerged as a separate State in the federal galaxy of the Indian Republic with just 1.37% of the total geographical area and less than 2% of India‟s population. The amazing growth story of Haryana is classic case study for students of public policy. It shares its capital i.e Union Territory of Chandigarh, with Punjab. Nearly 1/3rd of Haryana forms part of the National Capital Region.
Handloom and Cottage industry of Haryana
2.4 Haryana has diverse crafts and arts such as pottery, paintings, sculpture, embroidery and weaving. Phulkari, bagh, chope, durries etc. are many on which the state prides itself on. Haryana arts and crafts are one of the sources of income for the rural people and thus play an important role in contributing to the economy of its people. The state organises an annual Surajkund Crafts Mela, where it portrays its arts and crafts.
2.5 Pottery: While pottery making is commonly found across the country, the uniqueness that differentiates this craft of Haryana is
the kick operated turn of the potter's wheel while hands are traditionally used to spin the potter‟s wheel. The clay items are made on wheels that are “legged” to spin. Being a state that is predominantly driven by the rural economy, pottery finds a place of paramount importance. The pots are very colourful, brightly done by the women folk of the household, while the pot making is done by the male members of the family.
2.6 Embroidery and Weaving: Some of the very
popular woven products are the shawls, durries and the lungis. Karnal is popular for bright robes and „lungis‟ which is a common garment worn by inhabitants of rural India.
2.7 Phulkari: The shawl or dupatta known as the phulkari, meaning flowered work, are wonderful pieces of art and is an offshoot of the Kashmiri shawl. Essentially a winter wear; it is worn over a tight-fitting 'choli' (blouse) and 'ghaghra' (long skirt). The phulkaris are intricately woven in a magnificent and colourful piece of clothing. The warmth and richness of colours, the bold patterning and the patient hard work which go into the embroidery work of phulkari
make it symbolic of the women of Haryana. A very coarse homespun texture, the „Khaddar‟, is used as a base ground cloth in „phulkari‟ a simple stitch done entirely from the back in silken threads is applied to work out the patterns. The patterns used are the art motifs of birds, flowers and human figures using
The making commences during the birth of the girl child and continues till the age of her marriage and is presented to her as a wedding gift as a part of her trousseau.
2.8 Bagh: Another type of shawl is the Bagh, meaning Garden. Geometric patterns of design are almost always followed in the making of the Bagh essentially with green colour. This craft is practiced mostly by Muslims and has interesting
designs varying from
elephants, houses, crops, the sun, the moon, kites
and gardens. This
embroidery is also done on khaddar. Bagh differs from „phulkari‟ basically in the manner the motifs are spread all over in an integrated pattern without leaving any space in between.
„Bagh‟ is also known by the name of „Sar-pallu‟ in Haryana.
2.9 Chope is a kind of shawl, which is simple in its look as compared to phulkari and bagh. Rather a simple affair in comparison to the „phulkari‟ and „bagh‟, it is presented to a new bride by her maternal grandmother. The „darshan dwar‟ shawl is gifted to a temple, by a devotee whose wish has been fulfilled.
2.10 Durries: The durries are rather coarse and have spectacular geometric patterns adorning the entire rug. Often set against a blue background, the durries have white triangles filling up the rug. This art is mostly practiced by the Jats of Haryana and are concentrated in and around the Panipat region of the state.
Textile resources and industries in Haryana & neighbouring cities:
2.11 Haryana boasts of robust handloom traditions, especially in Panipat and anequally vibrant handicraft tradition. Panipat, is a major textile town of India, famous for its rugs & upholstery fabrics which are marketed all over the world. Traditionally women would weave durries (rugs) and khes (thick coverlets) for household use whenever they would be free from agricultural and household work. Today, Panipat, is an export hub for cotton durries, mats, carpets, floor coverings etc. The City has more than 350 registered exporters for handloom & textile goods. According to an estimate, from this city goods worth over `` 2000 crores (approx.) are exported worldwide. Goods that are
exported include woollen carpets, durries and handloom products amongst others. Many exporters feel a need for designers and creative products development is hampered because of this. NIFT Panchkula designers can fulfil this need.
2.12 The Haryana State Industrial & Infrastructural Development Corporation (HSIIDC), of Government of Haryana is setting up a Textile Park in Barhi, Sonipat. This is expected to generate annual garment business of around ` 750 crore and create 7,500 jobs. This is in conjunction with industrial hubs already established viz. a footwear park in Bahadurgarh, an export promotion park in Kundli, industrial model towns in various cities, petro hub in Panipat. The Textile Park at Barhi, Sonipat is proposed to be spread over 390 acres and already plots have been allotted to 245 units, which have started production, and approximately 150 units are in the final stage of construction. Barhi Textile Park is mainly dealing in garment business, whereas in Panipat, textile business is based on home furnishing products.
