In accordance with the provisions of the AICTE Act (1987), for the first five years after its inception in 1988, the Minister for Human Resource Development, the Government of India, was the Chairman of the Council. The first full-time Chairman was appointed on July 2, 1993, and the Council was reconstituted in March 1994 with a term of three years.
The Executive Committee was re-constituted on July 7, 1994, and All India Board of Studies and Advisory Boards were constituted in 1994-95. Regional Offices of the Ministry of Human Resource Development, the Government of India, located in Kolkata, Chennai, Kanpur, and Mumbai were transferred to AICTE, and the staff working in these offices were also deputed to the Council on foreign service terms w.e.f. October 1, 1995.
These offices functioned as secretariats of regional Committees in the four regions (North, East, West, and South). Three new regional Committees in the southwest, central, and northwest regions with their secretariats located in Bangalore, Bhopal, and Chandigarh, respectively, were also established on July 27, 1994. One more regional committee in the South-Central region with its Secretariat in Hyderabad was notified on March 8, 2007.
The beginning of formal technical education in India can be dated back to the mid-19th century. Major policy initiatives in the pre-independence period included the appointment of the Indian Universities Commission in 1902, the issue of the Indian Education Policy Resolution in 1904, and the Governor General’s policy statement of 1913 stressing the importance of technical education, the establishment of IISc in Bangalore, Institute for Sugar, Textile & Leather Technology in Kanpur, N.C.E. in Bengal in 1905, and industrial schools in several provinces.
All India Council for Technical Education (AICTE) was set up in November 1945 as a national-level apex advisory body to conduct a survey on the facilities available for technical education and to promote development in the country in a coordinated and integrated manner. And to ensure the same, as stipulated in the National Policy of Education (1986), AICTE was vested with:
• Statutory authority for planning, formulation, and maintenance of norms & standards
• Quality assurance through accreditation
• Funding in priority areas, monitoring, and evaluation
• Maintaining parity of certification & awards
• The management of technical education in the country
Constitution of the Technical Education Committee of the Central Advisory Board of Education (CABE)
Preparation of the Sergeant Report
Formation of the All India Council for Technical Education (AICTE)
The Government of India (the Ministry of Human Resource Development) also constituted a National Working Group to look into the role of AICTE in the context of proliferation of technical institutions, maintenance of standards, and other related matters. The Working Group recommended that AICTE be vested with the necessary statutory authority for making it more effective, which would consequently require restructuring and strengthening with the necessary infrastructure and operating mechanisms.
The AICTE Act was constituted to provide for the establishment of an All India Council for Technical Education with a view to proper planning and co-ordinated development of a technical education system throughout the country, the promotion of qualitative improvements of such education in relation to planned quantitative growth, and regulation & proper maintenance of norms and standards in the technical education system and for the matters connected therewith.
“To be a world-class organization leading technological and socio-economic development of the country by enhancing the global competitiveness of technical manpower and by ensuring high-quality technical education to all sections of the society.”
A true facilitator and an objective regulator;
Transparent governance and accountable approach towards the society;
Planned and coordinated development of Technical Education in the country by ensuring world-class standards of institutions through accreditation.
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• Practical experience in an organizational setting.
• Helps them decide if the industry and the profession is the best career option to pursue.
• Opportunity to learn new skills and supplement knowledge.
• Opportunity to practice communication and teamwork skills.
• Opportunity to learn strategies like time management, multi-tasking, etc in an industrial setup.
• Opportunity to meet new people and learn networking skills.
• Makes a valuable addition to their resume.
• Enhances their candidacy for higher education.
• Creating network and social circle and developing relationships with industry people.
• Provides an opportunity to evaluate the organization before committing to a full time position