A MINISTRY OF HRD INITIATIVENATIONAL PROGRAMME ON
EARTHQUAKE ENGINEERING EDUCATIONEXECUTED BYINDIAN INSTITUTES OF TECHNOLOGY(Bombay, Delhi, Guwahati, Kanpur, Kharagpur, Madras and Roorkee) and
INDIAN INSTITUTE OF SCIENCE, BANGALORE

Project Implementation Plan

DEPARTMENT OF SECONDARY AND HIGHER EDUCATIONMINISTRY OF HUMAN RESOURCE DEVELOPMENT
GOVERNMENT OF INDIA, NEW DELHI

August 2003

2001 Bhuj Earthquake

Contact NPEEE …
Professor Sudhir K. Jain
National Coordinator, NPEEE
Department of Civil Engineering
Indian Institute of Technology Kanpur
Kanpur 208016
Fax: (0512) 259 7866
Email: npeee@iitk.ac.in
Web: www.nicee.org/npeee

NATIONAL PROGRAMME ON
EARTHQUAKE ENGINEERING EDUCATION

Project Implementation PlanFirst Published March 2003
Revised August 2003

TABLE OF CONTENTS
Section I: Background
1.
2.
3.
4.

Earthquake Risk in India
Earthquake Engineering Education in India
Genesis of NPEEE
Other Stakeholders

1
2
2
2

Section II: The Programme
1.
2.
3.
4.
5.

Objectives
Strategy
Scope
Activities
Financial Plan

3
4
4
5
5

Section III: Programme Management
1. National Level Structures
2. Activity Level Structures

6
6

Section IV: Implementation Plan
1. Overall Framework
2. Challenges
3. Activity-wise Details
3.1 Communications
3.2 Launch Workshop
3.3 Short-Term Training
3.4 Medium-Term Training (Certificate Programme)
3.5 Laboratory Development
3.6 Library Support
3.7 International Training
3.8 International Visitors
3.9 Participation in International Conferences
3.10 Workshops, Conferences and Meetings
3.11 Curriculum Changes
3.12 Administrative Issues

8
9
10
11
11
12
13
13
14
14
14
15
15
15

Section V: Programme Monitoring and Evaluation
1. Programme Monitoring and Evaluation
2. Procedures for Monitoring16
16

Annexures
A. Seismic Zone Map of India
B. Some Significant Earthquakes in India
C. Some Important Contacts in India for Earthquake Engineering Related Issues(Other Than Academic Institutes)
D. Item-wise Budget
E. Norms for Support of Workshops and Conferences
F. NPEEE Progress Report (till August 2003)

18
18
19
21
22
23

SECTION I: Background

1. Earthquake Risk in India
Indian earthquake problem cannot be overemphasized. As per current seismic zone map of
the country (See Annex A), more than 60% of the land area is considered prone to shaking ofintensity VII and above (MMI scale). In fact, the entire Himalayan belt is considered prone to greatearthquakes of magnitude exceeding 8.0, and in a short span of about 50 years, four such
earthquakes have occurred: 1897 Assam (M8.7), 1905 Kangra (M8.0), 1934 Bihar-Nepal (M8.3), and1950 Assam-Tibet (M8.6). A recent scientific publication by Bilham et al (2001)1 warns of very
severe earthquakes likely in the Himalayan region anytime now which could endanger large
populations in India.
Earthquake engineering developments started rather early in India. For instance,development of the first seismic zone map and of the earthquake resistant features for masonrybuildings took place in 1930’s, and formal teaching and research in earthquake engineering started
in late 1950’s. Despite an early start, the seismic risk in the country has been increasing rapidly inthe recent years. Many recent earthquakes (See Annex B) have clearly underlined the inadequate
preparedness of the country to face damaging earthquakes.
Most deaths during an earthquake are caused by collapse of man-made structures.
Moreover, current scientific knowledge is nowhere close to being able to make successful short- or
medium-term predictions of damaging earthquakes. Hence, the most important step towards aearthquake-resilient India is to build capacity in our civil engineering and architecturalprofessionals for ensuring earthquake resistant constructions.
Prior to the Bhuj earthquake of 2001, common concerns regarding earthquake safety in India
included: (a) Indian codes, developed by the Bureau of Indian Standards (BIS), are not mandatory
and are only in the nature of guidelines; (b) The construction of structures as such is governed by
the municipal bye-laws, which are in the jurisdiction of the state governments; and (c) The codeprovisions for seismic design, detailing and construction have not yet been incorporated into thebuilding bye-laws. However, the situation has changed since the Bhuj earthquake of 2001. Seeing
the vast devastation in Gujarat, particularly the collapse of modern multistorey residentialbuildings, many state governments have taken steps to require compliance of earthquake codes.
However, merely passing a law or issuing an order does not ensure earthquake safety. Intention is
only one of the necessary aspects; capability to execute an earthquake-resistant building is alsoneeded. Earthquake-resistant design has its own sophistication that cannot be transferred to anengineer through training for a few hours or a few days. Thus, a sustained long-term effort isneeded to make a significant impact towards earthquake safety in our country.

1 Bilham R, Gaur V K, and Molnar P, “Himalayan Seismic Hazard,” Science, Vol. 293, 24 August 2001, pp. 1442-1444.

2. Earthquake Engineering Education in India
Formal activities in the field of Earthquake Engineering in the country were started in thelate 1950s at the University of Roorkee (UOR). The first Indian seismic code was published by the
Bureau of Indian Standards in 1962. Since then, Indian earthquake engineers have handled
numerous prestigious and challenging projects in high seismic regions of the country. However, anaverage civil engineer in the country has not been systematically brought into the agenda ofearthquake safety yet. Our engineering curricula did not incorporate components related toearthquake resistant constructions, and we did not make serious systematic efforts to ensure thatthe practicing professional engineers are trained in this subject. As a result, a typical engineer eventoday looks at earthquake engineering as an area of super-specialty to be handled only by researchersand professors. The cause of earthquake-disaster mitigation through constructions that canappropriately withstand earthquakes can be achieved only when the professional civil engineers inIndia are able to ensure earthquake-resistant constructions.
A typical undergraduate civil engineering curriculum in the county does not include any
coverage of earthquake engineering. Even at the post-graduate level, only a small fraction of
structural engineering students gets a chance to study earthquake engineering and design. This
results in most civil engineers not receiving any formal training in earthquake engineering during
the undergraduate or post-graduate studies. This anomaly needs to be corrected for a country likeours with an enormous earthquake problem.
Even if we were to implement revised curricula in our institutions with adequate coverage ofearthquake engineering principles, it may not be effective till we have sufficient number of qualified teachersof the subject, course materials, manuals, text books, etc. Hence, the entire issue of earthquake engineering
education in India is fairly involved.

3. Genesis of NPEEEIn view of the large losses during the Bhuj earthquake of 26 January 2001, Cabinet
Secretariat wrote to the Ministry of Human Resource Development (HRD) regarding training ofteachers in this subject. The Honourable Minister of Urban Affairs too discussed the matter with
the Honourable Minister of HRD. A meeting was called by the MHRD with representatives of IITs,
IISc, AICTE, etc., to discuss the matter. In the meeting, it was decided to develop a national
initiative towards this, called the National Programme on Earthquake Engineering Education (NPEEE).