2.13 The textile park of Sonipat has attracted many garment manufacturers from India and overseas. Many entrepreneurs from Gurgaon, Delhi and Panipat have setup their projects in this area. Some overseas players who have shown interest include companies from Korea namely Kaico Deer Abrasive Pvt. Ltd. & EOC Polymers Ltd. from Belgium. In addition to above, there are a large number of industries in Yamuna Nagar which is not far from Panchkula. There is going to be adequate demand of specialist designers for various industries. 2.14 Textile Industries spanning all sectors inclusive of spinning, weaving, knitting,
worsted, processing, terry towels, industrial yarns, garments, made-ups, denim, shawls and all concerned services are spread across several clusters. Among these various clusters the major chunk of the organized mill sectors are situated in an around Ludhiana & Chandigarh with the manufacturing facilities situated mostly at Lalru (Haryana), Nalagarh & Baddi (HP), and in major agro belt of Punjab at the outskirts of Ludhiana. Easy availability of raw materials & abundant labour, government friendly sops in terms of subsidies and tax holidays has made these places attractive propositions for the business houses to invest in textile business. The region boasts of the presence of some big names like Winsome, Nahar, Vardhman, Oswal, Trident etc.
2.15 The exciting market dynamics demand the process of handicraft be maintained but newer elements in the product be introduced. Furthermore, traditional products have become a fashionable wear. The lack of newer elements in traditional products affects the marketability. To plug this gap, and create novelty in traditional products, new inputs should be introduced. This will
There is a dearth of expertise in incorporating design values and corresponding business professionalism. This has necessitated a paradigm shift in business thinking and business value chain.
2.16 While the world has embraced the virtual market space alongside the real market space, the artisans are grappling to adjust to the new dynamics. New intermediaries have appeared adding to the already existing barrier. Even though the demand and business are in excess, the earnings of artisans remain the same. A serious makeover coupled with professional intervention in all its form is the need of the hour. While intervention may take various forms, one such intervention is creating harbingers of change who can steer the process. 2.17 With many such leading industries in Haryana region there is a high demand
for professionals in these areas. This can be fulfilled by the creative professionals who have acquired formal training in various areas of fashion design, technology and management graduates that NIFT campus will eminently meet the need. Establishment of NIFT in the state will also meet the needs of the artisans and meet an objective of contributing towards the socio-economic development of the craft / handloom sectors of the State. The proposed institute would also address the fast increasing gap in demand and supply of quality professionals in this area.
2.18 Panchkula, a planned city in Panchkula district of Haryana, is also a satellite city of the Union Territory of Chandigarh and part of the Chandigarh Capital region. It also shares seamless borders with Mohali district in Punjab. The city has sufficient infrastructure / material facilities required for construction of NIFT. Hence, an ideal location for the possibilities of substantial inflow of students aiming for career in fashion technology from the neighbouring states i.e. Punjab, Haryana, Himachal Pradesh, Rajasthan, Uttrakhand, Uttar Pradesh in addition to Haryana.
2.19 A committee of two members of the Board of Governors (BoG) of NIFT had submitted a feasibility report for a NIFT campus at Panchkula. On 19th July 2012, Shri Anand Sharma, Minister of Textiles, Government of India, in a public function, in the presence of the Chief Minister of Haryana announced the decision to establish a NIFT campus at Panchkula. The BOG in its meeting held on 23rd July 2012 gave an in-principle approval for this campus and requested to obtain financial commitments from Government of Haryana to fund the project.
CHAPTER III
ACADEMIC MODEL OF NIFT PANCHKULA
3.1 A major task in developing a new cadre of creative professional designers, technologist and managers will be to keep them encouraged and motivated, at every available opportunity, so as to stay committed to the development of this extremely diverse and decentralized sector. This will demand an innovative model and an institutional mechanism that ensures a body of professionally competent and committed young people who would spearhead and accelerate the development process. It should simultaneously build a mindset in the fashion industry to deploy such a body of professionals into the sectors in adequate numbers. NIFT, through its stated mission, is working with different bodies and the industry to multiply the professional competence required. 3.2 In the last 27 years of its existence the academic model of NIFT has evolved
from the diploma granting to the degree awarding Institute. It has developed a strong base of design and fashion technology based education. Currently, it follows the concept of a core programme followed by non-core courses, electives and the project. The core programme forms fundamental basis of learning essentials in each programme area domain. These form the mainstream courses that are mandatory for students to undertake. The non-core Courses develop a contextual knowledge base to set off non-core professional capabilities and help students to co-relate issues and appreciate socio cultural dimensions. The elective courses provide options to the students for specialization based on individual, group and industry preference.
3.3 The NIFT follows a Credit System wherein each course is assigned a number of credits depending upon the number of contact and non-contact hours in a week. The institute uses the concept of credit to define the weightage of a course in the curriculum. A student‟s performance is measured by the number of credits that he/she has earned and by the weighted grade point average maintained by him/her.
