Teacher Educatin in India

8/3/2019 Teacher Educatin in India

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Teacher Educatin in India

INTRODUCTION

"If you educate a boy, you educate one individual,

If you educate a girl, you educate a teacher.

If you educate a teacher, you educate a community"

Dating back to the olden days, teachers as such were only the males from the Brahmin

community and the shatriyas teaching the rich, but now the system is changed, we have female

teachers also imparting the art of knowledge and skills. Down the lane, coming to the present the

overall quality in education depends on the quality of teachers and that a sound program ofprofessional education of teachers is essential for imparting desired type of education. As

FRANCIS BACON said," knowledge is power" implies that teaching is an art that can be

acquired through a series of well- designed series of activities, its imperative, therefore dueemphasis should be laid on the education of the teachers.

DEFINITION

According to the Dictionary of education-C.V. GOOD(1973), teacher education is defined as

"all formal and informal activities and experiences that help to qualify a person to assume theresponsibility as a member of the educational profession or to discharge his responsibility most

effectively.

According to the Encyclopedia Of Educational Research(1941), Walter.S.Monroe, defines

teacher education as " The total education experiences which contribute to the preparation of aperson but the term is completely employed to designate the program for the courses and otherexperiences offered by an educational institute for the announced purposes of preparing persons

for teaching and other educational service and for contributing to their growth in competency for

such service. Such teacher education programs are offered in teacher colleges, normal schoolsand colleges and universities.

The Educational Commission (1964-1966) said, "a sound program of professional education ofteachers is essential for the qualitative improvement of education. Investment in teacher

education can yield very rich dividends because the financial resources required are small when

measured against the resulting improvement in the education of millions."

According to PASSI(1997)," Teacher education means programs of education, research or

training of persons for equipping them to teach at primary, secondary, and senior secondary

stages in schools and includes non-formal education, part time education, adult education andcorrespondence education.

OBJECTIVES:
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To develop in prospective teacher educators necessary skills and competencies needfulfor the preparation of the teacher

To impart the latest knowledge of the relevant disciplines To upgrade their knowledge and develop a critical awareness. To develop the capacity of elaboration, examination, interpretation and communication of

ideas To enable them to undertake meaningful educational research for improving the

condition of education and society.

To develop among them the desire for life long learning for removing anachronism fromthem.

TYPES OF TEACHER EDUCATION

In-service education Continuous education

CONTINUOUS EDUCATION

According to the commission on teacher education in U.S.A., "continued teachers education

means much more than making up defects in preparation. It means continuous growth in thecapacity to teach. It means a broadened understanding of human development and human living

i.e., growth in one's capacity to work with others, with classroom teachers and principles in avariety of activities, with the administration, with parents and community leaders and withchildren age group.

IN-SERVICE EDUCATION

This is self explanatory; it refers to the education a teacher receives when he has entered theteaching profession after he has had his education or training in a teaching institute or college. Itincludes all the fields i.e. the refresher courses etc that he receives at different institutions.

FUNCTIONS:

Better understanding of the students Building confidence Methodology of teaching Building a favorable attitude Familiarizing with school organization

Creating social insight Improving standards Training for democracy

PRE-SERVICE TEACHER EDUCATION

Training school for elementary teachers Pre-primary schools or Nursing institutions


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Secondary training schools Training colleges or colleges of education Institutes of advanced studies in education Training colleges for special education. example:- handicaps, deaf and dumb etc. Training colleges for special subjects. Example:-preparing teachers in certain subjects

like physical education, home science, craft etc. Regional colleges of education Comprehensive colleges Summer schools -cum correspondence course.

SELECTION OF TEACHER EDUCATORS

Good physique Linguistic ability and communication skills A fair degree of general mental ability General awareness of the world

A positive outlook on life The capacity for good human relations Recruitment first and training afterwards Internship in place of practice teaching Right tools for evaluation of pupil teacher performance . example:-self-assessment and

pre -lessons and post -lesson discussion

Miscellaneous :- *Modifications in teacher and education curriculum. *Teacher education cadres *Adequate staff for teacher training colleges *Teacher education to be well-verse in educational technology

*Well planned programs *Training to pupil teachers in organizing co- curricular activities. *Teacher training colleges to remain their isolation.

IN-SERVICE TEACHER EDUCATION INSTITUTIONS TYPES:-

State institutes of education District institute of education and training(DIET) National council of educational research and training (NCERT). National institute of educational planning and administration (NIEPA)

STATE INSTITUTES OF EDUCATION

A chain of state institutes of education was started in 1964. At present U.P. is the only state with

two such institutions at ALLAHABAD and LUCKNOW

PURPOSES & FUNCTIONS:

o Teacher education.


