NAHEP Annual Report 2022 23

NAnnual Report
2022-23
National Agricultural Higher Education Project (NAHEP)

Indian Council of Agricultural Research and World Bank Project
Annual Report 2022-23
National Agricultural Higher Education Project

(NAHEP)
Indian Council of Agricultural Research and World

Bank Project
2
Printed September, 2023

Citation NAHEP Annual Report 2022-23: National Agricultural Higher Education
Project, ICAR, New Delhi
Edited by Dr R. C. Agrawal, Deputy Director General (AED) and National Director
Dr Hema Tripathi, National Coordinator
Dr P. Ramasundaram, National Coordinator
Dr Anuradha Agrawal, National Coordinator
Dr S. S. Rathore, National Coordinator
Dr Dhiraj K. Singh, M&E Consultant
Mr Guna Nand Shukla, M&E Consultant
Mr Arvind Jha, M&E Consultant
Mr Nilesh Deshmukh, M&E Consultant
Compiled by Dr P. Ramasundaram, National Coordinator
Component 1a:
Dr Shanti Singh, Research Associate
Dr Anuradha Agrawal, National Coordinator
Component 1b & 2: Dr D.K. Jayswal, Research Associate
Dr Suvarna Mahalle, Research Associate
Dr S. S. Rathore, National Coordinator
Component 1c:
Dr Shailja Thakur, Research Associate
Dr Hema Tripathi, National Coordinator
Monitoring & Evaluation
Dr Ritika Joshi, Research Associate
Mr Kumar Rajesh, Director
Procurement
Mr Rajesh Kumar Jha, Deputy Secretary
Management:
Mr Ashish Pandey, Senior Research Fellow
Mr N. K. Arora, Deputy Director Finance
Finance Management
Ms Neha, Finance and Account Officer
Environmental Safeguard Ms Indira Prakash, Specialist
Dr Dhiraj K. Singh
Mr Guna Nand Shukla
M & E Consultant
Mr Arvind Jha
Mr Nilesh Deshmukh
Published by: National Director, NAHEP
Phone + 91-11-2584 8772
Email nd.nahep@icar.gov.in
Website https://nahep.icar.gov.in/
Copyright Indian Council of Agricultural Research, New Delhi
Disclaimer The information collated and edited in this volume is mainly based on the input
provided by Principal Investigators (PIs) of the sub-projects funded by NAHEP
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Abbreviations
S.N. Abbreviation Full Form
1 AAU Anand Agricultural University
2 AAU Assam Agricultural University
3 AED Agricultural Education Division
4 AGV Automated Guided Vehicle
5 AHEPC Agricultural Higher Education Programme Committee
6 AI Artificial Intelligence
7 AICE All India Competitive Examination
8 AICTE All India Council for Technical Education
9 AIEEA All India Entrance Examination for Admission
10 AMS Academic Management System
11 ANDUAT Acharya Narendra Deva University of Agriculture and Technology
12 ANGRAU Acharya N.G. Ranga Agricultural University
13 APPA Agricultural Pest Prediction and Advisory
14 AR Augmented Reality
15 ARS Agricultural Research Service
16 ASTRA Association for Startups and Technology Refinement in Agriculture
17 ATARI Agricultural Technology Application Research Institute
18 AU Agricultural University
19 AUIPS Agricultural University Implementation Performance Scoreboard
20 AWS Automatic Weather Station
21 BASU Bihar Animal Sciences University
22 BAU Birsa Agricultural University, Ranchi
23 BCKV Bidhan Chandra Krishi Vishwavidyalaya
24 BITS Birla Institute of Technology and Science
25 CA Conservation Agriculture
26 CAAST Centre for Advanced Agricultural Sciences and Technology
27 CAD Computer-aided design
28 CAU Central Agricultural University
29 CCSHAU Chaudhary Charan Singh Haryana Agricultural University
30 CDC Career Development Centre
31 CEO Chief Executive Officer
32 CFCB Coconut Fibre enhanced Cement Board
33 CGIAR Consultative Group on International Agricultural Research
34 CGKV Chhattisgarh Kamdhenu Vishwavidyalaya
35 CGPA Cumulative Grade Point Average
36 CIFE Central Institute of Fisheries Education
37 CIL Central Instrumental Laboratory
38 CMD Chief Managing Director
39 CPI Co-Principal Investigator
40 CPV Canine Parvo virus
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41 CQS Consultants’ Qualification Selection
42 CRS Coconut Research Station
43 CSAUT Chandra Shekhar Azad University of Agriculture & Technology
44 CSAWM Climate Smart Agriculture and Water Management
45 CSIR Council of Scientific and Industrial Research
46 CSKHPKV Chaudhary Sarwan Kumar Himachal Pradesh Krishi Vishwavidyalaya
47 DARE Department of Agricultural Research and Education
48 DC Data Centre
49 DDG Deputy Director General
50 DG Director General
51 DUVASU Pt. Deen Dayal Upadhyaya Pashu Chikitsa Vigyan Vishwavidyalaya Evam Go-
Anusandhan Sansthan
52 DYSPUH&F Dr Yashwant Singh Parmar University of Horticulture & Forestry
53 EAP Equity Action Plan
54 EFC Expenditure Finance Committee
55 EMF Environment Management Framework
56 ES Environmental Sustainability
57 ESP Environmental Sustainability Plan
58 ETP Effluent Treatment Plant
59 F&AO Finance and Account Officer
60 FBS Fixed Budget Selection
61 FM Financial Management
62 FMS Financial Management System
63 FPO Farmer Producer Organisation
64 FY Financial Year
65 GADVASU Guru Angad Dev Veterinary and Animal Sciences University
66 GBPUAT G.B. Pant University of Agriculture and Technology
67 GIS Geographic Information System
68 GRM Grievance Redressal Mechanism
69 HAU Haryana Agriculture University
70 HEI Higher Education Institute
71 HP Horsepower
72 HRM Human Resource Management
73 IA Impact Assessment
74 IABM Institute of Agri Business Management
75 IARI Indian Agricultural Research Institute
76 IASRI Indian Agricultural Statistics Research Institute
77 ICAR Indian Council of Agricultural Research
78 ICB International Competitive Bidding
79 ICT Information Communication and Technology
80 IDP Institutional Development Plan
81 IFS Integrated Farming System
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82 IG Innovation Grants
83 IGKV Indira Gandhi Agricultural University
84 IIIC Industry Institution Interaction Cell
85 IIT Indian Institute of Technology
86 ILMS Integrated Library Management Software
87 IPR Intellectual Property Rights
88 IR Intermediate Results
89 IRRI International Rice Research Institute
90 IT Information Technology
91 ITK Indigenous Traditional Knowledge
92 IVRI Indian Veterinary Research Institute
93 JAU Junagadh Agricultural University
94 JNKVV Jawaharlal Nehru Krishi Vishwavidyalaya
95 JRF Junior Research Fellow
96 KAB Krishi Anusandhan Bhawan
97 KAU Kerala Agricultural University
98 KMF Knowledge Management Framework
99 KMP Knowledge Management Portal
100 KVASU Kerala Veterinary and Animal Sciences University
101 KVC Krishi Vishwavidyalaya Chhatr
102 KVK Krishi Vigyan Kendra
103 LAC Learning and Assessment Centre
104 LCC Leaf Color Chart
105 LCS Least Cost Selection
106 LIB Limited International Bidding
107 MAFSU Maharashtra Animal & Fishery Sciences University
108 MAHYCO Maharashtra Hybrid Seeds Co.
109 MD Managing Director
110 MHU Maharana Pratap Horticultural University
111 MIS Management Information System
112 MOOC Massive Open Online Courses
113 MPKV Mahatma Phule Krishi Vidyapeeth
114 MPUAT Maharana Pratap University of Agriculture and Technology
115 MTR Mid-Term Review
116 NAAC National Assessment and Accreditation Council
117 NAARM National Academy of Agricultural Research Management
118 NABARD National Bank for Agriculture and Rural Development
119 NABL National Accreditation Board for Testing and Calibration Laboratories
120 NAHEP National Agricultural Higher Education Project
121 NARES National Agricultural Research & Education System
122 NAU Navsari Agricultural University
123 NBPGR National Bureau of Plant Genetic Resources
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124 NC National Coordinator
125 NCB National Competitive Bidding
126 NCDC National Cooperative Development Corporation
127 ND National Director
128 NDRI National Dairy Research Institute
129 NDVSU Nanaji Deshmukh Veterinary Science University
130 NEP National Education Policy
131 NGT Next Generation Technology
132 NIAP National Institute of Agricultural Economics and Policy Research
133 NIFTEM National Institute of Food Technology Entrepreneurship and Management
134 NRFMTTI Northern Region Farm Machinery Training & Testing Institute
135 NSC National Steering Committee
136 NSQF National Skills Qualifications Framework
137 OP Operational Policy
138 OPAC Online Public Access Catalog
139 OUAT Odisha University of Agriculture and Technology
140 PAU Punjab Agricultural University
141 PDKV Dr Panjabrao Deshmukh Krishi Vidyapeeth
142 PDO Project Development Objective
143 PG Postgraduate
144 PI Principal Investigator
145 PIMS Project Information and Management System
146 PIU Project Implementation Unit
147 PJTSAU Professor Jayashankar Telangana State Agricultural University
148 PMC Project Management Committee
149 PME Priority Setting, Monitoring and Evaluation
150 PMTS Project Monitoring and Tracking System
151 PVNRTVU P V Narasimha Rao Telangana Veterinary University
152 QBS Quality Based Selection
153 QCBS Quality and Cost based Selection
154 RAJUVAS Rajasthan University of Veterinary and Animal Sciences
155 RF Results Framework
156 RFID Radio Frequency Identification Device
157 RFQ Request for Quotation
158 RLBCAU Rani Lakshmi Bai Central Agricultural University
159 RPCAU Dr Rajendra Prasad Central Agricultural University
160 RVSKVV Rajmata Vijayaraje Scindia Krishi Vishwa Vidyalaya
161 SAC Space Application Centre
162 SAU State Agricultural University
163 SDG Sustainable Development Goals
164 SKLTSHU Sri Konda Laxman Telangana State Horticultural University
165 SKNAU Sri Karan Narendra Agriculture University
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166 SKRAU Swami Keshwanand Rajasthan Agricultural University
167 SKUAST Sher-e-Kashmir University of Agricultural Sciences and Technology
168 SOP Standard Operating Procedure
169 SRF Senior Research Fellow
170 SS Social Safeguard
171 SSR Self-Study Reports
172 SSS Single Source Selection
173 STEP Systematic Tracking of Exchanges in Procurement
174 SVPUAT Sardar Vallabhbhai Patel University of Agriculture & Technology
175 SVVU Sri Venkateshwara Veterinary University
176 TANUVAS Tamil Nadu Veterinary and Animal Sciences University
177 TNAU Tamil Nadu Agricultural University
178 TPRM Tripartite Review Meeting
179 TTL Task Team Leader
180 UAS University of Agricultural Sciences
181 UBKV Uttar Banga Krishi Viswavidyalaya
182 UG Undergraduate
183 UGC University Grants Commission
184 UK United Kingdom
185 UN United Nations
186 UNDB United Nations Development Business
187 USA United States of America
188 USD United States Dollar
189 VCSGUUHF Veer Chandra Singh Garhwali Uttarakhand University of Horticulture & Forestry
190 VNMKV Vasantrao Naik Marathwada Agricultural University
191 VR Virtual Reality
192 WB World Bank
193 WBUAFS West Bengal University of Animal & Fishery Sciences
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Contents
Foreword .................................................................................................................................................... 10
Preface ....................................................................................................................................................... 11
Executive Summary .................................................................................................................................. 13
Introduction ............................................................................................................................................... 16
Project Objectives ............................................................................................................................................16
Project Components .........................................................................................................................................17
Project Cost & Financing pattern .....................................................................................................................19
Project Beneficiaries ........................................................................................................................................20
Project Implementation: Governance mechanism ...........................................................................................20
NAHEP - Key activities & achievements ................................................................................................. 24
I. Component 1: Support to Agricultural Universities ...................................................................... 24
A. Component 1a: Institutional Development Plans ..................................................................................24
a) Geographical distribution of partner AUs awarded under IDP ........................................................ 24
b) Key activities undertaken.................................................................................................................... 25
c) Output-outcome monitoring ............................................................................................................... 30
d) Input and activity monitoring .............................................................................................................. 31
B. Component 1b: Centers for Advanced Agricultural Science and Technology ......................................32
a) Geographical distribution of partner AUs awarded under CAAST ......................................................... 32
b) Key activities undertaken ....................................................................................................................... 33
c) Output-outcome monitoring ................................................................................................................... 40
d) Input and activity monitoring .................................................................................................................. 41
C. Component 1c: Innovation Grants .........................................................................................................42
a) Geographical distribution of partner AUs awarded under IG.................................................................. 42
b) Key activities undertaken.................................................................................................................... 43
c) Output-outcome monitoring ................................................................................................................... 45
d) Input and activity monitoring .................................................................................................................. 45
II. Component 2: Investments in ICAR for Leadership in Agricultural Higher Education ............. 47
a) Key activities undertaken ....................................................................................................................... 47
b) Output-outcome monitoring ................................................................................................................... 51
c) Input and activity monitoring .................................................................................................................. 51
III. Component 3: Project Management and Learning ................................................................. 54
a) Monitoring and evaluation ...................................................................................................................... 54
b) Procurement management .................................................................................................................... 70
c) Financial management........................................................................................................................... 72
d) Environmental safeguard measures ...................................................................................................... 73
e) Social safeguard measures ................................................................................................................... 80
f) Key initiatives undertaken by PIU NAHEP ............................................................................................. 86
Annexures .................................................................................................................................................. 91
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Foreword
In 2017, the ICAR launched the National Agricultural Higher Education Project (NAHEP) with the support of the
World Bank, with the noble intention of elevating the quality of higher agricultural education. Over the years,
NAHEP has evolved to reshape the landscape of agricultural education by infusing innovative approaches,
ensuring financial sustainability, fostering accountability, autonomy, and transparency. This transformative
endeavor aimed to enhance the quality and pertinence of higher agricultural education. As we reflect upon the
accomplishments of the year 2022-23, we find ourselves witnessing a remarkable journey of progress.
Spanning across 62 Agricultural Universities within the ICAR-AU system, NAHEP has assumed the role of a
catalyst for change. This comprehensive project has embarked on addressing critical aspects such as policy
formulation, quality assurance, harmonization of academic regulations and governance, effective delivery of
curricula, faculty development, and holistic student growth. Its overarching objective is to enrich student learning
outcomes and empower faculty through a spectrum of initiatives—ranging from national and international training
to exposure visits, guest lectures, establishment of state-of-the-art infrastructure, and the maintenance of
academic continuity in the face of societal constraints.
The pages of the 2022-23 Annual Report unveil a tapestry of activities, achievements, and compelling success
stories woven into the various facets of NAHEP. The functioning of institutional mechanisms for implementation
and monitoring, including the National Steering Committee (NSC), Project Management Committee (PMC),
Agricultural Higher Education Programme Committee (AHEPC), and the World Bank, is presented with
meticulous detail. The iterative exchange of feedback and insights within these forums has been instrumental in
driving our outcomes towards fruition.
A sense of accomplishment surges within as we reach March 2023, realizing that 1443 students and 511 faculties
from 42 AUs have embraced international training opportunities in more than 126 HEIs and trained on more than
500 emerging areas of agri and allied. A remarkable 616 pilot courses have been designed in emerging agri and
allied sectors to infuse relevance into the curricular delivery. The robust support of NAHEP has empowered 11
Agricultural Universities to secure ICAR accreditation over the last four years. Moreover, the strengthening of the
digital infrastructure of the ICAR-AU system, a pivotal aspect encapsulated under Component-2, has been further
bolstered. All agricultural universities are equipped with virtual classrooms and the improving functionality,
features and user interface in the Agri-DIKSHA platform enhancing engagement and participation, increasing
utilization and improving user experience and learning environment.
I extend my heartfelt appreciation for the commendable efforts led by Dr R. C. Agrawal, the National Director,
and his team in crafting this report. With unwavering optimism, I believe that NAHEP will continue to wield a
substantial impact on the landscape of higher agricultural education in India, fostering lasting transformations
within the agriculture sector. Together, we strive towards an era of excellence, relevance, and sustainable growth
in agricultural sciences education.
(Himanshu Pathak)
Date: September 2023
New Delhi
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Preface
11
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Executive Summary
NAHEP is a visionary initiative aimed at fortifying India's national agricultural education system, empowering
students with cutting-edge knowledge and top-tier education. This transformative program fosters efficiency and
a competitive edge by revolutionizing the working mechanisms of agricultural universities, enhancing research
and teaching infrastructure, and elevating faculty competency and commitment to unprecedented heights. By
appealing to the brightest minds, it seeks to revolutionize agricultural education and unlock the potential of
talented students. The program is fueled by four key components: the dynamic Institutional Development Plan
(IDP), game-changing Centres for Advanced Agricultural Sciences and Technology (CAAST), unwavering ICAR
support for excellence in agricultural universities (AUs), and visionary ICAR Innovation Grants to AUs.
Anticipating exceptional university performance, abundant employment and entrepreneurship prospects for
agriculture graduates, accreditation for non-accredited AUs, and comprehensive institutional reforms in ICAR
and AUs, NAHEP is on a journey to realize its grand vision.
NAHEP is implemented by ICAR (GoI) and World Bank with a total project cost of USD 165 Million, having 50:50
cost sharing between GoI and World Bank. The project has been approved with a timescale extension of up to
one year and four months, i.e., 31st March 2024. Placed below is the re-structured budget outlay considering the
extension of the overall project.
Details have been tabled below as per the project restructuring:
Budget
NAHEP Cost by Component
INR Crores
1. Support to Agricultural Universities
1a. Institutional Development Plans (IDPs) 462
1b. Centres for Advanced Agricultural Science and Technology 308
(CAASTs)
1c. ICAR Innovation Grants to AUs 96
2. Investment in ICAR in Agricultural Higher education 188
3. Project Management and Learning 45

