1. INTRODUCTION:

Middle-level technical manpower plays a significant role in the industry for production and services. In absence of middle-level manpower production, efficiency, effectiveness, economy, safety, and quality of products and services are not possible. Middle-level manpower is a link between the engineer and skilled and semi-skilled workers in the industry. It is available at comparatively low compensation packages than an engineer and performs using psychomotor and affective domain abilities in the industry. The industry wants competent, confident, and committed middle-level manpower to assure the quality of products and services. In the twenty-first century, middle-level technical manpower is responsible for implementing technological innovations in the context of industry 4.0 and continuously improving performance in an ever-changing situation.

In outcome-based education (OBE) philosophy, the competence of middle-level manpower is defined in terms of programme outcomes (POs) and programme-specific outcomes (PSOs).

The National Board of Accreditation (NBA) is a statutory autonomous organization for awarding accreditation to engineering programmes in India. The polytechnic colleges offer diploma engineering programmes that are approved by the All India Council of Technical Education (AICTE) New Delhi. The diploma engineering programmes become eligible to get accreditation after completion of 5 years and passing two batches of students. NBA has evolved a credible, transparent, and objective process to grant accreditation to engineering programmes. The NBA grants accreditation to those diploma engineering programmes which satisfy the pre-conditions, pre-qualifiers, and criteria for accreditation upto the predefined level of quality. The polytechnics are not coming forward to obtain accreditation of programmes offered by them even though they satisfy the pre-condition to apply for getting accreditation. The trend of not applying for getting accreditation clearly indicates that diploma engineering programmes are not satisfying the pre-qualifiers and accreditation criteria. The low quality of the diploma engineering programme is a matter of serious concern for all the stakeholders.

The philosophy of total quality management, quality assurance, continuous improvement in quality, value addition in quality, and satisfying the expectations of stakeholders has become the prime focus of the education system with the declaration of NEP 2020 in India. The strategic goals of quality of education are achieved by design and not by chance, self-assessment, self-feedback for improvement, and assessment by experts and their feedback for improvement. There are many quality improvement programmes and schemes implemented for polytechnics by AICTE to improve the quality of education and services. Some of the significant schemes are Mardarshak initiatives² focusing on improving the quality of institutions for getting accreditation, improving the quality of teachers³student induction¹and many other schemes with a specific purpose. Despite these schemes, the polytechnics are not applying for accreditation. This study was conducted to design strategies to improve the quality of diploma engineering programmes as a whole at the national level and encourage polytechnic colleges to get the accreditation of programmes offered by them.

2. LITERATURE REVIEW:

Gupta (2021)⁴discussed the factors affecting the autonomy of institutions. The authors stated that the competence of the faculty members and staff members is the most powerful facilitating factor, followed by the environment of trust and confidence and accountability for quality. The most powerful impeding factor to autonomy is bureaucratic set-up, inadequate faculty and staff members and inadequate decentralization of power.

Pakkeerappa (2021)²⁶concluded that employees are interested to work beyond normal working hours, happy with the institution, loyal to the institutions, perform meaningful and important work, proud of their work, organization inspire them to perform their best, employees are developing themselves, it is difficult for them to leave the organization and they care for the organization.

Samadda (2020)³³described that accreditation is achieved by satisfying the standards and undergoing an audit process. The accreditation bodies set quality standards and evaluate the performance of the institute and programmes using these standards. There are national and international level accreditation bodies exist that have certified evaluators. The institutions may raise their teaching-learning process and management to get accreditation from these accreditation bodies.

Gupta (2021)²⁹described the current status of the role and competencies of accreditation coordinator at institute level, assumptions for deriving the role of accreditation coordinators, factors affecting competency framework, and challenges to get accreditation. The authors developed a competency framework for accreditation coordinators at the institute level on plan, design, communicate, lead, facilitate, implement, monitor, and evaluate. The authors identified 61 competencies of accreditation coordinators at the institute level. The authors suggested using the competency framework for selecting, training, deploying, evaluating, and rewarding accreditation coordinator.

Jain (2020)²⁷shared the experiences related to accreditation of diploma engineering programmes of S. V. Polytechnic College, Bhopal. The authors described the need for accreditation of diploma engineering programmes, formation of various committees in polytechnic and their functions, formulation of programme-specific outcomes (PSOs), and course outcomes (COs), mapping of POs, PSOs, and COs, calculation of attainment level using direct and indirect methods of assessment. The authors suggested conducting a research study on strategies for continuous improvement, the role of faculty members, stakeholders, feedback system, industry-institute interaction, and mentoring system.

Pradeep (2020)²⁸described the emergence of modern higher education and quality assurance. The concept of excellence is described with the help of models. The impact of accreditation is assessed on enrolments, academic reputation, promotion of research and innovation, stakeholders satisfaction, quality of faculty, curriculum, learning outcomes, and industry connect. In conclusion benefits of accreditation are described on many dimensions of the functioning of the institute.

Shaposhnikov (2020)³⁴discussed the need for online accreditation in COVID 19 situations, and the issue of accreditation of institutions or programmes and transnational accreditation.

Mathew (2020)¹⁸discussed the principles of accreditation such as a focus on POs, flexible standards, respect diversity, avoid isolated evaluation, minimize the burden, give greater weightage to academics, goal clarity, and address concerns. The authors discussed different processes and criteria being followed by different agencies all over the world. The authors discussed the impact and benefits of accreditation in detail.

Surwade (2019)³⁶described a review of accreditation criteria, salient features of accreditation, detailed description of criteria, definition of terms used in accreditation, and process of accreditation. The authors concluded that the process of accreditation is reviewed on a continuous basis to make it at par with global standards.

Dhepe (2019)⁸described the concepts of COs, POs, PSOs, and programme educational objectives (PEOs) are stated along with the development and attainment process. The process of attainment of POs through attaining COs is demonstrated with examples. The process of direct and indirect methods of assessment and attainment of COs are explained.

