The Institutional framework for supporting and providing CVE in India consists of three clusters of Institutions which include Department of Animal Husbandry and Dairying, Union Ministry of Agriculture, State Animal Husbandry Departments, National Academy of Veterinary Sciences, State Veterinary Councils, Veterinary Professional Associations, Non-Government Organizations and Civil and Consumer Organizations who provide the governance structure for policy and strategy formulation by the Veterinary Council of India, the Veterinary Council of India and the State Veterinary Councils who formulate, implement and regulate CVE and the provider Institutions like the ICAR and State Agricultural University who provide CVE to client Institutions, such as the State Department of Animal Husbandry and Cooperatives, and individual veterinary professionals. 

There are examples of CVE being provided, albeit in an ad-hoc manner, by some Institutions such as Maharashtra Animal and Fisheries Science University, Tamil Nadu Veterinary and Animal Science University, Kerala Agricultural University College of Veterinary Science, Trichur, C.C.S. Haryana Agricultural University and Indira Gandhi National Open University.

The learning from some of these examples is

• There is a felt need for CVE

• It is possible at this point in time to use ICT for CVE in some districts of Maharashtra

• Identifying the education needs for CVE without an active role of all Institutions involved in the development of the veterinary profession is difficult

• There is very weak capacity in terms of faculty skills, especially pedagogy and using ICT for education, administration and infrastructure in providing distance CVE programs by MAFSU. This needed to be strengthened prior to initiation of the project

• There are major gaps in University/Institutional statutes, mandates, organizational structure, especially reward and accountability systems, education processes as also linkages between College and University Departments that need to be filled prior to initiation of full scale CVE programs. 

The paper outlines the main issues and processes for policy formulation and strategy development for CVE in India. It concludes that CVE in India has to rapidly come to age. The VCI has to take a lead in policy and strategy development and in enabling provider Institutions. A vast challenge in upgrading knowledge and skills in CVE faces India's Veterinary establishment. 

Introduction
There are compelling reasons to look at continuing veterinary education (CVE) in India. The first is the urgent need to improve animal productivity (not mere production) and product quality in the country through rapid innovation to compensate for the slowing if not stagnant agricultural sector's contribution to economy and enable India to emerge as an economically developed country in the next few decades. The strength of the economic fundamentals of India, as proven by the recent drought, still depends on the agricultural sector. Since increases in food crop production is rapidly reaching its maximum potential, higher economic growth from the agricultural sector in the range of 8-9 per cent per annum can be expected only from horticulture, animal husbandry and fisheries. Rapid growth in animal resources and allied industries is therefore vital to sustain and accelerate agriculture sector's contribution to India's economic strength. 

The second is the role in poverty alleviation and in improving quality of life of wide range of economic groups of the population, since livestock ownership in India has better equity than land ownership. Improving animal husbandry and enabling the small & marginal farmers and the landless to participate in animal products market has great potential for alleviation of rural poverty. Food of animal origin has an important role in access to food and nutritional security, health promotion and improved quality of life 

The third is the need to meet domestic consumer demand and to participate in highly competitive but equally lucrative global markets. Improved economy and better household income will in itself trigger higher demand for animal products within the country, thus further increase pressures on domestic animal production. Access to global markets, especially in the area of organic foods including clean milk, eggs and lean meat, will open newer avenues for animal husbandry in India in the decades to come. 

The fourth is the increasing international pressure and preference for credible and dependable food and bio-safety through effective regulatory mechanisms. After outbreaks such as of Bovine Spongiform Encephalopathy (BSE) and Foot and Mouth Disease in Great Britain, Dioxin contamination of animal feeds in Europe and SARS and Avian Influenza in Asia and with imminent introduction of genetically modified organisms for food crops, animal production, human and animal health, a new dimension of competence is expected from regulatory agencies. This adds pressure on India's professional group to be equal, if not better than their international peers, in applying regulatory mechanisms credibly and with competence (at Institution, Organization and individual levels).

The fifth is the growing need for professional health services for companion animals. As India's urban population and the middle and upper class grow and the awareness of the new vistas and possibilities of diagnostics and treatment of animals spread through the print, electrical and electronic media, the demands for quality care of animals, especially companion animals, will increase. Professionals of India cannot ignore the demand for higher level of professional services, often equaling that of human super-specialty medicine, emerging all over the world. The need for an ever learning veterinary professional capable of fulfilling the changing demands in professional service has started emerging in some metros and is bound to spread into other cities and large towns.

