REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

1. Sixth Deans’ Committee: Terms

of Reference

1.1 Constitution of Committee for drafting the Implementation Strategy

for Higher Agriculture Education
As a follow up to the National Education Policy-2020 (NEP 2020),
ICAR, as Professional Standards Setting Body (PSSB) of agricultural
education for the NEP-2020, set up a high-level committee comprising the
Vice Chancellors of Agriculture Universities. It was asked to devise a strategy
for implementing NEP-2020 in agricultural education. Besides several other
recommendations, the high-level committee recommended the constitution
of Sixth Deans’ Committee for restructuring the course curricula, framed
by the Fifth Deans’ Committee. Universities have adopted the Fifth Deans
Committee for implementation since 2016. The NEP-2020 required that this
course curriculum is restructured to fit into the new academic regime.

1.2 Notification for Setting up the Sixth Deans’ Committee

On the Recommendations of ICAR-NEP Implementation Strategy
Committee, ICAR constituted the Sixth Deans’ Committee on August 17,
2021 (orders issued on Sep 15, 2021) vide notification F. No. Edn.5/24/202/
EQR/VI Deans. The 6th Deans’ Committee was mandated to restructure the
existing course curricula so as to enable implementation of NEP- 2020 in
agricultural education.

1.3 Terms of References of the 6th Deans’ Committee

i) Restructuring of all UG Programs, all UG programs to be restructured
as per NEP-2020 and NHEQF.
ii) Structure of first year UG Certificate Course, areas, end of course test
and criteria for entry into second year Diploma course as per provisions
of NEP-2020.
iii) Admission Criteria for UG-Certificate and UG Diploma courses, in
view of the multiple entry and exit system provision under NEP-2020.
iv) Guidelines for Entrepreneurship of students.
v) Guidelines on provision for increasing gross enrolment ratio (GER),
progressively.
vi) Defining UG and PG degrees for general market needs, as well as for
specialist jobs and uniformity in UG and PG degree nomenclature.
vii) Any other point related to NEP-2020.

1
 2. Prologue

2.1 Aim of Restructuring Agricultural Education

Education is at the heart of both personal and community development;
its mission is to enable each of us, without exception, to develop all our talents
to the full and to realize our creative potential, including responsibility for
our own lives and achievement of our personal aim. There is, therefore, every
reason to place renewed emphasis on the moral and cultural dimensions,
apart from what is taught presently, enabling each person to grasp the
individuality of other people and to understand the world’s progression
towards an uncertain future.
The 21st century is showing all signs of providing unprecedented means
for communication and for the circulation and storage of information.
Therefore, it will impose on education two demands which at first sight may
appear contradictory. Education must transmit, efficiently and on a massive
scale, an increasing amount of constantly evolving knowledge and know-
how adapted to a knowledge driven civilization, because this forms the
basis of the skills of the future. At the same time, it must find and mark the
reference points that will make it possible, on the one hand, for people not to
be overwhelmed by the flow of information, invading the public and private
domains and, on the other hand, to keep the development of individuals and
communities as its end in view. Education must, as it were, simultaneously
provide maps of a complex world in constant turmoil and the compass that
will enable people to find their way in it.
In this view of the future, traditional responses to the demand for
education that are essentially quantitatively, and knowledge based are no
longer appropriate. It is not enough to supply each student with a store of
knowledge to be drawn on from then on. Instead, everyone must be equipped
to seize learning opportunities throughout life, both to broaden her or his
knowledge, skills, and attitudes, and to adapt to a changing, complex and
interdependent world.

2.2 Four Pillars of Education

The International Commission on Education in its report “Learning:
The Treasure Within” (UNESCO, 1996) has defined “why and how” agenda
for modifying education for 21st century, globally. It advocated inclusion of
the concept of following four pillars of education if education is to succeed in

2
 REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

its task. NEP also has advocated similar perspective of future education system in India. Sixth Deans’
Committee would like to lay stress on institutions to reorganize their existing academic system of
agricultural education around these four fundamental types of learning. In a way these pillars must
remain the pillars of knowledge, throughout a person’s life.
1. Learning to know -- acquiring the instruments of understanding.
2. Learning to do -- to be able to act creatively on one’s environment.
3. Learning to live together -- so as to participate and cooperate in all human activities.
4. Learning to be an essential progression which proceeds from the previous three.
These four paths of knowledge, all form a whole with many points of contact, intersection, and
exchange among them.