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This was set up by the national council for teacher education in May 1973.

o Provide various training course for supervisors of elementary schools or elementaryteacher educators.

o Organize conferences and seminars to senior state education officers.o

Provide conduct and supervise extensive services to training institutions for elementaryteachers.

o Organize research in elementary education and provide correspondence course forteachers.

DISTRICT INSTITUTES OF EDUCATION AND TRAINING(DIET)

These are organized to schedule pre-services and in-service courses for elementary teachers and

for personnel working in a non-formal and adult education

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (NCERT)

It is the apex organization at the national level which is designed to undertake research and

training in education at the school stage. It co-ordinates the entire work of the in-serviceteacher education. It also formulates syllabi for the education or training of teachers at different

levels.

NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION

(NIEPA)

This organizes in-service education for educational administration, planners and supervisors.

NATIONAL COUNCIL OF TEACHER EDUCATION (NCTE)

FUNCTIONS:-

To advise the government of India on all matters concerning teacher education,including pre-service and in-service training, evaluation of curricula for teacher educationand periodical review of progress in reviewing of progress n revising the curricula.

To advise the state government on any matters referred to the council by them. To review the programs of plan schemes, both central and state, concerning teacher

education.

To advise the government on ensuring adequate standards in teacher education .Anyother matter entrusted to the council by the government of India.

KNOWLEDGE-BASE OF TEACHER EDUCATION

Teacher education, Eraut argues needs a map of professional knowledge for four reasons

To correct the over simplified notion about teacher education that are in circulation. To illuminate the debate about theory -practice links and the role of experiential

learning.


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To highlight aspects of knowledge that have been somewhat neglected in teachereducation program.

To shed light on the growing debate about competency -based approaches toprofessional standards and qualifications.

Knowledge must be seen as a means of teacher empowerment rather than of gaining power.Hammond(1997) puts it 'empowerment must occur through knowledge rather than through new

controls that would enfranchise teacher at the cost of others ,especially parents ,who have a deepinterest in children learning and success.

DRAWBACKS IN TEACHER EDUCATION:

Faulty methods of selection because of political, social and personal influences Lop-sided curriculum Irrelevant methodology of teaching Neglect of study of education as a discipline

Inadequate training in practical skills Insufficient time and attention paid to the actual practice teaching Isolation between the colleges of education and the schools Insufficient training in the art of communicating with the community Ineffective supervision of the teaching practice by the supervisors Faulty methods of assessment of trainee's work Under qualified teacher educators Lack of physical facilities Shorter working hours

TYPE OF EDUCATION IN THE 21 CENTURY:

Education as a liberating consciousness;In this we can be freed from the thoughts, values, systems and structures that hinder authentic

development.

Education must not alienate learners from their roots.In this education enables us to discover and develop liberating elements which creates a more

filly human life and appreciate our culture.

Education must attune us to diverse process at work and teach us the meaning ofresponsible consumption and caring.

In this we are asked to appreciate, share and nurture the life giving resources and processes.

Education is human conversation with life:


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This implies about the needs ,problems ,pains ,joys, dreams, and hopes of people and the world a

huge classroom where life is a continuing process of education.

Education must teach a "new value orientation" to motivate and inspire the newgeneration in the understanding of and reverence for life.

In short, education must encourage the values of compassion, the capacity to feel forothers , to feel what it is like to grow under different or difficult circumstances ,and to

appreciate the human person, irrespective of sex, creed, color ,or social status.

SHORT EVALUATION FORMAT FOR EVALUATING THE EFFECTIVENESS OF A

TEACHER

CONTENTS MARKS GIVEN (40)

1. The knowledge about the topic 5

2. Appropriate use of A.V. AIDS

a) Principles of A.V.AIDS used b) Appropriateness c) Neatness d) Clarity

5

2 1 1 1

3. Adequate information from

ournals added or not

8

4. Organization of content 8

5. Interaction with the students 5

6. Feedback of the students 6

7. Discussion of the references used 3

CONCLUSION

The education of teachers has to be considered as an integral part of the system of education . It

has to focus its attention on the new role of teacher educator. Hence education is a potentinstrumentation for bridging about the desired changes in the society and teacher are to play a

crucial role in this noble venture, human rights can be achieved and sustained mostly through

education and training . That's why our vedic sages have rightly sung:

"SARVE BHAVANTU SUKHINAH,

SARVE SHANTU NIRAMAYAH,

SARVE BHANDRANI PASHYANTHU

MAA KASCHIDDU KHABHAGABHAVET."

This literally means:


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(Let all be happy,

Let all be free from diseases,

Let all see the auspicious things,

Let nobody suffer from grief.)

