International Conference on “Knowledge, Tools, and Lessons for Informing the Design and

Implementation of Food Security Strategies in Asia” held at Kathmandu, Nepal during 14th to 17th September, 2011

Paper entitled “ Integrating Education, Farm Extension and Private Sector Efforts from

India”

Presented by

C. Ramasamy and D. Suresh Supported by

USAID’s Agricultural Innovation Partnership

Market for agricultural education in India growing (Supply side)

60 Agricultural universities; 436 Agricultural colleges

Large number of Institutes offering diploma and certificate programs and courses

Recently private investment growing.

Maharashtra - 136 private agricultural colleges Tamilnadu - 4 private agricultural colleges and 10 more private institutes.

SAUs adding more colleges

agriculture, veterinary and animal sciences, dairy , horticulture and agricultural engineering

Demand for agricultural education Agriculture - growing at 3 % Dairy & Horticulture - 5 % Food consumption basket getting more diversified higher consumption of dairy and horti. products

Processed food consumption growing due to growing urban population Organized retailing expanding

Ag graduates are in great demand from the banking and insurance sector The public and private agricultural R&D and extension is growing and so do agricultural education

Inadequate educational Infrastructure

Lack of adequate financial support and autonomy

About 40% of State Agricultural Universities faculty

positions vacant

Only 10% of ICAR budget spent on education

Dilution in quality of human resources engaged in

agricultural education, research and extension

Present status of agricultural education

Contd…

Quality of graduates continually declining (NAARM, 2011)

Unplanned growth of institutions

Poor quality of intake

Lack of practical orientation

Poor industry interaction

Less exposure to recent advances

Lack of support skills IVth Deans Committee Report

Changes that are happening

Growing population and increasing demand for high quality food and non food commodities Indian agriculture becoming more and more globalized Biotechnology applications to agriculture is being commercialized ; huge scope for GM crops as evidenced from unprecedented success of Bt. Cotton and many GM products are in the pipeline GIS is used in crop planning, fishing, drought management, etc.

Need for agricultural curriculum modernization

Foregoing discussion underscores the significance of revamping agricultural curriculum in India.

Ag. education designed mainly for green revolution era has not transformed much to meet the current needs . Though ICAR made efforts to improve the ag. education through funding support and guidance , large number of SAUs and other institutions offering agricultural education have not responded adequately Further efforts are to be made to develop agricultural education in India

Contd…. Besides demand for skilled manpower to work at grass root level keeps rising ; particularly private extension is already showing lot of promise in delivering farm inputs and advising farmers and is in need of trained manpower(para professionals) to work in rural areas Hi-tech horticulture is another area which creates employment for qualified and trained manpower. Trained manpower for animal husbandry ,dairying, poultry, food processing, sericulture and fisheries are also in demand. Agricultural graduates also moving to public administration and own business It is critical that agricultural education has to meet the diversified demand

Needed reforms in ag. curriculum

Market driven agricultural education Emphasis on agricultural related social sciences in agrl. curriculum (to understand the problems in globalization of agriculture) Curriculum to include agrl. marketing policy for national and international markets

Curri. reorientation which is:

Environment sensitive

Attitudinal changes in graduates’ minds

UG Program – Capacity Building

Need for instructional farm development Faculty training: continuous updating knowledge in frontier & emerging areas

Training to focus on pedagogy, computer related skills, knowledge about national & international agrl. curriculum development , communication skill (soft & hard)

Specialized courses in educational technology to upgradee teaching skills

Contd…

Equip new graduates with subject competency, self motivation, positive attitudes, agribusiness skills, computer & IT application skills, communication skills both in English and regional languages

SAUs could have flexible course credit system buttressed by continuous internal evaluation

Training in biotechnology, processing and value addition, GIS, remote sensing, agribusiness management, diagnostics, IPR, quality standards, exports and entrepreneurship development needed; and to be trained in LGUs

Cornell University – Sathguru Consultants perceive the Education as the key driver to the pace of progress and made unique initiatives in this direction

Sathguru Management Consultants

Established in 1985

Leadership in Technology Management in developing regions of Asia and Africa

Innovation strategy and policy advisory in 18 countries

200 professionals with diverse skills Global Mission

Cornell – in – India™ & Sathguru ®

Cornell – in – India and Sathguru engagement dates back to 1995

Initial engagement related to Life Science related research partnership and technology transfer focusing on the urgent Indian need to produce more food and fiber with optimized water use

The results so far

“High tech” and “low tech” innovations transferred

Sathguru complemented Cornell’s dual goals of commercial success and philanthropy

Cornell’s faculty involvement and reach extended through new partnerships

Leveraging reputation and competency collectively to demonstrate that economic growth and social responsibility is not a dilemma but a reality

