High Hopes for Solid Reforms by GOI : Indian Agricultural Administrative and Education System

A demand-driven reversal in rural-to-urban migration patterns is creating interest in the subjects pertaining to those areas like Agriculture and allied subjects, so as to meet needs of people in sparsely populated regions. Just as rural roads have been routinely left off national maps, so too rural subject like agriculture have been routinely left off national agendas, strictly while talking about sustainability of our agricultural system. The whole world is reeling under changing climate and food habit, no country can supply us food in coming decades. So we have to make ourselves resilient and sufficient in foods in couple of decades. All the countries are under marketable deficit, when we talk about grains and pulses and even those which are in surplus condition are focusing on secondary agriculture like value addition, processing, producing Biofuels from cereals. So how can we look for importing foods in coming decades? Our policy makers should focus on how to make INDIAN AGRICULTURE climate resilient with food sufficiency supported by equitable distribution to real stakeholders.

Cabinet Minister Mr Radha Mohan Singh,GOI and other dignitaries at NASC campus, ICAR on 31st Dec, 2014

On the basis of such organized process we can plan for the future – not as necromancers but as architects. With a rational economic and political strategies, we can advance towards reforms in agriculture. Whatever design is used, simple or complex, naïve or sophisticated, it must serve decision-making processes effectively, with core focus on relevance, significance, scope, credibility, timeliness and pervasiveness for the stakeholders.

AGRICULTURE IN TRANSITION:

When we think of change, we too often think in terms of contrasts and extremes. Usually, however, no matter how drastic the change, how revolutionary the outcome, there is first a series of steps, of trials and errors, even of outright failure occurring along the way until the ultimate is achieved. So it is in AGRICULTURE. Until our goals are reached, until a totally new system is adopted, we will not stand still. New programs will be developed, new directions undertaken. We will go through a series of transitions from where we are to go where we plan to be. However, the problem we are facing today is one of rate of change. We can no longer go along at our own comfortable pace, conferring, meditating and setting long periods aside to “see what happens.” Knowledge has accelerated to a degree unknown, this in turn calls for accelerated change, a speeding up of our intellectual reflexes. Our “response time” must be cut down.

Because of the urgency to at least meet the world where it is, we must break through our own time barrier and seek new directions for REFORMS.

Agriculture continues to remain a major sector of the Indian economy. It contributes 13 per cent of GDP, provides more than 50 per cent of employment and continues to be the primary source of living for 58 per cent of the population. Technological progress in agriculture is, therefore, crucial for the overall economic development of the country.

With the constitutional changes in 1919, the responsibility for agriculture was transferred to the Provincial Governments. On the recommendation of the Royal Commission on Agriculture (1928), the Imperial Council of Agricultural Research (ICAR) was established as a Registered Society in 1929, which was funded mainly through a lump sum grant from the Government and the proceeds from the cess levied on certain commodities exported from India. After independence, the Council was renamed as the Indian Council of Agricultural Research (ICAR) on June 10, 1948.

Cabinet Minister Mr Radha Mohan Singh,GOI and other dignitaries at NASC Campus, ICAR on 31st Dec, 2014

After independence, the research system has undergone some major changes. The present agricultural research system comprises essentially two main streams, viz. the ICAR at the national level and the Agricultural Universities at the state level. Besides, several other agencies such as the Conventional / General Universities, Scientific Organizations, and various Ministries / Departments at the Center, and also Private or Voluntary Organizations participate directly or indirectly in research activities related to agriculture. The ICAR is the apex body for coordinating, guiding and managing research and education in agriculture including horticulture, fisheries and animal sciences in the entire country. With more than 100 ICAR research institutes and 70 agricultural universities spread across the country, is one of the largest national agricultural systems in the world.

Cabinet Minister Mr Radha Mohan Singh, GOI at NASC campus, ICAR on 31st Dec, 2014

Apart from all these research activities the main pillar for implementation of all researched techniques and varieties we need a robust techno-administrative agriculture support system for making it practical. Day-by-day farming has become profitless. Farmers are under debt and committing suicides. Agricultural scientists and Technocrats have no or limited say in decision making in government and hence their service conditions are not sound. There is no regulatory framework for agricultural developmental program as handled by generalist.

Though, recommendations have been given by various government appointed committees and Commissions for reforms in agriculture but nothing has been done to implement the recommendations in true perspectives.

Constitution of All India Cadre of Indian Agriculture Service was duly recommended by various government appointed committees and commissions such as

ü  Nalagarh Committee (1958)

ü National Commission on Agriculture (1976) popularly known as Swaminathan’s report

ü  Sarkaria Commission on Centre-State Relations (1988)

ü  The resolution was passed unanimously in State Agriculture Ministers’ conference in 1963.