4. Front-end Fee 13
Total 1,100
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The beneficiaries of NAHEP include 77 institutions that form the ICAR-AU System, which encompasses 66 State-
level AUs, 4 Deemed Universities, 4 Central Universities with Agricultural Faculty and 3 Central Agricultural
Universities. Direct project beneficiaries of the project are those students and faculties, who directly derive
benefits under IDPs, CAASTs, IGs and activities under Comp 2.
Till March 2023, 62 Agriculture universities (AUs) have been awarded under NAHEP, wherein 22 AUs come
under IDP, 16 AUs under CAAST and 24 AUs under IG in component 1. Besides, 2 ICAR institutes, i.e., ICAR-
Indian Agricultural Statistics Research Institute (IASRI) and ICAR- National Academy of Agricultural Research
Management (NAARM), has been implementing Component 2 of NAHEP.
Project details encompassing name of awarded AUs, Component, Title of the project, thematic areas and funds
sanctioned are placed in Annexure.
Component of NAHEP Key objectives & focus Awarded institutions

1. Support to AUs
Quality enhancement, thrust on business
entrepreneurship & employability, Internal
1a. Institutional Development Plans (IDP) 22
Revenue Generation; focus on UG
students
Scientific entrepreneurship, employability
1b: Centres for Advanced Agricultural
and research effectiveness; focus on PG 16
Science and Technology (CAAST)
and PhD students
Attain accreditation with revised norms
1c. Innovation Grants (IG) 24
and standards of ICAR
2. Investments in ICAR Institutional reforms 3
Total Beneficiary institutes covered under NAHEP 62
Key provisions for funding 22 projects under IDP include students’ skill and entrepreneurial development,
enhancing learning outcome and teaching effectiveness, faculty development and training, networking and
industry collaboration, vocational training, students' job placement, own revenue generation and support to the
twinning plan. In addition to these priorities, emphasis is also being placed on effective industry linkages to
enhance the employability of agriculture graduates as well as to help AUs to generate their own resources
through establishing facilitative Centres. Renewed public-private partnership efforts would also strengthen
stakeholders’ role in curriculum design, course evaluation and overall faculty and student development. Around
1158 students and 312 faculties have completed their international trainings in foreign institutions. During the
period, IDP partner AUs have conducted more than 3700 guest lecture series on entrepreneurship development
trainings, established industry and institution linkages with more than 700 organizations etc. Introducing AR/VR
modules, establishing language proficiency lab, organizing interactions with Alumni, and developing e-content
modules are some of the out-of-box initiatives undertaken by IDP partner AUs during the period.
Under CAAST Component, 16 sub-projects have been awarded to AUs, spread across 11 states of the country.
The major activities undertaken by AUs under the CAAST component include strengthening of teaching and
research infrastructure, Distinguished Lecture Series/ Special lectures to bring about much-needed vibrancy in
the academic atmosphere and inspire students and faculties to perform better, National and international
trainings for students, faculties and research scholars, Collaboration with private sector related to the specialized
areas to develop market-oriented programs etc. Around 285 students and 152 faculties have completed
international trainings, whereas more than 3,500 national level trainings/seminars have been conducted to
develop the scientific entrepreneurship of students and enhance research effectiveness. Development of climate-
smart agriculture tools, innovative secondary agricultural technologies, and the establishment of innovative
research labs are some of the out-of-box initiatives undertaken by CAAST partner AUs during the period.
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IG projects have been awarded to select participating AUs to attain accreditation. Till date, 24 sub-projects have
been awarded under this component. Key IG activities include national-level trainings for faculty upgradation,
Master’s and Ph.D. sandwich programs, alum linkages, industry seminars and professional workshops, and e-
enabled learning activities etc. It is worth mentioning here that, in the last four years, AUs under the IG have
attained ICAR accreditation majorly due to NAHEP support and interventions. A total of 47 faculties from these
institutions have completed international training.
Component 2 aims to support ICAR to carry out institutional reforms within ICAR and enhance its effectiveness
in coordinating, guiding and managing agricultural higher education in the country. Till date, activities undertaken
are strengthening key digital infrastructures of the ICAR-AU system, such as the establishment of virtual
classrooms at AUs and effective implementation of the Agri-DIKSHA web channel (wherein e-contents have
been developed and uploaded by partner AUs), the establishment of AR/VR labs at ten partners AUs, the launch
and scale up of KVC-Alnet etc. are some of the key initiatives undertaken by Component-2 of the project.
During the period, a strategic implementation plan was formulated for the phased rollout of blended learning
platform (BLP) across 75 Agricultural Universities and an exclusive single point of contact (SPoC) for BLP
implementation. Over 60 SCROM compliant courses are currently in process of development under RAES.
Concurrently, sensitization workshops for Vice chancellors (83 Participants), Deans and Directors (246
Participants) and BLP SPoCs was carried out for better traction and co-ordination for capacity building.
Through-out the year, PIU NAHEP has also undertaken various initiatives to promote the overall program and
its agenda at National level. Activities like Azadi Ka Amrut Mohatsav: 75-ICAR Lecture Series, International
Conference on Blended Learning Ecosystem (ICBLE) 2023, Green and Clean Campus Award’22, KRITAGYA
Hackathon 3.0 with specific focus on Speed Breeding for Crop improvement, Mainstreaming Agricultural
Curriculum in School Education (MACE) 2022 etc.
The major activities and achievements

under the Monitoring and Evaluation
include Updation and timely reporting of
Results framework indicators, knowledge
management, learning & documentation
activities, developing evaluation plan in
consultation with WB, Process Evaluation
and Dipstick Surveys such as assessing
the Graduate Income Index of 1-year
graduate student from agri vis-à-vis non-
agri background, assessment of the
measurable intermediate outcomes,
Updation of AU Implementation
Performance Scoreboard (AUIPS) and
related M&E advisories, Satisfaction mapping of direct project beneficiaries, organizing M&E visits to select AUs
etc.
This report of NAHEP highlights the outcome-focused achievements made under different components of
NAHEP, including financial and procurement progress. In addition to observations made in the report, timely
reviews and course corrections suggested by NAHEP governance and World Bank would further facilitate
effective project implementation.
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Introduction
Over the years, the landscape of tertiary education teaching and learning practices across the globe has
undergone a transformative shift. In India, NAHEP is taking bold strides to bridge the gaps in agricultural higher
education. The program focuses on enhancing AU performance through a multifaceted approach, encompassing
quality enhancement, creating employment and entrepreneurship prospects for agriculture graduates, and
empowering non-accredited AUs to attain prestigious ICAR accreditation. This visionary initiative also
spearheads institutional reforms in the education division of ICAR, catalyzing positive change throughout the
agricultural education sector.
NAHEP's success lies in its commitment to promoting efficiency and fostering competitiveness within agricultural
universities. By implementing strategic changes to the working mechanisms of these institutions, the program
aims to elevate teaching and research standards substantially. This drive for excellence extends further with
targeted investments in research and teaching infrastructure, enabling faculty to enhance their competency and
dedication to nurturing the next generation of agricultural leaders.
Pivotal to NAHEP's mission are its four key components: The forward-thinking Institutional Development Plan
(IDP) shapes the blueprint for growth and development, while the transformative Centres for Advanced
Agricultural Sciences and Technology (CAAST) serve as incubators of ground breaking research and innovation.
With unwavering support, ICAR elevates the standard of excellence in agricultural universities (AUs), and ICAR
Innovation Grants empower these institutions to explore new frontiers of knowledge and progress.
Through NAHEP's holistic vision and its unwavering focus on driving progress, agricultural education becomes
more than just a field of study; it becomes an alluring opportunity for the most talented and ambitious students,
empowering them to shape the future of agriculture in India.
Project Objectives
The overall objective of the NAHEP is to support Participating Agricultural Universities and ICAR in providing
more relevant and higher-quality education to the students. NAHEP addresses quality by supporting interested
AUs to propose and implement technically sound and verifiable investments that increase faculty performance,
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attract better students to these AUs, improve student learning outcomes and raise their prospects for future
employability, particularly in the private sector.
Interested AUs propose and implement technically sound and verifiable investments,
which are named “Institutional Development Plans” (i.e., IDPs), Investments in Centers
Quality
for Advanced Agri science & Technology (i.e., CAAST) and Innovation Grants (IG).
enhancement:
These components are focused to enhance the faculty-student learning environment,
improve the learning outcomes and make students more employable.
Relevance is ensured under the project through greater alignment of academic curricula
and course content with the skill sets being demanded in the agriculture and allied
Relevance services sector; and expanded certificate-level vocational courses to fill the gap for
improvement: trained technical personnel, especially in market-led extension.
The overall approach is to meet the demand in the market by re-orienting the skill sets
at AUs, especially in agricultural higher education and avoid a misfit situation.
Cumulative Finally, both quality and relevance are augmented through investments in ICAR that
Augmentation of improve its ability to set and enforce standards across the ICAR-AU System and build
Quality & international cooperation to the benefit of agricultural higher education across the nation.
Relevance:
NAHEP endeavors to increase agricultural productivity and support quality improvements in higher education
and ensure a more skilled workforce that continuously improves the productivity of key sectors, including
agriculture. The project is also a multi-Global Practice collaboration (Agriculture and Education) and is expected
to support activities and results directly related to cross-cutting strategic areas of climate change, jobs and
gender.
Exhibit: Broad objectives of NAHEP
Project Components
The objective of the NAHEP is aimed to achieve through the implementation of three unique but mutually
impacting components, these are:
Component 1: Support to Agricultural Universities
This includes financing investments by participating AUs to improve the quality and relevance of agricultural
education and research for agricultural transformation. This component also includes competitively awarding
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significant additional resources to participating AUs and finance goods, works, non-consulting services, training
and consultants’ services. This component is further broken down into three sub-components:
Component 1a: Institutional Development Plans (IDPs)
This sub-component includes the provision of Institutional Development Plans (IDPs) to reform-ready and
competitively selected participating AUs. The IDPs seek to improve:
(a) Learning outcomes and future employment for AU students; and
(b) Faculty teaching performance and research effectiveness.
Component 1b: Centre for Advanced Agricultural Science & Technology (CAAST)
Through this sub-component, selected participating AUs receive grants for the establishment of Centres for
Advance Agricultural Science and Technology (CAAST), multidisciplinary centres for teaching, research and
extension on critical and emerging agricultural topics. The location and themes of proposed CAASTs are
decided after consultations, followed by competitive allocation.
Component 1c: Innovation Grants (IG)
This sub-component provides grants to selected participating AUs for the carrying out of Innovation Plans.
They aim to support technical assistance and consultant services, including those required to:
(a) Make AUs reform ready (i.e., attain accreditation); and
(b) Promote mentoring of non-accredited AUs by existing reform ready AUs and other interstate and
international academic partnerships.
Component 2: Investment in ICAR Leadership in Agricultural Higher Education
This component aims to finance institutional reforms within ICAR to enhance ICAR’s effectiveness in
coordinating, guiding and managing agricultural higher education. It also aims to enhance ICAR’s interactions
with AUs and key stakeholders nationwide through interventions that increase the quality and relevance of
agricultural higher education. Goods, training, consultant services and non-consulting services and incremental
operating costs are financed under this component. The said component majorly includes the following:
a) Assessing different possible options in the administration and award of ICAR’s technical and financial
assistance to AUs;
b) Structuring dialogue with State governments to catalyze their participation in raising the quality and
relevance of agricultural higher education;
c) Helping participating AUs for the development of IDPs, CAASTs and Innovation Plans;
d) Establishing partnerships with globally recognized agricultural higher education institutions;
e) Developing digital information systems for agricultural data collection, analysis and dissemination;
f) Improving curricula review processes and methods to consolidate and disseminate global best-practices
in agricultural education;
g) Improving the all-India entrance examination in agriculture, including an on-line national examination
system;
h) Adopting next-generation management systems covering information, procurement, contract and
financial management areas;
i) Coordinating an External Advisory Panel of renowned agricultural education experts;
j) Assisting agricultural universities to strengthen their linkages with industry; and
k) Promoting the establishment of centres for career development at agricultural universities.
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The Resilient Agricultural Higher Education System (RAES) program is another ongoing initiative aimed at
enhancing the agriculture education system's resilience and adaptability. The program's primary objective is to
develop a robust and seamless educational system that can function effectively across various situations and
contexts, minimizing disruptions for learners and ensuring continuity in teaching and learning processes. Through
the implementation of RAES, the existing agricultural education system has been re-designed and re-developed
to strengthen teaching-learning continuity and promote system-wide access and inclusion. This transformation
includes leveraging digital technologies to provide uninterrupted access to academics and research for students
and faculty, even during physical university closures and other extraordinary circumstances.
Amid the challenges posed by the COVID-19 pandemic and other disruptions, the RAES program has
accelerated the digital transformation of agricultural higher education. RAES has successfully established a
strong digital infrastructure and online learning platforms across Agricultural Universities, allowing end-users
(students, faculty, and administrators) to access learning, teaching, and monitoring data and content in a
centralized manner. Additionally, we have developed a discipline-specific digital content repository comprising
high-quality, curriculum-aligned, and pedagogically sound digital content for agriculture e-courses.
As part of the RAES program, a system-wide diagnostic has been conducted to identify capacity-building and
improvement areas. This has helped understand the perceptions and behaviors of stakeholders regarding the
use and utilization of digital tools and resources in the teaching-learning process. Based on the diagnostic
findings, a comprehensive digital capacity-building program is being implemented to enhance the digital
competence, knowledge, and skills of all stakeholders, ensuring effective utilization of the digital infrastructure
and content repository.
The ongoing implementation of RAES aligns with the existing student READY program, which aims to reorient
graduates of agriculture and allied subjects for employability and entrepreneurship through digital means. By
developing a resilient and sustainable learning environment that supports blended (online and offline) teaching-
learning processes in agricultural education, RAES is poised to achieve the goals of improving student learning
outcomes and preparing graduates for success in the knowledge-intensive agricultural sector. The progress
made so far underscores the importance and effectiveness of the RAES program in building a resilient
agricultural higher education system for the future.
Component 3: Project Management and Learning
This component of Project Management and Learning finances goods, works, non-consulting services, training
and workshops, and consultants’ services for the Project (other than those financed under sub-projects) and
incremental operating costs. This component includes strengthening ICAR’s management capacity for project
implementation, including:
(a) Establishment/maintenance of NAHEP-Project Implementation Unit, Steering Committee, Technical