2.3 Constitution of the report

The report is in two parts. PART-I comprises General Report on curriculum and credits as
well as other general guidelines on admissions, evaluations, etc., that is applicable to all disciplines,
colleges, universities, institutions, who are involved in imparting higher agricultural education in
any of the following ways in the country.
PART-II of the report comprises discipline-wise recommendations, on restructured course
curricula of undergraduate degree programs, for 13 ICAR approved disciplines, as follows.
1. Agriculture
2. Agricultural Engineering
3. Biotechnology
4. Dairy Technology
5. Fisheries Science
6. Food Technology
7. Forestry
8. Community Science
9. Horticulture
10. Food Nutrition and Dietetics
11. Sericulture
12. Agribusiness Management
13. Natural Farming

3
 3. Executive Summary

New Education Policy-2020 (NEP-2020) of India proposed many

changes in the education system of India, including higher agriculture
education system. A national level Committee was constituted by ICAR to
develop an implementation strategy to comply with various provisions of
National Education Policy (NEP-2020). ICAR constituted the Sixth Deans’
Committee to restructure the existing course curricula so as to enable
implementation of NEP-2020 in agricultural education. As per the NEP-
2020 recommendations, the Sixth Deans’ Committee has incorporated
following several new initiatives in the proposed restructured UG curricula.

3.1 Classification of level of courses with targeted outcomes

The courses have been classified as per the level of teaching and also
based on targeted outcome.
· The 1st year of the UG programme (NHEQF Level 4. 5) includes the
Foundation courses, introductory courses and skills enhancement
courses/training in the chosen area, ability enhancement courses. It
is aimed that student/s will acquire the basic knowledge in respective
disciplines and adequate skill in some selected areas, to enable them
for employment/ entrepreneurship.
· The 2nd year (NHEQF Level 5) includes the basic core courses and
additional skill enhancement in chosen areas/ courses. It is aimed that
the student/s will acquire the higher level knowledge in respective
disciplines and adequate skills in some selected areas, to enable them
employment at middle level/ supervisory level or for entrepreneurship.
· The 3rd year includes the advanced core subjects and their practical
applications with an objective that the student will have deeper
understanding of the subjects and their major application areas.
· The 4th year (NHEQF Level 6) will have the specialization/ elective
courses and advanced skill enhancement through project and
internship. The student will acquire advanced knowledge and skill
in different areas so as to meet the higher order requirements of the
society and industry as well as other prospective employers. It will also
enable the graduates to become a job provider rather than a job seeker
through establishment of enterprises in concerned fields.

4
 REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

3.2 Multiple Entry and Exit

There is provision of multiple entry and exit at different levels. The student/s will have the
option to exit after the 1st year. He/ she/ ze has to complete 10 weeks of internship (10 credits) after
1st year (2 semesters) to be eligible for award of UG-Certificate. The student has another option to
exit after the 2nd year. The student has to complete another 10 weeks of internship (10 credits) after
2nd year (4 semesters) to be eligible for award of UG-Diploma.
After four years of study, the student will be awarded UG degree in concerned discipline. No
exit after 3 years (6 semesters) is recommended considering the professional nature of the courses.
The lateral entry at 3rd semester will be for the candidates having UG-certificate or those who
have completed Diploma (3 years course after 10th) in recognised HAEIs. The lateral entry in 5th
semester will be for candidates who have completed UG-Diploma.

