Under Institutional Development Plan (IDP), the NAHEP revolves around enhancing the educational relevance and quality, IDP would be linked to performance and quality enhancement. These universities would become a model for guiding the ICAR to introduce reforms in other agricultural universities.

It is also proposed to build up a strong faculty across all agricultural universities to greatly enhance the quality of agricultural education in India. This change is proposed to be brought through institutional development of agricultural universities in India.

  • Enhancing institutional and system management effectiveness
  • Improve learning outcomes, employability and entrepreneurship of agricultural students
  • Student and faculty development.

Under IDP, institutions would be funded through a selection mechanism with willingness to voluntary reform, and the potential and vision for development. This component would support (a) infrastructure critical for employment enhancing agricultural education, (b) increase public-private partnership through increased role for the stakeholders in curriculum design, faculty and students development and academic and non-academic reforms (c) enhancing reach and effectiveness of agricultural education to agribusiness, farmers and rural women, (d) promotion of academic excellence in critical/emerging areas at postgraduate and doctoral levels; and (e) increasing scope and effectiveness of networking with premier educational Institutions and Research Organizations within India and abroad.

  • Demonstrate role of reforms in governance and increasing system’s internal efficiency through the piloted programmes/courses;
  • Ensure compliance with ICAR’s policies and reforms introduced, and strengthen quality assurance mechanisms;
  • Enhance quality of human resource development and competence of faculty;
  • Take up strategic planning, and
  • Attract and shape young talent to agricultural education and profession.

The objective of IDP will be achieved through design and implementation of comprehensive and coherent IDPs containing a set of voluntary reforms, improvements in faculty competence and quality of teaching, research and consultancy, and improvement in the associated infrastructure, strengthening teaching and learning outcomes and employability of graduates, promoting interinstitutional partnerships and effective public-private linkages in research, education and extension education.

Specific Activities to be undertaken

The section titled ‘Baseline Data’ specifies the sources of data to be used for each table. Data on any variable contained in these tables shall be drawn from the same source when it appears in any part of the IDP.

Carry out a SWOT Analysis of the university in a proper framework and needs assessment, documenting the consultations held and the conclusions and recommendations needed.

Institute Achievement (last 5 years)

Submit evidences of the university’s academic and research excellence, technology dissemination, role in the state’s agriculture development, leadership, resource generation capacity, innovation, incubation and commercialization, patents, linkages, industry interface, students’ performance at national level, etc.

Proof and evidences for implementing ICAR’s initiatives such as best teacher award, Adjunct Professor, delegation of powers regarding externally funded projects, schemes (Experiential Learning Units), developing grants, etc. and levels thereof as per ICAR’S policy and norms in this regard.

    Increased employability of students as measured by Placement rate and the average salary. Overall institutional progress as measured through:

  • Increase in the overall student and faculty satisfaction.
  • Increase in cut-off marks for entrants for Masters and Doctoral degrees.
  • Percentage of external revenue from R&D projects and consultancies in the total revenue of the institution.
  • Increase in the number and quality of publications in refereed journals, and
  • Number of functional partnership developed with industry.
  • Improve learning outcomes, employability and entrepreneurship of agricultural students
  • Student and faculty development.

Selection will be based on evaluation of eligibility and Institutional Development Plans (IDPs) submitted using the prescribed formats to be developed post launch of the project. The applicant AU should strive for 20% of the project share from the state government. Proposal with assured state share will get priority in selection.

Improvement in teaching training and learning facilities
  • Starting new programmes.
  • Modernization and strengthening of existing laboratories and establishment of facilities.
  • Modernization of classrooms.
  • Updating Learning Resources
  • Establishment/Upgradation of Central and Departmental Computer Centre
  • Modernization/improvements of supporting departments.
  • Modernization and strengthening of libraries and increasing access to knowledge resources.
  • i) Minor Civil Works.
    ii)Enhancement of Research & Development and Institutional Consultancy Activities.
    iii) Faculty and Staff Development for improved competence based on Training needs analysis (TNA).