Spin-off activities created educational opportunities consulting Government Relations Newly endowed programs and more

Cornell – Sathguru Foundation (established 2006)

A 501(c)(3) equivalent initiative in India

Supports Dual Graduate program launched by Cornell in partnership with Sathguru and Indian Universities in life sciences

Efforts with Indian planners to explore next generation education needs

The goal is to leverage national funding opportunities with complimentary contribution from Sathguru and Indian development organizations – Invitation grants and competitive

Cornell-Sathguru engaged US LGUs with Indian SAUs- rewarding in many ways for Land Grants

Great relationships

International engagement of students, faculty Administrators& Staff engagement (and trailing spouses)

Faculty consulting

Co-development of research results, technology transfer and licensing

Engagement of University Licensees in USA with that of partner entities in India

However… Global knowledge partnerships are complicated – understanding relevance Distance and culture can be an issue

Relationship development time consuming Constraint of resources (faculty, interns, staff)

Capability alignment – Academic, managerial and delivery competencies Respect for mutual brand and mutual protection

Engagement focus – sustainability driven breadth and depth

Project I

International Agriculture and Rural Development Course (IARD)

Objectives

Provide strategic and operational perspectives one merging challenges and opportunities in agriculture to US and Indian Students

Develop an awareness of the global nature of the international economy and multi-disciplinary nature of issues to them

Institutions Involved

Cornell University, USA

TNAU, Coimbatore

UAS, Dharwad

ANGRAU, Hyderabad

GBPUAT, Pant Nagar

Universities in Thailand

Module 1: INTAG 402

Video compressed lectures (13 nos) to impart knowledge in major issues and challenges in international agriculture and rural development

Module 2: INTAG 602

Joint field visits of US, Indian and Thai students to acquire hands-on-experience in agriculture and rural development in these countries

Modules of INTAG

Interacting with Indian Farmers in Hyderabad

Visit to Biotech Industry (Monsanto)

Bt Cotton…

INTAG Students in Thailand

Wholesale Agriculture Market Orchids Farm

No. Year No. of Students

1 2004-05 13

2 2005-06 8

3 2006-07 7

4 2007-08 7

5 2008-09 13

6 2009-10 13

7 2010-11 6

Participation from TNAU

Sensitized on the emerging challenges and opportunities in agriculture

Understood the complexity of Indian and global agriculture through field trips

Improved communication skills (written & spoken)

Video-conferencing assisted in confidence

building and presentation skills

Multifunctional career options

Impact on Indian Students

CONT…

Acquired International experience in Agriculture

Exposed to frontier areas of science and state of the art laboratories

Experienced with innovative learning processes such as special lectures, field visits, group activities, blackboard interaction, video conferencing etc

Instilled self confidence for higher academic pursuits

Impact on Faculty

Acquired international experience and integrated lessons learned in the curriculum Synthesized new courses encompassing growing concerns of

globalization in agriculture Explored the possibilities of research collaborations and faculty exchanges in cross cutting theme areas

CRIDA, Hyderabad Thailand

Impact on the Institution Developed new courses besides revising the existing curriculum to match with global agriculture State-of-the-art Communication laboratory facility and e-learning modules created as a follow up of students feedback Served as a base to establish dual degree program between TNAU and Cornell

Project 2

Unique Initiatives – Linkage with Agribusiness firms

Unique initiatives - Centre for Executive Education

Created in partnership with Cornell for delivering Executive Education

Trained over 1200 Indian managers – A self sustaining model

Exposure to science administrators, policy planners, industry captains and the academia in getting “future ready”

What we do..

Shaping strategy and building public private linkages. Global growth planning - footprint analysis Strategic repositioning – diversity analysis Allied sector linkages and next generation opportunities

Large food chain integrators, retailers, processors, product developers, donor Institutions and multilateral development bodies gained experience Tata, ITC, Unilever, ConAgra and 12 other large food brands, several

mid-sized companies

Sector trends and enterprise level competitive advantage assessment – Focus on linking technology advancements to market needs

Program Details

Program is conducted in India and in the U.S. and its focus is on: 1. Technology transfer opportunities and issues in agriculture

and food product commercialization

2. Food retailing and supply chain management; and

3. International food marketing standards and World Trade Organization regulations

Project 3

MPS / M Tech Dual Degree Program First ever outcome of Cornell-TNAU-Sathguru-TATA Trust Collaboration

Need

Huge Post Harvest losses / Requirement to procure raw material from open market – as opposed to the practice of complete backward linkage in developed economies Leading Indian food players focus entirely on the processing end while ignoring procurement, quality of raw material and farming practices.

