PROSPECTUS
2013 - 2014
Ensura Karma the process is right in action, Leave Phalam the product evolve by itself.
CONTENTS 03
05
About MAEER’s MIT
Maharashtra Academy of Engineering & Educational Research
Director General
Dr. Vishwanath D Karad, Founder and Director General,MAEER’s MIT.
06 08
Philosophy
Sadhan, Sadhana, Sadhya.
The Foundation
09
Design Institute
MAEER’s MIT Institute of Design
25 27
10
Aims & Objectives
11
Generalist Ambience
13
Design as a career
Admissions
The Admission process
Evaluation Methodology
28
Infrastructure
32
International
34
Fees
36
Life at MIT ID
38
Institute Location Map
14 Programme offered
15 Predesign 16 Industrial Design 20 Communication Design
MAEER’S MIT
MAEER’s MIT
About MAEER’s MIT The Maharashtra Academy of Engineering & Educational Research (MAEER) was established as a society and trust with the sole aim of creating and developing professional education facilities to train the aspiring young generation and thus to provide dedicated, ambitious and skilled professionals to serve the society and the nation at large. MAEER believes that “The union of Science and Spirituality alone will bring Harmony and Peace to The Humanity”, as said by Swami Vivekananda. The vision of the founders of MAEER is to create a “Centre of Excellence in the field of Education and Research”. Since its inception, MAEER has been striving for the betterment of the society through a value based education system. With over 50,000 students across various disciplines under its umbrella, it has achieved tremendous success in a short span of time and provides excellence in the fields of Engineering, Medicine, Research, Management, Primary and Secondary Education, Peace Studies, Environment, Pollution Control and towards promoting Human Values and in attaining the ultima goal of World Peace. The motto of MAEER is, “To harness the knowledge of Science and Technology for the welfare of society”.
Few prestigious members of the MAEER family • Maharashtra Institute of Technology (MIT) • Maharashtra Academy of Engineering (MAE) • MIT College of Engineering (MITCOE) • Maharashtra Institute of Medical Sciences and Research (MIMSR) • Maharashtra Institute of Medical Education and Research (MIMER) • MIT School of Management, Pune (MITSOM) • Maharashtra Institute of Pharmacy (MIP) • Maharashtra Academy of Naval Education and Training (MANET) • Vishwashanti Gurukul (International Baccalaureate World School) • MIT School of Telecom Management (MITSOT) • MIT School of Government (MITSOG) MIT has added another feather to its cap by establishing the MIT Institute of Design and creating a learning experience meant to nurture every young learner’s innate ability to innovate by means of ‘designerly thinking’.
MAEER’S • MIT Institute of Design
03
MAEER Board of Trustees :
Managing Committe :
• Dr. Vishwanath D. Karad Founder & Managing Trustee
• Adv. Bhaskarrao E. Avhad President
• Adv. Bhaskarrao E. Avha
• Dr. Vishwanath D. Karad Executive President & Managing Trustee
• Dr. Suresh G. Ghaisas • Prof. H. M. Ganesh Rao • Prof. Prakash B. Joshi Joint Managing Trustee • Dr. Chandrakant S. Pandav • Mr. Tulshiram D. Karad • Mrs. Kamal B. Avhad
• Dr. Suresh G. Ghaisas Vice President • Prof. H. M. Ganesh Rao Joint Managing Trustee • Prof. Prakash B. Joshi Joint Managing Trustee • Dr. Chandrakant S. Pandav Member • Dr. Smt. Medha S. Ghaisas Member • Dr. Vijay P. Bhatkar Member • Prof. Mangesh T. Karad Member • Dr. Sunil K. Karad Member
04 MAEER’S • MIT Institute of Design
Education Council of MIT ID: • Prof. H Kumar Vyas - Chairman • Prof. V. M. Parmar - Member • Prof. Dhimant Panchal - Member • Prof. S. Sethuraman - Member • Prof. Santosh Kumar - Member • Prof. Sudharshan Dheer - Member • Prof. Ashoke Chatterjee - Member • Prof. Shrikant Nivsarkar - Member • Prof. Satish Gokhale - Member • Dr. Sunil Karad - Member • Prof. Anant Chakradeo - Member • Prof. Arvind Merchant - Member