Nusrat (2018)²⁵concluded that the commitment of the management to implement the total quality management in higher education institutions was not adequate because of many reasons, inadequate knowledge in total quality management, inadequate channel of communication, poor management of information system in supporting key processes, inadequate resources for effective quality management training, the lukewarm attitude of workers towards meeting product and process specification, lack of motivational training, lack of monetary rewards, lack of recognition were some of the significant factors.

Rawabdeh (2017)³⁰discussed the concept of quality in totality in the form of excellence, fitness for the purpose, transformation, quality as the threshold, enhancement of academic ethos, and fulfilment of expectations of stakeholders. The author described the basic elements of quality management systems such as benchmarks, strategy, system requirements, document requirements, management responsibility and commitment, stakeholders focus, quality policy, planning, responsibility, authority and communications, and management review. The author described the quality assurance framework, delivery and management of programmes, curriculum design, teaching-learning and assessment, student’s progression and achievement, student guidance and support services, planning community services, research, and training, facilities and learning resources, review of quality standards, measurement analysis, and improvement, self-evaluation, records, and evidence. The author made recommendations such as the internationalization of programmes, enhance research capabilities, widen benchmarking strategies, prepare strategic development plan, stimulate institutional diversity, and increased opportunities for students and faculty members.

Gaston (2016)⁹discussed the concerns related to reform or replace accreditation. The author noted the concerns related to cost of accreditation, monopolies of accreditors, conflict of interest, interference in the rights of the trustees, stifle innovation, and no guarantee for quality.

Wicersham et.al. (2016)¹⁰discussed various aspects of accreditation such as accreditation as regulation, accreditation and regulation of opioid tratement programme, transparency and accountability and concluded that the delegation of governments regulatority responsibility should entail expanded public reporting.

Mane (2015)¹⁶described the philosophy of outcome-based education (OBE) in the context of NBA accreditation process, method of preparing the outcomes at programme level and course level, role of the teaching fraternity for implementing outcome-based education. The author stressed standardizing the syllabus, textbooks, and reference books. The author suggested a roadmap for faculty members comprising of implementation of student and industry-centric activities.The author listed many activities related to curricular, co-curricular, extra-curricular, research, consultancy, and collaboration.

Neal (2015)²⁴discussed that accreditation is self-regulatory, collegial, formative review, and voluntary self-improvement of institution and programme. The authors discussed the gatekeeping role of the accreditation at length.

Ibrahim (2014)¹⁴described the aims of higher education, concept of quality, quality assurance, and accreditation. The purposes of accreditation are to assure quality and improve it. The author stated that there are critics to accreditation such as single approach for all institutions, costly process, bureaucracy, encroachment on academic freedom, culture of compliance and documentation.

Vyas (2014)³⁹established the importance of management education in the Indian perspective, challenges of management education such as the crisis of identity, character and quality, quality of graduates, quality of curriculum, and quality of teachers. The author suggested methods to overcome the challenges and problems related to the quality of education such as exposure to industrial processes, regular training of teachers, establishing industry interface, pedagogical approaches, emphasis on project work, improve assessment process, holistic and integrated education.

Moscinska (2014)²⁰described the faculty development strategy with a mission of versatile and creative professionals. The author described the stakeholder’s orientation of the quality assurance system for curriculum design, audit of the teaching-learning process, audit of academic staff, industry training, career planning, and soft competence development. The author referred to the evaluation report of authorities and noted that project-based and problem-based learning, distant learning, and blended learning need to improve.

Gupta (2013)¹²described the process of evolution of the accreditation process for technical education programmes in India and described the accreditation philosophy and process. The author identified the strengths of accreditation process such as transparent process, provision for appeal, based on self-assessment process, emphasis on continuous improvement, encourage fair competition, advocates outcome-based education philosophy, considers the maturity level of the programme, no dispute on sanctity, promotes professional governance and recent philosophy of education management. The author stated limitations of accreditation process such as inadequate professionally trained administrators, reliability among assessor may be low, dependence of institutions on curriculum framing bodies but accreditation is done of the institute programmes, poor mechanism to create awareness on accreditation, no stability of teams in NBA, the focus has deviated from quality and excellence to assessment and certification, lack of certified evaluators, and lack of autonomy in institutes. The author analyzed the level of awareness on accreditation, myths about accreditation, and issues related to quality. The author made suggestions and specific recommendations for improving the NBA accreditation process.

Banthiya (2012)⁶described the process of accreditation, criteria, and weightage for granting accreditation to undergraduate engineering programmes before 2007. The author describes the new system of accreditation of undergraduate programmes after revising the accreditation system in light of the Washington Accord and compared it with the previous system of accreditation. The implementation problems of the new system are briefly described. These problems are the non-availability of qualified faculty members, faculty retention, research and publication and intellectual property rights, lack of awareness, and training.

Sam et al (2012)³¹described the process of accreditation of engineering programmes, satisfying accreditation requirements, development of the self-assessment report, barriers and problems faced during preparation of self-assessment report. The major problems were related to data collection, cooperation of staff, time taking process, accountability, and commitment of staff.

Hall (2012)¹³discussed the basic concept of accreditation from accountability, transparency, quality point of view and contemplated for the transformation of accreditation. The author discussed whether it is the market regulation or government regulation and showedconcern for increasing federal involvement.

Webler (2012)⁴⁰ described the process of designing the accreditation overcoming the limitations of the education system. The dilemma of quality control and assurance is resolved, an organizational chart for managing the accreditation process is prepared and guidelines are recommended for effective implementation of the accreditation system in Ukraine coordinating with different bureaucratic agencies and stakeholders.

Shevgaonkar (2011)³⁵described the accreditation models such as minimal model, regulatory model, and outcome-based model. The author cited Spady and mentioned that there are three types of outcomes viz traditional outcomes, transitional outcomes, and transformational outcomes. The author mentioned that the transformational outcome-based model is being practised all over the world. The author explained the PEOs, POs, and COs.

