One of the major complexities faced by the Polytechnic system is the variety of target groups viz. 10+, 10+ Technical, 10+ Technical Certificate, 10+2 Arts/Science/Commerce Stream, 10+2 Technical/Vocational Stream, all of which, in different proportions join a straight jacket three year programme. This rigid structure has been causing frustrations to some groups and rigid structure has been causing frustrations to some groups and difficulties and problems to others thereby causing inefficiency in the system. The expectation from polytechnic pass-outs is acquisition of varying mix of knowledge and skills to match diverse occupations for which they are to be trained. The 10+2 students who enter the system were not given any exemptions from taking some of the courses equivalent of which they had already taking some of the courses equivalent of which they had already studied in their respective +2 stage curriculum. This group of students, therefore, more or less had to repeat the acquisition of knowledge and skills they already possess. In spite of the varying mix of knowledge and skills possessed by 10+, 10+ Technical, 10+ Technical Certificate, 10+2 Arts/Science/Commerce Stream, 10+2 Technical or Vocational Stream etc. the rigid system treated all the different groups alike irrespective of difference in their entry level knowledge and skills. This alone was sufficient reason for the introduction of a flexible pattern providing for choice and sequencing of courses to match the varying mix of knowledge and skills possessed by diverse target groups. Important problem faced by Polytechnics is the comparatively large percentage of students failing in few courses resulting in wastage. They have no opportunity with in the system for taking alternative courses appropriate to their capability. In this innovation, the student can pursue the program at his own pace i.e. high achievers can go faster, while others can move at normal pace. This innovation has a very high academic value because it removes the stigma of failure.

Rapid technological advancement in the different disciplines would also necessitate the offering of a wide range of programmes of varying durations and different entry requirements for meeting the diverse man-power needs with in and across disciplines. The National Policy on Education, therefore rightly recognizes the need for a flexible structure which would allow students to enter the system at different points depending on their entry levels, and take up combination of courses according to needs, there by facilitating the production of man-power for a spectrum of technologies and occupations enhancing the efficiency of the system.

The World Bank Assisted Technician Education Project which supports the National Education Policy considered the above as a subcomponent. In this respect the Department of Technical Education Kerala State recommended to introduce Multipoint Entry & Credit System (MPEC) in the two new polytechnics to be established under the World Bank Assisted Technician Education Project.