The entire globe today is witnessing and experiencing mind boggling scientific and technological developments like artificial intelligence, internet, web management on one hand and total chaos, confusion, clashes, conflicts, terrorism, bloodshed and massacre in the name of caste, creed or religion on the other hand. Disregard for ethical, social, moral, cultural and ecological values is deeply rooted in the ‘indifferent’ and ‘I don’t care’ culture. The youth of today, believes in revolt and action rather than patience and tolerance. In the midst of this challenging environment, in order to promote good character building among the young generation, MAEER strictly follows the ethos of value-based education. Today, it gives me a deep sene of satisfaction and pride to pen these few lines about its glorious achievemens and its dream of a UNIVERSAL EDUCATION SYSTEM coming into reality. MAEER nurtures the scientific spirit of mutual co-operation and blends it with professional careers for its learners. For its thousands of students MAEER is a gateway to a professional life. For more than 25 years, we have led the development of education in emerging technologiesand modern professional practices to meet the needs of our country’s economy. In this demanding environment, quality is paramount.MAEER aims to provide the finest environment for teaching, learning, research, innovation and character building. MAEER offers a range of academic and vocational opportunities. As a reputed academic institution, MAEER especially values its intellectual and academic relationship with the local as well as national industrial community that forms its base and provides the foundation from which it will continueto look towards an expansive international horizon, enriching both itself and the society of which it is an inseparable part. I am confident that the students of the MAEER family, with its wide exposure toacademic and professional fields, will leave a mark of their services wherever they go, by exhibiting their sound professional knowledge, impeccable character, sense of discipline and commitment. I wish allthe luck and grand success to all newcomers to MAEER.
Dr. Vishwanath D Karad , Founder and Director General, MAEER’s MIT.
PHILOSOPHY Among the trail blazing developments that heralded our new century, the one with the farthest reaching consequences is, without doubt, the irreversible transition from industry to information technology. Many of us may consider the new dispensation a mixed blessing and not without reason. Yet, the silver lining it seems to promise needs to be considered as well. One of them is a real possibility of breaking away from the prevailing mindset that thrives on what can be best described as specialism (approximate translation: tendency of acute, narrow specializations); the mindset that has been actively promoted by our present education system right since Macaulay and the hey days of the industrial age. The point taken here is vividly borne out when one must address areas of effort and time wasting hurdles, while inducting young minds to learn creative disciplines like design. The worst of these hurdles materialises in the form of the beginners’ linear, mono-directional habit of thinking; the legacy from previous lopsided learning entirely centered on literacy and numeracy. Inevitably, time must be spent on the arduous process of reorientation to a more generalist and ‘global’ thinking habit, so essential for solving a problem of design. Modern design has been singled out as to provide a human face to technology. It is to this end that one of the silver linings, the ‘soft’ technology of the Twenty First Century offers, becomes relevant. If employed with discretion and human compassion it may hold out a real possibility of ushering the age of New Generalism and affect a sea change in the thinking habits of our younger generations; the much aspired equal partnership between the word ‘thinking brain’ and ‘image thinking brain’. There cannot be a more opportune moment to start a new center of Design learning. Prof H Kumar Vyas, Chairman, Education Council, MIT Institute of Design.
06 MAEER’S • MIT Institute of Design
SADHAN Education at the MIT Institute of Design, has been categorized in a way to belong to mainly three domains. The first is the domain of ‘skill’, Sadhan. These are those design skills and design tools that should help students communicate convincingly, the outcome of every stage of the design process. For this, they will learn to employ all necessary media an materials. If one has to look for a concept from the Indian philosophy that has an equivalence with this domain, that would be the concept of SADHAN.
SADHANA The second is the domain of ‘knowledge’, Sadhana. It pertains to the knowledge base the students must acquire from subject areas of varying nature. From this base should flow, meticulously, gathered and researched information needed during the entire problem solving process. Again, an equivalent concept from the Indian philosophy to represent this domain would be SADHANA.
