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Global Ayurveda Scenario – Index

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Global Ayurveda Scenario Index

Preamble:

1. Background and Rationale

2. Indian Trends in Ayurveda Education

2.1. Ayurveda in pre Independence India

2.1.1. Government Reports

2.1.2. Government Acts

2.2. Ayurveda during Post Independent India

2.2.1. Government Reports


2.3. Reforms offered to Ayurveda development

2.3.1. Bhore Report, 1946

2.3.2. Chopra Report, 1948

2.3.3. Pandit Report, 1951

2.3.4. Dave Report, 1956

2.3.5. The Udupa Report, 1959

2.3.6. The Mudaliar Report, 1962

2.3.7. Vyas Report, 1963

2.3.8. Ramalinga swami Report, 1981

2.4. Governing Bodies of Ayurveda

2.4.1. CENTRAL COUNCIL OF INDIAN MEDICINE

2.4.1.1. THE INDIAN MEDICINE CENTRAL COUNCIL ACT, 1970

2.4.1.2. Achievements

2.4.1.3. Updating of syllabus:

2.4.1.4. Starting of new Post-graduate Diploma Course:

2.4.1.5. Action against substandard existing colleges of ISM:

2.4.1.6. Revision of Regulations

2.4.1.7. Revision of Minimum Standards & Requirements

Technoayurveda's

Global Ayurveda Scenario – Index

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2.4.2. AYUSH

2.4.2.1. Objectives:

3. Global Trends in Ayurveda

3.1. Indian Continent

3.1.1.Herbs

3.1.2. Ayurvedic Herbal Industry

3.2. World Scenario

3.2.1 Status of Ayurvedic Medicine in the U.S

3.2.2. Organizations / Schools

3.2.2.1. AAPNA

3.2.2.2. California College of Ayurveda (CCA)

3.2.2.3. Ayurveda Courses

3.2.2.4. Ayurveda Schools around World

3.2.2.4. 1. AYURVEDIC SCHOOLS IN THE U.S.A.

4. Future Strategies of Ayurveda Medicine

4.1. Future Strategy for Medicinal Plants

4.2. Sculpting for a Global Market

4.3. Features of Present Global Demand for Ayurvedic Products

4.4. World Bank role in Ayurveda

4.5. Development of Medicinal Plant Sector

4.6. Products Standardization

4.7. Globalization of Ayurveda and Medicinal Plant Sector

4.8. Trends in Ayurvedic Pharmacy Education

4.9. Reverse Pharmacology

4.10. Teaching reforms

4.11. MOU for Globalization

5. Ayurveda software

6. Conclusion

Global Ayurveda Scenario

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Report by Dr. K.S.R. Prasad

It is the tremendous experience of becoming conscious, which nature has lain upon mankind, and

which unites the most diverse cultures in a common task.

Preamble:

Ayurveda is a Medical Science developed from Indian heritage for the ailed people to

make healthy in natural way. The antiquity of this Medical science to carbon date is difficult, but

the references push its development is long ago even 100 million years i.e. when the Indian

continent is an Island. This prime science of the Medical Knowledge has taken different shapes

by ethnic practices and postulated the new theories by observation. The science of result oriented

Ayurveda spread not only in the Indian continent but also globally. History reveals that the major

portion of the over sea trade is with condiments and Herbs.

Today Ayurveda is institutionally trained by the governance of CCIM and AYUSH.

There are around 250 Ayurveda Institutions in India produce around 13000 Ayurveda graduates

every year. Out of this picture the major portion is occupied by the Maharastra and Karnataka

along with Kerala. The number of Institutions placed in these provinces covers 50% of the

graduates (approx. 8000) and the next major part is taken by Gujarat. The rest of India is looking

towards Ayurveda as this branch seems to be a flawless and reaction free.

Recently even the commercial banks also interested in funding the Ayurveda researches. EXIM

bank (Export-Import Bank of India) has offered a loan of 4.62 crore to Traditional Ayush Cluster

of Tamilnadu to set up infrastructure and products promotion and export deals.

A composite herbal formulation named ‘Perfomax’ has been developed by DRDO and found to

improve physical and mental performance in High Altitude and Hypoxic Conditions. The

Minister of State for Defense Dr M M Pallam Raju launched this product at a function held in

Leh, Ladakh. This is an example how Ayurveda can help mankind in different and difficult

situations.

1. Background and Rationale

Ayurveda is self sufficient with 8000 plant species, 189 * animal specimens, 80 # metals

that form 10000 ** formulations. *Unnikrishnan, P.M. (1998) [1]. Even though each and every

part of globe is having their ethnic Medicines, the most regulated and conceptual based Ayurveda


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made them to incline towards Ayurveda. The world can be divided in to two major areas as the

East and West. The eastern world accepts the Ayurveda long back and included it in to their

health promotion. Western world is more commercialized and seek the balance of their health

through alternative remedies and invites the Ayurveda as Alternative Medicine.

Ayurvedacharya, the present course, began in Jaipur under the name, Ayurveda Shastra,

in 1870. In 1906 the Maharaja of Mysore started the first official college (including Unani). After

ups and downs of policy reversals by various government committees following independence,

the Central Council for Indian Medicine (CCIM) was constituted by Act of Parliament in 1970.

Minimum qualifications for admission to Ayurveda courses were fixed, as were the required

number of courses of study and practical training; [2].

2. Indian Trends in Ayurveda Education

2.1. Ayurveda in pre Independence India

The pre Independence state of Ayurveda is depicted through various Reports and acts

made by the Government. The rural population of India mostly dependent on Ayurveda and the

Family Physician system was prevalent.

2.1.1. Government Reports [3]

Prior to the Independence all the reports made are of individual to the state and consider the

indigenous system as one [4]. The recorded reports of the state are -

1923 Madras: The Committee on Indigenous Systems of Medicine (“The

Usman Report”) [§§44–58].

1925 Bengal: The Ayurvedic and Tibbi Committees [§§59–69].

1926 United Provinces: Ayurvedic and Unani Committee [§§70–73].

1927 Ceylon: a Government Committee [§§104–106].

1928 Burma: Committee to Enquire into the Indigenous Systems

of Medicine [§§74–75].

1939 Central Provinces and Berar: The Committee to Examine the

Indigenous Systems of Medicine [§§76–83].

1941 Punjab: The Indigenous Medicine Committee [§§84–92].

1942 Mysore: Committee “to go into the Question of Encouraging the

Indigenous Systems of Medicine” [§§100–103].


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Legal provisions regarding health matters preceding Indian independence are to be found

scattered dealing with diverse subjects. Some examples include [5]:

1825 The Quarantine Act

1859 The Indian Merchants’ Shipping Act

1860 The Indian Penal Code

1880 The Vaccination Act

1886 The Medical Act

1890 The Indian Railways Act

1896 The Births, Deaths and Marriages Registration Act

1897 The Epidemic Diseases Act

1898 The Code of Criminal Procedure

1899 The Glanders and Farcy Act

1911 The Indian Factories Act

1917 The Indian Steam Vessels Act

1922 The Indian Red Cross Act

1923 The Indian Mines Act

1924 The Cantonments Act

1933 The Indian Medicine Council Act

1938 The Bombay Medical Practitioners Act

2.2. Ayurveda during Post Independent India

2.2.1. Government Reports [6]

The post Independence reports dealt according the need of target systems and reported. Some

of the reports such as - the Chopra Report of 1948 can be seen as a direct reaction to the

Bhore Report of 1946.

1947 Bombay: The Indian Systems of Medicine Enquiry Committee [§§93–

95].1947 Assam: The Scheme Committee to Report on Steps to be Takenfor the

Development of Ayurveda [§§96–97].

1947 Orissa: The Utkal Ayurvedic Committee [§§98–99].1947 Ceylon: Commission

on Indigenous Medicine, Ceylon [§§107–108].In the period after Independence, the

following reports on Ayurveda were published under the auspices of the

Ministry of Health of the Government of India (Brass 1972:454):


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1948 The Report of the Committee on Indigenous Systems of Medicine

(“The Chopra Report”).

1951 Report of the Committee Appointed by the Government of Indiato Advise

Them on the Steps to be taken to establish a Research Centre in the Indigenous Systems

of Medicine and Other Cognate Matters (“The Pandit Committee Report”).

1956 Interim Report of the Committee Appointed by the Government of India to

Study and Report on the Question of Establishing Uniform Standards in Respect

of Education & Practice of Vaidyas, Hakims and Homoeopaths (“The Dave Report”).

1959 Report of the Committee to Assess and Evaluate the Present Status of

Ayurvedic System of Medicine (“The Udupa Commit-tee Report”).

1963 Report of the Shuddha Ayurvedic Education Committee (“The Vyas Committee

Report”).

1981 Health for All: an Alternative Strategy (“The Ramalingaswami Report”)


Efforts to regulate teaching, practice, and research specifically in indigenous

medicine continued after Independence with many more government acts, such as: [7]

1956 The Madras Registration of Practitioners of Integrated MedicineAct

1961 The Mysore Homoeopathic Practitioners Act, and

1962 The Mysore Ayurvedic and Unani Practitioners Registration Act

1970 The Indian Medicine Central Council Act [8]

1984 The Central Council was reconstituted

1995 The Central Council was reconstituted again

2002 The Central Council Amendment [9]

The most important of these Acts, from the point of view of present-day Ayurvedic

practice, were those of 1938 and 1970. The former established the first professional

register for Ayurvedic (and Unani) practitioners, effectively creating a pan national profession

for the first time. The 1970 Act, with its later Amendments, established the Central Council

of Indian Medicine, whose objects were as follow:

1. To prescribe minimum standards of education in Indian Systems of Medi-cine,

i.e., Ayurveda, Siddha and Unani Tibb,

2. To advise Central Government in matters relating to recognition and with-

drawal of recognition of medical qualifications in Indian Medicine,


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3. To maintain the Central Register of Indian Medicine and revise the Register from time

to time, and

4. to Prescribe standards of professional conduct, etiquette and code of ethics to be

observed by the practitioners. The Act included the following important “schedules”

which are frequently referred to in later legislation and documentation, and which are

regularly updated (at least 60 times between 1970 and 2002): [10]

The Second Schedule:

“Recognized medical qualifications in Indian medicine [Ayurveda, Siddha,

Unani] granted by Universities, Boards or other medical institutions in India”. [11]

The Third Schedule:

“qualifications granted by certain medical institutions before 15th August, 1947

in areas which comprised within India as defined in the Government of India Act,

1935”. [12]

The Fourth Schedule:

“Qualifications granted by Medical Institutions in Countries with which there

is a scheme of reciprocity [Only Sri Lanka]” [13].