Much larger number of intermediaries in the system than one would see in food chains elsewhere. To modernize system well trained man power in biotechnology, food science and agricultural marketing is needed

The degrees offered are:

MPS-Food Science at Cornell University & M. Tech (Food Processing and Marketing) at TNAU

MPS-Plant Breeding and Genetics at Cornell University & M. Tech (Biotechnology and Business Management) at TNAU

Funding Support by the Sir Ratan Tata Trust, Cornell Sathguru Foundation for Development

CORNELL CREDITS

Food Science

23

6

1

5

34

Food Science

Seminar

IARD

TNAU

Plant Breeding & Genetics

20

6

1

6

3

34

Plant Breeding

Research

Internship

TNAU

Seminar

IARD

Research

Credits Composition

COMBINED CREDITS

Purpose of Faculty Deputation at Cornell

Designed flexible course and curriculum development for MPS

and M. Tech programs

Laboratory Methods standardization were incorporated

New Experiential learning modules and case studies were developed

Provide mentoring support to MPS Research topics identification students

Modern teaching aids and methods would be used to enhance greater learning among the individuals

From left: KM. Shivakumar, Assistant professor (Agrl.Econ), P. Prema, Asst. Librarian G. Hemalatha, Associate Professor (Food Science) and K. Thangavel, Professor (Food Process Eng.)

Progress….

32 students enrolled – 26 qualified with Cornell and TNAU degree

12 Faculty from TNAU and 8 faculty from Cornell participated in faculty exchange for the program success

ICAR Supports extending this initiative to Ph.D to two more SAUs forthcoming from this year

Greatest Challenges

To develop a program that provides a well rounded experience

Time difference between the USA and India

Adjusting to cultural differences

Use of video-conferencing involving multiple partners

Follow-up and feedback

Project 4

Agricultural Innovation Partnership Supported by USAID

India: Banaras Hindu University, Sardar Vallabhbhai Patel University of Agriculture and

Technology and Rajendra Agricultural University USA:

Cornell University, Tuskegee University, University of Georgia, University of Illinois, Ohio State University, University of California, Davis Private Sector:

Tata Chemicals, John Deere and Sathguru

Agricultural Innovation Partnership Lead Implementing Agency - Cornell University, Ithaca

Goal: Improve food availability, nutrition and health in eastern India and Africa while providing opportunities for diversification of income and consequent economic and social advancement of the rural poor and women in particular by modernizing agricultural sciences curriculum and extension programs

To be implemented in Agricultural Universities located in Indo-Gangetic plains

Comprise of two major components - duration of 5 years. 1- Improve agricultural education at targeted institutions 2- Improve agricultural extension programs

Target Beneficiaries

Component 1 : Agricultural Education Component 2 : Agricultural Extension

Banaras Hindu University, Agricultural Universities in Eastern

India and African countries like Liberia, Kenya and Malawi

Agriculture Graduates Teaching faculty

Non teaching faculty

Farmers Rural Community

Agriculture Technology Management Agency (ATMA)

State Department of Extension (India & Africa)

Krishi Vigyan Kendras (KVK)

Agriculture Extension Specialists- Public /Private

Activities so far

A Curriculum Development and Planning workshop organized at BHU and work plan developed. 3 faculties from SVPUA&T & 4 faculties from BHU were trained in curriculum development at US partner universities. The new curriculum has been designed in SVPUA&T and is in the process of approval. A workshop planned jointly with ICAR to discuss about the curriculum development and sensitize the policy makers and administrators in the area of agricultural education and extension.

Revamping agricultural extension system

Public system unable to meet the demands of the farmers in terms effective delivery of knowledge and skills for modern farming

Increasing presence of private extension by the participation of input companies and NGOs

Introduce public private partnership (PPP) in transmitting knowledge and products of the agricultural universities;

Tata chemicals and John Deere will work with AIP project universities in delivery of knowledge and technologies in Indo-Gangetic plains

Project 5 - Horticulture Collaborative Research Support Program

Globally led by University of California, Davis

Lead in Bangladesh Cornell University & BARI in partnership with UC, Davis, and Sathguru, India

Project on “Horticulture, Food Safety and Adoption of GAP”

Initially awarded an Exploratory Project of one year for ground level food safety position analysis though stakeholder consultation and developing action plan for the subsequent Pilot Project for three years.

Objectives

Map base line levels of food contaminants that emanate from the farm and thereafter until consumption, and implement Good Agriculture Practices that will help to provide resource poor communities an access to nutritious fruits and vegetables that are contamination free and safe to consume

Adopt and implement the Good Agriculture Practices in the Khulna region as a pilot effort

Capacity Building and Awareness

Development of low cost detection systems

Thank you