Indian Institute of Technology Madras

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Indian Institute of Technology Madras is one among the foremost institutes of national importance in higher technological education, basic and applied research. In 1956, the German Government offered technical assistance for establishing an institute of higher education in engineering in India. The first Indo-German agreement in Bonn, West Germany for the establishment of the Indian Institute o...f Technology at Madras was signed in 1959.
The Institute was formally inaugurated in 1959 by Prof. Humayun Kabir, Union Minister for Scientific Research and Cultural Affairs. The IIT system has sixteen Institutes of Technology. The first of these to be instituted are at Kharagpur (estb. 1951), Mumbai (estb. 1958), Chennai (estb. 1959), Kanpur (estb. 1959), Delhi (estb. 1961), Guwahati (estb. 1994) and Roorkee (estb. 1847, joined IITs in 2001).
IIT Madras is a residential institute with nearly 550 faculty, 8000 students and 1250 administrative & supporting staff and is a self-contained campus located in a beautiful wooded land of about 250 hectares. It has established itself as a premier centre for teaching, research and industrial consultancy in the country.
The Institute has sixteen academic departments and a few advanced research centres in various disciplines of engineering and pure sciences, with nearly 100 laboratories organised in a unique pattern of functioning. A faculty of international repute, a brilliant student community, excellent technical & supporting staff and an effective administration have all contributed to the pre-eminent status of IIT Madras. The campus is located in the city of Chennai, previously known as Madras. Chennai is the state capital of Tamilnadu, a southern state in India.
The Goals and Objectives were derived from the Sarkar Committee Report and embodied in the IIT Act. In addition to the Sarkar Committee report, the IIT act and the Statutes of the IITs indicate the lines along which IITs should develop. According to these documents IITs are expected

• To be higher technical institutions and research in some branches of Engineering on the lines of the Massachusetts Institute of Technology - better known as MIT;
• To provide for instruction and research in some branches of Engineering and Technology, Science and Arts for the advancement of learning and dissemination of knowledge in specific branches.

As Indian Institutes of Technology, they must recognize their inherent obligation to serve students and alumni, the profession of engineering, the world of scholarship the nation and the society at large . IITs should seek to serve the community directly through the use of their facilities, wherever there is a need, to which they can respond easily . These objectives are derived from the original goals and not construed de-novo.
The Report of the Committee on Post Graduation Engineering Education lays stress on the thrust areas such as Fibre Optics, Micro-electronics, Materials Science, Reliability Engineering, Robotics, Ocean Engineering, Computer Science etc. IITs have a significant role to build a superstructure in the form of Postgraduate Programmes in such thrust areas that go to influence the quality of Undergraduate Curriculum. In order to develop a curriculum they need to interact and develop linkages with their surroundings specially within the manufacture and service sectors.
Within the overall goals outlined some specific goals should be spelled out. It is that the IITs must continue to engage in manpower development but their students must be different and special. An IIT student must be an agent of change of Technology practice in the country, and initiate a new working culture in our industry, with a view to increase productivity and bring to industry the capacity to innovate. Some IIT graduates should, therefore, become entrepreneurs themselves for starting new science based, technology oriented industries. They are thus to be so trained by the IITs as to build into their value system, a sense of responsibility to their country and a desire to serve for the society. Their perception should preclude Hi-Tech. as an important tool to solve ground level problems.
IITs must continue to interact more closely with other technology institutions and be the leading centers of Technical Teacher training. Faculty in the IITs should become visible agents of change, as natural partners for upgrading standards of Technical Education, research in general, and specifically development of newer programmes in the technical institutions in the region where they are located.