The National Commission for Allied and Healthcare Professions (NCAHP) has issued a directive on 8 April 2026, marking a significant regulatory advancement in the sector of allied and healthcare education in India. This new communication delineates a framework for institutions and courses intended for the Academic Year 2026-27 and introduces 17 competency-based curricula designed to cover approximately 28 professions.

A core concern regarding this directive is its practical implications. Institutions can only proceed with new programmes if an NCAHP-approved curriculum is in place. Consequently, professions already recognised by the NCAHP that are yet to receive an approved curriculum will not have the opportunity to launch new programmes.

This situation poses a challenge, particularly as India is in the midst of a significant expansion of its allied healthcare workforce. While the need for regulation is recognised, the central issue revolves around how to maintain standards without hindering the timely preparation of trained professionals essential for India’s healthcare system.

Significance of Standardisation

Standardisation within allied and healthcare education is crucial. Historically, there has been considerable variation in allied health programmes throughout India regarding nomenclature, duration, admission eligibility, curriculum depth, clinical exposure, assessment methods, and faculty qualifications. Such disparities could influence graduate competence, professional mobility, and public confidence in the healthcare sector.

The NCAHP Act of 2021 aimed to establish a national framework designed to regulate education and services within allied and healthcare professions. Its responsibilities include institutional assessments, maintaining professional registers, and promoting research, accessibility, and the adoption of scientific advancements.

The introduction of competency-based curricula is intended to align educational outcomes with specified clinical skills, patient safety standards, and the needs of healthcare services. In April 2025, the Union Ministry of Health and Family Welfare, alongside the NCAHP, initiated competency-based curricula for ten allied and healthcare professions, which they described as a cornerstone for enhancing uniformity and quality.

Challenges Due to Curriculum Limitations

While the NCAHP has introduced curricula for numerous areas, including Physiotherapy, Optometry, Nutrition and Dietetics, and others, these do not encompass the totality of recognised professions under the NCAHP framework. The communication from 8 April outlines that current curricula cover only around 28 professions, leaving several recognised fields without accompanying academic structures.

This gap creates a policy challenge; even if a profession is acknowledged, institutions may still find themselves unable to initiate new academic programmes due to the absence of an approved curriculum. Here, legal recognition exists without educational expansion being possible.

The 8 April directive must be situated within the broader context of India’s objective to expand its allied health workforce. The Union Budget for 2026 revealed plans to modernise existing allied health institutions and to train one lakh professionals over the next five years across various disciplines.

Addressing these challenges effectively is essential for ensuring that India can develop a robust and competent allied health workforce while maintaining necessary quality standards.

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