2.3. Reforms offered to Ayurveda development

Out of above said reports, the important are - The Bhore Report, 1946, Chopra

Report, 1948, Pandit Report, 1951, Mudaliar Report, 1962 and Ramalinga swami Report,

1981. All these reports have made remarkable suggestions and contributed reforms to

update and develop Ayurveda and indigenous systems of medicine.

2.3.1. Bhore Report, 1946

The times of Bhore committee’s work is before independence and the modern medical

facilities were restricted mostly to India’s metropolitan and capital cities. The Bhore

Report is robustly scientist in its views and unreflective about the hegemonic nature of

what it calls “scientific medicine.” But it has been decisively demonstrated for Ayurveda

that from its very earliest roots, the tradition of medical thought and practice was in

constant flux and tension, with different schools vying for their own theories, different

physicians using different therapies, and in more recent time’s traditionalists exchanging

medical therapies and ideas with foreigners. [14] Bhore Report was silent on the

subject of India’s indigenous culture and medical traditions.


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He added further, the undoubted part that these systems have played in the long

distant past in influencing the development of medicine and surgery in other countries of

the world has naturally engendered a feeling of patriotic pride in the place they will

always occupy in any world history of the rise and development of medicine. He

continued as – The indigenous medical systems are associated with “illiterate masses”,

over which they have a “hold”. The pejorative use of language here already

discloses the Report’s presuppositions: The knowledge of Materia Medica

accumulated in the indigenous medical traditions, so highly valued in today’s

world of bio-piracy and patent protection, is reduced to a mere claim by un specified

persons that this knowledge may be only of “some” value. Indigenous medicine is

projected in to the historic all past of global medicine, where no doubt the

authors of the Report felt it rightly belonged. Indigenous medicine is also associated

with patriotic pride, and this, rather than any intrinsic medical merit, is given to account

for the value which some, perhaps otherwise intelligent people, find in these systems.

2.3.2. Chopra Report, 1948

Sir Ram Nath Chopra (1882–1973) was a distinguished Indian pharmacologist

[16]. The Chopra Report consisted of the following chapters:

1: Introductory. The history and development of Ayurveda and Unani or Arabian

systems of medicine—their past achievements—the cause of decline and their

present position—Attempts at their revival.

2: The appointment and personnel of the committee and the procedure adopted

by it.

3: Progress of work of the committee.

4: Previous committees on indigenous systems of medicine set up by provincial

and other governments. Madras (1923) - Ceylon (1927 and 1947)

5: Existing conditions of medical relief.

6: Integration of Indian and Western medicine leading to their ultimate

synthesis.

7: Education and medical institutions

8: The organization of rural medical relief

9: State control of medical practice and education

10: Research

11: Drugs and medicinal preparations


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12: Administration and finance

13: Summary of the recommendations

14: Conclusions.

The Report’s apparent aim is to give indigenous medical systems a proper

place in India’s health care structure. However, this aim is undermined in an

insidious way in Chapter 6. This chapter argues that a careful study of Ayurvedic

principles, for example, will show that the various humours and other traditional and

non-allopathic parts of the body will eventually be found to coincide with modern

medical categories as revealed by science. Thus, the Report’s aim is not to integrate

traditional and modern sciences, but rather for modern medicine to absorb

traditional medicine by re-interpreting its principle categories. Ultimately, all traditional

practices and explanations will be subsumed by scientific medical ones. Never the less,

chapters 10 and 11 of the Report do emphasize the importance if investigating India’s

Flora and fauna for medical uses. Again, this shows the Report’s orientation towards

traditional medicine as a source of potential therapies that can be absorbed and taken over

by modern medicine.

2.3.3. Pandit Report, 1951

The idea was that a common integrated syllabus for all medical colleges

would be rejected, but that research should be undertaken into the validity of indigenous

medicine from the point of view of contemporary establishment medical science.

One early outcome of the Pandit Report was the establishment of the Central

Institute of Research in Indigenous Systems of Medicine in and the Postgraduate

Training Centre for Ayurveda, both in Jamnagar in 1952 [17].

2.3.4. Dave Report, 1956

Dave Report, 1956 presented a model integrated syllabus to be used in colleges

that would teach only physicians of indigenous systems of medicine (ISM).

2.3.5. The Udupa Report, 1959

The Udupa Report, 1959 chief recommendation of the committee was that

the Government should establish a Council of Indian Medicine (to regulate

educational standards) and a Council of Ayurvedic Research. The latter Council was soon

established and it sponsored further committees to investigate the question of Ayurvedic


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medicine. It arrived at the conclusion that an integrated training was appropriate (Jaggi

2000: 312–3).

2.3.6. The Mudaliar Report, 1962

They prepared by Dr. Arcot Lakshmana-swami Mudaliar and his

committee took the opposite approach, rejecting integrated medical education.

Instead, it recommend that systems of indigenous medicine should be taught and

practiced in a purely classical form, with due attention to language skills and access to

original sources (Jaggi 2000:313–17,Shankar 1992: 146), Once fully trained, indigenous

physicians could be separately trained in MEM. The final practical effect would be

the withering away of indigenous medical practice in the face of superior MEM,

which would absorb its best features, although this was not stated quite so baldly as

this [18].

2.3.7. Vyas Report, 1963

Vyas Report is prepared by Mohanlal P. Vyas, was the Minister for Health and

Labour, Ahmedabad, Gujarat along with Pandit Shiv Sharma who was educated

in medicine and Sanskrit by his father, the court physician to the Maharaja

of Patiala. When Mahatma Gandhi was dying, and his wife called for an Ayurvedic

physician, it was Pt. Sharma who was summoned. Committee draw up a

curriculum and syllabus of study in pure (unmixed) Ayurveda extending to over

four years, which should not include any subject of modern medicine or allied

sciences in any form or language.

2.3.8. Ramalinga swami Report, 1981

Ramalinga swami Report, 1981 r eco m me n d ed , t h a t t h e existing model

of health care in India should be replaced by one that combined “the best elements

in the traditional and culture of the people with modern science and technology.

Committee recommends that the health care system of India should be given a national

orientation by the incorporation of the culture and traditions of the people

(Ramalingaswami 1981: 95). The Report recognizes five broad elements of traditional

Indian culture which it feels are relevant to its recommendations.

1. The varnasrama concept of the stages of Hindu life, which inculcates

“the right attitudes to pain, to growing old, and to death”.


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2. A non-consumerist approach to life.

3. A devolved and distributed attitude to health service provision, and a

withdrawal of centralized state intervention.

4. The use of Yoga asan instrument for physical and mental health.

5. An emphasis on “simple but effective things” such as naturopathy, the use of

simple medicines and home-grown herbs for day-to-day illnesses, games and

sports that require little equipment, and similar practices that oppose “a profit-

motivated capitalist civilization [that] treatise encourage consumerism”

(Ramalingaswami 1981:96f.).

2.4. Governing Bodies of Ayurveda

There are various governing bodies in Ayurveda. The description of these are

here as under.

2.4.1. CENTRAL COUNCIL OF INDIAN MEDICINE

The Central Council of Indian Medicine is the statutory body constituted under

the Indian Medicine Central Council Act, 1970 vide gazette notification extraordinary

part (ii) section 3(ii) dated 10.8.71. Since its establishment in 1971, the Central Council

has been framing on and implementing various regulations including the Curricula and

Syllabi in Indian Systems of Medicine viz. Ayurved, Siddha and Unani Tibb at Under-

graduate and Post-graduate level.

2.4.1.1. THE INDIAN MEDICINE CENTRAL COUNCIL ACT, 1970

This is a revised diglot edition of the Indian Medicine Central Council Act, 1970,

as on the 1st November, 1975 containing the authoritative Hindi text thereof alongwith its

English text. The Hindi text of the Act was published in the Gazette of India,

Extraordinary, Part II, Section 1A, No.33, Vol.VII, dated the 9th September, 1971 on

pages 285 to 318.

It has cleared the time for seeking permission for certain existing medical

colleges and new along with withdrawal of recognition terms and conditions. It cleared

what are minimum standards of education in Indian medicine. In addition the act added a

body for registration in the Central Register of Indian Medicine for AYUSH doctors.

2.4.1.2. Achievements

Translation of the syllabus of Ayurveda, Unani and Siddha: For the past 37 years

(since establishment of the Council) the syllabus of Under-Graduate and Post Graduate

courses of Ayurveda, Unani and Siddha were in Sanskrit, Urdu and Tamil languages


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respectively. The language barrier was hindering the path of success and popularity of

these systems inside and outside the country. The present Council came forward & took

steps to popularize the Indian System of Medicine and successfully completed the task of

translating the whole syllabus of three systems into English language which is an globally

accepted language, previous secretary AYUSH Mrs. Anita Das also advised the same.

This Challenging work completed with in very short period of six months.

2.4.1.3. Updating of syllabus:

The syllabus of Under-Graduate and Post Graduate courses of Ayurveda, Unani

and Siddha were not updated since long and the present Council updated the UG and PG

syllabus of all three systems, and this is applicable from this session in all over the

country.

2.4.1.4. Starting of new Post-graduate Diploma Course:

To provide specialized services of ISM systems and to enhance the benefits of

these ancient systems, the Council has designed new Ayurveda PG Diploma courses in

16 subjects. The aim of introducing new PG Diploma courses in Ayurveda is to produce

specialists of Ayurveda who can practice Ayurveda more affidiantly and successfully,

these entire PG Diploma courses started from Decision It is very heartening that the new

Ayurveda PG Diploma courses have been implemented from this year. The provision of

PG diploma Course is already exists in Unani and in Siddha system is under process.