4. Other Stakeholders
Earthquake safety is a very complex task and requires participation of numerous
stakeholders; academic institutions are just one of these. In order to achieve earthquake safety, thegovernment bureaucracy, engineering organisations (such as CPWD, state PWD’s, Housing Boards
and Electricity Boards), local governments and general public must work proactively in thisdirection. It is expected that the limited scope and objectives of NPEEE will act as catalysts for theother stakeholders to develop parallel initiatives relevant to their role in earthquake disastermitigation (See Annex C).

SECTION I: BACKGROUND

2SECTION II: The Programme

1. Objectives
The National Programme on Earthquake Engineering Education (NPEEE) supported by the
Ministry of Human Resource Development (MHRD) aims at developing better teachingcapabilities within the country in the crucial area of Earthquake Engineering. The country is prone
to unacceptably large earthquake risk that needs to be reduced by a variety of means. However, inany endeavour towards seismic risk reduction, the lack of adequate quality and quantity of
manpower is a major bottleneck in our country. NPEEE is meant for developing capacity within
the engineering and architectural institutions of the country in this subject. The main vehicle of thischange is the training of teachers and curriculum development.
Capacity building of teaching institutions will enable them to: (a) teach the principles ofearthquake engineering to their students, (b) provide training to the professional engineers in thissubject since most professional engineers have not studied this subject during their college days, (c)conduct research and development on problems of relevance to our country, (d) provide
consulting services to important civil engineering projects, and (e) from time to time, provide thegovernment with intellectual inputs towards technical and policy issues for earthquake safety.
India is a large country and has more than one thousand technical institutes, including the
National Institutes of Technology/Regional Engineering Colleges, which teach civil engineering1
or architecture at diploma, undergraduate or postgraduate levels. Thus, capacity building of ourtechnical education system is an ambitious project by any yardstick. The present three-year projectis a modest attempt to get the process of capacity building started. It is hoped that this phase of the
project will lay down sound foundation for a more ambitious and longer-term initiative for the
next 10 to 20 years.
This project is significant not just because of its potential towards seismic risk reduction, but
has wider implications for the technical education in India. This is the first project wherein theeight premier institutions, namely the seven IITs and the IISc, will work together for a commonand focused national cause of developing capacity in other technical institutions. It will lead tovery valuable lessons on their working together and could help evolve a viable model for moresuch future projects in diverse areas of science and technology crucial for the country. It istherefore very important that NPEEE should strive to become a role model for future suchendeavours by setting exemplary mechanisms of inter-institutional understanding andcooperation.

1 For the purposes of NPEEE, Civil Engineering Department will mean to include appropriate departments such as Structural Engineering,

Applied Mechanics, Construction Engineering, Architectural Engineering, etc.

2. Strategy
The main strategy of developing earthquake engineering education in a large number ofacademic institutes in the country is through training of teachers and curriculum changes. This will
be done through following specific activities:(a) Train teachers of engineering colleges, polytechnics and architecture colleges in the subject ofearthquake engineering(b) Provide international exposure to teachers by encouraging them to attend international
conferences(c) Provide training opportunities to a select number of teachers in international environment(d) Develop teaching aids and printed material in the subject of earthquake engineering(e) Develop library resources in the subject of earthquake engineering in a large number ofacademic institutes(f) Develop basic teaching laboratories in the subject of earthquake engineering in a number ofengineering colleges(g) Build strong academic programmes in the subject of earthquake engineering in the premierinstitutes (IITs and IISc)(h) Develop advanced teaching and research laboratories in the subject of earthquake engineeringin the premier institutes (IITs and IISc), that can also be accessed by students and teachers ofother institutes/colleges for academic purposes(i) Facilitate medium-term visit of international experts in earthquake engineering to the eight
resource institutes(j) Sensitise faculty members of engineering and architecture institutes on earthquake engineering,and different stakeholders towards Earthquake Disaster Mitigation by sharing ideas throughworkshops and conferences

3. Scope
This project is focused on training of trainers and on curriculum development, and hence
has a fairly limited scope. For instance, it does not provide resources for taking up research anddevelopment by the academic institutions in the area of Earthquake Engineering. It is hoped that
other concerned ministries such as the Department of Science and Technology and the Ministry of
Urban Development may develop similar initiatives in Earthquake Engineering.
NPEEE is also intended to act as an agent for motivating the eight resource institutes todevelop strong teaching and research base in Earthquake Engineering. In addition, it is expectedthat the eight resource institutes will give higher priority to Earthquake Engineering and related
subjects in their post-graduate programmes. Even though the focus of NPEEE is on training ofteachers, this opportunity may be used to a reasonable extent to train personnel from the industry
also. It is of course expected that the cost on industry participants will be met by the industry.
At present, there are very few scholars pursuing M.Tech or Ph.D. in Earthquake
Engineering under the Quality Improvement Programme (QIP). It is important that the QIP
mechanism be used effectively towards the objective of training of teachers in Earthquake
Engineering. This can best be done by additional number of seats under QIP for Earthquake
Engineering.

SECTION II: THE PROGRAMME

44. Activities
The following activities are included in the present phase of the NPEEE:(a) Training:
Short-term (1-4 weeks) and medium-term (1 semester) training of teachers of engineeringcolleges, polytechnics and architecture colleges will be undertaken at the eight resource
institutes.
- In the one-semester certificate programme, 100 trainees are to be trained per year for 3 years.
The duration of training is 5 months for each teacher.
- In the short term training courses, every year 350 teachers are to be trained for one week each(or a smaller number of teachers for more weeks each).
(b) Library Resources:- About 100 institutes will be provided books and publications in earthquake engineering.
- Some library support will be provided to the eight resource institutes .
(c) Laboratory Enhancement:- Modest laboratory enhancement will be taken up at ten institutes. Different colleges may
choose to enhance their equipment in different ways depending on the infrastructure
currently available with them and their long-term vision.
- Modest enhancement of the advanced teaching and research laboratories will be financially
supported at the eight resource institutes.
(d) International Exposure:- A limited number of young and deserving teachers will be deputed for international training,
up to a total of 50 man-months over a period of 3 years, in the form of working for up to six
months in an international environment, attending established courses, or research
assignments abroad.
- 50 Indian teachers will be provided partial travel grants each year to attend international
conferences to seek exposure to international state-of-the-art in this subject.
- A few international experts on the subject will be invited to the eight resource institutes forteaching, research and long-term collaborations. A provision of about 20 man-months over a
3-year period has been made.
(e) Development of Curricula:
A concerted effort will be taken up to develop curricula, teaching aids, course materials,
textbooks, manuals, and commentaries to codes.
(f) Dissemination of Knowledge:
Workshops and conferences will be organized to share ideas and sensitize different
stakeholders in Earthquake Disaster Mitigation.

5. Financial Plan
The total financial outlay for this 3-year phase of the NPEEE is Rs.13.76 Crores. Budgetary
allocations for the various activities of the project are presented in Annex D.

