Education reforms

Education Reforms
and
National Education Policy
PRESENTED BY: ANJALI ARORA
M.SC. NURSING -1ST YEAR
COLLEGE OF NURSING
INSTITUTE OF LIVER AND BILIARY SCIENCES

 The most common Indian
word ‘Shiksha’ is derived
from Sanskrit verbal root
‘shas’ which means ‘to
discipline’ , ‘to control’, ‘to
instruct’, and ‘to teach’.
Similarly the word ‘Vidya’ is
derived from Sanskrit
verbal root ‘vid’ which
means ‘to know’ .
Vidya is thus the subject
matter of knowledge.

Education is the process of exchange of ideas, the outcome of
which is maximizing the potential’s of individuals, according to
his needs and demands of society, of which he is an integral
part.

 According to Dr. APJ Abdul Kalam,
Education is a fundamental right
of every child and the education
system has a tremendous
responsibility to transform a child.
 The most important part of
education is inculcating in the
students the spirit of “ we can do
it”
 Education is an endless journey
and a pillar of developed and a
powerful country for growth and
prosperity of a nation.

Development in
education Reforms
Development
towards education
of SCs and STs
Development
towards Quality
Improvement in
Schools
Development
towards integrated
education for
Disabled Children
Development in
University and
Higher Education
Development in
technical
Education
Education Reforms

Initiatives For Education
reforms

Initiatives For Education reforms
Delhi govt introduces happiness, cleanliness and special
curriculum

CBSE board results directly on Google:

Govt limits weight of school bags

No detention policy

NTA replaces CBSE

 Institutes of Eminence

PhD must for university teachers from 2021

PM's Research Fellowship:

No re-admission for those who fail class 12 twice

National Achievement Survey (NAS)

Minimum qualification of teachers

B.Ed. degree structure

Quality and Equality in education

International exposure

Cultural festivals

Grading system

E-learning material for teachers and students

Innovations in classroom study

Massive Open Online Courses (MOOCs)

Education channels

Demand Supply Gap
Lag in healthcare spend
Inadequate
Infrastructure
Insufficientworkforce
(quality & quantity)
Growing Demand
Increasing Burden of
Disease
Increased healthcare
needs
Need additional 2.4
million nurses
Stipulated Nurse Population Ratio:
2.5 : 1000
Current Nurse Population Ratio: 0.7:
1000
(as per WHO Minimum Standards)

Introduction
 Strengthening nursing sector is critical for strengthening the health sector in India.
 There is a need to overhaul the nursing education and curricula and at the same time there is a
requirement for bringing necessary changes that can turn nursing into an attractive profession.
 The recommendations are primarily around policy reforms, human resource development,
strengthening the nursing practice and education.

Recommendations
 Skills-Focused Competency-Based Curricula, Assessment and Licensing
 Under-Graduate Nursing Curricula Upgradation
 Use of Technology in Nursing Education and Practice
 Compulsory Internships during B.Sc. Nursing
 Define Minimum Essential Skills for Nursing Graduates
 Focus on Simulation Technologies in Nursing Teaching and Training

Recommendations
 Establishing State-wise Centers of Excellence (CoE) Through Public Private Partnership
 Nursing Research
 Incentivize Private Hospitals that provide On-the-job Skills Training to Nurses (Entry-Level and
Specialists)
 Establish Minimum Salary and Fair Pay
 Creating Standardized Job Levels and Career Paths for Nurses in Hospitals
 Continuing Nurse Education (CNE)
 Inter-Professional Education and Training in Healthcare

Recommendations
 Strategic communication for promoting role of Nurses

Recommendations of various Committees
Pertaining to Nursing Education
Health survey and development committee (Bhore committee 1946)
 Establishment of nursing college
 Creation of an all India nursing council.
 Introduction of a pre-nursing course in the final year curriculum in high schools as an optional
subject.
 The training component for nursing was suggested to be divided into junior grade (3-year
course with entry qualification as completion of middle school and Senior grade (4-year
course inclusive of 1-year midwifery with entry qualification as matriculation.