2.4.1.5. Action against substandard existing colleges of ISM:

Standard of the ISM colleges is reflected from the graduates and postgraduate’s

scholars before the year 2008-09, number of sub-standards colleges were running and

ruining the future of the students. The present Council took the matter seriously and

without making any compromise with the standard of education, it withdraws its

recommendations which eventually led the stoppage of admission in such sub-standards

colleges. After observing the Minimum Standards and Requirements of these college &

hospital a strict scrutiny of the visitation report were carried out and 84 Ayurveda, 26

Unani and 03 Siddha colleges (2008-09) and 64 Ayurveda, 01 Siddha and 08 Unani

colleges (2009-10) and 55 Ayurveda and 01 Unani colleges (2010-11) have not been

permitted to take admission. It is also noteworthy to mentioned here that not a single

college was denied for to take admission bu the council /GOI prior to the commencement

of this present Council.


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To improve the actual assessment of teaching and practical training

facilities along with the teaching staff in conformity with the Minimum

Standards laid down by CCIM following action have been initiated.

a) Preparation of the data base of the teaching staff: The visitation report of

Ayurveda, Siddha and Unani were being examined thoroughly time to time, it

was observed that name of many teachers are exist in more than one college and

teachers have submitted false experience certificate.

A more challenging task which was accomplished by this Council was to

prepare a database of all ISM teachers. The aim of preparing the database was to

keep a record of all ISM teachers and to assess their eligibility. However, all

efforts were made and prima facie data base has been prepared by the office. The

data base of teaching staff alongwith their other details are being maintained in

the office of CCIM and being updated time to time to rule out the delicacy etc.

However, the database of teachers prepared by the Council became an important

tool to stop the malpractice of teachers of ISM and colleges. The present council

identified about 400 teachers who submitted the false teaching experience

certificates and around 1000 teachers were found to be in duplicacy. The Council

made them ineligible for teaching. The letters in this regard were issued to the

Concern College and teacher to clarify the matter. Action in this matter is under

progress and process of the issuance of I-card is under progress.

b) Appointment of teaching staff in Ayurveda, Unani & Siddha Colleges: By

observing the Minimum Standards & Requirement of the colleges strictly and not

permitting the colleges of Government, Grant-in-aid and private colleges and

continuous pressure of the CCIM more than 4000 teachers have been appointed

in these colleges. It is also noteworthy to mention here that State Governments

have also taken keen interest to appoint the teaching staff to bring the staff

strength at par with the Minimum Standards laid down by CCIM.

c) Construction of the building of college & hospital: By observing the Minimum

Standards and Requirements strictly, the Management of the private college and

State Governments have constructed the building to bring the area at par with the

Minimum Standards & Requirements of the CCIM.


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d) Improvement of the functioning of the Hospital: By fixing the criteria of daily

average attendance of patient in OPD (100 per day) and bed occupancy

(minimum 40%) in IPD, the competent authority have taken keen interest to

improve the functioning of the hospital.

2.4.1.6. Revision of Regulations:

Present Council hold many meetings with all subject experts/eminent teachers of

three systems in order to make ISM system more practically. So the qualified ISM

doctors may become more skilled practitioners, researchers and scientists and can provide

the best services to the community.

2.4.1.7. Revision of Minimum Standards & Requirements

Revision of Minimum Standards & Requirements of Ayurveda, Unani and

Siddha colleges & hospital: Keeping in view of the requirements of all three Indian

Systems of Medicine, minimum standards for Ayuveda, Unani and Siddha systems have

been reviewed as per requirement of present scenario with the consultation of department

of AYUSH and this mater is awaited for approval from GOI department of AYUSH

(Regulation of minimum standards and requirements is not notified till today since

inception of the council)

To maintain and update the Central Register of Indian Medicine as well as supply

of updated as well as early submission of State Register and observance of the

Professional Conduct and Etiquette, duties and oblegations by the practitioner of ISM:

On account of non-submission/delay submission of the State Register, it was very

difficult to update and maintain the Central Register of Indian Medicine. Therefore, to

ensure the same, two meetings of the President and Registrar of the State Board/Council

have been convenied to sort out the problem of the State Board/Council for updatation

and supply of State Register of Indian Medicine and to strengthen the bond between the

Practitioners of Indian system of Medicine and their patients so that the Practitioners may

perform their duties effectively, serve the community with responsibility and the patients

may not get neglected. By following the professional conduct and etiquette, ISM

Practitioners may uphold the dignity of profession.

During the tenure of present Council, the Central Register of Indian Medicine has

been updated and revised. About 1.3 lakh names of ISM practitioners from all over

country have been uploaded on website of CCIM, therefore, practitioners can ensure the


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availability of the his/her name on the Central Register of Indian Medicine and can do

practice anywhere in India. Moreover, the names of Ayurveda, Unani and Siddha

practitioners of all states of India got centrally registered and their names have been

published in Gazette notification.

1. Revision of Second Schedule of IMCC Act, 1970: It was observed by the

council that there are 200-250 degrees/diploma courses by various

Boards/Universities which have stopped conducting the courses before inception

of the Central Council of Indian Medicine but the names of such degrees and

diploma still appeared in the second schedule the closing year was not mentioned

against them. Because of this, many such degree/diploma holders filed the case

for their registration and one diploma holder from UP even got registration by the

order of hon’ble high court. The Council took the matter seriously and held talk

at Govt. level to stop the registration of these degree/diploma holders, collected

all the relevant documents to put a closing year against the name of

Boards/Universities awarding such degree/diploma courses and successfully

gazette notified the same.

2. Maintaining the transperacy: to maintain the transperacy, the minutes of

Executive Committee and Central Council have been uploaded on the website of

CCIM since establishment of CCIM i.e. 1971 to till date.

3. Remuneration to subject Experts/specialists: It has been observed that the

subject experts/ specialists have never been interested in attending the

meetings/workshops whenever they have been called for important work of

Council such as framing the syllabus, to draft regulations and other related

academic work because they were not paid any remuneration. Taking into the

consideration their important role and their academic excellence, the present

Council with the approval of Govt. of India decided to pay them Rs.1500/- per

day for such meetings of Council so that they may provide their specialised

services to the Council without hesitation. The expenditure on the same is met by

the CCIM from own sources.

4. Proposal for declaration of world Ayurveda Day, world Unani Day, world

Siddha Day: It has been proposed to celebrate Ayurveda, Unani and Siddha Day

each year in form of world Ayurveda Day (28th December), world Unani Day

(4th October) and world Siddha Day (14th April). Proposal have been sent to

Govt. of India for declaration.


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2.4.2. AYUSH

Department of Indian Systems of Medicine and Homoeopathy (ISM&H) was

created in March,1995 and re-named as Department of Ayurveda, Yoga & Naturopathy,

Unani, Siddha and Homoeopathy (AYUSH) in November, 2003 with a view to providing

focused attention to development of Education & Research in Ayurveda, Yoga &

Naturopathy, Unani, Siddha and Homoeopathy systems. The Department continued to lay

emphasis on upgradation of AYUSH educational standards, quality control and

standardization of drugs, improving the availability of medicinal plant material, research

and development and awareness generation about the efficacy of the systems

domestically and internationally.

2.4.2.1. Objectives:

To upgrade the educational standards in the Indian Systems of Medicines and

Homoeopathy colleges in the country.

To strengthen existing research institutions and ensure a time-bound research

programme on identified diseases for which these systems have an effective

treatment.

To draw up schemes for promotion, cultivation and regeneration of medicinal

plants used in these systems.

To evolve Pharmacopoeial standards for Indian Systems of Medicine and

Homoeopathy drugs.

3. Global Trends in Ayurveda

3.1. Indian Continent

3.1.1. Herbs [19]

Curriculum related to Ayurvedic Pharmaceutical Sciences largely bank on

Dravyguna (Phytopharmacology) and Ras Shastra (alchemy or latrochemistry).

Dravyaguna is essentially compilation of ancient medical knowledge based on Ayurvedic

pharmacy lexicons. Charka and Sushruta lists 341 and 395 medicinal plants respectively,

in treatise on Ayurveda. Bhavprakash Nighantu, the standard book on Ayurvedic

perspective of medicinal plants, mentions medicinal actions and therapeutics of 470

medicinal plants.

Shortage of trained manpower in Ayurvedic pharmacies, has forced the statutory

bodies to introduce industry specific courses related to Ayurvedic Pharmaceutical

Sciences. Introduction of maters course in Traditional Medicine by Mohali based


15

National Institute of Pharmaceutical Education and Research is important landmark in the

history of Ayurvedic drug industry.

3.1.2. Ayurvedic Herbal Industry [20]

Worldwide, alternative medicine is becoming popular and herbal medicine has

become one of the most common forms of alternative therapy. The international herbal

market is approximately $61 billion. Annual sales of herbal medicinal products (HMPs)

are approximately $3 billion in Germany and $1.5 billion in the US [21].

Annual turnover of Indian Ayurvedic industry is $ 0.8 billion (Rs 35,000 million)

[22]. The Indian market is growing at 15-20% per annum (Rs 7,000 million or $150

million). With world demand growing at 1% annually ($ 610 million), the size of export

market for medicinal plants appears bigger than the Indian domestic market.

The global regulatory agencies – US FDA, European Community – have made

guidelines for botanicals [22]. Recently, The Australian government has backed increased

regulation of the complementary health sector. These guidelines focus on documentation

of the key issues - Quality, Efficacy, Safety, and Standardization. Some of these issues

will also be applicable to dietary supplements. The international regulatory authorities

would expect the data generated (pre-clinical, CMC and clinical) should meet the

standards of GxPs (Good Practices) – good agricultural practices, good laboratory

practices (GLP), good clinical practices (GCP) and good manufacturing practices (GMP).