3.4 Unfortunately, the present academic model does not promote interdisciplinary or cross-disciplinary learning across departments. It does not focus on personality development of the individual in terms of values, ethics, social sensitivities, and global awareness.
3.5 The Panchkula NIFT may promote a more flexible academic environment. The distinction between different departments could be made permeable. The education and training should promote interdisciplinary learning that would provide flexibility to a student to design a programme according to personal
major and a minor, i.e., a student can have FD as major and TD as a minor or vice versa.
3.6 Needless to say with blurring of these boundaries, there will be an added emphasis on creativity. The courses will be available both at the core level as well as non-core and elective level. As an organization, it is proposed to shift away from a department based approach to a school based approach essentially, to usher in a more flexible and interdisciplinary learning. There will be following Schools at Panchkula.
(i) School of Design :
This school will offer Core courses in Design based subjects besides offering majors in fashion design and textile design. It will also offer minors in these courses at undergraduate level. At post graduate level it would offer a course in Design Space or develop newer courses, as the case may be.
(ii) School of Fashion Technology and Management :
This school will offer courses in fashion technology, organisational behaviour to undergraduates and postgraduates and also a post graduate programme in fashion management.
(iii) Centre for Languages, Humanities and Social Sciences :
This interdisciplinary Centre will offer courses in Communication, Economics, English, Foreign Languages, Science, Humanities and Social Sciences. This Centre will primarily orient students with the questions concerning society at large in global world and acquainting them with the implications of such questions for our immediate social setup.
3.7 Besides offering education at degree level, these schools will also offer Continuing Education Programmes, tailored to the need of the State. They will also undertake research, studies and consultancy in their area of expertise. Through these Schools the following Programmes and courses will be offered:
Table II: Courses to be offered at NIFT, Panchkula
Course Degree School
Fashion Design Bachelor of Design School of Design
Textile Design Bachelor of Design
Design Space Master of Design
Fashion Technology Bachelor of Fashion
Technology School of Fashion Technology and Management Master of Fashion Technology
Fashion Management Master of Fashion
Management Interdisciplinary Core /Non-core & Elective Courses in Languages, Humanities, Science and Social Sciences
Centre for Languages, Humanities and Basic &
Social Sciences.
Proposed Certificate Programmes (CE) to be offered are as follows: (i) Clothing Production Technology;
(ii) Fashion and Clothing Technology;
(iii) Fashion Accessories and Handicraft Development; (iv) Textile Development for Fashion;
(v) Fashion Retail Management (vi) Visual Merchandising (vii)
3.8 The apparent shift from department to school based learning will be consciously designed for this Campus. In keeping with the global practices in the top design schools, these Schools will be teaching similar subjects as in other centres of NIFT but with the greater flexibility of choices to the students. The Schools will continue to be guided by the Dean (Academics) and Programme Coordinators at the NIFT HO through the decisions of the Senate. The School based concept would also help in better utilization of resources and access to students for interdisciplinary facilities.
3.9 The approach of learning will be by “doing”. This emphasis on acquiring skills with an interdisciplinary approach will help students bring in fusion of thought and material in their designs. The departure from the current NIFT model would pave the way for more futuristic and global education and would usher the change in the design scape.
3.10 Indeed, this model would require different kind of facilities and infrastructure. Besides faculty rooms, and classrooms, it will be necessary to have several laboratories, studios and workshops for students. It should have a strong resource centre that provides the students with the repository of information. The NIFT would ensure that the communication skills or soft skills are well developed in the academic programmes.
In order to understand oneself as well as the world around an individual, it is necessary to have some education on aspects of life, i.e., mind and body, ethics and values, jurisprudence, relations, society and time. Through Craft Cluster linkages it would be possible for students to visit different places and interact with society and learn about specific issues.
3.11 For the overall development of students, opportunities will be provided in sports, and visual art performances. In order to appreciate the activities of sports and culture, students will be provided a card called Co-curricular Performance Card. This card will be given along with the grade card of a student, and will enlist the contributions and involvement of the student in these activities during the entire four year period. It will be given due recognition. It is expected that students will develop a good portfolio of their co-curricular activities.
CHAPTER IV
SCOPE OF THE NIFT CAMPUS
,PANCHKULA
The Vision
“To emerge as a centre of excellence and innovation proactively catalyzing growth of fashion business through leadership in professional education with concern for social and human values”.
The Mission
“To establish NIFT as a centre of excellence in fashion business education, a nodal
agency for benchmarking fashion education in India and apex body for training of trainees in fashion business education”.
