Suggestive Model of Curriculum to Satisfy Industrial Demands

S. B. Ingole Mahesh G. Bhong Asst. Prof in Mechanical Lecturer in Mechanical Engg. Engg. Indira College of Engineering Indira College of Engineering Indira College of Engineering and Management, Parandwadi, and Management, Parandwadi, and Management, Parandwadi, Pune- 410 506 Pune- 410 506 Pune- 410 506
kiran_devade@yahoo.com sbingole1@rediffmail.com, mahesh_bhong@yahoo.com

K. D. Devade Lecturer in Mechanical Engg.

Abstract
The suggestive system of reforming curriculum of technical education covers lots of advantages. It offers equal importance to core subjects as well as advanced specialized subjects. It will serve the purpose of ready to use product to suit the requirements of the particular industry. Even flexibility and change adoptability is also offered.. For areas of specialization, industries also can be involved to design curriculum of their interest. Efforts are taken to suggest changes in existing system of traditional base to convert it as custom oriented, to satisfy requirements of learner, teacher, policy makers, planners and most important industries. It is also suggested that after graduation students are permitted to opt for any one additional area of specialization by distance learning as a part of continual education. In totality industries will take interest and real industry-institute interaction can take move.

Key words: Areas and Sub-Groups for curriculum, Flexible Curriculum, Continual Education.

1. Introduction
There is a great need to revamp technical education by comparing present scenario and future needs. After completion of four years of technical education industries expect better quality product for their use. It is always debatable issue regarding outcome from various engineering colleges as well as polytechnics. At all levels for meeting the challenges of technology development in industry, there are education and training needs for the new industries and modernization of existing ones. Technical human resources are thus required to have relevant training and master the use of new technologies. Efforts are taken to suggest changes in existing system of traditional base to convert it as custom oriented, to satisfy requirements of learner, teacher, policy makers, planners and most important industries.

2. Present Technical education

In present technical education system various noted things are observed. Student undergoes course with around forty subjects of different varieties and nature in totality. These subjects are generally divided into basic categories like Science Based, general engineering based, basic technology of a particular branch, and advanced

subjects. Will this system serve the purpose of employability? Is a question asked number of times? It serves the purpose depending upon the situation and it varies from individual cases. National Planners and educationalists have recently realized the importance if education-work linkage. In spite of many recommendations, education-work linkage has remained at low paces. About 87-90% of technical institutes offer degree and diploma programs without having a meaningful linkage with the worlds of work. That is they produce professional and technical engineers without any kind of professional experience during the course of their studies. This is one of the serious drawbacks of the system of technical education in our country. [1] Number of reputed industries will undergo additional training after recruitment of these students. On this lot of time, money and energy is wasted. Some current practices of Education-work linkages involve following [1] 1. Sandwich Programs, those are very helpful for the students to industrial/field environment, size and scale of operations, industrial practices and procedures. 2. Industrial/ field visits organized in a proper way. 3. Industrial training of teachers under QIP launched by MHRD, GOI 4. Exchange of persons from industry to technical Institutions. 5. Summer practical/Industrial training. Can there be golden mean of satisfying industries and even completing curriculum as per the requirements of the standard bodies like AICTE, MHRD?

3. Competency Needs for Tomorrow

It is expected that technical institutes and present curriculum should support upcoming engineers to become competent with hard skills as well as soft skills. It is number of times emphasized that these skills will definitely help to satisfy employer, students as well as teachers and ultimately generate next generation of proper attitude. Hard skills like technical knowledge, system thinking and problem solving skills, management skills for business, project management methodologies, decision making skills, marketing analysis, financial systems and knowledge of society and ecology related technology. Soft skills like interpersonal skills, communication skills, leadership techniques, positive attitude, learning to learn skills, ability to work in team, to be cool without being cold etc.[2] But the competency of expertise of Specific technology as well as change adaptability in career are missing which we feel are the most important in present scenario of recession.

4. Suggestive System
1. 2. 3. 4. 5. 6. The suggestive system consists of following five sub-groups with their percentage within four years. Basic Science Basic Engineering Core Engineering Allied Engineering Specialized Engineering Continual Education