3.3 New courses for acquiring advanced knowledge and skill and for strengthening their
cultural and ethical values and through choice based programs
3.3.1 Deeksharambh (Induction—cum-foundation course)
A course entitled “Deeksharambh” (0+2) (Non-gradial) will be offered at the start of first
semester for a duration of two weeks. This will create a platform for students to learn from each
other’s life experiences, help for cultural Integration of students from different backgrounds,
know about the operational framework of academic process in university, instilling life and social
skills, social awareness, ethics and values, team work, leadership, creativity, etc. It will also help in
identifying the traditional values and indigenous cultures along with diverse potentialities both in
indigenous and developed scenario. There will be sessions by alumni, business leaders, outstanding
achievers in related fields, people with inspiring life experiences as well as the University academic
and research managers.
3.3.2 Common courses
The following common courses have been proposed to be offered across the disciplines. This
will enable the student for better communication skills and personality development as well as to
have a broader view of agriculture and allied sectors, which will allow them for future collaboration
with other sectors to face the next generation challenges from a holistic point of view.
· Farming based livelihood systems
· Entrepreneurship Development and Business Management
· Agriculture Marketing and Trade
· Communication Skills
· Personality Development
· Environmental Studies and Disaster Management
· Agricultural Informatics and Artificial Intelligence
In addition to these common courses and Deekshyarambh, the courses such as Physical
Education, First Aid, Yoga Practices, Meditation, NCC and NSS have also been made compulsory
for students for better social awareness and health of the future generation.

5
 REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

3.3.3 New age courses

New age courses like artificial intelligence, robotics, machine learning, etc. have been
incorporated into the course curricula. Besides an array of elective courses have been included so
that the student can get deeper knowledge and understanding in the subject of his/her/ze interest.
Due emphasis has been given to include the latest topics and subjects in both core and elective
courses. Practical exercises and teaching methodology are proposed to make the young generation
more imaginative, innovative, ingenious, creative and competent.
3.3.4 Online courses
The students will have to take a minimum of 10 credits of online courses, comprising one or
more courses, as a partial requirement for the UG programme. The online courses can be from
any field such as Basic Sciences, Humanities, Psychology, Anthropology, Economics, Engineering,
Business Management, Languages including foreign language, Communication skills/ Music, etc.
and can be taken from any online portal. The objective is to allow the students to groom their
passion or strengthen their knowledge and competency in any field beyond prescribed courses.
3.3.5 Elective courses
The institutions will offer a bouquet of Elective courses to be offered to the students. The
students will have the freedom to choose a subject among these courses. The institutions should
develop capabilities to offer maximum of the Elective courses proposed in this report. The institutions
will also have the liberty to develop new Elective courses as per local needs and available expertise.

3.4 Imparting Traditional Knowledge, Values and Ethics

Due emphasis has been given for imbibing the traditional knowledge, values and ethics among
the students through different courses like the Deeksharambh, NCC/ NSS. It is proposed that Study
tours shall be conducted across the country to make the student aware about the socio-cultural-
economic status of the people of the country and develop respect for their values and ethics.

3.5 Entrepreneurship development as a career path

The restructured undergraduate curricula are designed to enable the students to take up
entrepreneurship as a career path. As per NEP- 2020, the curricula in all the disciplines of Agricultural
education have been refined and fine-tuned with intensive focus on choice-based skill enhancement
programs.
Skill enhancement courses are included in different modes as follows:
· Skill enhancement courses in the 1st year and 2nd year as part of the course programs;
· Internship for exit programs after 1st year/ 2nd year; and
· Advanced skill enhancement through Student READY programs such as in-plant training/
internship/ projects in 4th year.

The skills acquired must make the students proactive, pioneering, prospect oriented during
their internship or industrial attachment to serve as apprentices in the relevant field. It will empower
them to grasp viable avenues of self-employment and entrepreneurship along with diversified career
options in different facets of related domains.

