Estimated requirement of veterinary professionals in India

As per the recommendations of National Commission on Agriculture in 1976, there has to be one veterinary institution for every 5000 cattle units. As per 1992 statistics India has 777 million livestock. It is estimated that the country has nearly 200 million other animals like canines, elephants, rabbits, laboratory animals, ferals, semi wild and wild animals. Going by a conservative figure, livestock constitutes 360-380 million cattle units. The requirement of primary level Veterinarians for the veterinary institutions would be 70-76 thousand. 

For teaching the students in 36 Veterinary colleges as per Minimum Standards of Veterinary Education - Degree Course (BVSc&AH) Regulation, 1993, 4095 teachers would be required.
For control of exotic diseases nearly 2000 quarantine centers would have to be established on all the borders and ports of the country. This would be important as the cross border barriers are being pulled down following the new World Trade Agreements (WTA). To be credible and effective, such centers would require prescribed infrastructure and qualified subject matter specialists mandatory under various International agreements. 
As per Wild life Act and Central Zoo Authorities rules, there are to be two veterinarians appointed in large zoos and one veterinarian for small Zoos. Before the Supreme Court, all State Governments have filed an affidavit (an undertaking) that they shall provide competent veterinary management of the "buffer zone" between the wild life and the domestic animal habitation. Nearly 1000 veterinarians with special training would be needed for the purpose. For the support of primary level professionals and for manning Veterinary biologicals, polyclinics, higher Veterinary centers, epidemiological units, sperms centers, semen banks, bull mother farms, farms for breeding of other stock, feed plants, meat plants, disease control programs etc. the requirement would be roughly 6-10 thousand Veterinary professionals with higher training. (like P.G. diploma or degree). 

Today there is a standing deficit (vacant positions) of 4000 primary level veterinarians. Nearly 2500 teachers needed for undergraduate education, 1500 for PG teachers and 532 specialists are also needed. To make-up the deficiency of primary level veterinarians it would take 3-4 yrs¹ . To fill teaching position as per the currently prescribed qualification would take another 5-9 years. To provide manpower as per norms prescribed by NCA it may take 30 to 34 yrs with the current rate of admissions and retirements. 

The trend towards Veterinary and animal Science Universities 

The Standing Committee of Parliament 11th and 12th Lok Sabha (Indian Parliament) recommended the setting up of Veterinary Universities independent of Agricultural Universities in view of the alleged "long standing neglect" towards veterinary science. Indian Council of Agricultural Research (ICAR) itself has decided to raise the status of three of its animal and fisheries science institutions to the status of deemed universities. Today Nine Veterinary Colleges are out of the purview of State Agricultural Universities:

The following States have passed Veterinary University Bill or taken decision in their State Cabinet for setting up Veterinary University

First Veterinary Education

The first professional veterinary education in India leads to the award of BVSc & AH Before nineties (i.e. before 1994-95) there was variation in the duration, credit load, number of departments, subjects covered, sequence of courses and the pattern of education among the Veterinary colleges (then 28 in number) of India. A survey involving data collection, opinion seeking and evaluation revealed that there were problems related to location and allocation in some veterinary colleges while low emphasis on practical or topics of immediate field needs were frequent in others. Enactment of Indian Veterinary council Act, 1984 (52, of1984) for the regulation of veterinary practice and veterinary education made it mandatory to establish the Veterinary Council of India (VCI).

Implementing the provision of the act, and bestowed with the power and obligation to measures to remedy some inadequacies were prescribed through VCI (Minimum Standards of Veterinary Education, degree course - BVSc& AH regulation, 1993 [MSVE]. This was to be implemented from the academic year 1995-96.

Objectives of First Veterinary Education

The Veterinarians' responsibility at grass root level is multifarious; (s)he is required to perform primary Veterinary service delivery and/ or get minor Veterinary practice delivered under her/ his supervision and guidance. Primary Veterinary service includes animal health care, clinical veterinary service, advice on the management of production animals, animal based technology & community development. Supporting animal experimentation, Veterinary public health, Animal welfare and conservation and development of animal resource are implied responsibilities of the profession (as per the veterinarians' oath). Veterinarians are expected to handle the care and well being of all animals including domestic, semi-domestic, laboratory, feral, zoo and wild animals. The BROAD/ INSTITUTIONAL OBJECTIVES of first Veterinary education, degree course- BVSc&AH, of India is as follows:

To train persons to -

1. Work as a leading partner of a team engaged in service to animal husbandry, animal Health care, veterinary clinical service and matters ancillary thereof and related thereto.