REFERENCES:

BOOKS:

1. AGGRAWAL.J.C. (1996), Teachers and education in a developing2. society, Vikas publishing house pvt , New delhi.3. BILOO .BUCH.M. (1998), Contemporary thoughts on education, society for

educational research and development, Baroda

JOURNALS:

1. JAGANNATH MOHANTY(2004), Human rights : A global challenge racing teachereducation, EDU TRACKS; VOL-4,No:2, OCTOBER

2. Prof.PADMAKAR SAPRE(2004), If all teacher education institutions in India wereeliminated ,would anyone notice, MIRACLE OF TEACHING; VOL-IV ,No:2,May -

august.

Uncategorized

Current

11/23/09

Development of nursing education in india: Post-

indpendence

Introduction

On 15th August 1947 India became independent and self govermentation. Social changes

were taking place rapidly but an alarming absence of public health and sanitary measurescontinued.The ratio of nurse to patient remained dangerously low.The opening of nursing

schools associated with college gave nursing profession a higher social and economic

status,than it had previously known. T he formation of many commission and committees,establishment of INC and tremendous work of TNAI brought about change in nursing education

post independence.

TRAINED NURSES ASSOCIATION OF INDIA
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TNAI helps the initiation of university level education in India. Recommendations of the Bhore

committee were implemented within year .

1. Passing of the INC act2. Deputation of Indian nurses abroad for post basic education

The TNAI made significant achievements in the field of nursing education.It creates awarenessamong nurses through Nursing journal of India and organizing continuing education

programmes. TNAI also offers scholarships to deserving candidates to take up studies within

the country and abroad.

Establishment of Indian Nursing Council

The INC was constituted to establish a uniform standard of education for nurses,midwives,health

visitors and auxillary nurse midwives. The INC act was passed following an ordinance on

December 31st 1947 . The council was constituted in 1949.

Main proposes of the council.

1. To set standards and to regulate the nursing education of all types in the country.2. To p prescribe and specify minimum requirement for qualifying for a particular course in

nursing.3. Advisory role in the state nursing council4. To collaborate e with state nursing councils,schools and colleges of nursing and

examination board.

STATE REGISTRATION COUNCIL.

Functions.

Inspect and accredit schools of nursing in their state . Conduct the examinations Prescribe rules of conduct. Maintain registers of nurses,midwives, ANM and health visitors in the state.

The state registration council are autonomous except they do not have power to prescribe the

syllabi for courses.

RECOMMENDATIONS OF VARIOUS COMMITTEES PERTAINING TO NURSINGEDUCATION.

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

1. Health survey and development committee ( Bhore committee 1946)


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Establishment of nursing college. Creation of an all India 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 and planning committee (Mudaliar committee 1959-61)

Three grades of nurses viz. the basic nurses (4yrs), auxillary nurse midwife (2yrs) andnurses 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.

4. Mukherjee committee, 1966.

Training of nurses and ANM'S required for family planning.4. Kartar singh committee,1972-73

Multipurpose health worker scheme Change in designation of ANM's and LHV Setting up of training division at the ministry of health and family welfare

7. Sarojini varadappan committee, 1990 (A high power committee on nursing and nursingprofession.)

Two levels of nursing personnel 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.

8. Working group on nursing education and manpower,1991.

By 2020 the GNM programme to be phased out

Curriculum of BSc nursing to be modified Staffing norm should be as per INC There should be deliberate plan for preparation of teachers MSc/Mphil and PhD

degrees.

Improvement in functioning of INC Importance of continuing education for nurses.


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DEVELOPMENT OF NURSING EDUCATIION.

Basic General Nursing And Midwifery Education

1. Training of Dais(Birth Attendant )

The Dai training continued past independence. The goal was to train one Dai in each villageand 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 subcentre and equipments

provided by UNICE F.

2. Auxillary Nurse Midwife

In 1950 Indian Nursing Council came out with some important decisions relating to future

patterns of nursing training in India.One of the important decision was that there should be onlytwo standard of training nursing and midwifery, subsequently the curriculum for these courses

were prescribed.

The first course was started at St. Marys Hospital Punjab,1951.The entrance qualification was upto 7/8 years of schooling.The period of training was 2 years witch include a 9 month of

midwifery and 3 months of community experience.

In 1977, as a result of the decision to prepare multipurpose health worker& vocationalization of

higher secondary education, 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.

Under multipurpose scheme promotional avenue was opened to senior ANMS for undergoingsix months promotional training for which course was prescribed by INC.

3. Lady Health Visitor Course

Training of LHV course continued post independance.The syllabus prepar ed and prescribed by

INC in 1951.The entrance qualification was metriculation.The duration was two and a half yearswhich subsequently reduced to 2 years.

4 . General Nursing And Midwifery Course

GNM course existed since early years of century.In 1951,syllabus was prescribed by INC.In

1954 a special provision was made for male nurse.In1954 public health was integrated into basicnursing course.