Committee and M&E Cell to ensure compliance with the Project’s procurement, financial management,
safeguards and reporting requirements, and administration, supervision, monitoring and evaluation of
IDP Grants, CAAST Grants and IGs and/or proposals.
(b) Training to ICAR and participating AUs to achieve and sustain increased quality, relevance and
effectiveness of agricultural higher education.
Project Cost & Financing pattern

NAHEP is implemented by ICAR with a total project cost of USD 165 Million (INR 1100 Cr approximately)1,
having 50:50 cost sharing between GoI and World Bank. Details are presented below:
1 1 USD = INR 64.47 as on June 1, 2017

19
Exhibit: Project Cost and financing pattern (in USD Million)
Source: NAHEP-Project Appraisal Document-World Bank
Since WB and GoI jointly finance this project, timely strategic inputs for effective implementation of projects are
continuously being provided by both funding partners.
Project Beneficiaries
The beneficiaries of NAHEP comprise 77 institutions that form the “ICAR-AU System”, which encompasses
66 State-level AUs, 4 Deemed Universities, 4 Central Universities with Agricultural Faculty and 3 Central
Agricultural Universities.
Direct beneficiaries of the project are those students and faculties, who directly derive benefits under IDPs,
CAASTs, IGs and activities under Comp 2.
Beneficiaries Emerging benefits to them

Students ▪ Enhancing quality and relevance of teaching and research from new learning-centred
education, leveraging ICT and external partnerships;
▪ Effective stakeholder participation in curricula development, pedagogy options and course
evaluation; and
▪ Expanded learning and academic environment to sharpen students’ skill sets for their
improved employability.
Faculties ▪ Increasing collaboration among Indian AUs and with other international universities to raise
research quality, educational quality, and relevance; and
▪ Training and capacity building to improve the delivery of education and its learning
outcomes.
Institute ▪ Governance & transparency, infrastructural development; and
▪ Productive campus culture and intensive use of technology-enabled learning.
Project Implementation: Governance mechanism

NAHEP was approved in October 20172 , and subsequently, the loan agreement was signed in the same month.
The project commenced operation effectively from November 2017. During the inception stage, several key
2 Reference documents and presentations, Education division, ICAR

20
documents like Project Implementation Plan, Expenditure Finance Committee (EFC) document, Procurement
Plan and Guidelines, FMS manual and other project-relevant documents were developed.
The Education Division of ICAR is implementing NAHEP. The governing structure of NAHEP comprises of
National Steering Committee (NSC), Project Management Committee (PMC), Agricultural Higher Education
Programme Committee (AHEPC) and Project Implementation Unit (PIU).
Exhibit: Overall Governance structure for NAHEP implementation
National Steering Committee (NSC):
The Steering Committee, headed by the Director General, ICAR, is the apex body of NAHEP, providing strategic
and policy guidance to the project. The members of NSC are as follows:
21
S. No. Name & Designation Position

1. Secretary (DARE) & DG, ICAR Chairman
2. Additional Secretary, DARE & Secretary, ICAR Member
3. Additional Secretary & Financial Advisor, DARE/ICAR Member
4. Representative of Ministry of Agriculture and Farmer’s Welfare Member
5. Representative of Ministry of Skill Development Member
6. Representative of University Grants Commission Member
7. Vice-Chancellor, PAU, Ludhiana
8. Vice-Chancellor, RBLCAU, Jhansi Member
9. Director, Indian Veterinary Research Institute, Izatnagar Member
10. Dr M. Ramasamy, Founder Director, Rasi Seed Member R&D Centre, TN Member
11. Dr Umesh Mishra, Chief Manager, KRIBHCO, New Delhi Member
12. National Director, NAHEP Member Secretary
Project Management Committee (PMC):
Chairman PMC has direct executive responsibilities for sanctioning/ endorsing the proposed sub-projects and
overseeing the effective and efficient implementation of the entire project. During the period, the PMC held on
16th March 2023 are as follows:

1. Secretary (DARE) & DG, ICAR Chairman
2. Financial Advisor (DARE/ICAR) Member
3. Secretary (ICAR) Member
4. Deputy Director General, ICAR (2) Member
5. Vice Chancellor of CAU/AU (2) Member
6. Director of a Deemed University (ICAR) Member
7. Representative from Industry (2) Member
8. Project Director Member
9. National Director, NAHEP Member Secretary
Agricultural Higher Education Programme Committee (AHEPC):
This committee is responsible for awarding sub-projects and their effective and efficient implementation. Over
the year there were two AHEPC meetings held under the chairmanship of National Director of the project- on 20-
21 October 2022 and 10 to 11 March 2023. Placed below are the members of AHEPC participated during the
meetings.

1. National Director, NAHEP Chairperson
2. Vice Chancellor of SAU (3) Member
3. Vice Chancellor of CAU/Director DU (2) Member
4. Representative from AICTE/IITs/IIMs (2) Member
5. Education Specialists from a different discipline (4) Member
6. Representative from Industry (2) Member
7. Assistant Director General (Education), ICAR (1) Member
8. Project Director Member Secretary
Project Implementation Unit:
22
The Project Implementation Unit (PIU) is responsible for the overall project implementation, coordination and
facilitation under the guidance and supervision of the Project Management Committee (PMC). The PIU has been
established within the Education Division of ICAR and is led by National Director (ND).
The various committees and the governance structure of NAHEP have been responsible for the overall project
implementation. The same was achieved not only because of the time-bound response mechanism but also
coordinated communication amongst the participating AUs, ICAR, World Bank and other key stakeholders. PIU-
NAHEP and awarded AUs have timely incorporated the recommendations and salient inputs made during NSC,
PMC, AHEPC and other review meetings to ensure the effective implementation of the project.
The major achievements and activities undertaken within NAHEP during 2022-23 have been presented in the
subsequent chapters.
23
NAHEP - Key activities & achievements

I. Component 1: Support to Agricultural Universities
A. Component 1a: Institutional Development Plans
IDP-financed activities are more oriented towards capacity building and governance reforms, leading to greater
autonomy and sustained accreditation of the University. The key provisions for funding under IDP include
students’ skill and entrepreneurial development, enhancing learning outcome and teaching effectiveness, faculty
development and training, networking and industry collaboration, vocational training, students' job placement,
own revenue generation and support for the twinning plan.
In addition to these priorities, emphasis is also being placed on effective industry linkages to enhance the
employability of agriculture graduates as well as to help AUs to generate their own resources through establishing
facilitative Centres. Renewed public-private partnership efforts would also strengthen stakeholders’ role in
curriculum design, course evaluation and overall faculty and student development. Over and above these, the
digitization of academic activities under IDP (NAHEP) helped to insulate AUs from the social distancing
restrictions imposed due to Covid-19 in the country. It also helped to convert the restrictions from a deep crisis
into an opportunity for increasing digitization and effectively implementing the Academic Continuity plan.
Students and faculties could access the study materials, attend the classes, complete the assignments, and even
attend the examinations from anywhere due to digital intervention developed by partner AUs.
These initiatives would help the agricultural higher education system in India to produce quality graduates with
desired traits and experience along with requisite skills in innovation, entrepreneurship, and agribusiness, getting
cumulated to the existing stock of human capital in agricultural education, research and industry.
a) Geographical distribution of partner AUs
Till FY 2022-23, IDP awarded the sub-projects to 22 AUs spread across 16 states/UTs in the country. The total
budget outlay of the component is USD 69.4 Million (INR ~462 Crores). The geographical distribution of the AU
awarded under IDPs is mapped herewith:
24
b) Key activities undertaken

During the current implementation period, altogether, 22 AUs (as presented above) were involved in carrying-
out the NAHEP-IDP activities. Due to social distancing measures in place, most of the capacity-building programs
were conducted through virtual mode. For strengthening the digital infrastructure, partner AUs under IDP have
made significant efforts such as the development of e-course contents, online examination platform, virtual
learning platforms, e-content creation etc. Such digitally embedded infrastructures have not only continued
academic activities but also widened the horizon of the learning avenues for students. Over and above this, the
partner AUs have also taken initiatives like alumni engagement through virtual mode, organizing guest lecture
series from industry experts, entrepreneurial activities, upgradation in existing scientific educational material,
industry collaborations and student placement activities.
25
Digital interventions to improve

_______________
operational efficiencies
“AAU has established one AI lab and procured one Kisan
AUs have taken several digital initiatives such
Drone and two Surveyor Drone. AI lab will help in
as the development of mobile or web-based
development in drones will offer large volume of
applications in order to improve operational
Employment & Entrepreneurship opportunities for
efficiencies, academic & teaching purposes,
enhance connections with alumni etc. The students to become entrepreneurs, service providers
ultimate aim to undertake such initiatives is to and trainers. It will also open doors for generating
widen the horizon of the teaching scope and information on GAP e.g. assessment and amelioration of
provide global-level learning to the students. field variations through precision farming, safe pesticide
This not only helps ICAR- AU system to application through drone -AI dose/ ha, pre harvest
readily adapt to meet the needs of new-age Interval (PHI), number of applications, bio-efficacy data
industries while staying relevant but also including phyto-toxicity on the desired/target crop-pest
improves the overall quality of agricultural combination, residue data etc.”
higher education in the country. Below are
some of the key initiatives undertaken by -AI Laboratory, AAU, Jorhat, Assam
partner AUs of IDP. _______________
GADVASU, Ludhiana has developed smart GADVASU has been equipped with imagine software
classrooms which help in conducting small animal radiography
and ultrasonography. This lab also help in providing
training to veterinary practitioners /surgeons of other
SAUs.
AAU, Jorhat has established language lab to improve Dr Y.S. Parmar University of Horticulture and Forestry
students’ languages skills. has established a Language Laboratory with a sitting
capacity of 20 students. This support students
listening, speaking, vocabulary and grammar of
French, Spanish, German, English and Sanskrit
26
‘Out of box’ initiatives undertaken

_______________
Partner AUs under IDP has been playing an instrumental role
in developing innovative infrastructures to improve the learning “Initiated the IDP Writing Studio to
outcomes of the students, to improve the faculty research conduct monthly workshops on
effectiveness, to provide the world-class experience of essential skills of academic and
teaching-learnings through digital initiatives etc. Initiatives professional writing; Nurtured 1500+
such as the adoption of Augmented/Virtual reality facilities, students in more than 280 hours of
digitization of libraries, virtual laboratory, language learning rigorous training. ”
modules with innovative smart classrooms, Artificial
Intelligence Labs, Robotics and Automation Labs etc. -Mass Scale Skilling, GBPUA&T
These out-of-box initiatives undertaken by partner AUs has Pantnagar
improved the quality of agricultural higher education and also _______________
augmented the overall teaching-learning experience. Below
are some of such initiatives undertaken by partner AUs of IDP.
Initiatives Brief
• GBPUA&T has established first hydroponic
vegetable cultivation unit for providing
hands-on entrepreneurial training to
Hydroponic
undergraduate B.Sc. Agriculture students.
Vegetable
Cultivation • More than 330 students have been trained on
Unit hydroponic vegetable cultivation using this
unit.
• GBPUA&T has initiated IDP Writing Studio to

conduct monthly workshop on essential skills
of academic and professional writing.
• More than 24 workshops has been
Mass Scale
conducted and nurtured 1500+ students for
Skilling
more than 280 hours of rigorous training.
• Keeping its priority for innovations and

achievement for students CAU, Imphal has
conducted “Students Innovative Ideas
Students
Competition (SIIC)” at its 5 constituent
Innovative
collages in which the students made PPT
Idea
presentations on innovative ideas and
Competition
technologies related to agriculture and allied
(SIIC)
sector. The participants’ made presentation
in online/offline mode before the panels of
experts for evaluation.
27
‘Entrepreneurship’ initiatives undertaken

AUs have undertaken several initiatives towards entrepreneurship initiatives in agriculture and allied sector to
create the entrepreneurial ecosystem at AU level and build entrepreneurial mindset amongst the students.
Initiatives Brief
AAU, Assam has conducted four days training
on ‘Entrepreneurship Development through
Horticulture Nursery’ for 50 undergraduate
Horticulture students. Hands on training on management
Nursery of Nursery and different propagation methods
have been taught.
AAU, Assam has conducted eight days

training on “Development of Quality Planting
Quality Material of Native Aromatic and Medicinal
Planting Plants for Commercialization’ has been
Material of conducted for entrepreneurship development.
Native A total of 67 students have participated and
Aromatic and
acquired knowledge on production and
Medicinal
Plants commercialization of Medicinal and Aromatic
Plants.
AAU, Assam has conducted a 10 days training

of ‘Entrepreneurship Development
Programme’ with 53 beneficiary students to
Entrepreneurs
hip motivate them to take up start-ups in
Development agriculture and allied sectors.
Programme
ANGRAU, Guntur has conducted a skill

development programme on ‘Agro-based
Entrepreneurship at National Institute for
Micro, Small and Medium Enterprises (NI-
Agro-based MSME), Hyderabad for 40 students
Entrepreneurs successfully. The topics covered under the
hip programme were entrepreneurial motivation,
entrepreneurial characters, dynamics of
entrepreneurship development, design
thinking and innovation and agribusiness
management.
28
Initiatives Brief
A skill development programme has been
successfully conducted on ‘Agri Start-ups and
Entrepreneurship’ at NIFTEM, Haryana for 30
undergraduate students. The programme
Agri Start-ups covered a ranges of topics like entrepreneurial
and opportunities in agri/food processing,
Entrepreneurs introduction about start-up ecosystem in food
hip
processing, value addition in agricultural
produce, exposure to latest technology in food
processing and application & portal use of
PMFME scheme.
DUVASU, Mathura has organized two days
sensitization programme on entrepreneurship
development highlighting startups and
processing of incubation, skill sets for
Sensitization entrepreneurship, opportunities and avenues
Programme
in veterinary sectors, preparation of business
plan and sharing experiences of successful
startups.
Jobner has organized entrepreneurship

development short trainings on ‘Production of
Production of Planting Material in Horticulture Crops’.
Planting Students are experiencing benefits of
Material in entrepreneurship in allied sector and it will
Horticulture encourage them to become self-employed
Harshit Gajera (Director) Marketing Head & Customer