Objectives of the Panchkula Campus
4.1 The Objectives of the Campus will be as follows:
(i) Develop a world class institution with a creative and intellectual environment for imparting education in the areas of fashion technology;
(ii) Offer four-year programmes at undergraduate level following ten-plus-two curriculum and postgraduate programmes in the areas of fashion technology;
(iii) Build a cadre of high-calibre, internationally recognized faculty devoted to teaching, research and innovation in the areas of fashion technology; and
(iv) Act as a nucleus for artisans, craftsmen, manufacturers, designers and exporters of fashion products through interventions in the area of fashion, technology and management, providing design interventions. Goals
4.2 The Goals of the Campus will be as follows:
(i) To nurture creativity, enterprise, quality & excellence in education in the area of fashion technology;
(ii) To offer flexibility in education by lowering traditional barriers among the department & the disciplines for emergence of newer learning areas;
(iii) To strengthen the quality of the basic programme in areas of fashion technology, building into them an inter-disciplinary approach such that a flexible, border-less curriculum, in which a student has choices to select the courses, is available;
(iv) To consciously create an atmosphere for higher education such that 20% of the graduates of Bachelor‟s programmes take admissions for a Master‟s programme and 10% of the graduates of the Master‟s Programme pursue doctoral programme leading to research and higher education in the country at later stage;
(v) To provide skills and training such that the graduates are ready to join diverse career opportunities;
(vi) To build linkages and robust network with the existing campuses of NIFT as well as other State level institutes and domestic institutes / and industries in the neighbourhood, as may be conducive to their common objectives;
(vii) To build a strong faculty that will synergize research and technology development with teaching and education such that new knowledge is created, develop a multi-disciplinary approach in areas of fashion technology to serve the larger interests of the profession, academia and fashion industry in the State;
(viii) To develop a state-of-the-art teaching and research laboratories to emphasize that education in fashion technology besides being „creative‟ is also „experiential‟. Also, undertake research and studies in area of fashion technology and application thereof, particularly concerning the integration of locally produced materials, the requirements of mass production, improved quality and design and international marketing;
(ix) To collect and maintain literature and materials available in area of fashion technology in the State to develop a modern resource centre to be used by the students of the Campus and other Institutes of the State and also a centre for creation and transmission of information in the area of fashion technology, with focus on educational, professional and industrial commitments;
(x) To support creative and intellectual inputs for further development of traditional arts and crafts by actuating interventions in traditional craft clusters of Haryana through the craft cluster initiatives; and
(xi) To organize symposia, seminars, conferences and exhibitions in selected areas of fashion technology from time to time.
Scope and Activities
4.3 The Institute will offer a holistic experience that will nurture creativity, enterprise, spirit of inquiry and academic excellence inspired by our aesthetics and craft legacy. It will strive to instil passion for excellence and develop overall personality of the students with emphasis on humility and sensitivity. The students with their unique set of skills and knowledge and concern for social and human values will contribute as committed and ethical professionals.
4.4 The flexibility in curriculum will help in achieving the highest potential of every student. The lowering of discipline and department barriers will lead to easy exchange of ideas bringing in fusion of thought and chartering newer agenda in design with newer materials. The emphasis on „learning by doing‟ will ensure that the graduating students are prepared to face the challenges of the industry through professional ease, continued adaptation and training. 4.5 The ability to offer exclusive short-term courses, technology-based distance
education programme and specialized state-of-the-art modules on a part time or on full time basis will remain one of the key cornerstones of the Campus. The short term courses will provide platform for interface between academia and professionals. It will support the artisans, craftsmen and entrepreneurs to help them acquire skills in integration of design, management and technology in their professional lives. These continuous education programmes will be planned in a systematic manner and would thus remain a regular feature of the annual academic calendar of the institute. These programmes will be formulated keeping in mind the commercial viability of such programmes. 4.6 Incubating and promoting entrepreneurial ventures will play a key role for the
development of a robust fashion industry in a country‟s overall economic development of the sector. Keeping these crucial facts in mind, it is proposed that one of the specific roles of this Campus will be inculcating entrepreneurship skills amongst its students. This may be achieved by incorporating specially designed elective courses and offering them to the students of regular undergraduate and postgraduate level. Besides, an Incubator Centre at the Campus may be developed with relevant infrastructure where interested students may be attached as stipendiary apprentices.
Training packages may include behavioural inputs, business opportunity guidance, information & technical inputs and managerial inputs; a short internship in an allied industry followed by post-training support will act as a hand holding period.
4.7 Regular interaction and continuous dialogue with fashion business industry and the craft sector to continuously assess their requirements and challenges will be one of the key strategies to make learning more experiential. Industry internships & industry based graduation projects for students and faculty help in gaining an insight to the prevalent problems and limitations of real life industrial scenarios. Industry – Institute interaction can also help in pooling, sharing and optimizing the use of available resources for mutual benefit. Research collaboration and consultancy services are avenues to solve the immediate problems faced by the industry by means of hiring the services of quality faculty of the institute. Towards this a Centre for Industry, Artisans and Craftsperson‟s Interaction (CIACI) will be set-up at the Campus which will be headed by a senior faculty. Thus intermixing and integration of research and teaching at both undergraduate and postgraduate levels will be a fundamental feature of the proposed NIFT Centre at Panchkula.