Udupa et al (2010)³⁷discussed the implications of the service quality model for medical tourism in India and concluded that the satisfied foreign medical tourist can become brand ambassador of the hospital.

Sahay (2007)³²describes the concept of excellence using the principles of accreditation and best practices. The authors described the criteria of the National Assessment and Accreditation Council (NAAC) and NBA and international accreditation. The author described the broader principles of standards of accreditation framework such as strategic planning, curriculum, faculty, scholarly and professional activities, resources, facilities, learning resources, internal and external relationships, and educational innovations. The case of IMT Dubai accreditation is shared.

The literature review reveals that holistic attempts are being made to assure the quality of higher and technical education and get accreditation of the institutions and programmes. Limited information is available on the accreditation of diploma engineering programmes in the context of Indian polytechnic education and NEP 2020.

3. RESEARCH OBJECTIVE:

To design strategies for encouraging polytechnic colleges to get the accreditation of diploma engineering programmes.

4. RESEARCH QUESTIONS:

1. What could be the strategies for encouraging polytechnic colleges to get the accreditation of diploma engineering programmes at the NBA level?

2. What could be the strategies for encouraging polytechnic colleges to get the accreditation of diploma engineering programmes at the state Government level?

3. What could be the strategies for encouraging polytechnic colleges to get the accreditation of diploma engineering programmes at the polytechnic level?

4. What could be the strategies for encouraging polytechnic colleges to get the accreditation of diploma engineering programmes at the faculty members level?

5. METHODOLOGY:

Research design: A descriptive survey type cross-sectional study is chosen to achieve the research objective.

Research instrument: The research instrument was designed based on the research question derived from the research objectives.

Population: The population for the study is diploma engineering programmes offered by polytechnic colleges and engineering colleges in the second shift.

Sampling: Purposive sample of principals, heads of departments, and faculty members were chosen to complete the study. Five hundred twenty-five responses were received in due time.

Data collection: The data collection was carried out using Google Form. The Google Form link was shared with the respondents whose email addresses were available with the researchers.

Data analysis: The data were scanned through by the researchers and the frequently appearing words were identified to classify the responses. The process of articulation and re-articulation of sentences was used to effectively communicate the findings.

6. FINDINGS:

6.1 Strategies at National Board of Accreditation (NBA) Level:

Review the whole process of accreditation: The NBA should review the complete process of accreditation for diploma engineering programmes from the NEP 2020 perspective to incorporate the provisions of NEP in the accreditation process. The NBA should simplify the process of accreditation and documentation. Most of the evidence of achievements of outcomes at the institute, department, and programme levels should be verified through soft copy and there should not be a compulsion for producing the hard copies. The requirement of documentation should be minimized to reduce time and effort in the documentation. The fee of accreditation should be reduced. Awareness on accreditation of diploma engineering programmes should be created in states where there is no accreditation of diploma engineering programmes. The NBA should discuss the concern for quality with the state governments and board of technical educations to design and implement state-level interventions for improving the quality of education.

Accreditation of State level Polytechnic Education system:

The core elements of accreditation processes are designed and implemented at the state level like curriculum design, examination, certification, and establishment of laboratories. Similarly, the policy decisions are taken at the state level for recruitment and selection, performance appraisal, training and development, mentoring, guidance, and counselling of teachers and students. So, the NBA should also conduct the audit of agencies at the state level to know whether the quality is being assured at the state level? If the quality assurance mechanism is not available at the state level with quality benchmarks in consonance with AICTE and NBA requirements it is guaranteed that polytechnics will not have the quality of programmes.

Share best practices:

The NBA should share the best practices with the institutions for encouraging the academic leaders and faculty members to get motivated to implement best practices in their institutes.

Encouragement to polytechnics:

The NBA should institute prizes for best performance on different aspects of quality of education and research.

6.2 Strategies at State Level:

Create pressure on polytechnics for getting accreditation:

The State government should use financial and non-financial tactics for compelling the polytechnics to enhance the quality of the programmes offered by them up to the minimum expectable level of quality set by NBA and get accreditation within two years. The state government should create faviourable conditions at the state level and facilitate quality improvement initiatives at the polytechnic level. The prioritization of polytechnics and their programmes should be carried out to know how many programmes at the state level qualify in pre-qualifiers. These institutions and programmes should be strongly supported and guided for getting the accreditation of diploma engineering programmes. Then the next level of institutions and programmes should be identified and encouraged to apply for accreditation. The task of prioritization and motivation should be completed in one year at the state level. Later on, in depth academic audit should be conducted to continue with the polytechnics and their programmes. The audit parameters should be objective and a transparent process should be used to weed out the polytechnics and programmes in specific polytechnic. The responsibility for quality and accreditation should be fixed at the polytechnic level and programme level. There should be the provision of some financial punishment on polytechnic and programme faculty members for not getting the accreditation. This type of pressure will encourage the institutions to either improve the quality of programmes and get accreditation or give up.

Establish state quality assurance cell (SQAC) at Directorate of Technical Education:

Design systems and processes: The SQAC should facilitate quality assurance in education, research, and services at the state level by designing policies, systems, processes, guidelines, and standard formats for assuring the quality of diploma engineering programmes. The cell should digitize the systems and processes and display all documents on its website for easy access and follow-up by polytechnics. The benchmarking of quality parameters in view of adhering to the accreditation process should be done at the state level considering the accreditation criteria, approval process, and statutory requirements.

Create awareness on quality assurance and accreditation: Awareness workshops and training programmes should be conducted on quality assurance and accreditation for NBA coordinators of the polytechnics. The cell may conduct the following activities:

1. Training of facilitators to NBA and key position holders should be organized at the state level. Training programmes should be conducted at the state level to create awareness, demonstrate the process of accreditation, quality benchmarks, and preparation to be made at the polytechnic level.