First revision of course was done in 1963. In1964-65 Psychiatric nursing was included in

curriculum.The duration of course was reduced from 4 years to 3.5 years. Second revision was


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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 integratedprogramme of GNM was prescribed in 1982.

5.Post-Basic/Post Certificate Short-Term Courses And Diploma Programmes

During 1948-50 four nurses were sent to the U.K.by Govt. of India for mental health nursingdiploma.During 1954 Manzil Medical Health centre,Lucknow gave psychiatric nursing

orientation course of 4 - 6weeks duration. In 1951 a one year course in public health was started

at college of nursing Delhi.Govt. of India felt urgent need for psychiatric nurses during 1953-

54,this resulted in first organized course at All India Institute of Mental Health.

In 1962 diploma in peadatric nursing was established at J.J.Group of Hospitals, Bombay.At

present there are many other courses of three months duration which are monitored andrecognized by INC.The ultimate aim of all the post-basic/ post certificate programme is to

improvement of quality of patient care and promotion of health.

University-Level Programmes.

1.Basic BSc Nursing

First university programme started just before independence in 1946 at university of Delhi.andCMC 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,the last revision was done in

1981.It was done on basis of the 10+3+2 system of general education.At present the BSc Nursingprogramme which is recommended by the INC is of four years and have foundations forfuture study and specialization in nursing.

2. Post Basic BSc Nursing

The need for higher training for certificate nurses was stressed by the Mudaliar Committeein1962. 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. At present there are many colleges in India offering Pc BSc(N)

Course.

3. Post Basic Nursing by Distance Education Mode.

In1985 Indira Gandhi National open university was established. In1992 Post Basic BSc

Nursing programme was launched, which is three years duration course is recognized by INC.

4. Post- Graduate Education-MSc Nursing


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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 degreecourse in different specialties.

5. M.Phil

INC felt need for M.Phil programme as early on 1977,for this purpose committee wasappointed.In 1986 one year full time and two years part time programme was started in RAK

College of nursing Delhi.

6. Ph.D in Nursing

Indian nurses were sent abroad for Ph. D programme earlier. From1992 Ph D in nursing is also

available in India.MAHI is one of the university having PhD programme.

Current Educational Patterns In Nursing

1.Non University Programme

Basic - ANM-GNM Advance-Post-Certificate diploma

2. University Programme

Basic- BSc(N) Post-Basic BSc(Regular) Post-Basic BSc(N).IGNOU

Advance:MSc (Nursing) M. phil Ph.D.

Trends in nursing education changes from basic general nursing service to doctorate education in

nursing.

Conclusion

Nursing education have expanded considerably post independence. University education innursing brought about changes in nursing education.The type of nurses required today is an "all

round personality". Education brings changes in behaviour of the individual in a desirable

manner.It aims at all round development of an individual to become mature,self-sufficient,intellectually,culturally refined.socially efficient and spiritually advanced.

Bibliography


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1. Wilkinson, A. (1965). 'History of Nursing in India and Pakistan'. New Delhi, TNAI.2. Annamma, K.V. (189). 'A New Text book for Nurses in India'. Madras, B. I.

Publications.

3. Honda, U. and Gulani, K. K. (1995). 'Community Health Nursing', New Delhi, IgnonPublications.

4.

Sandaranarayanan, B. and Sindhu, B. (2003), 'Learning and Teaching Nursing', Calicut,Brainfill.

5. Neeraja K. P. (2003), 'Text Book of Nursing Education', New Delhi: Jaypee Brothers.6. TNAI (2000). 'History and trends in Nursing in India', New Delhi.7. Hurndr, R. and Letiman, B. (183). 'Nursing Education in India', New Delhi.8. TNAI (1995). 'Indian Nursing Year Book', 1993-95, New Delhi - TNAI.9. TNAI (2002), 'Indian Nursing Year Book', 2000, New Delhi - TNAI.

Uncategorized

Current

11/23/09

Development of nursing education in india: Pre-indpendence

Introduction:

Nursing originated independently, existed many centuries without contact with modern

medicine. The member of the family at home met the nursing needs of the sick. Evolution of

medicine, surgery and public health into complicated technical area requiring many proceduresby persons specially trained and having understanding of scientific principles, which brought two

professions closer and together.

1. Nursing in Pre-historic Times

There are no historical evidence available on ancient history on nursing care of sick in primitive

times discovered through myths, songs and archeologistTo get rid of 'evil spirit' unpleasantconditioning like beating, starving, magic rites, nauseous medicines, loud noises sudden fright

are used methods. Primitive man had the skill of massaging, fermentation bone setting,

amputation, hot and cold bath, heat to control hemorrhages.