SADHYA It is the third domain of ‘formation’ that becomes the vital core of the design process, Sadhya. The total and composite learning from this domain is meant to make students think laterally and innovatively, develop design concepts and translate these concepts into a tangible form which in fact is the very solution of the stated problem of design. This equivalent concept from the Indian philosophy, obviously, is SADHYA.
THE FOUNDATION On 4th of August 2002 Rajbaug was formally handed over to honourable Dr. Vishwanath D. Karad, Executive President and Director General, MAEER, by the Kapoor family. This picturesque area exudes peace and tranquility, and seems close to Mother Nature inspmite of being located in the proximity of Pune-Solapur highway. An area of 25 acres is earmarked for MAEER’s MITID.
08 MAEER’S • MIT Institute of Design
The construction of our new campus is in full swing and it will be completed in the near future. A state of the art studio block measuring 100,000 sq. ft., an administrative block, a library building, workshops and hostels for boys and girls are under development and when complete will form a fully residential campus for the institute. It will be the ideal place for “SADHANA”, the seeking of knowledge.
DESIGN INSTITUTE In pursuance of one of our future aspirations, we at the MAEER’s MIT Institute of Design are now planning to add a further dimension to the programmes of design learning at our campus. The concept of Design Habitat is in fact a logical and organic extension of our stated philosophy that ensures a total generalist ambience to enable design learning. It would evolve as an overarching concept around the functional framework of the Design Institute which remains an integral component of the Habitat. It is into this kind of stimulating and inspirational environment that mentors from various design related disciplines would be invited to interact with the design learners and challenge their young minds to explore newer territories that should compliment and reinforce their ongoing design learning.
Distributing the course contents in form of projects is an obvious and time tested method. Each project would be formulated so as to necessitate participation of a mentor and one or two young aspirants pursuing the same discipline as the participating mentor. The team thus formed would be led by a member of the permanent faculty of the Institute. Sometimes the project might be so designed as to the participation of mentors from more than one discipline if needed. The enhanced scope of activities at the Design Habitat would also mean that we reinforce, within the present areas of learning at the Institute. To this effect, two new centres of advanced learning are being envisaged for the near future. The first s the Faculty of Architecture.
MAEER’S • MIT Institute of Design
09
Aims and Objectives The MIT Institute of Design aims to create a design community which will not only cater to the large industries but also the small scale, rural industries and handicrafts. It has a social objective of developing and encouraging rural design and products for the needy and the large population in India.The Institute is dedicated to research as a part of its training in the indigenous design idiom: Which visualizes and uses training in industrial design and visual communication as a tool of change, in order to maintain design as a tool for sustainable competitive advantage. The institute aims at leveraging India’s heritage, design capabilities, aesthetics and creative genius to become a “Design Hub”. This design enablement will help the country to move away from cost and price based competition to a value based competitive advantage. The institute’s
10 MAEER’S • MIT Institute of Design
approach to design education reflects the emergence of the knowledge economy and the convergence of media, communication, entertainment and information. This institute can be a big umbrella under which designers and design managers of tomorrow’s India can be groomed. The teachers and students who would be a part of this school would act as an instrument for the change - into veritable national assets and would evince a great flexibility of approach. The emphasis would be on functional design rather than only on aesthetics. MIT Institute of Design graduates will not be satisfied by just being practitioners of design, but would also become passionate leaders in spreading the gospel of design and the role design can play in transforming our country into a developed one in the 21st Century.
Generalist Ambience If past experience is anything to go by, an attempt to define design, particularly modern design in few, well chosen words, is more than likely to end in failure. Design, by its very nature, defies such definition. One of the reasons for this lies in the inbuilt contradiction about design. This contradiction emerges from the fact that design as we know it today, is one of the oldest human activities and at the same time one of the youngest of modern professions. All the same, it is quite conceivable that young persons who aspire to be design professionals of tomorrow may feel a need to articulate the modern concept of design in simplest possible terms.
besides being purely physical, can also be psychological, sociocultural, symbolic or even spiritual. Such a clear understanding of the nature of design immediately warrants an unusual attitude to education. This attitude naturally would have to be quite different to the one that is conventionally thought proper for the education of the scientists and technologists on one hand and artists and craftpersons on the other. Keeping this prescribed attitude in mind, the education at the MIT Institute of Design has been founded on a philosophy and a way of learning that can be best described as generalist.