2. Study visits of accreditation coordinators should be organized in polytechnics that have obtained accreditation of their programmes in the previous two cycles.

3. Workshops should be organized to standardize the systems and processes of quality assurance in curricular, co-curricular, and extracurricular areas of functioning of the polytechnics.

4. Intensive training on NBA accreditation should be provided to all stakeholders of polytechnics by trained NBA coordinators. Inform faculty members, students, and other stakeholders about the concept, importance, and impact of accreditation. Rigorous training to faculty members should be conducted for effective implementation of an outcome-based curriculum

5. Arrange state-level quizzes on accreditation and quality of education and motivate faculty members by giving prizes and certificates.

6. Motivate faculty members and staff members by giving special benefits to improve the quality of academics and get accreditation of programmes of their polytechnics.

7. A system of online problem-solving and doubt clarification on accreditation should be created to extend quick help to polytechnics.

Maintain teacher-student ratio:

The teacher-student ratio must be maintained according to AICTE and NBA requirements at the polytechnic and department level. The state government should take initiative to fill up all the vacant positions of faculty members, technical and ministerial staff immediately. Private polytechnics should also be encouraged to maintain the teacher-student ratio as per norms.

Ensure adequate funding:

The funding for recurring and non-recurring activities of the polytechnics should be provided by the state government to government polytechnics and private polytechnics should generate adequate funds for implementing the quality-related activities. The issue of inadequate funding is raised by almost all the respondents. The budgetary provision should be made for the creation of infrastructure for use of information communication technology, developing new laboratories as per the requirement of the curriculum, establishing project and research laboratories. There should be a provision of modernization of laboratories and establishment of production center, start-up, and incubation centre. The principal of the polytechnic should be empowered to use the budget to fill up the gaps, deficiencies, and shortcomings related to infrastructure. The special grant for a specific purpose should be given to the polytechnics to implement the institute development plan effectively and efficiently. Adequate funds for implementing innovative activities for the students and faculty members should be provided with autonomy to use it for improving the quality of education, research, and services. Private polytechnics should be encouraged to undertake innovative projects to improve the quality of education.

Policy interventions:

To ensure the quality of diploma engineering programmes, the state government should make accreditation mandatory for all the polytechnics in the state. If polytechnics fail to get accreditation of eligible diploma engineering programmes in the next two years, cancel permission for that particular programme.

1. Frequent transfer of principal and faculty members in government polytechnics should be avoided till the accreditation process is over.

2. The focus of the state government should be on the effective implementation of outcome-based education in all polytechnics.

3. Evaluation of polytechnics and their programmes should be done by experts to identify the strengths, weaknesses, opportunities, and threats on the prescribed criteria of NBA.

4. An action plan should be prepared at the state level to effectively implement the provisions of NEP 2020.

5. Students placement and training should be improved through well-designed innovative programmes and projects at the state level.

6. The state government should appoint qualified and industry-experienced people as laboratory assistants and technicians in the polytechnics to ensure the skill development of students.

7. The concept of peer academic audit of the polytechnic should be encouraged by the state government as it is being done in the state of Maharashtra by the Maharashtra State Board of Technical Education for all polytechnics.

8. NBA accreditation should be compulsory otherwise no scholarship to students of non-accredited programmes.

9. The industries should be encouraged to preferably recruit new graduates from the NBA accredited programmes.

10. At the state level, a portal should be created to monitor the quality of education. All the polytechnics should be asked to upload the documents and files related to NBA on this portal.

11. At the state level, common processes may be designed to avoid duplication of efforts at polytechnic and programme levels. Simplification of the entire process of evaluation and documentation should be done avoiding duplication and redundancy.

12. On getting accreditation government should reimburse the accreditation fee for government and private polytechnics.

13. Appointing regular principal and faculty members in thepolytechnic instead of making ad-hoc and contractual arrangements.

14. State Govt should delegate the financial and administrative powers to the principal to strengthen the infrastructure i.e. laboratory, smart classrooms, advanced laboratories, library, cells, and e-governance platform.

15. The purchase and administrative processes should be simplified at the state and polytechnic levels.

16. The state government should ask all the polytechnics to prepare the pre-qualifiers and self-assessment report in the prescribed form given by NBA. The polytechnics should also communicate the support required from the government to fill the gaps.

17. Create opportunities for faculty members to pursue higher studies, make publications, and undertake consultancy from the industry.

18. Encourage the faculty to undertake research and development activities at the state level and publish their research work in reputed journals.

19. Admissions to diploma engineering programmes should be after 12^th and not after 10^th standard education.

20. The fee structure for students should be reduced.

21. The polytechnics should be asked to prepare a strategic institute development plan (SIDP), perspective plan, and academic calendar in tune with the state-level strategic plan and academic calendar to achieve the academic goals of the polytechnic in a timely manner.

Mentor polytechnics for obtaining accreditation:

The state government should appoint mentors to improve the quality of education. Mentors should be empowered to take up the issue related to accreditation of assigned polytechnics at a higher level and get it resolved within a time frame. The state government should encourage the polytechnics to apply for accreditation. The state government should form a group of existing polytechnic colleges region-wise for example 5 to 10 polytechnics and assign a team of domain experts to help and guide these regional polytechnics for getting accreditation. Sufficient time of one to two years should be given to polytechnics to put the quality system in place and implement at least one cycle of quality systems in their polytechnics. Motivate faculty members and staff members giving special benefits to improve the quality of academics and get accreditation of programmes. The mentoring guidelines issued by AICTE may be followed at the state level. There should be a review of the progress of work on a monthly basis. The government should appoint knowledgeable and dedicated persons from technical education as a mentor for polytechnic or programme.