Shetty committee (1954)
 The placement of one nurse to 3 patients in teaching hospital and one nurse to 5 patients
in other hospitals.
 One midwife to 100 births in rural areas, and one midwife to 150 births in towns, cities and
in contact areas
 For the public health field, it was recommended to have one public health nurse/ health
visitor for 10,000 population.
 Improvement in conditions for training of nurses
 The minimum requirement for admission to be in accordance with regulation of the INC.

Health survey and planning committee
(Mudaliar committee 1959-61)
 Three grades of nurses viz. the basic nurses (4 Years) auxiliary nurse midwife (2 yrs) and
nurses with a degree qualification
 For GNM, minimum entrance qualification matriculation
 For degree course, passed higher secondary or pre university
 Medium of instruction preferably English in general nursing
 Degree course should be taught only in English.
 It was recommended to have a department of health administration at the state level,
headed by the Director of Health Services.

Mukherjee committee, 1966.
 Training of nurses and ANMS required for family planning.
Kartar Singh committee, 1972-73
 The course of ANM of two years duration was reduced to 18 months.
 LHV course was reduced to two years from two and a half years.
 Multipurpose health worker scheme
 Change in designation of ANM and LHV
 Setting up of a training division at the ministry of health and family welfare.

Sarojini Varadappan committee,
1990
(A high-power committee on nursing and nursing profession.)
 Post basic BSc nursing degree to continue
 Masters in nursing programme to be increased and strengthened
 Doctorate in nursing programme to be started in selected university
 Continuing education and staff development for Nurses

Working group on nursing education
and manpower 1991
 By 2020, GNM programme to be phased out
 The curriculum of BSc nursing to be modified
 Staffing norms should be as per INC
 There should be a deliberate plan for preparation of teacher’s MSc/M Phil and PhD degrees.
 Improvement in functioning of INC
 Importance of continuing education for nurses.

Basic General Nursing and Midwifery
Education
Training of Dais (Birth Attendant ). The Dai training continued past independence. The goal was to
train one Dai in each village and ultimate goal was to train all the practicing Dais in country.
Duration of training was 30 days. No age limit was prescribed, training include theory and practice,
more emphasis on field practice. This training was done at sub centre and equipment’s provided by
UNICEF.
Auxiliary Nurse Midwife The first course was started at St. Marys Hospital Punjab, 1951 . Entrance
qualification : up to 7/8 years of schooling. The period of training was 2 years ( 9 month of
midwifery and 3 months of community experience .) In 1977, curriculum was revised a designed to
have 1.5 year of vocationalized ANM programme and six months of general education. The entrance
qualification was raised from 7th passed to matriculation passed .
Lady Health Visitor Course Training of LHV course continued post-independence. The syllabus
prepared and prescribed by INC in 1951 . The entrance qualification was matriculation . The
duration was two and a half years which subsequently reduced to 2 years.

General Nursing and Midwifery Course
 In 1951 , syllabus was prescribed by INC.
 In 1954 public health was integrated into basic nursing course.
 First revision of course was done in 1963.
 In 1964-65 Psychiatric nursing was included in curriculum.
 The duration of course was reduced from 4 years to 3 1 / 2 years.
 Second revision was done in 1982. The duration of the course reduced to 3 years.
 The Midwifery training of one year duration was gradually reduced to 9 months and
then six months, finally three year integrated programme of GNM was prescribed in
1982 .
 The present basic programme for nursing education throughout the India consists of a
three-year programme in General nursing and six to seven months in midwifery

University-Level Programmes
 Basic BSc Nursing First university programme started just before independence in
1946 at university of Delhi and CMC Vellore.
 In 1949, on recommendation of university education committee and education
commission (1964-66) and conference & workshop held by TNAI, The WHO and UGC,
some more colleges came up in different state affiliated to different state university .
 INC prescribes the syllabus which has been revised three times.
 At present the BSc Nursing programme which is recommended by the INC is of four
years and has foundations for future study and specialization in nursing .

Post Basic BSc Nursing
 The need for higher training for certificate nurses was stressed by the Mudaliar Committee in
1962.
 Two years post basic certificate BSc(N) programme was started in December 1962 for nurses
with diploma in general and midwifery with minimum of 2 years’ experience.
 First started by university of Trivandrum in 1963 . At present there are many colleges in India
offering Pc BSc (N) Course.
 Post Basic Nursing by Distance Education Mode In 1985 Indira Gandhi National Open
University was established.

