GOVT COLLEGE OF NURSING

BILASPUR CG

SESSION -2020-21

SUBJECT - NURSING EDUCATION

SEMINAR ON - “EDUCATION REFORMS”

SUBMITED TO - SUBMITTED BY-

MRS JANET NAND NIKITA NELSON
DEMONSTRATOR MSc (N) 1ST YEAR
CHILD HEALTH NURSING
INSTRUCTION-
Education reform is the name given to the goal of changing public education. The meaning and
education methods have changed through debates over what content or experiences result in an
educated individual or an educated society. Historically, the motivations for reform have reflected
the current needs of society. A consistent theme of reform includes the idea that small systematic
changes to educational standards will produce significant social returns in citizen's health, wealth,
and well-being.

Although the British succeeded in crushing the Indians physically, yet they could not change the
Indian's mental defiance. One of the sparks that emanated from the fire of revolution was that of
educational revolution. It was decided to impart education of nationalism, cooperation and social
unity, besides various other subjects. It also aimed at creating in the student love for country, society,
independence and for human beings & boycott communalism and untouchables.

DEFINITION:
“The ultimate word reform means to develop, reconstruct, transform & improve a system of
education. A reform consists of changes & improvement to a law, social system, or institution.”

For ex: Examination reforms.

“Education reform is the term for the goal of changing public education in terms of educational
theory and practice. Where education reform once focused on inputs.”

NEED OF REFORM IN EDUCATION SYSTEM:

 There was no national system of education in our country.

 Secondly, English language was dominated.

 Thirdly, aims of education were too vague.

 Although, it has failed to keep pace with social, economic, political & technological progress.

FAILURE OF IMPLEMENTATION
As the voluminous material could not withstand which were available in the form of suggestions and
recommendations which were flown from the committees and commissions, the reform on education
is still in an elusive mood and we have not seen any significant changes or break through has been
achieved in bringing about changes in the fundamentals of the system which was thought as to make
an effective instrument of national reconstruction. Hence the earlier existing system continued to rule
made by the colonial rulers with little minor alterations which were more. concerned about the
exterior details. As this resulted in a direction less drift which is prevailing in the present system
today, as one can see the present educational system an uninspiring and disconcerting.

1. LACK OF IDEAS OR SUGGESTION:

The present crisis in education is a crisis in implementing the same essentially. As in our country no
dearth of ideas or suggestions in bringing out changes in educational systems, but the several ideas
are lacking in putting them in to action.

2 LACK OF GOAL TOWARDS THE EDUCATION SYSEM-

The educational system which we have now lacks the goal of universal which requires constitutional
directive which has become a distant dream, the gains we made in terms of enrolment will be set to
nil by the drop out high incidence. Hence the ultimate result it brought as the number of illiterates in
the country continues to remain.

3 THE EXTREME INADEQUACY OF INFRASTRUCTURE FACILITES:

The extreme inadequacy of infrastructure facilities, as few reports on education have shown the
pathetic condition of many of the schools in the country, from which it is evident that the resources
available were not enough as in the present scenario it is highly difficult to provide even the basic of
minimum facilities to such schools, as the allocation made for education still remains the below
recommended average of 6% or less of the GDP

4. DELAY IMPLEMENTATION OF PLANS :

A committee formed few years back have reported that the main aim of around quarter strength of
the Total students were opting for vocational system of education, though the recommendations were
accepted as an policy decision, the implementation granted additional 5 years term but till date it fail
to take off.

5. FAILED TO PROVIDE INTELLECTUAL LEADERSHIP:

As one can observe the strengthening of the higher education is rather a distantly accomplished
additionally the fast deterioration in the standard of education in the university level of education, as
our universities by and large never functioned as centers of excellence instead they have widened the
horizons of knowledge, failed to provide intellectual leadership which were desired in the initial
stages. As it is time now to make an earnest effort to identify the reasons for failure in what could
have been achieved by declaring such objectives and remove any obstacles. Sufficient care has to be
taken in future to see that such mistakes not to be repeated, the failures must become guidelines for
the sake of the future if such reforms to become a reality.

6. LACKS TO REFLECT THE NATIONAL ETHOS & NATIONAL SPIRIT

The basic weakness in the present system is it lacks to reflect the national ethos, national spirit
which were marked as an important aspect, inculcating the national feeling and which helps the
students to develop a national vision is another aspect of educational, one must have the knowledge
of history, tradition and its values, one must understand the basic of our national unity and our
culture, but not now lot of inputs required to imbibe a sense of national pride, which is required to be
included in the present curriculum.