ü A resolution under Article 312 was passed by two-third majority in the Rajya Sabha on 30th March, 1965 and again in 1971, for creation of Indian Agriculture Service

ü  Central 5th and 6^th Pay Commission had also recommended for creation of integrated cadre of agriculture service

Meeting of AIASA National President and National Chief Coordinator with Cabinet Minister Mr Radha Mohan Singh,GOI 

Based on the recommendations given by various commissions, the suggested points for reforms are given as under: 

    i.  Constitution of an organized cadre system in the form of  Indian Agriculture Service:

Along with the existing ARS, which is a society service (under ICAR; a registered society under Societies Registration Act, 1860) there is a fervent need for creation of other services like Agricultural Developmental Services (ADS), Agricultural Inspection Services (AIS), Agricultural Education Services (AES), Agricultural Marketing Services (AMS), Agricultural Foreign Services (AFS) and Services related to Veterinary and Fisheries Sciences on pattern of USDA, DAFF (Australia), European Union, Embrapa (Brazil), China etc. (Source: Swaminathan report, 1976)

All the above cadres must be central cadres under the banner of Indian Agricultural Service to bridge the gap between the ministry and the ICAR.

      Ø Agricultural Developmental Services (ADS) will ensure implementation of the centrally formulated policies at the state level.

      Ø  Agricultural Inspection Services (AIS) will secure the food safety, quarantine system and plant and animal health.

      Ø Agricultural Education Services (AES) will bring all the Central/Deemed Agricultural Universities under a common roof and regularly recruit the best talents as teaching personnel maintaining the total transparency. At present majority of the SAUs are facing dearth of funds and running with a weak infrastructure. Major concern is there is severe lack of teaching personnel in all CAUs/Deemed University and SAUs and whose recruitment is in deep waters.

      Ø  Agricultural Marketing Services (AMS) will be vigilant regarding the marketing chain of agricultural products and their strategic marketing in domestic and international markets, avoiding the erratic price hike thereby.

      Ø  Agricultural Foreign Services (AFS) will improve foreign market access for Indian products and IPR related issues to prevent bio piracy of Indian germplasms. All the above mentioned services should comprise of respective Veterinary and Fisheries personnel as well so that the total range of agricultural commodities can be taken care of. It is indeed painful to plead for something that had already been recommended several times.

Meeting of AIASA members with Mr Hukumdev Narayan Yadav, Ex Minister and MP, Loksabha and Chairman, Parliamentary Standing Committee on Agriculture, GOI

Other recommendations are:

     ii.   Need of overall Administrative Reorganization in the sector to reap maximum out of the HR (Central Subject-state subject issue, tussle between the national and State bodies regarding policy making and implementation):

There must be a way out common interface system by restructuring of the status of ICAR to pave the way of development. The status of ICAR is still “a registered society under the Society Registration Act XXI, 1860” since pre-independence period till now, which is indeed not at par with the status of DAE, ICMR, DRDO etc. parallel bodies in spite of its great contribution to the history of India. There is dire need of techno-Administrative Agriculture reforms to maximize the output of the human resource generated by NARS-ICAR system for the emancipation of the primary sector to primary industrial sector.

        iii.  Strengthening of Agriculture Extension System in the country for Technology dissemination to farmers

        iv.  Introduction of a transparent system by eradicating bureaucratic interference in implementation of agriculture development programs

        v. Inclusion of Agriculture Works (Farm Operations) under MG National Rural Employment Guarantee Act (MGNREGA)  and Engagement of Agriculture Graduates for implementation of MGNREGA

      vi.  Establishing Centre and State Agriculture Council as regulatory body for giving accreditation to agriculture education and for granting license to Agriculture degree holders by considering agriculture degree as professional degree at par with graduate degree in Medical and Veterinary Science

       vii.Effective regulatory mechanism for supply of quality agricultural inputs to farmers at a reasonable and affordable price with performance guaranty / warranty of inputs and promotion of organic inputs’ production at farm/village/cluster level

       viii. Processing and marketing linkage of agriculture produce for value addition to farmers  

       ix.  Framing of National/State Agriculture Policy

       x.   Separate budget for agriculture

      xi.  Filling up of 4500 vacant posts of Scientists and 24800 vacant posts of assistant Professors

       xii.Fellowships for higher education in agricultural and  allied sciences

     xiii.Grant of UPSC equivalent status for the Agricultural Service Recruitment Board and restoration of the “Choice of posting cum merit” right of an ARS candidate

Delegate level meeting of AIASA members with Dr Satyapal Singh, MP, Former Commissioner of Police, Mumbai

