THE FUTURE OF DESIGN EDUCATION IN INDIA - NOVEMBER 2016 WWW.BRITISHCOUNCIL.IN - BRITISH COUNCIL
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
the FUTURE OF DESIGN EDUCATION IN INDIA November 2016 www.britishcouncil.in The Future of Design Education in India 1
Published by: British Council 17 Kasturba Gandhi Marg New Delhi 110 001 India In partnership with: India Design Council C/o National Institute of Design Paldi Ahmedabad 380 007 India ABOUT THE BRITISH COUNCIL The British Council is the UK’s international organisation for cultural relations and educational opportunities. We create friendly knowledge and understanding between the people of the UK and other countries. We do this by making a positive contribution to the UK and the countries we work with – changing lives by creating opportunities, building connections and engendering trust. We work with over 100 countries across the world in the fields of arts and culture, English language, education and civil society. Each year we reach over 20 million people face-to-face and more than 500 million people online, via broadcasts and publications. Founded in 1934, we are a UK charity governed by Royal Charter and a UK public body. For more information, please visit: www.britishcouncil.in ABOUT THE INDIA DESIGN COUNCIL India Design Council is an autonomous body of Government of India established under the aegis of Department of Industrial Policy & Promotion, Ministry of Commerce & Industry. It is a national strategic body for multi-disciplinary design and is involved in promotion of design to ultimately make India a design enabled country. In the year 2007, India became one of the few countries to adopt a National Design Policy. To enable the policy implementation the Indian Government announced establishment of Indian Design Council (IDC) in March 2009. The India Design Council is spearheading the national design direction and is working with other government agencies, the design community, industry and education institutions to promote design in business, society and public services and developing design excellence. For more information, please visit: http://www.indiadesigncouncil.org/ 2 The Future of Design Education in India
Contents
Foreword 4
Executive Summary 6
Introduction 7
Design in India 9
Design Education in India 13
State of Design Education: The Survey 18
Industry Viewpoint: The Survey 23
Design Education Initiatives 26
Conclusion: Trends and Prospects 29
Glossary 33
Acknowledgements 34
The Future of Design Education in India 3
Foreword
I am delighted the British Council India is experiencing a similar releasing it during the India-UK
and India Design Council are growth in design and, as this Tech Summit in Delhi alongside
publishing this report into the report shows, will need more the visit of the British Prime
growing impact of design in than 60,000 designers by 2020 Minister to India.
India, the role of international working in a market of potentially
collaborations for the sector and INR 188.32 bn (£1.43 bn). We
the role and impact of Indian believe that partnerships with UK
Government policy to support educational institutions can be a
and promote its growth. key way to help the Government
of India respond to the demand
The UK is known as a world- for qualified designers alongside
leader in design education. its increased support for design
British designers are developing education through new National
products that improve the lives Institutes of Design.
of tens of millions of people –
from the smartphone to smart Drawing from real experiences of
drug delivery systems. Recent design institutions and industry,
research by the UK’s Design this report provides up-to-date
Council shows that design information and analysis of the
contributes £71.7bn of value to changing landscape of the design
the UK. Design has created jobs at sector. I am very pleased we are
three-times our national average
and employs 1.6m people.
Alan Gemmell, OBE
Director, British Council India
4 The Future of Design Education in India
Foreword
We already know the value of This is a comprehensive report I sincerely hope that the readers
design as a vital component about design education in India will find it illuminating, informative
of economic development to date. It brings together, in a and useful.
and social well-being. India’s single document the information
competitiveness as a global needed to understand the design
economy hinges on our ability to education landscape. With
harness that power of design. data, analyses and information,
it covers all aspects of design
Design education in India is education in India and represents
a valuable asset, which must the views of the design industry
be nurtured so it can go from and institutions.
strength to greater strength.
We need a sufficient number of The report provides an important
designers to drive the industry source of information and basis
and to devise solutions to for further dialogue between
face up to challenges such as Indian and international design
sustainability, smart cities, clean institutions, especially the UK.
India, and effectively delivering This report, a collaboration of
public services. We also need the the British Council in India and
methods of design education to India Design Council, provides a
inform the pedagogies of other number of recommendations on
faculties of learning. In order to areas in which the international
secure intellectual leadership of community could collaborate with
Pradyumna Vyas
the future and to enhance the Indian design institutions.
Member Secretary
innovation capacity of the nation,
India Design Council
we need to invest more in design
education.
The Future of Design Education in India 5
Executive Summary
The key findings of this report fall the design potential is fully 7. There exists a trend of
under three broad headings: the realized. Currently there forming international
increased demand of design are approximately 7,000 partnerships to initiate
in the country and its knock- qualified designers in the a new design institution.
on effects, the importance of country and approximately The success of these
international collaborations 5,000 students in design partnerships is an excellent
identifying key opportunities, education. benchmark for more such
and finally, the role of Indian collaborations.
International Collaboration
government interventions.
