The globalization and liberalization era has thrown many a challenges before the people of India. The knowledge based societal imperatives pre-dominate the factorsleading to success. The gradual opening of boundaries for deserving intellectuals has created unlimited opportunity for educated Indian youth world over. The famous 2K phenomenon in the past has amply proved the fact that properly educated Indians are welcome everywhere, where the lacunae in emerging technology has to be tackled with.
The revolutionary changes in the field of computation, informatics, production technologies for materials of mass consumption, entertainment, electronics, transport, automobiles etc. have drastically made inroads in socio-economic scenario throughout the world. The life style of people of India has changed to a great extent and so has the aspirations of the youth. There has been a very fast transmigration of population to the green pastures of technology; hence new demographic contours are emerging on the world map today.
The service sector has also been experiencing revolutionary changes. The causative factors are the boost in tourism, increase in the speed and frequency of movement of people, expansion in the horizons of human interaction etc. thereby making drastic attitudinal changes in the interpersonal relationship and the like.
Emergence of women as a very important and substantial work force has resulted in a new work culture. It has caused considerable impact on inputs required to suitably train and equip them with the requisite tools for their most optimum utilization. Government of India’s Policy of ‘Education for all by 2015’ and ‘empowerment of woman’ has necessitated to start such courses which are the most suited to women and can answer to all of their emerging needs and responsibilities in the future.
All the above mentioned imperatives, commensurate with the socio-economic growth, have put serious pressure on the quality and quantity of higher education in tertiary and professional sector.
The government agencies like the Government Universities and Colleges are proving far too inadequate and are also financially constrained to tackle the issue to the logical conclusion. Even the flexibility to meet the demand
and the ability to meet the change, is pretty difficult to achieve because of financial constraints. Private participation in this sector, therefore, has
become inevitable. In fact, with affiliated status also, the private colleges in higher education have made great impacts. The governments at various States have also started having more confidence on their sector for the delivery of quality higher education. In this context, the promulgation of Private Universities Act, 2005 is the reflection of the will and desire of the Government of Rajasthan in inviting Private Sector’s participation in this noble cause.
It is in this background, the UNITED EDUCATIONAL SOCIETY, founded by a group of enthusiastic and visionary personalities from different walks of life have unanimously decided to engage themselves in promotion and propagation of educational activities of allied subjects of higher standard and requirement. Their varied activities are enumerated in the succeeding pages for a just glimpse of their standing in the field of their activities, during the last decade:
- Dr. K.P. Singh Kunwar, Chairman (Educationist),
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Sardar Virender Singh (CMD, Auto Gears India Ltd., President, Delhi College of Vocational Studies,
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Mr. Surender Kumar Mittal, Chairman, DSIDC, Villayati Ram Mittal Construction Co.,
- Mr. Ashish Munjal, Executive Director, Hero Cycle
- Mr. Sanjay Kapoor, President, Atlas Cycle,
- Mr. J.P.S. Kunwar, Raunaq Automotive Components,
- Mr. Satish Mohan, Cmd, John Okey & Mohan Ltd.,
- Mr. T.S.S. Bedi, Indian Revenue Service Official
- Mr. Sudarshan Sareen, Chairman, DSIDC, Resident Director, LBM.
- Mr. Arvind Verma, AIMIL Ltd.,
- Mr. N.D. Rajpal, Sr. V.P. Alembic.
JUSTIFICATION
It is universal imperative that the expansion of education is measured in terms of percentage of population of the specific age group. The Report on study regarding Forecast on Needed Growth and Development of Technical Education has drawn very important inferences on the status of tertiary and technical education in various countries in the world. We take this opportunity to lay-down various factors in this context.
Percentage of Enrolment to Population:
In the Context of the proposal, it is imperative to compare the enrolment ratio/percentage in primary and secondary education in India with that of the developed countries. It is 10% of its population in India as compared to 9.9% in China, 8.9% of USA, 5.8% of Japan and 3.8% of Russian Federation. But the scenario in tertiary and engineering education is far inferior as far as India is concerned. It is 0.93 and 0.04 in tertiary and engineering education in India as compared to 3.1 and 0.55% in Japan, 3.5 and 0.37 in U.K. It is expected that with the spread of Engineering Education, the percentage is likely to improve. But the gap is quite large and far more endeavor is required to be done to reach the satisfactory level in this respect.