MAEER’S • MIT
Institute of Design
11
Design as a Career Take a look around you. The window, the desk, the chair, your mobile phone; everything has been ‘designed’ because someone made a decision, conscious or otherwise, on the way it would look. Design is, however, about, mor than appearance. Good design is equally concerned with function: a well designed chair looks good, but is also comfortable; a well designed tea-pot is elegant, but also pours well; a well designed car is something to covet, but is also economical on fuel, doesn’t pollute, doesn’t rust and doesn’t need servicingevery week. Things that work well have been designed to work well. When you consider design as a career option, you may think about products, interiors and communication graphics. Design affects every aspect of our lives. Products from cars to cups and from beds to binoculars, all have to be designed, as do shops homes, schools, hospitals and offices. Design is probably one of the fastest growing sectors in the Indian economy and we are witnessing an economic growth as has never been seen, as dynamic and full of promises as ever before. More and more players find the Indian markets attractive. This has brought about a growth and intensity in competition for the sellers of goods. This has in turn empowered the India consumer with a wide array of choices in the range of products available in the market. This has also resulted in an enhanced market segmentation powerfully supported by the media. The new Indian consumer is now very much aware about “quality” in products.
There are heightened aspiration and expectation levels in the consumers. The implications of the above is that there is a growth in the demands in industry for trained designers who are, meaningfully and professionally, able to contribute to the expectations of the markets. Over the years, in India, designers have been successfully working with industry, advertising agencies and studios, in the areas of communication and industrial design. Many designers have also lucratively established their own organizations to offer their services to industry.
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Programme OFFERED Design discipline
Below is the structure for the Graduate and the Post-Graduate programmes. Following pages introduce one to each of the three stages followed by brief contents for each of the disciplines.
Industrial Design • Product Design • Trattnsportation Design • Interior Space and
The Graduate Programme Predesign (2 semesters) Prediscipline (1 semester) (Any one of Industrial OR Communication design stream) Discipline( 6 semesters) (Any of the offered discipline under the chosen stream)
• Equipment Design • Retail and Exhibition Design • User Experience Design Communication Design • Graphic Design • Animation Film Design • Film and Video Design • Fashion Design
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MAEER’S • MIT Institute of Design
The Post-Graduate Programme Predesign (1 semester) Prediscipline (1 semester) (Any one of the Industrial OR Communication design stream) Discipline (3 semesters) (Any of the offered discipline under the chosen stream)
Predesign As mentioned earlier, all learners at the MIT Institute of Design begin with a special programme known as Predesign. It takes its name from the fact that the learners for the first time are introduced to a special way of learning that challenges them to reawaken their inherit ability of innovative thinking that has been hitherto lying dormant. This has been mainly because of the mono directional thinking habit they have inherited from the existing system of general education, mostly secondary but partly also primary education. Hence, it is the Predesign experience that gives them necessary insight and confidence, so that they are able to work on design problems of general nature, followed by those that are specific to all the fields of design they would select later. The programme in Predesign also unfolds for the first time for the learners the fundamentals of three domains of design learning namely SADHAN, SADHANA, SADHYA. Typical areas of learning under Sadhan would by and large relate to the acquisition of skills essential for designers. This would include various methods of drawing, working with simple as well as complex tools for manipulating materials, new and old skills of verbal communication. On the other hand the domain of Sadhana at its basic level would comprise of extensive exploration of design fundamentals at conceptual level, which is guided by the imperatives of our human and natural environments.
It would further include, gaining understanding of human physical and psychological behavior when in close contact with object and communication systems and living and working spaces in our environment history and philosophy of design and related areas, design case studies and field experience.