To avoid discrimination with agricultural professional we required an organized and well supported platform to raise our voices.And in due course of that, All India Agricultural Students Association(AIASA) has been established on 1^st December, 2011 under societies registration Act XXI of 1860 with the approval of Agriculture Ministry, ICAR, Ministry of consumer Affairs to look after  the welfare of one million students and agriculture professional in the field of agriculture and allied subjects in close coordination and cooperation with agricultural Universities/Agriculture Departments and other concerned  Department/organizations. The students are current members of the association and teachers/assistant professors, scientists/agriculture officers/technical officers and professionals are associate members of the association.  The Association has initiated massive membership drive of registering one million students and former students as members/associate members of the association. The association has taken up the matter of constitution of All India/central agriculture service, granting professional status to agriculture at par with medical/veterinary science, filling up the vacant posts in central/state governments, granting UPSC status to ASRB, parity in fellowship, advancement of technology in agriculture including biotech and GM crops and empowering youth in agriculture for agriculture development and many others. The association works for empowering the rural youth and their involvement in the agriculture development and act as pressure group for formulating better policy by the government.

AIASA members with Vice Chancellor Dr M L Chaudhary, BAU, Sabour, Bhagalpur, Bihar

A ray of hope has sparkled over entire nation and people are looking towards their government for positive change since last six month after change of government. Government is looking for immense and drastic reforms in all sector, hence in due course, AIASA is also mobilising its long term reforms agenda in Indian agriculture through different channels like constructive discussions with Parliamentary standing committee on Agriculture, Chairman and members. Several round table discussions are going on with several stake holders including scientists and farmers along with several Members of Parliament. Honorable Cabinet Minister of Agriculture, GOI, Mr. Radha Mohan Singh and Honorable Home Minister of GOI, Mr. Rajnath Singh have assured us for major reforms in agriculture in coming years. Let’s see what happens at ground reality level but indeed we are reeling with high hope for reforms.

What is your view regarding Indian Agricultural Administrative and education system? What reforms are very much needed?

(Written by Prakash Jha, National Chief Coordinator at All India Agricultural Students Association (AIASA) and Research Fellow at IARI (Indian Agricultural Research Institute), New Delhi)

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A Detailed Overview on Need of Reforms in Agriculture Education for Entrepreneurship Development !

“Education is the manifestation of the perfection already existing in man”

Pic courtesy : indianexpress.com

Education in present context largely aims at meeting global standard and making the student competent enough to face the challenges of global market. Education system in India has witnessed a substantial change in due course of time. In this era of globalization education is viewed as an instrument to develop cognitive qualities, tolerance and understanding of people, it should prepare younger generation to understand and face the realities of globalization. (Kulshestra, A.K. and Pandey, K. 2013)

Pic courtesy : capitalmind.in

Agriculture is the main source of livelihood for over 80% rural poor in India. It employs about 52% of the labour force and contributes 14.4% to GDP and 10.23% of all exports. India achieved a spectacular growth rate in agriculture sector since 1966. Today India is self sufficient in most of the food grain despite of the population increase. The food grain production increased from 51 million tons in 1950 to about 245 million tons in 2011-12. All these revolutions have brought prosperity for many farmers. Many factors are responsible for this achievement and one of them is agriculture universities. Researches that were carried out by these universities, Agriculture graduates and scientists of the universities contributed significantly in bringing green revolution in the country. G.B. Pant University of Agriculture & Technology was the first Agricultural University, in our country, established in the year 1960 and it is called harbinger of green revolution. It was set up with the vision where agriculture could be studied in a scientific way.

Pic courtesy : indianagriculture.info

At present there are 56 SAUs, five Deemed agriculture universities, one central agricultural university and four central universities with agriculture faculty. All these educational institutions are funded by ICAR, New Delhi. These institutions were established to produce confident and self motivated professionals that could generate employment not only for themselves but also for rural masses in field of agriculture. Agriculture universities impart education in various disciplines viz: agriculture, agriculture engineering, horticulture, forestry, veterinary and animal husbandry, dairy science, food tech, fisheries science, agribusiness management etc.

Recent data shows that over 11,900 graduates from agriculture and allied sector pass out every year. However only 2000 are able to find job in public and private sector, thus a reservoir of around 9,900 students are available for supporting the agriculture production process if viable business opportunities are available to them. But almost every graduate looks for a white-collar job preferably in public sector. Job opportunities in government sector are shrinking faster than the number of graduates coming out of educational institutions. According to an estimate (IAMR, 2001), 43% of the graduates and 23% of postgraduates (M.Sc.) find difficulty in accessing gainful employment.