Opportunities Government Interventions
Growing Impact and 4. The United Kingdom is 8. The Government of India
Importance of Design followed by the United has offered increased
Education States of America, Italy and support for design education
1. Design in India has matured Netherlands as favoured by announcing and
over the years and is countries for international implementing initiatives such
booming. By 2020, the collaboration for Indian as new national institutes of
potential market for design institutions. USA followed by design, design innovation
in India is expected to be the UK, is the top destination centers, Design Education
INR 188.32 billion (GBP for Indian design students to Quality Mark and national
1.43 billion). Only a fifth study abroad. aptitude test for design.
of the design market is 5. Greater opportunities for 9. The Indian government
currently tapped. international collaboration acknowledges the role
2. From a handful in 2010, the are in the area of of foreign universities
number of design institutions developing and delivering in achieving its mission
has grown to over 70 by niche programmes in the of transforming India into an
2016. emerging domains of design. Asian higher education hub
Introducing more master’s and there are positive signs
3. Given the positive programmes and Ph.D. of a major policy initiative
demographics, rising programmes will further in this direction coming
educational aspirations, increase opportunities for through.
openness to pursue alternate international collaboration.
careers, employment
opportunities and increased 6. International collaborative
affordability of higher programmes do not pose
education, the number of a big challenge for Indian
design aspirants is increasing design institutions. Students
every year. The number have shown an increasing
of designers required by interest in international
2020 in industrial, graphic, mobility and other aspects of
communication, packaging collaborative programmes,
and other design domains while legislative constraints
will be 62,000, provided have been reported to be
only marginally challenging.
6 The Future of Design Education in India
introduction
This report captures the changing landscape, trends, growth and
critical developments across the design education sector in India.
The research draws from real This was supported by desk curriculum, student numbers
experiences of design institutions research and sourcing literature and quality, and industry institute
in India and provides up-to-date available from open sources. The collaboration.
information and analysis of the responses from the survey were
opportunities for international compiled and weighted averages The Design Industry Survey
collaboration to promote and were reported. covered aspects related to
strengthen design education recruitment patterns, industry
and research in India. It also Academic Institution Survey satisfaction with design
factors in the opinions of the explored trends in student graduates, industry participation
design industry about the state enrolment scenarios, pathways of in design education, internships,
of design education in India. The the graduates, faculty salaries and understanding of the levels of
design domains considered for availability, teaching and learning critical skills and attitudes among
the report are–furniture design, practices, internationalization design graduates, and salaries
graphic design, motion graphics, strategies and perceived choices offered to graduates at entry
animation and new media design, of students for international study. level. Survey questions also
industrial design, automotive The survey sought qualitative included satisfaction levels with
design, toy design, exhibition inputs on the present situation of design curriculum, quality and
design, lifestyle product design, the study of design in comparison quantity of students and industry–
retail design, and HCI / UI / UX. to the last six years and also institute collaboration, future
about the future of design pathways for design education
The findings of this report are education in India with respect and how current programmes
based on the survey conducted to academic staff, infrastructure, are responding to the changing
with the design education landscape.
institutions and the design
industry representatives. 33 of
the 66 institutions and 12 of the
80 companies responded to the
survey.
The Future of Design Education in India 7
8 The Future of Design Education in India
design in india
The Landscape operations mostly driven by the number of professionals, who
In a traditional sense, the practice owners. Many young designers are not formally trained, working
of design is age old in India. India are choosing to work at in-house or operating as designers. For
has always had a rich culture and departments, which offer benefits, example, many fine arts students
a well-developed craft tradition. predictable hours, career paths, acquire graphic design skills
The rituals, practices and festivals opportunity for structure and and work as graphic designers.
are all design manifestations, greater collaborations. Exposure Another example is HCI,
with a profound purpose behind to major international projects where there are few qualified
them. These traditions and crafts is also one of the attractions, as professionals resulting in others
provide a wonderful backdrop and design departments work for filling in to discharge the duties of
inspiration towards looking at and Indian operations as well as their HCI professionals.
understanding modern design. parent companies.
India has done well so far in
The strength of Indian design The design industry could terms of producing international
stems from its deep cultural broadly be categorised in three: quality designers. While qualified
roots and its growing economic in-house design teams, design designers are few, the quality of
position. The power of design in businesses and freelancers. designers and quality of training
an Indian context is magnified A large number of businesses is high.
with the large population that have in-house design teams and
absorb most available design The majority of design users
needs design solutions. Beyond
talent. Few design businesses are big businesses who absorb
aesthetics, design has the power
have managed to scale up. A a large number of design
to bring change in the lives of
significant number of designers graduates. Most small or medium
people and be an integrator of
work as freelancers or essentially sized enterprises (SMEs) lack the
values, aspirations and culture.
single person operations. These resources or understanding of
India has a vibrant design freelance designers work with the value of design as a source
industry and an ever-increasing design businesses, as well as of competitive advantage.
number of design users backed in-house design teams. They also Design is yet to reach small and
by a strong platform of design have few fixed clients on retainer medium sized enterprises. As
education. Indian designers are basis and collaborate with larger the emphasis for many Indian
an eclectic mix of talent, insight teams in order to cater to bigger businesses shift from low cost
and experience. Design in India clients. To cater to freelancers, production to original new
has matured over the years and collaborative and co-working offerings, design is being seen
continues to grow from strength spaces focused on design like in a new light, as an agent of
to strength. Think Space, Daftar, and Beehive change.
have come up in major Indian
Most design firms do well and cities. India still has some way to go
have a firm customer base, in developing an understanding
developed through personal In India, there is no standard and appreciation of design and
relationships rather than any definition of the term inculcating design culture among
overt marketing or business ‘professional designer’. In addition its people. India needs to make
development activities. Majority to the designers qualified conscious efforts to enhance the
of design service companies through the number of design global competitiveness of Indian
are small one- to five-people programmes, there are also a industry through design.
The Future of Design Education in India 9
The Indian Government is to a large number of well-known have a “design enabled Indian
promoting and supporting design Indian companies. industry” which could impact both
through setting up design clinics the national economy and the
and establishment of four new The concentration of design quality of life in a positive manner.