Relationship Management, a JAU student turned
entrepreneur has participated in Gyanotsav-2079 in
New Delhi. Hon. National Director, NAHEP and
National Coordinator, IDP and National Coordinator
M&E visited his Stall during Exhibition and interacted
with Harshit. His turnover is Rs. 2.23 Crore in FY 2022-
23. He is now hiring more agricultural graduates to
expand his business and has become a job provider.
Currently he is pursuing PGIABM at JAU and is
promoting and helping other students for start-up with
help of JAU faculties.
29
c) Output-outcome monitoring
Till March ’23
Unit of
S. N. Additional monitoring indicators Baseline (Cumulative figures)
measure
Plan3 Achievement
1. % increase in AU on-time graduation rate 77 % 85.7 95.7
% increase in cut-off scores for students in
2. 26 Percentile 29.2 37.1
ICAR entrance tests
3. % increase in student placement rates 41.9 % 48.1 61.0
Reduced student inbreeding (% AU
4. 19 % 23.0 25.3
students admitted from other states)
Reduced faculty inbreeding (% faculties
5. with HE degrees from more than one 45 % 56.2 54.5
university and more than one state )
Improved AU revenue generation (%
6. 8.5 % 13.1 13.2
change in Internal revenue of AU )
Number of direct beneficiaries of the
7. 0 Number 30,000 183,368
project
8. Number of female beneficiaries 0 Number - 86,948
Number of new facilitative units
established to enable academic and
9. research infrastructure (IIIC-Industry 4 Number 221 496
Institution Interaction Cell/Start up
cell/incubation cell/placement cell etc.)
Number of pilot courses added/upgraded
on communication skills, entrepreneurial
10. skills, information processing, creative and 10 Number 91 259
innovative thinking, leadership skills,
industry-oriented courses etc.
Number of MoUs signed with industry for
knowledge exchange programs/
11. 0 Number 210 300
internships/short-term training programs
etc.
Number of faculty training programs (both
12. national and international) organized by 0 Number 413 1186
AUs
Number of student training programmes
13. (both national and international) organized 0 Number 1331 2936
by AUs
The partner AUs have shown exceptional achievements across various key indicators. These IDPs have
surpassed expectations in areas such as on-time graduation rates, students' placement rates, and the
introduction of pilot courses focused on essential skills like communication, entrepreneurship, information
processing, and creative thinking. They have also prioritized industry-oriented courses and fostered faculty and
study diversity. Additionally, these IDPs have successfully established collaborations with industries through
multiple MoUs for knowledge exchange programs and internships.
3Plan till March 2023

30
Furthermore, these remarkable outcomes can be attributed to the implementation of innovative educational
technologies. Augmented Reality (AR) and Virtual Reality (VR) modules have enriched the learning experience,
while language proficiency labs have enhanced communication skills. Engaging with alumni and developing e-
content modules have further supported students' success and growth. Overall, the awarded IDPs have
demonstrated a proactive and progressive approach to education, benefiting both students and the university's
overall development.
The world-class facilities of IDP-NAHEP availed by me helped to bolster my skills and

equipped me with necessary tools & confidence which resulted into winning Cargill
Global Scholarship Worth INR 3.9 Lakh organized by the prestigious Institute of
International Education, Inc. (IIE).
- Mr Phom P Nyamkham, BFSc 2nd year student of CAU, Imphal
d) Input and activity monitoring

Input / Activity indicator Sub- head / category Apr’22 to March’23
Expenditure / input (Rs. lakhs)
Plan Utilization
Equipment, Plant & Machinery 100.18 33.01
Office equipment 69.41 2.00
Laboratory equipment 1151.67 752.68
Goods and equipment
Furniture & fixtures 17.82 12.80
Computers and Peripherals 187.97 163.67
Books and Journals 50.13 34.67
Civil works Minor repair and renovation work 584.71 341.39
National level training 90.00 0.00
International level training 3062.19 1068.15
Human capacity building
Short visit/ seminars 283.25 66.87
Meetings and workshops 276.82 57.51
Consultancy National level consultancies 259.72 58.03
Travel 208.46 53.63
Recurrent cost / Miscellaneous Contractual services 764.61 546.68
Operational costs 9676.63 3827.24
Institutional charges 350.01 242.48
Total 17105.58 7260.85
Out of planned INR 171 Cr expenditure across key input categories, utilization under the IDP component is INR
73 Cr, i.e., utilization percentage stood at 42.4% for FY 2022 – 23. More efficient planning is required for specific
expenditure heads like meetings and workshops, national level consultancies, short visit/seminars, travel,
international level trainings, leading to higher utilization percentage.
The Investments in AUs initiatives offer valuable opportunities for the AUs to address critical challenges and
implement targeted interventions to address their unique needs. These interventions are meticulously measured
for their impact on both quality and relevance by tracking the identified Project Development Objective (PDO)
and Intermediate indicators over the course of the project. By closely monitoring these indicators throughout the
project duration, stakeholders can gauge the effectiveness and success of the interventions, enabling continuous
improvement and ensuring that the solutions provided are well-suited to the specific circumstances of the AUs.
31
B. Component 1b: Centers for Advanced Agricultural Science and Technology
Under this component, select accredited AUs have been awarded projects for the establishment of Centers for
Advance Agricultural Science and Technology (CAAST). These Centers have been developed as
multidisciplinary and interdisciplinary in nature for teaching, research and extension on critical and emerging
issues of agriculture. The key provisions for funding under CAAST include research and teaching equipment,
faculty and scientist development fellowships, postgraduate student scholarships, and the costs associated with
twinning arrangements with similar centres both nationally and internationally.
The activities and research achievements of the AUs under CAAST are spread over a number of thematic areas
such as Conservation Agriculture, Protective/Saline aquaculture, Climate Smart Agriculture, Precision
farming/Farm Mechanization, Secondary Agriculture, Adaptive agriculture, Renewable Energy Sources,
Integrated Farming System (IFS), Agriculture Market Intelligence, Good Agricultural Practices, Hitech/Protected
Cultivation, Food Safety, Big Data Analysis, Natural Resource Management and Genomics-assisted Breeding.
The advanced centres will be a boost for technology commercialization of Indian agriculture. Besides, the digital
intervention will lead to transform Indian agricultural education into a virtual mode.
a) Geographical distribution of partner AUs
Till FY 2022-23, CAAST has awarded the sub-projects to 16 AUs spread across 11 states in the country. The
total budget outlay of the component is USD 46.2 Million (INR ~308 Crores).
32
During the reporting period, out of total 16 sub-projects under CAAST, 14 projects were under implementation.
Details of the sub-projects and their activities are placed separately in the annexure.

The major activities and achievements by AUs under CAAST included technology-enabled facilitative centres,
development of mobile applications, organization of virtual training programs for students and faculties, the
establishment of virtual classrooms, development of technologies around genomics, secondary agriculture,
precision agriculture etc. Partner AUs have also made efforts towards providing more relevant agricultural higher
education through the introduction of pilot courses on emerging areas of agriculture and allied sciences,
development of virtual tutorials, development of innovative equipment and machineries, the establishment of
industry-academia linkages, guest lectures from eminent experts etc. Partner AUs under CAAST have also taken
out-of-box initiatives which would not only improve the research effectiveness but are also expected to generate
internal revenue in the near future through technology commercialization and technology transfer.
Digital interventions to improve research effectiveness
During the period, partner AUs under CAAST have undertaken various digital interventions to improve the
research effectiveness, such as the development of crop and livestock advisory-based mobile applications,
development of precision farming tools, next-generation technologies for pest and disease management etc.
Some of the key digital initiatives undertaken by CAAST partner AUs are placed below:
33
Initiatives Brief
• IVRI has developed an Online
Veterinary Clinic App. The major
objective of the app is to provide the
animal owner with easy and hassle-
free access to IVRI veterinary
Online polyclinic services at any given
Veterinary point in time from the comfort of
their home, thus saving logistics,
Clinic App
finance, and time incurred in
bringing the animal to IVRI
polyclinic.
https://play.google.com/store/apps/
details?id=net.iasri.ivri.animalscien
ce.ovcca
• The Animal Genetics and Breeding
Tutorial App has been developed by
IVRI. The app is useful for the
students enrolled in PG degree
Animal programs in various Animal
Genetics and Genetics and Breeding disciplines
Breeding in various universities and colleges
Tutorial App across the country. It is also useful
for students preparing for various
competitive examinations.
details?id=com.icar.ivri.iasri.tutorial
iv&hl=en
• IVRI has developed Veterinary
Surgery and radiology Tutorial App.
The app will be useful for the
students enrolled in PG degree
Veterinary programs in various Surgery and
Surgery and Radiology disciplines in various
Radiology universities and colleges across the
Tutorial App country. It will also be useful for
students preparing for various
competitive exams.
details?id=com.icar.ivri.iasri.tutorial
ii&hl=en
34
Initiatives Brief
• UAS, Bangalore has renovated its
laboratories and farm pond lining by
strengthening infrastructure
facilities. The infrastructure
strengthened/developed includes
o Scanning Electron Microscope
Renovation
o Confocal microscope
of the
o LC-MS/MS with GC
laboratories
o Real-time PCR system
& farm pond
o DNA fragment analyzer
lining
o Plant growth chamber
o Computational facility with IoT
for Automatic Weather Data
generation
o 3D Prototype Printer
o Infra-Red Gas Analyzer
o Spectroradiometer
• To strengthen the Precision
Agriculture PAU, Ludhiana has
developed this laboratory in the
Department of Farm Machinery &
Power Engineering. The various
Precision advanced instruments/equipment
Agriculture and software’s were installed in the
Laboratory laboratory under NAHEP with
equipment like Drone with 4-band
Multi Spectral Camera, Root
Scanner, Autonomous System for
Paddy Vehicle etc.
• A GIS Laboratory has been
established in the Department of
Soil Science, PAU, Ludhiana.
• The lab is equipped with software
like ESRI ArcGIS, ENVI for
GIS Geoinformatics studies; HYDRUS
Laboratory 3D model for simulating water, heat,
and solute movement in saturated
media; and other cropping system
models for studying varying issues
related to Natural Resource
Management (NRM).
35
‘Out of box’ initiatives
Partner AUs have undertaken various out-of-box initiatives during the period, such as innovative methods
through the adoption of horticultural crops in conservation agriculture, development of frozen dried ingredients,
development of coconut and palm-based products, innovative technologies in crop-livestock management and
others. Below are some of the key initiatives undertaken by partner AUs of CAAST under this category.
Initiatives Brief
• AAU, Anand is using advance
techniques “Confrontation Matrix”
in agriculture sector. This aims to
provide in-depth coverage of the
structure and dynamics of the
sector by bringing together at
least 10-15 stakeholders from
each sector on a single platform
to discuss the sector’s plausible
opportunities and current
challenges.
• The use of ‘confrontation matrix’
discloses the various underlying
Confrontation Matrix issues within the production,
procurement, supply chain,
storage, processing, and
merchandising sector, which in
turn highlights the focus and
challenge areas of these sectors.
It requires more attention, and
also highlights the strength and
weaknesses of the organization
in the above listed segments,
which will help the organization to
fill up the gaps between the
expected outcomes and the
actual outcomes.
• IARI, New Delhi has established
a Genomics Cell in Discover
Centre, which includes high
throughout nucleic acid isolation
systems, quantification, PCRs,
QRT-PCRs, nucleic acid and
Discovery Centre – protein electrophoresis, gel
Genomics documentation, 2D protein
system, nanopore sequencer,
gas chromatography, microbe
phenotyping system and tissue
culture facility for students and
faculty hands on training in
Genomics.
36
Initiatives Brief
• A Remote Sensing and Big Data
Analytics Centre has been
established in Discovery Centre
Discovery Centre – of IARI, which has 18 servers and
Remote Sensing and work stations for genomic and
Big Data Analytics phenomics data analytics.
• IARI, New Delhi has develop a

ground mobile platform for high
throughput phenotyping at field
using different censors.
Pusa Phenomobile
• KAU, Kerala has established

research lab with facility of
Inductively Coupled Plasma
Optical Emission Spectroscope
Research Laboratory (CIP-OES), Biotech Lab with RT
PCR, Nanodrop, -80 Degree
Celsius Deep Freezer for
students hands on training.
• UAS, Bangalore invention relates

the development of a sub-baric
storage system with vacuum
storage technology for storage
and preservation of food grains,
vegetables, fruits and meat etc.,
in a domestic and industrial scale.
Sub-Bari Storage • The invention also pertains to the
System fabrication method for the
development of a sub-baric
storage system It further, relates
to practising the use of a sub-
baric storage system for storage
and preservation of food grains,
vegetables, fruits and meat etc.,
in domestic and industrial scale.
37
Initiatives Brief
• A polyhouse with 1500 sq meters
for rainwater harvesting; water
(7.5 lakh litre) stored below the
polyhouse (sub-surface storage
tank, used for precision irrigation
has been developed at UAS,
Bangalore. The goal is to use
sensors, IoT-based pumping
Automated Water-Use systems for high value crop
Efficient Polyhouse cultivation.
• PAU, Ludhiana has developed a

Modification and prototype of electronic metering
refinement of tractor mechanism for liquid urea has
operated liquid urea been developed and evaluated.
applicator for point
injection in straw
mulched field
• UAV/drone-based spraying
system has been developed at
PAU, Ludhiana. All
documentation from DGCA
regarding field application of
drone has been completed and
UAV/drone-based necessary approval has been
received.
spraying system
• Field trials for spraying in wheat
crop under straw-managed
conditions have been conducted.
Field trials for spraying on rice
crop will be conducted during the
coming season for intensively
cultivated rice-wheat sequence
38
‘Scientific Entrepreneurship’ initiatives undertaken

Initiatives Brief
AAU, Anand has conducted a five day workshop
on “Changing Business Environment in Dairy
and Food Sector”. A total of 170 people have
Entrepreneu participated in this, which included 21 faculties
rship and 149 students.
Workshop
JNKVV, Jabalpur organized a National Seminar

on Opportunity in Agri-Entrepreneurship for
Women Empowerment. The purpose of program
to promote the contribution of women
entrepreneurs and their impact in achieving the
National motto of G20, advancing socioeconomic
Workshop development and sustainable development
goals. Eight successful women entrepreneurs
shared their experiences and journey in
entrepreneurship to encourage students to
contribute to socioeconomic development.
NAU, Navsari organised a National Level
Agripreneurship Bootcamp and National Level
Meet – Agripreneurship: Present Opportunities
National and Future Prospects.
Agripreneur
ship
39
Till March ’23

