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Expertise, Area and Services of NITTTR, Bhopal
Expertise Areas Services Offered

Educational reforms

NITTTR, Bhopal has core competence in designing and guiding implementation of educational reforms in technical education system in the country.

In seventies it came out with competency based technical teachers training module which was a big innovation in teacher training. We introduced instructional objective based curriculum for diploma engineering programmes.

In eighties we have designed and guided implementation of major reforms such as engineering experimentation, guidance and counselling of students, performance appraisal and development, faculty contribution, industrial liaising and interaction, valid and reliable assessment of student learning and creation of item bank etc. We trained teachers and introduced educational research studies for improving the quality of diploma engineering education.

In nineties we have designed and implemented many innovations in different areas of education under World Bank Assisted Project Strengthening Technician Education. Some of the significant innovations are multipoint entry and credit system, institutional autonomy, instructional resources development and utilization, industrial training of teachers and technical staff, laboratory manual development, management information system, total quality management and quality circle, text book writing, laboratory modernization, continuing education programmes for working personnel, distance education programmes, women empowerment cell, guidance and counselling cell and the like.

In late nineties we have helped the state technical education system to establish new institutions and offer need-based programmes in niche areas especially in north east estates of the country. We guided state government and institutions to establish new institutions through detailed project reports. We developed monitoring and evaluation indicators for assuring the progress of the project. During nineties we conducted research studies on autonomy, performance appraisal, competency profile, quality circle, staff development, trace study and impact studies to ascertain the progress and impact of the project.

In the beginning of the 21st century we prepared base documents for technical education quality improvement programme (TEQIP) using consultation approach. We have introduced competency-based education and outcome-based education philosophy through curricular interventions in polytechnic education system. We have contributed for national vocational qualifications framework (NVQF) and offered many training programmes in a wide range of vocations. In last decade the focus was quality of education, so we designed and implemented programmes such as accreditation, academic audit, quality assurance, management of change and innovations, training on MOOCs, learner centric pedagogy, project-based learning, curricular reforms based on philosophy of outcome-based education, designed and conducted educational and technical research studies for improving the quality of the education.

Of late we have contributed on nation mission on teacher training through various schemes of Ministry of Education, Government of India and AICTE. We have all facilities and expertise required by technical and higher education system and institutions under one roof. Technical and higher education department of state government, universities and institutions and industry may take the advantage of NITTTR Bhopal expertise. We are at the stage of completion of 17 educational research studies in significant areas of technical education which will a significant contribution for evidence-based policy formulation and implementation.

We are aspired to contribute for reengineering and revamping of higher education through wide spectrum of services as envisaged in National Education Policy 2020. We have all faculty under one roof to design and implement innovations.

System design and Development:

NITTTRB has always strived to bring in qualitative changes in the technical education system. In the past five decades, the journey started with pre-service teacher training, moved through in-service teacher training, instructional resources development, improving pedagogical practices, catering to the needs of working professionals through distance and continuing education programmes. Planned change and Institutional Building projects were instrumental for introducing substantial changes in technical education system of Gujarat. The Multi-point entry and credit system clubbed with academic autonomy was a unique innovation in Maharashtra. PADS was introduced and it replaced the common practice of Annual Confidential report (ACR) as it had the component and scope for self development along with Assessment. The introduction of “tutor guardian system” supported the students’ personality development through guidance and counselling movement in the regional states. The institute has been actively involved in nurturing innovations for classroom teaching through use of software and hardware aids.

  • DPR preparation
  • CEC & Distance Education System
  • Planned change
  • Institutional Evaluation project
  • PADS
  • Guidance & Counselling
  • Autonomy
  • MPECs
  • Innovation in Software Development

Curriculum Innovations:

The pass outs of technical institutes are generally absorbed in the industries and other production, maintenance and marketing units. Hence the list of competencies was identified with industry involvement for the job profile of pass outs. This served as the basis for domain specific competency based curriculum development.

Similarly the vocational courses were also developed based on the skills of a particular trade. This was a part of Govt. of India initiate for “Skilling India”.

Now, since we are moving towards Outcome Based Education (OBE) and accreditation of engineering programmes, the focus of curriculum is on achieving outcomes at different levels like PO, COs and LOs. Hence it became mandatory to revamp the existing teaching learning processes and prevalent assessment techniques. Indirect assessment was introduced to assess the achievement of Programme Educational Objectives (PEOs) which the technical graduates achieve only after 3 to 5 years of graduating. NITTTRB has been instrumental in introducing and sustaining innovations in regional states. Capacity building programmes for teachers and instructional material development are indispensable part of this innovation.

  • OBC
  • Skill based curricula for vocational education

Laboratory Reforms:

Skill development forms an essential component of any engineering curricula. In laboratories, students inculcate the habit of investigation, discovery learning and develop the attitude of inquiry. Hence the routine lab experiences were suitably modified and the relevant components were introduced. The Engineering Experimentation Course (EEC) was a successful project intervention in the state of Gujarat.

Laboratory manuals were also developed by the technical teachers under the guidance of NITTTB experts.

The teachers have also been exposed to use rubric formats for more objective and specific measurement in different domains.