2. Educate, advise and motivate animal owners to adopt improved/ optimal animal management techniques including housing, feeding, breeding, health promotion, disease control and hygiene.

3. Organise efficient animal production, product handling and inspect animal products to ward off public health hazards, through them.

4. Maintain and develop personnel character and attitude required for professional life, such as integrity, sense of responsibility, dependability and ability to relate to, communicate with and show concern and respect for patients, clients and colleagues.

Implementation of Minimum Standards of Veterinary Education (MSVE) -Institutional opportunities and constraints

Out the 36 Veterinary Colleges where Regulation, 1993 (MSVE) is to be implemented, some could do so only around 1998 & two colleges are still to adopt it:

1. One reported difficulty is the non-availability of teachers. Against the requirement of 3,780 teachers for teaching BVSc & AH (alone) in 36 colleges, only 2182 are in position. Many if not most among these are engaged in P.G teaching, research, extension or allied services. Since teachers of SAU's are to devote 1/3 time in research/ extension, the effective strength is 1,500 (less than half of what is required). 

2. The bare minimum is 5 teachers each in the 17 departments (minimum) and one teacher for every 5-10 students for the practical classes. This cannot be maintained as large senior teachers are retiring with the feeder cadre were not being replenished. (in most cases due to lack of administrative and political will.)

3. Less number of professionals seeks higher education due to the poor incentives for post-graduate study and poor career prospects for professionals in veterinary colleges under State Agriculture Universities (SAU) as compared to their counterparts in the field who by and large are equated to the medical and dental professionals. Many professionals therefore prefer to pursue field jobs after P.G. education. 

4. Agricultural Services Recruitment Board (ASRB) did not have talent test or recruitment test for some of the 17 (minimum) subjects prescribed in MSVE Regulation. 

5. The physical facilities and funding necessary to meet the operational expenses of practical as prescribed for teaching of Under Graduate, especially the practical did not figure in the priority list or the perspective plans of SAU's (though of late ICAR had earmarked such funds).

6. Location away from community hinders the effective functioning of many Veterinary Colleges. Most SAU's established under land grant pattern are built on large agricultural land holdings away from the human habitation. Naturally, they lacked opportunity for (in situ) study of the husbandry pattern (ie. the feeding systems, breeding practices, economy of management, animal health care) being adopted by the community in the region. Veterinary medical attendance with opportunity to attend to sick animals (in crisis or routine) was poor in some colleges located away from human and animal population. 

7. Facilities to conduct farm training was poor or not arranged in many SAU's, whose mindset was more biased to dairy animals in organised farms. Some SAU's established large livestock farms in the animal science departments of the agricultural colleges as part of ICAR schemes to which casual visit is allowed to veterinary students. These farms are often ridden with economic liabilities and health hazards like the brucellosis and tuberculosis and are unsuitable models for hands on training.

8. Though Zoo & wild animal health care and management are part of veterinary education, arrangement for 'hands on' training is often not forthcoming. The national and State zoos of the country, lack proper Veterinary support almost uniformly when tested by the Supreme Court of India. A tripartite agreement among veterinary council, central zoo authority and universities was suggested subsequently and Central Zoo Authority (CZA) is supporting establishment of some regional centres in selected Veterinary Colleges. But they are yet to be optimally used. 

9. Teaching Veterinary complexes located in urban areas have limited farm animal attendance and those located in rural have very few cases of companion animals.

10. Diagnostic facility, which is an important element of the veterinary medical instruction, is a casualty by itself. Majority of veterinary colleges do not have functioning diagnostic equipments like the ECG, X-ray units of proper capacity and other equipment of vital diagnostic importance. The 24 hr clinics and casualty units for the critically ill animals with support system are almost absent or present in books only. Sufficiency of medical attendance in number and quality, facilities for night duties of veterinary staff and students are necessary for inculcating professionalism in trainees.

Emerging demands from the Veterinary Professional

Several factors such as:

• Further globalization of food trade and markets, which will influence the need for food safety, public health, disease surveillance and monitoring. 

• Increased demands for animal products, which will force need to improve productivity and product quality. 

• New technologies especially Biotechnology and Information and Communication Technology which will affect animal production and veterinary services, 

• Growing concern for animal welfare.

• Greater emphasis on poverty alleviation through agricultural diversification with emphasis on animal production will create new demands from the veterinary profession.