NIDs. The Government is also companies in Bangalore and The national design policy can
open to international mentoring Pune is due to the presence be accessed at http://dipp.nic.in/
and support for the NID. of technology companies English/Policies/national_design_
who are active design users. policy.pdf
Multinational corporations view These two cities offer good
India as a large, untapped market standard of living, good climate, India Design Council
for trading their goods and an experimental, culturally To implement the provisions of
services. They understand that active society and a complete the National Design Policy, the
success elsewhere would not ecosystem for design including government established India
necessarily translate to success design firms, design users, Design Council in 2009. India
in India without understanding educational institutions and an Design Council is an autonomous
the complexities of the market enabling environment. Mumbai body of the Government of India,
and sensibilities of the people. and Delhi are natural destinations established under the aegis of
Global corporations are willing for design companies as they the Department of Industrial
to work with Indian designers host top Indian corporations from Policy and Promotion, Ministry
to understand the local market, diverse segments and offer a of Commerce and Industry. India
which puts the spotlight on well-developed market for design Design Council is a strategic
design industry. services. The presence of leading body for multi-disciplinary design.
design education institutions in It envisions making the Indian
Major Indian organizations like these cities is also another reason industry a design-enabled one.
Tata Group, Tata Consultancy for concentration of design More information about the India
Service, Indian Space Research companies in these cities and Design Council is available at
Organization, automobile vice versa. www.indiadesigncouncil.org.
companies operating in India
and many others have embraced National Design Policy Four new NIDs
design successfully in their Realizing the increasing As a part of the National Design
products. Many others like GVK importance of design in Policy, four new National
Industries, Titan, Art d’inox, Ergo, economic, industrial and societal Institutes of Design are planned
Future Group, Ginger Hotels, development and in improving
Godrej Interio, Larsen & Toubro, quality of products and services,
Nirlep and Philips use design as a the Government of India adopted
differentiator to gain competitive the National Design Policy in
advantage. 2007 through broad consultations
with all stakeholders involved.
There is a major concentration
The vision behind initiating the
of design companies and design
“National Design Policy” was to
institutions in the four urban
areas—Mumbai, Delhi, Bangalore
and Pune. All these cities are
industrially active and are home
10 The Future of Design Education in Indiain Vijayawada in Andhra Pradesh, Industrial Design, Communication and niftier products or services
Kurukshetra in Haryana, Bhopal Design and Textile & Apparel capable of being marketed and
in Madhya Pradesh and Jorhat in Design. sold. The first and only design-led
Assam. business incubator in the country,
National Design Business NDBI supports designers in their
In 2015, NID, Vijayawada started Incubator (NDBI) quest to turn ideas and concepts
its academic programmes with NDBI is an initiative of NID, into successful competitive
undergraduate programmes in Ahmedabad, set up with the businesses and provides an
Industrial Design, Communication support of the Department environment where they can
Design and Textile and Apparel of Science and Technology, develop the essential business
Design. In its first year, it received Government of India, New Delhi. management skills and systems
793 applications for 60 seats The mandate of NDBI is to nurture that enable them to grow. More
and in 2016-17, applications a culture of entrepreneurship details can be found at http://
increased to 3,507, including two in the creative minds of young www.ndbiindia.org/
international candidates. NID, designers, so that they can
Kurukshetra has commenced its shape their ideas into newer
first academic year of 2016-17 in
The Future of Design Education in India 1112 The Future of Design Education in India
DESIGN EDUCATION IN INDIA
The Origins Art, which was established in to initiate this programme, in
Design education in India 1935, is said to have laid down addition to university affiliation.
celebrated its golden jubilee in the foundations for Graphic
Design in India. The Growth
2011. Since its advent 55 years
ago, it has been growing at a The choice of courses in design
In 1958, the Government of India and the number of students
steady rate. Till about 2004,
invited Charles and Ray Eames interested in pursuing design
design education was imparted
to make recommendations course are both on the rise.
by a handful of institutions.
for a training programme to Growth in institutions offering
All these institutions were
support small industries. Their design education can be
Government owned. Most of these
recommendations resulted in attributed to the low barrier of
institutions were not stand-alone
the ‘India Design Report’. Based entry to setup a design institution.
design institutions, but a part of
on their report in 1960, the
a large technical institute. For
Government set up National NID conducts a national entrance
a number of years, the National
Institute of Design (NID) at examination for admissions. The
Institute of Design at Ahmedabad
Ahmedabad. The institute number of students appearing
was the only stand-alone design
started with programmes in for this examination has been
education institution. In 2004, a
Industrial Design and Visual growing exponentially year after
few institutions from the private
Communication. This was followed year. The number of applicants
sector entered the field of design
by setting up of the Industrial for Bachelor of Design (B.Des.)
education. Since then, there has
Design Center under the aegis of programmes was 10,451 for
been an exponential growth in
the Indian Institute of Technology 100 seats. For Master of Design
design education in India. Today,
(IIT), Bombay in 1969. Both these (M.Des.) programmes, the number
this number has grown to more
institutions carried the mantle of of applicants was 9,200 for 275
than 70 institutes teaching design
design in India in the modern era, seats for the academic year
at various levels.
followed by many others. beginning 2016.
The British had set up the first art
The Indian design education Source: Director’s Office, NID
college in India during their rule.
system offers diverse
Dr. Alexander Hunter founded The Potential
programmes, including certificate,
an art school in Madras in 1850
diploma, under-graduate and Presently there are 33.27
as a private enterprise. In 1854,
postgraduate programmes million students enrolled in
the School of Industrial Art was
in diverse design disciplines. the Indian higher education
started in Kolkata, followed by
After starting with the core system at the gross enrolment
Sir JJ School of Art in Bombay
design disciplines, many design ratio (GER) of 23.6 (calculated
in 1857 and Jeypore School of
institutions have started to offer for 18-23 years age group).
