Education reforms

PPT includes
Introduction
National Education Policy

1. Education Reforms and National Education Policy Presented by: Anjali Arora M.Sc. Nursing -1 ST Year College Of Nursing Institute Of Liver and Biliary Sciences

2. 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.

3. 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.

4. 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.

5. Education Reforms

6. Education Reforms

7. Initiatives For Education reforms

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

9. Initiatives For Education reforms CBSE board results directly on Google:

10. Initiatives For Education reforms Govt limits weight of school bags

11. Initiatives For Education reforms No detention policy

12. Initiatives For Education reforms NTA replaces CBSE

13. Initiatives For Education reforms Institutes of Eminence

14. Initiatives For Education reforms PhD must for university teachers from 2021

15. Initiatives For Education reforms PM's Research Fellowship:

16. Initiatives For Education reforms No re-admission for those who fail class 12 twice

17. Initiatives For Education reforms National Achievement Survey (NAS)

18. Initiatives For Education reforms Minimum qualification of teachers

19. Initiatives For Education reforms B.Ed. degree structure

20. Initiatives For Education reforms Quality and Equality in education

21. Initiatives For Education reforms International exposure

22. Initiatives For Education reforms Cultural festivals

23. Initiatives For Education reforms Grading system

24. Initiatives For Education reforms E-learning material for teachers and students

25. Initiatives For Education reforms Innovations in classroom study

26. Initiatives For Education reforms Massive Open Online Courses (MOOCs)

27. Initiatives For Education reforms Education channels

28. Nursing Reforms

29. 2

30. Demand Supply Gap Lag in healthcare spend Inadequate Infrastructure Insufficient workforce (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)

31. 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.

32. 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

33. 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

34. Recommendations Strategic communication for promoting role of Nurses

35. 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.

36. 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.

37. 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.

38. 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.

39. 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

40. 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.

41. 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.

42. 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

43. 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 .

44. 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.

45. 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.

46. 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.

47. 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

48. 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.

49. Barriers to implement Educational Reforms

50. National Education Policy, 2019

51. 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.

52. 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

53. 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

54. 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.

55. 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

56. 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.

57. 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.

58. 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

59. 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.

60. 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.

61. 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

62. 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.

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

64. 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

65. 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

66. 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.

67. 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

68. 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.

69. 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.

70. 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.

71. 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.

72. 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

73. Nursing Education Policy

74. 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.

75. 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.

76. 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.

77. 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.

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

79. 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

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

81. 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

82. 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.

83. 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.

84. 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/-.

85. 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.

86. 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.

87. 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.

88. 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.

89. 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.

90. 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.

91. 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)

92. Summary

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

94. Thank you