Post- Graduate Education-MSc
Nursing
 First two years course in masters of nursing was started at RAK College of Nursing in
1959.and in 1969 in CMC Vellore.
 At present there are many colleges imparting MSc Nursing degree course in different
specialties.

M.Phil.
 INC felt need for M.Phil. Programme as early on 1977, for this purpose committee was
appointed. In 1986 one year full time and two years part time programme was started in RAK
College of nursing Delhi.

Ph.D. in Nursing
 Indian nurses were sent abroad for Ph. D programme earlier.
 From 1992 PhD in nursing is also available in India and In 2001, PhD at NIMHANS

Current Educational Patterns in Nursing
Non University Programme
 Basic - ANM-GNM
 Advance-Post-Certificate diploma
University Programme
 Basic- BSc(N) Post-Basic BSc(Regular) Post-Basic BSc(N).IGNOU
 Advance: MSc (Nursing) M. Phil Ph.D.

Barriers to implement
Educational Reforms
Systemic and
structural issues
Behavioural change
for a Change
A top-down policy
Interests and
ideologies

National Education Policy, 2019

Vision
The National Education Policy 2019 envisions an India-
centred education system that contributes directly to
transforming our nation sustainably into an equitable and
vibrant knowledge society, by providing high quality
education to all.

Process
 Discussions with educators, researchers, policy makers, sector experts,
academies, community groups, engaged citizens and more Consultations with
70 organizations, institutions, associations and 216 eminent individuals
 Reviewers: Jayaprakash Narayan, P. Rama Rao, J.S. Rajput, Vijay Kelkar,
Aniruddha Deshpande, Dinesh Singh, Mohandas Pai

Overview of the Policy
 Rigorous teacher preparation, robust recruitment, well-defined career path.
 New vision and architecture for higher education with large, well-resourced, multidisciplinary
institutions.
 Broad-based liberal arts undergraduate education -Flexible curricular structures; Creative
combinations of study; Multiple exit points.
 Quality early childhood education available for all children between 3-6 years by 2025.
 Every student in Grade 5 and beyond will achieve foundational literacy and numeracy by 2025.
 Appropriate curricular and pedagogical structure for school education.
 Integrated, flexible school curriculum

Overview of the Policy
 100% Gross Enrolment Ratio from pre-school to secondary levels by 2030.
 Effective governance through school complexes.
 Professional education as an integral part of higher education.
 Empowered governance and autonomy for higher education institutions.
 ‘Light but tight’ regulation
 National Research Foundation to catalyze research and innovation.
 Rastriya Shiksha Aayog - custodian of education in India.

SCHOOL EDUCATION
 Strengthening Early Childhood care and education
 Ensuring Foundational Literacy & Numeracy
 Ensuring Universal Access & Retention
 New Curricular & Pedagogical Structure
 Transformation of Curriculum & Pedagogy
 Equitable & Inclusive Education for Every Child in the Country
 Language

SCHOOL EDUCATION
Strengthening Early Childhood care and education
 The Policy emphasizes the criticality of early childhood education and the persistence of its
advantages throughout an individual’s life.
 Quality early childhood care and education available for all children between 3-6 years by
2025
 Expansion and strengthening of facilities with multipronged approach based on local needs,
geography and existing infrastructure
 Special attention / priority to socio-economically disadvantaged areas and communities.
 Early childhood education under the purview of the Ministry of Education
 ensure linkage with the rest of school education
 Right to Education Act extended to all children between 3-6 years.

SCHOOL EDUCATION
 Ensuring Foundational Literacy & Numeracy
 The Policy recognizes the learning crisis in language and mathematics during the primary school years and its impact
on attendance, retention and later learning.
 By 2025, every student in Grade 5 and beyond must achieve foundational literacy and numeracy
 Measures to attain foundational literacy and numeracy
 Increased focus on early language and mathematics in Grades 1-5
 Expansion of the mid-day meal programme to ensure adequate nutrition in these years
 Availability of quality learning materials Regular learning assessments
 3 Month school preparation module for all Grade 1 students from 2020
 Pupil-teacher ratio under 30:1 at every school
 Launch of two new programmes
 National Tutors Programme - focusing on peer tutors
 Social workers and counselors to help ensure positive mental health and retention of all children.

