A new era of education for agriculture, allied sciences and livelihood sustainability
Prof. (Dr.) PARSHANT BAKSHI
The National Education Policy 2020 (NEP 2020) offers a bold, system-wide rethinking of Indian education. Although, NEP is broad in scope, several of its provisions directly affect agricultural universities (AUs) from undergraduate design to research, extension, and industry linkages. For agricultural higher education, NEP 2020 creates opportunities to make curricula more multidisciplinary and flexible, boost skill-based and vocational training, strengthen research and innovation, widen access and equity, and reorganize institutional structures for better governance and outreach.
- Why NEP 2020 matters for agricultural universities
NEP explicitly recognizes that agriculture and allied disciplines are under-represented in higher education and calls for improved capacity and quality to supply professionally trained graduates, technicians and researchers who can raise productivity, foster innovation and link science to markets. Strengthening AUs therefore aligns with national priorities of food security, rural livelihoods, climate resilience and agribusiness growth.
- Core NEP features that reshape agricultural higher education
- Multidisciplinary, flexible degrees and multiple entry exit
NEP promotes multidisciplinary Higher Education Institutions (HEIs), flexible credit frameworks, multiple entry-exit and degree stacking (e.g., certificates ? diploma ? bachelor ? master). For AUs, this means students could combine core agricultural sciences with economics, data science, environmental science, public policy or entrepreneurship producing graduates with hybrid skills suited to modern agrisystems and agribusiness.
- Credit bank, credit mobility and inter-institutional collaboration
A national credit bank/academic bank of credits and mobility across institutions (including HE clusters) enable students to move between agricultural, general and technical institutions – easing cross-discipline exposure (e.g., AI/data courses for plant protection, biotech modules for breeding). ICAR implementation guidance highlights adopting credit systems suited to agricultural curricula.
- Emphasis on experiential, competency-based and vocational education
NEP places a strong premium on experiential learning, internships and vocational education aligned to local economies. For AUs, this opens scope to expand field practicums, incubation hubs, on-farm learning, apprenticeship with agribusiness, value-chain internships and short vocational certificates (post-harvest technology, organic farming, precision irrigation).
- Research, innovation and faculty development
NEP calls for strengthening research through multidisciplinary centers, improved doctoral supervision, teaching-research integration and incentives for research excellence. Agricultural R&D – historically central to national policy through ICAR can be reoriented to foster translational research (farm-level uptake), public-private research partnerships, and student involvement in problem-solving projects.
- Technology, digital delivery and continuous professional development
NEP endorses digital learning tools and teacher training. AUs can incorporate remote sensing, digital agronomy platforms, e-extension modules, blended instruction and Massive Open Online Courses (MOOCs) for continuing education of farmers, extension personnel and in-service teachers.
- Local languages, inclusion and equity
NEP’s focus on regional languages, greater access for disadvantaged groups and scholarships can strengthen rural participation in agri-education and produce professionals fluent in local contexts -important for extension and community adoption.
- Practical implications – what will change on campus and in the field?
- Curriculum & Program Design
Move from narrow, discipline-only degrees to modular curricula that allow minors and electives (e.g., Data Science for Agriculture, Agri-Entrepreneurship). Introduce stackable credentials and shorter industry-aligned certificates for life-long learners (e.g., post-harvest logistics).
- Teaching & Assessment
Greater use of project-based learning, problem solving tied to local farms and agri-enterprises; assessment becomes competency-oriented rather than only terminal exams.
- Research & Extension
Reconfigured research to be multidisciplinary and translational: AUs can start mission-oriented courses (climate-smart horticulture, digital agriculture), strengthen partnerships with industry and NGOs, and involve students in extension drives.
- Governance & Institutional Structure
The NEP vision of multidisciplinary HEIs and Higher Education Clusters offers a roadmap for AUs to collaborate regionally (with general universities, engineering, business schools) or transition some institutions toward multidisciplinary structures (subject to statutory/regulatory frameworks and ICAR coordination).
- Opportunities created for agricultural education
- Produce future-ready graduates with skills in precision agriculture, data analytics, climate adaptation and agribusiness.
- Scale vocational training for rural youth and returning farmers via micro-credentials and short courses.
- Foster entrepreneurship by linking incubation, market access and credit readiness to curricula.
- Enhance extension through blended digital modules and widespread, student-led farmer engagement.
- Integrate sustainability into every programme – soil health, biodiversity, circular economies, and low-carbon practices.
- Challenges & risks AUs must manage
- Regulatory & statutory alignment: AUs are governed by complex state statutes and by ICAR moving to multidisciplinary models will need policy alignment and legislative clarity.
- Capacity and faculty training: Faculty re-skilling for multidisciplinary teaching, digital pedagogy and research mentoring is essential.
- Infrastructure & funding: Labs, data infrastructure, extension platforms and partnerships require investment.
- Change management: Curricular reform, credit systems and industry partnerships require coordinated institutional change and stakeholder buy-in.
- Equitable access: Ensuring rural and marginalized students benefit requires proactive scholarships and outreach.
- Roadmap: recommendations for agricultural universities (practical steps)
- Curriculum audit & modular redesign: current programs to NEP competencies; introduce interdisciplinary minors and stackable micro-credentials.
- Set up HE clusters & MOUs with nearby universities, engineering and business schools for cross-registration and joint degrees.
- Scale field-based experiential learning – mandatory internships, farm labs, community projects and extension fellowships.
- Faculty development programme – continuous training in pedagogy, digital tools, supervision and industry engagement.
- Industry & start-up linkages – create incubation centres, agritech accelerators and placement pathways.
- Digital & extension platforms – deploy e-extension, precision farming toolkits, and remote sensing labs for practical instruction.
- Governance alignment with ICAR & state authorities – statutory changes, adopt credit banking and align accreditation roadmaps.
- NEP 2020 as a catalyst, not a panacea
NEP 2020 provides a transformative framework for agricultural universities – one that can modernise curricula, bridge academia and field practice, and prepare graduates for rapidly changing agri-ecosystems. Yet transformation will depend on careful implementation: regulatory coordination (especially with ICAR and state governments), sustained investment in faculty and infrastructure, and close collaboration with farmers, industry and extension networks. With deliberate planning, AUs can emerge as multidisciplinary hubs that drive innovation, sustainability and inclusive rural development – realising a new era for agricultural education in India
(The author is Head, Fruit Science, SKUAST Jammu)