  • Design of innovative experiments
  • Laboratory Manual Development

Evaluation System Design:

The institute has offered a wide range of services at national level in early 80s and developed a “Multiple choice Question Bank” for the different engineering disciplines. Comprehensive Scheme of Assessment (CSA) was introduced in the state of Gujarat for improving assessment practices. The Institution has been identified as a National Resource Centre for Students Assessment (NRC) under PMMMNM.

Turn key projects were designed and developed for the states of UP and Bihar for conducting examinations at mass level.

Similarly Recruitment tests were developed and examination was organized for public sector organizations like NTPC and NHPC.

  • Student Evaluation
  • Recruitment
  • Conduct of large-scale Examination
  • Comprehensive Scheme of Assessment (CSA)

Training and Development

We have a wide spectrum of institutional competence in designing and implementing competency-based training programmes for principals, head of department, training and placement officer, senior teachers, newly selected teachers, technical and ministerial staff, industry personnel and administrators. These training programmes directly benefit them to perform their roles effectively and efficiently and implement reforms in their system and institutions. Every year we conduct need analysis and based on the needs we offer 300 plus training programmes. Training programmes are offered in the areas of core competence of the institute. We undertake hand holding activities to develop the human resources of the state to implement educational innovations. We guide institutes and individuals to undertake innovative activities and gradually empower them to sustain the benefits of the innovations. It is noteworthy to state the induction programmes for technical teachers is our flagship programme and it is one of the significant core competence of NITTTR Bhopal.

Since inception we have been offering training services to Indian and foreign industries, field agencies and private sector on consultancy basis. Every year we offer 10 to 25 such programmes based on the needs of the clients.

Short-Term Training Programmes

This is one of the prime areas of strength of all NITTTRs. The tailor made training programmes are designed, developed and implemented after conducting TNA of technical teacher at state level.

The Competency Based Teacher Education (CBTE) was an important mile stone and core, secondary and desirable competencies for teachers were identified, which was the basis for training programmes for many years.

Induction Training Programmes (Phase One and Two) have been the flagship programmes of the institute. These programmes have been designed to cater to the needs of Newly recruited technical teachers. Large number of teachers has taken the benefit of these programmes from different parts of the country.

The faculty members of the institute usually conduct 350 to 400 programmes of one / two week’s duration on different themes relevant to the needs and job profile of technical teachers.

The innovations are introduced and supported by a series of programmes and workshops. The project based approach has been the core strength of the institute and faculty members work inflexible Matrix structure to support this functioning.

The programmes are conducted through contact, flipped and online mode to suit the needs and requirements of the client system.

  • Education technology Programmes
  • Cognition
  • Teaching Competencies Development
  • OBE & OB Curriculum Development
  • OB Student Evaluation
  • Research Methodology
  • Content-updating in technology & allied areas
  • Laboratory Innovations
  • Industry-Institute-Interaction
  • Entrepreneurship development
  • Training Need Analysis
  • Training of Trainers
  • Learner centric pedagogy
  • Learning resources development
  • Management Development Programmes
  • Institution Building
  • Visioning the Future
  • Leadership & Motivation
  • Communication Skills
  • Positive Psychology and personality development
  • Total Quality Management
  • Quality assurance Accreditation
  • Women empowerment

Seminars & Conferences

The institute has organised International and National Conferences and Seminars to provide a platform for technical teachers and personnel. These seminars and conferences expose and update the participants with latest trends and techniques relevant for their expertise.


The institute had organised a series of webinars on different criterion prescribed by National Board of Accreditation to bring quality in technical education system of the country. The webinars on various other topics were also organised.

  • These services are being offered by the institute, international & national conferences were organised on National Education Policy.
  • The engineering departments conduct programmes in core technical domain as well.
  • Accreditation
  • Green Entrepreneurship
  • Entrepreneur skills
  • Emotional Intelligence

Learning Resources Development

We develop the learning resources and guide the teachers to develop the learning resources using the principles of content analysis, education technology and education psychology and considering the entry level of the students. A wide range of learning resources such as handouts, case studies, role plays, work books, lab manuals, guideline documents, assessment guide, text book, are designed in print and digital form. We have a multimedia studio, computer centre and a competent and committed crew of professionals to develop the learning resources. We have developed it for SWAYAM, Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT), Teaching Learning Centres(TLC), National Resource Centre (NRC).

E- Resources:

The institute owns a well equipped studio for producing education videos and telecast quality programmes. The teaching learning processes in the technical institutes have been enriched by providing low cost learning material.

The learning material on four quadrant approach has been developed for SWAYAM – MOOCS portal of Govt. of India.

The institute has played a pivotal role in National Initiative for Technical Teachers Training (NITTT) policy of AICTE.

  • Video Programmes
  • MOOCs
  • CBTs
  • E- Modules
  • E-books


The Institute has developed various print materials like Text books, Work books, Lab Manuals to facilitate teaching learning process in technical institutions.

The establishment of Learning Resources Development centre (LRDC) and Learning Resources Utilization Centre (LRUC) was an important component of World Bank Assisted Project.