SCHOOL EDUCATION
 Ensuring Universal Access & Retention
 While deeply appreciating the progress in enrollment, the Policy expresses concern at our inability to retain all children in
school till Grade 12.
 100% Gross Enrolment Ratio from preschool to secondary levels by 2030
 Increased intake in existing schools
 New facilities in underserved locations
 School rationalization supported by transport and hostel facilities while ensuring safety of all students, particularly girls.
 Tracking attendance and learning outcomes of enrolled children
 Tracking drop-outs and out-of-school children by teachers, social workers and counsellors
 Programmes for long-term out of school adolescents
 Multiple pathways to learning - formal and non-formal modes, strengthening of open and distance schooling, technology
platforms to enable this
 Right to Education Act extended up to Grade 12

SCHOOL EDUCATION
 New Curricular & Pedagogical Structure
Foundational Stage (Pre-Primary & Grades 1-2)
 Rapid brain development
 Play and active discovery
Preparatory Stage (Grades 3-5)
 Build on play and discovery
 Transition to structured learning
Middle Stage (Grades 6-8)
 Concepts in subjects
 Begin navigating adolescence
Secondary Stage (Grades 9-12)
 Preparation for livelihood and higher education.
 Transition into young adulthood.

SCHOOL EDUCATION
 Transformation of Curriculum & Pedagogy
Integrated curriculum
 Equal emphasis all subjects - no hierarchy of subjects
 No hard separation of curricular, co- curricular or extra-curricular areas - equal status for all
 Integration of vocational and academic streams.
Flexible curriculum
 Choices for students.
 Reduced curriculum load, emphasis on key concepts, essential ideas.
 Space for experiential learning, allow for analysis and reflection.
Assessment
 Test core concepts and skills along with higher order capacities.

SCHOOL EDUCATION
 Equitable & Inclusive Education for Every Child in the Country
 This Policy aims to shape an education system that benefits all of India’s children.
 Special Education Zones in disadvantaged regions across the country to act upon all that is stated
in this Policy for inclusion of under- represented groups
 National Fund for providing scholarships, developing resources and facilities for students from
under- represented groups
 Targeted funding and support to identified districts / institutions for inclusion and access
 Alternate pathways for recruitment of teachers from under- represented groups, sensitizing
teachers
 25:1 pupil-teacher ratio in schools with high proportion of students from under-represented groups
 Creation of inclusive school environments, inclusive curriculum
 Focus on urban poor in addition to other under-represented groups

SCHOOL EDUCATION
 Language
 Since children learn languages most quickly between 2-8 years, and multilingualism has great cognitive benefits for students, children
will be immersed in three languages early on, from the Foundational Stage.
 Home language/mother tongue as medium of instruction
 Exposure to three or more languages to students from pre-school and Grade 1 will be given
 The three-language formula will be continued with flexibility in choice of languages.
 Major effort from both the Central and State governments to invest in large numbers of language teachers in all regional languages
around the country, and in particular all Schedule 8 languages.
 Flexibility in the three-language formula such that students who wish to change one or more of the three languages they are studying
may do so in Grade 6 or Grade 7, so long as they are able to still demonstrate proficiency in three languages (one language at the
literature level) in their modular Board Examinations some time during secondary school
 A choice of foreign language(s) would be as elective(s) during secondary school
 Sanskrit will be offered at all levels of school and higher education as one of the optional languages on par with all Schedule 8
languages
 In addition to Sanskrit, the teaching of other classical languages and literatures, including Tamil, Telugu, Kannada, Malayalam, Odia,
Pali, Persian, and Prakrit, will also be widely available in schools.