Curriculum design:

At the state level the government should ensure that curriculum is being designed using the philosophy of OBE and provisions of NEP 2020. The curriculum should be designed and reviewed frequently to fine-tune it with the changes taking place in the industry and to meet the requirements of future technology. The hierarchy of outcomes should be clearly mentioned in the curriculum document. The curriculum document should be widely circulated to all significant stakeholders for getting their support and guidance for effective implementation in all the polytechnics. At the diploma level, there should be sufficient provision in the curriculum to develop and practice the psychomotor domain outcomes and affective domain outcomes related to maintenance, calibration, problem diagnosis, safety, hygiene, cleanliness, customer care, professional ethics, economics, environment, sustainability, interpersonal relationship, complaint management, and concern for others. The provisions of NEP like integrating vocational and entrepreneurial elements in the curriculum design should be incorporated. There should be a provision of 6 months internship, micro, minor and major projects in the curriculum design itself to establish the achievement of outcomes at the course and programme level.

Curriculum Implementation:

Instructional methods: Encourage learner-centric methods in all the polytechnics to promote experiential learning, learning by discovery, and reflective learning. Focus on research, project-based learning, and problem-based learning, practical, and workshop practice should be given in all polytechnics. At the polytechnic level benchmarking of teaching-learning methods should be done with a compulsion to use these methods if appropriate in the course. The teaching-learning methods should be learner-centric. The use of blended learning, e-learning, and flipped classroom approaches should be encouraged in all polytechnics.

Use of information communication technology: Use of virtual Labs, digitization, AR, VR methods should be encouraged in all the polytechnics. The students should be encouraged to earn credits from SWAYAM programmes.

Industry-oriented learning:

State governments should help polytechnics for organizing industrial visits, industrial internships, and the training of students. Industrial visits, internships, and projects should be encouraged in all the polytechnics.

Outcome-based assessment: Use scientifically designed valid and reliable assessment scheme, assessment tools, and techniques to assess the learning of the students. Use the outcome-based assessment scheme, tools, and techniques as a means of motivation for learning, diagnosing the learning problems of the students, taking corrective and preventive actions to improve the learning, and certification of attainment of learning outcomes.

Placement of students: Concentrate on quality of results, job placement, entrepreneurship, and admission in premier institutes of higher studies.

Problem-solving mechanism: State government should listen to the problems of polytechnics, faculty members, and staff members related to the quality of education. Surprise visits of polytechnics should be conducted to know the actual level of quality of education.

Collaboration with industry: Industry participation in curriculum design, curriculum implementation, and assessment of learning outcomes should be ensured at the state level. The industry should be involved in the cocurricular and extra-curricular activities of the polytechnics in a formal and informal way. The guidelines for industry involvement should be issued by the state government to make it mandatory for industry and polytechnics. The value addition courses should be offered to the students in collaboration with the industry.

A diploma engineering programme to be accredited or re-accredited should satisfy all the criteria during the full term of accreditation. The polytechnics should periodically review the strengths and weaknesses of the engineering programme and improve standards and quality continually. Polytechnics should address deficiencies, gaps, and concerns related to quality. During the full term of accreditation, the polytechnics are required to submit their annual self-assessment report to eNBA online. In the present pandemic situation, the best option is to use video conferencing, with minimum manpower and maximum use of the latest technology. One or two members must visit the nominated institute for accreditation and other experts go through video conferencing in all details. The evaluation teams must be aware of this kind of strategy so that there should not be any lacuna while inspecting or observing the records etc.

Assessment of POs and PSOs: At the state level, achievement of programme level outcomes should be monitored using an e-monitoring system of assessment. At the state level, the practical approach to assessment related to the world of work situation should be encouraged in the polytechnics. Promote the use of outcome-based learning assessment tools and techniques to create adequate evidence of achievement of learning outcomes. The learning and assessment portfolio should be created for each student. This portfolio may be maintained by a student in soft copy.

Recognition: Excellent performance of students as well as faculty members should be recognized instituting prizes and appreciation letters.

Role of National Institute of Technical Teachers’ Training and Research (NITTTRs):

NITTTRs should play an active role in guiding polytechnics to design and implement quality systems and processes at the polytechnic level, conduct an academic audit of the polytechnic, impart training to faculty members on outcome-based education philosophy, conduct workshops for sharing experiences, conduct state-level research studies on aspects such as the implementation of outcome-based education, governance, and management of polytechnics, manpower requirement, mentoring of teachers and students, use of ICT. State Government should design innovations and reforms in collaboration with NITTTRs to enhance the capacity of faculty members and effectively implement innovations. NITTTRs should guide the faculty members to develop learning resources, video sessions, case studies, and assessment tools.

6.3 Strategies at polytechnic level:

Governance of the polytechnic:

Every polytechnic must have its own governing body composed of professionals. The governing body should guide to develop strategic institute development plan (SIDP) and approve it for implementation. The governing body should help the institute to strengthen the collaboration with industries and organizations of repute. The governing body should help the polytechnic to mobilize the resources of the stakeholders for improving the quality of education and innovations in the polytechnic to enhance the placement of the students and their package. The governing body should delegate and decentralize the authority at different levels in the polytechnic to make timely decisions and perform the role effectively and efficiently.

Polytechnic structure: The structure of the polytechnic should be a teams structure to foster innovations and change in the polytechnic. The teams' structure should facilitate the academic culture building, people building, and creative abilities of the faculty members and students.

Documentation: Preparation of documents should be encouraged in the polytechnic to satisfy the NBA accreditation documentation requirements. The documentation should be integrated with the performance and achievement of the goals to save time and effort. The information should be captured right at the source when it is generated and maintained in the softcopy. Encourage scientific documentation of systems, processes, and achievements at all levels in the polytechnic.

Industry projects: Polytechnic should take some public and private projects and that project should be completed by faculty members and students.

Create awareness among all stakeholders on details of NBA accreditation and support required from them. The stakeholders should be influenced to provide guidance, resources, and support to contribute to improving the quality of education.

