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Dr. Kusumakar Sharma Assistant Director General (HRD) Indian Council of Agricultural Research, New D e lhi

STATUS OF HIGHER AGRICULTURAL EDUCATION IN INDIA. Dr. Kusumakar Sharma Assistant Director General (HRD) Indian Council of Agricultural Research, New D e lhi. India Today …. > 17% of the world’s human & 11% livestock population and counting 4.2% of the world’s water

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Dr. Kusumakar Sharma Assistant Director General (HRD) Indian Council of Agricultural Research, New D e lhi

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  1. STATUS OF HIGHER AGRICULTURAL EDUCATION IN INDIA Dr. Kusumakar Sharma Assistant Director General (HRD) Indian Council of Agricultural Research, New Delhi

  2. India Today…. > 17% of the world’s human & 11% livestock population and counting 4.2% of the world’s water 2.4% of the world’s area 142 m ha cultivated & 60 m ha net irrigated 138% cropping intensity 52% of population earns livelihood in agriculture 14.7% contribution in GDP 10.5% earning of total exports

  3. Distinct Transitions: History of Agriculture Technology Convergence (21st century) Biotechnology Era (2000s) Y = 4 t/ha.. * KBS Green Revolution (1970s) Y = >1.5 t/ha, HRD/ Technological Break Through Mechanization (1960s) Traditional Farming (Early 1900s) Y = >1 t/ha, Co-operatives Y = >0.5 t/ha, Land Reforms Y = < 0.5 t/ha, Feudalism * Knowledge based Society

  4. India in World Food Basket….

  5. Opportunities of Agricultural Science and Technology Technology led agriculture growth possible only by strengthening institutions of higher agriculture education Science, Technology and Innovation (STI)-major drivers of national development Vital role in agricultural transformation, reducing hunger and poverty Agriculture R&D policy integrated with the national R&D system and STI Policy-2013 The research focus shifted from a commodity based approach to a farming systems approach Focused, time bound multi-disciplinary research conceived through research consortia platforms Launched National Action Plan for Climate Change to cope with the climate change Inter-departmental platforms for research involving CSIR, DBT, ICMR, DRDO, DST research institutes, universities and Ministries of Environment, Space and Earth Sciences proposed

  6. Promise and Perils of the agricultural sector Food self-sufficiency must for food & nutritional security, economic progress and industries Need for a shift from food-grains to other sub sectors of agriculture The challenge is to produce more from less for more Importance of agriculture to due to concerns for food security, employment, rural poverty and availability of wage goods One (1) %-age point growth in agriculture is 2-3 times more effective in reducing poverty than non-agriculture sector growth Paradox of relatively low contribution to GDP but dependency of more than 50% of India’s population

  7. Low agricultural productivity :a multi-faceted problem Low investment in research Very limited access to markets Low productivity- represents a huge need & opportunity Poor Policy & regulatory enviornment Low input usage and yield levels

  8. HRD for increased Farm Income….. Increased Farm Income Competent Human Resource Higher Production Improved Technologies Farmers Participation Policy Initiatives Diversification Trade & Market Development

  9. Legacy of Education….

  10. NARES:- One of the largest in the World! DUs 05 SAUs 55 CUs 04 National Agricultural Research & Education System ICARR Inst. 99 KVKs 634 AICRPs/Network Project 60/18

  11. AGRICULTURAL UNIVERSITIES BY SECTOR

  12. Structure of Agricultural Education Informal Education Formal Education Non-Formal Education

  13. Informal Agricultural Education Potential of farmers hidden for want of awareness in use of modern agricultural tools and techniques Hands-on experience by succeeding generations from ancestors Learning-how to learn! Exposure scientific interventions and innovations through on-farmdemonstrations, TV/Radio etc. Non-plannedor organized everyday experiences (incidental learning). Need for a common platform for informal workers for providing uniform certification and accreditation system, based on actual skills or competencies

  14. Formal Agricultural Education:10+2 level Uniform structure of school education throughout the Country Central & State govts share Joint responsibility for education ElementaryPrimary stage (I-V) Middle stage (VI-VIII) Secondary stage (IX-X) Senior secondary stage (XI-XII) Central Advisory Board of Education guides Ministry of HRD

  15. Agriculture-National Curriculum for School Education-2000 (based on minimum level of learning) environmental awareness Pre-Primary environmental phenomenon Primary Classes (III- V) Agriculture and technology processes as part of work education Upper Primary Classes (VI-VIII) Introduced agriculture as an optional subject ICSE, CBSE & State boards

  16. Graduate level Agricultural Education Department of Agricultural Research and Education (DARE) of the Central Government responsible of coordinating agricultural education in the country through ICAR. A State Agricultural University (SAU) is established through the enactment of Legislative Act of the respective state. Standard pattern for a bachelor degree in agriculture and allied sciences, except veterinary science commonly referred to as the 10+2+4 pattern. ICAR fosters a countrywide arrangement with the AUs to set aside 15% of their seats for Bachelor degree programs to be admitted through its All India Entrance Examination to improve overall quality of agricultural education

  17. Post Graduate level Agricultural Education ICAR conducts entrance test for PG admissions to fill all the seats of ICAR Dus and 25% of the seats of SAU’s and CAU The professional degrees are of 4 semester duration based on a 4-year bachelor PG degree awarded by AUs in 93 sub- subjects under 20 major subject groups ICAR as nodal agency at the national level is striving to bring uniformity in syllabus, nomenclature, mode of examination and distribution of credits among major and minor fields and research work AUs award Doctor of Philosophy (Ph.D) degrees in 14 major subject-groups covering 56 sub-subjects. Admission requires a Master' Degree in the same subject. The Ph.D. degree is of 6 semester duration involving original research and also coursework spread-over atleast two semesters ICAR research institutes and laboratories are recognized for doctoral work although the usual case is that a university awards the degree.