One of the reasons for graduates’ unemployment seems to be lack of adaptability between graduates abilities and skills needed by labor and productive units (Shahbazi and Alibeigi, 2007). Lack of entrepreneurship skills among the agricultural students and graduates is another reason for unemployment in developing countries (Sabouhi, 2000). According to Zamani (2001), poor practical abilities of agricultural graduates, irrelevancy of university subjects and curricula with labor market needs, governmental limitations about providing opportunities of employment for agriculture graduates are some of the reason behind the deterioration of quality of agricultural education. As a result; it is becoming increasingly difficult for agricultural graduates to find jobs in the public sector. Consequently, graduates need to find employment in the private sector or be self-employed (Movahedi et al., 2011).

The future of agriculture relies on agriculture graduates. There is immediate need to assure the quality of agriculture education. Addressing the 11^th Agriculture Science Congress at Bhubaneswar, Dr. S. Ayappan, Director General of ICAR, had emphasized on the importance of innovation and entrepreneurship in agriculture that has potential to make agriculture more attractive as career option to agriculture graduates. But the question arises here is that how these students can be made competent and skillful. So, that they can take entrepreneurship as their career option. These qualities can be inculcated in the students through the sincere efforts of the educators and by changing the curriculum and pattern of agricultural education.

Entrepreneurship as a solution

The development of any nation depends primarily on the important role played by entrepreneurs. Entrepreneurship on small scale is the only solution to the problems of unemployment, proper utilization of both human and non-human resources and improving the living conditions of the poor masses. During the last three decades, many countries of the world have experienced the need for entrepreneurship. Entrepreneurship development has been accepted as a strategy to achieve the twin objectives of promotion of entrepreneurship, particularly among the educated unemployed youth and also for rapid industrialization of the economy (Mali, 2000).

Pic courtesy : slideshare.net

If young people cannot secure employment and fall into long-term unemployment, they can suffer from a range of problems such as low self-esteem, diminished levels of wellbeing and isolation from peers. Entrepreneurship is seen as powerful tool to overcome the psychological impacts of long-term unemployment among youth. (Macaulay 2007).

In a country like India with vast population directly dependent on agriculture as their primary occupation, agricultural entrepreneurship paves a way towards enormous opportunity of youth involvement in economically sustainable livelihood options. Moreover, agricultural development is an important foundation for the economic development of any country and the agricultural sector is undoubtedly the prime area of concentration for economic progress. Today, entrepreneurship programs have extended to the secondary and primary levels of education and it has become the focus of discussion among many scholars.  They believe that the introduction of entrepreneurship programs to the children should be at the lower level of education. It would enhance children’s attributes and further develop awareness of entrepreneurial opportunities and skills to form entrepreneurial venture.  It was also argued and discussed that the introduction of entrepreneurship program to preschool years is a crucial stage of the children cognitive and personality development imperative to entrepreneurial development.

The world needs graduates who are innovative, dynamic, smart, daring, efficient, determined, modern and employable or in one word, entrepreneurial. Making graduates more employable is a global challenge and universities around the world are putting more emphasis to generate entrepreneurial capabilities in students. But still a proper strategy and database lacks in context of employment generation through entrepreneurship.

Agriculture, agro-industry and agri-business are identified as prime sector to provide high employment to youth (Planning Commission, 2004). In the past years, there has been a growing interest in undertaking and intensifying actions promoting and supporting the idea of entrepreneurship as an attractive alternative to employment among students. So government and ICAR also took initiatives to make Agriculture education more competitive and promote agricultural graduates to take entrepreneurship as future venture. Hence, several efforts have been initiated to promote entrepreneurship among students. These are:

a) Agri-Clinics and Agri-Business Centers: Ministry of Agriculture, Government of India, in association with NABARD launched Agri-Clinics and Agri-Business Centers in the year 2002 for providing expert advice to farmers and employment to agriculture graduates. The multi-disciplinary expertise available within the group of young entrepreneurs was expected to help them to serve farm families in a holistic manner. Agri-clinics are envisaged to provide expert services and advice to farmers on cropping practices, technology, dissemination, crop protection from pests and diseases, market trends and prices of various crops in the market, etc. Agri-business centers provide input supply, farm equipments on hire and other services. Under the scheme, unemployed agricultural graduates are provided training at designated training centers and successful candidates can later apply for loans to start their agri-clinics and business centers in any specified venture. The loan repayment period can vary between five to ten years depending on the activities.

b) Agricultural Experiential Learning Programme (AELP): ICAR has recommended a new initiative called “Agricultural Experiential Learning Programme” in the recently revised curriculum for the B.Sc. (Ag.) degree programme, which came for implementation from the academic year 2007-08. The primary aim of this initiative is to remove the weaknesses in the earlier higher agricultural education system and to develop a cadre of skilled professionals who can create their own enterprises. ICAR has supported the establishment of 351 Experiential Learning units. The vast network of agricultural universities and colleges can play a leading role in cultivating self-confidence and capabilities in the students required for taking up agriculture as a profession.