These guidelines will make licensing difficult for HMPs. Besides, the governments are

likely to restrict availability of HMPs with toxic potential. WHO has also recommended

that it important for governments [23] to establish regulatory mechanisms to control the

safety and quality of products and of TM/CAM practice?

The consumers – doctors and patients- expect innovation and effective options

for chronic diseases. The industry has to 1) become creative in designing clinical trials, 2)

developing consumer friendly products and 3) effective marketing communication. Table

1 and 2 suggest some innovative options for developing consumer friendly medicines.

clinically Rrelevant Evaluation of Aadvantages of medicinal plants (CREAM)

Holistic therapy for disease and concomitant conditions –

o Poly-herbal for Diabetes mellitus to manage - Hyperglycemia, Hyperlipidemia

Adjuvant synergistic therapy to improve response to primary therapy

o Issues in Tuberculosis treatment - Hepato-toxicity, Immune-deficiency

Niche therapy when there are contraindications or cautions against allopathic agents –

o Arthritis with associated problems - Acid peptic disease, Edema,


16

Therapy to provide positive side effects

o Cough suppressants and constipation

Development Rationale for Enhancing Advantages of Medicinal plants (D R E A M)

Conversion of powder to tablet / capsule / liquid form

Reduction in size of tablet or capsule

Reduced frequency of dosing

Improved solubility providing a liquid alternative for elderly and children

Improved palatability

Potential for parenteral formulation

3.2. World Scenario

3.2.1 Status of Ayurvedic Medicine in the U.S

U.S. is a growing interest in what has recently been called complementary and

alternative medicine (CAM) [24]. This term marks a change in attitude regarding medical

practices that are outside the standard therapies. ‘Alternative medicine’ was the

previously used term for all these practices that indicated a rejection of a modern medical

approach and adoption of something else. The majority of people who pursue Ayurvedic

medicine show an equal or even greater acceptance in such things as Western herbal

medicine, homeopathy, chiropractic therapy, and numerous other materials, health

philosophies, and techniques that have no direct connection to India.

As a result of this situation, Ayurvedic medicine in the U.S. has two main

manifestations that are somewhat isolated from each other. On the one hand, there is a

plethora of books that either describe Ayurvedic medicine (sometimes in considerable

detail) or purport to do so (but, in actuality, misrepresent it). On the other hand there is

the introduction of products, mainly herbal remedies that are promoted by the distributors

as being highly effective. The situation facing Ayurvedic medicine in America should be

compared with that of traditional Chinese medicine, because there are similarities and

differences that illustrate the possibilities and problems of introducing foreign traditional

medical systems. Few salient features turning the face of Ayurveda in US are -

o Currently, there are five colleges or institutes that provide some training in

Ayurveda, but all admit to providing only a limited aspect of the field and the

main ones are located in low population states, such as New Mexico (Ayurvedic


17

Institute) and Iowa (College of Maharishi Ayur-Ved) that don’t stimulate

national trends as does California.

o The Indian government is not involved in export of Ayurveda and few Indian

writers have made an effort to have their books published for an American

audience and distributed in the U.S. Few Ayurvedic practitioners have stepped

forward to intensively promote the medical system here, and it has been nearly

impossible, until very recently, to get Indian crude herbs or even finished

products.

o Still, the power of Ayurveda, in terms of the duration of its existence and the size

of the country (India) that relies on it, will inevitably lead to a greater influence

on America. The future direction of Ayurveda in the U.S. will depend very much

on whether or not there is an increased effort on the part of the community of

Ayurvedic doctors, professors, and researchers to determine and then meet the

requirements of the unique American situation.

o Standardization of herbal materials is extremely difficult, and usually requires

development of non-traditional products that involve special extracts of

individual herbs rather than the complex preparations that have a long history of

use. These forces must be taken into account by proponents of Ayurvedic

medicine in the U.S.; otherwise, much effort could be wasted on very limited

results.

3.2.2. Organizations / Schools

3.2.2.1. AAPNA [25]

Association of Ayurvedic Professionals of North America situated in

567 Thomas Street, Coopersburg, PA 18036 began as a discussion amongst Ayurvedic

professionals in 2002. AAPNA wanted to create a community of Ayurvedic professionals

with the common goal of growing the presence of Ayurveda in integrative health care.

AAPNA is since grown working to unite Ayurvedic and integrative medicine health

professionals, students, academic institutes, and corporations throughout North America

and internationally.

3.2.2.2. California College of Ayurveda (CCA) [26]

The California College of Ayurveda (CCA) offers the most comprehensive

curriculum in the field of Ayurvedic Medicine in the United States. CCA is the first

established, and longest-running, private Ayurvedic educational program in California,


18

and is approved by the Bureau for Private Postsecondary Education (BPPE) as prescribed

by the standards set forth in the Education Code.

3.2.2.3. Ayurveda Courses [27]

Ayurveda Courses offered by Indian Schools in India for the western students – at Kerala,

Basic Ayurveda Learning Programme

Basic Principles Of Ayurveda

Introduction To Kerala Ayurveda

Ayurveda Therapy

Introduction To Panchakarma

Ayurvedic Beauty Concept

Introduction To Ayurveda Products

Introduction To Ayurvedic Diagnostic Methods

Introduction To Ayurvedic Spa Designing

Diploma In International Spa Therapy

3.2.2.4. Ayurveda Schools around World

3.2.2.4. 1. AYURVEDIC SCHOOLS IN THE U.S.A.

Interest in Ayurveda in the United States began in the 1970's, largely as the result

of efforts by the Maharishi Mahesh Yogi organization of Transcendental Meditation.

Interest continued to grow as Indian physicians came to the United States in the 1980's.

The Ayurveda schools in USA offer Institutional and also online learning of the Indian

traditional system of medicine – Ayurveda. [http://www.loaj.com/index.html] Ayurveda

is likely to continue to grow in America and eventually take its place among the other

licensed health care professions.

In most States, schools require State approval to operate. State approval is based

primarily upon financial stability and professional operation. Several institutions in the

country have successfully by-passed State regulations by declaring themselves religious

institutions or churches or by structuring their program in ways to avoid State regulation.

These schools, operating illegally, are generally much less professionally run. Because of

limited oversight, these schools continue to operate.

Ayurvedic massage is regulated through the massage laws of most states. In five

states, California, Idaho, Minnesota, New Mexico and Rhode Island, specific laws, often

referred to as “Health Freedom Acts”, were passed protecting the practice of alternative

medicine and the practitioners who provide those services.


19

Having no formal scope of practice defined through legislation, the practice of

Ayurveda is defined more by what cannot be done than by what can be legally practiced.

While the laws in each state vary, there are many commonalities to these laws that restrict

the practice of Ayurveda, the medical practice acts established in each state being the

most significant. The following is a list of actions that are generally considered illegal in

the United States for an India-trained Ayurvedic physician who come to the United States

on a work visa or through immigration may practice Ayurveda within the allowable

scope.

1- Ayurveda Practitioners cannot call themselves a Doctor, even if possessing a

doctorate degree from India or a PhD.

2- Practitioners may not diagnose medical disease. A practitioner of Ayurveda may

declare that a patient is suffering from a vitiation of pachaka pitta in the rasa

dhatu of the annavaha srota but may not declare that the patient is suffering from

hyperacidity or an ulcer, or the Sanskrit equivalents: Urdvarga Amlapitta and

Grahani.

3- Practitioners cannot interfere with the prescriptions or recommendations made by

a licensed physician.

4- Practitioners cannot invade the body or perform any other procedure that

penetrates the skin or any orifice of the body. This places the practice of nasya

and basti in jeopardy [28].

The National Association has not taken any action against these schools. The

National Ayurvedic Medical Association is the major body in the United States

representing the Ayurvedic profession. A non-profit association, it was founded in 1998.

According to the 2007 National Health Interview Survey, which included a

comprehensive survey of CAM use by Americans, more than 200,000 U.S. adults had

used Ayurvedic medicine in the previous year. NCCAM supported research on therapies

used in Ayurvedic medicine includes: [29]

Herbal therapies, including curcuminoids (substances found in turmeric), used

for cardiovascular conditions

A compound from the cowhage plant (Mucuna pruriens), used to prevent or

lessen side effects from Parkinson’s disease drugs

Three botanicals (ginger, turmeric, and boswellia) used to treat inflammatory

disorders such as arthritis and asthma


20

Gotu kola (Centella asiatica), an herb - A plant or part of a plant used for its

flavor, scent, or potential therapeutic properties. Includes flowers, leaves, bark,

fruit, seeds, stems, and roots used to treat Alzheimer’s disease.

Not only NCCAM but also many Institutions spread Ayurveda all around

America and Canada. The lists of the Global Ayurveda institutions are placed in the

Annex -1. Online Ayurveda teaching schools are also many and listed inAnnex-2. [30]

4. Future Strategies of Ayurveda Medicine

4.1. Future Strategy for Medicinal Plants

The global trade of medicinal- and related plant materials was estimated to be of

the approx. value 62 billion US$ in 2001. China has been successful in acquiring the

single largest share in this export market because of its well-designed national policy on

the traditional Chinese medicine. Ginseng is the major item of the Chinese export.

Extremely unorganized trading, natural absence of several species of demand in the wild,

and bad harvesting/marketing practices are some of the major factors which have helped

to more or less neutralise the quantitative impact of the global trend in herbal trade on the

medicinal plants of Orissa. [Bikash Rath, Globalisation, Global Trend in Herbal Market,

and The Impact Thereof on Medicinal Plants in Orissa, July 2005, ©VASUNDHARA,

14-E, Gajapati Nagar, Bhubaneswar-5, Orissa(India)]

4.2. Sculpting for a Global Market

Global competitive market sector is looking for a big leap from marginalization

to dominance with the help of innovation, boosted by the modern marketing techniques

and diversification of products. Two case studies from Kerala, namely Oushadhi and

Pankajakasthuri are evident for this. But to reap the future prospects in the economic

front, this industry has to tackle a large number of issues viz. standardization, raw

material depletion, intellectual property protection etc. not on priority wise but

concurrently, since these all calls for immediate attention. While from a theoretical and

ideological ground, this move is very much debatable; from an economic point of view

this seems to be inevitable and most importantly state have a comprehensive role in

setting the way clear [31].