Gross Enrolment Ratio:
The gross enrolment ratio is 10.5% in India and 9.5% in China as compared to 73% in USS, 64% in Russia, 48% in Japan, 60% in U.K. and 23% as world average.
As far as percentage ratio of enrolment of Secondary and Primary education is concerned, India’s 62% is comparable to China, US and the world average of 72, 91 and 94 respectively. However, the ratio of enrolment of tertiary to secondary education is concerned, it is 13% for India as compared to 59% for USA, 52% for Russia, 25% for U.K. and 30% for the world average.
The percentage of enrolment of engineering to tertiary education in India is 4 against 20, 18 and 11 respectively for Russia, Japan and U.K. respectively. It is needless to say, is quite low as compared to the world average of 15.
The enrolment in Engineering studies in India is 4.14 lacs i.e. 0.04% of its population of 101 crore, as compared to 0.55% in Japan and 0.37% in U.K.
Enrolment in tertiary education in USA is 1.35 crore i.e. 4.8% of its populations (28.3 crore) and 5%, 3.1% and 3.5% of their population in Russia, Japan and U.K respectively. In India it is only 0.97 crore making it a mere 0.93%.
Thus, we realize that there is a large gap in the possibilities of enrolment of our youth in Tertiary and Engineering education, not only for the present, but for the future also.
Growth of Technical Education
It is an undisputable fact that engineering education in India has grown exponentially. The intake capacity in 2003-04 has been 4 lacs, which is 4 times more than that of 1996. The variation in the ratio of intake capacity per 1 million populations of various states indicate serious in-balances in the growth of technical education in the country. This ratio is, 3% for Tamil Nadu, 2% each for AP and Karnataka, whereas for Gujarat, Madhya Pradesh and Rajasthan, it is only one half of the National Average. For Bihar and Assam it is only one tenth of the above averages.
Freezing intake in saturated States at current level and increase in intake proportionately in the Deficit States until certain respectable figures are reached can only reduce this regional imbalance.
This way the intake in tertiary and technical education still has a possibility and potentiality of considerable enhancement in India, particularly in the State of Rajasthan, where the sponsoring body is proposing to establish NIMT United University.
Impetus to PG. Courses in Engg. And Technology:
The minimum qualification for appointment of a Lecturer in degree level college is ME/M.Tech and that for a Reader and Professor is Ph.D. In the year 2003-04, in India, there were only 7536 Ph.D. qualified teachers against the requirement of 40,000 i.e. 18% of the actual requirement. Similarly, M.E. qualified teachers were only 12,000 against the actual requirement of 60,000 i.e. only 12%. In the year 2004, the number of Ph.D and M.E. degrees awarded in India were 600 and 10,000 respectively which is/was far shorter than the actual requirement. The requirement of P.G. degree and Ph.D degree holders is dispro-portionately larger than their availability, in not only for India today, but for the near future also.
There is, therefore, a greater need for the following:
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Increase in intake capacity at degree level Institutions in Rajasthan State.
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Opening of more PG courses in well-established Engineering Colleges of good reputation and standing which would reduce country-wide shortage of qualified teachers to a great extent.
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Encouragement to do Ph.D should be provided through liberal funding for research and development.Much more enrolment of students to tertiary and engineering courses is required to be effected in order to reduce the imbalances amongst the States within the country, and also to reduce the gap in the enrolment ratio in India vis-à-vis the world average, if not with respect to the developed countries.
2. EXECUTIVE SUMMARY:
The proposal of United Educational Society to establish, maintain and administer the proposed NIMT United University, has taken up with a visionary zeal and is on a very sound footing; academically, administratively, organizationally and financially.
The Society has earned invaluable experience and expertise in running multiple faculties of varied subjects, degree and Post-graduate degree courses, thorough its various colleges and Institutions since the year 1987. The functioning, funding and governance has been continuously assessed and approved by AICTE the University of Rajasthan, the other affiliating Universities of Institutions of the sponsoring body. From time to time ever since its approval and affiliation by the nodal authorities. Besides, the meritorious performance of students in various University examinations, due to hearing high quality infrastructure, professionalism in management and administration have earned very good reputation for the Campus B School, Ghaziabad, NIMT Institute of Technology & Management, NIMT Institute of Hospital & Pharma, NIMT Institute of Agri-Business & Rural Management, NIMT Dental College and Hospital, NIMT Mahila College, Campus School, Department of Education at Ansal’s Avantika, Chiranjiv Vihar, Ghaziabad (U.P.) for B.Ed, BTC, NTC NIMT Mahila Technical College etc., established by the Society from 1987 to 2004.