7. SOCIO ECONOMIC FACTOR

Further the education is to be linked to socio economic and for social needs, the main purpose of
education should not become to create just human robots or making a skilled manpower towards the
global market, educational levels should be changed and it should become an effective instrument for
economic development for a social change. As our country have enormous resources due poverty
could not be exposed, yet to be harnessed whereby we can race living condition of the common man
as we are not able to tune our educational system to make this end successful.

EDUCATIONAL NEEDS OF DEMOCRATIC INDIA:

 The citizens should inculcate good habits, attitude & character.

 Dimprovement of the productive efficiency. Since, India's potential resources with an explosive
Population of an economically sub-human level.

 To make democracy successful for which there is an urgent need for national & emotional
Integration.

 For reorienting the educational system to bring cultural renaissance through expansion of
Educational facilities.

 Reforms are necessary, because they are essential for the pupil to equipped them with
knowledge & skills for the 21st century.

 The country needed a large number of technicians, engineers, doctors, scientists and other
skilled workers who could impart a new shape to various things in the developing economy of
the country.

NATIONAL POLICY OF EDUCATION 1986:

Education is a crucial factor in raising the standard of living of millions all over the world.
Therefore many countries have started giving a close look to the educational systems. Our young and
dynamic former prime minister late Sri Rajiv Gandhi announced his desire to introduce a new
education policy for the country as soon as he assumed his office in 1985. that policy was formulated
and announced in 1986 as THE NATIONAL POLICY ON EDUCATION-1986 (NEP-86). It was
soon followed by a detailed plan of action to implement it and funds for educational development
were enhanced.

OBJECTIVES OF NPE-1986:

1. The main trust of the policy is the man and his/her preparation to face the 21st century.

2. The concept of national education system implies that up to a given level all students irrespective
of caste, creed, sex etc have access to education of a comparable quality.
3. The NEP will be based on a national circular frame work, which contains a common core along
with other components that are flexible. This core includes history of India's freedom movements,
the constitutional obligations and other consent essential to nurture national identity India's common
cultural heritage democracy & secularism. Protection of the environment, removal of social barriers,
observance of the small family norms & inculcation of specific temper.

4. To motivate the younger generation for international cooperation and peaceful coexistence.

5. To encourage the young to understand the discovery

of India its image and preparation.

6. To establish network arrangements between different institutions in the country to pool their
resources & participate in projects of national importance in the areas of research development.

7. To provide opportunities to the youth, house wives & industrial workers etc to continue the
education of their choice at the pace suited to them. Since life long education is a cherished goal of
educational process.

8. The union government would accept a large responsibility to reinforce the national & integrative
character of education, to maintain quality and standards to study & monitor the educational
requirements of the country as a whole in regard to man power for development and is general, to
promote excellence at all levels of educational pyramid through out country.

9. To integrate physically and mentally handicapped with the general community as equal partner to
prepare them for the normal growth and to enable them to face the life with courage and confidence.

NATIONAL EDUCATION POLICY - 1992

Presenting the revised national education policy in both the houses of parliament of May 7, 1992, the
human resources department minister Arjun Singh stated that though the policy formulated in 1986
had stood best of time; the development during the fast few years had necessitated certain alterations.
It may be recalled that the NPE 1986 had stipulated that the implementation and parameters of the
new policy must be reviewed every five years.
Appraisal of short interval will also be maid to ascertain the progress of
implementation and the trends emerging from time to time.
In this context it is also to be noted that the implementation was reviewed by the two committees.
Namely, the Ramamurthy committee (1990) and Janardhan Committee (1991-92).

Accordingly NEP was revised in 1992. Revised National Policy on Education

NPE, 1986 was revised and placed on 7th May, 1992. These modifications were evolved through the
same process through which the NPE, 1986 was evolved. The review of the NPE, 1986 reveled that
its framework is good enough to lead the nation forward for years to come. On the basis of the
recommendation of NPERC (National Program on Education Review committee) and JRC (CABE
committee) some of the programs of NPE, 1986 have been revised to form program 1992. DR. Arjun
Singh was the HRD minister during this time.
OBJCTIVES:

1. Women's Education

To achieve women's equality with men in education. The programs in 1986 must be carefully
implemented RPF maintains that special care must be taken to send girls to schools and help the drop
outs to make use of the open system, further, women should to encouraged to go for vocational,
technical and professional education. Curriculum for women's education has to be developed.

2. Education for S.C/S.T and Other Backward Sections

 RPE gives the following the ten program for the education of the S.C/S.T and OBCs.

 In every scheduled caste village there should be a primary and upper primary school.