SECTION II: THE PROGRAMME

5

SECTION III: Programme Management

1. National Level Structures
The National Committee on Earthquake Engineering Education (NCEEE) has been formed as per
Table III.1. The NCEEE is responsible for overall monitoring of NPEEE, and coordination withother Ministries/Departments and AICTE. It also recommends allocation of funds to participating
institutes.
The NPEEE will be steered through a Programme Implementation Committee (PIC), which
is chaired by Professor Prem Vrat, Director, I.I.T.Roorkee. Professor Sudhir K. Jain, the National
Coordinator of the NPEEE, will be the Convenor of the PIC. The details of the membership of the PIC
are given in Table III.2.

2. Activity Level Structures
The PIC has formed three sub-committees for Library Support, Laboratory Development, andPartial Travel Grant for International Conferences. Details of these committees are given in Tables III.3
to III.5. In due course, more sub-committees may be appointed by the NPEEE.

Table III.1: Constitution of the National Level Committee on Earthquake Engineering Education(NCEEE)
Shri V. S. Pandey
Chairman
Joint Secretary (Technical Education), Ministry of HRD, GoI, New Delhi
Shri Pawan Agarwal
ConvenorDirector, Ministry of HRD, GoI, New Delhi
1. Two Institute Coordinators of Resource Institutes (7 IITs and IISc) by rotation.
For the year 2003:
Professor R. N. Iyengar, Department of Civil Engineering, I.I.Sc. Bangalore
Professor Ravi Sinha, Department of Civil Engineering, I.I.T.Bombay
2. Representative of the Ministry of Urban Development
3. Representative of the Ministry of Home Affairs (NDM)
4. Representative of the Ministry of Science and Technology
5. Nominee of the Chairman, AICTE
6. Professor Sudhir K. Jain, Department of Civil Engineering, I.I.T.Kanpur
National
Coordinator
7. FA (HRD) or his Nominee

Table III.2: Constitution of the Programme Implementation Committee (PIC)
Professor Prem Vrat
Director, I.I.T.Roorkee
Professor Sudhir K. Jain, National Coordinator, NPEEE
Department of Civil Engineering, I.I.T.Kanpur
1. Institute Coordinators of Resource Institutions
Professor Ravi Sinha, Department of Civil Engineering, I.I.T. Bombay
Professor T. K. Datta, Department of Civil Engineering, I.I.T. Delhi
Professor S. K. Deb, Department of Civil Engineering, I.I.T. Guwahati
Professor C. V. R. Murty, Department of Civil Engineering, I.I.T. Kanpur
Professor S. K. Nath, Department of Geology and Geophysics, I.I.T. Kharagpur
Professor A. Meher Prasad, Department of Civil Engineering, I.I.T. Madras
Professor S. Basu, Department of Earthquake Engineering, I.I.T. Roorkee
Professor R. N. Iyengar, Department of Civil Engineering, I.I.Sc. Bangalore
2. Three representatives from Other Institutions
Professor Madhavan Pillai, Department of Civil Engineering, NIT, Calicut
Professor Subir Saha, School of Planning and Architecture, New Delhi
Professor K.K.Soni, Principal-In-charge, Government Polytechnic, Ahmedabad

Table III.3: Sub-committee on Library Support
Professor A. K. Jain, Department of Civil Engineering, I.I.T. Delhi
Professor S. K. Deb, Department of Civil Engineering, I.I.T. Guwahati
Professor C. V. R. Murty, Department of Civil Engineering, I.I.T. Kanpur

Table III.4: Sub-committee on Laboratories Development
Professor D. K. Paul, Department of Earthquake Engineering, I.I.T. Roorkee
Professor Alok Goyal, Department of Civil Engineering, I.I.T. Bombay
Professor S. K. Nath, Department of Geology and Geophysics, I.I.T. Kharagpur

Table III.5: Sub-committee on Partial Travel Grant for International Conferences
Professor Prem Vrat, Director, I.I.T. Roorkee
Professor Sudhir K. Jain, Department of Civil Engineering, I.I.T. Kanpur
Professor T. K. Datta, Department of Civil Engineering, I.I.T. Delhi

SECTION III: PROGRAMME MANAGEMENT

Chairman
Convener

Chairman

Chairman

Chairman
Convener

7

SECTION IV: Implementation Plan

1. Overall Framework
Eight premier institutes (seven IITs and IISc) will be the lead resource institutes to provide
the technical know how and training to the teachers of engineering colleges/polytechnics andschools of architecture. The programme will be open to all recognized engineeringcolleges/polytechnics and schools of architecture having related academic degree/diploma
programme. A small number of teachers will also be sent abroad for training/exposure.
It is recognized that the eight resource institutes do not have the same strengths in the areaof Earthquake Engineering. Hence, these institutes may share different activities in different
proportions. Moreover, the present proposal should enable the resource institutes to at least
partially enhance their own expertise and facilities in this subject. Depending on the need and theparticipation of different resource institutions, NCEEE will allocate funds to these institutions for
activities under this scheme.
The NPEEE will be kick-started with a workshop consisting of teachers from all over thecountry to discuss the issues of Earthquake Engineering education. Workshops of smaller group ofteachers will discuss the model curricula and related issues.
The resource institutes will organize a number of short-term courses ranging from one week
to four weeks for the teachers of engineering colleges/ polytechnics and schools of architecture.
These courses will also allow participation of a limited number of working professionals.
However, the cost on training of professionals will not be borne out of the MHRD funds.
Some of the resource institutions (depending on their own manpower) will develop onesemester certificate course in Earthquake Engineering for teachers. These courses, not leading todegrees or diplomas, will be treated as the continuing education programmes, and a certificate will
be awarded to teachers on successful completion of this programme. Many teachers already have
Masters’/Doctoral degree and they may find it very suitable to go through this one-semester
programme. Moreover, it will enable colleges to develop teaching manpower in this subject in areasonably short period. Again, some participants from the industry will be permitted to attend theone-semester programme, but the cost on their education is not to be covered by the NPEEE funds.
As of now, there are many competent Earthquake Engineering experts working with someof the resource institutes. However, the number of such experts is too small for needs of a large
country such as India. This situation is particularly alarming with respect to areas of Geotechnical
Earthquake Engineering, Engineering Seismology, and Earthquake Geology. The project willencourage the resource institutes to strengthen their faculty resources so that each of the institutes
has the required critical mass to be able to play a vital role in building up the human resource andR&D in Earthquake Engineering commensurate with needs of the country. It is expected that eachof these institutions will strive to have at least the following numbers of faculty members:

: 4 to 8 faculty in Structural Earthquake Engineering: 2 to 4 faculty in Geotechnical Earthquake Engineering, and: 3 to 6 faculty in Earthquake Geology/Engineering Seismology
Barring IIT Roorkee, no other institute has such a number of faculty members in earthquake
engineering. They may gradually build up the faculty in these areas, considering that it will not beeasy to find outstanding candidates for faculty positions in the immediate future. The present
proposal does not incorporate budgets for these positions and it is expected that the Institutes
would develop this faculty strength from within their own resources.
To maintain quality and international standards in our system, it is important that adequate
exchange of ideas takes place with top international institutions. Hence, the programme also
provides support for international visitors to the resource institutions for short and medium terms,
and for travel grants for Indian academics to attend international conferences abroad. In addition,a small number of young teachers will be sent abroad to premier international institutions fortraining. This training could be in the form of established courses, or as research assignments ofsix-months duration.
The programme will support development of basic teaching laboratories at about 10
colleges. The colleges will be selected based on open competition depending on their current
infrastructure (research and otherwise), past work, and faculty resources. The programme also hasa modest provision to strengthen teaching and research laboratories at the resource institutes.
The programme will provide Earthquake Engineering books to about 100 engineeringcolleges. Again, the selection will be based on open competition. The resource institutes also will
be provided library grants to develop a strong resource base in earthquake engineering with theunderstanding that the same will be extended to other institutes.
The resource institutes may require additional infrastructure in terms of hostels, guesthouse,
office space, laboratory space, etc in order to effectively execute this project. However, it isexpected that the normal MHRD Plan Grants to these institutions will be used for this purpose,and hence, no separate budget is being provided for in the NPEEE budgets.
The initial project proposal is for the duration of three years. However, it is expected thatsuch an initiative has to run for 10 to 20 years to be fully effective. After two years, the programme
will be reviewed and a proposal will be submitted for extension after incorporating changes
considered appropriate in view of experience gained.

2. Challenges
By its very nature, the NPEEE poses a number of challenges in its implementation. The
project envisages numerous training programmes to be conducted by the eight resource institutes
for the teachers of several hundred engineering institutes. The resource institutes themselves have
limited number of faculty members in the area of Earthquake Engineering. After the Gujarat
earthquake of 2001, there is a significantly higher level of activity in this subject area and hence
most such academics currently have too much work at their hand. These training programmes will
SECTION IV: IMPLEMENTATION PLAN9

be yet another additional work for them. Hence, it is important that these resource persons feelinspired and enthused for the NPEEE and develop ownership for it.
Most engineering institutes in the country are facing a huge shortage of faculty members.
Therefore, sending the faculty members for trainings is not always convenient to the college
administrators for academic reasons. Thus, the college administrators too need to fully appreciate
the importance of this project and be enthused to have their institutes participate.
The trainees need to be highly motivated to undergo intense training. For instance, thesemester programme envisaged in the project is not only demanding in academic requirements,
but also requires the trainees to be away from their families for about five months.
In general, there can be a large variation in the quality of training. Hence, it is very
important to have suitable mechanisms for ensuring quality of the training programmes under the
NPEEE.
The NPEEE is based on numerous separate activities related to training, resource
development, laboratory development, international exposure, etc. This not only involves a
tremendous effort in administering and steering this project but also requires careful coordinationand monitoring for successful implementation.
The grant is to be spent by the eight different resource institutes, which sometimes havevariation in their internal norms for financial matters. Similarly, the programme envisages that ten
colleges will receive support towards laboratory development and 100 colleges towards library
resource enhancement. The financial management in this scenario will have its own difficulties
such as timely collection of utilization certificates.

3. Activity-wise Details
3.1 Communications
Since a large number of colleges and college teachers may be interested in the programme, agood communication system is essential for the NPEEE. The colleges should be requested to nameone individual for receiving official communications from NPEEE. An email listing of all colleges
and potential trainee faculty members needs to be developed. A web site should announce thedifferent activities from time to time. The website of National Information Center of Earthquake
Engineering (NICEE) (www.nicee.org) will be used for this purpose to save the efforts fordeveloping and maintaining a new website. An attempt should be made to develop a directory oftechnical institutes in the country with brief information about their academic programme, faculty
and other resources, and other activities connected with earthquake engineering. Such a directory
can be extremely helpful in the implementation of the NPEEE.
The PIC should meet as frequently as needed, but at least once in three months. It is
expected that initially, PIC may need to meet more often. As far as practicable, the PIC meetings
should be rotated among the eight resource institutes. This will give PIC members an opportunity
to view the Earthquake Engineering facilities and activities in different resource institutes.

SECTION IV: IMPLEMENTATION PLAN

10

3.2 Launch Workshop
The NPEEE was formally launched by conducting a one-day National Workshop on
Earthquake Engineering Curriculum: Challenges and Road Ahead held at IIT Delhi on 5 April 2003.

3.3 Short-Term Training
Short-term training is defined as that of one-week to four-week duration for which thecollege administrators may not have to relieve the trainee from his semester teaching
responsibilities. These courses can be very useful to give a first exposure to the teachers inEarthquake Engineering, as well as for higher-end specialized topics. Engineering college teachers
are often required to complete a given number of short courses before they can get a higher payscale. Hence, an effective mechanism is needed to ensure that only seriously interested teachers
undergo training under the NPEEE. A common application form will be used by all the eight
institutes for inviting applications for seeking admission to the short-term trainings under NPEEE.
To ensure highest quality of training, the resource institutes needs to be cautious involunteering to undertake training projects keeping in view their faculty expertise. For this, theInstitute Coordinators need to use utmost discrimination in forwarding the course proposals fromtheir respective institutes.
At the end of all short courses, a test will be conducted to evaluate value addition of the
training and to evaluate the suitability of the trainees. For trainings conducted under NPEEE, astandard Course Evaluation Form will be filled by each participant. Further, within a month ofcompletion of short-term training course, the course coordinator will send the following to the
National Coordinator for consideration of the PIC:(i) A complete list of all participants in the course along with their complete address andaffiliation(ii) A summary of course evaluation responses(iii) List of assessment scores in the test at the end of the course by the course participants(iv) A copy of the question paper for the test to develop a database(v) Two sets of course materials used in the course
The short courses may be divided into two categories: those at the basic level (e.g., structuraldynamics, basics of earthquake engineering, and earthquake resistant design of RC structures), andthose at the advanced level (e.g., seismic analysis of dams, and seismic hazard assessment). Bothtypes of course are needed, but in this phase of the NPEEE, more focus needs to be placed on thebasic level courses.
In general, the background and needs of the teachers from (a) polytechnics, (b) degree
institutes in engineering, and (c) colleges of architecture are different. Hence, separate courses will
be developed for teachers from these three types of colleges. However, a deserving and highly
motivated polytechnic teacher with adequate academic background will be allowed to participate
in a course meant for degree teachers.
In training programmes, some participation from the industry can be very beneficial. It will
not only help capacity building of the professional engineers, but also will add diversity to theclass and contribute to better training of teachers. Hence, the host institutes should be encouraged
SECTION IV: IMPLEMENTATION PLAN

11

to have some industry participants in the short and medium term trainings under this project.
Needless to say, the NPEEE funds should not be used to support the industry participants.
There tends to be wide variation in funds requirements under different budget heads bydifferent resource institutes and for different courses. Hence, a lump sum per trainee has been
provided to the eight resource institutes, and the institutes are to manage the course within thistotal budget. This is subject to the following limitations:(i) The lecture honorarium paid from the NPEEE funds to faculty members is not to exceed
Rs.1,000 per lecture hour.
(ii) The honorarium paid to the course coordinator towards coordination is not to exceed Rs
3,000/- from the NPEEE funds.
(iii) If necessary, an overhead of not exceeding 10% may be payable to the resource institute out of
the given per man-week budget.
A typical short course is to have a minimum of 20 and a maximum of 30 participants fromthe academic institutes. Some additional industry participants may be allowed at discretion of thecourse coordinator. Periodically, PIC should invite the course proposals from the eight resource
institutes and centrally decide the courses to be conducted.

