In early 1960's the US government who had been supporting development through Technical Cooperation Mission (TCM) offered to support the establishment of rural universities in India on the land grant university pattern. India accepted the offer but chose to establish Agricultural Universities in states. It is worth mentioning here that USA never had agricultural universities at that time, nor did it establish them at any time later. Indian government decided to bring the veterinary colleges under the ambit of State Agricultural Universities (SAU's). The states of Andhra Pradesh, Uttar Pradesh, and Punjab were some among the first to adopt SAU system. Under the scheme (of US aid), teachers of the veterinary schools were trained in various American universities. Those teachers in animal husbandry related subjects (animal production) were trained in Animal science departments of US universities (either in state universities or land grant Univ.). Teachers of animal health related departments including those in basic veterinary subjects and clinical veterinary subjects were trained in Veterinary faculty. The norm that teachers shall peruse research and extension as part of their duty over and above their primary duty of teaching was new to India. Earlier senior veterinary officers were deputed as teachers and the college was under the overall control of the director of Animal Husbandry. Following establishment of agricultural universities such practices were considerably reduced. India's system of teaching animal health and Husbandry to veterinary students was alien to US. Teachers who returned after their training in different faculties of US came back with different mind sets and/ or mission. 

Following the establishment of SAU's, research received a boost as most constituent colleges of SAU's found working for research schemes to be more rewarding than routine teaching. Skeptics allege that since a teacher's evaluation is primarily based on the number of research publication enlisted in her/ his vita, rather than on their competence in teaching, much less the UG teaching. It is argued that the UG teaching in SAU's received a set back. Most colleges were quick to develop MVSc and PhD programs. Today on an average 1500 PG admissions are available in the 36 veterinary colleges and other institutes of India. But it is seen that a large number of seats go unavailed or availed by candidates who abandon studies when they get a job. 
The identification of CVE needs would require an establishment of an Independent Committee, constituted by representative Institutions, the private sector and civil society organizations that identify and recommends the CVE needs to the VCI.

ISSUES PERTAINING TO THE CURRENT HIGHER VET EDUCATION IN INDIA

There are a few major issues in dogging current higher education in Veterinary science in India. 

1. Unlike other professional education systems in India, the veterinary education has no separate stream of post-graduation for those, who opt for a field career as different from those who pursue an academic career. 

2. The current higher training can often get focused on academic performance than competence to perform a specialised service. (Emphasis of evaluation is on knowledge than skill)

3. Research in partial completion of a PG program frequently followed a scientific paradigm (experimenting by generating models) than the naturalistic paradigm (observing and analyzing a function or an action). The tendency encouraged basic research than applied one. Though useful there was room to pursue work that may not be relevant to immediate need.

4. There are few courses/ PG training to match the learning objective of the professionals who require 'hands on' training to work as specialists.

5. There is no training designed for professionals in administration like planning, plan monitoring, marketing & management of animals and products. Training in administration, personal management, decision-making, prioritization of purchase, inventory management, supply & maintenance for officers. 

6. In normal course the cream from among the professionals are expected to seek teaching and research as a career. But this is not happening now as the career in SAU's by and large ridden with monotony and lack luster. 

7. Currently the post-graduate trainees are not made to participate in teaching and/ or in research of the institution where they undertake post-graduate education. This deprives them of an opportunity of get some job experience. 

8. But for some courses and the variation in the number of credit hours there is no substantial difference in the curricular pattern between MVSc. and PhD

9. To be eligible to become a teacher, a veterinary professional spends much greater time than his counterpart in medical, dental, engineering or agriculture.

10. Interaction between field staff and academy staff was lacking. The dovetailing of veterinary and animal husbandry services with training and research is conspicuous by its absence

11. In India the time taken for a student to acquire qualification to become a teacher is highest in Veterinary science. The table below be seen

THE TIME TAKEN FOR VARIOUS STREAMS TO QUALIFY FOR TEACHING 

12. From human development point the perspective In the West is totally different from that of India because less than 3% of the adult population is engaged in food production (agriculture and animal production). Animal Husbandry in India currently remains a vocation of millions of small holders who raise animals in their homes. Unlike agriculture, animals are reared alongside human dwellings. Animal production cannot develop vertically unless competent technical support is available in sufficient quality and quantity at the right time. The program for LPM or Nutrition has to be relevant, logical and feasible. We have already seen that unless the primary requirements like land, water, energy and capital are available to the type of animal husbandry sustainable livestock production may not be possible. Economics of production and marketing of products are as important as the animal rearing pattern. Therefore, meaningful specialization in LPM or Nutrition will have to be different from that of the western copybook. Only then can a meaningful programme be developed. We have also seen that the distribution of animals and the species that are reared in various regions of India vary vastly. Therefore it is necessary to recognize the regional and species variation while teaching LPM or Nutrition.