The need to improve animal productivity and product quality in a sustainable manner calls for rapid investigations and innovations. This, in turn, requires a continuous and close study to attain relevant knowledge and skills about producers and those who provide services for animal production. The veterinary profession and the specialists of animal husbandry in India form a source of knowledge and part of an information system. They need support to exchange and disseminate innovations in the country's animal production and marketing system. The continuous updating of knowledge and skills of professional group is key to improving animal production, productivity and product quality as also to achieve the social objectives such as of poverty alleviation and better life though sustainable development in India.

This paper attempts to examine CVE in the wide spectrum of social demand on the veterinary profession of India. It describes the concepts, Institutions, current Institutional framework, their linkages and some examples of pilot projects in providing CVE in the country. It also outlines how appropriate policies and strategies for continuing veterinary education and life long learning for veterinary and animal husbandry specialists be developed and their implementation achieved.

Concepts in Continuing Veterinary Education
At the time of licensing (registration) every veterinary professional has to undertake a solemn "Oath" ("veterinarians' oath"). Through this a professional commits, to accept as a lifelong obligation, the continual improvement of her/his professional knowledge and competence (see box for the full text of Veterinarians' oath). But unless she/ he is provided with an opportunity for improvement such pledges may remain unimplemented.

Continuing education is a part of a larger envelope of life long learning. Education is based on an instructive approach. Learning is within and beyond the educational provision i.e. the instructive process, such as learning in the community, at work, with friends, through mass media, through observation, by doing, by teaching and by participating. It is important to distinguish these two in the context of this paper.

CVE can be defined as the educative process enabled by accredited Institutions in which a professionally qualified veterinarian continues to formally or informally be educated through an instructive process to improve his/her professional competence. This process can be achieved by a periodic on-campus, distance or remote, or a mixed on-campus and off-campus program of study. It has to be distinguished from higher education that leads to a Diploma, Master's or Doctorate degree, which are usually on-campus, full time programs. However, in some CVE programs, credits earned by these studies can lead to a recognized specialization or a postgraduate degree / Diploma. In some cases, a certain amount of education is continuously required to be credited to a specialized discipline or professional specialty.

Life long learning is an important concept and necessitates a brief discussion in the context of this paper. First of all, education and learning are not objectives in themselves. They are means to attain an enhanced professional worth and competence (personal, family and community development). Thus, learning must be explicitly framed for social and economic¹ transformation and human development. Life long learning is learning from birth to death and is an integral part of life itself. However, as individuals, families and communities link to each other, there is a regular flow of information, knowledge and skill. The flow and its imbibing needs to be enabled; this need not necessarily be through a process of instruction. They precisely have to be effective in meeting personal, family and community development needs. Life long learning has two processes, (1). Enabling of information, knowledge and skill flow and (2). Creating an environment that encourages/ enables one to imbibe information, knowledge and skill for personal, family and community² benefit. While it would be important to discuss life long learning for veterinarians as individuals and as a community, it would be beyond the scope of this paper, which deals within the definition of CVE above, to discourse further upon it.

Institutions and Institutional Frameworks for CVE

Veterinary Council of India (VCI)
The Government of India, Ministry of Agriculture on recommendation of the National Commission on Agriculture of 1958 introduced a bill and enacted the Indian Veterinary Council Act, in 1984. The said act envisaged establishment of the Veterinary Council of India at the centre and State Veterinary Councils in such States, which had adopted the Indian Veterinary Council Act, and in all Union territories. By the virtue of this act, the Council has responsibility and authority (power & obligation) to maintain standards of the Veterinary profession.

State Veterinary Councils (SVC's) 
As per provisions of section 32 of the Indian Veterinary Council Act, 1984 all the States/UTs. are required to establish State/UT Veterinary Council in their State/UT. During the 8th Five year plan the Govt. of India had made provision for the establishment of VCI and SVC's under a Centrally Sponsored Scheme "Professional Efficiency Development under Indian Veterinary Council Act, 1984" since these Councils had been constituted under the provisions of a central Act. The power of VCI to regulate veterinary education has since been tested by the Supreme Court of India, which ruled that the Council has "the power and obligation to regulate Veterinary Education and that power include the power to regulate admission to a veterinary course.