MAEER’S • MIT
Institute of Design
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Industrial Design
Product Design Transportation Design Interior Space and Equipment Design Retail and Exhibition Design User Experience Design
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PRODUCT DESIGN The Product Design discipline emphasizes on various courses for students regarding the designing, prodution and marketing of utility products. This course focuses on the comprehensive process of designing in terms of systems and services.
These products, systems and services are used in homes, workplaces, institutions, places of leisure and outdoor spaces for public interaction.
Transportation DESIGN Transportation Design, exclusively explores an inborn human need, and a propensity, to devise appropriate means for enhancing human mobility. Beginning with the concept of transporting people and commodities using a variety of means, its emphasis would vary from individual to collective carriers, from human and animal power to fossil fuel power, from the conventional and nonrenewable
energy sources to non- conventional and renewable variety. Considerations for physical environments within and outside a transport vehicle also form a crucial aspect of learning. Learner’s innovative ability is challenged further when the scope of a transport vehicle is extended from land, water to air even outer space. Also, the physical environment in which the vehicle travels is a vital part of learning.
COMMUNICATION Design
graphic Design animation film Design film and video design fashion design
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Graphic design Graphic communications includes packaging, branding, signage and corporate design as some of its major courses The study of Typography, Type design, digital and conventional illustrations, photography provide the skill sets required for crafting
effective communication. The application of information technology and graphic software helps students in the field of computer graphics, multimedia, web and interaction design.
Animation FILM design Animation Film Design is about achieving skills over different techniques of animation dealing with moving images, both manual and computerized. The learners of Animation Design must acquire special skills and techniques of animation, both manual and
computerized. Here the essential grasp over the narrative content combined with proficiency with 2D and 3D animation techniques goes toward creating an effective piece of communication. They are equipped with a very essential grasp over narrative content.
Admissions The admission announcement will appear in major national dailies by late November. Application forms for the ensuing academic year will be available on the website from November. The candidate has to submit a dully filled hard copy of the application form before the last date along with a demand draft of Rs. 2,000 /- (U.S. $45 for International Students) in favour of “MAEER PUNE’s MIT INSTITUTE OF DESIGN” drawn on Pune branch as fees for Design Aptitude Test.
The admission process is in two phases : • MITID-DAT™ Design Aptitude Test conducted at various centers across the country. • Studio Test and Personal Interview at MITID™ campus in Pune. Admission is on the basis of MITID™’s method of selection, which extends beyond the students previous academic qualifications. The MITID™ Admission Committee systematically seeks evidence of the perception, attitude, aptitude, achievement and motivation essential for a challenging and satisfying design career. The objective of the tests and the interviews is to ascertain the above qualities. Based on scores obtained from MITID-DAT™, shortlisted candidates will be called for second phase. The second phase of the admission procedure will consist of studio tests followed by personal interviews at Institute in Pune. The list of shortlisted candidates for the Second Phase will be announced on MITID™’s website no separate call letters will be sent to the shortlisted candidates. All those candidates called for the second phase are required to attend the studio tests and interview, which completes the process of selection. The Admission Committee decides the procedures, grades and weight age every year. The norms for the selection are the sole prerogative of the Admission Committee and the decision of the Admission Committee and the Management in any of the matters concerning the admission process and selection will be final.
For queries contact: Admission Cell MAEER’s MIT Institute of Design “Rajbaug”, Loni-Kalbhor, Next To Hapsar, Pune-412201 Phone: +91-20-30693666/ 696 Email: admissions@mitid.edu.in
Contact: Mr.Vinayak Kulkarni – Deputy Registrar +919850994211 Mr.Vijay Jagtap – Admission Officer +919763715974
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Institute working hours As a rule, the learners are expected to be at the Institute six days a week and ten hours per day. This ten hour period is divided in two parts: contact hours are for direct interaction with faculty members while non-contact hours are for self learning and self practice and for further application of knowledge and skills gained within contact hours.
Evaluation methodology Evaluation of the courses for both Graduate and Post Graduate Programmes is done by qualitative evaluation methods supported by quantitative evaluation in terms of credits grades. Each learner is given thorough information about his progress or the lack there
of by means of written comments as well as a one to one feedback. Evaluation is an ongoing process happening at various stages. The typical stages are, the end of each assignment or project, the end of each semester, and finally the end of the diploma project.