c) Revision of Course Curriculum by IV Deans’ Committee: A major exercise was undertaken for the first time for post-graduate course curricula and syllabi in 95 subjects of agriculture and allied sciences and the revised curricula and syllabi implemented in all agricultural universities. A radical change in the existing course curricula by infusing more entrepreneurship development and agribusiness, management related courses and practice sessions to apply the knowledge. The revised under-graduate course curricula as recommended by the IV Deans’ Committee constituted by the ICAR has also been adopted from academic session 2007-08 by all the agricultural universities across the country. This is greatly helping in making higher agricultural education more utilitarian and relevant in tune with the scientific and technological advancements and the demands of the country’s growing economy.

d) Rural Entrepreneurship and Awareness Development Yojana (READY): Rural Entrepreneurship and Awareness Development Yojana (READY) has been proposed in the XII Five-Year Plan. This programme has three components i.e. experiential learning programme (ELP), Rural Agricultural Work Experience (RAWE) and in-plant training. Main objectives of this programme are to promote professional skills, entrepreneurship and marketing skills and knowledge through grass root experiences among the youth for development in rural and allied sectors. This programme will help them acquire management capabilities for development of project and its execution. Aim of this programme is to make students ready with grass root level experience and entrepreneurial skills.

Pic courtesy : techcombo.in

It is expected that such efforts will bring professionalism and practical work experience in real life situations to students. In order to bring in high quality entrepreneurship skills and commercialization of technologies, Agri enterprises have to be established and run by the students But majority of agricultural graduates still don’t want to go for Agri entrepreneurship. So, the need of the hour is to equip agriculture graduates with confidence and potential to emerge as agricultural entrepreneurs. This is possible only if agriculture graduates realize agriculture as a potential profession and get skillful to take agriculture as a potential business opportunity. These qualities can be inculcated in the students through the sincere efforts of the educators.

Pic courtesy : wikipedia.org

Educational Technology inculcating entrepreneurial and innovative behavior in University students through quality teaching

ICAR have initiated a project under which Educational Technology Cell are established in different SAUs. Although it is functional with different name in different agricultural universities but its main purpose is to modify instruction centric university to learner centric university. It is only possible when the faculty members are capable enough to address the requirement of the day ie; creating true learning situation in the classroom. The purpose behind Educational Technology Cell is to up-bring trained and committed educators in agriculture who have a vision of excellence in teaching with versatile pedagogical approaches that can produce more skillful and confident entrepreneurs.

Educational Technology Cell of GBPUA&T, Pantnagar: Functional units for quality education

The University has successfully initiated a dedicated unit to exclusively look into capacity building of university teachers and students around Educational Technology and Teaching Skills. The unit is running in the department of Agricultural Communication of College of Agriculture of the University, which is serving the University teachers nation-wide. Pantnagar has initiated short and long-term trainings of University Teachers to orient learning of students towards analysis and application of prevailing knowledge. Educational Technology Cell at Pantnagar brings stalwarts of Agricultural Education from across the country to mentor the participants of training programmes. These trainings have proved as an effective means for improving the capacity of university teachers in content management, inculcating versatile teaching methods in class room, integrating latest apps in classroom teaching, problem-based learning, project-based learning, self-assessment etc. Outcome of these efforts have been significant. Educational Technology Cell is also making continuous efforts for enhancement of employability and soft skills as well as learning behavior of University students. As a result the students are becoming capable enough to meet the global standards and competitive for the world market. ET Cell helps in cultivation of intelligence with dynamic equilibrium of scientific education and employability skills in students.

Pic courtesy : thehindu.com

Conclusion:

The future of agriculture relies on agriculture graduates and there is immense scope for them to be agriculture entrepreneur. These entrepreneurial qualities can be inculcated in the students through the sincere efforts of educators and by transforming agriculture curriculum according to current need. Educational Technology Cell has emerged as a platform that links agricultural education with entrepreneurship development.

What do you think about Indian agriculture educational and administrative systems? What reforms should happen for making it better and competent enough on the world level?

(Written by G.K. Arpana and Vibha Jantwal, pursuing M.Sc. at Department of Agricultural Communication, College of Agriculture GBPUA&T, Pantnagar, Uttarakhand)

References:

Kulshrestha, A.K and Pandey, K. (2013). Teachers training and professional competencies. Voice of Research, 1(4), 29-33.

Macaulay, F. 2007. Youth microenterprise and livelihoods: State of the field. In conference on Global Youth Microenterprise, Washington D. C. pp. 11-12.

Mali, D.D., 2000, Entrepreneurship through microfinance in North East India: A comprehensive review of existing literature. Information Management & Business Review. 4(4):168-184.