3.4 Medium-Term Training (Certificate Programme)
Many teachers already have Masters’/Doctoral degree and may now like to develop
expertise in Earthquake Engineering. A certificate programme of one-semester duration is
expected to give them an opportunity to develop in-depth knowledge of the subject. The semesterlong training is a special feature of the NPEEE. If done right, it may contribute enormously to thecapacity building in technical education system. Besides giving training in Earthquake
Engineering, this programme will enable the participating teachers to be exposed to various facetsof academic governance and to develop perspective on technical education as a whole. The
selection of candidates to undergo the semester training will be done on the basis of merit in acentralized manner by the participating institutes.
Only those of the eight resource institutes are to undertake this component that havesufficient number of faculty with the required expertise. Considering duration of the programme,
it is important that the resource institutes provide on-campus accommodation to the trainees. The
programme will run concurrent with the regular semester in the resource institute with aminimum of 14 weeks of teaching.
The training programme will include post-graduate level courses to be taught in the usual
manner plus a self-study project. The courses will include the usual homework assignments,
quizzes, mid-semester examinations and the end-semester examination. At the end of the semester,
the usual grades will be awarded in different courses.
The Certificate Programme class will have a minimum of 15 and a maximum of 30 teacher
trainees. A limited number of industry participants may be included in the semester-programme togive it diversity. The participants are to provide a feedback on prescribed form to the PIC on thecourse. Efforts should be made to track their professional activities and profile subsequent to thetraining.
SECTION IV: IMPLEMENTATION PLAN

12

There is a good possibility that the Certificate Programme may emerge into a modular
Master’s programme. This issue needs to be examined by the concerned resource institutes aftergaining some experience with the Certificate Programme.

3.5 Laboratory Development
Teaching and research in Earthquake Engineering requires significant resources in terms oflaboratories, and our institutes are not well equipped with the same. NPEEE has a very modest
budget for the same. It is expected that additional grants for developing laboratory resources inEarthquake Engineering can be made available through other established programmes such as theThrust Area/R&D/MODROBS schemes of MHRD and AICTE, and the sponsored research
programmes of national agencies such as DST and CSIR.
The teaching laboratory grants meant for ten colleges will be decided strictly on merit. Since
only ten colleges are to be chosen, only engineering colleges with post-graduate level programmes
will be considered for this grant. It should be recognized that the equipment grant is meant for
hardware support to the laboratories and not for setting up computer labs. Hence, procurements of
laptops, computers, softwares, etc, should be avoided from this grant.
A sub-committee of the NPEEE will evaluate the proposals from the colleges and short-list
the same before these are considered by PIC. The sub-committee will consist of: Professor D. K.
Paul of IIT Roorkee (Chairman), Professor Alok Goyal of IIT Bombay, and Professor S. K. Nath of
IIT Kharagpur.

3.6 Library Support
Currently, the library resources in Earthquake Engineering are quite inadequate in theteaching institutes in India. Current books and other publications are absolutely essential fordeveloping a viable programme of teaching in the country. Hence, NPEEE has a modest budget for
upgradation of library resources in the subject.
The amount available for library resources for 100 colleges is at the rate of one-time Rs.1.0
Lakhs per college in three years. This is a relatively small amount to be managed by the colleges.
Further, it will be too tedious to manage the utilization certificates from so many colleges. It is best
to centrally purchase the books and provide copies to the concerned colleges. It has been decided
to entrust IIT Delhi with the responsibility of centrally procuring and sending the books to 100
institutes.
The library grant of Rs.3.0 Lakhs each to the eight institutes will be released in the first
instance and they will be allowed a period of three years to spend the amount on books andjournals in Earthquake Engineering. Information on books procured under this scheme by theeight institutes should be placed on the website periodically so that other colleges may also benefit
from these.
A sub-committee of the NPEEE will help PIC on matters related to the library support. The
sub-committee has been formed to (a) evaluate the proposals from the colleges and short-list thesame, and (b) decide on the books to be centrally purchased for the colleges. The sub-committee
will consist of: Professor A. K. Jain of IIT Delhi (Chairman), Professor C. V. R. Murty of IIT Kanpur,
and Professor S. K. Deb of IIT Guwahati. The books sub-committee will make efforts to request
SECTION IV: IMPLEMENTATION PLAN

13

different national earthquake engineering societies and other organizations to donate some of theirimportant publications to the colleges or to provide them at nominal or low cost. Selection of
institutes for the library support will be done strictly on merit.

3.7 International Training
The project provides for 50 man-months of international training to the teachers, and this isquite nominal for a large country. The duration of training will be limited to six months per
trainee. The conditions on teachers to be eligible for international training are:(i) Should be a permanent full-time faculty of a recognized college/polytechnic other than theeight resource institutes.
(ii) Should be currently pursuing a Ph.D. in one of the eight resource institutes in India in thearea related to Earthquake Engineering, or has completed Ph.D. and has shown some interestin earthquake engineering in the past; preference is to be given to the former.
(iii) Should be below 45 years of age, and(iv) Has not studied or worked abroad for six months or more.
Details on this scheme are being developed by the PIC.

3.8 International Visitors
Currently, there are hardly any international experts visiting Indian academic institutes
except for very short durations. To encourage visitors for medium term, a provision has been madein the project for 20 man-months of international visitors to the eight resource institutes.
Under this head, support will be provided for visitors for duration ranging from one month
to six months. It is best to leverage the available money to maximize such visitors. For instance, thehost institutes are also expected to contribute a part of the visitor’s expenses. Payment to such
visitors will have to be negotiated on a case-by-case basis by the host institute. Hence, specificguidelines for this component are not possible.
It is not going to be an easy task to attract outstanding international experts to spend amonth to six months in India. The eight resource institutes will make a proposal whenever a
possibility exists for getting an international visitor. The Chairman of PIC may accord his approval
for the funds requirements to all reasonable proposals till the funds last. It is expected that theinternational visitors under this scheme will not require clearance from MHRD.