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INFRASTRUCTURE
Library The MIT Institute of Design Library is one of the premier design libraries in India. The library has a corporate membership with the British Library - Pune, MCCIA - Pune, Cinema Paradiso India Pvt. Ltd - Pune and online membership with Design Management Institute -DMI (USA), CarDesign News -UK. The Collections: The Design Library supports the research and teaching of the MIT Institute of Design. The Library’s collection includes more than 2200 books, 300 DVDs/CDs/VCDs, 10 cultural maps and subscriptions to more than 33 serials from all over the world. Students, faculty and staff have direct access to our collections in the campus. Our collection strengths include interior design, communication design,transportation design,graphic design, exhibition design, architecture, art, humanities, geography and travel. Information Services Borrowing facilities Students and staff can borrow the printed materials for home reading. Rare and Reference books are not for issue out of the library. The title with reference tag is meant for reference only. However the book can only be issued on overnight basis at exceptional cases. At the same time, the exceptional cases will also not be entertained at the time of examination.
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Bibliographic services This facility is available on demand. A list of books and design related articles can be given to the students and staff. Even outsiders can use this facility by paying nominal fees. Reprographic services The library has got a separate photocopier including one printer. Students can use this facility by paying a nominal amount. Reference Services Information relating to access and use of the library’s collections may be obtained at the Reference Desk. Library will conduct searches for books and periodicals that you are unable to locate on the shelves. This service is open to students and staff. Current Awareness Service Whenever the new information sources added to the library collection, the list will be informed to students and staff regularly. Thelibrary also conducts a library orientation programme for new members /students in the beginning of academic year. Information Sources The design library deals with the following sources to meet the users need. • Books (design and related areas) • Serials • Movie DVDs • Newspapers • General CDs • Audio • Cultural Maps
Hostel and Mess • Excellent furniture for every room • Mess facility with vegetarian food only • Hot water facility • Generator back-up round the clock • 24 hr vigil by rectors and attendants • Outsourced housekeeping to ensure a 24 hr alert on cleanliness • Recreation room with television • Gymnasium
Recreation and Sports The students of the MIT Institute of Design, currently have shared access to a multipurpose sports ground and to facilities like basket ball, cricket, volleyball, table tennis, football and rowing. Special care is taken for the maintainence of the entire ground which caters to all the educational institutes located at Rajbaug.
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International Collaborations Vision Our Vision is to build a world class Universally Respected Institution that fosters Innovative thinking. Mission MIT Institute of Design is committed to provide Education that will add an advantage to itsstudents and will remain for their lives. International Collaborations • The Hong Kong Polytechnic University (Hong Kong) • University of Abertay Dundee (United Kingdom) • University of Dundee (United Kingdom) • Northumbria University (United Kingdom) • Coventry University (United Kingdom) • Middleesex University (United Kingdom) • University of Derby (United Kingdom) • Kunsthochscule Berlin Weissensec School of Art & Design (Germany) • University for the Creative Arts (United Kingdom) • State College (France) Collaborative Programmes Undergraduate Programmes (2+2 years) • Animation (In collaboration with University of Dunde, Scotland) • Computer Arts for Gaming (In Collaboration with Abertay University, Dundee Scotland) Post Graduate Programme (1+1 years) • Animation (In collaboration with University of Dunde,Scotland) • Computer Arts for Gaming (In collaboration with Abertay University, Scotland) • Product Design + Design Ethnography (In collaboration with University of Dundee, Scotland)
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FEES 1. The fee structure as applicable for the students of the regular programme will be charged from the students. Any revision on the fee structure would be notified separately from time to time. All deposits/payments of the fees shall be made by Demand Draft only in the favour of ‘MAEER Pune’s MIT Institute of Design’ payable at Pune. 2. At the time of admission, the student needs to pay 50% of the tution fees Hostel/Mess charges, one time development fee and refundable Security deposit. The Composite fee is applicable for the academic year i.e. from July to May. 3. The Composite Fee covers all of the teaching and other expenses such as library, examination, labs, co-curricular activities, sports etc for the academic year.
