1

Tripura institute of paramedical sciences,

(Nursing section)

Subject: NURSING EDUCATION

SEMINER ON: EDUCATIONAL REFORMS & NATIONAL

EDUCATIONAL POLICY
Date of submission: 29/8/2023

SUBMITTED TO SUBMITTED BY
MS.RUPA GHOSH PRIYASHI DEB
(PROFESSOR) M.SC NURSING, 1ST
SEMESTER
Obstetrics & Gynecology,
ROLL NO-
TIPS,INTRODUCTION:
NURSING
TIPS, NURSING
INTRODUCTION:
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After independence the Indian leaders realized the inherent defects in the system of education
introduced by the British. Universalisation of education was the need of the hour. Although the
British succeeded in crushing the Indians physically, yet they could not change the Indian’s
mental defiance. Education must be linked with national development in all directions. With
these national goals in view, the government in independent India set-up different committees &
commissions for educational reforms in the desired lines. These committees & commissions
have formulated educational aims & objectives.

DEVELOPMENT IN EDUCATION REFORMS:

Indian University Commission:
Just after independence, an education commission was setup to inquire into the various problems
o education, particularly higher education, and to recommend proposals for its improvements It
is commonly known as Radha Krishnan Commission as in 1948 -1949.This Commission has
given many important recommendations regarding higher education. It has also formulated the
aims of education in India.

Secondary Education Commission:

For reconstruction of Secondary Education-

 Secondary Education Commission was set-up (1952-53)under the chairmanship of Dr
Lakshmanswami Mudaliar , a noted educationist and Ex-Vise chancellor of the madras
University. The Commission has made important recommendations for the reconstruction
and development of secondary education in the country.
 The Indian Education Commission on Educational Aims(1964-66): In July 1964, the
Government of India Set-up an Education Commission to overhaul and reconstruct the
entire field of Indian education under the chairmanship of Dr DS Kothari. The
Commission submitted its comprehensive report on July 1966.
 National policy of education, 1968: The government of India after considering the
report of the Education Commission tried to formulate a national policy of education.
With this report, the parliamentary Committee on education was set-up in 1967.This
Committee approved the recommendations of the Education Commission and formulated
a national policy of education in 1968.
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 The National policy on Education was framed in 1986 & modification in 1992.NPE
was based on a national curricular framework which was based on national curricular
framework which contains a common core (which was flexible),consisting of history of
India’s freedom movement,the constitutional obligations & other content essentialto
nature national identity.

NEED OF REFORM IN EDUCATION SYSTEM

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

 Secondly, English language was domainated.
 Thirdly, aims of education were too vague.

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

EDUCATIONAL NEEDS OF DEMOCRATIC INDIA:

 The citizens should inculcate good habits, attitude & character.
 Improvement 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.

Education Reform
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 Development in  Development  Development

education towards education towards Quality
Reforms of SCs & STs Improvement in
school.

 Development  Development in Development in

towards University & technical Education.
integrated Higher
education for Education.
Disabled
children.
RECOMMENDATIONS OF VARIOUS COMMITTEES PERTAINING TO
NURSING EDUCATION:
The recommendations given by committees & commission provided guidelines for
improvement & growth of nursing education.

1. Health survery & development committee(Bhore committee 1946)

 Establishment of nursing college.
 Creation of an all Indian Nursing Council.
2. Shetty committee 1954
 Improvement in conditions of training of nurses.
 Minimum requirement for admission to be in accordance with regulation of

the INC.

3. Health survey & planning committee (Mudaliar committee 1959-61)

 There grades of nurses viz.The basic nurses(4yrs),auxiliary nurse midwife
(2yrs) & nurses with a degree qualification
 For GNM minimum entrance qualification higher secondary.

 For degree course passed higher secondary or Pre University

 Medium of instruction preferably English in General Nursing.

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 Degree course should be taught only in English.

4. Mukherjee committee,1996.
 Training of nurses & ANM’S required for family planning.

5. Kartar singh committee,1972-73

 Multipurpose health worker scheme.
 Changes in designation of ANM’s & LHV
 Setting up of training division at the ministry of health & family welfare.
6. Sarojini varadappan committee,1990 (A high power committee on
nursing & nursing profession.)
 Two levels of nursing personnel.
 Post basic b.sc nursing degree to continue.
 Masters in nursing programme to be increased & strengthened.
 Doctorate in nursing programme to be started in selected university.
 Continuing education & staff development for nurses.
7. Working group on nursing education & manpower,1991.
 By 2020 the GNM programme to be phased out.
 Curriculum of B.sc nursing to be modified.
 Staffing room should be as per INC.
 There should be deliberate plan for preparation of teachers M.sc/M.Phil &
PhD degrees.
 Improvement in functioning of INC .
 Importance of continuing education for nurses.