Movahedi R, Saadi H, Yaghoubi Farani A. 2011. Creating linkages between the labor market and agricultural higher education in Iran Strategies and mechanisms for partnership. Industry and higher education, 25(4): 307-317.

Sabouhi F. 2000. Surveying and analysis of unemployment reasons between graduates in Higher Education. Proceeding of need assessment projects on skilful human resources, institute of research and planning of higher education publishers, Tehran, Iran.

Shahbazi E, Ali-beigi A. 2006. The Required Competencies of Agricultural Graduates for Entering Job Market. Agricultural Extension and Education Science Journal, 2(1): 14-24.

Zamani GH. 2001. Knowledge and technology transfer, a case study: linkage between college and agriculture of Shiraz University and extension service in Fars province. Journal of Science and Technology of Agriculture and Natural Resources, 4(4): 57-65.

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Government of India Convenes All Party Meet on UPSC Civil Services CSAT Exam Issue !!

According to the latest release from Press Information Bureau (PIB), the Government today discussed the issues concerning the Civil Services Aptitude Test (CSAT) with leaders of various parties in both the Houses of Parliament. The meeting was convened by the Parliamentary Affairs Minister Shri M.Venkaiah Naidu in pursuance of the assurance given by the Government during the last Budget session of Parliament. Home Minister Shri Rajnath Singh and Finance Minister Shri Arun Jaitely, Minister of State in PMO Dr.Jitendra Singh, Ministers of State for Parliamentary Affairs –Shri Rajiv Pratap Rudy and Shri Mukhtar Abbas Naqvi besides leaders of 26 parties represented in both the Houses of Parliament.

Shri Rajnath Singh and Shri Venkaiah Naidu said that the CSAT issue is a sensitive one and the Government would like to have the benefit of considered views of all parties.

A detailed presentation was made by Secretary (DoPT) on the origin and evolution of the civil services examination over the years being conducted every year by the Union Public Services Commission. Dr.Jitendra Singh sought the views of different parties on five proposals. This followed expression of views by leaders of various parties, who said they need to consult their party colleagues in the sensitive matter.

Shri M.Venkaiah Naidu informed the leaders that they will be circulated a detailed note in the matter in three days and suggested that may furnish their views in two weeks on the following five issues:

1. On continuation of English Language Comprehension Skills in Paper – II
2. Reduced weightage of analytical component
3.To make Paper-II qualifying
4. Revert back to Optional Paper
5. Any other alternative. Bottom of Form

Several leaders complimented the Government for its approach in the sensitive matter.

Let’s hope for the best outcome from this consultation among the different political parties of the India. We hope that this approach would solve all the problems in a positive way for the benefits of the larger mass logically at the same time maintaining the great legacy of UPSC Civil Services Exam.

What are your view/suggestions for the above mentioned 5 points?

( Official release from PIB )

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A Detailed Observation on Much Needed Reforms and Innovations in Indian Agricultural Education and Administration System

Education plays an important role in shaping an individual’s career and to earn recognition and respect in the society. Undoubtedly education is both socially & personally an indispensible part of human life. However the inequalities in the standards of education are still a major issue that needs to be solved as early as it could be. The importance of education in our life cannot be ignored at any cost. Life would be detrimental and disastrous without quality education. Hence it is the prime duty of mankind to try to make education flexible with changing pace of the world. Primary function of education is to increase the range of options for individuals. Therefore, we tend to define educational quality in terms of quantity of inputs. The best programs are those which provide most opportunities in terms of widest varieties of courses, teachers with most credentials, broadest range of physical facilities.

Indian Farmer in field (pic courtesy : pbs.org)

A demand-driven reversal in rural-to-urban migration patterns is creating increasing interest in the quality education in rural areas and subjects pertaining to those areas like Agriculture and allied subjects, so as to meet needs of people in sparsely populated regions. Just as rural roads have been routinely left off national maps, so too rural subject like agriculture have been routinely left off national educational agendas, strictly while talking about sustainability of our agricultural education system. Of course their meager absence from national educational agenda does not mean that, these have disappeared. But we have to raise our voices to strengthen it for the sake of the country.

Agriculture continues to remain a major sector of the Indian economy. It contributes 13 per cent of GDP, provides more than 50 per cent of employment and continues to be the primary source of living for 58 per cent of the population. Technological progress in agriculture is, therefore, crucial for the overall economic development of the country. With the constitutional changes of 1919, responsibility for agriculture was transferred to the Provincial Governments. On the recommendation of the Royal Commission on Agriculture (1928), the Imperial Council of Agricultural Research (ICAR) was established as a Registered Society in 1929, which was funded mainly through a lump sum grant from the Government and the proceeds from the cess levied on certain commodities exported from India. After independence, the Council was renamed as the Indian Council of Agricultural Research (ICAR) on June 10, 1948.