4.8 It is important that students of NIFT have their design sensibilities grounded in our aesthetic and craft legacy. In a long run our students will be able to further showcase and promote Indian design sensibility on the global platform. That students are not only aware of these sensibilities but also sensitive towards the needs of the craftsmen they will be closely involved with the craft clusters during the course of studies. This task will be supported by a Craft Cluster Unit and will help in development of traditional arts and crafts by actuating interventions in traditional craft clusters of Haryana.
CHAPTER – V
ACADEMIC PROGRAMMES
5.1 The Panchkula Campus of NIFT envisages itself as a Campus that nurtures its students into committed and ethical professionals with unique set of skills and knowledge. The students would demonstrate self-confidence, versatility, critical appraisal, courage, integrity and concern for social and human values in their personal and professional lives. The academic experience in this Campus would:
(i) nurture creative expression, innovation and independence of thought, with belief in freedom of inquiry;
(ii) encourage the prospects of non-predictable thinking systems within a pragmatic frame;
(iii) offer a progressive curricula to ensure that subjects taught at the Campus remain relevant; and
(iv) bring real-world experiences into the classroom augmented by meaningful interactions with practicing professions via industry-led pedagogy.
5.2 The Campus will offer 6 key programmes as follows:
(i) a four year Bachelor of Design with major in Fashion Design / Textile Design
(ii) a four year Bachelor of Fashion Technology with major in Apparel Production
(iii) a two year Master of Fashion Technology (iv) a two year Master of Design
(v) a two year Master of Fashion Management
(vi) Certificate Programmes of one year and 6 month duration as a part of the Continuing Education Programme.
5.3 The four year Bachelor of Design programme will take students after 10+2 years of school training. The students will be selected based on their performance in the entrance examination conducted by the NIFT HO. The total numbers of students proposed in this programme are 140; the admission will be as per reservation rules followed by the Central Government. 20% of the seats in all categories will also have a horizontal reservation for the State
Domicile. The following table will illustrate how this calculation can be arrived at across all categories.
Table III: Seats and Reservations at NIFT Panchkula for Bachelor of Design
Category Category Category PH Domicile Domicile PH NRI Supernumerary Total General 49 1 11 1 20 140 OBC 24 1 6 0 SC 13 1 4 0 ST 7 0 2 0 Total 93 3 23 1 20
5.4 Each student will specialize in a major. However, there will also be an opportunity for doing a double major or minors along with a major. Each major would declare number of courses offered and credits attached to it. It would also specify the requirements for a major or a minor, i.e., number of core courses and elective courses required to be completed for a major. These courses would specify the objectives as well as pre-requisite in courses; it means some courses cannot be taken till the prerequisite courses have been successfully completed. In the process of education, a student would be required to earn a specified number of credits in core courses and electives. Apart from the majors, a student would also need to gather minimum credits in courses related to sciences, humanities and social sciences. However, beyond this minimum coverage, a student can specialize in a major area as well as a minor area. This process would enable a student to design his/her specialization in a unique manner to achieve an optimal potential. The Campus will ensure that courses covering all areas of specialization are offered in sufficient number to allow a better and deeper understanding.
5.5 The spirit of design education in the Campus would be learning by doing with creativity. Students would be exposed to experiential learning through laboratory, craft cluster, internship and projects. Besides formal lecture hours, each student will be required to undergo some training in studios and laboratories. Each student or a group of students will undertake some design & technology development activity so as to explore their ideas. Such an approach will provide, in every course, a window of activities for research.
5.6 Finalisation of this flexible curriculum would be done in a democratic and consultative manner. It would take some time to formalize this thought process as it sees a departure from the current structured way curriculum is administered in the old NIFTs. The academic activities for Bachelor‟s Programme would be interdisciplinary. However, the Campus would follow major and minors in Fashion Design/Textile Design/Apparel Production. 5.7 The Master‟s programmes would be research intensive and would be
conducted in close cooperation with industry as well as reputed research institutes. Besides the course work a dissertation would be required to be supervised so as to oversee the progress of research/dissertation. The Master programme will be in Design/Fashion Technology and Fashion Management. It will also follow state domicile of 20% within a class of 30 and supernumerary seats.
5.8 Guiding Process for curriculum rethinking would more or less follow following key activities and schedule. This means that Campus would have academic readiness for delivery only in 2016, provided permanent Campus is also in place at that time.