Industrial Art in 1866. It was with
distinct and specialised design 79.9 per cent students are
the advent of these institutions
programmes, like “Applied Arts” enrolled in programmes at the
that commercial graphics got
within graphic design. Applied undergraduate level and 11.45
introduced in the Indian system.
Arts is a four-year programme per cent students are enrolled in
Sir JJ School of Art started as an post 12 years of the school postgraduate level programmes.
Arts and Crafts institution and education and it is mandatory Distance enrolment constitutes
initiated architecture in 1900. to have approval from All India 11.7 per cent of the total
The department of Commercial Council for Technical Education enrolment in higher education.
The Future of Design Education in India 13Source: All India Survey on the present 23.6 per cent (http:// Chamber of Commerce and
Higher Education (AISHE) www.ibef.org/industry/education- Industry of Valenciennois
2014-15 - http://www.aishe.
sector-india.aspx). By 2030, the (CCIV) and offers
gov.in/aishe/viewDocument.
action?documentId=206 GER is expected to be 45 per programmes in the areas
cent meaning an opportunity of Animation, Gaming and
The market for education in India space of 63.9 million students. Industrial Design.
was about US$ 100 billion in • Ecoleintuit.lab was setup
2015-16 and is projected to reach The middle class is critically
in Mumbai in collaboration
US$ 116.4 billion in 2016-17. The aware that education is the only
with French institute intuit.
higher education contributes 59.7 means to meet their aspirations
lab. They are offering
per cent of this market size and at for formal jobs, home ownership,
programmes in Graphic
current spend is about US$ 6.78 and economic security. The
Design and allied areas.
billion, and is expected to grow rise of middle class in India has
been a phenomenon driving the • ISDI, Mumbai was setup in
at an average annual rate of over
overall economic growth and collaboration with Parsons,
18 per cent to reach US$ 34.12
consumption in India. A large the New School for Design
billion in the next 10 years.
section of the Indian population is and offers programmes in
Source: http://www.ibef.org/industry/ upwardly mobile and moving from Communication Design,
education-sector-india.aspx lower income category to middle Product Design, Interior
class, from middle class to upper Design and Fashion Design.
The National Sample Survey Office
middle class and so on. The size • GD Goenka School of Fashion
(NSSO) reported that the average
of the middle class is expected to and Design has collaborated
annual private expenditure for
be more than one billion by 2025. with Politecnico di Milano.
general education (primary level
They offer programmes
to post graduation and above) Given the positive demographics, in Fashion Design,
has shot up by a staggering 175 rising awareness about the Communication Design,
per cent. During the same period, importance of education, Interior Design and Product
the annual cost of professional openness to explore and pursue Design.
and technical education has alternate careers and the
increased by 96 per cent. • Pearl Academy with
propensity to spend more on
campuses at Delhi,
higher education, the design
By the year 2030, India is Mumbai and Jaipur, offers
education sector in India will
expected to be the most undergraduate programmes
be extremely attractive in the
populous country. The population in collaboration with
coming years.
aged between 18 to 23 age group Nottingham Trent University,
is estimated to be 142 million by UK and postgraduate
International Collaborations
2030, which would approximately programmes in collaboration
There are now a good number with Domus Academy.
be 10 per cent of the total
of design schools, which were
population (Higher Education
started with international
in India: Vision 2030 by Ernst &
collaboration and many more are
Young).
coming up. Some examples are:
The aim of the government is to
• DSK Supinfocom was set up
raise its current gross enrolment
in Pune in collaboration with
ratio to 30 per cent by 2020 from
14 The Future of Design Education in India• MIT Institute of Design in As a result, most of the design Universities coming into existence
Pune runs a franchised institutions in the country are not through state legislative action
fashion design programme able to grant degrees even if they are known as state universities
with University for the offer degree level instruction. and have specific geographical
Creative Arts, UK. boundaries specified in the
In India, a university can come legislation. The state universities
Accreditation into existence only by an act are the backbone of the Indian
Design education in India lacks of legislature. The powers higher education system. The
coherent structure because of legislature cannot be state universities have colleges
of the lack of well-articulated delegated to the executive of affiliated to them, which
accreditation or affiliation the government. As such, the perform the role of imparting
procedures. There is no national universities coming into existence the education to the enrolled
accreditation body to accredit via a central legislative action are students, whereas the role of the
design programmes. Most of the called the central universities. The university is to determine the
state universities do not have central universities are not bound curriculum, conduct assessments
design programmes for which by geographical constraints, and grant degrees. Some states
they can affiliate colleges. As unless so specified in the permit establishment of private
such, it is not possible for an legislation. universities. These private
entity to go and seek affiliation universities come into existence
and hence grant a degree in by a specific act passed in the
design. Only a university is state legislature. The private
permitted to offer a degree. university is specific to a
particular location and cannot
operate anywhere else. It has all
the powers of a university, except
The Future of Design Education in India 15that they cannot affiliate any and to satisfy the conditions they are in need of a partner
college under them. as specified by the University through which its students could
Grants Commission–Promotion get degrees. It is to be noted
A deemed university is a and Maintenance of Standards of that most of the autonomous
university, which is permitted by Academic Collaboration between institutions, though not formally
the University Grants Commission. Indian and Foreign Educational accredited, offer degree level
A deemed university status is Institutions Regulations, programmes, which call for a
granted to an existing affiliated 2016 (http://www.ugc.ac.in/ diligent evaluation of individual
college, which satisfies the norms ugc_notices.aspx?id=1437). It cases.
laid down by the University specifies criteria and conditions
Grants Commission. The status for foreign educational According to the Ministry of
of deemed university is granted institution collaborating with an Human Resource Development
for specific domains of study and Indian educational institution. (MHRD) data of 2010, there are
can be expanded later through These norms are intended 631 foreign education providers
an approval process. A deemed for collaborations leading to operating in India. The majority
university is also limited to a awarding of a degree and does of these providers are offering
specific location, which can also not preclude other forms of programmes in the domain
be expanded through a laid down collaborations between Indian of business management and
process. A deemed university and foreign institutions. hotel management. About 440
does not have the powers to providers are functioning from
affiliate a college under it. Of the different types of their home campuses and 137 are
universities, private and deemed operating though collaboration
Norms for International universities are comparatively with Indian institutions.