As a consequence of these factors, in the next 10-15 years, major changes would be occur in providing veterinary services. Veterinary education and manpower needs would also have to change to meet demands of these new services. This calls for a review of current veterinary education in the country and planning for the future. There is an urgent need to remedy through funding, infrastructure and capacity development of the veterinary faculty to remedy current weaknesses and further developing veterinary education in the country. 

Investment (financial) Requirements (Institutional)

To remedy the inherent location and allocation defect, shifting and strengthening of teaching Veterinary clinical facility to suitable rural sites and regular visits to backyard farms is prescribed*. It is estimated that an investment of 3-5 crores per college would be needed to re-establish clinical facilities that provide experience for serving rural and smallholder producers. Additional investment will be needed by many colleges for developing proper indoor wards, emergency clinical facility (casualty), duty rooms for interns, residential accommodation for doctors, residents, animal transport system, ambulatory clinics etc. Strengthening the livestock farm facilities and providing for in situ practical in the backyard animal husbandry, on the lines prescribed, would require an investment of 3-4 crores per college. * provided under MSVE regulation 

CPCSEA Rules and animal welfare rules as they are now being implemented can lead to virtual close down of the activities of many veterinary colleges. It would be a matter of shame, if physical facility for the teaching of courses like zoo and wild animal health care and management (with linkage, transport etc.) and the laboratory animal health care and management (Laboratory. Animal facility) at the BVSc. & AH level in a Veterinary college is ridden with technical defects and are legally untenable. Though there is no ban on experimentation on animals, some veterinary colleges are being asked to close down experiments. Many more may face prosecution if, they are unable to abide by the provisions of law i.e. CPCSEA Rules, 1998 and other animal welfare laws. Transport and communication for training in Zoo & wild life and, establishment/ strengthening of laboratory animal facility and laboratories as per requirement of CPCSEA rules 1998, bio-medical wastes (management and handling) rules, 1995 issued under environment (protection) Act, 1986 for disposal of animal materials and animal wastes in veterinary colleges would involve additional investment of 2-4 crores per college.

Revision of MSVE 

Nearly 10 years have passed since the MSVE regulations had been notified. One would normally expect a revision of the curriculum as per the current need of the profession. While discussing the revision of curriculum, it would be logical to verify the extent to which the current curriculum had been effective in bringing in the necessary attitude, skill and knowledge (A.S.K.) in professionals at the primary level. To inspect institutions on the implementation of MSVE the following points will need to be discussed and debated.

Professional training

Veterinary Education is expected to help bring around a change of attitude in the learner and instill professionalism in her/ his service delivery. The end user of the MSVE regulation viz. the teacher who is guided by it, has a key role to play in this context. As per the flexibility clause, that is prescribed through regulation 7(1) of MSVE the teachers are expected to make continued efforts to improve training aimed at enhancing the professional performance of veterinary graduates. The examination is expected to test whether a student is able to achieve an expected level of competence especially in the practical aspect [regulation 8 (1)]. Each subject and courses within that subject has an object. At the end of the course each student is expected to attain certain level of competence. In all fairness, the students are expected to know clearly the level of competence expected out of them. For the same reason it may to be explained to the student. Now let us consider the purpose of teaching each subject to a veterinary student.

1. Anatomy: The learner is expected to study the normal structure of an animal so that (s)he is able to and identify any structural abnormality in any part of an animal body. To be useful a student has to understand the normal structure of different species of domestic animals. [through specimen study, live palpation, percussion, radiography etc.] The regulation recommends a holistic (region-wise; through dissection) than the disjointed system-wise study

2. Physiology: Is the study of functions and a learner comprehends various functions of (systems of) the body and methods to measure such functions. He is to reckon the species variations and the effect of climate, water, food, shelter, management etc on functions of various systems. [physiological basis of veterinary practice than mere veterinary physiology]

3. Biochemistry: a teacher is expected to apprise the learner on the chemical (bio-chemical) composition of animal tissues and ways to measure some useful components in the body, in normalcy and in disease. [parameters indicating change of body function and/or metabolism to identify disease]

4. Pharmacology & Toxicology: As per ethical code and legal dictum one is expected to use drugs or chemicals [including indigenous drugs] whose action on the body (of various animals) she/ he knows. A teacher is supposed educate the learner on the pharmacological basis of veterinary practice, [be it in animal production, health, technology or clinical practice]. 