Teachers: The Torchbearers of
Change
 Robust recruitment process
 Teacher career development
 Teacher Education
 School Complexes: Effective Administration & Management of
Schools
 Regulation of School Education

Higher Education
 Institutional Restructuring & Consolidation
 Towards High Quality Liberal Education
 Optimal Learning Environments & Student Support
 Energised, Engaged & Capable Faculty
 Empowered Governance & Autonomy in Higher Education Governance
 Higher Education Governance & Regulation
 Integrating Professional Education into Higher Education

Institutional Restructuring &
Consolidation
 All higher education institutions to be consolidated into three types of
institutions:
 Research Universities - equal focus on research and teaching
 Teaching Universities - primary focus on teaching with significant focus on research
 Autonomous degree-granting colleges - almost exclusive focus on teaching.
 Significantly expand reach and capacity while building strong educational communities
 All higher education institutions to become multidisciplinary institutions, with teaching
programmes across disciplines and fields

Towards High Quality Liberal
Education
3-4-year undergraduate degree with multiple exit options
 4-year programme - Bachelors of Liberal Arts/Education in chosen major and minors
 3-year programme - Bachelors' degree
 Both 3- & 4-year programmes - lead to a degree with honors with research work
 Exit with a 2-year advanced diploma or a 1-year certificate
Flexible Master’s degree programmes
 2 years for those with 3-year undergraduate degree
 1 year for those with 4-year undergraduate degree with honors
 Integrated 5-year programme.

Optimal Learning Environments &
Student Support
 National Higher Education Qualifications Framework to articulate learning outcomes
 National Skills Qualifications Framework aligned with the above to ensure equivalence and mobility
 Choice Based Credit System to be revised and improved to allow for flexibility and innovation
 Stimulating learning experiences offered through effective pedagogical practices.
 Students assessed not only on academic aspects but also on broad capacities and dispositions
 Academic, financial and emotional support available for students to help attain better outcomes
 Open and distance learning expanded
 Internationalization of education facilitated
 Inter-University Centre for International Education set up within selected Indian universities

Higher Education Governance &
Regulation
 This Policy aims to set up effective, enabling and responsive regulation to encourage excellence and public- spiritedness
in higher education.
 Standard setting, funding, accreditation and regulation separated - conducted by independent bodies, eliminating
concentration of power and conflicts of interest
 National Higher Education Regulatory Authority - only regulator for all higher education including professional education
 University Grants Commission - transform into Higher Education Grants Council
 New General Education Council - develop National Higher Education Qualifications Framework
 Accreditation as basis for regulation - National Assessment and Accreditation Council - oversee and develop an
ecosystem of Accreditation Institutions
 State Departments of Higher Education - involved at a policy level
 State Councils of Higher Education - facilitate peer support and best practice sharing
 Common regulatory regime for public and private institutions
 Private philanthropic initiatives encouraged.

Integrating Professional Education into
Higher Education
 This Policy aims to build a holistic approach to the preparation of professionals, by ensuring
broad-based competencies, an understanding of the social- human context, a strong ethical
compass, in addition to the highest-quality professional capacities.
 Preparation of professionals must involve an education in the ethic and importance of public
purpose, an education in the discipline, and an education for practice - for this to happen,
 professional education must not happen in the isolation of specialty Professional education is
an integral part of the higher education system
 Stand-alone technical universities, health science universities, legal and agricultural
universities, or institutions in these or other fields, will be discontinued
 All institutions offering either professional or general education must organically evolve into
institutions offering both by 2030.

National Research
Foundation
Scope of work of the Foundation will include
 Funding research in all disciplines through a competitive, peer-review based
process
 Building research capacity at academic institutions across the country
 Creating beneficial linkages between researchers, government and industry
 Recognizing outstanding research through special prizes and seminars
 The Foundation will have four major divisions to start with - Sciences,
Technology, Social Sciences, Arts and Humanities.

Key thrust areas
 Expansion and improvement of early childhood education
 Ensuring foundational literacy and numeracy Adequate and appropriate
resourcing of school complexes
 Food and nutrition (breakfast and midday meal)
 Teacher education and continuing professional development of teachers.
 Research.
 Smooth, timely, appropriate flow of funds, usage with probity
 Clamp down on commercialization of education - ‘light but tight’ regulation,
substantial investment in public education, mechanisms of good
governance.

Summary
 Establishing an autonomous Central Institute of Adult Education, as a constituent unit of
NCERT, which will develop a National Curriculum Framework for adult education. The
Framework will cover five broad areas: foundational literacy and numeracy, critical life skills
vocational skills development, basic education, and continuing education.
 Adult Education Centres will be included within the proposed school complexes. Relevant
courses for youth and adults will be made available at the National Institute of Open
Schooling. A cadre of adult education instructors and managers, as well as a team of one-on-
one tutors will be created through a newly-established National Adult Tutors Programme

Indian nursing council
 The Indian Nursing Council is an autonomous body under the Govt. of India,
Ministry of Health & Family Welfare.
 Indian Nursing Council Act, 1947 enacted by, giving statutory powers to
maintain uniform standards and regulation of nursing education all over the
Country.
 The prime responsibility is to set the norms and standards for education,
training, research and practice with in the ambit of the relevant legislative
framework.