(Cumulative figures)
Unit of
S. N. Additional monitoring indicators Baseline
measure
Plan4 Achievement
% increase in the number of technologies

1. o % 5 17
commercialized
% increase in faculty research h-index

2. 21.2 24.1 30.6
effectiveness value

3. 0 Number - 210,340
project
5. % increase in JRF/SRF/ARS 13 % 14.5 22.7
6. % increase in PG student placements 3 % 11.4 6.1
Number of industry-sponsored projects and

7. positions in cutting-edge areas of agri- 32 Number 144 275
science
Number of faculty training programmes
8. (both national and international) 0 Number - 2479
undertaken by AU
Number of student training programmes
9. (both national and international) 0 Number - 5677
undertaken by AU
As mentioned in the table above, awarded CAAST projects have overachieved on indicators such as faculty
research effectiveness, the number of industry-sponsored projects and positions in cutting-edge areas (majorly
in the areas of product testing, mobile-based applications, FPO- industry linkages, developing prototypes etc.),
the percent increase in JRF / SRF / students admitted in foreign universities.
Under this component, different CoEs have been established in emerging areas of agriculture and allied sector
to carry out extensive research, develop the technologies, prepare internationally competitive research articles
and collaborate with industries to transfer and commercialize the technologies.
4Plan till March 2023

40

Expenditure / input in INR lakhs
Plan Utilization
Goods and equipment Equipment, Plant &

68.56 67.54
Machinery
Computers and
6.44 6.44
Peripherals
Civil works Minor repair and
94.39 4.24
renovation work
Human capacity building National level training 23.75 23.75
Consultancy National level
29.14 10.00
consultancies
Recurrent cost / Travel 25.75 25.75
Miscellaneous
Contractual services 320.30 320.30
Total 1719.89 1666.01
Out of planned INR 172 Crore expenditure across key input categories, utilization under the CAAST component
is INR 166 Crore, which signifies utilization percentage stood at 96.9% for FY 2022-23. However, specific
expenditure heads like national level consultancies, international level trainings and goods and equipment and
laboratory equipment category require better planning and execution.
The holistic approach towards teaching and research for agriculture and rural development, ingrained in this
component, would build capacities in a specialized thematic area and cutting-edge agricultural science and make
AUs globally competitive and locally relevant. The investments under the CAAST component have contributed
to enhancing the relevance of the teaching and research as envisaged in the project objective.
41
C. Component 1c: Innovation Grants

Under this subcomponent, projects have been awarded to select participating AUs to attain accreditation.
Reform-ready AUs mentoring the non-accredited AUs is also part of this component. The Education Division,
ICAR, uses the voluntary accreditation process as a determinant of AU reform readiness. Accreditation
confirms that the given AU:
a) has clearly defined and appropriate objectives (i.e., leadership);
b) has established an enabling environment that makes achievements of these objectives possible (i.e.,
governance);
c) is substantially accomplishing its objectives (i.e., effectiveness); and
d) is organized, staffed and supported to ensure its continuation (i.e., sustainability).
ICAR awards accreditation at three levels – university, college, and program – and bases its decision to accredit
a given AU on three sources of evidence: (a) AU self-examination; (b) institutional peer review; and (c) final
decision by the ICAR Accreditation Board. NAHEP supports AUs in their efforts to attain accreditation through
this subcomponent.
a) Geographical distribution of partner AUs awarded under IG
Over the years of implementation, IG has awarded the sub-projects to 245 AUs spread across 14 states. The
total budget outlay of the component is USD 30.8 Million (INR ~198 Crores).
During the reporting period, out of total 24 sub-projects under IG, 10 projects were under implementation. Details
of the sub-projects and their activities are placed separately in the annexure.
5 In Call 3- IG has awarded to 5 new AUs which includes 12 non-accredited Colleges, above mentioned total 24 AUs includes only number of AUs
42

During the implementation period, altogether, 24 sub-projects under IG have been involved in carrying out the
activities under NAHEP. For strengthening the digital infrastructure, partner AUs under IG have made significant
efforts such as the development of e-course contents, online examination platform, virtual learning platform, e-
content creation studio etc. Such digital embedded infrastructure has not only continued the academic activities
but also widened the horizon of the learning avenues for students. Over and above, partner AUs have also taken
initiatives like alumni engagement through virtual mode, organizing guest lecture series from industry experts,
entrepreneurial activities, upgradation in existing scientific educational material, industry collaborations and
student employment.
Strengthening academic infrastructures:
Over the last one year of implementation, various enabling infrastructures have been either developed or
strengthened at partner AUs.
43
Initiatives Brief
• AR/VR facility has been developed at

RPCAU, Samstipur to provide hands-on
practice to students and faculty.
AR/VR
Facility
• In the process of automation of the official

processes, RPCAU, Samstipur has taken
up the implementation of eOffice (eFile)
system in the university with the financial
eOffice support of NAHEP.
(eFile) • The eFile system has been installed and
trainings and hands-on practice of users is
going on and AU will switch to the eFile
system in due course of time.
• UBKV, Cooch Behar has procured 6

AR/VR instruments for hands-on training
of students using AR/VR technology.
AR/VR
Instruments
• WBUAFS, Kolkata has renovated and

build 30 seated smart classrooms and 50
Smart
seated training halls to improve the digital
Classroom
infrastructure at the university.
and Training
Hall
• Two smart/virtual classrooms have been

established at UBKV, Cooch Behar to
enhance use of digital infrastrcuture in
Smart/Virtual agricultural education.
Classrooms
44
Till March ’23

Unit of
S. N. Additional monitoring indicators Baseline (Cumulative figures)
measure
Plan6 Achievement
Number of AUs accredited with revised
1. 55 Number 74 71
norms and standards of ICAR
2. 0 Number - 47,170
project
Number of e- enabled learning activities
4. initiated in AU (MOOC platform, virtual - Number 38 259
labs, video lectures
Number of trainings (national and
5. international) undertaken for faculty 0 Number - 565
upgradation
As observed in the table above, awarded IG AUs have overachieved on indicators such as e- enabled learning
activities initiated, industry seminars and professional workshops from experts to better prepare students for final
placements and establishment of Centers for Career Development etc.

Plan Utilization
Goods and equipment Equipment, Plant &
0.00 0.00
Machinery
Civil works Minor repair and renovation
17.47 17.47
work
Human capacity building National level training 80.00 64.84
Consultancy National level
0.00 0.00
consultancies
Recurrent cost / Travel 52.39 23.81
Miscellaneous Contractual services 70.86 170.86
Total 818.73 635.85
6 Plan till March 2023

45
Out of planned INR 81.9 Cr across key input expenditure categories, utilization under the IG component is INR
63.6 Cr. While the utilization percentage stood at 78% for FY 2022-23, additional efforts are to be made towards
national level consultancies, international level trainings and goods and equipment category.
Innovation Grants is inclined towards assisting the AUs in developing a ‘reform ready’ environment. These funds
are used to encourage both faculty and students toward collaborative improvements at their AU and finance
support to students’ learning to attain accreditation.
46
II. Component 2: Investments in ICAR for Leadership in Agricultural

Higher Education
ICAR-NAHEP is responsible for national coordination and quality assurance of agricultural higher education that
requires leveraging on its comparative advantage in assessing systematic challenges across the ICAR-AU
System and nurturing solutions. Keeping the same responsibility in mind, Component 2 includes investments to
finance the institutional reforms within ICAR. These reforms would enhance ICAR’s effectiveness in coordinating,
guiding and managing agricultural higher education and its interactions with AUs and key stakeholders
nationwide through interventions that increase the quality and relevance of agricultural higher education. The
Total budget outlay of this component is USD 10.4 Million (INR ~66Crores).
a) Key activities undertaken
Strengthening digital infrastructures
There have been significant developments during the last year under this component, including strengthening
the digital infrastructure of the ICAR–AU system, which will ultimately bring out institutional reforms.
In order to strengthen the services and infrastructure needs of digital agriculture in the National Agricultural
Research and Education System (NARES), the existing Data Centre (ICAR-DC) built-in 2012 has been
strengthened with cloud computing infrastructure. Furthermore, under NAHEP, the outreach of the existing ICAR
Data Center (DC) has been broadened to cover the agriculture universities enabling them to host their websites
and IT solutions.
47
Initiatives Brief
• AMS has been implemented across
62 universities. AMS is a web enabled
system of management of all
academic activities of the university.
The system caters to the needs of
Academic different users Dean, Registrar,
Management Professor, Head, Guide, Faculty,
System (AMS) 2.0 Teacher, Student, Administrator and
Officials for performing their assigned
tasks. System has been designed in a
modular approach with in built
workflows.
• Project Information Management

System (PIMS) is an online, workflow
Project based system developed with the
Information objective to create unified information
Management
base for research projects. This
System (AU-
PIMS) system will facilitate in information
management and improved decision
making with long term objective to
check duplication in research projects.
• FMS has been designed & developed
as a web-based system for the
university to automate their financial
Financial operations and provide adequate,
Management interactive Management Information
System (FMS) System (MIS) reports to the users.
Shall be hosted on Krishi Megh,
(National Agricultural Research and
Education System - Cloud
Infrastructure and Services).
• AgriDIKSHA-Virtual Classrooms is a
system that provides the same
opportunities for teaching and
learning process, beyond the physical
limits of the traditional classroom’s
walls. This facility has been
established in 75 agricultural
Agri-DIKSHA + institutions across India under
Virtual
National Agricultural Higher Education
Classrooms
Project (NAHEP) – Component 2 and
Resilient Agricultural Education
Project (RAES). Virtual Classrooms
are bundled with Agri-DIKSHA Portal
which is an interactive portal for
facilitating teachers to leverage digital
application for improved learning
outcomes through developing high-
48
Initiatives Brief
quality, easy-to-understand teaching
material for students.
• AURS system has been developed for

transparent ranking methods to
Agricultural
University assess the education standards of
Ranking System Universities, with the inclusion of
(AURS) weightage calculation using indicators
across different parameters.
Strategic Initiatives
Initiatives Brief
• A Policy Paper has been prepared
with suggestions towards a refreshed
curriculum development framework
Curriculum for agricultural higher education. The
Development framework is intended to help
Framework stakeholders streamline the process
of developing a curriculum. The
framework is based on research-
based principles and
recommendations.
49
Initiatives Brief
• Two brainstorming workshops were
held to deliberate the need and
feasibility of introducing agricultural
curriculum in mainstream school
education through various modes
Mainstreaming
Agricultural including vocational curriculum
Curriculum in courses and certificates. Workshops
School Education saw participation from national
(MACE) 2022 education bodies such as CBSE and
NCERT, along with endorsements
from Union Minister and Ministers of
State. Proceedings have been
published and distributed for
necessary action in this direction.
• Established AR VR Experience
Centre in 64 Universities having 6
VR/AR kits per university.
• Addition of HCI Nodes in existing
Resilient Infrastructure of Krishi Megh.
Agricultural • Procurement of IT Peripherals and
Education Other Software’s.
System (RAES)
• Procurement of Virtual Classrooms for
58 Agricultural Universities.
• Establishment of AR/VR experience
labs in 64 Agricultural Universities.
• A Multi-stakeholder international
conference ICBLE has been
organized in March’ 23. ICBLE is the
International Conference on Blended
International Learning for Higher Education in
Conference on Agriculture. The conference aimed to
Blended Learning promote blended learning in
Ecosystem agricultural higher education. The
(ICBLE ‘23) conference was designed to facilitate
knowledge sharing, collaboration, and
partnerships for the development of a
blended learning ecosystem for higher
agricultural education in India.
50
b) Output-outcome monitoring
Unit of Till March ’23
S. N. Additional monitoring indicators Baseline measure (Cumulative figures)
Plan7 Achievement
Number of External advisory panel visits
1. 0 Number 5 5
to AU for capacity building
Number of workshops/seminars
conducted with representatives of State
governments to catalyze their
2. 0 Number 15 36
participation in raising the quality and
relevance of agricultural higher
education)
3. 0 Number - 19001
project
As mentioned above, awarded institutes under Component 2 have overachieved on indicator:

workshops/seminars conducted with government representatives and also meet the planned targets against the
external advisory panel visits to AU for capacity building.
COVID-19 has accelerated the transformation in education through policy developments and measures to ensure
the continuity of teaching and learning for all while prioritizing the health and safety of the education community.
It underscores the importance of laying the foundation of institutional resilience by improving the quality and
enhancing access to high-quality education and reducing the digital divide through appropriate, effective and
interactive digital learning initiatives. Hence, as an important initiative under Component 2, Resilient Agricultural
Education System (RAES) has been introduced, wherein teaching & learning will operate seamlessly across
multiple situations and contexts, with minimal impact on the learners and other operational aspects such as
assignments and examinations of the learners. NAHEP is Promoting a Resilient Agricultural Education System
(RAES), where the focus will be on strengthening existing Digital infrastructure and online learning platforms in
AUs, the development of a discipline-specific Digital Content repository and a system-wise Digital Capacity
building program.
c) Input and activity monitoring

Plan Utilization
Equipment, Plant &
103.20 9.44
Machinery
Goods and equipment Laboratory equipment 79.35 79.25
Minor repair and renovation
Civil works 60.00 4.90
work
National level training 13.92
International level training 31.00
7 Plan till March 2023

51
Short visit/ seminars 28.00

Consultancy National level consultancies 203.80 203.37
Travel 59.73220 7.80504
Recurrent cost /
Contractual services 208.02 100.21
Miscellaneous
Total 1466.36 669.13
Over last year, project fund utilization for component 2 is 46%, i.e., INR 66.9 Crores out of total INR 146.6 Crores.
The investment under this component intends to strengthen ICAR’s governance and management of Agricultural
Higher Education in the country through supporting institutional reforms.
This component will enable ICAR to be better equipped for effective coordination, guidance and management of
agricultural higher education in India. Through appropriate interventions, the ICAR will improve its interactions
with AUs and other stakeholders, which will further lead to enhanced quality and relevance of agricultural higher
education in the ICAR-AU system.
52
Resilient Agricultural Education System (RAES)
Plan Utilization
Equipment, Plant &

1105.32 859.01
Machinery
Goods and equipment
Minor repair and renovation
Civil works 100.00 0.00
work
National level training 15.00 0.00
National level
Consultancy 350.00 0.00
consultancies
Travel 20.00 5.71
Recurrent cost / Contractual services 151.00 120.41
Miscellaneous
Institutional charges 89.25.00 0.00
Total 5780.25 2648.36
During the last financial year, project fund utilization for Resilient Agricultural Education System (RAES) is 45.9%,
i.e., INR 264.8 Crores out of total INR 578 Crores. The investment in this component aims to strengthen ICAR's
education systems, ensuring a seamless teaching and learning experience that can adapt to various situations
and contexts while minimizing disruptions for learners. To achieve this goal, the focus is on reinforcing the
existing digital infrastructure and online learning platforms in Agricultural Universities (AUs). Additionally, the
initiative seeks to establish a discipline-specific Digital Content repository and comprehensive Digital Capacity
Building programs at a systemic level. By leveraging these advancements, the RAES initiative endeavors to
empower educators and learners alike, creating a dynamic and effective learning environment that can thrive in
any circumstances.
53
III. Component 3: Project Management and Learning