5. Parasitology & Microbiology : After study of the subject a learner is expected to comprehend the nature, quality and spread of parasites/ microbes and their role in the precipitation of disease by disturbing the harmony among host, parasite and environment. (as different from the isolated study of pathogen alone)

6. Pathology: The identification of stress/ disease through deviation of form & function while animal is alive or dead (post-mortem). [measurement of the deviation of form (micro & macro anatomy) and function (physiology or Biochemistry is a tool to diagnosis]. 

7. Vety. Public Health: The subject aims to teach the role of environment and animal products [like meat, milk or egg] in human and animal health (hygiene and zoonosis). It also teaches contamination, residues and adulteration. Emphasis here is on identifying the cause and tracing the source and method of infection or intoxication than the study of the causative agent [study of nature, quality and spread of agents is the purview of microbiology, parasitology or toxicology].

8. Animal nutrition: Emphasis is on total sustainable nutrition than that of feed or food. The principle is choosing food on the basis of quality, quantity, availability and cost effectiveness (to be nutritious, economic and sustainable). It includes identification and analysis of feed/ food components and their alternate sources for animals in health, stress, disease and deficiencies. Feeding of various species of domestic, semi-domestic, laboratory and wild animals, at different ages on the basis of cost effective compounding, quality assurance, storage, transport and distribution. 

9. Breeding & Bio-statistics: Aims to apprise students of the importance of breeds, their characterization, bio-diversity and the positive and negative aspects of various systems of breeding. Also provide awareness of the bio-statistical methods used in health and disease. 

10. Livestock Production Management: familiarize oneself about the various breeds of animals available in India, their behaviour, economic traits and their handling in health and in disease. Provides comprehension of the economics, sustainability and viability of housing, feeding, production, marketing etc. Provides comprehension on relevant & feasible husbandry practice, acceptable to community. Analyze the social aspects of profit making &adulteration. Apart from these students are to be aware of the nature, use and management of equines, pet animals, other domestic animals, laboratory animals and Zoo& wild animals.

11. Livestock Product Technology: To provide an appraisal of collection and processing of milk, meat, eggs etc. so that they can, with further training, handle it as & when required.

12. Animal Reproduction, Gynecology & Obstetrics: develop personnel character and attitude required for professional life, such as integrity, sense of responsibility, dependability. Develop competence to handle animals compassionately, examine them systematically, diagnose or rule out conditions commonly encountered in the field, treat/ manage them on scientific lines, manage to rehabilitate them and/ or refer them to the specialists competent to handle them, after taking the client/ owner into confidence and on obtaining her/ his consent.

13. Surgery & Radiology and (n) Clinical Medicine: same as above (l) 

14. Epidemiology & Preventive Veterinary Medicine: To help students to develop competence to gather information relevant to the health and production of animals existing in their command area and relate it to the incidence of any condition, crisis, trauma or disease. (may be using some further training)

15. Veterinary and Animal Husbandry Extension: To help students to study the social psychology of animal rearing community (farming & non-farming), develop the ability to relate to, communicate with and show concern and respect to patients, clients and colleagues. (Participatory Developmental Appraisal (PDA), Participatory Rural Appraisal (PRA); Critical Reflection on Experience (CRE)

Conclusion 

It is apparent that there is an emerging crisis in fulfilling the increasing demands for primary veterinarians. By various estimates, it would take between 3-4 years outputs from the 36 veterinary colleges in the country to reach the strength of around 40,000 veterinarians in the country and over 30 years to fulfill the recommendations of the National Commission on Agriculture.

The crisis is not limited to sheer numbers, but also to changes in the curriculum to meet new demands for the veterinarians in preventive veterinary medicine, disease surveillance and monitoring, regulating movement of animals, managing quarantines, food hygiene and public health, zoo veterinary medicine and laboratory animal practice. There is also a need to motivate and train the more promising among the fresh graduates to take up teaching and research careers. There is an urgent need to establish a continuous curriculum evaluation mechanism that adjusts the MSVE standards to meet emerging demands from the veterinary profession.

Veterinary education in India today faces funding crises. Investments needed in teaching and research infrastructure such as well-equipped classrooms and laboratories, quality hospitals, livestock farms and capacity development, especially in pedagogical skills, is urgently needed. It is estimated that an average veterinary college* needs between 2-3 crores for infrastructure and an equal amount for refresher training of faculty in the next two years to meet the demands being made on it.

All the above point to a need to establish a commission to review the state of veterinary education so as to meet the emerging challenges of increased productivity, product quality, food safety and regulatory requirements for the country and enable it to attain the livestock revolution that has been forecasted by FAO.