Post-graduate Qualifications awarded at present in veterinary colleges of India does not essentially conform to field (service) requirement. For example, diagnostic laboratory of a District Veterinary Centre is supposed to provide support for diagnosis in primary veterinary centres. The qualification prescribed or sought for the post of a specialist in a diagnostic lab, if at all, is MVSc. in pathology, microbiology, parasitology or medicine. There is no comprehensive training for composite laboratory diagnostics. Similarly, for breeding farm or a sperm station there is no comprehensive training for reproduction technology though it is a major activity of the state veterinary service. Personnel with MVSc. in breeding/ LPM / physiology or gynecology are accepted for the position. Polyclinics are considered to provide support of various specialized services to the primary veterinary units. But senior persons are usually appointed there irrespective of their qualification or training. After appointment, opportunity for capacity building may not be available to the incumbent. Even where persons are appointed on the basis of qualification a PG (academic) degree holder either n medicine, surgery or gynecology is appointed. Naturally the support service available would be in that specialization only. For the post of an epidemiologists or disease investigation officer the qualification available is MVSc. in pathology, microbiology, parasitology or medicine. [Though masters and doctoral degree (academic) do exist in epidemiology] Similarly for semen bank qualifications like MVSc. in breeding, Physiology or gynecology is often prescribed. Though, many new techniques like the Ultra-sound, ECG, ERG, other electro-diagnostic techniques, MRI, laparoscopy, dipsticks, drop tests etc. have become common place in diagnostic technology and some veterinarians in field are seeking it from medical technologists, such needs are not reckoned or training organized for veterinary service. It must be mentioned here that the CVE suggested in the previous issue is only meant to update the primary level or specialist vet or a veterinary teacher on the basis of her/his job requirement and the current development. It is not meant to train her/ him to be a specialist. However, scope does exist in accounting/ crediting such training(s) towards fulfillment of a PG degree/ diploma.

In order to analyse the situation and to discuss the future plans for a need-based higher education, a series of meetings, the veterinary council of India, among veterinary professionals, conducted surveys, seminars and workshops in five zones of the country. Participants included some professional societies and independent agencies. At the end of the exercise, it was generally apparent that at the grass root level, the Veterinarians' responsibilities are integrated and one has to cover service delivery in all aspects of Animal Health, clinical service, animal Production, animal related Technology, community health & community development. But an individual professional at primary level cannot be expected to perform efficiently unless a system to support and complement her/ his duties is available at the time of need/ crisis. This would mean persons with higher learning and competence to attend to crisis management, problem solving, the treatment of complicated cases or work needing specialized service need be in place as part of a support, supply and maintenance system (SSMS).

At the end of one round of debate in the workshop mentioned above, four broad front-line areas were identified for higher education in the veterinary profession. (These are areas that require higher learning and not primary level) They are: - 

1. Manpower needed to man the regular support system in Veterinary polyclinics, diagnostic laboratories, sperm stations, semen banks, biological products, quality control, E.T.T. centres, management of farms, feed plants, meat plants, surveillance units etc. (as specialist)

2. Manpower needed for the professional management ie. Persons having the training to plan, monitor, supply & maintain resources for various professional activities 

3. Man power needed to handle the under graduate education at the various teaching institutions as prescribed in Veterinary Council of India - (Minimum Standards of Veterinary Education - Degree Course (BVSc & A.H.) Regulation, 1993.

4. Manpower needed to handle various higher education and research programmes.   

THE SYSTEM PROPOSED
To meet the need of the veterinary service in the country in respect of man power the council suggested two separate streams of PG programs. 