Role of Nurse in Primitive Period

Women were protecting and caring for their children, aged, sick members of the family. Nursingevolved to response to the desire to keep healthy as well as provide comfort to sick. This was

reflecting in caring, comforting, nourishing and cleansing aspect of the patient. These love and

hope were expressed in empirical practice of nursing.
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2. Nursing - Vedic Period (3000 B.C - 1400 B.C)

Indian medicines are found in the sacred books of "Vedas". The 'Ayur-veda' is thought to have

been given by Brahma. 1400 BC Sushruta, known as 'Father of Surgery' in India wrote a book

on surgery years later 'Charaka' wrote a book on internal medicine. By these writings we can

learn that those days surgery had advanced to a high level, also had 4 wings of treatment'Chatushpada Chikitsa'.

1. Physician - Bhishak2. Nurse - Upacharika (Attendent - Anuraktha)3. Therapeutic drugs - Dravya4. Patient - Adhyaya

Characters of Upacharika (Nurse)

Shuchi - Pure or clean in physical appearance and mental hygiene.

Daksha - Competency Anuraktha - Willing to care Buddhiman - Co-ordinator with the patient and doctor / intelligent.

3. Nursing Post Vedic Period (600 BC - 600 AD)

Medical education introduced in ancient Universities of 'Nalanda' and 'Thakshashila'. King

Ashoka (272-236 BC) constructed hospitals for the people and animals. Prevention of the

disease was given first importance and hygienic practices were adopted. Cleanliness of the body

was religious duty. Doctors and midwives were to be trust worthy and skillful. They shouldwear clean cloths and cut their nails short. Lying rooms were kept well ventilated. Religious

ceremonies and prayer precede co-operations. The nurses were usually 'men' or 'old women'.Women are restricted activities at home and cared for sick members in the family during 1 ADperiod superstition and black magic replaced more in daily practices. Medicines are remained in

the hands of priest - physicians, who refused to touch the blood and pathological tissues.

Dissection was for bidden. Other religious restriction and superstitious practices probablydeclined the development of nursing.

4. Nursing in Mogul Period (1000 AD)

'Unani' system of medicine developed during the Arab civilization. It was practiced in Indo-

Pakistan subcontinent. The basic framework are consists of blood, phlegm, yellow bile and back

bile. Temperament, strengthening of body and nature are the real physician.

Not believed in eradication of disease greatly depend on defense mechanism of the body andself-care and positive health habits. Therefore, it becomes part of Indian medicine practice.

5. British period (16th

Century onwords)


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After the Mogul period the nursing in India hindered due to various reasons like low state of

women, system of "pardha" among Muslims, caste system among Hindus, illiteracy, poverty,political unrest, language difference and nursing looked upon as servants work. During the 16 th

century, nursing development in India taken three dimensions.

1.

Military Nursing2. Civilian Nursing3. Missionaries Nursing

1. Military Nursing:

Military nursing born during 1st

world war but developed very slowly. British officers informed

need of nurses to take care British officials and soldiers in India.

On 1888 Feb. 21st - 10 fully qualified certified nurses from Florence Nightingales, arrived to

Bombay to lead nursing in India. This pave the way to develop one of the best nursing in the

world. 1894 regular system of training for men for hospital work (orderliness) started. Medicalofficers given lecturing to them. Some men were voluntary did the course and applied for the

nursing certificate. After two months of practical posting to ward, on the account of supervised

sister's report, first time hospital 'orderlines' issued certificate and had official status. Thissystem laid the possible foundation to existing system of training and higher education.

1927 - Description of Indian Military Nursing services formed with 12 matrons, 18 sisters, 25staff nurses. They are responsible for supervision, instruction and training of nursing services for

entire Indian hospital corps.

2nd world war expanded nursing services to India and overseas under the direction of chief

principal matron. 3 year training carried out in selected military hospital preliminary trainingschools. After completion sent to military hospital for training. After successful trainingcertificate issued as "Registered Nurse" and they are members of Indian Military Nursing

Services Auxiliary Nursing Services

Shortage of trained nurses in India after the 2nd world war, the Govt., initiated short course of

intensive training in 1942 which led to the Auxiliary Nursing Services. Basic training for 6th

month is selected civil hospital after passing examination at military hospitals in India sent tooverseas to serve in the capacity of 'Assistant Nurses' 3000 women given auxiliary training.

2. Civilian Nursing in India

1664 - East India company built Government General Hospital at Madras for civilian. 1871 -

this hospital undertook training of nurses. On 1854 midwives training school granted certificatesof 'Diploma in Midwifery' for passed student and 'sick nursing' for failed students. First time 6

nurses came out as Diploma in Midwifery Nurses.

3. Missionary Nursing:


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Missionary nursing started training for Indian people as nurses. Various other countries

supported. This brought fully qualified Indian nurses. Those days there were several obstaclesfor nursing development.

