ICAR ex-deputy DG: India’s agricultural universities need urgent overhaul

By RC Agrawal
The concept of agricultural universities in India was born around 1960, inspired by the land-grant model of the United States. The first such university was established with the vision of not only imparting education but also extending research and on-ground support to farmers. These universities were set apart by their integrated approach — combining education, research, and extension. Every scientist was expected to connect with both students and farmers, forming a dynamic interface between knowledge and practice.

Following the success of this model, many more institutions were set up across the country. Today, India boasts 77 agricultural universities, including 66 state agricultural universities, four deemed-to-be universities, three central agricultural universities, and four central universities with faculties in agriculture. State agricultural universities are mandated to address region-specific challenges, while central and deemed universities have a broader, national focus.

Over the years, these universities have made a significant impact. They have contributed to India producing four World Food Prize laureates (of the eight scientists of Indian origin who have won the prize globally) and played a critical role in India's achievements in food, milk, and fish production. From being food deficient, India is now self-sufficient and an exporter of surplus produce.

The Indian Agricultural Research Institute (IARI), popularly known as Pusa Institute, for example, has developed basmati rice varieties that contribute to export earnings of around ₹40,000 crore.

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India’s National Agricultural Research System (NARS), comprising 113 ICAR institutes, 732 Krishi Vigyan Kendras (KVKs), and 77 agricultural universities, is one of the largest agricultural research systems in the world. Through its innovations and scientific advancements, the country has seen a 6.21-fold increase in foodgrain production, 11.53-fold in horticulture, 21.61-fold in fish, 13.01-fold in milk, and 70.74-fold in egg production from 1950-51 to 2021-22. These advances have laid the foundation for India's Green, White, Blue, Golden, and Pink revolutions — making a profound impact on food and nutritional security.

To make education more relevant and experiential, the Rural Agricultural Work Experience (RAWE) programme enables around 20,000 students each year to engage directly with farmers, collecting feedback and gaining practical insights. This has helped prepare graduates for real-world agricultural challenges.

Agriculture Sector: National priorities, challenges

In recent years, the sector has aligned itself with emerging national priorities such as climate resilience and nutritional security. In 2024, the Prime Minister launched 109 biofortified and climate-resilient crop varieties developed by ICAR. Efforts are also being made under the “Doubling Farmers' Income” mission to improve farmers' returns through integrated farming systems, improved seed varieties, and better seed replacement rates.

However, the sector faces persistent challenges. India’s agricultural landscape is fragmented, with nearly 80% of farmers owning marginal landholdings. With increasing pressure on natural resources and rising climate vulnerabilities, the mantra now is: "Grow more from less." Technological intervention is no longer optional — it is essential.

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Agriculture Courses: ICAR curriculum, NEP

In this context, ICAR has proactively aligned its curriculum with the National Education Policy (NEP)-2020. The new curriculum offers flexibility through multiple entry and exit options and the Academic Bank of Credits (ABC). It allows universities to design 30% of the syllabus to meet local agro-climatic needs. Early feedback from students and faculty has been overwhelmingly positive.

The curriculum emphasizes skill development, technology adoption, and innovation. Students are trained in drones, artificial intelligence (AI), climate-smart agriculture, and eco-conscious practices such as carbon footprint reduction. They are being shaped not just as agri-professionals but as climate-aware, tech-savvy entrepreneurs.

To support this shift, ICAR launched the World Bank-supported National Agricultural Higher Education Project (NAHEP). This initiative trained over 1,300 faculty and 2,700 students globally and within top Indian institutions. These efforts exposed them to over 400 emerging areas of knowledge and enabled them to write research proposals worth Rs 400 crore.

NAHEP has also driven infrastructure reform. It introduced smart classrooms, language labs, and promoted vocational courses, soft skill training, and experiential learning. Its biggest success lies in the digital transformation of agricultural education — through platforms like Agri-DIKSHA, web-based education channels, academic management systems, and blended learning.

With these reforms, employment outcomes have improved significantly. Campus placements have increased from 43% to 66% in the last eight years. Many graduates also pursue higher education or entrepreneurial ventures.

Key industries like seed, pesticides, animal health, food processing, and horticulture are recruiting from the agricultural education system.

Yet, the lure of government jobs persists. Many students, often influenced by parental expectations, prioritize job security over entrepreneurship. Entry-level compensation remains a concern, but performance-based progression offers room for merit-based growth.

Importantly, the perception of agricultural education has improved substantially. Over the last 7–8 years, applicants for ICAR seats have increased 8–10 times. Today, the competition ratio is about 18:1 for boys and 32:1 for girls in central counselling.

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Agricultural Universities: Infrastructure, financial constraints

Despite this, many private agricultural institutes suffer from vacant seats and poor infrastructure. ICAR mandates at least 15 hectares of land for every batch of 120 students, with basic research and instructional facilities. Unfortunately, some private institutions fail to meet these standards. States must enforce ICAR-prescribed norms to ensure quality education. That said, not all private institutes fall short — some offer excellent infrastructure and are helping expand the sector.

Financial sustainability of agricultural universities is another concern. Relying solely on tuition fees is unsustainable. Universities must generate revenue through agri-based enterprises like seed production, nurseries, vermicomposting units, and orchards. Many are forming Section 8 (non-profit) companies to invest in and scale student innovations. Such models of academic entrepreneurship should be widely adopted.

Agricultural education must evolve to serve a global social contract — by preparing leaders, fostering innovation, and addressing challenges of food, environment, and equity. Universities must strengthen human capacity, promote interdisciplinary training, and develop professionals in emerging domains. Most agricultural universities possess adequate land for demonstration, research, and innovation, but there is an urgent need to make these institutions resource-generating and self-governing, a vision also reflected in NEP-2020.

RC Agrawal recently retired as the deputy director general (agriculture education) at ICAR and also as the National Director headed the National Agricultural Higher Education Project (Govt. of India and World Bank funded).

This piece first appeared in the 200th issue of the Careers360 magazine, published in August 2025

(as told to Musab Qazi)