1. Professional post-graduate Diploma

For training professionals to work as specialists (see (a) above) it suggests a system with high emphasis on hands on training i.e. 80% practical training and 20% study of theory. The qualification suggested is professional PG diploma with 1 year training duration. It was recommended to be conducted in Veterinary polyclinics, diagnostic laboratories, sperm stations, semen banks, biological products, Quality. control, E.T.T. centres, farms, feed plants, meat plants, surveillance units etc. after recognizing them as associated institution. The personal in charge of these specialized units would be recognized as associated teachers and would supervise the work of the trainees who are expected to be engaged to help in the routine professional activity of the centre of training. The trainees thus would support the work of the institution, while they attain experience under supervision. Teachers of veterinary institution/ college of the region would deliver lectures either in the college or place of training as is mutually arranged. It is prescribed that the institutions/ department offering PG diploma would have sufficient number of 'house jobs' either against existing vacancies or as separate positions generated through an HRD scheme to be initially supported by the government of India as part of professional efficiency development. The courses primarily identified for the time being are as follows.

Nomenclature of the Professional PG Diploma Courses approved by VCI

 
2. Professional doctoral degree 
The existing higher education for teaching and research has to be modified to attract the best among the professionals. For this the VCI has proposed and approved a professional doctoral programme (DVSc.) of three years duration, wherein a candidate is provided with an opportunity to work as a resident/ teaching assistant/ demonstrator while pursuing DVSc. Professional doctoral degree will be on the same lines as the professional doctoral degree of medical profession (MS / MD). Similar program had been successfully tried and established in Canada & Britain. The program is expected to attract and retain the cream of the profession and to reduce the delay in the availability of teachers and research workers in professional institutions. The incumbents would work for the department on 'house job' on a fixed stipend or a consolidated salary. It is prescribed that the departments offering PG degree would have sufficient number of house jobs either against existing vacancies of teachers or as separate positions generated through an HRD scheme (resident doctor scheme) to be initially supported by the government of India as part of professional efficiency development.

NOMENCLATURE OF VARIOUS PROFESSIONAL DOCTORAL PROGRAMMES

CONSTRAINTS AND OPPORTUNITIES FOR IMPLEMENTING THE SYSTEMS
The scientific development in Veterinary science so far is limited to selected academic or research institutions and is more or less stagnant in field Veterinary service. There is a dearth of trained manpower at various levels in the field. The data made available (from 27 States) in 1994-95 shows that the country has 4,367 vacant posts in State Veterinary Services; aprox. 2625 Vets. were to retire by 1998 from state service. There is no cadre system in Veterinary service in the centre or in states (Absence of cadre in central government Veterinary service had been pointed out by the 5th pay commission). After the establishment of SAU's the interaction between field professionals and institutes/ academy is absent or if at all, limited to refresher training. Institutes like Veterinary polyclinics, diagnostic laboratories, sperm stations, semen banks, biological products, quality control, E.T.T. centres, farms, feed plants, meat plants, surveillance units etc. offer immense opportunity for hands on training. They can richly benefit from the academic link with the teaching and research institutes existing in each state. By accepting the field / ICAR institutions / project directorates as associated institutions, and the experienced senior professionals there as associated teachers one can expect tremendous boost in the style of working of both. The trainees would be richly benefited by the experience of their associated teachers and the knowledge base available in as teachers in academic institutions.

CONVERGENCE AND SYNERGY
The situation being such the only hope lies in the optimal utilization of available capital, infrastructure and human resource. We have already discussed the seven research institutes, one bureau, two project directorates, six national research Centers and 11 coordinated research projects related to animal husbandry and veterinary research under ICAR. In each state there are a number of bull mother farms, stud farms and semen centres. 

INVESTMENT REQUIREMENTS FOR HIGHER EDUCATION
The professional PG Diploma is envisaged by the Veterinary Council of India to be implemented in the 10th plan period by institutions recognised by the Council and approved for the purpose, on the same lines as Postgraduate Diploma courses approved by the Medical Council of India and recognised by the Govt. of India. An investment of 100 crores is required towards professional PG Diploma courses. This would be sufficient to cover 5% of the professionals in the next 5 years.

To enable implementation of P.G. education a resident doctor scheme on the same lines as ministry of health has done for higher medical education is suggested. This would not only provide a relief to the staff starved Veterinary colleges, but would also provide for hands on training in teaching and research to trainees. Investment needed is about 300 crores.

To meet the requirement for specialty services like pet animal practice, equine practice, dairy cattle practice a number of Continuing Veterinary Education (CVE) courses may be made (and clubbed at a later stage into a diploma).

CONCLUDING REMARKS
There was a need to address the specific HRD requirement of Veterinary profession as different from that for agriculture, at policymaking level. Many of the Veterinary colleges are unable to meet the minimum requirement for Veterinary education prescribed by Veterinary Council of India. Unless drastic programmes are urgently introduced to attract the cream of the profession to teaching and research career and generate teachers in the shortest possible time, the entire Veterinary education programme might collapse. 