Table IV: Guiding Process for Curriculum Rethinking
Jul - Sept 2013 Oct - Dec 2013 Jan - Mar 2014 Apr -June 2014 Jul - Sept 2014 Oct - Dec-2014 Jan - Mar 2015 Apr -June 2015 Jul - Sept 2015 Oct -Dec 2015 Development of Approach Paper on School Based Delivery Development of Curriculum Framework Formalise Curriculum Development of Syllabus Formalise Course Catalogue (Initiate necessary amendments in Ordinances etc.)
Year-wise student enrolment (regular programmes):
5.9 After the establishment of permanent campus tentatively in 2016, NIFT Panchkula will offer 6 regular programmes. The projected year-wise student enrolment for the undergraduate programmes, postgraduate programmes is as listed in Table V. At peak strength a total of 670 students are expected to be registered for the full time undergraduate & postgraduate programmes in 2019-20.
Table V: Projected Year-Wise Student Enrolment
Year Under-Graduate
Programmes
Post-Graduate Programmes Total
B. Des B F Tech M Des MFM M F Tech
2016 – 17 70 35 35 55 35 230 2017 – 18 140 70 70 110 70 460 2018 – 19 210 105 70 110 70 565 2019 – 20 280 140 70 110 70 670 2020 – 21 280 140 70 100 70 670 2021 – 22 280 140 70 110 70 670
CHAPTER – VI
ACADEMIC DIVISIONS
6.1 The NIFT Campus at Punchkula is proposed to commence its academic activities with 6 regular degree programmes and some continuing education programmes in 2016. The operationalisation of academic activities is contingent upon readiness of the infrastructure.
ACADEMIC DIVISION School of Design
6.2 The School of Design will inform its teaching through a strong experiential and research based learning. Its creative and innovative courses will attract students with high creativity at undergraduate level. The post graduate programme will allow its students to strengthen the interdisciplinary studies. The streams of major that will be available would be in Fashion Design and Textile Design. The teaching would have a multidisciplinary approach drawing on insights from various areas of studies and inspired by the aesthetics and craft legacy. Students would be exposed to experiential learning, research and other diverse approaches. The School would organize field trips and close interaction with the craft clusters. It would use design studio and handicrafts & handloom museum developed in collaboration with Development Commissioner (Handicrafts).
(i) Major in Fashion Design
The Fashion Design course will hone design sensibilities to balances global fashion aesthetics with an Indian soul. A holistic input on generic design with more focused approach towards apparel will inculcate the ability to develop and channelize creativity. The course will address needs of the export market as well as both couture and prêt-a-porter clothing in India. Besides addressing the needs of the expanding domestic & export market, the program will also address the needs of the niche segments in India. In tandem with the shifts in the industry where Design has become even more significant, the students will be trained to anticipate and address relevant concerns and issues. A logical, sequential, hands-on experience enables students to conceptualize designs, make patterns, drape and construct garments of impeccable quality.
(ii) Major in Textile Design
Textile design is a core of fashion industry and provides design based solutions by working with colours, patterns, textured surfaces and sustainability. The Textile design courses will integrate and prepare graduates for ever evolving Indian and global textile industry. Students will learn to identify and provide solutions to design challenges posed by changes. It will offer unique and innovative approach to textile design education. Students creativity will be further enhanced through client projects, industry internships, craft documentation and CAD training and articulated through a final eighteen weeks of Graduation Project. It will prepare students for a wide range of careers in textile mills and export houses, with fashion designers, design studios, buying houses and handloom cooperatives as design or fabric Managers, or work independently as Designers or Entrepreneurs. It will also provide choice to many for entering into scholarly pursuit in academics and research.
(iii) Design Space
The multidisciplinary program of design will aim to encourage design thinking and impart a wider perspective and a broader perception to the thoughts and ideas of tomorrow. The programme will offer multi-disciplinary courses to enable discipline students to work beyond boundaries and bring together their skills and ideas in new exciting ways in the fashion industry. Students will draw on each other‟s diverse professional background and provide a critical approach to solution of future problems; as well as provide design innovations and inventions for the growing fashion industry. The program will provide an opportunity to choose design specializations in Fashion, Textiles and Communication Design. A research environment will provide a much-needed platform for answering questions, which may arise twenty years hence. This programme will also orient students to take up diverse career opportunities including in that of academics and research.
School of Fashion Technology and Management
6.3 The School of Fashion Technology and Management would inform its teaching through a strong technology and research based learning. The post graduate programme would allow its students to strengthen the
undergraduate and post graduate programme in fashion technology. The streams of studies that would be available would be in, Fashion Technology and Fashion Management.
The key areas would be as follows: (i) Fashion Management Studies
The two year Master Program in Fashion Management will develop managerial skills in the field of fashion marketing, merchandising and retailing best suited to the requirements of the garment export and fashion retail sectors. Students will be exposed to creative merchandising/marketing, innovative fashion management practices, fashion forecasting and trends and business practices through field visits and industry internships. The programme will inculcate in the students the right attitude to be part of the middle management of any growing organisation as well as orientation for joining academics and scholarly pursuit of research.