 Pre-school education, elementary education and adult education would be integrated to achieve
total literacy of the entire population would be integrated achieve total literacy of the population
of the age groups of 3-14 and 15 and above

 SC/ST children unable to receive formal education must be helpful to join NFE and distance
education.

 Scholarships, text books, mid-day meals, uniforms etc may be given to them.

 Teachers should organize drivers in the beginning of every academic year to enroll all SC/ST
children of school going age.

 NFE centers shall be well equipped.

 Operational backboard shall cover all he schools of SC/ST area.

 Families of SC/ST must be given incentives to send their children to school.

 Mother tongue should be the medium of instruction of the children of tribal area.

 MLL already set for primary education should be achieved.

3. Education of Minorities:

The programs of the education of the minorities are short term, long term and medium term. These
programs must be evaluated and corrective measures must be taken periodically

4. Education of the Handicapped:

 Mildly disabled must be admitted to the general stream and helped to achieve MLL.

 All the severally disabled must be enrolled by the end of the 9th plan in the special schools.

 Reduce the rate of dropout. Secondary and vocational education must be available to them.
 Teachers are to given pre-services and in services training to teach the disabled.

5. Adult Education:

National Literacy Mission (NLM) was launched on 5th May 1988. Its objective was to impart
functional literacy to the illiterate. It was a success. In the light of experiences as champion for total
literacy which is area specific, time bound, volunteer based, cost effective and outcome oriented was
adopted. The program involves

 Basic literacy for adult 200 hour spread over six months

 Systematic post literacy for about 50hrs and 3) Self directed continuing education

6. Early Childhood (ECCE) Care and Education:

RPE, 1992 have the following programs to implement the ECCE.

 ICDS(Intedrated child development service)

 Assistance to voluntary agencies to conduct ECCE centers.

 Balawadies and day care centers run by voluntary agencies with government's assistance.

 Pre-primary schools run by the government' municipal corporations; and other government and
-government agencies.

 Maternal and child health centers health services through primary

7. Elementary Education:

 RPE made the following modification of NPE 1986

 MLL is given top priority.

 The scope of OB has been enlarged to provide reasonably large rooms and there teachers in
every primary schools. It also been decided to extended OB to UP schools.

 50% of the teachers recruited in future shall be women.

 Free and compulsory education to all children below 14 years before the beginning of 21"
century.
 RPF envisages launching of national mission to ensure the achievement of UEE by 2000.

8. Secondary Education:

 The RPF recognized the increased demand for secondary education and went beyond the NPE,
1986 and called for,

 A planned expansion of secondary education facilities all over the country.

 The participation of the women, SC/ST etc particularly in science, vocational and commerce
sterams.

 The reorganizations of boards of secondary education and investing them with authority to
improve the quality of secondary education. Providing computer literacy in as many schools as
possible.

9. Vocational Education:

 RPE has introduced two modifications related to

 vocational education.

 The target for coverage under vocational courses has been revised to 10% for higher secondary
students by 1995 and 25% by 200.

 Children at higher secondary stage shall be given generic vocational courses.

10. Higher Education:

 The following actions are suggested.

 The recommendations of the UGC expert committee on autonomous colleges should be

implemented.

 The number of autonomous colleges should be increased.

 A council of autonomous colleges should be established in every state to review the progress

 . UGC should establish separate mechanism to evaluate the performance of autonomous

colleges. Besides, there are provisions for the establishment of autonomous departments,
designing of courses, training of teachers, encouraging research, studying information
technology etc.

11. Open Studies:

Distance education is to be made popular. There must be an Open University in every fee for the
courses should be on the basis of objectives of the courses.

12. Rural Universities And Institutions :

The program of action in NPE, 1986 is reiterated without modifications.

13. Technical Manpower Education:

Many programs are envisaged in the RPE, 1992 for the qualitative and quantitative development for
technical manpower education.
14. Research and Development:

The main problem today is neither found nor sufficient infrastructure. There should be a national
research finding mechanism in science and engineering. For good regional libraries are to be
developed in different parts of the country. It is recommended that besides the existing National
Research Facilities, New national research facility be established in campuses of educational
institutions. There should be sufficient finance for research the contribution from industries must be
invited.

15. Sports, Physical Education and Youth:

To achieve this objective the services of NYKS NSS, Bharath scouts, guides, NCC and National
Volunteers Scheme will be expanded and develop in schools and colleges. It also mentioned in the
RPE that efforts will be made to canalize funds f these programs.