Collaboration better for cooperation as they
have smaller structures, more Source: Two Hundred Thirty
For the purpose of joint degree/ Seventh Report on The Foreign
dual degree programmes, nimble management and ease Educational Institutions Bill 2010,
cooperation with a university of adapting their curricula to Parliament of India, Rajya Sabha –
(central, state, private or the mutual requirements of http://www.prsindia.org/uploads/
deemed) is well suited due to a partnership. Autonomous media/Foreign%20Educational%20
Institutions%20Regulation/
their ability to offer degrees institutions are well suited
Foreign%20Universities%20Bill%20_
for twinning programmes as SCR.pdf
The discussion about allowing
foreign universities to set up
campuses in India and to operate
16 The Future of Design Education in Indiain India has been going on 3. facilitating their entry by are offered at IDC, IIT Bombay;
for a long time. The previous tweaking UGC and AICTE Centre for Environmental
government at the center regulations on twinning Planning and Technology (CEPT),
proposed a Foreign Educational arrangements between Ahmedabad; Centre for Product
Institutions (Regulation of Entry Indian and foreign institutions Design and Manufacturing,
and Operations) Bill, 2010, to permit joint ventures. Indian Institute of Science,
which eventually lapsed with the Bangalore; Department of
The report has observed that
dissolution of the 15th Lok Sabha. Design, IIT Guwahati; Department
foreign universities will help
of Design, IIT Hyderabad and
National Institution for meet the demand for higher
Design Programme, IIT Kanpur.
Transforming India (NITI Aayog) education in the country, increase
Srishti School of Design offers
is a Government of India policy competition and subsequently
Ph.D. programme in design as
think-tank established by improve standards of higher
a research center of Manipal
the government with a stated education.
Academy of Higher Education,
aim to foster involvement and wherein the Ph.D. is awarded
Qualification Progression
participation in the economic by Manipal Academy of Higher
policy-making process by Design education scenario in Education.
the state governments of India. India lacks opportunities for
The Prime Minister serves as progression from bachelor’s Research and Faculty
the ex-officio chairman of this to master’s level and from
Published research in the field of
body. master’s level to Ph.D. Most of
design in India is miniscule and
the postgraduate programmes
publications by faculty are rare.
In June 2015, the Prime Minister are essentially after-graduate
There are no design research
held a meeting with officials from programmes. This means that
journals that get published in
the NITI Aayog, MHRD, UGC and at the postgraduate level,
India. Barring a few exceptions
commerce ministry to discuss instead of offering instruction
there have been no conferences
transforming India into an Asian that is advanced in nature as
held in India where papers are
higher education hub. In April compared to undergraduate
invited, peer reviewed and
2016, the NITI Aayog submitted level, instruction offered is similar
then published. There is no
a report to the Prime Minister’s in content to undergraduate
central body which looks after
Office in favour of inviting foreign programmes. The eligibility for
design education. As such, the
universities to setup campuses admission to these postgraduate
funding for research is limited
in India. It has suggested three programmes is “any graduation”.
to individual institution’s internal
routes to permit entry of foreign Hence, the postgraduate
resources. There is also a lack
education providers: programme does not build on
of awards and recognitions for
the knowledge acquired by the
1. a new law to regulate the faculty in design.
student during undergraduate
operation of such universities studies. Rather, it starts with A noticeable trend is recruitment
in the country fundamentals of design and of full time, visiting and adjunct
2. an amendment to the UGC covers the undergraduate international faculty in design
Act of 1956 and deemed programme content in two instruction.
university regulations to years. There are only a few
let them in as deemed Ph.D. programs in design in
universities and India. Ph.D. programs in design
The Future of Design Education in India 17State of Design Education
The Survey
We sent the survey to 66 design cent respondents) about institutions reported to
education institutions across design education and design have international students
the country. The findings of careers and employment studying with them.
this section are based on the opportunities (70 per cent
33 responses received. We respondents). Design Faculty
have taken weighted averages. • When asked if it was easy to
The percentages mentioned Employment Opportunities recruit skilled and motivated
are rounded off to the nearest • All respondents agreed faculty to teach, 42 per
decimal. that the employment cent said it was difficult, and
opportunities for design 48 per cent felt that it was
33 per cent respondents were students have significantly slightly difficult.
private institutions, another increased. 87 per • 68 per cent of the design
34 per cent government cent reported that the institutions expressed that
institutions, 21 per cent were employment opportunities availability of qualified faculty
private universities or deemed have increased for the was a problem, with 26 per
to be universities, 9 per cent bachelor’s degree students cent stating that it was a
were institutions affiliated to a and 78 per cent reported the serious problem, whereas
university and 3 per cent were in same for the master’s degree the other 42 per cent stated
the others category. A majority of students. that it was a problem. 32
the respondents at 33 per cent
per cent of the design
have been operating for more Key Influencing Factors
institutions did not think that
than 15 years.