1. Girls were not allowed to do work.2.

Degrading and unworthy attitude of people.3. Hindus were hold back due to deep seated caste system.

4. Muslims held under 'paradha' system.So Christian girls encouraged and trained first.

Frequent disappointment, degradation difficulties nursing training came into existence and look

its own shape. In the beginning there is not uniformity in nursing education. There is no

particular standards were given. After the course of lecturing 18 months to two years, writtenexamination conducted. If failed training extended to 3 years.

From 1888-93 five years various experts like doctors, surgeons, nursing superintendent,pharmacists - draw up a curriculum for training. 1907-10 North India united Board of Examiner

formed to maintain nursing administration and standards. 1928 - Hindi Text book for nurses

developed. 1939 - helped to develop post graduation school for nurses.

Community Health Nursing :

William Rathbone formed Visiting Nurse's Association at England. She emphasized on charity

free care etc. Florence Lees improved the Visiting Nurses by giving specialized training for their

work. It is influenced in India, because of terrible condition, under which children were bornrecognised as cause for high mortality rate. Because untrained 'Dais' are attending women at the

time of child birth.

Dais were unwilling to trained and patients will to accept the old customary methods. In 1926 -

Midwives Registration Act formed for the purpose of better training of midwives. Slowly

Community Nursing Training needs felt by the Government. In 1946 - Community HealthNursing was integrated in Basic Nursing Programme at Delhi, Vellore and Madras.

Trained Nurses Association of Indian (TNAI)

In 1908 - TNAI formed to uphold the dignity and honor of the nursing profession. Florence Mac

Haughton was the first president of TNAI. In 1910 TNAI published journals. In 1912 - TNAI

affiliated to international Nursing Council as a 8

th

Association in the world. In 1917 June 16

th

under the Registration Act No:XXI of 1860 - TNAI got registered. In 1922 - SNA formed.

Bibliography

1. Wilkinson, A. (1965). 'History of Nursing in India and Pakistan'. New Delhi, TNAI.2. Annamma, K.V. (189). 'A New Text book for Nurses in India'. Madras, B. I.

Publications.


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3. Honda, U. and Gulani, K. K. (1995). 'Community Health Nursing', New Delhi, IgnonPublications.

4. Sandaranarayanan, B. and Sindhu, B. (2003), 'Learning and Teaching Nursing', Calicut,Brainfill.

5. Neeraja K. P. (2003), 'Text Book of Nursing Education', New Delhi: Jaypee Brothers.6.

TNAI (2000). 'History and trends in Nursing in India', New Delhi.7. Hurndr, R. and Letiman, B. (183). 'Nursing Education in India', New Delhi.

8. TNAI (1995). 'Indian Nursing Year Book', 1993-95, New Delhi - TNAI.9. TNAI (2002), 'Indian Nursing Year Book', 2000, New Delhi - TNAI. Uncategorized

Current

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Evolution of Nursing Education in India

We can summarize the history of nursing education in India as follows: 1871 - School of nursing started in general hospital Madras. 1886 - School of nursing in a full-fledged form was started in J.J. hospital, Bombay. 1892 - Many hospitals in Bombay started nursing associations which were intended to

provide additional facilities for the training of local nurses.

1908 - TNAI established. 1909 - Bombay presidency nursing association was formed. 1910 - United board of examination for nurses was organized. 1913 - South India Board was organized. 1926 - First nurses registration act passed in Madras. 1935 - Madras and Bombay nursing councils were established. 1942 - ANM programme started. 1943 - School of Nursing at RAK college, New Delhi. 1943 - Diploma programme in nursing administration started in New Delhi. 1946 - Four year B.Sc nursing programme started in RAK college and CMC, Vellore. 1947 - INC act was passed. 1949 - INC was established. 1959 - MSc Nursing started in RAK college. 1963 - Post basic B.Sc programme started in various institutions 1968 - M.Sc nursing at CMC, Vellore 1972 - Basic degree programme started in Kerala 1985 - M.Sc nursing stated in CMC Ludhiana. 1985 - IGNOU established. 1986 - Curriculum change for GNM programme from three and a half years to three

years.

