Education technology finds a separate place in National Policy of Education (1986). There are several statements spread over different chapters in the NPE 1986 and Programme of Action which establishes beyond doubt that education technology is an inseparable component of education and training. This is more true in case of Technical Education System because it bolds the direct responsibility of concretizing the vision MHRD 2020: "To develop and nurture a Technical Education System in the country which would produce skilled manpower of the highest quality comparable to the very best in the world and in adequate numbers to meet the complex technological needs of the economy: and would provide the nation a comparative advantage in the creation and propagation of innovative technological solutions and in the development of a technological capacity of the highest order, both of its application in economic development of a technological capacity of the highest order, both of its application in economic development of the country and for becoming a major supplier of technology and technological services in the world". India is shinning with development of the people, education, business, industry and its overall economy to emerge as a developed nation within a decade or so. Quality of products and services has become a practicing reality, in addition to a marketing niche to survive in the existing competitive environment. Technical Education system of India cannot be an exception in such a fast growing economy and is severely experiencing the paradigm shift from "the Quantity of pass-outs" to "the Quality of pass-outs". Educational planners such as: MHRD, UGC, AICTE NBA and state govt. agencies such as DTE, UGC etc. are working hard to promote high quality and best practices in all sectors of education and training. Perhaps Quality Service is the only resort left out to ensure survival and sure growth, as technical institutions, in the longer run. It is not always essential to spend a lot of money to improve the quality of educational and training services. If one person or an institution has positive attitude of learning from mistakes or experimentations of other persons or institutions, it results into a natural savings due to (i) reduced chances of expensive mistakes and also (ii) implementation of a refined methodology evolved from a well tested practice of other institution(s). The Information Resource on Education Technology for TVET has been evolved on a similar philosophy. I am sure that it shall empower you to devise cost effective strategies, tractics and techniques for improving the quality of services of your education/training organization(S). The book is an outcome of a very long experience of the author as a technical teachers and manager member of many UNDP / World Bank assisted projects related to quality improvement and curriculum development projects in western region and north east region of India. the Information Resource (IR) on ET for TVET basically shall serve as a reference material to all managers, technical Teachers or trainers, who prefer to render an effective Educational or Training services to their customer students and trainees. The IR can be read and used in bits and pieces, in any sequence that suits best to the users. Although the IR has been written in the context of Technical Education but all other professionals shall find it equally useful in a professionals shall find it equally useful in a variety of educational/training situations prevailing in developing country. Many ideas expressed in the IR, have been borrowed from the existing theories and research work, but best contemporary practices and experiential learning by the author are the primary source sin rendering the final logical form and psychological presentation of the IR. Due to massive two parts, Part-I and IR comprises of chapters, which are more useful to the managers of the TVET system, while Part-II consists of the chapters, which can contribute, very actively in day-to-day work of the practicing technical managers, teachers and instructors. However, my personal advice to all users in that they should go through all the chapters before applying any specific ideas elaborated in a particular chapter. This shall avoid errors in interpreting the implications of the selected ideas and shall result into their effective application, I have a feeling that the IR will be equally applicable to SAARC, ASEAN, ARAB and AFRICAN Countries for enhancing their Technical Education Systems by both comparison and learning from our experiences.
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