Transforming Ayurveda Education: Building the Future

The Board of Ayurveda is one among the four boards of National Commission for Indian System of Medicine (NCISM). This is the educational board mainly for Ayurveda, and it regulates Ayurveda education across India in all Ayurveda colleges, except the Institute of Teaching and Research in Ayurveda (ITRA) Jamnagar, which does not come under the purview of NCISM. All other colleges fall under NCISM, and the Board of Ayurveda is responsible for preparing regulations, syllabi, and even new or advanced courses. This is the mandate for the Board of Ayurveda from NCISM.

An Overview of Recent Developments at the Board of Ayurveda

We assumed charge in June 2021, and since then, we have taken several developmental initiatives. Broadly, we have focused on curricular and regulatory aspects. In terms of curriculum, we introduced a Competency Based Dynamic Curriculum (CBDC), the first of its kind in Ayurveda education. The focus is to make our students more competent and efficient. The curriculum is dynamic. Flexibility and adaptability are the two natures. We have brought several initiatives. For example, online electives are one major initiative that provides students with multidimensional, transdisciplinary, or multidisciplinary exposure. Our science has not progressed as expected compared to contemporary sciences, which have advanced rapidly. One contributing factor is the lack of collaboration and support from allied sciences. To address this, we introduced electives in multidisciplinary areas, to expose our students to other branches, enabling them to become versatile human resources who can contribute to innovations in various fields. We also made education more engaging by establishing a 1:2 ratio of theory to activity-based learning. Previously, learning was limited to theory and practical, but now it includes activity based learning. Here students are involved in hands-on activities. This approach makes learning more interesting and memorable and enhances comprehension. Thus, the curriculum has become more engaging, blending enjoyment and learning, a form of education that makes learning fun. These initiatives significantly aid students in developing their professional careers.

To streamline academic activities across India, we introduced an academic calendar. Previously, each state or university had its own calendar of events, while some universities had none at all. This situation led to eligibility issues when PG entrance was announced and for other examinations as well, resulting in numerous requests from students to postpone exams. To avoid this, we implemented a unified academic calendar, ensuring all academic activities across India are aligned.

Another key development is formative assessment, the f irst of its kind in Ayurveda education. Traditionally, students had extensive exams every one and a half years. To introduce continuous evaluation, as recommended by National Education Policy (NEP), we aligned with NEP guidelines and implemented formative assessments every six-months, with three periodic assessments and one term test. Throughout a professional course, students now experience nine assessments, two term tests, and a final examination. This system ensures they remain consistently engaged with the subjects.

In addition, we introduced an examination blueprint, where subject content is classified into “must know,” “nice to know,” and “desirable to know.” This blueprint assigns weightage accordingly; for example, 70% of questions come from “must know” content, emphasizing important material, guiding students to focus on essential areas. To ensure uniformity in practical assessments, we also introduced a structured viva system with standardized components. This system ensures each student undergoes a similar depth of examination, promoting transparency. Previously, one student might have faced an in-depth exam while another had a lighter one. The blueprint and structured practical components help overcome such inconsistencies.

Capacity Building Programs

When a multitude of changes are brought in the curriculum, unless we empower the teachers, the efforts will not be delivered as expected. Therefore, capacity building programs were planned at different levels. One was for the principals and main officials responsible for administering any educational planning done in terms of educational administration. To empower or orient all the principals, we identified NEPA, the National Institute of Education Planning and Administration, a deemed university in Delhi that specializes in training education administrators. They conducted a survey study in the colleges to identify specific needs of Ayurveda colleges regarding administration and then developed a training module. Eventually, we held meetings and approved this training module, which was then used to train the principals of all colleges. Nearly 18 programs were conducted, and more than 500 principals were trained through this, bringing significant transformation in colleges in terms of educational administration.

The second focus was on postgraduate guides, who train the postgraduates who could be tomorrow’s teachers. To empower these individuals, a PG Guide Orientation Program was established. We trained 60 master trainers at Pune University in scientific writing, publication ethics, and research integrity. Through these 60 master trainers and standardized PPTs, we started training the PG guides, and so far, over 3,000 PG guides have been trained using the same standardized methodology, significantly contributing to the transformation of education.

