SL. NO.
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PARTICULARS
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Page No.
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1
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Executive Summary
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9
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2
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Objectives
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10
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3
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Terms of Reference
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11
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4
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Scope of Requirements
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12
|
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PART A (Objective philosophy of constituting guidelines)
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13-18
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A1
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Administration and approval
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13
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A2
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Motivation for the Guidelines
A.2.1. web based learning
A.2.2. Emerging Areas
A.2.3. Changes in Student Computing Literacy
A.2.4. Technology Performance based Accreditation Movement
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13
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A3
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Principles Guiding the Design of the Training Component of the curriculum
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15
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A4
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Guiding assumption about training in the marine engineering profession
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16
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A5
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Guidelines for acceptable experience for engineers in training
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17
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A6
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Pre and Co requisites to a marine engineering training programme
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18
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PART – B (Assumptions made and basic of formulation of guidelines)
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19-44
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B1
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Essential of Co-requisites for Trainees
B.1.1 Introduction
B.1.2 When is a mentor required
B.1.3 Who is a trainee
B.1.4 How is a mentor found
B.1.5 What are the duties of a mentor
B.1.6 What are the benefits of mentorship
B.1.7 What does mentorship cost
B.1.8 What is the difference between DGS and ImarE
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19
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B2
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Exit characteristics of Marine Engineering Trainees
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23
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B3
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High level categorization Architecture of MET Product exit characteristics
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23
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B4
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Architecture of the Marine Engineering training programme
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24
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B5
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Curriculum Presentation Areas
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25
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B6
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Resources for marine engineering training programme
B.6.1 Faculty requirements
B.6.2 Workshop requirements
B.6.2.1 Structured workshops
B.6.2.2 Open workshops
B.6.2.3 Specialized Laboratories / workshop
B.6.2.4 Afloat training
B.6.3 Class room
B.6.4 Library
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27
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B7
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Shared courses with other training disciplines
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29
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B8
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Multiuse of facilities
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31
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B9
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Institutional Planning and Periodic Review
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31
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B10
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Indication Of Performance
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32
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B11
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Program Faculty and staff
B.11.1. Education Background (Academics)
B.11.2. Faculty Qualifications and Selection Procedure
B.11.3. Promoting Excellence in Teaching (Academic)
B.11.4. Promoting Excellence in Academic quest
B.11.5. Promoting Excellence in Service
B.11.6. Assignment of Duties
B.11.7. Adequate Staff Levels
B.11.8. Securing and sustaining a Diverse faculty
B.11.9. Faculty Evaluation and Rewards
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33
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B12
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Curriculum Planning and review procedures
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43
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B13
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Curriculum access and Pedagogy
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44
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PART – C (Applicable sections of equipment, academic tests etc.)
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45-60
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C1
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Research and innovations in teaching and learning
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45
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C2
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Impact of Technology and its adaptation
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45
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C3
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Guiding norms for maintaining academic facilities
C.3.1. Program objectives
C.3.2. Design and application oriented Teaching
C.3.3. Exposure to practical fields and areas of application
C.3.4. Emerging Technologies
C.3.5 Management Education and Professional Communication Skills
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46
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C4
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Examination and assessment norms
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47
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C5
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Academic contact hours (credits/units)
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48
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C6
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Training norms for candidates
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49
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C7
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Minimum norms for maintaining workshop facilities:
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49
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C8
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Frame work
C.8.1. Practical Experience
C.8.1.1. Exposure to engineering work through
C.8.1.2. Application of the equipment as part of the larger system
C.8.1.3. Limitations and constraints
C.8.1.4. Time frame
C.8.2. Application of theory
C.8.2.1. Analysis
C.8.2.2. Design
C.8.2.3. Testing Methods
C.8.2.4. Implementation methods
C.8.3 Management
C.8.3.1 Planning
C.8.3.2 Schedule
C.8.3.3. Budgeting
C.8.3.4. Supervision
C.8.3.5. Project Control
C.8.3.6. Risk Assessment
C.8.4. Communication skills
C.8.4.1 Written Reports
C.8.4.2. Oral Report
C.8.4.3. Public Speaking
C.8.4.4. Communication with fellow employees
C.8.5. Social Implications of engineering
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50
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C9
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The role of the chief examiner of engineers committee
C.9.1. Course duration
C.9.2. Program Structure
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54
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C10
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Constitution Of Advisory Body For Management Of The Institutions
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57
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C11
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Credit Recommendations for MEIT Involved Organisations
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59
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C12
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Statutory And Regulatory Bodies Facilitating Training And Academic
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59
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C13
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Academic institution and laving organizations
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60
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