1986 - M.Phil programme started in RAK, Delhi. 1987 - MSc Nursing started in Kerala 1987 - Separate directorate of nursing was created in Karnataka State.
http://nursingplanet.com/nr/blog6.php/main/http://nursingplanet.com/nr/blog6.php/main/http://nursingplanet.com/nr/blog6.php?disp=user&user_ID=1http://nursingplanet.com/nr/blog6.php?disp=user&user_ID=1http://nursingplanet.com/nr/blog6.php/2009/11/23/evolution-of-nursing-education-in-indiahttp://nursingplanet.com/nr/blog6.php/2009/11/23/evolution-of-nursing-education-in-indiahttp://nursingplanet.com/nr/blog6.php/2009/11/23/evolution-of-nursing-education-in-indiahttp://nursingplanet.com/nr/blog6.php?disp=user&user_ID=1http://nursingplanet.com/nr/blog6.php/main/


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1988 - M.Sc Nursing at Nimhans 1992 - Ph.D in RAK College, New Delhi 1992 - Post basic programme started under IGNOU 1994 - M.Sc nursing at Mahe, Manipal 1994 - Basic B.Sc programme under school of Medical education in Mahatma Gandhi

University, Kottayam. 1996 - M.Phil and Ph.D at Mahe, Manipal. 2001 - Ph.D at NIMHANS

Adult Education

IntroductionDemocracy without education is meaningless. It is education and not freedom that makes anation great but the situation as prevailing in our country in this respect is not only distressing

but disgraceful. "A state may pass a law, making education compulsory but unless people acceptsuch laws, no state can enforce them by military or police measures."

"No nation can leave its security to the police and the arm to a larger extent. National security

depends upon the education of citizens, their knowledge of affairs, their character and sense ofdiscipline and their ability to participate effectively in security measures" says kothari

commission. So "Adult education is thus the foundation on which alone free India can build up a

welfare state which will recognize the claim of both individual freedom and social security.

Meaning

"It is the education of grown up men and women who are more than 18yrs old. Education foradults mainly those who could not get any formal education in the early days of their lives".

According to Bryson "Adult education includes all activities with an educational purpose, carried

on by people, in the ordinary business of life, who use only part of their energy to acquire

intellectual equipment".

According to Ernert Baker "Adult education is a course to be taken up concurrently with workand the earning of living". It is to be given on part time basis.

Purposes:

Because of ever changing social condition the scope of education is also widening. Now it is not

confined to literacy only but it has become a life long process.

Kothari commission stated "Adult education is to provide every adult citizen with an opportunity

for the education of the type which he wishes and which he should have for his personalenrichment, professional advancement and effective participation in social and political life".
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The purpose of adult education are,

i) Individuals point of view: From individual's point of view the purpose of adulteducation are,

Remedial: Adult education provides education to those adults who could not receiveeducation because of certain reasons. It provides opportunity to such adults to make uptheir deficiency in this respect.

Development of physical health: Adult education aims at educating the adult in thefundamental principles of health for prevention of diseases.

Vocational development : Adult education aims at improving vocational efficiency of theindividual by providing him training in his respective vocation.

Development of social skills: Adult education aims at training the adult for social livingto teach them the sense of rights and duties & live in harmony with their colleagues.

Self development: Adult education aims at training creative faculties of the adult for theirself-development.

Recreational aim: Adult education aim at training the adults for the best use of leisurewith proper recreation.

ii) Social point of view: From the social point of view the aims of adult education should be as

under,

Promotion of social cohesion: It means to promote unity in diversity. Adult educationaims at creating a common culture where social cohesion can be brought at functional &

emotional level. With the help of Adult education, individualism and solitude that existsamong different groups can be reduced.

Conservation and Improvement of national resources: Adult education aims atconservation & improvement of natural resources by creating new awakening among the

adults. Building Co-operative groups: Aims at building co-operative groups for healthy co-

ordination and cohesion between individual happiness and social progress.

Inculcation of social ideology: Aims of inculcation of social ideology in adults to preparethem to subordinate their private welfare to national welfare. So adult education aims at

the improvement of the life of people socially economically and also it conveys the idea

for self help.

NEED & IMPORTANCE OF ADULT EDUCATION:

A new hope for the illiterate: Adult education brings a new hope for the illiterate masseswho failed to get education during their school years. Though a well-defined programme

of adult education, the illiterate adults can hope to take part in the day to day activities oftheir country.

Adult education is needed to wider intellectual horizon of partially illiterate adults. Adult education is needed to broaden the political horizon of the adults ie. value of vote. Adult education is needed to complete India's political awakening. Adult education is needed to set the cultural tone of the community. Adult education is needed to make adult life a happy and joyous living.


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Adult education is needed to satisfy the recreational needs of rural adults. Adults education is needed to train the adult in co-operative living. A powerful auxillary to compulsory primary education. Continuing education - Education does not end with schooling. It is a life long process.

ORGANIZATION OF ADULT EDUCATION

It has to be organized in sound likes to so that all the adults in the country may get benefit from

it.

i) Village level: Youth clubs and nahila mandals are organized for this purpose. In village

panchayats, secretary of co-operative society if any, primary school teachers should combine

their efforts.

ii) Block level: There should be 2 full time officers at the block level 1 - one man & one women.

iii) District level: Every district should have a district social education officer whose main jobwould be to supervise the work of all social education officers both male & female.

iv) State level: There should be an officer of the rank of a joint or Deputy director at the state

level to look after the administration of all aspects of adult education.

v) Central level: Ministry of education is in-charge of all the programmes of adult education. So

all these programmes are directly implemented by it either through central scheme of through thestate education department.

