Annual Report 2018-19: National Agricultural Higher Education Project (NAHEP)

Abstract

Agriculture and allied sector in India accounts for around 17 percent in GDP, 13 percent to exports, and 55 percent to employment1 . Demand for skilled workforce with industry orientation has increased significantly in both public and private sector especially in the areas of agricultural education, research and agro based industries in last several years. Higher workforce participation of agriculture graduates has been enhancing the lifetime earnings and quality of life, along with multiplier effects, positively contributing to economy and society through savings and investments. It implies that, improving levels of higher agriculture education could be beneficial from both economic and social justice point of view in India. Building and inculcating the relevant skill sets in agricultural university graduates through enhanced quality higher education has always been a major challenge at global level, including in India. In this context, most of the agriculture-dominated countries are making constant efforts to enhance quality, standards, and earn recognition to their agricultural higher education system. Such examples are China, Japan, Korea, Germany, Taiwan, and Russia along with many others (PIP-NAHEP, ICAR, 2016). It is, therefore, imperative for India as well to prepare the ICAR-AU system to face challenges posed by the changing agriculture and economic environment and respond appropriately to take full advantage of advances in frontier sciences and technologies. As, the PAD-NAHEP, World Bank, 2017, clearly states that “The needs of the agricultural sector resonate with other sectors, i.e., highly trained workforce and relevant cutting-edge research. Two World Bank Global Practices – Agriculture and Education – are collaborating on the proposed NAHEP to ensure that the AU reform process benefits from innovations in both sectors across India and internationally. Through strategic priority interventions at the Central and State levels, NAHEP would have far-reaching and long-term impacts on agricultural higher education in India.” NAHEP is designed to strengthen the national agricultural education system in India with overall objective to provide more relevant and high quality education to agricultural university students. This programme has been promoting efficiency and competiveness through changes in working mechanism of agricultural universities, raising the teaching and research standards through improved research and teaching infrastructure and enhanced faculty competency and commitments, and making agricultural education more attractive to talented students. There are four key components under NAHEP, namely; Institutional Development Plan (IDP), Centres for Advanced Agricultural Sciences and Technology (CAAST), ICAR to support excellence in agricultural universities (AUs), and ICAR Innovation Grants to AUs. It is envisaged that improved AU performance through quality enhancement, better employment and entrepreneurship opportunities created for agriculture graduates, non-accredited AUs attaining ICAR accreditation, and institutional reforms implemented in education division of ICAR and AUs under these components together shall contribute to the achievement of the overall program objective. Till March 2018, out of 75 participating AUs, 26 AUs were awarded under IDP, CAAST and IG component. 1 additional AU i.e. PAU, Ludhiana was awarded under CAAST component in FY 18- 19, reaching cumulative figure at 27 till March’19. Component 2 (Investment in ICAR Leadership in Agricultural Higher Education) was sanctioned in March’2019, which involves 3 institutions – ICAR IASRI, NIAP and ICAR – NAARM. Project details encompassing name of awarded AUs, Component, Title of project, thematic areas and fund sanctioned has been placed at Annexure-1.

During FY 18-19, IDP financed activities majorly focused on teaching and research infrastructure development, faculty development and training, networking and industry collaboration, vocational training, students job placement, own revenue generation and support to twinning plan. In addition to these priorities, emphasis is also being placed on effective industry linkages to enhance employability of agriculture graduate as well as to help AUs to generate their own resources. CAAST aims to support interdisciplinary advanced centres for innovative approaches to teaching, research, extension and capacity building in the specialized area for holistic development. It encompasses a number of thematic areas such as Conservation Agriculture, Precision farming / Farm Mechanization, Secondary Agriculture, Specialty agriculture, Renewable Energy Sources, Integrated Farming System (IFS), Agriculture Market Intelligence, Good Agricultural Practices, Hitech/ Protected Cultivation, Climate Resilient Agriculture, Food Safety, Big Data Analysis and Genomics assisted Breeding. In this direction, the key activities undertaken are Faculty upgradation through international and national training with mentor universities, Distinguished Lecture Series/ Special lectures to bring about much needed vibrancy in the academic atmosphere and inspire students and faculty to perform better, National and international trainings for students, faculty and research scholars, Collaboration with private sector related to the specialized areas to develop market oriented programs etc. IG projects have been awarded to select participating AUs to attain accreditation. The key activities included under this component were national trainings for faculty upgradation, master and Ph.D. sandwich programs, alumni linkages, industry seminars and professional workshops, e- enabled learning activities etc. Component 2 aims to support ICAR to carry out institutional reforms within ICAR and enhance effectiveness in coordinating, guiding and managing agricultural higher education in the country. During FY 18-19, activities undertaken are e – enabled learning activities in AUs through demonstrations of virtual classrooms, Initiation of Software Designing for Customization of Academic Management System, Technical committee meeting to catalyze the participation of state government representatives in raising the quality and relevance of agricultural higher education etc. The major activities and achievements under Monitoring and Learning component included M&E initiation activities, baseline finalization activities, and PMTS and M&E framework related activities. Key achievements under Procurement management included selection and on boarding of consultants, development of procurement manual and implementation of STEP in awarded AUs. In order to establish a fair and transparent system, while effectively addressing the grievances of project stakeholders, a 3 tier Grievance Redressal Mechanism has been established. This Annual Report of NAHEP highlights the outcome focused activities and accomplishments made during FY 18-19, indicating the crucial role of stakeholders at both PIU and AU level. Furthermore, timely reviews and course corrections suggested by NAHEP governance and World Bank has facilitated in the effective implementation of project.