Department of Animal Husbandry and Dairying, Union Ministry of Agriculture 
Under the three-tier system of public administration provided in the constitution of India, matters relating to animal husbandry, conservation, protection from disease and improvement of stocks and dairy development are the responsibility of the state government. It also looks after all matters pertaining to fishing and fisheries, both inland and marine. As per article 243 G (73rd amendment) of the constitution many of these subjects can be handed further down to village level bodies i.e. panchayats by the state.

The Department of Animal Husbandry and Dairying, in the Union Ministry of Agriculture is responsible for taking measures to prevent the transmission or spread of disease from one state to another. The Department advises and supports State Governments and Union Territories in the formulation of policies and programs in the field of Animal Husbandry, Dairy Development and Fisheries. The main thrust areas are: 

• Development of requisite infrastructure in States and Union Territories for improving productivity

• Preservation and protection of livestock through provision of health care 

• Strengthening of Central Livestock Farms (Cattle, Sheep and Poultry) for development of superior germ plasm for distribution to states and, 

• Expansion of Aquaculture in fresh & brackish water, welfare of fisher-folk etc. 

• Prevention of entry of any disease of animal (birds included) into the country.

After the introduction of Indian Veterinary Council Act, the responsibility for regulation of veterinary practice and veterinary training has been bestowed upon the Central Government i.e. Department of Animal husbandry in consultation with the VCI. CVE is included in the 10th Plan document of the Department of Animal Husbandry, Government of India with intention to implement professional efficiency development. 

State Departments of Animal Husbandry 
Each State and Union Territory in India has a Department (DAH) that deals with issues of livestock and fisheries development, animal husbandry and veterinary services. except regulation of veterinary practice including education. Many of these Departments have training schools, which provide in-service training to professional and Para-veterinary staff especially in artificial insemination, fertility control, vaccination etc. In some states, extension forms a part of the training offered. However, there is very little structured CVE activity on a regular basis.

Indian Council of Agricultural Research (ICAR) 
As per the constitution of India agriculture, agriculture education and agriculture research are state subjects where centre has no power to interfere. The ICAR has a promontory (chiefly financial support) role in agricultural research and education. It has an Animal Sciences Division with seven research institutes, one bureau, two project directorates, six national research Centers and 11 coordinated research projects related to animal husbandry and veterinary research. ICAR has a separate Division for Fisheries, which has six institutes, one bureau and one research centre. It has a separate Division for Agriculture Education, which deals with the State Agricultural Universities. Though it has no statutory power to regulate veterinary education like the Veterinary Council of India it has decided to accredit SAU's for grant in aid. When Veterinary Council of India was established, ICAR was provided a representation with a view to support SAU's to abide by the standards of veterinary education prescribed by the former.

State Agricultural Universities and Veterinary Colleges
There are 30 State Agricultural Universities and five deemed universities under ICAR system in India. Some of the States now have separate Animal Science, Veterinary science and Fisheries Universities. Dr. Swaminathan Committee Report on Education for Agriculture has recommended that the linkage among crop husbandry, animal husbandry, fisheries and forestry be maintained. Where no separate veterinary university has so far been set up, the administration of agriculture universities should ensure that Veterinary and fisheries colleges under SAU's should be granted the status of autonomous colleges…." ["50 years of Agricultural education in India" 1999-2000. Pp.2-3. ICAR] There are 36 Veterinary colleges. There are at present no private Veterinary Colleges legally recognized by the VCI.

There are some programs by way of CVE in Veterinary Colleges such as at Kerala Veterinary College, (KAU) Trichur, College of Veterinary Sciences, Hissar (CCSHAU), Bombay Veterinary College (MAFSU) and Madras Veterinary College (TANVASU). These are detailed below.