5. Specialized Engineering 25%

1. Basic Science 10%

2. Basic Engineering 15%

4. Allied Engineering 15%

3. Core Engineering 35%

Figure 1. Suggestive curriculum with sub-group system Basic science will include physics and mathematics whereas basic engineering subgroup has generalized engineering subjects other than the subjects of core engineering branch, for example for mechanical branch subgroup no.2 will include subjects like electrical engineering, electronics engineering, and computer engineering, applied mechanics. Sub-group No.3 will include core engineering subjects for conceptual understanding to achieve core technical competencies. These are the most important subjects and can be finalized at the national level common for all universities. This will also help to standardize products of engineering colleges throughout the country. For mechanical branch subjects like Fluid Science, Applied Thermodynamics, Strength of Materials, Heat and Mass Transfer, Design Engineering, Theory of Machines, Mechanical Engineering Drawing, Measurement Techniques, Quality Control, Production Technology etc. Sub-Group no. 4 will include subjects from allied engineering like Total Quality Management, Instrumentation, Mechatronics, Organizational Behavior, Generic Skills etc. are suggested for Mechanical stream. Sub group no.5 will include advanced subjects by which competency in expertise of specific technology can be achieved.

5. Competency in Expertise of Specific Technology

To achieve the above said competency, it is suggested to have recruitments after the third year of engineering which will decide area of specialization. If student is not getting selected through placement cell, choice is given to student for selecting the area of his choice. As a case study for the system Mechanical Branch, in Sub Group No.5 subjects are categorized in five major areas. These areas are having flexibility of curriculum design depending upon the surrounding industries and recruiters for a particular college/ university. Table 1 gives the example for the suggested system.

Table 1. Suggestive Areas Under Specialized Engineering (Mechanical Engineering) Suggestive Areas Under Specialized Engineering (Mechanical Engineering) B C D E Refrigeration and air I.C. Engine systems, Production processes Materials conditioning, Engine Design, and planning, CNC Management, Heat Advanced heat and Microprocessors and Technology, SAP, treatment of metals, mass transfer, Heat sensors, Emission Operational Ferrous and non exchanger design, and pollution Research, Jigs ferrous alloys, Computational fluid control, Automobile Fixture tool die composites and dynamics, systems and testing. design smart metals, Cryogenics Material testing and microstructures. Industries Working under the Suggestive Areas Krupp, TATA, Mahindra, L& T, Godrej, ABB, Maruti Suzuki, Bharat Forge, Hyundai, Honda, Wheelz India, Alfa Daimller Chrysller, Carrier,

A Transmission System Design, Analysis Software, Tribology, Dynamics of machinery, Tolerances and allowance, Optimization, Simulation TAL, Geometric software, INA Bearings, Onward Technologies, Tech Mahindra

Thyssen Thermax, Walchand Industries, Laval, Whirlpool

ISMT, HEMRL, TATA STEELS, Bhushan Steels, ZINDAL

6. Competency of change adaptability in career by Continual Education

It is suggested that after graduation also students are permitted to opt for any one additional area of specialization by distance learning. As world is coming closer and number of career opportunities are continuously opening around the globe, flexibility must be involved in the curriculum to adopt such changes. This is required to go for competency of willingness to changes in the career.

7. Conclusion
The suggestive system of reforming curriculum of technical education covers lots of advantages. It offers equal importance to core subjects as well as advanced specialized subjects. It will serve the purpose of ready to use product to suit the requirements of the particular industry. Even flexibility and change adoptability is also offered. For areas of specialization, industries also can be involved to design curriculum of their interest. This is suggestive system and can be improved by deliberations by experts.

8. References
[1] Dr. A.S. Bansal, Dr. Santosh Singh, Role of Industry Institute Interaction, The Indian Journal of technical education, Vol.23, No.1, January march, 2000. [2] S.K. Bhattacharya, Enhancing employability of pass outs of technical institutions, The Indian Journal of Technical Education, Volume 24, No. 3, July September, 2001, pp20,21.

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9. Bibliography Kiran D. Devade S. B. Ingole Mahesh G. Bhong

Working as Lecturer in Mechanical Engg. Department at Indira College of Engineering and Management, Parandwadi, Pune. Completed graduation in 2002 and pursuing PG from University of Kolahpur. He has total experience of 7 years of teaching.

Working as Asst. Prof. in Mechanical Engg. Department at Indira College of Engineering and Management, Parandwadi, Pune. Completed graduation in 1996 from Aurangabad and PG from University of Pune. He has total experience of 13 years of teaching.

Working as Lecturer in Mechanical Engg. Department at Indira College of Engineering and Management, Parandwadi, Pune. Completed graduation in 2004 and pursuing PG from University of Pune. He has total experience of 5 years of teaching.

Kiran_devade@yahoo.com 9. Copyright form

sbingole1@rediffmail.com,

mahesh_bhong@yahoo.com

In paper titled Suggestive Model of Curriculum to Satisfy Industrial Demands , substantial part of the material presented is not appeared anywhere in presentation form. Authors:

Kiran D. Devade

S. B. Ingole

Mahesh G. Bhong