16. Evaluation Process and Examination Performs

The NPE 1986 postulated that the examination system should be recast, so as to ensure a method of
assessment that is valid and reliable means The RPF called for a national examination re frame work.
The strategy for all the stages the following features:

 Emphasis is on testing of expected levels of achievement.

 Semester system shall be introduced and it shall provide for flexibility in the combination of
courses and accumulation of credits to enable the learners to produce at their own pace.

 Appropriate courses in examination reform will be developed by IGNOCS.

 Examination reform center will be established. Legislation will be introduced to check

malpractices in examinations.

 National evaluation organization will be developed as a quality control mechanism.

 A strong monitoring evaluation body must be established.

RECOMMENDATIONS OF VARIOUS PERTAINING TO NURSING

EDUCATION:

The recommendations given by committees and commission provided guidelines for improvement
and growth of nursing education.

1. HEALTH SURVEY AND PLANNING COMMITTEE:

(MUDALIAR COMMITTEE 1959-61)

After the achievement of independence in India it was needed to change the pattern of education to
cope up with the changes. With the aim in view the central advisory board of education in 1948
made some recommendations to the Govt of India. Government of India accepted the
recommendations of the board. on 20th September 1952 secondary education commission was
appointed under the chairman ship of Dr. Lakshmanswami modular, the vice chancellor of madras
university.

Aims and Terms of reference:

To enquire into and report on the present position of secondary education in India, in all aspects.
To suggests measure for its re-organization and improvement with particular reference to

 The aims, organization and content of secondary education

 Relationship with higher education

 Interrelationship of secondary schools

Aims of secondary education:

 Development of democratic citizenship

 Development of personality

 Education for leadership

 Improvement of vocational capability efficiency

 The concept of world citizenship.

Reorganization of secondary education:

1. Age limit and time limit The period of secondary education should 7 years and start in 11 years
and finish in 17 years. Division of the period - secondary education divided into two stages

a. Middle or junior secondary or senior basic stage for 3 yrs

b. Higher secondary stage for 4 yrs.

1. Abolition of intermediate classes.

2. 3. Diversification of the course.

3. Technical schools.

5. Education of the girls.

6. Study of three language.

7.Place of Hindi.

9. Place of English.
Recommendations for the improvement of curriculum :

 The curriculum should touch the life of the students in all point and help in the development of
personality

 Variety and flexibility should be there in curriculum

 It should train the student to work for leisure.

 . Related to the community life.

 The curriculum should not be split into a number of isolated, un coordinated watertight subjects,
but all the subjects should be interrelated. .

Method of teaching:

The commission has suggested that it should be dynamic thoroughly rationalized, in this regard it has
made the following recommendations;

a) The method of teaching should not merely aim at imparting knowledge in through manner.

b) It should try to create in students a desire to do as it as efficiently and honesty as possible.

c) In teaching, principles of activity method and project method should be used in school work.

d) The method should provide opportunities for the students to learn activity and apply the
knowledge acquired in the classroom

e) Clear thinking and expression, both in work and speech, should be stressed upon in all subjects

f) The student should be trained to acquire the qualities of group life and co-operative work.

The commission felt that character building of the students occupies a very important part in the
education set up.

 Education of character is the responsibility of all teachers.

 Close personal contact between the teacher and student should be established

 This has also recommended the introduction of self government in all schools

 Extracurricular activities must form a part if education programme All the school work are to be
made psychologically interesting

 Students are to be prohibited from participating in politics

 Scout, guide NCC etc should be encouraged in schools

 Religious and moral education should be given for character development.

Examination System

In this regard the commission should made the following recommendations

 Introduce objective test

 Maintain school records

 For final evaluation due credit should be given for internal tests

School Building and Libraries

 It should be outside the noise and bustle of busy life

 There should be arrangement for class library and general library

 Trained librarians should be appointed

Guidance and Counselling in the Secondary Schools

 Trained guidance officers and carrier masters should be appointed

 The government should provide training for these guidance officers and masters

Physical Education and Welfare of Students

 Teachers and their betterment and teacher training

 The method of selection of teachers should be uniform throughout the country

 Only trained teachers should be appointed

 Probationary period should be one year

 Teachers of same qualification should get same

 salary Salary should be in conformity with the cost of living

 The teacher who teaches in high schools should be graduate and possess degree education as
well

 The system of triple benefit fund scheme, pension,provident fund and insurance should be
introduced for teachers in all the states.

 Teachers children should be given free education Teachers should also be provided with quarters
in their working place.
 Arbitration boards to look into appeals and grievances of teachers, disciplinary actions are to be
established.