Open Universities
India is among the global leaders in providing distance learning through a network of Open Universities and Distance Education Institutions. Since on-campus Continuing Veterinary Education (CVE) can cover only limited number of Veterinary professionals at a time, a distance learning programme was also proposed where professionals can access knowledge through specially prepared notes/ lectures/ discussion in electronic media, delivered to them as hard copies or as copies generated in electronic media. The distance-learning programme will have contact programmes at designated (State Veterinary Councils, Veterinary Colleges etc.) centers where a designated/ appointed expert would interact with trainees. The trainees are given projects, assignments and problem solving tasks to be undertaken in their immediate environment/ working place. Veterinary Council of India developed one such course in consultation with IGNOU under the title 'PG Certificate/ Diploma Programme in Animal Husbandry and Veterinary service Management'. It is estimated that an initial investment of 5 crores rupees would be required per programme per thousand students for establishment/ appointment of faculty and other infrastructure.

The Distance Learning course mentioned above is expected to train manpower needed for the professional administration i.e. persons with orientation on development and provided with training to monitor various development activity. (i.e. persons competent to plan, and implement or suitably modify, activities in their control).

Some Open Universities such as the Indira Gandhi National Open University (IGNOU) and Yashwant Rao Chavan Maharashtra Open University have agricultural faculty and distance education programs. 

National Academy of Veterinary Sciences
National Academy of Veterinary Sciences (India) is functioning under the aegis of Veterinary Council of India. It is an organization of eminent veterinary professionals in various fields of veterinary science and has both resident and Non-Resident Indians. The organization has expressed its willingness to serve as a nodal agency for organizing CVE courses in collaboration with Central government and visiting foreign professionals as is being done by National Academy of Medical Sciences (India). The Planning Commission has already conveyed its concurrence to the Department of Animal Husbandry & Dairying, Government of India that the Academy may be declared as nodal agency for such training programmes under the Centrally Sponsored Scheme Professional Efficiency Development under Indian Veterinary Council Act, 1984. 

Animal Welfare Organizations and Society for Prevention of Cruelty to Animals
The Department under Ministry of Forests and Environment dealing with animal welfare in the Government of India has established an Institute of Animal Welfare with a view to dissipate the message of compassion for animals enshrined in the constitution of India. The role of these organizations would be very important in defining some of the needs for CVE and in providing the parameters from Civil Society as regards the veterinary profession.

Zoo and Wild Life Institutions
India has nearly 200 Zoo and Wild Animal facilities including sanctuaries of which 80 are large Zoo's. India has prescribed law for the housing and maintenance of Zoo animals. The Supreme Court of India had elicited a commitment through an affidavit from the states of India that they shall provide the services of veterinarian to all the buffer zones between the wild life and domesticated stock. The Wild Life Act and the establishment of a Central Zoo Authority (CZA) has made it possible to maintain some minimum standard for the conservation and care of animals. This has bestowed added responsibilities to veterinary profession. Though the Minimum standards of veterinary education prescribed by the Veterinary Council of India (VCI) provides for some basic training in Zoo and wild animal health care and management, there are many professionals who might have not been trained on the subject in an exclusive manner as is being done now. This fact again calls for including the subject in the CVE. Madras Veterinary College under TNVASU, the IVRI and Wild Life Institute, Dehradun are providing training to graduate veterinarians on Zoo and wild life health care and management. 

State Veterinary Associations, Veterinary Professional Associations and Societies
The State Veterinary Associations, Veterinary Professional Associations and Societies have a significant role in promoting CVE. Some State Veterinary Associations organize seminars and conferences that contribute to post qualification education and learning among their members. Some of the Professional Associations and Societies are discipline specific. They can advocate, promote and support CVE through accreditation and by providing curricula, syllabi, courseware, peer support, formation of learning communities, quality assurance and impact assessment. Except for a few, there is little evidence of the contributions from these Institutions to CVE as an organized activity. 

Cooperatives, Farmers Organizations, Non-Government Organization and Civil Society Organization
There are several cooperatives, including the Dairy Cooperatives established under the Anand pattern and Non-Government Organizations such as the Bhartiya Agro-Industries Foundation (BAIF) who employ veterinary and animal husbandry staff. Some like the Kheda District Milk Producers Cooperative Union (AMUL) organize short-term refresher courses for their field staff. Their linkage to CVE either as providers or as clients of CVE programs is not fully explored. In a survey done by MAFSU for its continuing education for field veterinarians, the cooperatives appeared to be promising partners to support CVE for their professional employees. The milk plants, feed plants, semen banks and bull farms of these organizations can be good avenues for 'hands on training'.

