Keeping in view the above, the mission of Curriculum Development Centre has been to "Improve the quality, effectiveness, efficiency and relevance of curriculum offering in the polytechnics." For the fulfillment of this mission, following activities/ projects have been undertaken since the inception of Curriculum Development Centre at NITTTR, Chandigarh.

• Undertaking basic research for developing new models of curriculum planning, implementation and evaluation
• Identifying changes in technician engineer manpower job profiles for selecting new programme offerings and modifying the existing programmes
• Generating database in the field of curriculum development
• Designing and reviewing of curricula for technician programmes in emerging areas of technology/vocations and make these relevant to the needs of industry and other sectors of employment
• Education and training of polytechnic educators/administrators working at different levels in specific areas of curriculum development, leading to effective implementation of curricula in the polytechnics
• Preparing, on continuous basis, the norms and standards for effective implementation of curricula in the polytechnics
• Undertaking action research for improving curriculum effectiveness in terms of teaching-learning process, student's performance assessment/evaluation, utilization of institutional facilities and networking with employers / other organizations
• Rendering consultancy to various organizations for establishing new institutions, selection of programmes and design of curriculum.

1. Strategy Adopted

To undertake design/revision of curricula, the institute has established rapport with industrial/ field organizations; industrial associations like CII, PHDCCI and other academic institutions. Involvement of professionals from world of work and technical institutions (including the faculty of polytechnics) has been one of the salient features in taking appropriate decisions in curriculum design/ review. Following strategy is being adopted in designing/revising the curricula.

• Identification of potential areas for gainful employment of technician engineers
• Identification of activity profile of technician engineers in different functional areas
• Arriving at competency profile, based on employment opportunities, comprising knowledge, skills and attitudes required by the technician engineers to perform various activities.
• Deriving curriculum areas from competency profile, including such areas which are required to understand specific technology/vocational courses
• Preparation of detailed contents in the light of competencies to be developed
• Preparation of study and evaluation scheme for implementing the programmes
• Working out resources required (physical, human, information and financial) according to norms and standards laid down by the All India Council for Technical Education (AICTE) for effective implementation of curricula.

For undertaking revision of curricula, the institute follows the CIPP model (i.e. Context, Input, Process and Product model) to obtain feedback in respect of each component, identifying gaps and take decisions for bringing about modification.

The institute undertakes design/review of curricula for technical programmes based on the requests received from the Directorates/Boards of Technical Education. The curricula designed/revised by the institute are industry oriented and need based. The department also undertakes design and revision of curricula for physically challenged persons.

2. Focus of Technician Programmes

The focus of diploma programmes designed by this institute, particularly in the areas of engineering and technology, has been on the development of competencies related to shop-floor management like: reading and interpreting drawings; estimation of quantities of materials; quality control operations; repair and maintenance; marketing and sales; managing labour, resources and safety at work places. Besides developing appropriate subject based knowledge and skills, effort has been to develop learning-to-learn skills, interpersonal and communication skills and inculcating appropriate attitudes and values by including varied types of learning experiences in the curriculum. Computer education environmental education; entrepreneurship development and safety and measures also forms essential component of curricula offerings. Effort has also been made to dovetail relevant industrial experiences (by means of industrial visits, structured and supervised industrial training and project work) in the curriculum to develop desired competencies in the students.

3. Salient Features

To undertake curriculum design/review projects, some of the salient points are given below;

i) Data bank of expertise

The institute has prepared discipline specific data bank of experts from various technical institutions, industrial establishments and field organizations. Efforts have been made to involve experienced professionals from different functional areas. Also, efforts are made to involve professionals from organized and unorganized sectors of economy. The institute has established good rapport with leading industrial association like CII, PHDCCI, areas specific industrial association and industrial/field organizations in public and private sector

ii) Validation of curriculum documents

Some of the curricula offered by large number of polytechnics (like Civil, Electrical, Mechanical, Automobile, Electronics, Chemical Engineering etc.) are sent to PHDCCI for further circulation to specific industries and collection of feedback on various aspects of particular curriculum. Feedback so received is analyzed and a validation workshop is held at the PHD House for incorporating necessary modifications in specific curriculum. This has developed a good image for diploma programmes in the eyes of industries

iii) Financial contributions by the Directorates/Boards and by Industry

For undertaking design/revision of curricula, financial assistance is provided by the Directorates/Boards of Technical Education. Efforts have also been made to involve leading industrial houses to contribute financially for undertaking curriculum design/review projects in specialized areas of technology. This type of financial assistance will be further strengthened in the years to come.

iv) Interlinking Industry-Institute Interaction

As a philosophy of the institute, efforts have been made to dovetail relevant industrial experiences as part of every curriculum in the form of industrial visits,structured and supervised industrial training and project work.

v) Inclusion of computer education

Efforts have been made to include a minimum of two courses in each curriculum documents, namely:

• Basics of Information Technology
• Computer Applications

vi) Environmental and Entrepreneurship Education

Efforts have been made to include components of environmental education and entrepreneurship development by introducing awareness camps in the curriculum of every diploma programme.

vii) Generic Skills Development and Personality Aspects

A subject has been included in all the diploma programmes. In addition a personality Devlopment Camp has been introduced in the 5th semester of each diploma programme.

viii) Introduction to flexibility

Besides promoting the concept of Multi-Point Entry and Credit System (MPECS) in the states of Northern Region, electives are provided to take care of emerging areas of technologies in some of curriculum documents.

STRATEGY OF CURRICULUM IMPLEMENTATION

For effective implementation of curricula, the institute undertakes following activities:

The institute provides extension services for helping the polytechnics in procurement of equipment and setting up laboratories and workshops as per requests received from the Directorates of Technical Education and Polytechnics of various states.

The institute offers need-based short term training programmes for upgrading knowledge and skills of polytechnic teachers.

The institute prepares instructional material in the areas of curriculum design,curriculum implementation and curriculum evaluation.

Curriculum Development Centre organizes awareness programmes for the Directorates of Technical Education, Principals, Heads of Departments of Polytechnics and senior faculty of polytechnics to discuss strategies of effective implementation of curricula

State Directorates of Technical Education and Polytechnics in the Northern Region are also provided guidance from time to time to identify and remove the bottlenecks.

Feedback is obtained from polytechnic teachers and students regarding the problems being faced by them, during curriculum implementation. Based on this, guidance is being provided to polytechnics to overcome problems/difficulties