The industry oriented training packages were developed for Indian Railways and Cement Manufacturing Association as a consultancy project.

  • Text Books
  • Item Banks
  • Case Studies
  • Workbooks
  • Training Packages

Research and Development

We have core competence in designing and conducting varieties of educational research studies for technical education system with a purpose. In NITTTR Bhopal all faculty members have core competence in designing and conducting educational research studies along with state systems and institutions. We conduct research studies on issues of national importance in technical education and undertake educational research assignments from our stakeholders. We have designed and implemented various development related projects in the states and institutions to improve the efficiency of functioning of the institute like System development for admission of students, examination, quality assurance, guidance and counselling, laboratory modernization, and the like. We core competence in designing and conducting educational researches such as need analysis, tracer study, action research, impact study, evaluation study experimentation study, case study and the like.

Educational Research

Research and Development is the integral part of NITTTRB. The research projects have been undertaken to support the policy formulation, implementation and decision making at National and State level.

The Systemic researches are part and parcel of NITTTR’s functioning to introduce and assess the impact of multiple project interventions in the technical education system since its inception. The institute has sponsored 17 research studies on technical education and its impact.

The action researches for systemic improvement were jointly undertaken with technical teachers.

  • Training Needs Analysis
  • Impact Studies
  • Utilisation Studies
  • Tracer Studies
  • Institution sponsored technical education research project

Engineering Research & Consultancy

Our aim is to extent our service to the nation by providing marketable technologies including ‘Road cum Rail Track Garbage Cleaning Vehicle’ which reduces manual cleaning and realizing improved health and hygiene of commuters, a contribution towards ‘Swachh Rail Swachh Bharat’. Other products include automated machine for PDS and low cost 3-D printer.

  • Road cum Rail Track Garbage Cleaning and Slurry Suction Vehicle
  • Automatic Public Ration Distribution Machine
  • Design and Development of Compact Magnetic Thermal Decomposition Unit for Mixed Municipal Solid Waste Management (Submitted)
  • Low Cost 3D-Printer

Services to Industries and Field Agencies

NITTTR Bhopal has provided academic consultancy under the various project and its components for the states of Arunachal Pradesh and Nagaland. Consultancy was provided to a number of industrial organizations for designing tests and training of officers of such organizations.

Consultancy was provided to State Selection Commissions in test preparation, test and item analysis, and conducting studies and researches in examinations.

Training and development programmes for personnel of industries and field agencies are also designed and offered as per the projects and clientele, in addition to conduct of international/national conferences, seminar and workshops. This involved designing of documents ranging from proposals to publicity material.

  • Proposal Design
  • Curriculum Development
  • Development of instructional material
  • Programme implementation
  • Programme evaluation
  • Preparation of a volume of Directory
  • Training need analysis
  • Development of training modules
  • Development of learning packages
  • Organizing workshops/training programmes
  • Training of resource persons
  • Idea generation
  • Research
  • Recce
  • Shooting
  • Editing and post production
  • Mastering copying and delivery
  • Development of text books
  • Design, development of printing of test papers
  • Assistance in conducting the examination
  • Data processing of pre and post examination activities
  • Development of publicity material
  • Intensive training of Principals of Community polytechnics
  • Preparation of Financial and Technical proposals
  • Preparation of TOR
  • Utilisation script and its validation
  • Need survey
  • Organizing TOT programmes

Contribution to National missions and extension services

NITTR, Bhopal is fully funded by central government, so we whole heartedly contribute for areas of national missions, programmes, schemes and events and encourage technical institutions to do so. Right from the beginning we have been contributing for community development through community development projects, Rajiv Gandhi Drinking Water Mission, total sanitation. We are actively contributing for digital India, skilled India, entrepreneurship development, Swacch Bhart, skilled India, Green campus, and the like.

National Missions

The Institute has been a major part of many national and international level projects and missions for qualitative improvement of technical education system. The technical institutes are supported to get the accreditation status, a tool for enhancing the quality of pass outs.

The programmes for international participants are also organized under national initiatives.

  • NBA Accreditation
  • ITEC
  • TCS
  • TLC
  • Digital India
  • Skill India
  • Swachchh Bharat
  • Atma Nirbhar Bharat

Extension Services

The NITTTR Bhopal has been involved in implementation of various Community Development initiatives for under-privilege section of the society initiated by Ministry of Education (erstwhile Ministry of Human Resource Development). Since 1978-79, the Institute has been involved in implementing and monitoring of centrally sponsored Scheme of Community Development through Polytechnics (CDTP). The scheme has different components like capacity building, skills & training, innovations and dissemination of information.

The Institute has also been involved in the implementation and monitoring of Centrally Sponsored Scheme for Integrating Persons with Disabilities (PWD) in the mainstream of Technical and Vocational Education. So far 3,158 students have taken benefits of Formal Diploma programmes and 7,532 persons have been trained in various Non-Formal programmes.

The Institute continues to support the implementation and monitoring of Centrally Sponsored Scheme for Integrating Persons with Disabilities.

  • Community Polytechnics
  • CDTP
  • Integrating persons with disabilities in the main stream of education