3.9 Participation in International Conferences
The international conferences provide a very important avenue to the teachers to (i) becomeaware of latest developments in the subject internationally, (ii) widen their perspective for the
subject, (iii) exchange ideas and information with their peers elsewhere, and (iv) develop long-term
professional relationships. Currently, international conferences in Earthquake Engineering havepoor participation from India.
The NPEEE has a provision to provide partial travel grant of Rs 50,000 each for participationin the international conferences/workshops/short-term trainings. The teachers are required toraise the balance amount from elsewhere, and timely sanction from NPEEE can be helpful to themin obtaining funds from other sources. Hence, it is important to quickly approve the contributionof NPEEE. All reasonable requests for participation in international conferences will generally be
SECTION IV: IMPLEMENTATION PLAN

14

approved and rejection will only happen in exceptional cases.
The conditions on teachers to be eligible for the partial travel grant for participating in aninternational conference include:(i) Conferences must have Earthquake Engineering or its sub-areas as a main theme or as one of thethemes of the conference, and(ii) Workshops and short-term trainings in a field related to earthquake engineering.
(iii) The person needs to be a presenting author of a paper accepted in the conference.
A faculty member may be supported by NPEEE for international conference not more than once ina calendar year.
A sub-committee of the PIC has been formed to quickly finalise the partial travel grants forinternational conferences. The sub-committee will consist of: Professor Prem Vrat of IIT Roorkee(Chairman), Professor Sudhir K. Jain of IIT Kanpur (Convener), and Professor T. K. Datta of IIT
Delhi.

3.10 Workshops, Conferences and Meetings
NPEEE also has provisions for conducting workshops, conferences and meetings in India.
For workshops and conferences to be organized by the resource institutes, norms for financial
support will be as per Annex E. As of now, NPEEE funds may not be used to support conferences
and workshops that are not organized by the eight resource institutes.

3.11 Curriculum Changes
It is important for NPEEE that the human resource development and curriculum changes
take place hand-in-glove. Curriculum changes are quite tedious and require proactive approach. It
is expected that on an average, one national workshop per year will be organized by the resource
institutes to discuss issues related to curriculum.
All polytechnics in a state usually follow the same curriculum and hence it is that much
simpler to bring about changes in the curriculum at that level. It is suggested that efforts be madeto develop state-specific workshops to discuss curriculum at diploma level. The participants are toinclude teachers of polytechnics, Director of Technical Education (or his/her representatives), etc.,
along with a few teachers from engineering colleges of the state. The workshops are to evolve
revisions to the curriculum with appropriate coverage of Earthquake Engineering. Thesecurriculum workshops will later be followed up with one or more short-term training programmes
for the polytechnic teachers of that state so that they can do justice with the new contents ofEarthquake Engineering in the curriculum.

3.12 Administrative Issues
NPEEE funds have a lump-sum provision to the resource institutes for miscellaneous costs.
The amount to resource institutes will be used for travel to attend meetings, communication costs,
and other contingent expenses. Travel expenses of the three members of PIC from the otherinstitutes will be covered by contingency grant of IIT Kanpur.

SECTION IV: IMPLEMENTATION PLAN

15

SECTION V: Programme Monitoring
AND Evaluation

1. Programme Monitoring and Evaluation
At the end of the three years of the phase I project of the NPEEE, results alone will counttowards the success of the project. Hence, the focus is placed on achieving results and the project
implementation is planned to be flexible enough to be fine-tuned from time to time to maximize
the results. A rigid plan for project implementation will adversely limit the success of NPEEE.
Therefore, the Programme Implementation Committee (PIC) will play a crucial role in this project.
The NPEEE is to remain innovative in approach and open to new ideas and initiatives that
may add to the capacity building in technical institutions. For instance, (a) final year students ofother technical institutes could be given exposure in Earthquake Engineering at the resource
institutes, and (b) modular programme leading to PG Diploma in Earthquake Engineering may beconceived. Hence, the PIC and NCEEE is expected to be open to adding any appropriate activities
to the project even though such an activity may not appear in the original project proposal. The
approved budget of NPEEE of Rs.13.76 Crores envisages expenditure under different activities.
Some adjustments may be needed in these from time to time.
The PIC is expected not to get involved in micro-management of different activities. Since
the eight resource institutes have adequate accounts and audit systems, it is best to leave thedetails of funds management to the eight resource institutes.

2. Procedures for Monitoring
For effective implementation and monitoring, NPEEE has a provision for the National
Committee on Earthquake Engineering Education (NCEEE) and Program Implementation Committee(PIC). NCEEE is expected to provide a vital link and coordination with other Ministries and AICTE
so as to leverage the work of NPEEE. The PIC will meet regularly to ensure effective monitoringand mid-course corrections.
The main activity under NPEEE is the training of teachers. To ensure highest quality of
training, firstly, the resource institutes will be cautious in volunteering to undertake training
projects keeping in view their faculty expertise; the Institute Coordinators will use utmost
discrimination in forwarding the course proposals from their respective institutes. Secondly, at theend of all short courses, a test will be conducted to evaluate value addition of the training and toevaluate the suitability of the trainees. Thirdly, to measure the quality of the training courses
conducted under NPEEE, a standard Course Evaluation Form will be filled by each participant.
Fourthly, within a month of completion of short-term training course, the Course Coordinator will
send the following to the National Coordinator for the consideration of the PIC:(j) A complete list of all participants in the course along with their complete address andaffiliation(ii) A summary of course evaluation responses

(iii) List of assessment scores in the test at the end of the course by the course participants(iv) A copy of the question paper for the test to develop a database(v) Two sets of course materials used in the course
The PIC will evaluate the above information and effect necessary changes for the subsequent
activities.
The PIC will also track the careers of the teachers undergoing medium-term training under
the NPEEE; this will be an important indicator of the effectiveness of the programme.
The progress of activities under NPEEE till the date of printing of this document is listed in
Annex F.

…

SECTION V: PROGRAMME MONITORING AND EVALUATION

17

Annexures
ANNEX A: Seismic Zone Map of India from IS:1893 (Part 1) - 2002

Zone II
Zone III
Zone IV
Zone VANNEX B: SOME Significant Earthquakes in India *Date
16 June 1819
12 June 1897
8 February 1900
4 April 1905
15 January 1934
15 August 1950
21 July 1956
10 December 1967
23 March 1970
21 August 1988
20 October 1991
30 September 1993
22 May 1997
29 March 1999
26 January 2001

*The list is not complete

Event
Kutch
Assam
Coimbatore
KangraBihar-Nepal
Assam
Anjar
Koyna
BharuchBihar-Nepal
Uttarkashi
Killari (Latur)
Jabalpur
Chamoli
Bhuj

Time Magnitude Max. Intensity
Deaths
11:00
8.3
IX
1,500
17:11
8.7
XII
1,500
03:11
6.0
VII
Not Known
06:20
8.0
X
19,000
14:13
8.3
X
11,000
19:31
8.6
XII
1,530
21:02
6.1
IX
115
04:30
6.5
VIII
200
20:56
5.2
VII
30
04:39
6.6
IX
1,004
02:53
6.4
IX
768
03:53
6.2
VIII
7,928
04:22
6.0
VIII
38
00:35
6.6
VIII
63
08:46
7.7
X
13,805

ANNEX C: Some Important Contacts in India for Earthquake
Engineering Related Issues(Other Than Academic Institutes)

1.

All India Council of Technical Education, New Delhi

2.

Building Materials and Technology Promotion Council, New Delhi

3.

Central Building Research Institute, Roorkee

4.