Sanskrit is the foundation of our literature, and Sanskrit teachers need to use technology in today’s educational environment. To link our literature with technology, we collaborated with the University of Hyderabad’s Department of Sanskrit and their Samsadhani Computational Tools for teaching and learning Sanskrit. Training was conducted through this institution, which helped improve the teaching quality of Sanskrit teachers.

Entrepreneurship is one of the most underdeveloped areas in the sector. Despite significant potential, we have not fully explored entrepreneurship opportunities in the sector. To address this issue, NCISM has made it mandatory for every institute to establish a Research, Innovation, and Enterprise Development Cell, with a designated coordinator to manage it. We signed an MoU with the National Institute of Micro, Small and Medium Enterprises (MSME) in Hyderabad to train these coordinators on enterprise development skills. Through 18 programs, nearly 540 college coordinators have been trained in enterprise development activities, with many of them having already established initiatives and started various activities. This is another capacity-building area aimed at enhancing the sector’s capabilities.

Change in Regulations and Syllabi

With a vision to help our students grow, we have the plans of implementing many other projects. One major dearth was regarding the infrastructure of our academic institutes. Hence a need was felt to revise the minimum essential standards of UG and PG institutes. Under the old regulations, students cannot be trained effectively to meet the expected standards. To improve infrastructure standards, NCISM has introduced new regulations under the Minimum Essential Standards.

One of the major components is the skill laboratory, or simulation laboratory, which is necessary to train students in technology, clinical skills, and procedural skills. Training students directly on patients may not be ideal; instead they can be effectively trained using models or simulators. This way, students can learn the skills thoroughly before working with patients. NCISM has defined and made it mandatory for every college to establish a simulation laboratory called ‘Yogya’ as part of this initiative.

In an institution, improving the quality is not solely dependent on teachers; every employee of the institution plays a crucial role. To ensure comprehensive training for all sectors of employees, NCISM has introduced the Human Resource Development Cell (HRDC), which must be mandatorily established in every institution with dedicated staff. This allows each institute to train every individual, enabling a 360-degree quality improvement approach across institutions. These are some of the major initiatives undertaken. In addition, new technology and equipment have been introduced in each laboratory. For example, the trainer microscope that projects microscopic structures onto a screen for demonstration, making it easier for students to observe and understand these structures without confusion. Another major change is the implementation of the hospital management system.

Assessment and Rating System

With all the changes, some institutes are performing very well, while others may not be performing as expected. We need to identify the institutions that are performing well. NCISM has introduced a rating process where good institutes can be rated and awarded various benefits. For example, A-grade colleges are allowed to enhance their seats or introduce new courses. Even the fees, such as development fees, can be collected and spent on development. This approach encourages well performing colleges to continue growing and improving. Regarding the curriculum, autonomous colleges, which have the autonomy under their universities, can modify up to 5% of the “Nice to Know” curriculum. They can add their own aspects as well. This provides academic freedom to high-performing colleges.

National Teachers Eligibility Test

To ensure the quality of teachers, NCISM has introduced the National Teacher Eligibility Test (NTET). Most postgraduates go on to become teachers after completing their studies. However, many of them may not be natural teachers and require some sort of orientation to identify good teachers. NCISM has introduced this eligibility test to ensure that teachers are qualified. Not every postgraduate may be a good teacher, but by undergoing the screening test, good teachers can be recognized in colleges. They can also learn teaching technologies, which will be offered as an elective in the postgraduation program. This enables individuals interested in teaching to learn effective teaching methodologies, become skilled educators, and train students to excel as professionals in their fields.

Competency Based Dynamic Curriculum

While preparing the dynamic curriculum, we need to understand the requirements of the students and the faculty. For that, we conducted surveys among the undergraduate students. The questions were prepared by a social scientist and more than 2,000 students were surveyed, who provided valuable inputs. Accordingly, the syllabus has been formulated reflecting these inputs. As a result, teachers were trained on HSET (Health Education Technology), and almost all professional teachers were trained by NCISM to improve their quality. Apart from this, for the postgraduate curriculum, a thought experiment was conducted to explore the specializations of postgraduate students and the areas in which they specialize. Various questions were asked, and the inputs received were interesting. This led NCISM to think, synthesize, and work with experts to create the present regulations. The syllabus was modified, and brainstorming sessions were held with experts, such as a professor from IIT Delhi, a professor from MEHS, a curriculum coordinator, a former scientist from Stanford University, and a Siddha professional with dual PhDs in Siddha and Engineering Nanotechnology. These diversified experts were called to provide inputs for restructuring the PG courses.