One of the major Research and Development activities at Central Drugs Research

Institute (CDRI) is the exploration of terrestrial plants, including Indian traditional

remedies for novel molecules for drug development. Several Regional Research


21

Laboratories (RRL) are also involved in the regional Medicinal and Aromatic Plant

(MAP) conservation and proper utilization through R&D. RRLThiruvananthapuram is

involved in search for bioactive/polymer compounds from natural resources and

development of new synthetic systems of technological interest; agro-processing of and

value addition to spices, coconut, oil palm, cassava, etc. In short, a separate Ayurveda,

Siddha and Unani Technical Advisory Board (ASUDTAB), an Ayurveda, Siddha and

Unani Drugs Consultative Committee (ASUDCC) Pharmacopoeial Laboratory of Indian

Medicine (PLIM) are some of the government initiatives. Pharmacopoeial Committees

have been constituted separately for ASU systems. It is the responsibility of these

Committees to lay down standards of quality, purity and strength of drugs and approve

drug formularies. So far, 326 monographs of Ayurveda drugs in 4 volumes, 45 of Unani

drugs, 916 of Homeopathic drugs have been published. Another 98 monographs on

Ayurveda drugs are in the pipeline.

Increasing beauty consciousness of consumers, a large chunk of Ayurvedic

research papers regarding properties of Ayurvedic substances to enhance beauty and the

size and potential of Indian cosmetics industry of Rs.840 crores. Ayurvedic cosmetic

products to capture the beauty market like Kaveri fairness cream, Kaveri milk cream,

Pankajakasthuri dandruff oil etc.

4.3. Features of Present Global Demand for Ayurvedic Products

1. The pure classical traditions as followed by Arya Vaidya Sala Kottakkal (AVS), Arya

Vaidya pharmacy, Coimbatore, which revolve around a physician and his/ her

prescription. The growth of this sector is very slow but steady.

2. The growth pattern using classical as well as patent and proprietary medicines (PP) and

OTC (Over the Counter) products. Probably Dabur is the best example. Their classical

side is rather slow in growth and expansion where as their PP products are popular.

3. The growth pattern of PP and OTC alone with a focus on the modern medicine

practitioners as well as new ayurvedic generation physicians. Himalaya Drug Company

makes such preparations and perhaps its fast growth in the last few decades is an

indicative of this trend.

The main issues the industry faces in terms of quality and standardization are:

Lack of Product and process validation:

Lack of Quality Control and quality assurance:

Lack of GLP and GMP:

Lack of Toxicological/ Safety Studies:


22

Inadequacies with existing patent laws and protection of Ayurvedic

knowledge

There is a need for vertical integration in the industry and vertical clustering.

That may create growth and employment opportunities through linkage effects. The

private initiatives should be encouraged regarding standardization, documentation,

ideological mismatch and property rights problems, raw material depletion etc. Initiatives

and incentives for more expenditure in R&D in developing new drugs and extracts other

than clinical trials and standardization should be brought in as a new agenda and a

national legislation for property rights and grass root innovation should be formed.

Clearly there is a need to conduct trials which use not just simple, but these complex

herbal compounds. The interactions between the constituents in a compound may be

crucial to its modus operandi. There is an immediate need for trial promotion in the

compound drugs.

4.4. World Bank role in Ayurveda

World Bank [32] group have several project to support the cultivation of

medicinal plants through various lending and non-lending initiatives, the World Bank is

assisting the countries of South Asia to address these needs. Some of these efforts are,

The Kerala Forestry Project, The Sri Lanka Medicinal Plants Project, Ritigala

Community Based Development and Environment Management Foundation, The India

Capacity Building for Food and Drugs Quality Control Project, etc. There is a need to

launch number of projects for arid region of India.

Although the Bank has supported some pioneering work in the South Asia region

related to medicinal plants and, more generally, natural resource management, much

remains to be done. In the future, it will be important to mainstream medicinal plants and

other non-timber forest products into natural resource management and development

programs. To boost the quality of plant resource management and increase supplies of

these resources:

1. Agricultural support agencies should strengthen extension efforts to farmers.

2. Research institutions need to improve basic knowledge about cultivation

practices and dissemination of plant species.

3. Conservation agencies and NGOs should promote conservation of vulnerable

species at the grass-roots level.

4. Community organizations need to adopt sustainable collection and

management practices on public lands.


23

5. Profitable private enterprises for processing, transporting, and marketing

must be developed.

6. Government institutions need to be strengthened to regulate these important

resources and, at the same time, foster their sustainable development and

conservation.

7. Future initiatives should also link the management and conservation of

medicinal plants (and other non-timber forest products) with the commercial

development of these resources. In this spirit, every new forestry project

should be designed to have a significant effect on the sustained use of non-

timber forest products. Management and conservation must be integrated

with programs in other sectors: in health, to foster better use of plant

materials; in education, to build awareness of the need for protection and

judicious development; and in agriculture, to strengthen farmer extension

methods for plant cultivation.

8. The Bank's new lending instruments-learning and innovation loans and

adaptable program loans-are well suited to these efforts. They can allow for

project design flexibility to incorporate lessons learned, encourage

institutional reforms, and, where appropriate, foster pilot exercises to test

new approaches. With the commitment of governments, local communities,

and NGOs, coupled with international support, the medicinal plant resources

of South Asia have a chance of surviving, thriving, and continuing to aid

billions of people.

9. The Global Environment Facility (GEF) provides grant and concessional

funds to developing countries and those with economies in transition for

projects and activities that address four aspects of the global environment:

biological diversity, climate change, international waters, and the ozone

layer. Activities related to land degradation, primarily those addressing

deforestation and desertification as they relate to the focal areas, are also

eligible for funding. Along with the United Nations Development

Programme and the United Nations Environment Programme, the World

Bank is an implementing agency for the GEF.

International Conference on Medicinal Plants and Ayurveda was held 16th

December, 2002 at India International Centre 40, Max-Muller Marg, New Delhi. The

Conference was organized by UTTHAN (Centre for Sustainable Development and


24

Poverty Alleviation) in association with RIFA (Russian-Indian Federation of Ayurveda).

The Chairman of UTTHAN, Dr. D. N. Tiwari, Member, Planning Commission, and

Govt. of India was the Organized Secretary. On Conclusion, the conference made

following Recommendation. During the conference following issues were discussed:

1. Policy and legal issues for the development of Ayurveda and medicinal Plants.

2. Development of Medicinal Plants sector.

3. Ayurvedic Drugs Development and Product Standardization.

4. Globalization of Ayurveda and medicinal plant sector.

After a detailed discussion the conference made following recommendations

1. Ayurveda is a holistic health science, having diversity, flexibility, accessibility,

affordability and have a potential to meet with the new challenges to human life.

2. The concept of destress and detoxification packages of Ayurveda can largely

solve psychosomatic problems.

3. Panchkarma and Yogic therapy are popular and health tourists visiting India

should be treated well.

4. The Ayurvedic treatments are simpler, gentler and cheaper and therefore to be

popularized.

5. The Ayurveda should play the major role in national health care system.

Globalization of Ayurveda should be our goal.

6. Ayurveda is the only medical science which gives equal stress to the preventive

and curative aspects of health to be highlighted.

4.5. Development of Medicinal Plant Sector

1. Demand for medicinal plants is rapidly increasing; therefore, organized

cultivation of medicinal plant is urgently required for meeting the demand.

2. While selecting the germplasm, standardization of toxicity, self-life of the

product, the potency and the concentration has to be taken care of.

3. Harvesting, drying and storage of medicinal plants must ensure the purity

and safety against microbial contamination and quality deterioration.

4. There should be a linkage between growers and pharmaceutical companies to

ensure marketability of raw drugs.

5. Village level cultivation of medicinal plants should ensure health,

nutritional and environmental security.


25

4.6. Products Standardization

1. For popularizing ayurvedic medicine it is necessary to promote (a)

standardization, (b) safety, (c) quality, (d) integrity and (e) authenticity of the

practices and the products.

2. At least one drug for each major disease should be identified and the

manufacturing process, standard, quality and clinical trial should be

completed within stipulated period.

3. Good Manufacturing Practices (GMP) should be adopted while

manufacturing Ayurvedic medicines.

4. There should be State Drug Testing Laboratory to check the quality and

standard of Ayurvedic medicines.

5. All pharmacies should have a research and development activity at least to

provide rationale to the products they want to sell in the market.

6. Ayurvedic industry should incorporate the latest advances of science and

technology in the manufacturing process and clinical practices.

7. Ayurvedic industries should be given "priority industry status" and declared

as "green industry".

8. Guidelines should be framed for patent and proprietary medicines and

manufacture to have efficacy and safety.

9. Priority would be recorded to research covering clinical trials, pharmacology,

toxicology, standardization and study of pharmacology kinetics in respect of

identified drugs.

4.7. Globalization of Ayurveda and Medicinal Plant Sector

1. Ayurveda community of the entire world should be brought [under the single

banner of a global federation for ayurvedic practitioners.

2. India should upgrade educational centers of Ayurveda such as BHU

Varanasi, Gujarat Ayurveda University, Jamnagar, National Institute of

Ayurveda, Jaipur and proposed Deemed University of Ayurveda, Paprola,

H.P. to extend educational facility to in India and abroad interested people.

3. India should produce quality ayurvedic medicine and make it available to

different countries for utilization.

4. Collaborative research should be encouraged between India and other

countries for propagating Ayurveda.

5. Panchkarma and Yoga therapy should be popularized in other countries.


26

6. India should prepare a website to provide all the required data in Ayurveda

such as GMP regulations, R & D findings, raw material standardization,

trade and market information and other things relevant for the global

community.