Integration with agriculture 
The hi-tech agriculture in India eliminated the integration of animals with the crop farming system and has segregated animal husbandry from crop production. The evolution of dwarf crop varieties, the use of harvester combines and the area expansion of cropping into grassland reduced the availability of fodder, common property resources and crop residues essential for conventional animal husbandry. Chemical fertilisers reduced the use of animal manure to an extent; introduction of crossbreds in irrigated areas reduced the use of draught animals, which once constituted 70% of the total tilling power in the pre-green revolution era. Naturally in the hi-tech agriculture system the importance of animals has virtually ceased. Consequently the priority of animal husbandry lowered in SAU's. Emphasis on small livestock, domestic animals, companion animals, sports animals etc. are already low in SAU's. The production of fodder & coarse grains for animal feed is not among objective of agriculture farming. Currently less than 4% of the cultivable land is being used for fodder production in India and the country has at least a 28% gap between the required feed materials and the available one. 

Steam rolling, science and research are detrimental: Each branch of science has to be given the independence to choose its priority and identify its roll, in the nation building. They must be accountable for their decisions, actions and consequence thereof. Integration is only possible among equal components, where the borders of each component are defined. Bondage of the lesser component to a greater component would starve, stagnate and disintegrate the former. This would not be in public interest.

The borders of veterinary science are not defined under the gamut of agriculture; therefore the priorities of Veterinary service fail to be reckoned in SAU's. The "location and allocation" and the training perspectives of some Veterinary colleges suffer from a chronic disadvantage due to their unsuitable location. The target area of agriculture is landed rural area, which is normally away from human dwelling, while animal exist where human dwelling is dense. Even in deserts, snow deserts or dry lands where cultivable land is limited and cropping is virtually impossible animal husbandry thrives and sustains human development. Science cripples not because of mere fund depletion. Disenfranchisement, alienation, inequity, lack of opportunity, voiceless ness and powerlessness will not realise the success of science. Every science must be allowed the freedom and opportunity to grow, determine its priorities, develop and be made directly responsible to the community. 

Since there had been chronic neglect of this sector during the last 9 five year plans (pl. see table), there is immense potential waiting to be explored in animal resource sector. Equitable distribution of livestock gives this sector an edge over agriculture as a key sector for Human development. More than 30% people of India are landless. By 1994 there were some 500 million landless people in rural areas of developing countries, over 900 million if farmers with little land are added in. India holds nearly 300Milliom of the landless and most of the marginal landholders. As per national Sample Survey (NSS) 1991-92 marginal farmers have increased from 58% to 62.8% of the total landholders. Most of them, if not all of them, are dependent on animal resources directly or indirectly for a regular livelihood. The poor are constantly at risk of disease, empirical diagnosis and casual primary treatment. The lack of dependable feed and absence of assured market for products are detrimental to the small holders' who generate products at a cost that is impossible elsewhere. Sustainability of small holders animal-rearing system is time tested may perish if the neglect is allowed to continue indefinitely. 

Studies have shown that 85% of India's milk is marketed in the informal marketing sector. Insufficient investigations and lack of documentary evidence has prevented these from being reckoned or evaluated in a scientific manner. Most of the financial proposals made here are for one-time grants and are intended to develop infrastructure for human resource development. Synergy of action, converging of resource with the work-cum-training (hands on) would provide a new vigor to professional efficiency development and make palpable difference in the veterinary service reaching the community. This is expected to make positive impact on animal resource development of the country in a sustainable manner during the 10th five-year plan period. 

If India is to take up animal resource development seriously during in the coming millennium, it has to make itself competent to handle bio-safety measures in a foolproof manner. Developing competent Human resource for Veterinary service, which is now limited to primary veterinary service level would have to be urgently supplemented by specialization as part of professional efficiency development. We have to learn from the past sustainable and un-sustainable development experiences and develop a relevant human resource development. Unless the vertical development of animal resources is effected, small holders will not be in a position to pay for the service.

INVESTMENT ON ANIMAL HUSBANDRY AND DAIRYING IN VARIOUS PLANS - COMPARISON OF TOTAL OUTLAYS TO AGRICULTURE (In Crores of Indian Rupee).

* plus 705.3 cr. from Min. commerce; plus 373.4 $ from World Bank for NATP (ie. Rs 16039 cr.) totaling the share of central outlay to Rs. 31620.