• When asked about the finding qualified faculty was a
key influencing factors, problem.
Growth
institutions reported that
• In response to a question • The salaries of design faculty
use of ICT in teaching,
on increased interest are becoming competitive.
research and management
and demand for design The entry-level salaries are in
(83 per cent respondents) is
education, all respondents the range of INR 40,000 (GBP
a major influencer, followed
were enthusiastic about 490) to 50,000 (GBP 612) per
by internationalization (72
steady increase in numbers month, whereas faculty with
per cent respondents) and
of applicants since 2010, two to five years experience
growing competition (65 per
with 87 per cent reporting earn between INR 60,000
cent respondents) as the
that they expect the trend to (GBP 735)–70,000 (GBP 857).
important influencing factor.
continue in the future. • Salaries range from INR
• 64 per cent respondents
• 73 per cent respondents 70,000 (GBP 857) –
attributed development of
reported increase in 100,000 (GBP 1,225) for
courses to new research.
undergraduate enrolments faculty with five to ten
On the question of whether
and 81 per cent reported years of experience, with
research plays a more
increase in postgraduate a good number of design
important role than teaching
enrolments. institutions paying over
for the career development
INR 200,000 (GBP 2450) to
• The two key reasons for of young academics, the
faculty with more than 10
increase in enrolment is opinion was equally divided.
years of experience.
improved awareness (89 per • Half of the surveyed
18 The Future of Design Education in IndiaStudent Pathways businesses, with SMEs • The method of peer
• One third of students employing about 17 per cent feedback is employed
graduating from design of the students. 13 per cent only by 50 per cent of the
schools become of the graduating students institutions and 35 per cent
entrepreneurs, with 13 per work for individuals, 9 per of them have plans to start.
cent reported to be starting cent work for public sector • Majority of the institutions
an independent design and 8 per cent join academic have developed the learning
consultancy, 9 per cent institutions. outcomes for their courses
start their own business • In the master’s programme, and a small percentage of
and 11 per cent operate as 78 per cent of the enrolled institutions plan to develop it
freelance designers. students are from disciplines in the near future.
• 56 per cent graduating other than design. Only 35 • Almost all institutions
students go on to work in per cent students pursuing use information and
the industry and 10 per cent master’s programmes communication technology
enter academia. 73 per cent possess bachelor’s degree in for delivery of their courses.
students leave the institution the same design discipline. They support problem based
after completing their learning and encourage
Teaching and Learning
programme, whereas 15 per peer learning amongst their
cent students continue in the • Design institutions in students.
same institution to pursue India are keen to enhance
• Small group teaching is
master’s courses. teaching through faculty
used by 70 per cent of the
development programmes to
• Industry sectors of institutions across all their
enhance teaching skills. 75
transportation, business programmes whereas the
per cent design institutions
and financial services, remaining use it in specific
offer compulsory courses to
entertainment, retail, departments.
faculty to enhance teaching
consumer goods, luxury • 85 per cent collaborate with
skills. Nearly all of them
segment, telecommunication, other educational institutions
maintain a portfolio of faculty
manufacturing and and 90 per cent collaborate
documenting their teaching
publishing are the leading with non-academic partners
practices. 60 per cent of the
industry sectors that employ as necessary. 75 per cent
institutions recognize good
design students. of the institutions support
teaching by way of annual
• 57 per cent of the students awards, career progression internationalization to
find employment with and other such incentives. enhance learning and
large and medium sized teaching.
The Future of Design Education in India 19Online Learning developing a strategy per cent with France, 26 per
• Online courses are offered or having it as a general cent with Germany and 21
by 40 per cent of the provision. per cent with Finland.
institutions and 30 per • 80 per cent confirmed to • The first preference for
cent of them offer blended have collaboration with Indian students wanting to
learning approaches. A small universities/institutions study abroad is the USA
percentage of institutions outside India. United followed by the UK. Italy is
use MOOCs as a part of their Kingdom followed by United the third choice.
course work. Less than 30 States of America, Italy and • The main motivation
per cent institutions provide Netherlands are the favoured for students to choose
online learning with other countries. 79 per cent of an international study
higher education institutions. them are collaborating with destination is availability of
universities in UK, 68 per a wide range of schools and
Internationalization cent with universities in USA, programmes and high-quality
• On internationalization, 70 47 per cent with universities higher education system.
per cent of the respondents in Italy and 37 per cent with
stated that they have an universities in Netherlands. • Availability of funds and
internationalization strategy 37 per cent institutions scholarship schemes is also
in place, with the rest either are collaborating with an important contributing
universities in Australia, 37 factor in decision-making.
High tuition and living costs
act as a barrier in choosing
an international destination
and is a critical factor in
decision-making.