After independence, the research system has undergone some major changes. First, a number of State Agricultural Universities were established following the recommendations of the first Joint Indo-American Team in 1955. The first one was established in 1960 at Pantnagar in Uttar Pradesh (now in Uttarakhand) and other States followed suit. There are now 53 Agricultural Universities spread over different States. In addition, there are four National Institutes of the ICAR, which are involved in higher agricultural education at the postgraduate level. These are: (i) Indian Agricultural Research Institute (IARI), New Delhi; (ii) Indian Veterinary Research Institute (IVRI), Izatnagar; (iii) National Dairy Research Institute (NDRI), Karnal; and (iv) Central Institute of Fisheries Education (CIFE), Mumbai. These Institutes have Deemed University status, and offer their own degrees and diplomas in agriculture and allied areas. There is also a Central Agricultural University (CAU) at Imphal to cater to the needs of North-Eastern States and one recently established Rani Lakshmibai Central Agricultural University, Jhansi.

The present agricultural research system comprises essentially two main streams, viz. the ICAR at the national level and the Agricultural Universities at the state level. Besides, several other agencies such as the Conventional / General Universities, Scientific Organizations, and various Ministries / Departments at the Center, and also Private or Voluntary Organizations participate directly or indirectly in research activities related to agriculture. The ICAR is the apex body for coordinating, guiding and managing research and education in agriculture including horticulture, fisheries and animal sciences in the entire country. With 99 ICAR institutes and 53 agricultural universities spread across the country this is one of the largest national agricultural systems in the world.

World is changing with immense pace supported by technological interventions and with targeted missions. In India, are we with the pace of global advancement? What are our broad educational goals in agricultural system; what is our mission? Obviously, the key figure in the educational systems is the students, or learner. What, then, are the objectives for him as an individual? How do we plan to attain these objectives? Only by studying data and analyzing the various alternatives, can we make sound decisions? How do we know, when we have achieved our objectives; what are our methods of accountability? How do we feed this information into the rethinking of our objectives; how do we recycle?

On the basis of such organized process we can plan for the future – not as necromancers but as architects. With a value, rational, didactic, psychological, economic, and political strategies, we can advance towards reforms in educational as well as administrative reforms in agriculture. Whatever design is used, simple or complex, naïve or sophisticated, it must serve decision-making processes effectively, with core focus on relevance, significance, scope, credibility, timeliness and pervasiveness for the stakeholders.

AGRICULTURE IN TRANSITION: 

When we think of change, we too often think in terms of contrasts and extremes. Usually, however, no matter how drastic the change, how revolutionary the outcome, there is first a series of steps, of trials and errors, even of outright failure occurring along the way until the ultimate is achieved. So it is in AGRICULTURE. Until our goals are reached, until a totally new system is adopted, we will not stand still. New programs will be developed, new directions undertaken. We will go through a series of transitions from where we are to where we plan to be. However, the problem we are facing today is one of rate of change. We can no longer go along at our own comfortable pace, conferring, meditating and setting long periods aside to “see what happens.” Knowledge has accelerated to a degree unknown, this in turn calls for accelerated change, a speeding up of our intellectual reflexes. Our “response time” must be cut down.Because of the urgency to at least meet the world where it is, we must break through our own time barrier and seek new directions for REFORMS.

REFORMS IN AGRICULTURAL EDUCATION SYSTEM:

Agriculture is a “science with human face”, so we have to amalgamate both “import and improve model” and “community based education model” having multiple kind of settings, each tailored to specific needs of different communities. Our agricos need to be trained to compete with one another if they are to be able to compete successfully in the urban market. They need to learn to deal with strangers in impersonal settings if they are to be able to live and work happily in global environment. They need to learn job skills which will be marketable in the cities.

To achieve this well tailored goal, we have to fine tune our existing agricultural education system with subtle innovations, like

a.) Rapid up gradation of course curricula

b.)Development of languages and book promotion in agriculture with major emphasis on technical aspects

c.)Introduction of youth services ,like Krishi Yuvak Kendras as per the pattern of NSS

d.)Compulsory radio and TV talk for students as per their course schedule

e.)One to one interaction in local schools during vacation of agricultural graduates in vernacular with locally relevant issues

f.)Introduction of farm schools at every districts and graduates should be interns there

g.)Scholarship and contingency fund to students pursuing degrees

h.)Short term funds for the projects which not only promote basic research insight among students but also promote them to pursue higher education

i.)Strengthening of infrastructure like libraries and laboratories which promote learning habit among education

j.)Collaboration with external academic bodies through scholarship program and partial financial assistance scheme

k.)Introduction of private agencies in agricultural education and research

l.)Compulsory work experience courses of processing and value addition during each semester

m.)Career counseling through advisory bodies under DSW

n.)Inter-university study exchange program

o.)Inclusion of agricultural education in Indian Educational service

p.)Parity of higher education in agriculture with other professional subjects, like establishments of IARI like institute in major corners of country

q.)Creating separate Indian Agricultural Service cadre which not only promote education system but also strengthen administrative and policy support

r.)Providing license for graduates on the pattern of veterinary and medical students which will boost graduates in terms of career options

s.)Up gradation of ASRB as national body under separate agricultural commission

REFORMS IN AGRICULTURAL ADMINISTRATION:

Apart from all these reforms in educational setup we need a robust administrative and policy support for making it practical. Day-by-day farming has become profitless. Farmers are under debt and committing suicides. Agricultural scientists and Technocrats have no or limited say in decision making in government and hence their service conditions are not sound. There is no regulatory framework for agricultural research and education as developmental program are handled by generalist. The recommendation of various government appointed committees such as National Farmers commission have not been implemented by the government.

  

In due course of reforms in agricultural administrative reforms, we have to ponder over these important points, like

          a.)Need of overall Administrative Reorganization in the sector to reap maximum out of the HR (Central Subject-state subject issue, tussle between the national and State bodies regarding policy making and implementation):

b.)Constitution of an organized cadre system in the form of  Indian Agriculture Service

c.)Strengthening of Agriculture Extension System in the country for Technology dissemination to farmers:

d.)Introduction of a transparent system by eradicating bureaucratic interference in implementation of agriculture development programs

e.)Inclusion of Agriculture Works (Farm Operations) under MG National Rural Employment Guarantee Act (MGNREGA)  and Engagement of Agriculture Graduates for implementation of MGNREGA

f.)Establishing Centre and State Agriculture Council as regulatory body for giving accreditation to agriculture education and for granting license to Agriculture degree holders by considering agriculture degree as professional degree at par with graduate degree in Medical and Veterinary Science 

g.)Effective regulatory mechanism for supply of quality agricultural inputs to farmers at a reasonable and affordable price with performance guaranty / warranty of inputs and promotion of organic inputs’ production at farm/village/cluster level

h.)Processing and marketing linkage of agriculture produce for value addition to farmers

i.)Framing of National/State Agriculture Policy

          j.) Separate budget for agriculture

k.)Minimum support price for agriculture produce may be made Profitable Price

l.)Creation of Grievances Redress Mechanism for Agriculturists(Agriculture scientists/Officers, Farmers and Students)

m.)Separate TV/Radio Channel and separate page in news paper for covering news related to farmers

n.)Element of Agriculture Levi/Cess on Corporate Sector

o.)Promotion of Mechanization, Diversified Agriculture, Secondary Agriculture, Mixed Farming and Organic Cultivation

p.)Research on GM crops

q.)Maximum use of ICT

r.)Proper collaboration between co-operatives and private agencies through government support

Conclusions:

Strengthening of agriculture will not only help in up-liftment of the farmers but also benefit the larger section of the rural poor who are directly engaged in agriculture or indirectly linked with agriculture as consumers. Efficient way of production, stabilized prices, higher income from agriculture would create a more supportive environment for the development of the economy as a whole and rural development in particular. One of the most important component of the much needed reforms is not only implementation of the policy in time but also simultaneous review and evaluations of the impact of the policies and taking immediate steps to rectify the negative impacts caused by any of the policies. Inter sectorial linkages and organization of the agricultural sector also needs to be taken up complementarily. Sustainability is another key issue. 

The visible institutional changes with new models of marketing and cultivation should be supported by government policies too. Priority investment areas identified need to be taken under action plan without any loss of time. Risk management should be forthright and incentive based system needs to be introduced to motivate farmers to efficient agriculture. Empowerment of the small and marginal farmers through education, reforms and development will ensure a better, efficient and strengthened ambience for Indian agriculture. Motivation towards new models in production and marketing along with creating awareness and imparting education to small farmers will help in development of the sector and more importantly improve the economic status of poor farmers. The action plan to strengthen agriculture in India needs to be on reforms of the sector through reduction of government intervention and allowing it to be market driven. Government should play major role as evaluator and implement commensurate policies to unbind the growth, increase investment and prioritize the area for investment etc. Parallel action plans also needed in research to increase productivity and irrigation and water management.

What is your view on Indian agriculture system? How it can be made more advanced and sustainable?

What are your suggestions/ideas to make Indian agriculture system world class?

(Written by Prakash Jha, an Alumnus of Dept. of Agriculture, BHU, Varanasi and currently JRF at IARI (Indian Agricultural Research Institute), New Delhi)

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