NATIONAL EDUCATION POLICY 2020 OF INDIA

 National education policy 2020 is India’s third education policy after NEP 1986 & 1986.
 Ministry of Human Resource Development formed a committee in 2017 which was
headed by Dr.K. Kasturirangan for preparing the National Education Policy. The
committee submitted its report on May 31,2019.on july 29,2020 union cabinet approved
it.
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SCHOOL EDUCATION (STRUCTURE)

 5+3+3+4 pattern will be followed as discussed:

Foundational stage

3years(Pre-school) 2years (class 1st & 2nd )

1) Foundational stage ( 5years ):-

A. Pre-school period(3years)
 3years of pre-schooling.
 Age group 4,5 & 6 years.
 To be enrolled in play way schools or in Anganwadis or
Balavatika.
 No exam at this stage.
 No uniform code.
B. Next 2years
 Class 1st & 2nd
 Age Group 7 & years
 No exam at this stage.

 No uniform code.

2) Preparatory Stage ( 3years ):-

 Start of Exam
 Age groups 9,10 & 11 years
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 Class 3rd ,4th & 5th

 Activity Based Teaching
 Preferable Medium of Instructional ( Mother Tongue/ Regional
Language/National Language)
 However Schools can teach in English Language as well.
3) Middle Stage ( 3years ):-
 Classes 6th,7th & 8th
 Age groups 12,13 & 14 years
 Computer knowledge (coding)
 Vocational / Teachnical Education from class 6th
 One of the Indian languages to be taught at this stage (Sanskrit ,
Mithali ,Malayalam, kananada) [OPTIONAL]
 10 days intership programmes in the curriculum.
4) Secondary Stage ( 4years ):-
 Classes 9th ,19th,11th & 12th .
 Age groups 15,16, & 18 years.
 Semester system examinations
 No stream
 Multiple subjects
 Emphasis on critical thinking.
 One of the foreign languages to be taught except Mandarin (Optional).

HIGHER EDUCATION:-

 Structure (Graduation)
Degree Programme of completing 1 year.

I. CERTIFICATE after completing 1 year

II. DIPLOMA after completing 2 years

III. BACHELOR’S degree after completing 3 years

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IV. MULTIDISCIPLINARY BACHELOR’S DEGREE after completing 4 years.

(4th year will be Extensively for Research Purpose)

V. Multiple entry and exit points.

VI. ABC (Academic Bank of Credits) shall be established which would digitally

store the academic credits earned from various recognized HEIs so

that the degrees from an HEI can be awarded taking into
account credits earned.

MASTER’S PROGRAMME & PH.D.:-

DURATION ( 1 OR 2 YEARS ) :-
 2 Years for those who have 3 years Bachelor’s Degree
 1 Year for those with 4 Years Multidisciplinary Bachelor’s Degree
 Integrated 5 Years Bachelor’s/ Master’s Programme
 M.Phil discontinued
 Ph.D (4Years)
Undertaking a Ph.D. shall require either a Master’s Degree or a 4 Year Multidisciplinary
Bachelor’s Degree

BACHELOR’S IN EDUCATION:-
Duration ( 4 years, 2 years & 1 year )

 4 years B.Ed. (After 12th )

 2 years B.Ed. ( 3 Year Graduation)
 1 year B.Ed. (4 year Graduation or PG)
 Admission in B.Ed. Through NTA
 From 2030, minimum degree qualification.
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QUALITY UNIVERSITIES & COLLEGES:-

 Multidisciplinary Universities and Colleges, with at least one in or near every district.
(MOI Local/Indian Languages)
 Gross Enrollment Ratio to be increased to 50% by 2035 from existing 26.3%(2018)
 Moving towards a more multidisciplinary undergraduate education
 Institutional autonomy
 National Research Foundation (for funding research projects)