6
 REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

3.5.1 Skill Enhancement Courses

Skill enhancement courses are essential requirements for any programme (UG-Certificate/ UG-
Diploma or Degree). These will be choice based; student can choose the areas of skill enhancement
from a bouquet of skill enhancement modules offered by the parent institution. The institutions will
develop capabilities for offering such courses.
An institution is at liberty to (and in fact, it should) work in partnership with capable
organizations/ companies/ NGOs/ progressive entrepreneurs/ farmers for running various skill
enhancement programs.
The University/ HAEIs may also formulate and offer courses in any other areas as identified
by it, based on institutional expertise/ capabilities/ resources. In addition, the skill enhancement
courses suggested by the UGC, may also be offered.
3.5.2 Internship
Those students who wish to exit with UG-certificate after one year, has to undergo 10 weeks of
internship programme (10 credits) after 1st Year. Similarly, the students who wish to exit with UG-
Diploma after 2nd year, has to undergo 10 weeks of internship programme (10 credits) after 2nd Year.
The goal of Internship at exit for UG-Certificate and UG-Diploma is to further strengthen skills in
the chosen area/ subject.
Internship should be preferably arranged outside of the parent institution at any assigned
organization/ industry/ research institution/ project or with a progressive farmer/ agri enterprise,
etc.
3.5.3 Projects
For some disciplines, Projects have been kept as an integral part of the course programme.
This will enable the students to develop required competencies and skill in either research or
entrepreneurship or potential employment avenues rather than having only mere qualifications.
They will be able to choose appropriate career in research or employment/ entrepreneurship, discover
their interests, aptitudes and potentialities and maximise their potentialities and self-confidence. It
will also add to creativity and critical thinking of the students.

3.6 Introduction of new degree programs

Two new degree programs have been proposed in this report in two important areas.
1. Considering the natural strength of the country and future opportunities, a new UG course on
Natural farming has been included. The syllabus is based on Bhartiya Prakartik Krishi Paddhati
(BPKP) in India to enhance production, sustainability, saving of water, improvement in soil
health and farmland ecosystem, and reducing the market inputs. These important aspects of
natural farming are considered as cost-effective and suitable for livelihood of large number of
farmers and sustainable rural development.
2. A new degree programme on Agribusiness Management has been included. These students are
expected to acquire competency and confidence to start their own enterprise, as well as will
have adequate competency for getting jobs.

7
 REPORT OF THE ICAR SIXTH DEANS’ COMMIT TEE

3.7 Light but tight educational programme

As per the norms of the NEP-2020, the programme has been made light but tight for the
students. The total credit hours have been kept at 166 considering the specific need of the professional
courses, however, in some of the disciplines, viz. Agril Engineering, Food Technology and Dairy
Technology, the total credit hours ranged from 172 to 174. At the same time, the students have been
given the option of the skill development courses, internship, online courses, etc., which will make
their learning experience more pleasurable and learning efficient.

3.8 Progressive evaluation

In the course programme, 20% has been kept for progressive assessment of the student within
the semester in form of quizzes/ group assignments. The assessment of the students through quizzes
should focus on their critical thinking and creativity rather than rote reading.
The quiz and progressive assessment can also be considered in the form of group assignments
(which should encourage creativity, critical thinking and problem- solving attitude).

3.9 Academic Bank of Credit

As per NEP-2020 guidelines, the HAEI will create an Academic Bank of Credits (ABC) of
each student and recognise the ABC of a student as per the norms of the HAEI/ NEP-2020
recommendations.

3.10 Migration of students from one institution to other

It has been proposed for inter-institutional transfer of students with accumulation of the
ABC. The University/ HAEI may admit students either by holding its own admission test or use
merit as criteria or by following any of the existing norms of both transferring and accepting
Universities/HAEIs. The migration shall be subject to availability of seats at the accepting HAEI.
It is recommended to make institutional migration after 4th semester. HAEIs are at liberty to put
in place rules/ regulations relaxing/ modifying existing provisions of migration, providing more
freedom and ease to students.

3.11 Minimum requirement for establishing colleges for agriculture and allied disciplines
The minimum requirements for establishing colleges for 13 agriculture and allied sciences
disciplines shall be as per the ICAR Model Act-2023 and various guidelines and orders being issued
by ICAR from time to time.

3.12 Making implementation of the recommendations of the Deans’ Committee mandatory

Efforts have been made to improve the quality of agricultural education to make it internationally
competitive. Implementation of the recommendations of the Sixth Deans’ Committee to be made
mandatory for accreditation of academic programs and academic institutions by the National
Agricultural Education Accreditation Board (NAEAB) of ICAR.