Inspections
 First Inspection is conducted to start any nursing program prescribed by Indian Nursing
Council on receipt of the proposal as per calendar of events.
 Re-inspections are conducted for those institutions, which are found unsuitable/ not permitted
by Indian Nursing Council.
 Inspection of the Institution for enhancement of seats in various nursing programme are also
conducted.
 Periodic inspections are conducted to monitor the standards of nursing education and the
adherence of the prescribed norms. Institutions which are permitted are displayed in the
website of the Council under recognized institutions.

Nurse Practitioner
 A Nurse Practitioners Course in Critical Care, which is a two year Post Graduate Residency
Programme, has been rolled out by Indian Nursing Council.
 This is one of the key initiatives planned out for implementation in the National Health Policy,
for increased availability of midlevel professionals.

Live Register
 A computerized Live Register has been initiated for various categories of Nurses which would
provide a Unique Identity number to Nurses.
 It will capture up-to-date and latest information of the currently practicing nurses and also
facilitate stakeholder with the registration services of the Council.
 5,25,318 Nurses have been enrolled.

Income
 A sum of Rupees 11,00,63,500/- has been received from the nursing education institutions
towards inspection /affiliation fee and publication sales.

Institutions
The course wise number of Nursing Institutions recognized up 31.3.2019 is as follows:
S.No. Programme Total
1. ANM 1902
2. GNM 3212
3. B.Sc. Nursing 1968
4. P.B.B.Sc. Nursing 778
5. M.Sc Nursing 653
6. Post Basic Diploma Programme 272

Number of Registered
Nurses & Midwives
Nurses ANMs Lady Health Visitors
20,49,135 8,61,114 56,489

National Consortium for
Ph.D.
 National Consortium for Ph.D. in Nursing has been constituted by Indian Nursing Council to
promote research activities, in various fields on Nursing in collaboration with Rajiv Gandhi
University of Health Science, supported by WHO.
 Total 242 students have been enrolled under National consortium of Ph.D. in Nursing.
 One Hundred and Four (104) have been awarded Doctorate degree by Rajiv Gandhi
University of Health Science

Development of nursing
services
 Strengthening of Nursing Education / Services.
 Upgradation of Nursing Services.
 112 ANM and 136 GNM Schools have been sanctioned in 27 States and a total amount of
Rs.950.642 crores (including releases of Rs.58.712 for 2018-19) has been released so far to
the States.
 Training of Nursing Personnel in identified domains/topics is also being done as one of the
major activities under the Development of Nursing Services Scheme. An amount of
Rs.1.43811 crores have been released to Nursing Councils and Institutions for conducting 87
short term courses for nurses.

National Nursing and
Midwifery Portal
 The Nursing and Midwifery Portal is an Online Resource Center for State Nursing Councils and
the entire Nursing & Midwifery cadre.
 The mission of this online resource center is to provide a platform that connects the nurses,
midwives state nursing councils, Indian Nursing Council, Ministry of Health and Family Welfare
at State and Central level (MOHFW) and other stake holders.

National Florence
Nightingale Awards
 for Nursing personnel, National Florence Nightingale Awards were given on 12-05-2019 by
the Hon’ble President of India to 35 Nursing Personnel as a mark of highest recognition for
meritorious services in the Nursing profession in the country.
 Each award carries a Certificate of Merit and Cash Award of Rs.50,000/-.

Continuing Education
 Two national level short-term courses on “Emerging Role of Nurses in India” and
another on “Healing touch in Quality Patient Care” were conducted.
 A total of 60 Nursing personnel participated in these workshops.