Commercial organizations
As India moves in a more market oriented animal production system and enter global markets, commercial organizations will demand new skills from the veterinary profession. Thus they will emerge as a major stakeholder group demanding CVE.

Partnerships with commercial organizations (like Venketaswara Hatcheries, Al Kabir abattoir, Bacon factory of Aligarh, Punjab agro. industries and the innumerable feed processing plants, commercial milk/meat plants (Meat Products of India, Kerala, milk processing plants of Britannia or Keventer) can also be sought in CVE for 'hands on' training of veterinarians. 

Consumer Organizations
With the objectives of CVE to support veterinary and animal husbandry specialists in improving animal productivity and product quality, the participation and feedback of consumer organizations in the design of CVE programs would be important to identify the community need (as part of market research). These linkages need to be strengthened especially by the Veterinary Council of India and the State Veterinary Councils. In addition to relevant training, consumer organizations can be effectively utilized for the study of consumer preference and market trends for the veterinary profession. 

Institutional Frameworks
As can be seen by the above description of Institutions, the Veterinary Council of India at the National Level is the mandated Institution for all matters concerning veterinary education. The State Agricultural Universities, the Veterinary Colleges, the National Academy of Veterinary Sciences, the three Deemed Universities, i.e. Indian Veterinary Research Institute, National Dairy Research Institute and the Central Fisheries University and the Veterinary Professional Associations and the institutions referred pre-Para can be recognized as associated institutions. There are about 42000-44,000 veterinary graduates in the country. Most of them are potential clients of CVE. 

Apparently there is lack of a clear CVE policy for India. This can stem from various factors such as:

• Lack of a felt need for CVE at various levels such as policy makers, development planners, research and education managers, administrators and managers of animal husbandry departments and programs and veterinary professionals

• A lack of an accepted veterinary and animal resource policy which provides direction for livestock and animal production development in the Country and in the States and Union territories 

• Weak Institutions and Institutional linkages for veterinary professional development

• Lack of Institutional capacity for CVE policy formulation and implementation

Figure 1 illustrates a possible framework of Institutions and their linkages for policy development for CVE in India.

Figure 1: A Framework of Institutions for Policy Development for CVE in India

The framework has three clusters of Institutions

1. Institutions that provide needs and support policy formulation for CVE

2. Veterinary Council of India (and State Veterinary Councils) that provide the policies, strategies, curriculum, syllabi, quality assurance, impact assessment etc for CVE

3. CVE Providers, which could include SAUs with or without collaboration with Open Universities, National Academy of Veterinary Sciences and Veterinary Professional Associations and Societies. It is possible that with the potential client base there would be private entrepreneurs, who with accreditation with VCI, would want to provide CVE.

Without a policy, there apparently cannot be a National strategy for CVE. Thus, providing CVE at the moment appears to be ad-hoc and unorganized. There are no separate provisions within the VCI act for accreditation of Institutions and Organizations who wish to provide CVE. Further, even after accreditation, it would be difficult for Institutions to provide CVE without a clear curriculum, syllabi and quality assurance mechanisms. The present situation is an environment of ad-hocism in providing CVE.

Some of the above institutions especially the Research Centers on various species of animals and state institutions could be identified as associated institutions³ that can place its resources, training facilities and manpower for conduction of CVE. In this manner while the resources of these institutions will be optimally used for training "the trainee man power" would be available for assisting the work of the institution. Such synergy could be developed with Central & State Institutions like Central Cattle Breeding Farms, Central Hatcheries, and Central Semen Laboratories. The epidemiology units, the meat plants, the feed plants, dairy plants, sperm stations and polyclinics functioning under the State Governments could also be identified as associated institutions for CVE under professional efficiency development. The VCI has defined such institutions in its regulations on post-graduate education, which is waiting for central government's approval.

Continuing Veterinary Education (CVE) - As envisaged by VCI
The areas identified by the VCI after extensive consultations through zonal meetings with the Directors of Animal Husbandry, Deans of Veterinary Colleges, representatives of the veterinary associations, veterinary institutions, eminent veterinarians of the region etc. are listed separately. 