The rapidly expanding movement to minimise the impact of full implementation

of the European Union (EU) herb law, the Traditional Herbal Medicinal Products

Directive (THMPD), took another major step forward on Monday 28th March at a

symposium organised by the campaign group Save Herbal Medicine headed by Amarjeet

Bhamra. Following the broad expression of support from a wide cross-section of

European herbal interests last week, the ANH-Intl judicial review and other important

initiatives were widely backed by representatives of the UK Ayurveda community. Under

the fully operational THMPD, non-European medical traditions like Ayurveda will see

hundreds, even thousands, of perfectly safe and effective herbal products banned from

1st May 2011 because there is no place in the Directive’s regime for them – they are

simply locked out. The THMPD regulates herbal products, and the UK is unique in the

EU in that the government has announced that it will regulate herbal practitioners through

the Health Professions Council (HPC) [33].

4.8. Trends in Ayurvedic Pharmacy Education

Ayurvedic Pharmacy (AP) is emerging as an independent science largely due to

global acceptance of Ayurveda. Although Ayurvedic Pharmacy is not new subject but

recently it has faced drastic transition. Ayurvedic Pharmacy has roots in Dravyguna, Ras-

Shastra and Bhaishjya Kalpana. Ayurvedic Pharmacy utilizes drugs of composite origin

including plant, animal, mineral and marine sources. Formulation is Ayurveda are of two

types: 1. Traditional formulations and 2. Patented and proprietary medicines [34].

Traditional formulations are based on methodology mentioned in ancient

pharmacy lexicons related to Ayurveda. AYUSH, the prime body dealing with Ayurvedic

education and regulatory affairs related to Ayurvedic drug industry has issued several

guidelines related to drug manufacturing. The courses available in Ayurvedic pharmacy

are in initial phase and strict master plan is required for enhancing quality education.

Recently Lovely professional University in Punjab has taken the initiative of

launching diploma, degree and masters programs in Ayurvedic pharmacy. Curriculum for

M.S. Pharma (Traditional Medicine) issued by National Institute of Pharmaceutical

Education and Research (NIPER) can act as benchmark for enhancing popularity of

courses related to Ayurvedic pharmaceutical sciences. J.J.S College of Pharmacy,


27

Octamund has taken the initiative to bridge the gap between traditional and modern

pharmaceutical sciences by introducing course in Phytopharmacy. The course gives due

attention to Ayurveda or other traditional medicinal systems with stress on modern

aspects.

It is time to take essential steps for welfare for education in Ayurveda keeping in

mind the reorganization of traditional system of medicine by World Health Organization.

Traditional Chinese System (TCM) can act as role model for imparting quality education

in Ayurvedic Pharmaceutical Sciences. Pharmacy education in Western Herbal Medicine

or phytotherapy is highly developed curriculum and recently subjects like phyto-

pharmacotherapy and phyto-pharmacovigilance have been added to increase the viability

of the subject.

4.9. Reverse Pharmacology

Typical reductionist approach of modern science is being revisited over the

background of systems biology and holistic approaches of traditional practices.

Scientifically validated and technologically standardized botanical products may be

explored on a fast track using innovative approaches like reverse pharmacology and

systems biology, which are based on traditional medicine knowledge. Traditional

medicine constitutes an evolutionary process as communities and individuals continue to

discover practices transforming techniques. Ayurvedic knowledge and experiential

database can provide new functional leads to reduce time, money and toxicity - the three

main hurdles in the drug development [35].

Interdisciplinary School of Health Sciences, University of Pune, begin the search

based on Ayurvedic medicine research, clinical experiences, observations or available

data on actual use in patients as a starting point. Since safety of the materials is already

established from traditional use track record, we undertake pharmaceutical development,

safety validation and pharmacodynamic studies in parallel to controlled clinical studies.

Thus, drug discovery based on Ayurveda follows a ‘Reverse Pharmacology’ path from

Clinics to Laboratories.

4.10. Teaching reforms

“The wise regard the science of life as the supreme science, because it teaches

mankind what constitutes well in both worlds, here and hereafter. That is the importance

of Ayurveda.” The development of the modern system of Ayurveda education from 1870

to 1970 has been a great saga [36].


28

For 35 years, the syllabus was not translated into English. The responsible body

is the Central Council of Indian Medicine. The translation has been done and circulated

in 2011, so that teachers have been able to look into the syllabus. Today's world

encourages evidence-based teaching and practice, another important point, which was

practiced in Ayurveda from ages. But the work is going n to show the evidence in terms

of present day parameters. Teaching methods deliberately reduce factual knowledge;

replace didactic teaching with problem based learning directed by the students

themselves. Traditional classroom teaching is old fashioned; too detailed, producing

doctors with poor interpersonal skills. Rather we must improve doctors’ interpersonal

skills, so they can train students to be empathetic and relate better to patients and their

problems. Teaching should thus be hospital-oriented, and clinically oriented; then

students remember well. Didactic teaching, lectures and tutorials, is outdated spoon-

feeding, stifling creative thinking, keeping students inferior. Lectures are still necessary,

but should be effective.

Here are points to improve lectures:

Use concrete examples to illustrate abstract principles,

Give handouts of the lecture slides with space to write notes.

Allow for pauses in delivery for students to write notes.

Check for understanding by asking questions or by running mini quies.

Keep students attentive so they are able to understand.

There is an ancient Chinese proverb, “Tell me and I forget, Show me and I

remember, Involve me and I understand.”

A study undertaken by Kishor Patwardhan et.al., indicates that there are some

serious flaws in the existing system of the graduate level Ayurvedic education. Only a

good exposure to basic clinical skills during the medical education can produce a

confident physician. Though many topics related to the essential clinical skills are

included in the curriculum, the education system has not been able to produce skillful

clinicians. Since the Ayurvedic graduates play an important role in the primary healthcare

delivery system of the country, this study seeks the attention of governing bodies to take

necessary steps ensuring the exposure of the students to the basic clinical skills. Along

with the strict implementation of all the regulatory norms during the process of

recognition of the colleges, introducing some changes in the policy model may also be

required to tackle the situation. See Annex-3 for the questioners offered to students and


29

teachers to draw the conclusion [37]. CCIM has issued a notification on 25th April 2012

published in the Gazette to change the syllabus and the method of curriculum.

4.11. MOU for Globalization

The Department of AYUSH has stepped up its activities to achieve its mandate in

certain specific areas such as improvement of educational standards, strengthening of the

regulatory mechanism, protection of consumers’ interests, quality control, research and

for propagation of AYUSH on the international front. This was stated by Shri Anil

Kumar, Secretary, AYUSH in New Delhi today.

Department of AYUSH has taken a series of measures in the recent past to deal

with quality control issues of ASU and H drugs. These include notification of the shelf

life for the ASU (Ayurveda, Siddha and Unani) medicines, amendment in the labelling

and licensing provisions, imposing a legal ban on the misleading use of prefixes or

suffixes in ASU medicines, initiating action for setting up of a more effective central

regulatory mechanism etc.

Department is now increasingly engaging with other countries in a more

structured and concrete manner by entering into MoUs for cooperation in Traditional

Medicine as well as for setting up of Academic Chairs in educational institutions abroad.

Thus as compared to the previous years where only one MoU had been signed with China

in 2008, MoUs on Traditional Medicine have already been entered into with Malaysia

and Trinidad & Tobago in the recent past. An MoU with Nepal is currently under

Government’s consideration. Furthermore, MoUs with Nepal and Serbia are also in the

pipeline. In addition, Academic Chairs have already been set up in South Africa, and are

in the process of being set up in Germany and Trinidad & Tobago. Chairs will also be set

up in Nepal and Sri Lanka after the MoUs have been signed [38]. The series of MOU

signed and under pipeline are enlisted in the Aneex-4.

Other than AYUSH department a direct approach and MOU to the foreign

Governments and institutions are made by the Ayurveda Institutions and NGOs working

for Ayurveda. Some examples are here as such.

On 22nd April 2003, the R. A. Podar Ayurved Medical College, a Govt. of

Maharashtra Institution has signed an MOU with Nelson R. Mandela School of

Medicine, University of Natal, Durban, South Africa for setting up Ayurveda

Curriculum for various courses aimed at imparting Education for the award of

BAM&S Degree in South Africa. This MOU also aims at a collaborative


30

research in many areas where traditional or Ayurvedic Medicines can offer better

cures/management than the other conventional systems of medicine. Priority

areas like HIV/AIDS, Diabetes, Bronchial Asthma etc. shall be taken up for joint

funding from international agencies [39].

The Ayurveda Foundation of South Africa (TAFSA) has signed a memorandum

of understanding (MoU) with the Shree Niramay Ayurveda Kendra (SNAK) and

Beyond Horizons Health And Social circle (BHHAS), both based in Pune and

International Ayurveda Association (India chapter) for promotion, learning,

development and practice of ayurveda medicine with special reference to

traditional healing systems of South Africa. As per the MoU, student training

programmes will be conducted according to the criteria, standards and

knowledge of ayurveda and traditional healing systems of South Africa [40].

Roy Padayachee, South African Minister of Communications and patron of the

Ayurveda Foundation of South Africa, is eager to adapt India's experience to his

country's circumstances [41].

5. Ayurveda software

Much software appears in the market to educate the common man. Few of the

software targeted the physician needs and make the databases and hospital management

software. The pioneer in this aspect is CDAC. They make software by name - AyuSoft is

a vision of converting classical Ayurvedic texts into comprehensive, authentic, intelligent

and interactive knowledge repositories with complex analytical tools. In a nutshell,

AyuSoft focuses on data mining wherein several databases interact with each other

through the controlling computational engine enabling the users to act upon the useful

information extracted from the enormous amount of available data. It helps the Ayurveda

physician with parameter modifications –

Patient Information Management System (PIMS)

Case Analysis

Disease Diagnosis and Treatment

Constitution (Physiological and Psychological) and Tissue Assessment

Assist with Multimedia based Encyclopedia

Analytical Reporting Tool to make Multidimensional complex search of

signs, symptoms, causative factors, diseases, herbs, formulation,

therapeutic procedures, diet, lifestyle & treatment principles and Specific

treatment options could be searched


31

6. Conclusion

History of Ayurveda in Japan went back to the 6th centuary, when Buddhism

brought Ayurveda as Buddhism medicine to Japan. On the other hand, Ayurveda could

not gain full attention until 1970. In the 21st century, Ayurveda must be an essential

wisdom of life and medicine not only in Japan but also in all over the world [42]. As the

American acts and rules are strict and are specific about the rudiments of pesticides and

restricted herbs inclusion. Australia doesn’t allow the oils and ghee, even though they are

under GMP. Governments do not allow the doctors to practice in their country and

honors them as health workers [43].