INSTITUTIONAL RESTRUCTURING & CONSOLIDATION:-

Three (3) types of HEI
1. Research Intensive Universities ( those universities who place equal emphasis on
teaching and research)
2. Teaching Intensive Universities (those who place greater emphasis on teaching but
still conduct significant research)
3. Autonomous Degree Granting Colleges (Primarily focused on under graduate
degrees)
 Stage wise mechanism of granting graded autonomy to colleges, through a transparent
system of graded accreditation,
 Over a period of time, it is envisaged that every college would develop into either an
Autonomous Degree granting College or a Constituent College of a University. In the
later case, it would be fully part of the university. With appropriate accreditations,
Autonomous degree granting Colleges could evolve into Research Intensive or Teaching
Intensive Universities, if they so aspire
 All HEIs will first plan to become MULTIDISCIPLINARY by 2030
 Institutions will have the option to run Open Distance Learning (ODL) and online
programmes, provided they are accredited to do so.
 Phasing out the system of “AFFILIATED COLLEGES” over a period of 15 years through a
system of graded autonomy.
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 All colleges currently affiliated to a university shall attain the required benchmarks over
time to secure the prescribed accreditation benchmarks and eventually become
autonomous degree granting colleges.
 The present complex nomenclature of HEIs in the country such as “DEEMED TO BE
UNIVERSITY”, “AFFILIATING UNIVERSITY”, “AFFILIATING TECHNICAL UNIVERSITY”,
“UNITARY UNIVERSITY” shall be replaced simply by “UNIVERSITY” on fulfilling the
criteria as per norms.
TOWARDS A MORE HOLISTIC & MULTIDISCIPLINARY EDUCATION:-
 Model Public Universities for holistic and multidisciplinary education at par with IITs,
IIMs etc., called MERU (Multidisciplinary Education and Research Universities) will be
set up
 HEIs will focus on research and innovation. Given the scenario of epidemics and
pandemics, it is critical that HEIs take the lead to undertake research in areas of
infectious diseases, epidemiology, virology, diagnostics, instrumentation, vaccinology
etc.

OPTIMAL LEARNING ENVIRONMENTS & SUPPORT FOR STUDENTS:-

 In order to promote creativity, institutions and faculty will have the autonomy to innovate
on matters of curriculum, pedagogy and assessment.
 Choice Based Credit System (CBCS) to be revised
 HEIs shall move to a criterion based grading system (Measuring a student against a level
of performance, not measuring one against another student. This means looking at how a
student is performing today compared to how the student performed the day before that)
 Each institution will integrate its academic plans ranging from curricular improvement to
quality of classroom transaction into its larger Institutional Developmental Plan (IDP)

INTERNALIZATION :-
 An International Students Office at each HEIs hosting foreign students will be set up to
coordinate all matters relating to welcoming and supporting students arriving from
abroad.
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 Top 100 universities in the world will be facilitated to operate in India.

 High performing Indian Universities will be encouraged to set up campuses in other
countries
 Credits acquired in foreign universities will be permitted, where appropriate as per the
requirements of each HEI, to be counted for the award of a degree.

MOTIVATED,ENERGIZED & CAPABLE FACULTY:-

 Every classroom shall have access to the latest educational technology
 Faculty will be appointed to individual institutions and generally not be transferable
across institutions
 Faculty will be given freedom to design their own curricular and pedagogical
approaches within the approved framework
 Faculty members doing excellent work in research, teaching or in any other field(s) will
be rewarded, promoted, recognitions and Movement into institutional leadership. Mean
while, faculty not delivering on basic norms will be held accountable
 Current recruitment process will be continued, a “tenure-track” i.e Suitable probation
period shall be put in place to further ensure excellence
 Fast track promotion system (Research and Contribution)
 Excellent faculty with high academic and service credentials as well as demonstrated
leadership and management skills will be identified early and trained through a ladder of
leadership positions.

TRANSFORMING THE REGULATORY SYSTHEM OF HIGHER

EDUCATION:-
 HECI (Higher Education Commission of India)
1. NHERC (National Higher Education Regulatory Council) it will function as the
common, single point regulator for the higher education sector including teacher
education excluding medical and legal education
 Financial probity, good governance and the full online and offline public self disclosure
of all finances, audits, procedures, infrastructure, faculty/staff, courses and educational
outcomes will be regulated by NHERC
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2. NATIONAL ACCREDITATION COUNCIL (NAC)

 Accreditation of institutions will be based on basic norms, public self disclosure, good
governance, and outcomes, and it will be carried out by an independent ecosystem of
accrediting institutions supervised and overseen by NAC.
 All HEIs will aim, through their IDPs (Institutional Development Plans), to attain the
highest level of accreditation over the next 15 years, and thereby eventually aim to
function as self-governing degree granting institutes/clusters
3. HEGC (Higher Education Grants Council) which will carry out funding and
financing of higher education. HEGC will be entrusted with the disbursement of
Scholarships and developmental funds
4. GEC (General Education Council) will frame expected learning outcomes for
higher education. A National Higher Education Qualification Framework
(NHEQF) will be formulated by the GEC and it shall be in syn with the National
Skills Qualifications Framework (NSQF) to ease the integration of vocational
education into higher education. The GEC will be mandated to identify specific
skills that students must acquire during their academic programmes.