Refresher Training
In India the term "refresher training" is used for CVE of short duration. These are primarily exposure/ awareness exercises of 2-7 days duration for practicing veterinarians. Every 5th year, Veterinarians are brought back to an institution to brief them on the newer / current developments in various subjects of Veterinary Science. This exposure may provide them an opportunity to reckon the source and use of newer knowledge and choose courses for their CVE programme as per their needs.

Examples of Pilot CVE Projects 
COL-MAFSU-ISNAR Project on Continuing Education for Field Veterinarian
This action research project was initiated in early 2003 with a needs assessment survey done by MAFSU in two districts of Maharashtra. The survey indicated that there was a felt need among field veterinarians for a CVE program. It was also indicated by the respondents (field veterinarians employed in DAH, Cooperatives and private sector) to the survey that they would be able to use ICT, in particular the computer based technology, for their CVE programs.

The Bombay Veterinary College has initiated the implementation of pilot ICT based distance CVE program on two topics, Necropsy Examination and Diagnosis of Parasitic Diseases for field veterinarians. This program will use a mix of ICT and paper based approach. The Courseware was distributed through CD-ROMs and feedback and assessment made through e-mail and postal mail. There are three face-to-face sessions during a 12-week course at two contact points in each of the two districts.

While it is premature to comment on the outcome of the project, significant learning has been made in the course of preparing and launching of this CVE program. These include:

• There is a felt need for CVE

• It is possible at this point in time to use ICT for CVE in some districts of Maharashtra

• Identifying the education needs for CVE without an active role of all Institutions involved in the development of the veterinary profession is difficult

• There is very weak capacity in terms of faculty skills, especially pedagogy and using ICT for education, administration and infrastructure in providing distance CVE programs by MAFSU. This needed to be strengthened prior to initiation of the project

• There are major gaps in University/Institutional statutes, mandates, organizational structure, especially reward and accountability systems, education processes as also linkages between College and University Departments that need to be filled prior to initiation of full scale CVE programs. 

COL-TANVASU-ISNAR Project on Continuing Education for Field Veterinarian

This is a similar project to the COL-MAFSU-ISNAR project. The major difference is that it is paper and not ICT based. It is still in the stage where its implementation is being planned.

IGNOU
The Indira Gandhi National Open University has in collaboration with the Veterinary Council of India as mentioned above has initiated a 'PG Certificate / Diploma Programme in Animal Husbandry Management and Veterinary Science Management' through distance education. 

The Kerala State Veterinary Council Experience on CVE
The Kerala State Veterinary Council organized courses on elephant medicine, chemical restraint of elephant in Trichur in the vicinity of the famous "Guruvayoor temple" where nearly 50 elephants are managed. A Zoo veterinary medicine course was conducted in Trichur Zoo. The faculty included college professors, Zoo veterinarians and veterinarians working with the Forest Department and some retired senior veterinarians who work as moderators. Programs generally are very basic; but relates to knowledge and skills needs under the field conditions.

The role of ICT in CVE
There is great potential of using ICT in CVE in India. ICT includes radio, television, video and audiocassettes, computers, CD-ROMs and DVD, Cellular telephony and the Internet. Radio, Television, audiotape players, VCRs and even computers with CD-ROM drive and Internet connection are ubiquitous in the middle class (most veterinary professionals are in this class) homes in India. Several states, such as Andhra Pradesh and Kerala, have already established computing facilities and Internet connectivity at their Taluk/ district level offices. Most medium and small towns and even large villages now have cyber cafes. The question is not about whether ICT can be used but when ICT based courseware can be made available for CVE.

As experienced at Bombay Veterinary College, the development of ICT based CVE Courseware needs new skills and is expensive to be done alone by one single isolated Institution. Collaboration among Institutions is essential not only for skills and infrastructure but also for content and providing support.

Three essential requirements emerge at the moment from the experiment at Bombay Veterinary College. The first is a need for a National Learning Objects Repository for Veterinary Education. The second is a National Veterinary Courseware Development Facility. The third is a National Veterinary Electronic Library accessible through the Internet to support CVE programs. It is important that all three are located in close proximity to support the development of new skills that are now required to manage CVE programs and generate courseware and content.

Policy Formulation
As stated above, there is an urgent need to formulate appropriate policies for CVE in India. A CVE policy formulation cannot be done in a vacuum; that of not knowing the development goals the Government of India has set for itself through agriculture, livestock and fisheries development.