  18. Attracting talents to Agricultural Education…. All India Entrance Examination UG : 15% seats PG : 25% seats Fellowships / Scholarships SRF : 202 JRF : 475 NTS : ICAR UG Admissions outside state MCM : 7% of students Internship : BVSc RAWE • Students Counselling, • Personality Development , • Placement • Examination reforms

  19. Rationalization of policies for admission, programme duration, credit requirements, evaluation & curricula grading-updating-revision 1 ICAR’s Deans Committees regularly suggests model course curricula, syllabi and academic regulations. UG curricula for 7 major faculties revised with focus on courses like IT, bio-stats., bio-tech., ABM, banking & co-operation etc. 2 3 Revised UG curricula also provide 6 months of Rural Agricultural Work Experience. Detailed curricula developed for 16 PG Programmes. Course Curriculum 4 Transparency in the internal evaluation system at UG & PG levels. 5

  20. Curriculum- Transition from RAWE to READY….

  21. Vocational Courses in Agricultural Education Objective To impart formal and informal training and prepare the working population employable for a broad range of occupations including agriculture. Requirement Bridge Professionals with core basic skills in different domains of agriculture supply chain is required to the tune of 1.7 million by 2020. Methodology • Class-room instructions • Laboratory instructions • Supervised occupational experiences • Distance education

  22. Governance in agriculture education • State governments • Establishment of SAUs • Integration of Agricultural research Education & extension • Ag. Edn. is State responsibility I C A R Promoting norms and standards of education • Union government • Promotion of Research & co-ordination and determination of standards in State institutions • DARE co-ordinates at National level. • Administration at National Level • Union Minister of Agriculture –Ex-officio President of Society • Director General of ICAR –Ex-officio Secretary DARE

  23. Tran-sectoral issues Challenges to Higher Education- no longer Nation Centric Agriculture Education needs to be evaluated in the context and relevance of Economic, environmental and production needs of the society A holistic approach needed to expand pool of institutions, scholars and students to achieve global excellence Critical areas ranging from issues of access, equity and excellence to teaching-learning process, research, governance, funding and monitoring in a coordinated manner need to be addressed

  24. Challenges & Issues…. • New Universities without matching resources • Faculty Shortage in the frontier areas • Extensive inbreeding • Inadequate employability • Faculty Competence in emerging areas • Lack of modern infrastructure • Inadequate hands on skills • Weak research networking & linkages • Regional inequalities and natural resource degradation

  25. Recommendations….. Attracting students to agricultural Education Governance and structure 1 7 Globalization and partnership Academic Reforms 8 2 Curriculum improvement Centre-state partnership 3 9 Non-formal education Faculty improvement 4 10 Financial sustainability Inclusive growth 5 11 Institutional development 6

  26. Initiatives proposed…. • Initiation of a new fellowship “ASPIRE” for young talents, • Initiation of ICAR Post Doctoral Fellowships, • Broadening scope of NTS to PG students, • Enhancing the stipend of RAWE/Internship, • Strengthening student amenities, • Sandwich/ exchange programme

  27. New initiatives for Capacity Building and Addressing Faculty shortage Addressing Faculty Shortage Capacity Building • Adjunct & Visiting Faculty, • Initiation of ICAR Resident Scholar Scheme, • Initiation of ICAR Emeritus Professor Scheme, • Strengthening of ICAR-Emeritus Scientist Scheme. • Teaching Associates/ Teaching Assistants • Initiation of Centres of Faculty Excellence in AUs, • Competitive Research Grant to faculty, • ICAR-Overseas Associateship, • International Fellowships, • Faculty exposure to International Conferences/ Symposia. • Centres of Excellence

  28. Attract international students Encourage global networking Promote collaborative research Permit dual degree programmes Set up campuses abroad Strategic alliance Globalizing Education….

  29. International Linkages….

  30. Federal Support to AUs

  31. e-Courses • Fast and low-cost method to increase outreach to students/colleges / universities • One of the largest e-learning initiatives • Provides uniform & quality learning material both online & offline to complement formal education • Courses developed & delivered -262 out of 426 • Degree Programs Covered (7) • Agriculture, B.V.Sc. & AH, Horticulture, Fishery Science, Home Science, Dairy Tech and Agril. Engg. Total 426 Courses

  32. Consortium for e-Resources in Agriculture CeRA facilitates online access of scientific journal on Scientist's desktop at 24x7 through IP Authentication • Covers 2900 Journals to 145 Members in NARS • > 8000 DDR (Document Delivery Request) System • Assuming a cost of US $ 4 per article download the Consortium has notionally recovered more than Rs. 80 Crore Avg. Citation of Research Publications (2000-2004) in 2004-07 (Pre-) and 2008-11 (Post-) CeRA

  33. Achievements in Agricultural Education Quality Assurance Better Governance Reduced Inbreeding Promotion of Excellence Promotion of Merit Globalization

  34. Conclusions… India has a very strong and dynamic agricultural education system in the country for ensuring sustainable agricultural development and livelihood security. Agricultural education system in India has distinctly evolved on the British system of education during pre-independence era and in post-independence era, on the US Land grant pattern. The continued support of ICAR has resulted tremendous improvement in infrastructure, skilled manpower and capacity of faculty and farms. A dynamic approach is needed to bring transformation towards producing professionals who are competent, self- reliant and capable to swiftly adjust with the ever-changing societal requirements. India is poised to become preferred destination of foreign students for agricultural education because of improved infrastructure and enhanced skills and competencies for meeting new challenges.

  35. Vision 2030: Green Revolution to Rainbow Revolution Our efforts in HRD continue….

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