LATE FEE 1. In the event of the deposit of the fee following surcharge shall be charged: - If paid within 30 days after the due date: 5% - If paid between 31and 60 days after the due date: 10%
2. No student, whose fee remains unpaid in full or in part, will be allowed to use the institute until the outstanding fee is received. No internal jury reports, Transfer certificates or recommendations to futre institues / colleges will be issued to the student or parent.
3. If the fee is not paid even after 3 fortnightly reminders, the students name shall be struck off from the Institute’s records and all dues shall be forfeited from the security deposit.
CONVERSIONS
4. The Composite fee does not include or cover field trips and excursions, pocket money, extra subject/ learning support, weekend outings/ trips, transportation, stationery, other cocurricular activities, extra tutorials, medical expenses etc.
1. Students converting from Boarding to Day Boarding should do so at the end of a semster. Students converting from Boarding to Day Boarding in the middle of a semester shall have to pay boarding fee for the full semster.
5. There are two options available for the payment of Composite Fee: - Advance yearly- this carries a 5% rebate on Tuition Fee. - In two installments semester wise
2. Students converting from Day Boarding to Boarding (upon availability of seats) Should do so from the 1st day of the month.Students converting in the middle of a month shall have to pay boarding fee on the pro rata basis from the begininng of the month.
6. All the Fee payments should be made by the due dates as indicated in the Fee Schedule. The Due dates for submitting fees semester wise every year will be 7. - 1st installment: 15th July of every year - 2nd installment: 15th January of every year 8. The students seeking admission for the 1st year however have to pay the 1st installment as declared in the admission procedure.There will be 10% increase in composite fees every year.
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3. College mess is compulsory for all the boarding students.
REFUNDS / WITHDRAWALS 1. Students wishing to withdraw should give atleast one semester’s notice ( July- Dec / Jan - June). 2. In case of withdrawal, fee pertaining to the semester falling in the notice period shall be payable by the students. 3. In the event of withdrawal without notice,the same shall be forfeited from the security deposit of the student. 4. In case the withdrawal takes place before the commencement of them academic year an amount of Rs.5,000 will be deducted and the rest of the amount will be refunded to the student within 30 days from receiving of the application. 5. In case the withdrawal happens within a period of 1 month from the commencement of the course 25% of composite fee will be deducted and the rest amount will be refunded to the student within 30 days from receiving the application. 6. For the withdrawal happening after 1 month, no amount except security deposit will be refunded within 60 days from receiving of the application. 7. Any instrument / equipment / gadget or books and stationery purchased from or through the Institute are Non-returnable and thus Non-refundable.
SECURITY DEPOSIT 1. Every student admitting into the Institute needs to pay a security deposit as laid down by the management from time to time.This deposit is non-interest bearing and is refundable upom the student passing out / leaving the institute. 2. Any unpaid dues of the student shall be recovered from his / her security deposit. 3. The Security Deposit shall be refunded within 60 days of withdrawal / passing out of the student after adjusting unpaid dues, if any.This is done on production of the prescribed ‘ No Dues certificate’ from the concerend departments.Production of the ‘ No Dues Certificate’ is also essential for the award of degree. 4. No request of refund would be entertained after six months from the date of completion of the course or the student leaving the institute. 5. Legal disputes, if any, shall be settled only in the courts having their jurisdiction in Pune.
1.
BANK CHARGES
All bank charges pertainig to inward remittance of the fee, if 2. any, shall be debited to the students account. In the event of cheque / demand draft return, a sum of Rs.1000/ besides the bank charges shall be debited to the student’s account.
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Life at mit-id
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1. Nal Stop 2.Sambhaji bridge 3. Mahtre Bridge 4. Tilak road
5. Swargate 6. Golibar Maidan 7. Turf Club 8. Pune Railway Station
Rajbaug, Next to Hadapsar, Loni Kalbhor, Pune- 412201. INDIA T: +91-20-30693666/ 696, F: +91-20-30693601, M: +91 9850994211/ +91 9763715974 admissions@mitid.edu.in, www.mitid.edu.in