Academic Programmes:
The Academic programmes selected and being offered are essentially result oriented towards building up of competent of students to fit into the emerging employment and intellectual scenario, taking into consideration the rapidly changing technological advancement. In some courses, under the faculty of management and faculty of engineering, emphasis has been given to the emerging requirement of very fast growing international trade and commerce as also on other relevant subjects.
During the first five years, it is proposed to put the proposed that NIMT United University will be on sound footing in all aspects by taking up those Academic programmes which meet the immediate demand. All these programmes have been put under various faculties. The annual student’s intake is expected to grow from the present strength considerably. The faculty strength, infrastructure and the movable and immovable assets are expected to grow manifold.
The emerging trend in agriculture sector highlights the requirements of maximizing farm output from the minimum use of land, water, manure and high yielding seeds. We vehemently and emphatically state & declare that this know-how will be made available to of maximum number farmers in the most remote areas too. The spread of education in this aspect is a stupendous task. The proposed NIMT United University aims at distinguishing itself in this field and will Endeavour to cater for the future requirements.
Financial Viability:
The capital-revenues-expenditure statement, capital outlay, cash-flow and the derived balance-sheet indicate the structuring and managing of the university will be carried out in a meticulous way. It, therefore, will leave no stone unturned in running academic programmes for the upliftment of backward the people of areas and removal of regional imbalance and will be maintained as a non-profit making venture, in the public interest.
The expected infrastructural requirement, desired to be created during one year after the issue of Letter of Intent, vide Para 5 of the Act, already exists today with the Sponsoring Body as given below:
Rs. in Crore
(a) Land 3.60
(b) Buildings 9.00
(c) Lab Equipment / Machinery 4.00
(d) Library Books 1.00
(e) Other Miscellaneous assets 2.50
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Total 20.10
PROMOTERS
The NIMT UNITED UNIVERSITY is proposed to be established by United Educational Society, registered under the Societies Registration Act 1860.
The Society (The sponsoring body) is patronized mainly by people associated with Industrial groups comprising leading entrepreneurs like Hero Honda Group, Atlas Cycles, Raunaq, Alembic, Auto Gears, Punjab Bevels; Educationist like Shri T.S.S. Bedi and Bureaucrat viz. (I.A.S.) Shri Bhure Lal and so one who are all capable of providing unlimited financial support besides their experience and expertise for achieving the objectives of the Sponsoring body.
The Society is registered under the Societies Registration Act vide
(Renewal) No. 591 of 2003. It has been functioning since 1987 with the main objectives like – to work for economic, social, educational,
Physical growth and development of people from all sections of
Society especially for people from rural background, women, girls, youth, children and aged people of backward and weaker sections without any discrimination. Also to work for the promotion of art, culture, education and training in science, technology etc. for all round development of the society without discrimination. With the help and advice of renowned academicians, technocrats, professionals and social and cultural activities, the Society, in its short span of life, have already undertaken a number of educational projects and executed them with distinction as indicated below:
- Campus B School,
(Residential) at Mohan Nagar, Ghaziabad
(Established in 1987)
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NIMT Institute of Technology & Management
(Approved by AICTE & affiliated to
University of Rajasthan), located at Keshwana, Kotputli,
Distt: Jaipur (Rajasthan).
(Established in 2003).
- NIMT Institute of Hospital & Pharma,
KP-1, Plot No. 41, Phase – I
Greater Noida, Gautam Budh Nagar (Uttar Pradesh).
(Established in 2004)
- NIMT Institute of Agri-Business & Rural Management,
Keshwana, Kotputli, Rajasthan
(Established in 2003)
- NIMT Dental College & Hospital, KP-1, Plot No. 41, Phase – I
Greater Noida, Gautam Budh Nagar, (Uttar Pradesh).
(Established in 2004)
- NIMT Mahila College, Keshwana, Kotputli,
Distt: Jaipur (Rajasthan).
(Established in 2004).
- Campus B School, Department of Education,
Ansal’s Avantika, Chiranjiv Vihar,
Ghaziabad (UP) for B.Ed., BTC & NTT
(Established in 2004).
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