Department of Science and Technology, Government of India

5.

India Meteorological Department, New Delhi

Professor R. Natarajan
ChairmanAll India Council for Technical Education
Indira Gandhi Sports Complex, I.P. Estate
New Delhi 110012
Tel: (011) 2339 2553; Fax: (011) 2339 2557
Email: natrajan@aicte.ernet.in

Professor (Mrs.) Maitreyi Chandra
Advisor (Planning, Coordination & Dev.)
AICTE
I.G. Sports Complex, I.P. Estate
New Delhi 110012
Tel: (011) 2339 2589; Fax: (011) 2339 2589
Email: drmchandra@yahoo.co.uk

Shri T. N. Gupta
Executive Director
Building Materials & Technology Promotion Council
Ministry of Urban Development & Poverty Alleviation‘G’ Wing, Nirman Bhawan
New Delhi 110011
Tel: (011) 2301 9367; Fax: (011) 2301 0145
E-mail: bmtpc@del2.vsnl.net.in

Shri V. K. Mathur
Director
Central Building Research Institute
Roorkee 247667
Tel: (01332) 27 2243; Fax: (01332) 27 2272, 27 2543
Email: vkm@cscbri.ren.nic.in

Dr. V. S. Ramamurthy
Secretary
Department of Science & Technology
Technology Bhavan, New Mehrauli RoadNew Delhi 110016
Tel: (011) 2651 1439; Fax: (011) 2686 3847
Email: dstsec@alpha.nic.in

Dr. G. D. Gupta
Advisor (Seismology)
Department of Science & Technology
Technology Bhavan, New Mehrauli RoadNew Delhi 110016
Tel: (011) 2696 2742; Fax: (011) 2696 2742
Email: guptagd@alpha.nic.in

Dr. H. V. Gupta
Deputy Director General (Seismology)
India Meteorological Department
Mausam Bhavan, Lodhi RoadNew Delhi 110003
Tel: (011) 2469 7473; Fax: (011) 2461 9943
Email: hvg@hotmail.com

ANNEXURES

19

6.

Ministry of Human Resource Development, Government of India

7.

Ministry of Home Affairs, Government of India

8.

National Geophysical Research Institute, Hyderabad

9.

Shri V. S. Pandey
Joint Secretary (TE)
Department of Secondary & Higher Education
Ministry on Human Resource Development
Shastri Bhavan
New Delhi 110001
Tel: (011) 2338 2298; Fax: (011) 2338 2298
Email: vspandey@sb.nic.in

Shri R. K. Singh
Joint Secretary (Disaster Management)
Ministry of Home
North Block
New Delhi 110001
Tel: (011) 2309 3178; Fax: (011) 2309 3178
E-mail: rajsingh@nic.in

Shri Pawan Aggarwal
Director
Dept. of Sec. & Higher Education
Ministry of HRD
Shastri Bhavan
New Delhi 110001
Tel: (011) 2338 4412; Fax: (011) 2338 4412
Email: pagarwal@sb.nic.in

Shri M. P. Sajnani
Director (Natural Disaster Mgmt. II)
Ministry of Home
North Block
New Delhi 110001
Tel: (011) 2309 2489; Fax: (011) 2309 2489
E-mail: sajnanimohan@yahoo.com

Dr. V. P. Dimri
Director, National Geophysical Research Institute
Post Bag No. 724,
Hyderabad 500 007
Tel: (040) 2343 4600; Fax: (040) 2343 4651
Email: director@ngri.wipro.net.in

Structural Engineering Research Center, Madras
Dr. N. Lakshmanan
Director, Structural Engineering Research Center
Post Box No. 8287, Taramani
Chennai 600113
Tel: (044) 2254 2139; Fax: (044) 2254 1508, 2254 1973
Email: director@serc.org

10. United Nations Development Programme, New Delhi

Shri Saroj Kumar Jha
Assistant Resident Representative (Vulnerability Reduction & Sustainable Environment)
UNDP India
C23 Defence Colony
New Delhi 110024
Tel: (011) 2433 1425, 1107; Fax: (011) 2433 1334
Email: saroj.jha@undp.org

ANNEXURES

20

ANNEX D: Item-wise Budget
Item

Detail

Units

Years

100
Teachers

3Time of
Activity

Unit
Cost
(Rs.)

Total
Cost
(Rs.)

One-semester Certificate Programme
100 teachers/year x 3 years x 5 months each @1. (Rs.10,000/man-month to host institutions andRs.10,000/man-month on stipend, travel and contingency
to the candidates)

5
20,000
3,00,00,000
Months per month

Short Term Course Training
350 teachers for 1 week each (or smaller number of
2. teachers for more weeks each) x 3 years @ (Rs.4,000/manweek to host institutes to cover costs + Rs.3,000/manweek to teachers to cover travel, boarding and lodging)
3.

International Training
50 man-months @ US$ 2,000 per man-month in 3 years

International Visitors to

4. Resource Institutes in India
20 man-months @ US$ 5,000 per man-month in 3 years

Library/Book Support to Colleges

5.

100 colleges @ Rs.1.0 lakhs/college in 3 years
Library/Book Support to
6. Resource Institutions
8 institutes @ Rs.3.0 lakhs in 3 years
7.

Laboratory Enhancement at Colleges
10 colleges @ Rs.15 lakhs/college

Laboratory Enhancement at
8. Resource Institutes
8 institutes @ Rs.50 lakhs/institute9.

Organization of Workshops, Conferences, and Meetings
Rs 15 lakhs/year x 3 years

Development of
10. Teaching Resource Materials
Rs 20 lakhs/year x 3 years

Partial Travel Grants forInternational Conferences

11.

50 teachers/year x 3 years x @ Rs.50,000

Miscellaneous Costs of Resource
Institutes

12.

8 institutes @ Rs 2 lakhs per year x 3 years

350
Teachers

3

1
Week

7,000
per week

73,50,000

50
Man months

1__

1,00,000

50,00,000

20
Man months

1__

2,50,000

50,00,000

100
Colleges

1
time

__

1,00,000

100,00,000

8Institutes

1
time

__

3,00,000

24,00,000

10Colleges

1
time

__

15,00,000

150,00,000

8Institutes

1
time

__

50,00,000

400,00,000

__

3

__

15,00,000

45,00,000

__

3

__

20,00,000

60,00,000

50
Teachers

3__

50,00075,00,000

8
Institutes

3__

2,00,000

48,00,000

Total

13,75,50,000~ Rs 13.76 Crores

ANNEXURES

21

Annex E: Norms for Support of Workshops andConferences
Item
1.
2.
3.
4.

ANNEXURES

Activity
National Workshop/ Conference
International Workshop/Conference(At least 4 participants from abroad required
to qualify for international status)

Number ofParticipants
Up to 50More than 50
Up to 50More than 50

Support from
NPEEE (Rs.)
50,000
1,00,000
75,000
1,50,00022

Annex F: NPEEE Progress Report (till August 2003)
1. Inception
August 2001

Meeting at MHRD of representatives of IITs, IISc, AICTE, BMTPC, Ministryof Agriculture, CBRI, etc., to discuss issues of Earthquake Engineering. It was
decided to develop a National Programme to be executed by MHRD.