As far as his therapeutics is concerned, Galen mixed empirical testing of the

effects of medicines with speculation on their mode of action, namely the heating,

cooling, drying and moistening effects they might have on the body. These actions are

still integral to Eastern systems of natural medicine such as Ayurveda and Unani Tibb,

while in Western herbal medicine their prevalence diminished after the rise of a

mechanical philosophy in the later 17th century [44].

The Globe is vast to do commercialization of the Ayurveda in better way than

India. The inspired Indian Vaidyas migrate and mushroomed in the west with small

pockets of “Panchakarma” units. Ultimately we require a strong backup to globalize the

Ayurveda technically and scientifically. To fulfill those objectives we have to start -

Offering introductory courses for Foreign Nationals

Conducting Panchakarma / Dietician certificate courses for foreigners

Introducing Distance learning programs

Number of groups from MoU institutions / GOI / WHO to traine

WHO APW / DFC projects to undertake

With this we can achieve the goal of Globalization of Ayurveda by 2020.

Jai Hind

Global Ayurveda Scenario – References

1


References

1] Animals in Ayurveda, Amruth February Vol 1, issue 13 , FRLHT, Bangalore, India # Wele, A. (2004). A Report

on Metals & Minerals, FRLHT, Bangalore, ** FRLHT Databases (2007)

2] Jayaprakash Narayan, Teaching reforms required for Ayurveda, J Ayurveda Integr Med. 2010 Apr-Jun; 1(2):

150–157. doi: 10.4103/0975-9476.65075, PMCID: PMC3151386,

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3151386/

3] Wujastyk,D. (2008). “The Evolution of Indian Government Policy on Ayur-veda in the Twentieth Century,” chapter 3 in

Dagmar Wujastyk and Frederi c k M . S m i t h ( e d s . ) , Mo d e r n a n d G lo b a l A yu r v ed a : P lu r a l i s m a n d

P a r ad ig ms .New York: SUNY Press, pp.43–76. ISBN: 9780791474907

4]http://univie.academia.edu/DominikWujastyk/Papers/484611/The_Evolution_of_Indian_Government_Policy_on_

Ayurveda_in_the_Twentieth_Century

5] The Acts up to 1924 are cited from Bhore 1946: Survey, 29.

6] The paragraph numbers (§) refer to discussions of these Reports byChopra 1948:25–67.

7] The acts up to 1962 are cited fromStepan 1983: 302.

8] Government of India 1970.

9] Government of India 2002.

10] The First Schedule deals with bureaucratic matters concerning regional representation on the Council.

11] See http://www.ccimindia.org/1_10.htm



14] Meulenbeld (1999–2002) documents these changes extensively. See also Wujastyk in press.

15] The Chopra Report’s title page says that it is Vol.1: Report and Recommendations. This is allthat is

available in the British Library’s copy.

16] See the British Medical Journal obituary (P.N.C. & G.R.McR. 1973).

17] Jaggi 2000:312,Shankar 1992:146)

18] Dr Udupa subsequently met the medical anthropologist, Prof. Charles Leslie, and their detailed

conversations informed some of Prof. Leslie’s later writ ings on medical

professionalisation and modernization in India (Leslie 2004).

19] Amritpal Singh, An Overview of Dravyguna in Ayurvedic Pharmaceutical Sciences Curriculum,

Ethnobotanical Leaflets 12: 866-67. 2008., http://www.ethnoleaflets.com/leaflets/dravygun.htm

20] Dr Arun Bhatt MD (Med) FICP (Ind) MFPM (UK), President, ClinInvent Research Pvt Ltd, Mumbai,

[email protected]


2

21] De Smet PAGM Herbal Remedies N Engl J Med 2002 347: 2046-56

22] Department of Indian System of Medicine and Homeopathy Draft National Policy 2001

www.indianmedicine.nic.in

23] WHO Fact Sheet N°134, Revised May 2003

24] Subhuti Dharmananda, AyurVijnana, Vol. 7, 2001

25] www.aapna.org

26] http://www.ayurvedacollege.com/

27] http://www.ayurdoctor.com/Courses.asp

28] Dr. Marc Halpern, Status & Development of Ayurveda in the United States,

http://www.ayurvedacollege.com/printpdf/articles/drhalpern/Status_Development_Ayurveda_USA

29] http://nccam.nih.gov/about

30] http://www.naturalhealers.com/find.shtml

31] M S Harilal, Sculpting for a Global Market: Indian Ayurvedic Manufacturing Sector in the Open

Regime Fifth Development Convention for South Indian ICSSR institutes at Dharwad, April 2006 for

their comments on an earlier version of this article.

32]http://www.eplantscience.com/botanical_biotechnology_biology_chemistry/medicinal_plants/present_

and_future/market_scenario.php

33] UK Ayurveda community joins movement for THMPD reform, http://www.anh-europe.org/

34] Amritpal Singh and S.S Bhagel, Recent Trends in Ayurvedic Pharmacy Education in India,

Ethnobotanical Leaflets 12: 888-90.

35] Bhushan Patwardhan et.al. Reverse Pharmacology and Systems Approaches for Drug Discovery and

Development, Current Bioactive Compounds 2008, Vol. 4, No. 4

36] Jayaprakash Narayan, Teaching reforms required for Ayurveda, J Ayurveda Integr Med. 2010 Apr-

Jun; 1(2): 150–157. doi: 10.4103/0975-9476.65075, PMCID: PMC3151386,

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3151386/

37] Kishor Patwardhan, Sangeeta Gehlot, Girish Singh, and H. C. S. Rathore, The Ayurveda Education in

India:HowWell Are the Graduates Exposed to Basic Clinical Skills? Hindawi Publishing Corporation,

Evidence-Based Complementary and Alternative Medicine, Volume 2011, Article ID 197391, 6 pages,

doi:10.1093/ecam/nep113

38] pib.nic.in/newsite/erelease.aspx?relid=85805

39] http://www.ayurvedinstitute.com/global.asp

40] http://articles.timesofindia.indiatimes.com/2009-09-07/pune/28095109_1_mou-south-africa-training-

programmes


3

41] http://ayushdarpan.blogspot.in/2011/10/india-establishing-ayurveda-chairs-at.html

42] Kazuo UEBABA, PRESENT STATUS AND PROSPECT OF AYURVEDAN IN JAPAN, Ancient

science of life, Vol: XX1(4) April / 2002 pages 218-229

43] Ayurveda comes west – Ancient Healing Art gathering Fresh Attention, Breakthoughs in Health, Vol

2 issue 4, pages 7-10

44] Graeme Tobyn. et.al, The Western Herbal Tradition, Churchill Livingstone, 2011, PP 6

Global Ayurveda Scenario – Annex-1

1

Annex-1 Global Ayurveda Scenario Global Ayurveda Schools

Schools in Austria

School of Ayurvedic Massage, Graz affiliated with International Academy of Ayurveda www.massageschule.at Dr. Sebastian Mathew, Ayurveda-und Venen-Klinik, Klagenfurt www.ayurvedaklinik.com

Schools in England/UK

The Manipal Ayurvedic University of Europe (a joint venture between The Manipal University and the Ayurvedic Company of Great Britain) www.ayurvedagb.com

Schools in France

European Vedic Institute, affiliated with International Academy of Ayurveda www.atreya.com Tapovan, www.tapovan.fr

Schools in Germany

Ayata Ayurveda, Karlsruhe/Waldbronn, www.ayata-ayurveda.de

Vedaconsulting Gmbh, Kleve, affiliated with International Academy of Ayurveda www.vedaconsulting.de

Seva Akademie, Muenchen, www.ayurveda-seva.de

Euroved Akademie, Bell, www.euroved.com

Yoga Vidia, Bad Meinberg

Schools in Greece

Ultimate Health Center, Glyfada, www.ultimatehealthcenter.com Schools in Hungary

Hungarian Ayurveda Medical Foundation, Budapest, www.ayurveda.hu

University of Miskolc

University of Debrecen Schools in Israel

The Israel Center for Ayurveda, Broshim Campus, Tel Aviv University www.ayurveda-center.co.il


2

Schools in Italy

Ayurvedic Point, www.ayurvedicpoint.it

SKA Ayurveda, Milano, affiliated with International Academy of Ayurveda www.ska-ayu.org

Gitananda Ashram, Liguria

International Yoga and Ayurveda School, Milan, www.cysurya.milano.it

Schools in the Netherlands Academy of Ayurvedic Studies, Amsterdam, www.ayurvedicstudies.nl

Schools in Poland

Foundation for Health, Poland, www.osrodecpomocyzwodoriu.com Schools in Spain

School of Ayurvedic Culture, Barcelona, affiliated with International Academy of Ayurveda, www.escueladeayurveda.com

Schools in Sweden Swedish/Nordic Ayur-veda School, [email protected] Skandinaviska Institutet för Hälsa och Andlig Utveckling., Stockholm Web: wwww.skand.org

Schools in Switzerland Sussane Godli, Web: www.godli.ch

Schools in South Africa Ananda Sanga Educational Institute, affiliated with International Academy of Ayurveda Web site: www.asanga.org.za

Schools in Japan

Ayurveda International Diffusing Association Schools in Thailand

Integrated Medical Clinic, www.dreddyclinic.com Schools in Australia

Australian School of Ayurvedic Acupuncture Australian College of Ayurvedic Medicine, www.ayurvedahc.com