The changing concept of adult education:

To begin with, it was limited to the teaching of literacy that is teaching illiterate adults how to

read & write. With the passage of times mearly literacy was considered insufficient. The conceptof adult education was enlarged to include the knowledge of certain useful subjects such as

hygiene, civics and the problems of every day life. A new concept emerged ie. the concept of

'Social education'.

The term 'Adult education' is back in use once again because the term adult education was better

understood by UNESCO and many other countries.

MATERIALS FOR ADULT EDUCATION:

I Reading Materials:

1. Books and pamphlets2. Daily Newspapers: All adults are interested in news, and all over the world the daily

news - sheet provides the chief reading matter for adults.

3. Periodicals : Which are weekly, fortnightly, monthly.4. Charts, Graphs and Maps were also used.


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II. Audiovisual Materials:

The main A.V. aids used are black board, bulletin board, film, film strips, maps, graphs, charts,

Records.

METHODS OF TEACHING ADULTS:

According to Munro, the chief methods of teaching the adults are,

1. Learner - dominated methods: In these methods the learner dominates. He initiates and mostly

depends upon himself. These are following 3 subgroups within these methods.

Trial & Error Method: Here experience dominates along with drill and practice. Thelearner concentrates his efforts by repeating an activity a number of fines and thus

acquires skill.

Individual investigation method: Here the process involves thinking out a thing orlearning by insight, supplemented by use of library, use of laboratory, Questionnaire,survey and field trips.

Project method: It combines the essentials of first two methods.2. Teacher - dominated methods:

Here the teacher is more active and dominates the learning process. It includes

a) Lecture Method

b) Counseling

c) Case work - Here the teacher goes into the history of an individuals case and teaches him the

way to lead a happy and satisfying life.

d) Demonstration: This is of 2 types.

Method demonstration - pupils are shown how to do a thing. Eg: Washing a baby's soreeyes.

Result demonstration - adults are shown the start and end of an demonstration. Eg: use ofmenure lends itself only to the result demonstration.

3. Co-operative methods:

Apprenticeship - a student learns through working in close co-operative with his teacher. Group discussion -

AGENCIES OF ADULT EDUCATION:


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1. Classes of people like teachers, government servants, volunteers, social educationworkers etc.

2. Regular educational institution like schools, colleges, universities, libraries, museums,correspondence schools, community centres, agriculture extension groups.

3. Informal educational device like forums, study circles, discussion groups, listeninggroups, camps etc.4. Recreational educational bodies like theatres.

5. Institutions whose primary function is not education. Eg: Religious bodies.PROBLEMS OF ADULT EDUCATION:

Numerous problems in the way of social education act as obstacles & hinders the progress of

social education.

1. Non co-operation of adults:

In the rural areas, especially in several backward regions, there is severe orthodoxy among theadults, and they refuse to co-operate with teachers.

Solution - to solve this problem, the help of Panchayat of Municipal Committee should be taken.

2. Problem of social education workers:

For a successful programme of social education it is necessary to get a honest & devoted teacherswith missionary goal. The difficulty is that we do not have such workers.

Solution : the economic status of adult education workers should be considerably raised.

3. Problem of attendance : The attendance of adults in adult education is generally very poor.

They do not come regularly.

Solution : To make the programme so interesting and inspiring that adults feel great pleasure in

attending.

4. Problem of vocational training:

Teachers working in the field of adult education are hardly competent to teach about vocation of

adults.

Solution: The experts should frequently invited to give lectures and practical demonstrations to

adults.

5. Problem of Equipment:

The centres for adult education are not property equipped. The books copies & other material not

available.


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6. Problem of social backwardness:

Differences of caste and creed give rise to numerous problems in this regard. Many people do

not like to site by the side of scheduled caste or backward class people.

7. Problems of suitable literature

Adults need easy and interesting literature for self-study after they picked up reading and

writing.

8. Problem of Finance:

Lack of funds available for adults education is a great handicap in the way of its promotion.

Conclusion:

Adult education was very helpful for those who could not get their formal education inchildhood. But it depends on the interest of people and the help of government to make itinteresting and there should be teachers volunteer to teach. By a police education cannot be

rendered, if it comes as a motive it is beneficial.

Bibliography:

1. Peers, R. (1987). Adult education a comparative study. Newyork. Humanitiespublications.

2. Prasad, R . (1991). Adult education. New Delhi. Ashish publishing House.3. Kundu, C. L. (1986). Adult education principles, practice and prospects. New Delhi.

Sterling publishers.

Teacher Educatin in India

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