PG Syllabus

Surveys were undertaken involving various stakeholders. Using all the inputs gathered, we developed the new PG structure, wherein semesters, modules, and credits were introduced. Apart from the main curriculum, we also introduced electives in terms of capacity enhancement, which are common to all PGs, and then the specialty specific, domain-specific electives, which are specific to each domain. That way, students can have a core curriculum, and additionally, they can get exposure to diversified areas of the concerned specialty itself. The new curriculum is going to commence from the academic year 2024-25, and the syllabus has been restructured according to this new curriculum. Experts were selected, and Health Science Education Technology (HSET) experts were identified. A group of 15 experts was chosen, and they trained 300 members who were working on syllabus reformation. They were trained for five days continuously on Health Science Education Technology and how to approach syllabus revision. This was followed by a national and international expert advisory committee meeting, where the Honourable Chairman of NCISM addressed various issues related to the new syllabus. The President of the Board of Ethics and Registration oriented the members regarding ethical practices, rights, and other issues. A specialized software was developed for syllabus framing, which was also oriented to all the members. Everyone had to work mostly on the online platform. An orientation was conducted for all 300 experts, and there was a specialized coordination committee with nine members, who were well-versed in coordination activities and syllabus framing. Additionally, a three-member software coordination committee was formed. The syllabus went through 12 steps in the framing process, followed by expert orientations. Several orientations were conducted, and physical workshops were held at MSME, Hyderabad. The workshops were conducted in three phases: Phase 1, Phase 2, and so on. In total, about seven undergraduate subjects and 18 PG subjects were covered, with 25 teams and nearly 300 members involved. This way, the PG syllabus went through a long, methodical process taking a well-structured form. The specialty syllabus has been framed in terms of modules and credits, with each credit divided into theory, practical training, and experiential learning in a ratio of 1:2:3. So, there is a very new, innovative approach in the education process: one hour of theory teaching, two hours of practical training, and three hours of experiential learning. This ensures that students gain hands-on experience and become experts in their fields. This curriculum is very futuristic, and is a competency-based dynamic one.

Academia- Industry Connect

Among the subjects, Dravya Guna and Rasashastra are industry-oriented. NCISM planned two options for industry postings for industry orientation: Option 1, which offers 5 credits (150 hours), and Option 2, which offers 10 credits (300 hours). This was planned after consulation with industries. Nearly 40 major companies and CEOs were invited for a meeting, during which deliberations took place. Every company agreed to the industry postings and mentioned that such postings would make graduates and postgraduates more employable in the industry, making them suitable for industry recruitment. In this way, NCISM is interfacing industry and academia, ensuring that our postgraduates can easily enter the industry for employment.

In preparing the PG curriculum, our goal was to transform postgraduates from job seekers to job providers, so that they can contribute to nation-building, both by providing employment to others and generating economic growth. This way, we can contribute to nation-building through Ayurveda, not depending on the nation.

An Appeal

While changes are introduced with good intentions, some people may not fully understand what is happening. Everyone wants change, but when it is actually implemented, people often resist. The very individuals who called for change may resist it once they see it taking place, saying, “Why is this necessary? The old way was good.” Some people strongly oppose the change, saying, “No, no, this is not good.” Many times, people view changes with a focus on their personal benefit. I always advice others to think in terms of institution and the nation, rather than just from an individual perspective. I urge everyone to embrace a national perspective, moving beyond individual and institutional thinking, and to focus on the greater goal of nation-building so that we can understand its importance and support the country. For this, I invite all Ayurveda professionals to approach these changes with an open mind and a sense of national responsibility, to accept the changes, and to provide positive, constructive suggestions that will further improve Ayurveda and establish it as a global system that supports our country.