Component 3 aims at strengthening ICAR’s management capacity for project implementation. The key activities
under this component are:
• Maintenance of Project Implementation Unit and Monitoring and Evaluation Cell to ensure:
o Compliance with the project’s procurement, financial management, and reporting requirements.
o Carrying out administration, supervision, monitoring and evaluation of projects awarded under IDP,
CAAST and IG.
• Providing training to ICAR and participating AUs to achieve and sustain increased quality, relevance,
and effectiveness of agricultural higher education.
• Dissemination and communication of project interventions and outcomes.
The activities under this component are crucial for cost-effective implementation and achievement of project
outcomes efficiently.
a) Monitoring and evaluation

The major activities and achievements under the Monitoring and Learning component includes M&E initiation
activities, baseline finalization activities, and PMTS and PME-related activities. During the year, the M&E team
has taken various initiatives to monitor the project and plan for evaluation effectively.
Progress on PDO and IR indicators
During last 5 years of NAHEP implementation, there have been significant achievements made under its key
components, which can be measured in terms of progress on PDO (Project Development Objective) and IR
(Intermediate Results) indicators. Following are the salient achievement figures made under NAHEP Results
framework till June’23.
54
Till March ’23

Indicator description Unit of
S. N. Indicators Baseline (Cumulative figures)
as per PAD measure
Plan8 Achievement9
Project Development Objective
% increase in %of UG students at
AU on time AUs that graduate on
1. 77 % 85.7 95.7
graduation time
rate
a. Female Breakdown by gender 77 % 87.1 96.0
b. Male Breakdown by gender 76 % 85.5 95.2

Higher cut-off scores
for students in ICAR
% increase in
entrance tests at
cut-off scores
participating AUs /
for students in
2. Percent increase in 26 Percentile 29.2 37.1
ICAR
Cut- off percent (Cut off
entrance
score / Maximum
tests10
possible score) in ICAR
UG entrance tests
a. Female Breakdown by gender 27 Percentile 28.1 33.6
b. Male Breakdown by gender 24 Percentile 18.7 43.2
c. SC/ST Breakdown by SC/ST 26 Percentile 25.0 59.4

% increase in % UG students placed
student out of total graduating
3. 41.9 % 48.1 61.0%
placement UG class strength
rates
a. Female Breakdown by gender 41 % 48.1 63.6%
b. Male Breakdown by gender 43 % 50.3 60.7%
c. SC/ST Breakdown by SC/ST 50 % 57.2 69.5%
% increase in Faculty research
faculty effectiveness, h-index
4. 21.2 24.1 30.6
research measured by h- index value
effectiveness
Increase in graduate
income index after 1
% increase in
year (Percentage
graduate Differential
5. points increase in AU - Index -
income index Score: 1.111
graduates’ income
after 1 year*
relative to all
graduates)
8 Planned till June 2023

9 Reported till June 2023, reporting frequency for most of the indicators are annual / semi-annual basis, Source of data is majorly from PMTS
10 Source of data is Agricultural Education Division – ICAR, updated as on June 2023, Baseline data for the indicator has been updated in
consultation with WB
11 GII achievement (index) from one year alumni with agri background is 6.9 whereas non-agri background alumni (with 4 year professional
degree course) is 5.8. The index illustrates the difference in index scores from the groups i.e 1.1. As this is new indicator and achievements
are reported first time the % increase in difference would be reported in next frequency cycle.
55
Till March ’23

as per PAD measure
Plan8 Achievement9
Number of students
and faculties that
Direct project directly derive benefits
6. - Number 110,000 4,98,101
beneficiaries under IDPs, CAASTs,
IGs and activities under
Comp 2
% of female
Female beneficiaries out of
7. - % 50 43
beneficiaries direct project
beneficiaries
Intermediate Results
% increase in AU
% increase
students admitted from
1. student 19 % 23.0 25.3
other states and
diversity
countries
% increase in faculty
% increase in with higher education
2. faculty degrees from more 45 % 56.2 54.5
diversity than one university and
more than one state
Improved internal
revenue generation at
participating AUs, in
Improved AU
terms of sources of
3. revenue 8.5 % 13.1 13.2
funds. Measured by
generation
change in % from
purely state-level public
funds
Number of
industry- Number of industry-
sponsored sponsored projects and
4. projects and positions in cutting- 32 Number 160 399
positions in edge areas at
cutting edge participating AUs
areas
Accredited
agricultural Accredited agricultural
universities universities with
5. 55 Number 71 7112
with revised revised norms and
norms and standards
standards
Increased AU The change in the
6. student satisfaction index (as - % 5 1.213
satisfaction measured and
12 During the period, 9 new AUs were accredited

Findings are showcased in ‘Satisfaction Index’, where student satisfaction index in previous year was 2.51 and it has increased to 2.57 in
13
FY2022-23. % increase in index is 1.2%.

56
Till March ’23

as per PAD measure
Plan8 Achievement9
with the calculated from annual
quality AU student surveys) of
assurance AU students at
role of the participating AUs
Education regarding the
Division/ Education Division/
ICAR ICAR and its role in
quality assurance of
agricultural higher
education
The change in the
satisfaction index (as
Increased AU
measured and
faculty
calculated from annual
satisfaction
AU faculty surveys) of
with the
AU faculty at
quality
7. participating AUs - % 5 1.514
assurance
regarding the
role of the
Education Division/
Education
ICAR and its role in
Division/
quality assurance of
ICAR
agricultural higher
education
The number of AUs in
the ICAR-AU System
that have attained
academic autonomy as
AUs that have
defined by the ICAR
attained
8. Accreditation Board 25 % 41.0 56.7
academic
and published in
autonomy
NISAGENET,
expressed as a
percentage of all AUs in
the ICAR-AU System
As observed in the table above, awarded AUs have over-achieved in most of the reported categories of PDO
and IR indicators. Students’ placement rate has improved with 19.1% over the baseline whereas on-time
graduation rate has increased with 18.7% over the baseline. Also, faculty research effectiveness, AU’ internal
revenue generation, faculty and student diversity, and accreditation of AUs are few of those indicators, where
project has outperformed well. It is also important to note that share of female beneficiaries has increased from
37% to 43% in the current year. This clearly corresponds with the increased enrolment of female in agri higher
education in the country.
14Findings are showcased in ‘Satisfaction Index’, where faculty satisfaction index in previous year was 2.57 and it has increased to 2.61 in
FY2022-23. % increase in index is 1.5%.
57
1. NAHEP: Assessing the performance of awarded AUs on an analytical scoring framework
AU Implementation Performance Scoreboard (AUIPS) has been designed in such a way that the physical
progress corresponds to the financial utilization, and this will ultimately ensure the effective implementation of
NAHEP. It assesses the Call specific - component specific - AU specific performance in an objective manner.
Based on the findings of assessment, component wise AUs have been classified into 3 categories in AUIPS
framework: Strength, Competent and needs improvement. Through this initiative, major objective is to create a
competitive spirit among grants and to advise them for necessary corrections, required if any.
The score board has been developed on the basis of the following assumptions;
Functionality Assumption
▪ Performance of each AU has been measured on the basis of % fund utilization, (out of
release) and comparative assessment has been made with the highest utilization from
Financial respective component.
Management ▪ On the basis of comparison of fund utilization, score has been assigned as per the
(FM) percentile score scale.
Percentile Score Scale: Less than 60 percentile - 6, 60 to 90 percentile - 8 and more
than 90 percentile -10
▪ On the similar lines of financial management, procurement performance of each AU
has been measured on the basis of Signed / Completed Contracts and comparative
Procurement
assessment has been made with the AU with highest signed/ completed procurement
Management
from respective component.
(PM)
Percentile Score Scale: Less than 60 percentile - 6, 60 to 90 percentile - 8 and more
than 90 percentile - 10
▪ Performance of each AU has been measured on achievements against component
specific M&E and ESM indicators. A comparative assessment has been made with the
Output- overall performance of component against each M&E and select ESM indicators
Outcome assigned (as per the suggestions made by WB in 6th ISM held in Sept’21).
Monitoring ▪ In case, where AU has not responded to a specific indicator, the score has been
(OOM) considered “0”. If AU has responded but achievement is less than average, the score
has been considered as “0.5” whereas if AU has secured greater than respective
component’s average, the score has been considered as “1”
AU Implementation performance Score Board 4.0 – Key findings
AUIPS 4.0
Award
Name of the AU FM PM OOM Final Score
Call
Rating
(Max: 4) (Max: 1) (Max: 5) (Max: 10)
Institutional Development Plan (IDP)
I JAU, Junagadh 4.0 1.0 3.8 8.8 Strength
I OUAT, Bhubaneshwar 3.2 1.0 3.5 7.7 Strength
I ANGRAU, Guntur 4.0 1.0 2.7 7.7 Strength
I MPUAT, Udaipur 4.0 1.0 2.7 7.7 Strength
58
I NDRI, Karnal 4.0 0.8 2.3 7.1 Competent
I TANUVAS, Chennai 3.2 1.0 2.7 6.9 Competent
I AAU, Jorhat 4.0 0.8 2.1 6.9 Competent
I CCSHAU, Hisar 3.2 0.8 2.5 6.5 Competent
II GADVASU, Ludhiana 4.0 1.0 3.5 8.5 Strength
II UAS, Dharwad 4.0 1.0 3.1 8.1 Strength
II TNAU, Coimbatore 4.0 1.0 2.7 7.7 Strength
II GBPUAT, Pantnagar 4.0 1.0 2.3 7.3 Competent
II SKUAST, Kashmir 3.2 0.8 2.9 6.9 Competent
III SKNAU, Jobner 4.0 1.0 2.0 7.0 Competent
III YSPUHP, Solan 4.0 1.0 1.5 6.5 Competent
III RSKVV, Gwalior 4.0 0.8 1.5 6.3 Competent
III CAU, Imphal 4.0 1.0 1.0 6.0 Competent
III DUVASU, Mathura 3.2 0.8 1.5 5.5 Competent
IV UHS, Bagalkot 4.0 1.0 2.8 7.8 Strength
IV DBSKVV, Dapoli 4.0 1.0 2.5 7.5 Strength
IV UHS, Shivamogga 3.2 1.0 2.8 7.0 Competent
IV SKAUST, Jammu 3.2 1.0 1.5 5.7 Competent
Centers for Advanced Agricultural Science and Technology (CAAST)
I MPKV, Rahuri 4.0 1.0 4.4 9.4 Strength
I NAU, Navsari 4.0 1.0 3.1 8.1 Strength
I CIFE, Mumbai 4.0 1.0 1.9 6.9 Competent
I IVRI, Izzatnagar 3.2 0.6 2.2 6.0 Competent
I UAS, Bangalore 4.0 1.0 0.6 5.6 Competent
I PAU, Ludhiana 4.0 1.0 0.0 5.0 Competent
I IARI, New Delhi 3.2 1.0 0.8 5.0 Competent
II CSK HPKV, Palampur 4.0 1.0 2.8 7.8 Strength
59
II BAU, Ranchi 4.0 1.0 2.5 7.5 Strength
II KAU, KERALA 4.0 1.0 2.5 7.5 Strength
II VNMKV, Parbhani 4.0 1.0 2.5 7.5 Strength
II AAU, Anand 4.0 1.0 1.9 6.9 Competent
III JNKVV, Jabalpur 4.0 1.0 1.5 6.5 Competent
III MAFSU, Nagpur 4.0 1.0 0.5 5.5 Competent
Innovation Grants (IG)
II RLBCAU, Jhansi 4.0 1.0 4.6 9.6 Strength
UAS, Raichur,
4.0 1.0 2.5 7.5
II Karnataka Strength
WBUAFS, West
4.0 1.0 2.5 7.5
II Bengal Strength
II UBKV-WB 4.0 1.0 2.5 7.5 Strength
II ANDUA&T-UP 4.0 1.0 1.7 6.7 Competent
II Dr RPCAU, Bihar 4.0 1.0 1.7 6.7 Competent
III CGKV, Chhattisgarh 4.0 1.0 2.1 7.1 Competent
III UFH, Bharsar 4.0 1.0 1.3 6.3 Competent
AUs secured ‘Strength’ category, indicates their comparatively more directional efforts in effective planning and
implementation of technical and financial milestones. Compared to previous year’s performance
In AUIPS 3.0, there were 13 AUs under Needs improvement category whereas, In AUIPS 4.0, there are no any
AUs left in this category. This clearly exhibits the improved implementation efficiencies wherein physical
(reporting and attributions) and financial (fund utilization) achievements are in sync.
60
Also, we have made a brief analysis of current financial management status based on AUIPS 4.0 findings . All
figures and shares are in average.
Component Category Overall Strength Competent
72% 60%
Fund utilization (out of total release) 67%
(INR 12,506 lakhs) (INR 15,793 Lakhs)
Share of parked fund at AU level (out 28% 40%

IDP 33%
of total release) (INR 4,473 Lakhs) (INR 9,512 Lakhs)
Share of ‘yet to release’ in total 7% 8%

9%
sanction (INR 1,530 Lakhs) (INR 2,460 Lakhs)
79% 81%
(INR 8,861 Lakhs) (INR 12,488 Lakhs)
Share of parked fund at AU level (out 21% 19%

CAAST 19%
of total release) (INR 2275 Lakhs) (INR 2,724 Lakhs)
Share of ‘yet to release’ in total 3% 5%

4%
sanction (INR 354 Lakhs) (INR 798 Lakhs)
Share of parked fund at institute level

13% (INR 873 Lakhs)
Comp2 (out of total release)
Share of ‘yet to release’ in total

0%
sanction
Share of parked fund at institute level

58%
RAES (out of total release)
Share of ‘yet to release’ in total

0%
sanction
Based on the aforementioned analysis, we understand that strength category AUs in both IDP (9) and CAAST
(6) are almost nearer to the finishing line in terms of physical and financial achievements even without utilising
the parked fund (~INR 67.5 Cr) at their end. It is envisaged that there will be an appropriate and clearer strategy
in place at AU & component level to utilize this parked money while establishing the attributions and achieving
project outcomes beyond the targets.
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2. Assessment of students’ and faculties’ satisfaction
Central M&E team has taken the initiative to assess one of the important IR indicators, ‘Student & Faculty
Satisfaction with quality assurance role of Education Division’, through organizing a detailed survey in
virtual mode. The key parameters considered to assess the students’ satisfaction level were industry orientation
& professional skill development, training & capacity building initiatives and facilities & infrastructure, whereas
faculty satisfaction levels were assessed on the following parameters: training and capacity building, facilities
and infrastructure, collaboration and linkages etc.
Here are details of each parameter which was further analyzed to assess the satisfaction level of faculty and
student.
Category Survey queries
Parameters considered for assessment of student satisfaction

Entrepreneurship development program
Leadership development programs
Industry-oriented exposure visits
Improved awareness of guidance provided on Career Opportunities in

Industry orientation & agriculture and allied sector by your AU faculties
professional skill
Industry collaborations made by your AU under NAHEP
development
Pilot courses on emerging areas of agriculture and allied course
Industry seminars and professional workshops from experts
Internship and experiential learning programs
Communication skill development program

Guest lectures by national/ international faculties
Other training & capacity Agriculture Education Fair organised by your AU under NAHEP
building initiatives International training programs
Sandwich program with national/ international organization

Alumni cell established by your AU
Designated placement cell established placement-related activities
Capability for in-house or lateral placements/ jobs