The faculty and staff after undergoing training are required to prepare a report on the training undertaken and the experience grained. The report should also include the aspects that can be used to improve the teaching-learning process, enhance/ improve research, improve equipment utilization and, make administrative and financial functions more efficient.

Share their experience with students and other faculty/staff of the institution through seminars. The report from the faculty and staff should be hosted on the institution’s web site.

Enhanced interaction with industry

The key activity areas in which industry can participate for the benefit of the institutions are:

  • Participating in curriculum design and implementation, assessment and training of students exposing students to new technologies, and providing experts for certain instructional sessions.
  • Providing opportunities for student groups to undertake problem-solving projects.
  • Providing exposure to faculty on industrial practices and latest technologies.
  • Assisting institutions in establishing new laboratories, providing literature on new technologies, and offering their laboratories facilities for joint work.
  • Training students, faculty and technical staff in new technologies and processes.
  • Collaborating in sandwich programme offerings.
  • Participating in joint R&D activities.
  • Delivering expert lectures.
  • Industry senior personnel serving as adjunct faculty.
  • Utilizing institutional resources (manpower and physical) for industrial manpower training.
  • Developing Postgraduate Education in areas of current and potential high demand.
  • Providing assistance for improving employability including entrepreneurial and skill training.
  • Conducting short term training programmes in collaboration with institutions.
  • Students’ internship to industry.
  • The key areas in which academic institutions can benefit industries;

    The existing expertise available with project institutions can be utilized by the industries for technology assessment, up-gradation and absorption. Laboratories in the institutions, especially in select areas of excellence, can be shared with industries on agreed terms. Develop innovations products and technologies which can be adopted by industries.

Faculty Development Activities
  • Establishing linkages and tie-up with foreign universities.
  • Faculty and student diversity-national and international student and faculty exchange.
  • Regular foreign faculties as adjunct/visiting professors.
  • Executive faculty international programmes for communication skills and leadership.
  • National and international faculty visits to AUs for capacity building.
  • Harnessing off shore Indians in foreign universities as guest faculty.
  • Faculty/PG student’s participation in international seminars/conferences/symposia.
  • Leadership building through international exposure and trainings.
  • Adjunct/visiting Professors, Scientists on sabbatical leave from outside the state/country to participate in teaching and research programmes of SAU.
  • Foreign Training (Overseas Associateships) for faculty up gradation.

Establishing and leveraging overseas alumni networks

One valuable source that has not been exploited fully in India is the alumni network, particularly those of the overseas Indians. The partnering universities will be encouraged to establish and leverage these networks in promoting their brands, mobilization of resources, forging linkages and enlisting foreign faculty for teaching.

  • Securing international branding and alignment.
  • Promoting mentor models through alumni linkages.
  • Creating centres for career development.
Key Indicators
  • Higher placement/employment ready for students in agro and allied industries, as measured by % students getting employment through placement cells
  • Reduced Inbreeding as measured by (a) faculty diversity, and (b) student diversity (Intermediate outcome).
  • Faculty: student ratio.
  • Research papers: Number of research papers published in reputed journals (h-Index).
  • Improved internal revenue generation.
  • Number of technologies commercialized
  • Number of registered users (farmers) in short-term courses
  • Number of industry participants in short-term courses.
  • Higher cut-off scores for students in ICAR Entrance Test (Intermediate outcome).
  • Number of ICAR Fellowships received by SAU students (Intermediate outcome).
Faculty Development for Improved Competence
  • Upgradation of qualifications.
  • Improving competence in teaching-training.
  • Development of modern learning resources and teaching aids.
  • New techniques in research.
  • Improving competence in research and consultancy.
  • Deputation to seminars, conferences and presentation of research papers.
  • Interaction with peer groups within India and abroad.
  • Establishing linkages with academic and research institutions and industry.
  • Management of industry interactions.
  • Student counselling.
Pedagogical Training

The need for Pedagogical Training at institution using the latest teaching methodologies is strongly felt for improving the teaching and training competence of faculty. The target is to cover the maximum faculty from the project institutions.