Enhancing the capabilities of technical education in India


Technical Education Quality Improvement Programme (TEQIP) was envisaged as a long-term programme of about 10-12 years duration to be implemented in phases for transformation of the Technical Education System with the World Bank assistance.

TEQIP-I started a reform process in 127 institutions. TEQIP-II is a sequel project with the following objectives:

  • Strengthening institutions to produce high quality engineers for better employability
  • Scaling-up postgraduate education and demand-driven research and development and innovation
  • Establishing Centers of Excellence for research
  • Training of faculty for effective teaching
  • Enhancing institutional and system management effectiveness

Good Governance is a key aspect of the second Technical Education Quality Improvement Programme (TEQIP), which has a major development objective to ‘Enhance Institutional and System Management effectiveness’, and ‘Capacity Building to Strengthen Management’. Achieving effective governance, at all levels, is critical to realising such development objectives and strengthening institutions.

The Good Governance Programme is an outcome of an earlier initiative in TEQIP, a Pilot Learning Forum on good governance which resulted in Governance of Technical Education in India – Key issues, Principles and Case Studies published by the World Bank (Working Paper series 190) in 2010.

The Pilot Learning Forum brought together:

  • Senior policy makers and institutional leaders from five states: Andhra Pradesh, Haryana, Karnataka, Maharashtra, and West Bengal
  • Ministry of Human Resource Development
  • National experts from academia and industry
  • Independent international consultants
  • MHRD, NPIU and World Bank representatives

The key principles and challenges for governance were summarized as follows:

For States:

  • Establish deliverable policies for public benefit, which include a clear place for higher education
  • Create autonomous structures for institutions
  • Establish clear criteria for interventions
  • Embed in finance policy support for higher education and institutional mission.

For institutions and their governing bodies, Governing Bodies should:

  • Act as the custodian of values, mission and purpose
  • Assert its autonomy and accountability
  • Be unambiguously and collectively responsible for oversight
  • Keep its effectiveness under objective review.

Lessons from this Pilot Learning Forum have been integrated into the Good Practice Guide for Governing Bodies and the Good Governance Programme.



Good governance is not optional…
Self-review is a key activity and output of the Good Governance Programme through which institutions can examine their current governance practice. Self-review can be undertaken regularly (for example every 3 -5 years).

Supporting governance development needs of individual governors, governing bodies, institutions and States is a key activity of this and other national and regional initiatives. Another output of the Good Governance Programme is a Governance Development Plan to see how governance development is built into institutional development through clear, timebound action planning.



Implementing good governance practice is the primary outcome of the Good Governance Programme demonstrated by institutions developing their own governance guidelines which sets out institutional governance practices based on the Good Practice Guide for Governing Bodies. This would include a process and timetable for monitoring and reviewing governance practise.
Sharing experience underpins and supports the Good Governance Programme through good governance learning forums, sharing of institutional case studies of good practice, highlighting common gaps, barriers and issues, and helping institutions to learn from one another.