Facilities & infrastructure
Benefitted from the establishment of virtual/ smart classroom
Facilities to learn through online classes- MOOC
Benefitted from Next generation infrastructures and equipment
Parameters considered for assessment of faculty satisfaction
Faculty development program at the national level

Training and capacity
Faculty development program at the international level
building
Subject-matter specialized CB programs
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Infrastructure - Libraries/laboratories/facilitative units established under NAHEP

to improve the research effectiveness
Facilities and infrastructure Establishment of management information system (MIS) under NAHEP
Availability of advanced teaching aids (virtual/smart classrooms/seminar/

conference halls) established under NAHEP
Improved MoU opportunities with the industry for tech transfer and
commercialization
Collaboration and linkages
Improved awareness of global/national research collaboration & competitive
grant opportunities
Faculty development program at the national level

Training and capacity
Faculty development program at the international level
building
Subject-matter specialized CB programs
During the year, 2,576 students responded to the satisfaction survey, wherein 2,176 (84%) students were aware
of the NAHEP project. Out of 874 respondent faculties, 820 (94%) faculties were aware of the project. Students
and faculties who were aware of the NAHEP were further assessed on the aforementioned survey queries.
Access to faculty and student satisfaction survey questionnaire.
Key findings of the assessment of student and faculty satisfaction survey:
Assessment of student satisfaction (FY 2022-23)
Average
Satisfaction assessment Max Weighted
Weightage satisfaction
category score satisfaction score
score
Industry orientation and professional

45% 2.41 3.00 1.09
skill development
Training and capacity building 25% 2.41 3.00 0.60
Facilities and infrastructure 30% 2.43 3.00 0.73
Overall 3.00 2.42
2.26
Previous score (2020-21)
(5.4% increase)
2.39
(1.2% increase)
The table depicts that students and faculties are moderate to highly satisfied at the overall level due to the direct
& perceived benefits of the program. However, a clear distinction of efforts leading to PDO needs to be
established in a few areas between ICAR- AED and NAHEP; the same will be better mapped through control
sampling (AUs without NAHEP intervention, Colleges under partner AUs where NAHEP funding/impact
leverage is minimum) and counterfactual analysis (Difference -in- difference).
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Assessment of faculty satisfaction (FY 2022-23)
Average
Satisfaction assessment Weighted
Weightage satisfaction Max score
category satisfaction score
score
Training and capacity building 40% 2.59 3.00 1.04
Facilities and infrastructure 30% 2.67 3.00 0.80
Industry collaboration and global

30% 2.58 3.00 0.77
experience
Overall 3.00 2.61
2.51
(2.3% increase)
2.57
(1.5% increase)
3. Assessment of AU Autonomy
In order to address & timely report one of the key IR indicators of the NAHEP RF, i.e. “AUs that have attained
autonomy”, the M&E team has conducted a detailed online survey, and the findings have been shared with PIU
during the Technical Review meeting held in May 2022. The survey questionnaire comprises various assessment
areas to understand the current status of AU autonomy (overall & in 3 specific areas- Academic Autonomy,
Administrative Autonomy and Financial Autonomy).
Total 21 survey queries have been administered to respondent AUs. It included 9 academic, 7 administrative, 4
financial and 1 other category survey.
Review (add/upgrade) existing courses/programmes on regular basis? If Yes, what is the

frequency?
Upgrade the existing methods of assessment of student performance, conduct examinations
and notification of results on your own?
Announce results, issue mark sheets, migration, other certificates and award degree
Academic certificates?
Autonomy
Have the full privilege to start the new programs at any level (UG/PG/PhD)?
Take any initiative to organize the faculty upgradation programs to understand the importance
of autonomy?
Collect the students' feedback? If yes, what is the frequency?
Collect the Faculties' feedback? If yes, what is the frequency?
Prescribe and adhere to rules for admission in accordance with the reservation policy of the
state government/national policy?
Administrative Fix/amend the fee structure of the courses on your own?
Autonomy Constitute your own Governing Body, Academic council, Board of Studies and Finance
Committees?
Have the full privilege to recruit administrative staff, faculty and scientists and promote them?
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Have adequate infrastructure in terms of classrooms, library books and e-resources,

laboratories and equipment, sports facilities, facilities for recreation activities, residential
accommodation for faculty and students, transport facilities etc.?
Have a monitoring cell to assess the activities carried-out by affiliated institutes/colleges?
Have the full privilege to construct the civil works, develop/ amend infrastructure facilities, and
make renovations and repairs on your own?
Average budget of your AU/institute in the last three years? (Please provide figures in INR
Crs)
Average internal revenue generation of your AU/institute in the last three years? (Please
provide figures in INR Crs)
Financial Share of internal revenue generation out of the total budget of your AU/institute? (%)
Autonomy
Average % fund utilization of expenditure out of total budget outlay of last three years?
Does the exclusive governing body manage the financial expenses?
Does this governing body conduct the internal audit time-to-time? If yes, how frequently does
your AU/institute have been audited by external auditors in the last FY?
Recognized as ‘Deemed to be university’ by UGC?
Others Have you been granted an autonomous institute by UGC?
If yes, please share the number of conferment letters received from UGC
Overall, survey response scores were further converted into autonomy points and categories. AUs with >= 8
point represents “Autonomous”, and < 8 represents “Autonomy aspirers”. The link to the assessment of AU
autonomy status has been placed here: questionnaire.
Key findings of the AU autonomy assessment:
No. of AUs
Category
2021 2022 2023
Autonomous (scored ≥ to 8 points) 51% 57% 59%
Autonomy aspirers (scored < 8 points) 49% 43% 41%
% increase in AUs that have attained academic autonomy Absolute: 3.5%

57%
compared to previous year Cumulative: 61%
Due to NAHEP interventions, it is envisaged that a greater number of AUs will secure academic, financial and
administrative autonomy in true sense in medium and longer runs.
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4. Assessment of graduate income index after 1 year (non- Agri background)
Post restructuring of the project in 2021, a new indicator i.e. ‘% increase in graduate income index after 1 year’
has been added in PDO category. Towards the assessment of this indicator, a detailed questionnaire has been
prepared with 30 queries to assess the graduate income index of alumni who have graduated from awarded AUs
in last 1 year. Dipstick survey has been organised to collect responses from Alumni. The queries involved:
General and perceptual benefits, Remuneration, and Aspirational benefits.
Below are the survey queries under each category:
Are you currently working?
Are you aware of ICAR- NAHEP project
Type of employment
Type of organisation
Type of 'Private Organisation'
Fit in hierarchy
General &
perceptual Job location
benefits
Did you change the job after first job?
Please provide the total work experience (in years)
Did the campus placement cell of your AU facilitated during your first Job placement?
Is personally rewarding?
Is Professionally rewarding?
Is Financially rewarding?
What is your current gross income (fixed remuneration component) post completion of the
degree?
What was your fixed remuneration immediately after joining organisation?
What is the average share of annual fixed bonuses / perks out of gross income?
Remuneration for the same job role/occupation in your organisation

benefits
for same job in other similar organisation
for the same hierarchy, experience and education background level in other agri and allied
sector / industry
for the same hierarchy and experience level in other than agri and allied sector such as IT firm,
manufacturing firms, banking etc.
Aspirational Are you planning to continue serving the same organisation for next one year?
benefits Are you planning for higher education in next 2-3 years?
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Remuneration offered by organisation
Support in career advancement
Manageable work-life balance
Support for higher education
Prepare for leadership positions
Developed indispensable skill sets
Developed professional network
Satisfied with bonuses and perks
As suggested by World Bank during 7th ISM held in 2022, a survey was conducted for non-Agri graduates who
have four year degree program and collected the feedback on similar parameters. The key findings of the survey
is provided below.
Assessment of graduate income index after 1 year
5. Measuring intermediate outcomes of International trainings and entrepreneurship
In order to better prepare for the overall evaluation of the project, M&E team has undertaken a preliminary
analysis of the entrepreneurs emanated through the program and international training initiative undertaken by
select partner AUs under the program. Placed below are the key findings of the exercise.
Measuring intermediate outcomes of entrepreneurship
This analysis is based on the 42 responses received through the success stories compiled under the project and
follow-up validation survey during January to June 2023 period.
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Measuring intermediate outcomes of international trainings
Faculty: Out of total 38 AUs participated in international training initiative under NAHEP, 23 have responded to
this survey (Before- After assessment has been made for equivalent no. of years)
Student: Out of total 31 AUs participated in international training initiative under NAHEP, 17 have responded to
this survey (Before- After assessment has been made for equivalent no. of years)
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6. Knowledge Management initiative – Development and implementation of KMF and KMP
Development of Knowledge Management Framework (KMF): For effective implementation of the Knowledge
management strategy in NAHEP, there is a need to develop a robust Knowledge management framework (KMF).
KMF comprises measurable indices, reporting frequency and a responsible agency/partner to report the indices.
KMF will form the base for the development of the Knowledge management portal. KM indices have been
developed in such a way that these indices could be useful in M&E-related decision-making. The performance
of awarded AUs against KM indices can also be synced with AU Implementation Performance Scoreboard
(AUIPS) if required to make the performance assessment against outcome indices more comprehensive and
rational.
Key achievements on KMF indices (till March 2023)
Achievement % change in
Achievement
(till March 2022) achievement
# Measurable KM indices (till March
reporting over
2023)
the year
1 Knowledge collaterals
• Research Articles 61 234 284%
• Publications 43 162 277%
• Books 19 51 168%
• Annual Reports 28 54 93%
• Success Stories 70 125 79%
• Newsletter 75 139 85%
• Magazines 14 27 93%
• Blogs 141 224 59%
2 Mobile and web applications
• Mobile applications developed and link to
14 77 450%
install uploaded on KMP
• Web applications developed 15 50 233%
Number of IPR registered / obtained (with upload
3
option)
• Copyrights 11 23 109%
• Patents 5 5 0%
4 Dissemination and outreach
• No. of Posts on Social Media 29 98 238%
• No. of Posts on Newspaper 142 474 234%
• No. of Unique Promotional by PoPs/e-flyers
247 603 144%
(both physical & virtual)
The achievements against outcome indicators leading to NAHEP PDO, such as increased student placement
rates, increased faculty research effectiveness, improved revenue generation, reduced faculty and student
inbreeding etc., are very well evident and have been presented in the report in detail. These achievement figures
confirm that activities at partner AUs are attributed to RF indicators and NAHEP PDO, leading to the increased
quality and relevance of agricultural higher education.
69
It is envisaged that the project implementation and intervention logic of NAHEP would further evolve and scale
up. As a result, tangible & non-tangible impacts would realize in the medium and long runs, and the same will be
recorded during the impact assessment studies.
b) Procurement management
Procurement policies and procedures of the World Bank, as outlined in the Procurement Guidelines and
Consultant Guidelines, is applicable for NAHEP. It is mandatory that all procurement activities to be carried out
under the project by any IA/IP prior to being procured are included in the procurement plan, which shall be subject
to Bank review and prior clearance.
Procurement Plan — STEP: Procurement Plan is a starting point for Procurement in a project. STEP
(Systematic Tracking of Exchanges in Procurement) is an online system to help the World Bank and borrowers
plan and track procurement activities under Bank-financed projects. STEP enables auto publication of approved
procurement plans, publication notices and contract award information on the Bank’s external website, UNDB
online, World Bank Finances App and World Bank Procurement App. Participating AUs shall prepare a
procurement plan based on the projected activities in the Project Implementation Plan and submit it to PIU for
their review and acceptance through STEP. Upon vetting by PIU, this shall be sent to WB through STEP (tracking
system) for Bank review and online clearance. Procurement activities are to be updated in STEP duly uploading
Procurement Documents.
Guiding Principles of Procurement: Mandatory Compliance with:

• Loan Agreement between the Borrower & WB
• WB Procurement Guidelines:
“Procurement Guidelines” for Procurement of Goods, Works and Non-Consultant Services
“Selection and Employment of Consultants”
• Department SOP (schedule of power)
Threshold limits for procurement
Category Method of Procurement Threshold (USD Equivalent) Prior review threshold

ICB >3,000,000 All Direct contracts
LIB wherever agreed by Bank above USD 10,000 and
Goods and Up to 3,000,000 (with NCB all other contracts equal
NCB
Non- conditions) to or greater than USD 1
consulting Shopping Up to 100,000 million equivalent;
services DC As per para 3.7 of Guidelines
Force Account As per para 3.9 of Guidelines
Framework Agreements As per para 3.6 of Guidelines
Community Participation As per para 3.19 of Guidelines
ICB >40,000,000 All Direct contracts
NCB Up to 40,000,000 above USD 10,000 and
Works Shopping Up to 100,000 all other contracts equal
DC As per para 3.7 of Guidelines to or greater than USD
Force Account As per para 3.9 of Guidelines 10 million equivalent
Community Participation As per para. 3.19 of Guidelines
CQS/LCS Up to 300,000 All Single source
Consultants’ SSS As per para 3.9-3.11 of Guidelines selection contracts
Services Individuals As per Section V of the Guidelines above USD 10000 and
QCBS/QBS/FBS for all other cases all other contracts equal
70
Category Method of Procurement Threshold (USD Equivalent) Prior review threshold

to or greater than USD
(i) International
500,000 equivalent for
shortlist >800,000
firms; and equal to or
(ii) Shortlist may greater than USD
comprise national Up to 800,000
200,000 equivalent for
consultants only individuals
Source: Procurement manual, NAHEP
Procurement Methods under NAHEP (for Goods/Works):

International Competitive Bidding (ICB)
ICB is the most efficient/ economic and preferred method of procurement to be adopted, where the import of
goods or likely participation of foreign firms is involved. Must for all contracts above US$ 30,00,000. or items
sourced from abroad. Publication in U N Development Business online (UNDB online) /World Bank –
Automatically published through STEP when uploaded. Advertisement in at least one News Paper of National
Circulation - publication on the client’s web site shall also be done. Use of Standard Bidding Documents, Bid
evaluation and Award of contract.
National Competitive Bidding (NCB)

For Contracts Up to US$ 3,000,000. Used where foreign competition is unlikely. Advertisement in at least one
News Paper of National Circulation. - publication on the client’s web site shall also be done. All other as in ICB
Shopping (National & International)

• For a small number of off-the-shelf goods or standardized goods
• Applicable for contracts Up to 1,00,000
• Covers procurement of most of the items under NAHEP
• Simple, rapid and least competitive procurement
• Requires a minimum of three quotations.
• For international shopping minimum of three quotations are required from two different countries
• GeM is allowed in lieu of shopping up to US$ 100,000, provided there are at least three (3)
suppliers for the item on GeM and the purchaser uses the RFQ feature
Direct Contracting
Contracting without competition (single source). Appropriate under the following circumstances:
• extension of an existing contract for goods/works
• additional purchases from the original Supplier
• proprietary equipment
• natural disasters
Publish contract in UNDB: Done automatically when uploaded in STEP
Methods and Value thresholds for Consultancy Services

i. Quality and Cost based Selection (QCBS):
1. QCBS is a method of selection through competition among qualified shortlisted firms based on
the quality of the proposals and the cost of the services provided. It is the most commonly
recommended method for the selection of consultants for most types of services.
ii. Other methods of selecting a consultant includes:
a) Quality Based Selection (QBS);
b) Fixed Budget (FBS);
c) Least Cost Selection (LCS);
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d) Consultant’s Qualifications (CQS); and

e) Single Source Selection (SSS): Single-source selection of consultants does not provide the
benefits of competition in regard to quality and cost and lacks transparency in the selection.
Therefore, single-source selection shall be used only in exceptional cases.
iii. Selection of Individual Consultants:
Consultants shall be selected through a comparison of qualifications of at least three candidates
among those who have expressed interest in the assignment in response to the advertisement or
have been approached directly by the Client.
The central procurement team has made significant efforts during the FY2022-23 to improve the procurement
progress to ensure effective implementation at the AU level. More than 45 one-to-one procurement reviews
have been concluded under the chairmanship of the National Director during the year.
NAHEP procurement progress (Figures in INR Crore) as on 15th March 2023