Prepare SIDP using scientific tools and techniques such as strengths, weaknesses, opportunities, and threats (SWOT) analysis, issue analysis, value analysis, brainstorming, and stakeholders consultation to make it relevant to industry and society needs. The provisions of NEP 2020 should be incorporated in the SIDP. The SIDP should mainly focus on student success, overall development in terms of community and economy, affordability, and efficiency.

The competent and committed faculty members for achieving quality goals should be appointed. Encourage faculty members to prepare performance plans based on the requirements of the accreditation criteria, participate in national and international conferences and events, organize seminars, webinars, and conferences for students and faculty members, do experimentation in pedagogy and curriculum implementation and outcome-based assessment using information communication technology and open-source learning resources.

Prepare an action plan at a polytechnic level for satisfying the criteria mentioned in the pre-qualifiers and self-assessment report.

Collaborate with sister institutes to overcome the weaknesses sharing the faculty members, infrastructure, laboratories, and other amenities.

Organize multi-disciplinary events to encourage holistic development of students developing a variety of skills in the students as mentioned in NEP 2020. These skills are domain-specific, interdisciplinary, life skills, entrepreneurial skills, vocational skills, and universal human values.

Encourage placement of students using marketing and branding strategies at the polytechnic level. The branding can be done using the vision of the polytechnic, achievements, and profile of the faculty members.

Create a conducive culture for improving the quality of education in the polytechnic at all levels.

Conduct an in-depth academic audit with the help of experts to know the gaps and remove them scientifically so that these gaps are removed forever.

Enforce the principle ‘quality is the responsibility of all internal and external stakeholders to involve them in quality initiatives.

Vision and mission statements of the polytechnic and departments should be in the minds and hearts of faculty and staff members.

All staff members should be smarter, intelligent and know the technologies. They should be able to transform to students.

Design long-term strategies to tap the strengths for grabbing the opportunities, cover up the weakness and do diversification to avoid the threats, close down the programs with consistent poor admission for the last three years.

Frequent seminars, meetings, group discussions should be organized to discuss the process of accreditation.

Principals, heads of departments, and other key functionaries should demonstrate a visionary and transformational role in improving the quality of education as a whole. Individual faculty performance appraisal plans should be prepared to achieve the goals related to accreditation.

Teams structure and working in teams should be encouraged in the polytechnic to achieve innovative goals. The formal and informal teams should be constituted at a polytechnic level to achieve the quality-related goals. There should be one core team co-ordaining the activities of NBA accreditation at the institute level supported by many teams with a specific purpose.

The polytechnic must provide adequate infrastructural facilities to support the achievement of the student learning outcomes. Classrooms, tutorial rooms, meeting rooms, seminar halls, conference halls, faculty rooms, learning resource centre, and laboratories must be adequately furnished to provide an environment conducive to learning. Modern teaching aids such as digital interactive boards, and multimedia projectors should be in place to facilitate the teaching-learning process so that students can achieve learning outcomes. Resource utilization should be ensured at all levels to improve the quality of education.

The internal quality assurance cell, placement cell, and community development cell should perform a proactive role in undertaking various activities to achieve the quality-related goals.

The polytechnic should take benefit of Margdarshan scheme of AICTE for improving the quality of education in all areas of functioning.

6.4 Strategies at the faculty members level:

Curriculum implementation:

The faculty members perform at cutting edge level to implement reform, innovation, and change related to students’ education and development. The faculty members should perform the following roles

· Appreciate the provisions of NEP 2020, accreditation, and various schemes of AICTE and professional societies.

· Appreciate the requirements of OBE implementation approach and develop self-competence and confidence for effectively and efficiently implementing it.

· Create awareness among the students on OBE and accreditation process related to students such as vision and mission of polytechnic and department, PEOs, POs, PSOs, and COs.

· Inform students on their role in OBE implementation in the polytechnic.

· Inform students on various schemes of AICTE and professional societies which are directly related to benefit the student.

· Prepare a self-development plan to effectively implement the philosophy of OBE.

· Prepare course plan and activity plan for students to effectively implement the outcome-based curriculum and other events of the polytechnic.

· Use learner-centric teaching-learning methods such as group discussion, peer group learning, self-learning, problem-based learning, project-based learning, discovery learning, discovery type of practical, self-learning, seminar presentation, and the like.

· Use practice-oriented teaching methods such as a tutorial, remedial classes, assignments, and surveys.

· Use project-based learning incorporating micro-projects at the course level, minor projects at a cluster of course level, and mapping micro and minor projects with the course outcomes. Map the major projects with the POs and PSOs.

· Adhere to the academic calendar, guidelines for project-based learning, mentoring, entrepreneurship development, internship, industrial training for achieving various purposes to maintain the quality of education.

· Devote time in framing new ideas and processes of teaching-learning and developing the holistic personality of the students.

· Involve students in research and problem-solving activities related to the industry.

· Develop students on soft skills, life skills, professional skills, and self-learning skills using a wide variety of activities.

· Develop professional ethics, constitutional values, and universal human values in students using various pedagogical methods.

· Use open learning resources and online programmes available on SWAYAM. Encourage students to register on SWAYAM and earn credits recognized by the board of technical education.

· Mentor, coach, and guide students in harnessing their full potential for learning and developing themselves for selecting a career of their choice.

· Encourage students to maintain learning portfolios and use outcome-based assessment tools and techniques to motivate students for achieving learning outcomes, diagnose learning problems and assess attainment of learning outcomes.

· Train the students in such a way that they become job creators rather than job seekers.

· Participate in the workshops, creativity sessions, and discussions on various aspects of accreditation.

· Take up consultancy work, testing, product development, and organize collaborative events from industry and stakeholders.

· Organize industry-oriented teaching and learning process, industry visits, industry-oriented major projects, internship, and training of students.

· Enrich the culture of learning and development for students which fosters creative, collaborative, cooperative, analytical, joyful, and lifelong learning.

· Effectively contribute to implementing the SIDP to achieve the mission and vision.