20 The Future of Design Education in India• Design institutions actively challenging and 44 per cent any interest in Latin America
pursue different initiatives found it to be somewhat and a miniscule number of
and activities to support challenging. Interestingly, people mentioned China and
internationalization. The legislative barriers were Africa. Asia and Australia/
most preferred form of reported as somewhat New Zealand were cited by
internationalization is student challenging by 53 per cent of 23 per cent and 32 per cent
exchanges, student work the institutions. respondents respectively.
placement and summer • Major challenges were
school partnerships. 62 Industry – Institute
sustainability of funding
per cent respondents mentioned by 55 per cent
Cooperation
reported to have strategic respondents followed by 47 • Majority of the design
partnerships with foreign per cent citing differences institutions were satisfied
institutions, 38 per cent in fee structure between with the support received
offer twinning programmes partner institutions as a from the industry. 26 per
at the bachelor’s level and challenge. On the aspect cent were completely
19 per cent offer twinning of quality assurance, 56 satisfied and 58 per cent
programmes at the master’s per cent felt that it was were quite satisfied. They
level. somewhat challenging and felt that the industry was
• 50 per cent institutions 33 per cent felt it was not at interactive and proactive
engage in staff exchanges all challenging. and offered strong support.
and have capacity building Institutions expected
• The good news is that
projects as a form of industry collaboration for
institutions do not find
internationalization. All agree new product development,
student interest in
that internationalization has opportunities for internships,
international aspects of
contributed to improved projects, industry visits for
their programmes to be
teaching and learning at their students and other activities
a concern. 33 per cent
institution. In their opinion, related to education and
institutions found it to be
staff and student mobility research.
not at all challenging and 44
contributes significantly per cent thought it was only
towards teaching and Reactions from Design
somewhat challenging.
learning enhancement. Institutions
• On the question of the
Collaboration in teaching While expressing their views
preferred geographies
and learning, international about the Indian industry, design
where institutions would
students and international institutions said that increased
like to develop their
staff are other important spending power and a growing
international cooperation,
contributors to enhanced middle class that is savvy about
an overwhelmingly 91 per
student learning experience. design trends and concepts has
cent respondents mentioned
• While discussing the main led to a greater acceptance of the
European Union, followed by
challenges in pursuing value of design. The rise of Indian
77 per cent choosing USA/
internationalization, 44 per design is attributed to more
Canada as their preferred
cent of the institutions found awareness and consciousness of
choice. United Kingdom was
integration of programmes the value of good design.
the choice of 64 per cent
into institutions is not institutions. No one cited
The Future of Design Education in India 21Design institutes are now choice and flexibility to student means that efficiencies will have
gradually being recognised aspirations. to be developed to deal with this,
as incubators and academic while still upholding standards of
partners by the industry. The With changing times, design quality. Employability needs to be
industry wants to engage design education in India needs to reconsidered as many colleges
schools in active research for new evolve to the next level to meet are focusing largely on skills or
products/value chain and sponsor the expectations of both the software knowledge, when in
specialist projects. learner and the industry. The reality, it needs to be much more
challenge is to move to a more than that.
Infrastructure and facilities at the holistic, multi-disciplinary design
design schools have improved education to create design Collaborative programmes
considerably in the last six professionals who can position with engineering, technology,
years. Academic staff strength design more strategically as science, management, medicine,
has grown in number with an integration of the aesthetic, etc. will need to be developed.
younger faculty joining. Faculty business, technological and Interdisciplinary approach is of
recruitment remains a challenge sociological concerns. Another prime importance. Flexibility and
and as a result, institutions are key intervention needed is to choice are hallmarks of millennial
recruiting international faculty embed design in the teaching and aspirations, as increasingly
though, the numbers are still learning of other disciplines and students will not accept unilateral
small. capabilities, such as in business approach to design education.
and engineering schools, and Design schools will have to be
Efforts to enhance design introduce it early in secondary proactive and create flexible
curriculum are being made, but schools. curricula to address this.
not uniformly across institutions,
as some remain in traditional The number of design students
silo-based thinking. Increasingly, is rapidly increasing as design
we are seeing a convergence of becomes more accepted as
technology, design thinking, user a career choice for parents,
centered design and experience who still influence student
design. Global design thinking in aspirations and decisions. Quality
the curriculum and international is improving, but at a slow pace.
benchmarking of curriculum is Students are also less prone to
now being emphasised. Various study in depth, research, and read
new programmes are being text, but this is a generational
formulated and multi-disciplinary phenomenon, for which
design education is evolving. educators need to adapt.
Collaborative trans and inter/
multi-disciplinary approach to Quality of design education will
curriculum framework is the have to be maintained at a larger
need of the day. Curricula will scale, because design education
have to be designed to be is likely to explode. The market is
more interdisciplinary and less huge and the number of students
compartmentalised to allow more will grow exponentially, which
22 The Future of Design Education in IndiaIndustry Viewpoint
The Survey
The Recruitment Scenario respondents had a preferred for reasons of affordability.
• The recruitment scenario list of institutions from
which they would prefer to Skills within Design
in India is positive, as 67
employ, while the balance Graduates
per cent of the industry
respondents confirm 50 per cent did not have a • A significant number of
that they have recruited list of preferred institutions. respondents said that design
designers in the last three The reason for preferring graduates possessed good
years and plan to recruit a particular institution verbal communication skills,
more. 58 per cent of the is recruiter loyalty to but score low on written
respondents feel that design institutions where they communication proficiency.
graduates recruited in the studied.
• 67 per cent of them said
last three years come with that the design graduates
Industry Institute
requisite skills to work. were capable of developing
Collaboration
There is not much distinction professional knowledge and
in terms of preference • Few industries frequently skills, but not for taking up
for recruitment amongst collaborate with design research.
bachelor’s and master’s level institutions. There are about
• On analytical and problem
students though the balance 17 per cent respondents,
solving skills, there was a
tilts in favour of bachelor’s who stated that they never
divergence of opinion with
degree holders. Perhaps worked with any design
58 per cent reporting it
this is because the number institution. Most responded
as low or very low and 42
of available bachelor’s level saying that they collaborated
per cent saying it was high.
design graduates is more. with design institutions
Similar results were reported
infrequently, yet nearly all of
• The key driver for for capacity to synthesize.
them felt that collaborating
recruitment is actual and • 75 per cent of the
with design education
anticipated growth in respondents felt that the
institutions was important.
