Competitiveness in trade and industry has always posed challenges to human resource development activities in our country. So far it has been possible to fulfill the technical manpower needs of the industry through standardized conventional courses: The product of technical education system is accepted and then suitably adapted by the industry according to their needs. There were very few problems in this kind of arrangement because the technologies utilized by the industry were fairly established and they did not change over a long period of time. It was therefore possible to design generalized educational programs that would cater to the needs of majority of industries.

All this has changed now. Through free trade among the GATT countries, globalizes economy, change in the licensing and paenting policies and multinational organizations entering in the Indian market, the country is now facing a major economic upheaval. This means that Indian industry will have to adopt new strategies in order to survive in the changed environment. This further implies that technical education system must now not only expand quantitatively and qualitatively but also change its internal structures, so that it can meet the varied and rapidly changing demands of the industry.

It is quite obvious that the present centralized education system is quite incapable of coping with the new challenges. There is a need to promote active interaction with the local environment and speed up "responsiveness" also, by localizing the decision making process. The logical corollary is that individual institutes must be granted autonomy to design and implement their own educational programs, suitable to the local industries, that the local industries themselves should be involved in the decision making processes of the institute, and that both should encourage freedom, innovativeness and Experimentation in the spheres of their activities to evolve a mutually beneficial relationship

The conventional system is too rigid and unsuitable mainly because of the centralized and generalized curricula. Even though the lacunas in curricula are sensed they cannot be removed at once because the changes demanded by one institute would be out of place in another institute. The State Board of Technical Examinations is committed to implement uniform policies for all institutes. In consequence it is impossible to cater to the diversified needs of local industries just as it is impossible to allow students to take courses according to their special interests and aptitudes. It is a fixed path of studies for all the students, with fixed number of subjects, fixed duration, fixed methodology of teaching and fixed evaluation system prescribed to all. As a result, entrants to this system, having additional qualification, though granted exemption in some subjects, cannot finish the programmed earlier than he others. On the other hand some find the programme too difficult to finish in the prescribed duration : They either lag behind or drop out, while some can take the programmes in a stride. The faculty members too, have little or no room for experimentation and innovation in methodology or evaluation strategies. Thus, students become examination orientated and teachers are alienated from the curricular system.

If the technical education system is expected to meet the needs of industry by supplying highly "employable" technical personnel, with the required level of knowledge and skills, the system should be flexible enough to quickly adapt and take up new challenges. It should be designed in such a way that "each person should be able to choose his path more freely, in a more flexible framewould without being compelled to give up using educational services for life if he leaves the system". [UNESCO Publication (1972)]

This was realized while framing the new educational policy in which one of the recommendation is "technical and management education programs including education in Polytechnics will be on a flexible modular pattern based on credits with provision of multi point entry". [6.6 (b) NEP 1986].

The rigidity as it exists today is really a result of the uniform policy of education. Under the autonomous status, institutes will be able to reduce the rigidity gradually and evolve a more efficient and effective system, which will be flexible enough to absorb the following reforms:

The eligibility for admission to the Polytechnic system is S.S.C. passed or equivalent, though students who seek admission may possess additional qualifications. Thus the entrant group may consist of different varieties eg. 10 10 technical, 10 ITI, 12 Science, 12 vocational/technical etc. In the present system of these are admitted in the first year diploma they are treated all alike. Even though they are granted exemptions in certain subjects, they cannot save their time and would have to complete the programme in 3 years only.

In the new system depending on the entry level appropriate number of credits would be sanctioned. Thus for example a XII Science students will be granted 32 credits and take a higher start than that of X students. The flexible system would allow them to complete additional courses from higher levels and there by saving time tat least by 6 months. The following figure illustrates the general entry points students might take.

Rapid technological advancement in different disciplines would necessitate that students should be offered a wide range of wourses to chose from the programmes of varying durations. They must be able to choose a specific "course mix" according to varied needs and interests, within and across disciplines. Some technicians from the industry might take new technology courses for updating knowledge and skills in desired areas.

For the award of Diploma students are required to earn number of credits. Credit point is defined as one clock hour. All contact hours, whether theory or practicals are expressed in terms of clock hours. Credit points assigned to each course [ i.e. subject] per week will be total contact hours, including lectures and practicals, students whose terms are granted and who pass the end exam and / or practical/ oral will be said to have earned the credits prescribed for the course.On an average students will earn 32 credits in each term, if they clear at least 6 courses per term and complete the programme in 3 years duration, However they may either opt for offering minimum 3 courses or maximum 7 to 8 courses and might complete the diploma programme in 2 to 2 ? years duration. They may leave the institute for some duration, rejoin and add credits. After completing the programme, they have an option to offer a few more optional courses from the same discipline or different discipline and have a unique combination of credits.

Appendix 1 specifies credits to be earned for a diploma and Appendix 5 details credits earned on entry by different variety of students. The system will be flexible enough to absorb the following variety of students:

In MPECS the curriculum is restructured: The courses are classified into 7 categories according to functions they perform in the total scheme of diploma program. Each category of courses has been assigned a level number starting from 1 to 7. These levels signify a certain hierarchical order, from foundation to diversify. Thus the nature of any given course will depend upon the level prescribed for the course.

The following 7 levels have been identified.

MPECS requires that there should be more opportunities for students to exercise options for selecting, adjusting and completing courses according to individual needs. In the Semester pattern, examinations are conducted twice a year, which means that students have two opportunities in a year to exercise options.

Secondly, in the Semester pattern, courses can be conveniently divided in smaller modules. This facilitates adjustments in administration of curriculum contents in smaller or larger quantities/quantums. For example in old yearly pattern, a subject would be studied necessarily for 1-year duration, whether it is needed or not. The only option left was to reduce contact hours. In the Semester pattern one can control the quantum of curricular inputs both by reducing / increasing credits or reducing / increasing the number of courses. For reasons such as these Semester pattern is a pre-requisite for any flexible system

Transfers from other Government Polytechnics and aided are allowed as per the existing rules.

The admitted students are also allowed to transfer from one Diploma program to another within the institute, provided vacancies exist. Such transfers can be allowed only after keeping terms for level 1 and level 2 courses.

It is anticipated that students would need information on carrier opportunities, needs of the industry, employment profiles etc. The information may influence decisions about selection of courses besides students may need guidance while sequencing courses and choosing particular path of study. They will get this kind of help from a specially created Counseling and Guidance cells.Most of the work currently done by the students section in each institute would now come in the preview of the unit. It is to be recognized that this unit would have peak working loads prior to and during admissions, immediately after declaration of results and during registrations. The unit will require a computer for the processing of data and its analysis from time to time.