REPORTS ON EDUCATIONAL COMMISSION:-

Radhakrishna’s report on university education-
Inter university board of education & central advisory board of education recommended to
Government of India that all – India commission on education should be appointed. Education
in the light of requirements of the country & its traditions.

Appointment of commission-
The Government of India accepted the suggestions & on November 4 th 1948 University
Education Commission was appointed. Dr. Saravapalli Radhakrishnan was the chairman of the
commission,& it is on his name that commission is known as “Radhakrishnan commission”.

Aims of Appointment-
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The commission was appointed to report on India university education & suggest improvements

& extensions that maybe diserable to suit present & future requirements of the country .

The Terms of Reference –

The commission was appointed to go into the various aspects of the university education in
education in India & suggest ways & means for the improvements & re-organization of the
university education, research & other standards of university education , problems of
teachers ,curriculum,& medium of instruction, religious education,problems of discipline , health
& residence of the students & such allied problems in the perspective of the national &
international conditions.

Aims of university education:-

 University has to provide leadership in politics, administration provisions , industries &
commerce.
 The university should be organized centres of civilization to train people.
 University education should produce intellectual adventures.
 Universities preserve the culture & civilization.
 To discover the innate qualities of a person & to develop them through training.
 One of the main functions of universities is to bring about the spiritual developments of
students.
 Recommendations in regard to teachers.
 The saw that the conditions of teachers were not very satisfactory & good.Therefore,the
commission has made following recommendations.
 The commission was of the view that teachers should have better facilities of provident
fund.
 Universities should provide residential accommodation.
 The age of retirement should be enhanced to 64 years ,in case of proficiency.
 There should be provision for study leave.
 Improve the salary scale of teachers.
 There should 4 classes of teachers, professors, readers, lectures, & instructors.
 Promotion of lectures & instructors to teachers & readers should be.
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JOURNAL:-
Education Policy and Education Reform in a Changing World FAN Guorui,
Thomas S. POPKEWITZ

Abstract

With the development of modern society, the formation of modern nation-states, the establishment
and improvement of modern institutionalized school system and the development of universal
compulsory education, the links between education and social life have become increasingly close.
The two-way interaction between education and society has also become more frequent and
complex. The development of social factors such as political democratization, globalization and
information and communication technologies have a profound impact on the reform and
development of education in different ways. Education policies, which are greatly influenced by
politics, play an increasingly important role in the reform and development of education. At the same
time, the paradigms of education policy studies based on different "styles of reasoning", such as
problem-solving studies, empirical-analytic studies, historical and cultural studies, have not only
diversified the development of educational policy research, making it a "prominent school" in the field
of education studies, but also made the role of education policy studies in education policy-making
and educational reform increasingly prominent. The two-volume Handbook of Education Policy
Studies is the first educational policy research work co-edited by scholars from China and the United
States. It brings together 38 original research articles by 48 authors from 16 countries and regions
around the world. It not only reveals the complex relationship between contemporary educational
reform and social change at the macro-level national educational policy changes, but also focuses
on educational policy changes at the micro-level by examining policy and reform issues in school
and teaching contexts.

Keywords:
o social change,
o education policy,
o education reform,
o policy study
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SummAry:-
Education cannot be developed to the exclusion of other policy
initiatives. The development of infrastructure, better governance, public
health improvements, trade reform, & financial market development –
these & others will be need as well. The benefits of education require a
long gestational period. There may be shortcuts to establishing
educational infrastructure, but shaping people to understand & convey
higher education values & best practice will take decades, as opposed to
a few years.

BIBLIOGRAPHY:-
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1. Shebeer P. Basheer, The Book of Nursing Education,2nd edition 2018,EMMESS medical

publishers, Page No- 56 to 68.
2. R Sudha,Nursing Education Principles & concept, First Edition 2013, Jaypee Brothers
Medical Publishers(P)Ltd., Page no-35-36.
3. D.Elakkuvana Bhaskara Raj, Nima Bhaskar, Text Book of Nursing Education,2 nd edition,
EMMESS medical publishers, Page No-38 to 44.
4. https://en.wikipedia.org/wiki/National_Education_Policy_2020