Student Welfare and Co-
Curricular Activities
Student Health Programme was conducted to help students to promote and maintain their own
health, prevent and control diseases by early detection and treatment.
Students participated in various State Level Activities organized by Delhi University and SNA and
won many awards.
Regular SNA activities are being conducted as students extracurricular activities. The College
also conducts sports classes for students once a week by an external sports faculty.
A Vigilance Awareness Week was celebrated on 29th October, 2018 to 3rd November, 2018,
where Students and Teachers participated.

The New National Education Policy
Recently announced by the Union government, is expected to give a golden opportunity to the graduate
nurses, AYUSH and dental practitioners to become doctors by lateral entry into MBBS courses to those
who have excelled in nursing, AYUSH and dental and allied courses in alliance with the National Medical
Commission
Though this draft policy is still in the making, as the ministry is getting suggestions from different
quarters of medical fraternity and policy makers, if this new education policy comes in to play, it will
give a significant boost to the Nursing profession in the coming years, as it will provide them an
opportunity to become doctors through lateral entry programme.
To empower nurses and bridge the demand and supply gap of doctors, the ministry will also moot the
concept of nurse practitioners by introducing courses so that they can compensate for the non-
availability of doctors.

Cont.….
 With this the practicing nurses can prescribe medication, examine patients, diagnose illness
and provide treatment, just like regular physicians.
 The education policy also talks about the need to create professional development pathways
for nurses with different levels of qualifications.
 The main objective of this new education policy is to further improve the quality of nursing
education and at the same time give more career opportunities for the nursing and other allied
graduates related to medical professionals, which would also meet the gap between the
demand and supply of the qualified medical professionals in India.

Recommendations
1) "The first year or two of the MBBS course will be designed as a common period for all science
graduates after which they can take up MBBS, BDS, Nursing or other specializations
2) "Graduates from other medical disciplines such as nursing, dental etc, will also be allowed lateral entry
into the MBBS course. A medical education qualification framework to achieve this will be developed in
conjunction with the NMC (National Medical Commission),
3) The committee has recommended that on the lines of the NEET exam for entry to MBBS, a common
exit examination for the MBBS should be introduced, as was also suggested in the National Medical
Commission Bill. The report said the common exit exam will play a dual role as also the entrance
examination for admission into postgraduate programmes. "This exit examination will be administered at
the end of the fourth year of the MBBS so that students are relieved of the burden of studying for a
separate, competitive entrance examinations at the end of their residency period.

Recommendations
4) The new education policy recommends that B.Sc Nursing should be made the sole
entry-level qualification for nurses in the long term.
5) To increase the intake of students in healthcare sector, the committee has
recommended that about 600 district hospitals across India should be upgraded to
teaching hospitals at the earliest by investing in infrastructure for targeted medical
specialties and in stationing adequately qualified teaching faculty.
The draft policy also recommends more seats at the postgraduate level in healthcare
sector. "There is a shortfall in the number of seats in postgraduate courses in many
disciplines, particularly in medical education where the number of seats in postgraduate
education is only approximately half the number of MBBS seats.

Research Article
Improving Student Achievement through Organization of Student Learning
This action research project investigated various reading strategies to increase reading
comprehension and vocabulary skills. The targeted population consisted of students from three
elementary schools and one junior high school, located in lower to middle socioeconomic
neighbourhoods. Two elementary schools and the junior high school are located in a small
Midwestern city. One elementary school is located in a large Midwestern city. Poor reading
comprehension and vocabulary skills contribute to lower student achievement. Evidence for the
existence of this problem includes report card grades, national achievement test scores, teacher
observations, and writing samples. Analysis of probable cause indicated that factors contributing to
reading scores include poor home environment, high mobility rate, low intellectual ability, inability
to link new material with prior knowledge, poor reading skills, and lack of continuing education of
teachers. A review of current literature and analysis of the identified problem in the targeted
schools led to the use of graphic organizers to improve comprehension and vocabulary skills. Post
intervention data revealed improvement in reading comprehension and vocabulary skills. (Contains
66 references and 17 tables of data; 59 appendixes contain checklists, graphic organizers,
diagrams, survey instruments, and writing samples. (Author/RS)

Conclusion
Creativity in Education leads to Evolution of
self reliant youth with knowledge and action

Education reforms

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Education reforms

Similar to Education reforms (20)

More from Slideshare User

More from Slideshare User (11)

Recently uploaded

Recently uploaded (20)

Education reforms