The last half of this century has transformed our environment, perhaps radically, and brought more changes in our lives and thinking than in any corresponding period in history. These are the consequences of discoveries of sciences and applications of technology. The concept of absolute knowledge in the sense of storing all knowledge is perhaps no more relevant today. Our efforts for reconciling the traditional concepts and ways with the demands of technological age cannot provide simple solutions for our difficulties and complexities based on such stored knowledge. Frontiers of knowledge are themselves expanding rapidly making it possible to device newer and more efficient methods of solving problems of the society. Education must therefore make efforts for securing knowledge and mastering modern skills and methods than merely storing and distributing the traditional ones. For this purpose of training of mind and mastering of skills and for harnessing science and technology to profitable and productive processes of economic growth and social well-being, the technological education system has to be continuously reviewed and adopted. This has indeed been the basis of our efforts during the last three decades, the result is that there is a well-organised structure and a wide network of technical institutions offering different types of programmes: craftsman courses, technician (diploma) courses, graduate and post- graduate courses, etc., catering to the various levels of knowledge, skills and competences required by the economy.