(ii) Fashion Technology
a) It will offer two programmes one at under graduate level and other at post graduate level. Bachelor of Fashion Technology in Apparel Production will train students in core garment manufacturing technology. With emphasis on best practices in Apparel Production coupled with understanding and application of Information Technology, the programme will prepare professionals who are capable to significantly contribute to the fashion technology domain of the industry. Students will learn about equipment and processes through hands-on training in laboratory, classroom sessions and industry exposure. The Information Technology input will help students to appreciate, evaluate and apply computer applications and information technology in apparel production. Through the four years of intensive learning the students will be prepared to play the role of change agents in the industry.
b) Master of Fashion Technology, a two year master programme will be designed to motivate and facilitate students to excel in understanding and integrating the areas of technology and management for apparel manufacturing and develop capability to offer „strategic solutions‟. The programme will inculcate in the students the ability to create a synergy between Modern Technology and Human Element. In a measured combination of
theory, practical, and applied research, the programme will develop a truly global trade oriented perspective for its students.
Centre for Languages, Humanities and Basic & Social Sciences.
6.4 The Centre for Languages, Humanities and Basic and Social Sciences will inform its teaching through a strong design and liberal arts based learning. Apart from offering basket of courses to help build undergraduates with wider perspectives, its courses would also offer strong element of creativity and communication skills.
Research and Projects
6.5 The NIFT establishes a strong reputation of research through the publication record of its faculty and students. Strong emphasis will be placed on publishing the results of research activities in international and national journals. The degree of excellence will depend on the publication record of students and faculty. The Campus would explicitly strive to maintain a high standard in terms of its publication record.
6.6 Projects and consultancy are another mode by which the opportunities for experiential learning will be provided to both the students and the faculty. It will be an endeavour of each faculty to spend time on research, papers and project assignments in every academic year.
Continuing Education and Quality Improvement Programme
6.7 The NIFT Panchkula would strive to be a centre of excellence. It is expected that Government and other funding agencies will invest significantly in it. It will serve as a trigger to boost the design and fashion technology interventions in the State in particular. It will serve as a change agent for other colleges, polytechnics that are running courses in fashion technology.
6.8 The Institute will provide opportunities to faculty and students of other institutes to undergo continuing education programmes. At times it could even build customized programme, if they are adequately funded by sponsoring body.
6.9 It would initiate a Quality Improvement Program Scheme (QIP Scheme) and would admit some talented young teachers of other institutions in its programmes. These would be targeted programme and be initiated if only there are sufficient candidates sponsored by their respective institutions.
Resource Centre
6.10 The advent of the information super-highway some three decades ago has triggered an information revolution leading to the flow of information becoming faster and all pervasive. As a result, knowledge and information is fast emerging as a more important production factor than labour, raw material and capital. The libraries of academic institutions have been serving as the window through which information is made available to students and faculty of an institution. Indeed, the Resource Centre of NIFT Panchkula, is envisaged to take on a new focus wherein it serves as a “learning resource centre” which provides its users access to a variety of both print and non-print knowledge resources; wherein it actively contributes to knowledge creation thereby promoting the concept of research.
6.11 It is recommended that the Resource Centre provide access to an integrated collection of print, visual and creative materials resources for study of international and contemporary Indian Fashion. It should serve as a central resource centre for digital storage of Audio Visual material for electronic delivery to students through a hypermedia network and as a portal for receiving and disseminating web based programmes developed in the open & distance learning systems of education. It should provide access to catalogues of all print and non-print collections in electronic form. Furthermore, all its books and journals holdings may be converted to computerised storage to enable remote access and its non-print resources are available in a digitized interactive multimedia format. The library should also network with the information resource centres of other NIFT Centres to enable users access to the whole gamut of information that is flooding the world but not available within the Centre‟s library.
6.12 The Campus will have a strong resource centre with following central academic facilities:
(i) Library-cum-Information Resource Centre (ii) Information Technology Centre
(iii) Design Studio
(iv) Handicraft and Handloom Museum and Gallery (v)
6.13 The Resource Centre will be manned by a Head (Resource Centre) in the grade pay of ` 5400, one Research Assistant in the grade pay of ` 4200, and one Jr. Assistant in the grade pay of ` 1900. The Resource Centre Users Advisory Committee will be chaired by the Campus Director and comprising the Librarian and a few faculty and students be constituted to work out a plan for capacity-building in terms of the following elements:
(i) Organizational Mission; Programme Directions; and Priorities;
(ii) Human Resources in terms of the requirement of skilled staff and a knowledgeable Board of Advisors drawn from amongst user;
(iii) Facilities and equipment including technology;
(iv) Collections: Policies for collection development (both print and electronic) in terms of adequacy and appropriateness to meet user needs;
(v) Service Delivery Approach; (vi) Collaborations & Networking;
(vii) Management Systems including financial and human resource management;
(viii) Strategic Communication Plan: for engaging the key user constituencies through newsletters, web sites, face-to-face meetings, etc.