business. The challenge graduates were narrowly
for industry, however, is • The barrier to collaboration
focused and low on general
shortage of designers with design education
knowledge.
with relevant skills and institutions is lack of time
for 70 per cent of the • Opinion was divided on the
capabilities and competitive
respondents and 30 per graduates’ ability to develop
starting salary. 41.67 per
cent claimed that they had new, innovative ideas,
cent companies said that
never been asked. Nearly directions, opportunities or
employing graduates from
all industry respondents improvements to products
high-ranking institutes was
said that they provided paid and processes, with 50 per
important for them whereas
internships while 8 per cent cent respondents reporting
33.33 per cent companies
said they did not provide it to be high, 33 per cent
did not think it was important
internships. 75 per cent said stating it to be low and 17
at all and only 16.67 per cent
that there were no barriers per cent stating it to be very
companies gave importance
to providing internships. low. 83 per cent respondents
to graduates from high-
Those who did not provide reported a lack of leadership
ranking institutes.
internships could not do so and managerial skills, 75 per
• 50 per cent industry
The Future of Design Education in India 23cent were not satisfied with cope with work pressure and that Indian graduates were
the capacity of graduates to stress was experienced as not good as graduates from
work independently. low, whereas opinion about other countries, whereas
• Industry respondents were ability to think critically, 18 per cent felt that Indian
satisfied with ability of the creatively and reflectively graduates were not as
graduates to collaborate was tilted towards low. good as design graduates
and work in teams and had from other countries and
Comparison of Design 9 per cent felt that design
a divided opinion about
their understanding of
Graduates graduates from India were
professional ethics and • According to 45 per cent slightly better than design
social responsibility. Time Indian design companies graduates from other
management skills were who participated in the countries.
stated to be low by 68 per survey, Indian design
graduates were about same Additional Training
cent of the respondents.
Capacity to be flexible and as graduates from other • 75 per cent of the industry
adaptable and ability to countries. 27 per cent said respondents confirmed
that they provide
24 The Future of Design Education in Indiaadditional training or other Mentoring at various stages design details, actual functioning
professional development of the design process, of new designs and very little
opportunities to graduates from ideation and research design mentoring. They feel that
in their first year of to client meetings and Indian design school facilities are
employment. The training costing is provided to the inadequate compared to design
areas mentioned were graduates in their first year schools abroad.
wide ranging and included of employment.
research methodologies, The respondents think that
problem identification, Reactions from the Design curriculum needs an overhaul
conceptual development, Industry to make it more relevant for
specific software skills, Industry respondents think that innovative thought process and
renderings, presentation India has good design schools, practical outcome. It could be
slide preparations, quick but there is a shortage of good intensive and demanding, with
mock-ups, time management, faculty with industry experience. more faculty-student interaction.
quality of deliverables, Industry rues the lack of facilities The respondents expect design
creative problem solving and interest among the staff and education to be offered in smaller
skills, project management students to explore real materials, specialised focus areas that cater
and professional practice. to specific industry verticals.
The Future of Design Education in India 25Design Education Initiatives
Design Innovation Centers Design Education Quality sector, and at all levels of higher
Mark education qualifications.
Ministry of Human Resource
Development has announced The India Design Council has The Design Education Quality
a National Initiative for Design evolved a quality code for setting Mark has been formulated
Innovation. Under this initiative, and maintaining academic with the main idea of creating
20 new Design Innovation standards, programme design a comparable, compatible,
Centers (DIC), one Open Design and approval and programme coherent and recognizable
School (ODS) and a National monitoring and review for design system of Design Education within
Design Innovation Network education institutions in India. the framework of Quality Code.
(NDIN), linking together all It has also evolved a Higher
these schools, would be set up. Education Review Process to The Quality Code and the
ODS would ensure maximum implement the benchmarking Quality Mark will ensure a quality
reach of design education system in adherence to the design education system within
and practice in the country quality code. the country, promote mobility
through various collaborative of students nationally and
education programmes (linking The India Design Council has internationally, introduce a credit
a broad spectrum of educational collaborated with the Quality system for the assessment of
institutions) and free sharing of its Assurance Agency for Higher study performance and recognize
courseware through the Internet. Education, UK (QAA). The British levels of qualification offered by
Council in India helped and the design educators.
NDIN would be a network of supported this collaboration.
design schools that work closely The Design Education Quality
with other leading institutions The India Design Council believes Mark will:
of industry and academia, in the principle of institutional
NGOs and government to autonomy and, as such, believes • help to promote confidence
further the reach and access of that the primary responsibility of students, parents,
design education, to promote for quality assurance in higher employers and society in the
design innovation in all sectors, education lies with each quality of design education
and to develop wide-ranging institution itself. The Quality • assist design institutions in
collaborative projects between Code represents this underlying enhancing the quality of their
institutions. ODS and NDIN would principle and will serve as an programmes
also raise the standards of agreed point of reference for
• improve the quality of
design education and innovation continuous enhancement and
academic programmes
in the country through various for aspiring towards international
for students and other
initiatives, including the creation best practice. It represents a
beneficiaries of design
of fabrication labs and digital system that is reasonable, reason-
education
media zones across educational based, and peer-sanctioned.
institutions on a large scale. More • ensure that there is clarity
information about this initiative The Quality Code and the review and transparency in quality
can be accessed at http://mhrd. process are applicable to all kinds assurance processes and
gov.in/national-initiative-design- of design education institutions, outcomes
innovation-0 whether from public or private • encourage a culture of
quality improvement
26 The Future of Design Education in IndiaYou can also read