· Conduct research studies and publish the innovations in journals and share the experiences in the conferences. They should also conduct system improvement research studies.

· Maintain evidence in the form of documents. Maintain the course file and course plan for each course. Maintain the documents of academic processes and achievements as desired in the NBA guidelines and self-assessment report. Encourage students to maintain a learning portfolio.

· Implement the mentoring programme for students following the guidelines of AICTE and UGC and SIDP. Mentor, guide, and counsel the students for job placement, higher education, and entrepreneurship.

· Organize national-level quizzes, project competitions, technical events, and seminars for students.

· Actively involve in research and development projects. The institute should support, encourage and maintain such research and development activities. Research and development-oriented culture are important for any academic programme. It provides new knowledge to implement the curriculum. The student’s education is enriched by being part of such a research and development culture. It cultivates skills and habits for life-long learning and knowledge on contemporary issues.

Capacity building of faculty members:

The faculty members should be trained in the industry, update technological and pedagogical knowledge, effective communication, use of information communication technology, virtual learning, and recent innovative schemes of the government. They should take the advantage of mentoring and sharing experiences.

Some comments about the accreditation:

The accreditation process is very tedious, laborious, time-consuming, and never-ending. For diploma engineering programmes it is not required. Many institutions are doing reverse engineering to get accreditation. Their focus is less on quality education and more on getting accreditation for their programmes. The philosophy of outcome-based education is being followed in a causal manner and not in totality. The efforts are put to satisfy the criteria for one or two programmes that are close to the threshold and other programmes of the polytechnic are simply ignored from a quality point of view is a clear indication that there is less interest in improving the quality and more in getting accreditation.

7. CONCLUSION:

The study concludes that most of the polytechnics are not opting for accreditation of their diploma engineering programmes because the curriculum is not based on outcome-based education philosophy in letter and spirit. The curriculum implementation is not effective to develop programme level outcomes. The assessment of learning is not based on outcome-based assessment philosophy. The polytechnics are not having adequate infrastructure and facilities to effectively implement the OBE, the involvement of industry and other stakeholders is limited, the curricular, co-curricular, and extracurricular events are limited and confined to institutions, low participation in national-level events, limited achievement on product development, manufacturing contracts, research, publication, consultancy, and community services. At the state level, quality assurance mechanism is weak may be because of inadequate for government polytechnics and dependence on other agencies for recruitment, construction, collaboration, academics, research, and development. The study concludes that there is a need for the design and implementation of interventions at state, polytechnic, and faculty member levels to improve and innovate the quality of diploma engineering programmes.

8. SUGGESTIONS:

It is suggested that the NBA should review the whole process of accreditation considering the requirements of NEP 2020 and developments taking place in the technical education system all over the world. The accreditation fee should be reduced, the process should be shortened, certification of evaluators should be done, polytechnics should be encouraged to enhance the quality of education, state government should be suggested to guide the technical education system to improve the quality of education at the state level, the coordination for quality improvement, innovation and sustenance should be improved with stakeholder at the state and institute level.

It is suggested that the analysis of admissions of students in each polytechnic should be carried out for the last three years and if admissions are less than 50 percent either seats should be reduced or programme should be closed, If the faculty members, technical staff members, and minimum resources are not available in the polytechnic to run the programme its admission intake should be reduced or it may be closed down through policy decisions.

It is suggested that a complete mechanism of quality assurance at the state level, polytechnic level, and programme level should be in place to assure and improve the quality of programmes. The quality should be viewed in totality and not in one or two programmes offered by the polytechnic.

It is suggested that an adequate budget for polytechnics should be made available to satisfy the requirements of AICTE and NBA to maintain the quality otherwise the Government/Government Aided poorly performing polytechnics should be closed and their resources should be redeployed for improving the quality of well-performing polytechnics.

9. IMPLICATIONS OF THE STUDY:

The findings of the study may be used by all significant stakeholders to design systems and processes for quality assurance of diploma engineering programmes. The public-funded polytechnics should be provided funds, infrastructure, faculty members, and staff members for the effective implementation of quality systems and processes. The authority should percolate down to make quick decisions to provide quality service. Similarly, the private polytechnics should follow the recommendations of statuary bodies, state government, and other stakeholders to improve the quality of diploma engineering programmes. The provisions of NEP 2020 should be considered while designing and implementing the interventions at different levels. The accreditation of diploma engineering programmes should be taken as an opportunity by polytechnic colleges for designing and implementing innovations to make it relevant to the world of work and not merely getting the certificate and funds from government agencies under various schemes.

10. LIMITATIONS OF THE STUDY:

The study is limited on views of a very small sample of respondents on very few aspects of the quality of diploma engineering programmes. The sample was not a representative random sample, representative of all stakeholders, and representation of all states of India which may further limit the generalization of findings of the study.

11. SCOPE FOR FURTHER STUDY:

The study was confined to strategies to get accreditation. There are many dimensions to accreditation from education providers, students, employers, and statutory body points of view which may be studied at the national level. There could be a good study on the impact of accreditation on an increase in placement, entrepreneurship, and higher education, increase in compensation package of pass outs, the satisfaction of employers, parents, and faculty members. The opportunities to integrate diploma engineering programmes with the degree engineering programme may be explored.

12. CONFLICT OF INTEREST:

The authors have no conflicts of interest regarding this investigation.

13. ACKNOWLEDGEMENTS:

The authors would like to thank the management of NITTTR, Bhopal for conducting the study and respondents of the study for providing free and frank views on the research topic.

14. REFERENCES:

1. AICTE. Student Induction Programme. All India Council for Technical Education, New Delhi.2018.

2. AICTE. Mardarshak. All India Council for Technical Education, New Delhi.2020.

3. AICTE. National Initiative for Technical Teachers Training. All India Council for Technical Education, New Delhi.2020.