(ix) Funding;
(x) Mechanism for Continuous Improvement & Flexibility
Faculty
6.14 Based on a norm of faculty to student ratio of 1:15 and further proportion of 1 : 2 : 4 at the levels of Professors, Associate Professors and Assistant Professors respectively for the full-time undergraduate and postgraduate programmes respectively, the total faculty strength requirement for manning the academic offerings is proposed in the table VI given below:
Table VI: Faculty Requirements
Post Nos.
Professor 06
Associate Professor 11
Assistant Professor 22
Total faculty Strength 39
Table VII: Year-wise Breakup of Faculty Requirement
S. No. POST 2016-17 2017-18 2018-19 2019-20 2020-21 2021 - 22 Total 1 Professor 01 04 05 06 06 06 06 2 Associate Professor 04 08 09 11 11 11 11 3 Assistant Professor 08 15 19 22 22 22 22 Total 13 27 33 39 39 39 39
6.15 It is a normal practice the world over to appoint visiting adjunct faculty drawn from industry on a part-time basis to supplement the expertise of the core faculty. NIFT‟s academic policy encourages the appointment of Adjunct Professors and Visiting Fellows across all programmes. Thus, it is suggested that association of visiting/adjunct faculty from industry must be encouraged at the Panchkula Centre as well.
6.16 The suggested qualification, group competencies, phasing and hierarchical levels for the core faculty positions are in Annexure-II.
Support Staff for Academic Divisions:
6.17 It is recommended that at inception technical and administrative support staff as indicated in Table VIII may be provided to the various academic divisions. The details of qualifications and competencies are indicated in Annexure-III.
Table VIII: Support Staff for Academic Divisions
Post Type of Post/
Scale Nos. of Posts Area of Posting Computer Engineer Tech Staff ` 4600 (GP)
01 To manage Computer labs
Research Assistant
Academic Staff
` 4200 (GP)
11 One each for all the 6 departments, one each for Academic, Controller of Examinations (COE), Resource Centre, Design Studio and Handicrafts and Handloom Museum Gallery.
Machine Mechanic
Tech Staff
` 2400 (GP)
03 One each for FD, TD and BF Tech
Laboratory Assistant
Tech Staff
` 1900 (GP)
06 One each for FD, TD, B F Tech & 3 for Computer Labs
Jr. Assistant Admn Staff
` 1900 (GP)
08 One each for all the 6 departments and two for Academic, COE dept.
Multi Tasking Staff
Admn Staff
` 1800 (GP)
10 One each for all the 6 departments and
remaining for Resource Centre,
Academic, COE Cell etc.
CHAPTER - VII
QUALITY AND HUMAN RESOURCE
DEVELOPMENTQuality and Academic Values:
7.1 An institute gets defined by the collective knowledge it possesses and disposes. Thus, the glory teachers and students carry is the glory the institute would rest upon. This said, the efficiency and cohesive working of any institute would be the summation of all the human resource, including the support staff it has at its disposal- academic, technical and administrative. Everybody should be provided with opportunities for professional growth and as Maslow put it, self-actualization. This would help the support staff to be more in consonance with the institutional value system and to be better tuned to the way faculty operate and think and also allow them to more effectively serve the Institute and its students.
Faculty Development:
7.2 Teachers are the dispensers of knowledge who help in the evolution of the institute. They help in opening minds and more importantly in "seeing the future". The most crucial factor in building the Haryana centre of NIFT into an „institution of excellence‟ will be its ability to attract and retain quality faculty. With good faculty it can be assured that the quality of students rolling out would reflect in the development of society, ethos and value system. The following remark by James Courant is most appropriate with regards to faculty appointments: “the way to wreck a university is to make good appointments, good appointments are not good enough, it must be the very best that we care about”. A sincere effort to attract high calibre faculty has been the focus of NIFT. Access to the state-of-the–art computing and research infrastructure, conducive teaching and research environment, open culture, supportive administrative structure, lucrative compensation package are some of the perquisite for attracting high calibre faculty.
7.3 NIFT, like many other institutes, has a policy for faculty capacity building to keep faculty members exposed to the latest developments in the field of fashion business. This helps in bridging the gap between the academic instructions to the practical knowledge application and creating new avenues for sharing ideas and opportunities. To ensure such assets do not leave the institute for greener pastures in the era of accelerating change, complexity and uncertainty, measures will need to be taken to retain such high value talents.