There are other policies, which have implications on a CVE policy. These include:

• Rural development

• Telecommunications, especially rural telecommunications

• Education, especially higher education

• Trade, especially related to animal products, pharmaceuticals and biologicals

However, a policy framework that includes the following elements can be developed and used for policy development:

• A clear direction on satisfying the need for CVE and developing an enabling environment to promote Life Long Learning for the Veterinary professional community

• A clear mandate to VCI with responsibility, finance and accountability to oversee the planning and implementation of CVE and life long learning programs

• Stressing the need for Institutional Collaboration in providing CVE and Life Long Learning Opportunities

• Establishing the necessary infrastructure, skills and organization for National and State level CVE programs which include quality assurance and impact assessment

• Inspection and accreditation of institutions and associated institutions

Strategy for CVE

Having established a policy, the foremost issue would be in identifying continuously:

• CVE needs

• Curriculum and Syllabi to satisfy CVE needs

• Collaboration mechanisms not only within the public sector but with the private sector and the community to sustain CVE programs

• Developing infrastructure, skills and organization in Institutions to provide CVE 

• Establishing mechanisms for quality assurance and assessment

• Developing reward systems in CVE client institutions to promote continuing education and life long learning

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.

The development of curriculum and syllabi to satisfy the CVE needs will require the VCI to organize expertise in an advisory role to generate the curriculum and syllabi.

As identified above, several collaborative mechanisms will need to be established. Europe and United States of America have found establishment of Consortia as a successful mechanism. The examples are CLIVE and ADEC.

The development of infrastructure, skills and organization will require public-private partnerships. Most of the skills needed are not easily available in the public sector.

Quality assurance and impact assessment will need independent bodies formed under the VCI. The Council has experience in this area.

Institutionalizing CVE will require significant changes in client organization and professional bodies. These include accreditation for professional services especially in specialty disciplines and for reward systems for pursuing CVE in client public Institutions.

Conclusion 
Any person with a commitment to her/ his profession will unobtrusively strive to make use of any knowledge that comes her/ his way at any point of professional life. Veterinary education, which started as two year training in India, has expanded itself to a five-year degree course covering 17 subjects and compulsory internship. Every time a new curriculum is developed, trainers and trainees are taken through newer vistas of experience and learning. If the more senior professionals did not have the privilege to learn what they have missed in the process of evolution of the profession, the profession would soon lose its credibility. The ease to access information by the animal owners would naturally enhance their demand on veterinary service. Therefore, the profession cannot be complacent on creating learning opportunities and avenues to continuously update its members' information base, knowledge and skills. 

CVE in India has to rapidly come to age. It is inevitable that India will have to develop its CVE courses and debate its contents, before it embarks on its implementation. The VCI has to take a lead in policy and strategy development and in enabling provider Institutions. A vast challenge in upgrading knowledge and skills in CVE faces India's Veterinary establishment. This paper, it is hoped, will initiate such a debate on CVE in India. 


Appendix: List of courses under Continuing Veterinary Education (CVE)

A. In health practice
1. Artificial insemination. 
2. Embryo Transfer Technology. 
3. Obstetrical practice.
4. Gynecological practice.

B. Clinical practice & Health-care systems 
5. Vety. medical diagnostic technologies.
6. Ruminant medicine.
7. Veterinary dermatology.
8. Pet animal practice. 
9. Equine practice.
10. Wild animal diseases.
11. Chemical restraint of Zoo and Wild animals 
12. Anesthesiology.
13. Ruminant surgery.
14. Small animal surgery.
15. Diagnostic radiology.
16. Clinical biochemistry.
17. Current methods in clinical lab, Laboratory discipline and Bio-safety 
18. Clinical parasitology
19. Necropsy & Hygienic Disposal of Carcass.
20. Poultry pathology.
21. Drug & Pesticide assay
22.Applied immunology for Vety. investigation / Molecular epidemiology
23. Computer assisted data handling 
24. Disease surveillance.
25. Livestock emergency disease control and management.

C Veterinary Public Health 
26. Rabies Control.
27. Brucellosis Control. 
28. Tuberculosis control.
29. Meat hygiene 
30. Milk Hygiene