August 2002

NPEEE Proposal cleared by Standing Finance Committee of MHRD

September 2002

Office Memorandum issued by MHRD conveying approval of GOI for the
NPEEE

October 2002

Office Memorandums issued by MHRD constituting National Committee on
Earthquake Engineering Education (NCEEE) and Programme Implementation
Committee (PIC)

December 2002

First Meeting of PIC at MHRD, New Delhi, on 03 December 2002
First Meeting of NCEEE at MHRD, New Delhi, on 03 December 2002

March 2003

First and second installments of funds released by MHRD
Project Implementation Plan (PIP) printed

April 2003

NPEEE formally launched at IIT Delhi on 05 April 2003
Second Meeting of PIC at IIT Delhi on 06 April 2003

2. Workshops and Curricula•

Workshop on Earthquake Engineering Review for Masters’ Students held at IIT Kanpur during 2531, March 2003. Sixty M.Tech. students from 24 different engineering colleges across thecountry participated in this review workshop.

•

National Workshop on Earthquake Engineering Curricula: Challenges and Road Ahead held at IIT
Delhi on 05 April 2003. About 100 participants from all over the country participated in thisworkshop.

•Workshop on Earthquake Engineering Curriculum for UP Polytechnics held during 29-30 July 2003
at IIT Kanpur. About 20 participants included teachers from different polytechnics andengineering colleges from Uttar Pradesh and Uttaranchal, Institute of Research, Development
and Training (IRDT), and Directorate of Technical Education, UP. Curricula changes
recommended by the Workshop formally approved by the concerned bodies in August 2003.

•

National Workshop on Introducing Earthquake Engineering in Civil Engineering Curriculum is to beheld at IIT Kanpur during 22-23 August 2003.

•

Review Workshop for Resource Materials in Earthquake Engineering Education is to be held at IIT
Kanpur during 25-29 August 2003. About twenty faculty members from different engineeringcolleges of Gujarat are expected to participate.

ANNEXURES

23

3. Short Courses•

Structural Dynamics – Application to Earthquake Engineering
01-05 July 2003, IIT Madras•

Earthquake Resistant Design of Reinforced Concrete Buildings
7-11 July 2003, IIT Bombay•

Earthquake Resistant Structural Design
7-12 July 2003, IIT Madras•

Analysis and Design of Earthquake Resistant Reinforced Concrete Buildings
7-13 July 2003, IIT Guwahati•

Earthquake Resistant Design and Retrofitting of Reinforced Concrete Buildings
07-18 July 2003, IIT Roorkee•

Earthquake Geotechnical Engineering - Module 1 (Basic)
14-19 July 2003, IIT Madras•

Engineering Seismology
04-08 August 2003, IIT Kharagpur•

Introduction to Earthquake Engineering
04-09 August 2003, IIT Kanpur

4. One Semester Course
One-semester certificate programme on Earthquake Resistant Design commenced on 31 July
2003 at IIT Kanpur. Eighteen (18) faculty members from different engineering colleges across thecountry are participating in the same.

5. International Travel Support
Applications received till August 2003
Number of Grants Sanctioned
Number of Grants Claimed

ANNEXURES

4
4
Nil

24

Members
OF PROGRAMME IMPLEMENTATION COMMITTEE

Professor Prem Vrat - Chairman
Director
Indian Institute of Technology Roorkee
Roorkee 247667
Email: director@iitr.ernet.in
Tel: (01332) 28 5500, 27 2742 (Office); 27 2342, 28 5400 (Residence)
Fax: (01332) 28 5815, 27 3560

Professor Sudhir K. Jain - Convener
Department of Civil Engineering
Indian Institute of Technology Kanpur
Kanpur 208016
Email: skjain@iitk.ac.in
Tel: (0512) 259 7867 (Office); 259 8367 (Residence)
Fax: (0512) 259 7866Professor Ravi Sinha
Department of Civil Engineering
Indian Institute of Technology Bombay
Mumbai 400076
Email: rsinha@civil.iitb.ac.in
Tel: (022) 2576 7336 (Office); 2576 8336 (Residence)
Fax: (022) 2572 3480

Professor Susanta Basu
Department of Earthquake Engineering
Indian Institute of Technology Roorkee
Roorkee 247667
Email: sbasufeq@iitr.ernet.in
Tel: (01332) 28 5521 (Office); 28 5506 (Residence)
Fax: (01332) 27 6899

Professor T. K. Datta
Department of Civil Engineering
Indian Institute of Technology Delhi
New Delhi 110016
Email: tkdatta@civil.iitd.ernet.in
Tel: (011) 2659 1184 (Office); 2659 1820 (Residence)
Fax: (011) 2658 1117

Professor R. N. Iyengar
Department of Civil Engineering
Indian Institute of Science, Bangalore
Bangalore 560012
Email: rni@civil.iisc.ernet.in
Tel: (080) 293 2818 (Office); 360 0123 (Residence)
Fax: (080) 360 0404

Professor Sajal Kanti Deb
Department of Civil Engineering
Indian Institute of Technology Guwahati
Guwahati 781039
Email: skdeb@iitg.ernet.in
Tel: (0361) 269 0321-28 Extn. 2105 (Office); 269 0983 (Residence)
Fax: (0361) 269 0762

Professor T. M. Madhavan Pillai
Department of Civil Engineering
National Institute of Technology Calicut
Calicut 673601
Email: mpillai@nitc.ac.in
Tel: (0495) 228 6214 (Office); 237 4023 (Residence)
Fax: (0495) 228 7250

Professor C. V. R. Murty
Department of Civil Engineering
Indian Institute of Technology Kanpur
Kanpur 208016
Email: cvrm@iitk.ac.in
Tel: (0512) 259 7267 (Office); 259 8636 (Residence)
Fax: (0512) 259 7866Professor Subir Saha
School of Planning and Architecture
Indra Prastha Estate
New Delhi 110002
Tel: (011) 2335 0879/2370 2396 (Office)2692 0497/2632 2925 (Residence)
Fax: (011) 2370 2383/2370 2381

Professor Sankar K. Nath
Department of Geology & Geophysics
Indian Institute of Technology Kharagpur
Kharagpur 721302
Email: nath@gg.iitkgp.ernet.in
Tel: (03222) 28 3374 (Office); 28 3375 (Residence)
Fax: (03222) 28 2268

Professor K. K. Soni
Principal-Incharge
Government Polytechnic
Ahmedabad 380015
Email: kirit_k_soni@yahoo.com
Tel: (079) 630 1285 (Office); 693 0327 (Residence)

Professor A. Meher Prasad
Department of Civil Engineering
Indian Institute of Technology Madras
Chennai 600036
Email: prasadam@civil.iitm.ernet.in
Tel: (044) 2257 8307 (Office); 2626 1807 (Residence)
Fax: (044) 2257 8327, 2257 0545

At Gandhidham … after 2001 Bhuj Earthquake

National Programme on Earthquake
Engineering Education