Schools in New Zealand

Wellpark College of Natural Therapies, Auckland, www.wellpark.co.nz Schools in Brazil


3

Suddha Dharma Mandala, Sao Paolo, www.suddha.net

Schools in Argentina International Yoga Federation, Argentina, www.fly.yoganet.org Fundacion de Salud Ayurveda Prema, Buenos Aires University Schools in Chile Ayurvastu center - Vaidya Mauricio Leon, www.ayurvastu.com United States of America Ayurveda Schools

Alaska

Alaska Kanyakumari Ayurveda School, 700 West 41st Ave. Suite 101, Anchorage,

Alaska 99503, Web site: www.kanyakumari.us, Email: [email protected], Tel: 414-

755-2858

California

Yoga and Ayurveda Program, Directed by Mas Vidal, Location: Dancing Shiva Yoga

& Ayurveda, 7466 Beverly Blvd, Los Angeles, Ca 90036, www.dancingshiva.com, 323

934 VEDA (8332)

American University of Complementary Medicine, Los Angeles, Offers 660 hour

certificate program, Master of Science and Ph.D. programs, Web site: www.aucm.org

Email: [email protected], Tel: 310-914-4116, Fax: 310-479-3376

Ayurveda Institute of America, Foster City, Directed by Dr. Jay Apte, 15 month

diploma in Ayurvedic Sciences, [email protected],

www.ayurvedainstitute.com , Tel: 650-341-8400

California College of Ayurveda, Grass Valley, Director: Dr. Marc Halpern, Offers: 16

month full time diploma program (Clinical Ayurveda Specialist certification), 2 1/2 year

part time diploma program, Both followed by a 6 month internship,

www.ayurvedacollege.com , Tel: 866-541-6699

Dhanvantari Ayurveda Center, Monterey & Berkeley, Instructor/Facilitator: Vijaya

Stallings, M.A., Offers 500 hour Nationally Certified Ayurvedic Practitioner Training

Starts November 2005, Email: [email protected], Tel: 510-282-5282, 757-

867-6720, 831-402-9770


4

Ganesha Institute, Los Altos, Directed by Pratichi Mathur, www.healingmission.com

Tel: 650-961-8316 Toll free: 800-924-6815

Mount Madonna Institute College of Ayurveda, Watsonville, Dean: Cynthia Copple

7 month (3-day weekend a month) diploma program, 2 year Ayurvedic Practitioner AA

degree, 2 1/2 year MA degree. internship program. 445 Summit Road, Watsonville CA

95076, Tel: 408-846-4060, Email: [email protected], Web site:

www.MountMadonnaInstitute.org

Tulsi School of Ayurveda, Orange, Directed by Dr. Sneha Tilak, BAMS, Ayurvedic

basics, Yoga and meditation, offers conferences, and seminars, Tel: 714-279-8680

Email:[email protected], Web site:www.tulsihealth.com

Colorado

Alandia Ayurveda Gurukula, Boulder, CO, Director, Alakananda Ma, MB, BS,

Boulder, CO, 1000 and 1500 hours Ayurveda, Tel: 303-786-7437, Web site:

www.alandiashram.org, Email: [email protected]

Ayurvedic Certification Course, Denver, CO, Director: Pat Hansen, M.A., Colorado

state certified, approved by the Ayurvedic Institute, N.M., [email protected]

Tel: 303-512-0819

Rocky Mountain Institute of Yoga & Ayurveda, Boulder, CO, Director: Sarasvati

Buhrman, PhD, Boulder CO, 750 hour program Yoga Therapy & Ayurveda, AyurDoula

program, [email protected], Web site: www.rmiya.org ,Tel: 303-499-2910

Florida

Hindu University of America Orlando, FL, Offers Master's degrees in yoga and

Ayurveda. , Web site: www.hindu-University.edu, Email: [email protected]

Tel: 407-275-0013

Florida Vedic College, Sarasota, FL, Directed by Dr. Light Miller, Offers Associate,

Bachelor's and Master's degrees through, Florida Vedic College.

www.ayurvedichealers.com, mal: [email protected] Tel: 941-929-0999


5

Illinois

Chicago Kanyakumari Ayurveda School, 30 Old Deerfield Rd. Suite 208, Highland

Park, IL. 60035, Web site: www.kanyakumari.us, Email: [email protected]

Tel: 414-755-2858

Massachusetts

Kripalu School of Ayurveda, Lenox, MA, Dean of Curriculum:Hilary J. Garivaltis,

D.Ay. Web site: www.kripalu.org Email: [email protected] Tel: 800-848-8702 X3

New Jersey

New Jersey Institute of Ayurveda, Director: William Courson, Chief Instructor : Dr.

Aparna Bapat, www.starseedyoga.com [email protected] Tel: (973) 783-1036,

X7

Ayurveda-Yoga Institute, Directors: Gandharva Sauls and Sarah Tomlinson, Chief

Ancient Ayurveda Instructor: Gandharva Sauls, Trainings and CD correspondence

www.ancient-ayurveda.com [email protected]

New York

Ayurvedic Holistic Center, Bayville, NY, Director: Swami Sada Shiva Tirtha

www.ayurvedahc.com

New Mexico

The Ayurvedic Institute, Albuquerque, NM, Director: Dr. Vasant Lad, Level I

Ayurvedic Studies Program, Level II Ayurvedic Studies Program, Pune Gurukula

Program, Ayurvedic Correspondence Course , www.ayurveda.com

Tel: 505-291-9698

American Institute of Vedic Science, Sante Fe, NM, Director: Dr. David Frawley

Correspondence course, www.vedanet.com Tel: 505-983-9385


6

North Carolina

Blue Lotus Ayurveda Center, Asheville, NC , Director: Vishnu Dass, NTS, LMT.,

C.Ayu. www.bluelotusayurveda.com Tel: (828) 713-4266

Wise Earth School of Ayurveda, Candler, NC, Director: Swamini Mayatitananda

www.wisearth.org Tel: 828-258-9999

Pennsylvania

Ojas, LLC, Allentown, PA, Director: Dr.(Vaidya) Shekhar Annambhotla, B.A.M.S.,

M.D.(Ayurveda-India), YICC, RYT-500, CMT, Web site: www.ojas.us

Tel: 484-347-6110

Virginia

Dhanvantari Ayurveda Center, Portsmouth VA, Instructor/Facilitator: Vijaya

Stallings, M.A., Offers 500 hour Nationally Certified Ayurvedic Practitioner Training

Starts March 2006, Email: [email protected]

Tel: 510-282-5282, 757-867-6720, 831-402-9770

Washington

AYU Ayurvedic Academy, Seattle, WA, Director: Dr. Vivek Shanbhag, One-year

weekend program, Level I 400 hours to Certified Ayurvedic Practitioner, Level II 400

hours to Advanced CAP , Master's degree in coordination with Hindu University of

America, Web site:www.ayurvedaonline.com Email: [email protected]

Tel: 206-729-9999

Wisconsin School

Kanyakumari Ayurveda and Yoga Wellness Center, State approved: Certified

Ayurveda Educator and Practitioner Training Programs, Panchakarma technician

training. Yoga teacher training programs approved by Yoga Alliance. 6789 N. Green Bay

Rd. Milwaukee, WI 53209 Web site:www.kanyakumari.us Email: [email protected]

Tel: 414-755-2858


7

SATELLITE OR SECONDARY SCHOOL Locations: Kanyakumari Ayurveda

1630 Old Deerfield Rd. Suite 208, Highland Park, IL 60035

Kanyakumari Ayurveda, 4007 Old Seward Hwy., Suite 100 (Gallerie North Center)

Anchorage, AK 99503


1


Annex-2

Online Ayurveda schools

Canada

Canada - Alberta

Institute for Integrative Nutrition - Online Learning

Canada - British Columbia


Kerala Ayurveda Academy, In-class training & E-Learning Programs - Training

Online or on-campus in CA and WA

Canada - Manitoba


Canada - New Brunswick


Canada - Newfoundland


Canada - Northwest Territories


Canada - Nova Scotia


Canada - Nunavut


Canada - Ontario




Canada - PE Island


Canada - Quebec


Canada - Saskatchewan


2


Canada - Yukon


USA

Alabama


Alaska


Arizona


Southwest Institute of Healing Arts - Tempe

Arkansas


California

Kerala Ayurveda Academy, In-class training & E-Learning Programs - Los

Angeles (and Online)


Kerala Ayurveda Academy, In-class training & E-Learning Programs - San

Diego (class in Los Angeles and Online)

Kerala Ayurveda Academy, In-class training & E-Learning Programs - San

Francisco Area (class in Foster City and Online)

American Institute of Massage Therapy - Santa Ana

Colorado




Connecticut


Delaware


District of Columbia


3


Florida




Georgia


Hawaii


Idaho


Illinois




Indiana


Iowa

Maharishi University of Management - Fairfield


Kansas


Kentucky


Louisiana


Maine


Maryland


Massachusetts



4



Michigan




Minnesota




Mississippi


Missouri


Montana


Nebraska


Nevada


New Hampshire


New Jersey


New Mexico


New York

Institute for Integrative Nutrition - New York



North Carolina



5

North Dakota


Ohio


Oklahoma


Oregon


Kerala Ayurveda Academy, In-class training & E-Learning Programs - Portland

(class in Seattle and Online)

Pennsylvania


Rhode Island


South Carolina


South Dakota


Tennessee


Texas


Utah




Vermont




Virginia



6



Washington


Kerala Ayurveda Academy, In-class training & E-Learning Programs - Seattle

(and Online)

West Virginia


Wisconsin


Wyoming



1

Annex-3

Questioner to Teachers and Students to assess the Ayurveda Education Kishor Patwardhan, Sangeeta Gehlot, Girish Singh, and H. C. S. Rathore, The Ayurveda Education in India:HowWell Are the Graduates Exposed to Basic Clinical Skills? Hindawi Publishing Corporation, Evidence-Based Complementary and Alternative Medicine, Volume 2011, Article ID 197391, 6 pages, doi:10.1093/ecam/nep113


Documents

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