2. HEALTH SURVEY AND DEVELOPMENT COMMITTEE (BHORE

COMMITTEE 1946):

Health planning in India is an integral part of national socio-economic planning.The guidelines for
national health planning were provided by a number of committees dating back to the Bhore
committee in 1946.

These committees were appointed by the Government of India from time to time to review the
existing health situation and recommended measures for further action.

The Alma Ata Declaration on primary health care and the National Health Policy of the Government
gave a new direction to health planning in India making primary health care the central function and
main focus of its national health system.

The goal of national health planning in India was to attain Health for All by the year 2000.

The committee observed that-

"If the nation's health is to be built,the health programme should be developed on a foundation
of preventive health work and that such activities should proceed side by side with those
concerned with the treatment of patients"

Guiding principles:

 No individual should be denied to secure adequate medical care because of inability to pay
Facilities for proper diagnosis and treatment.

 Health programme must lay special emphasis on preventive work.

 As much medical relief and preventive health care should be provided to the vast rural
population

 Health services should be located close to the people to ensure maximum benefit to the
community.

 Doctor should be a social physician protecting the people.

 Medical services should be free to all, without distinction.

Observations made by the committee:

 Health status of the country as indicated by various indicators was poor.

 Mortality rates were very high.

 Life expectancy at birth was about 27yrs.

 Incidence of communicable diseases was very high.

 Many of the health problems were preventable.

 Committee stated that health and development are interdependent.

 Improvement in sector other than health will also lead to improvement in health like water
supply,sanitation improvement ,nutrition, elimination of unemployment.

Important Recommendations:

• Integration of preventive and curative services at all administrative levels.

• Minimum required ratio 567 hospital beds,62 doctors, 151 nurses per 1,00,000 population.

• The committee visualised the development of PHC in 2 stages:

1.A short term measure

Each PHC-40,000 POP,2 MOS,4 PHN, 1 nurse,2 midwives, 4 trained dais, 2 sanitory inspectors, 2
health assistants 1 pharmacist and 15 other class Iv employees.

1. A long term programme (3 million plan) consist of health care system in 3 tiers

A)PRIMARY UNIT

 10000-20000 pop,75 hosp beds, 6 MOS,6 PHN,2 sanitory inspectors,2 health assistants and 6
midwives.

 25-med,10-sur,10-obs& gyn, 20-infect ds, 6-malaria & 4-TB.

 Highly dense province - 20,000/PU

 Highly dispersed province - 10,000/PU

B)SECONDARY UNIT

 60 primary units under a secondary unit

 650 hosp bed, 140 doc, 180 nurses, 178 other staffs, 15 hosp social workers,50 ward attendants
and 25 compounders.

 150-med, 200-sur,100-obs&gyn, 20-inf ds, 10-malaria,120-TB, 50-ped.

 First level referral hospital.

DISTRICT HOSPITAL

 2500 beds,269 doc,625 nurses, 50 hosp social workers and 723 other workers.

 300-med, 350-sur,300-obs, 54-TB, 250-ped, 300-lep,40-inf ds,20-malaria,400-mental illness.

 Nutrition ,health education, professional/UG/PG education,population problem.

 2 grades in nursing profession. Village health committee, medical research.

 Special attention to diseases like malaria,TB ,small pox,leprosy ,plague ,cholera, veneral ds,
filariasis,mental illness.

 Special programmes for health of mothers and children, environmental hygiene and occupational
health for industrial workers.

2. SHETTY COMMITTEE 1954:

This committee was appointed with the objective of reviewing the salary and the working conditions
of nurses in the country. The committee found a great shortage of nurses. It further noted the
following deficiencies in their working conditions:

 Their pay scales were very low.

 They were over-worked. Most of them worked for 50-90 hours a week.

 They were made to bear the cost of breakages of hospital articles.

SHETTY COMMITTEE RECOMMONDATIONS:

 At the state level, the should appoint government concerned Superintendent of Nursing Services.

 It should also create additional posts of nursing staff in hospitals.

 It should provide decent living accommodation to the nursing students.

CONCLUSION:

Education cannot be developed to the exclusion of other policy initiatives. The development of
infrastructure, better governance, public health improvements, trade reform, and financial market
development - these and others will be needed as well. The benefits of education require a long
gestation period. There may be shortcuts to establishing educational infrastructure, but shaping
people to understand and convey higher education values and best practice will take decades, as
opposed to a few years.For this reason the Task Force urges policy makers and donors - public and
private, national and international - to waste no time.

They must work with educational leaders and other key stakeholders to reposition higher education
in developing countries. Only then will it produce larger and better trained pools of graduates and
research of higher quality.
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