4. Gupta B. L. et al. Statistical Analysis of Facilitating and Impeding Factors for the Sustenance of Autonomy. Asian Journal of Management, 2021.12(3), 258-264. doi:10.52711/2321-5763.2021.00039.

5. Gupta B. L. Washington Accord, Signatory Status and Beyond: An Indian Perspective. IJAS International Conference for Teaching and Education American University of Rome October 2014, (pp. 1-8).

6. Banthiya N. K. Accreditation of Undergraduate Engineering Degree Programmes in India: Changes due to Washington Accord. Journal of Engineering, Science and Management Education, 2012, 5(2), 445-451.

8. Dhepe G. M. Course Outcome and Program Outcome in Reference to NBA Accreditation Procedures for Diploma Engineering Programs. International Engineering Journal For Research & Development, 2019, 4, 1-11.

9. Gaston D. H. Quality assurance and Accreditation in Challenging Times. Association of American Colleges & Universities. 2016.

10. Wickersham Mary Eleanor and Basey Stephane. Is accreditation sufficient? A case study and argument for transperency when government regulatory authority is delegated, JHHSA FALL, 2016 266-282

11. Gupta B. L. Preparation for Obtaining Accreditation. Journal of Engineering Science and Management Education, 2012, 5(2), 472-474.

12. Gupta B. L. Accreditation of Technical Programmes in India. INTED, 2013, (pp. 1-11).

13. Hall, Joshua. Higher - Education Accreditation Market Regulation or Government Regulation? The Independent Review, 2012 17(2), 233-238.

14. Ibrahim, H. A. Quality Assurance and Accreditation in Education. Open Journal of Education, 2014, 106-110.

15. Kohli, N. Role of Accreditation in Engineering Education. 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE), 2014, pp. 157-159).

16. Mane, S. D. Accreditation of UG Engineering Programmes in India: Enhanced Role of Teaching Fraternity. International Journal of Scientific Engineering and Applied Science (IJSEAS), 2015, 1(6), 1-7.

17. Martino Andreani. Shadows over Accreditation in Higher Education: Some Quantitative Evidences. Higher Education, 2020, 79, 691-709.

18. Mathew J Manimala. Facilitation and Regulation of Educational Institutions: The Role of Accreditation. VIKALPA, The Journal of Decision Makers, 2020, 45(1), 7-14.

19. MHRD. National Education Policy 2020. Ministry of Human Resource Development, Government of India, New Delhi. 2020.

20. Moscinska K. Stakeholders-oriented Quality of Education Assurance System for successful Institutional Accreditation. IEEE Global Engineering Education Conference (EDUCON), 2014 (pp. 1006-1009).

21. Moscinska, Katarzyna. Stakehoders-oriented Quality of Education Assurance System for Successful Institutional Accreditation. 2014 IEEE Global Engineering Education Conference (EDUCON), 2014, (pp. 1006-1009).

22. NAAC. Institutional Accreditation, Manual for Self Study Report. National Assessment and Accreditation Council, Bengaluru.2019.

23. NBA. General Manual for Accreditation. National Board of Accreditation, New Delhi. 2019.

24. Neal J. S. Accreditation's Future: A New Vision of Quality Assurance for Colleges. Azusa Pacific University.2015.

25. Nusrat- Jahan Abubakar. Development of Total Quality Management Framework for Higher Education Institutions in Ghana- A Case Study of Three Public Universities. Asian Journal of Management, 2018, 9(1), 383-392.

26. Pakkeerappa, A. K. Employee Engagement: A Study on Perception of Teachers in Higher Education. Asian Journal of Management, 2021, 12(3), 286-290.

27. Jain Parul et al. Accreditation of Engineering Education: A Comprehensive Assessment Plan. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 2020, 9(4), 646-657.

28. Pradeep Kumar. Impact of Accreditation on Quality and Excellence of Higher education Institutions. Revista Invistigacion Operacional, 2020, 41(2), 151- 67.

29. Gupta Pratibha Bundela. Competency Framework for Accreditation Coordinators. Asian Journal of Management, 2021, 12(4), 1-9.

30. Rawabdeh A. The Internationalization and Globalization of Institutional and Program Accreditation in Higher Education: Quality Assurance Building Pillars. International Journal of Business Insights and Transformation, 2017, 10(2).

31. Sam Rosidah Sam, Johari Juliana et.al. An Insight Into the Process of Self-Assessment Report for the Purpose of Accreditation of an Engineering Programme: Barriers and Problems. 4th International Congress on Engineering Education Penang Malaysia. 2012

32. Sahay B. S. Excellence through Accreditation in Indian B-Schools. Global Journal of Flexible Systems Management, 2007, 8(4), 9-16.

33. Samadda, S. B. Importance of International Accreditation for Institutions and the Role of Private Certification Bodies. Asian Journal of Management, 2020, 11(3), 279-283.

34. Shaposhnikov S. O. Accreditation of Engineering Degree Programs: What is New? International Conference on Quality Management, Transport and Information Security, Information Technologies. 2020.

35. Shevgaonkar R. K. Future Outcome-Based Approach for Accreditation. International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. 2021.

36. Surwade Kunal S. A Review of NBA’s Accreditation Criteria for Programmes in Pharmacy. Research Journal of Pharmaceutical Dosage Forms and Technology, 2019, 11(1), 35-38.

37. Udupa Akhila. Implication of service quality model for medical tourism in India, Asian Journal of Management, 2010, 1(2) pp65-68.

38. UGC. Quality Mandate for Higher Education Institutions in India. University Grants Commission, New Delhi.2021.

39. Vyas H. S. Challenges Facing Management Education – An Indian Perspective. Asian Journal of Management, 2014, 5(2), 235-239.

40. Webler W. Evaluation and Accreditation of Higher Education Establishments in Ukraine. European Education, 2012, 34(1), 5-25.

Received on 21.12.2021 Modified on 28.07.2022

Asian Journal of Management. 2023;14(1):81-93.

DOI: 10.52711/2321-5763.2023.00014