About the Author
Vijay Singh Katiyar graduated as a Textile Designer from National Institute of Design, Ahmedabad in 1989 before which he trained as a Textile Technologist at GCTI, Kanpur He began his professional career at Gujarat Spinners Limited and with Digjam Woollen Mills, before he joined NID in 1993 as faculty member in the area of Textile & Apparel Design. Currently, he is the Head, International Centre for Indian Crafts (ICIC). He has also been responsible for the development and execution of the 'System of Educational Excellence in Design' (SEED) at NID. He continues to be the Lead Designer and Project Head for several large design development, research, and academic projects at NID.
His specialisation is in the area of Yarn Design, Woven Fabric Design, Print Design, Surface ornamentation, Home Textiles, Soft Accessories, Made ups, and Design for Crafts. He has keen interest in the areas of Textile CAD, System Design, Visual Merchandising, Photography and Graphic Design.
He has been contributing to the industry at strategic level design planning, development and implementation for both domestic as well as global markets. He undertakes considerable amount of work in all aspect Design and Design Education. Vijai has authored number of articles and contributes to key professional committees in various capacities. He is also a Member, Governing Council, Kumarappa National Handmade Paper Institute, Jaipur. He has organised and anchored four national seminars and an international conference on Design Education.
Shashank Mehta A Mechanical Engineer and a Post Graduate in Industrial Design (Product Design), Shashank Mehta is a faculty of Industrial Design at the National Institute of Design, Ahmedabad. Currently, he is Additional Activity Chairman, Education at NID. Prior to this, he has also headed NID's Outreach Programmes, Industry Programmes & Project Departments.
Shashank hold rich professional experience of working with the small scale as well as large industries as a Design Consultant. His Design projects range from Consumer products, Medical equipment, Electronic products, children's equipment and Furniture & Interiors to public utility system. Before joining NID in 1993, he worked with kinetic Engg. Ltd., Pune, M/S N.R. Jasani, Mumbai, and with a voluntary agency, AGNY.
He has extensively worked in the area of Technology & Design Fusion, Sustainability and Indigenous Innovations. He was involved in conceptualizing the first e-learning module on package design and also helped set up the country's first Design Business Incubator at NID. He has successfully anchored various national and international training programmes, workshops, and design clinics. Shashank has authored various articles and actively contributed to various bodies in diverse capacities. He has widely lectured on the subjects 'Imperatives of Technology & Design Interface',' New Product Development', 'Understanding Design' etc.
Design is now being increasingly recognized as a value adding link between culture and products, services and experiences and between businesses and customers. As a "problem defining and creatively solution seeking discipline" design has immense potential to foster partnerships with governments, target industries and other stakeholders' not only to provide a leading edge in the market place but also to develop a better quality of life.
The new Millennium has heralded sweeping winds of globalization, aided by converging technologies and "ideas driven" economy. Though globalization has opened doors of economic prosperity to the "majority world" it has also raised the issues of sustainability, appropriate technology, culture-centric preferences, survival of local arts and crafts etc., like never before. The challenge before design education is, therefore, to proactively respond with speed and imagination to the emerging contexts. This calls for introduction of innovative approaches to design education, collaborative practices, international linkages and partnerships, with focus on development of a fresh design pedagogy which draws upon the time tested traditions of design education and practice, while absorbing the convergent and ubiquitous new media and technologies.
The issues of tradition and modernity have therefore, perhaps never been more relevant to design education than in the 21st century where the dynamics of globalisation and its socio-economic consequences have prompted design educators and thinkers to critically appraise the role of design in enhancing and delivering the quality of life in a more accessible and inclusive manner.
The three-day International conference on Design Education: Tradition & Modernity (DETM) organised by the National Institute of Design under the leadership of Mr. Shashank Mehta and Mr. Vijai Singh Katiyar, faculty members was an attempt to bring together on a common platform eminent design educators, practitioners and senior students to address some of the issues in the context of deep- rooted design traditions on one end of the spectrum, and the need for a relevant and holistic approach to design education to meet the demands of the global economy, on the other. The Intent Statement on Design Education adopted at the end of the conference endorsed by the delegates from 27 countries from different continents not only reflects the intense deliberations that took place during the conference, but also encapsulates the vision of global design education fraternity and paves way for a healthy forward dialogue and sharing.
The National Institute of Design takes great pleasure in publishing the full-length papers presented at the path-breaking DETM conference. I am sure this publication will promote dissemination and discourse of diverse design knowledge and experience on a range of issues that are relevant to the design education in different parts of the world: the developed, developing and least developed. The concerns of design education may vary in details in different contexts and countries but the broad directions seem to be having a lot more convergence than anticipated as is evident from the presentations.
Design education across the world reflects a diverse spectrum of economic, regional and social dynamics. Several great traditions in design education continue to reflect regional aspirations while striving to make them a part of the modern world. Today, a large number of design students and researchers are breaking the regional barriers and are crossing continents in search of new sensibilities, alternative methodologies, and collaborative opportunities. Rapid advancement in the field of information technology has led to the emergence of the knowledge economy as the new powerhouse. In this context, it is only natural that design education should address the new and emerging socio-cultural and economic aspects.
The world over, design educators and practitioners have appreciated the need for design education to address the demands of a qualitatively new global economy. This is aptly reflected in the content of the papers that were presented at the International Conference on Design Education (DETM 2005). Some of the papers reflect a deep study of the traditional models of design education in the modern context, the role of research, cultural approach to design, etc. At the macro level, a few of the authors take a critical look at the emerging socio-cultural and economic issues, and how design curricula should respond to them. As design educators seek to develop new curricula and adopt new teaching methodologies that transcend the regional barriers, we need to emphasise the relevance of well-established design philosophies, regional traditions, and cultural sensitivities.
The first ever major event of its kind to be held in the Indian sub-continent, the DETM Conference, was a part of National Institute of Design (NID)'s initiative to synergize global thinking on design and design education. The Conference received an enthusiastic participation from the fraternity of design educators, practitioners and design students from all over the world. The authors from over 27 countries covering all the continents and representing more than 50 Design Institutions across the world shared their diverse experiences and thought provoking concepts that we are sure will lead to new definitions of design. The book will help envisage the vision and actions to strengthen the quality of design education so as to create a qualitative paradigm shift in the Design Education practices of tomorrow.
We thank all the authors for their valued contributions and for their cooperation for maintaining the time schedules. We are grateful to Dr. Darlie O Koshy, Director, NID for entrusting us with this challenging task of leading this unique conference and its publication. The editors would like to extend their appreciation to all the members of the NID community who have contributed untiringly to the successful realisation of the conference and this book.
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