Name of Pending/under Signed/completed Total contract % signed
component implementation contract value value contracts
contract value
1a. IDP 21 124 145 85%
1b. CAAST 20 92 112 82%
1c. IG 4 40 43 91%
Component- 2 6 49 55 89%
Total 51 305 355 86%
As observed in the table above, the contribution of signed and completed contracts together constitute significant
progress over last year, i.e. 86% of total procurement made under different components of NAHEP as on March
2023.
c) Financial management
The fund utilization of NAHEP has been closely monitored by PIU-NAHEP under the guidance of the National
Director. PIU-NAHEP has organized need-based capacity-building activities and review meetings for awarded
AUs to expedite fund utilization. The cumulative financial utilization progress of the project as on 13th March 2023
has been tabulated below:
Component-wise financial progress status (Values in INR Lakhs as on 15th March 2023)
Component Cumulative Release Fund Utilization % utilization

(INR Lakhs) (INR Lakhs)
IDP 39709.42 27787.00 70%
CAAST 27124.73 22725.25 84%
IG 8809.00 8092.69 92%
Comp2 and RAES 13304.00 12303.00 92%
Comp3 1144.18 884 77%
Total* 90091.33 71791.94 80%
*The further Grant of Rs. 87.00 crores has further been received on 13-03-2023, which is yet to be released.
Hence, the total received Grant now comes to Rs. 987 crores.
As observed in the table above, fund utilization of IG, Comp2 and RAES is highest with 92%, followed by CAAST
84%, Comp3 77% and IDP 70%, respectively. The timely procurement and finance review meetings and
handholding webinars have played an important role in expediting the overall procurement progress and fund
utilization.
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d) Environmental safeguard measures
The project is categorized as ‘Category B’ as per the environmental safeguard policy of the World Bank, as
interventions like ‘Institutional Development Plans that would upgrade infrastructure for research and
teaching’ (under sub-component 1a) may have a negative impact on the surrounding environment. But on the
other hand, the interventions proposed under sub-components 1b and 1c ‘CAASTs’ and ‘Innovation Grants’, offer
scope for enhancing the positive impacts on the environment through the integration of pro-environmental
measures.
Environmental Management Framework (EMF): The EMF presents the ‘legal and regulatory framework’- a
compilation of applicable acts, rules and regulations of GoI and identifies potential environmental risks and
presents the mitigation measures along with green initiatives. PIU also organized capacity building programmes
on environmental concerns and safeguards to enhance the capacities Environment – Nodal officer. During the
year 2022 to 2023, AUs implemented various activities under the component of legal compliances, green
initiatives and Awareness programme.
I. Capacity Building Programs:

A series of lectures were organized on environment and sustainability concerns as a mark of World
Environment Day.
On 6th June 2022, two lectures were organized. The first lecture was on
‘Well,-being of waste’ by Dr Umakanth, Chief Manager and South India
Head at ITC, India Ltd. The objective was to present the crucial issue of
post-consumer waste management and facilitate AUs to develop an
entrepreneur model through student participation. Around 350 students
and staff members participated. Second lecture was on ‘Digital
agriculture – a solution to feed sustainability’ by Dr Jagadeesh, Senior
Scientist at James Hutton Institute, Scotland, UK. The objective was to
highlight the present trend of carbon emissions from the agriculture
sector and different technologies to reduce the emission to reach
sustainable goals. Around 350 students and staff members participated
in the capacity building program.
On 10 June 2022, two more lectures were organized on ‘Environmental

Issues related to Stubble Burning’ by Dr Arindam Datta, a Fulbright scholar at The Energy and Resources
Institute (TERI), New Delhi. The present data of stubble burning across India and its impact on climate change.
Role and responsibility of the stakeholder’s concern to reduce the emissions. Another lecture on ‘Nitrogen
pollution in South Asia - current and future trends’ by Dr Dali Nayak, a researcher at the University of Aberdeen,
Scotland, UK. The objective is to highlight nitrogen pollution and NOx emissions globally and the reduction of
nitrogen pollution by halving the nitrogen fertilizers through multiple management practices.
Further, two more lectures were organized on 8th December 2022. One
on ‘Strengthening Agricultural Curriculum - Process Skill and
Competency Gaps’ by Dr P.V.K Sasidhar, Professor School of
Extension and Development Studies IGNOU and another on ‘Carbon
sequestration and role of AUs in neutralizing the carbon emission’ by Mr
Prasad Rao Founder and CEO, Geo Climate Risk Solution Pvt Ltd. More
than 500 students and faculty members from various AUs attended the
lectures.
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II. Safeguard policies:

As part of ESP, agricultural
Compliances complied by AUs
universities, successfully
implemented legal compliances and Environ protection Acts,…
major compliances that triggered; Seed Act
the Construction and Demolition Ground Water Act No of
Waste Management (C& BM) rules, Tree Act Universities
2016; E-waste Management (E- NBA
WM) rules, 2016; Energy Insecticides Act 1968
Conservation Building Codes Labsafty Safety Measures
(ECBC) (Energy Act), Hazardous BMWR
Waste Management (HWM) rules, NBC
2016; Biomedical Waste ECBC (ECA)
Management (BMW) rules, 2016; E- WMR
and Others (Tree Act, Waste HWMR
C & D WM Rules…
Act, Insecticidal Act, Biodiversity
Act, Lab safety and fire safety 0 10 20 30 40 50
measures, Animal ethics committee
approval, Biosafety committee approval, etc. All universities complied with compliance as per their ESP as shown
in Graph 1. Overall, the C & DWM Rules, NBC, ECBE, and HWMR are predominantly applicable compliances
based on the Aus proposals. These compliances apply to civil /minor work carried out for infrastructural
development activities. Compliances emphasize optimum utilization of resources, resource management,
hazardous waste management, etc. which are effectively carried out by AUs.
III. Green Initiatives:

Each AU has taken up some green initiatives and followed conservation practices such as energy conservation
through replacing LED bulbs, installing solar energy, and water conservation through installing sensor taps in the
toilets, upgrading, and renovating water harvesting structures, bore wells, etc. to improve the recharge capacity
of groundwater in the campus area. Under waste management, practices adopted by the universities are
segregation as per the color codes in the labs for chemical/ hazardous waste and municipal solid waste at
canteen/ hostels and campus. These initiatives were quantified and presented in the form of carbon emissions
under different sections such as energy, waste management, water conservation, and plantation.
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Energy:
Initiatives for carbon cut-off were carried out by the AU by replacing old appliances with energy-efficient
appliances like star-rated appliances, LED lighting systems, PV Solar panels, Biogas plants, Solar vehicles in
the campuses, etc. These initiatives were integrated as part of ECBC and C& D waste rules under renovation
works. Data from 12 AUs of replacement of LED lighting with Incandescent lights was calculated using an online
tool15.
Differnce in carbon emissions between LED and Incan bulbs
MPKV, Rahuri
100
KAU, Thrissur
200
JAU, Junaghad
200
IARI, Delhi
200
GP Pantnagar
200
CO2 emitted by 60 wt Incan bulbs
CSKHPKV, Palampur
200
No of Incan bulbs
CIFE. Mumbai
300
CO2 emitted by 8wt LED bulbs
CCSHAU
300
No of 8wt LED
BAU, Ranchi
400
ANGRAU, Guntur
450
AAU, Assam
1200
AAU, Anand
2000
0 20000 40000 60000 80000 100000 120000 140000 160000 180000
The above chart presents the replacement of incandescent bulbs with LED to reduce energy consumption which
in turn will reduce CO2 emissions. The number of AUs was 12 replaced the number of 5750 incandescent bulbs
of 60 Wt with 8 Wt LED Bulbs and the number 6595 incandescent bulbs of 100 Wt with 12 Wt LED Bulbs. By this
simple act, a total of 1188.847 t CO2 emissions were cut off in a year.
15 https://learn.eartheasy.com/guides/led-light-bulbs-comparison-charts/
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Waste Management:
AUs followed the Hazardous Waste Management (HWM) rules by segregation waste as per the color codes,
handing it over to the authorized agency, educating the students, displaying the information board, etc. MPKV,
Rahuri, and KAU, Thrissur planned to set up the effluent treatment plant in their campuses to reduce water stress
in the campuses. SKUAST Kashmir and CAU, Imphal installed the incinerators in their campuses to treat
hazardous waste and biomedical waste. AUs installed fire extinguishers in the labs, displayed posters on fire
safety measures, and first aid kits in the labs, etc. Also organized mock drills on fire safety. AUs segregated
MSW into wet and dry waste and wet waste was composed and converted into manure by 12 AUs. These 12
AUs waste conversion was calculated as carbon emissions cut off by using an online tool 16. University-wise CO2
reduction against the waste was presented in Graph below.
Solid waste converted into manure

CO2 reduction
1600000
1400000
1200000 Waste converted into manure Reduction in CO2 emission
1000000
800000
600000
400000
200000
0
A total of 7402.02 t of CO2 emissions were cut off by a quantity of 3534 t of waste into manure through the
compost method.
16 https://watchmywaste.com.au/food-waste-greenhouse-gas-calculator/
76
Plantation:
Massive plantation was done on the campuses

involving students to improve the green cover in and
around the campus. A specific program like ‘one
student – one plant’ was implemented by AUs to
involve students in taking care of the plant during
their graduation time and it is linked with their
performance report. Last 5 years data on the
plantation was collected and calculated carbon
sequestration capacity of trees after 10 years. AUs
planted 1059998 saplings with 300 species covering
an area of 39.9 ha.
Carbon sequestration in AUs
800000 200000000
700000 180000000
160000000
600000
140000000
500000 No of Plants Carbon sequester by after 10 yrs 120000000
400000 100000000
300000 80000000
60000000
200000
40000000
100000 20000000
0 0
Using online tools17 the carbon sequestration was calculated. AU-wise carbon sequestration was presented in
Graph above. Around 265000 tons of carbon can be tapped by the 10.6 lakh trees in 10 years.
IV. IEC Material:
Additional two chapters were developed and included in the ‘Guidelines for Safe Disposal of Hazardous Waste
Generated from Laboratories’. The chapters were on ‘Plastic tank based sustainable composting tank utilizing
cow dung for disposal of biological effluents and animal carcass’ and ‘Sun light exposed shallow sand bed for
laboratory/ biomedical waste disposal’. These topics will help the AUs who handle bio-medical hazardous waste
at biotechnology and biochemistry labs.
17 https://www.ecomatcher.com/how-to-calculate-co2-sequestration.
77
V. Awareness Programmes in AU Campuses:

AUs regularly conducted awareness programs for students and faculty members on environmental sustainability
concerns. These programs were organized in the form of competitions (drawings, essay writing, etc.), lectures,
and workshops. AUs also celebrated special events on specific days such as World Environment Day, Earth
Day, etc.
Details of the programs are listed below:
• Lectures: 6 AUs organized lectures and the number of students who participated was around 750.
• Seminars: 3 AUs were organized and 145 students participated.
• Awareness programs: 10 AUs organized awareness programs in the form of painting competitions,
mock drills on fire safety, etc. Participants were around 600 students.
VI. Green and Clean Campus Award (GCCA):

GCCA Phase 2 was announced on 21st June 2022 for the year 2021-2022. The format was redeveloped as per
the committee's suggestion and was converted into an online portal to reduce human interference. Orientation
was given to all Nodal Officers and PIs on format, necessary and required documents as proof, etc.
Authentication of the proofs was done before the system finalized the score. The number of AUs registered was
28 and 24 AUs submitted online formats. Out of 24, Four AUs were shortlisted based on the score given below:
▪ UAS Bangalore
▪ IARI, Delhi
▪ MPKV, Rahuri
▪ NDRI, Karnal
VII. Monitoring Visit to CAU Imphal:

Monitoring team has visited three colleges: College of Agriculture, Imphal College of Fisheries, Lembucherra,
and College of Veterinary Sciences & Animal Husbandry, Aizawl. The main objective was to monitor the
implementation of the safeguards and provide handhold support to the Nodal officers and to staff concern.
Rooftop harvesting structures were established to supply wastewater to laboratories, separate tanks to collect
78
hazardous waste, and new incinerators at veterinary colleges, etc. were a few initiatives taken as part of the
ESP.
VIII. Green Technologies and Climate Smart Agriculture (GT&CSA):

AU’s demonstrated innovative approaches & technology solutions to resilience smart agriculture in areas of
water, energy and climate change. Around 31% of the technologies were developed under irrigation to conserve
water, followed by 23% climate resilience technologies, and 15% each under energy and fertilizers.
Various Technologies initiated by AUs
15%
Irrigation - Water conservation
31%
Waste converters ( Biogas)

23%
Energy - (Biomass, Solar)
16% Climate resilience technologies

15%
Fertilizer ( organic and others)
List of GT & CSA technologies initiated by AUs:
S. No Name of the AU Name of GT&CSA

1 Junagadh Agricultural Sensors for smart irrigation
2 University Agri-voltaic System
3 JAU: Greenhouse Environment Control Automation System
(GECAS) with sensors and controllers
4 Kerala Agricultural Biogas plant
University, Thrissur
5 Maharana Pratap University Bubbling Fluidized Bed Gasification Technology for Bio
of Agriculture and Hydrogen Production through Gasification of Agro Residues
Technology, Udaipur
6 Navsari Agricultural Novel’: A banana pseudo stem (Novel Plus and Novel Prime
University, Navsari Invention)
7 Bihar Animal Sciences Cow Dung Log Machine
University, Patna
8 University of Agricultural Centre for Agroclimatic-studies
Sciences, Raichur
9 Mahatma Phule Krishi MPKV: Real-time variable rate fertilizers applicator
10 Vidyapeeth, Rahuri MPKV: Climate Resilient Resource Conservation
Technologies for Sustainable Sugarcane Production
11 Anand Agricultural University, AAU: Hydroponics Technology
Anand
12 University of Agricultural UAS B Sensor-based automated irrigation techniques in
Sciences, Bengaluru important crops
79
e) Social safeguard measures

The project does not have any significant involuntary resettlement impact and the project overall has been
categorized as “C” as per the Social Safeguard Policies. The project institutions, especially those in low-income
states, are located in states inhabited by tribal communities. Therefore, the World Bank Operational Policy on
Indigenous Peoples (OP/BP 4.10) has been triggered, and an Equity Action Plan (EAP) has been developed to
incorporate social considerations in project planning, implementation, and monitoring and to ensure that potential
adverse impacts are adequately mitigated, and benefits of Project are further enhanced to improve the
effectiveness as well as the sustainability of the Project. New construction activities are not allowed but the
project has been financing limited construction activities within the existing premises. These activities have not
been causing any significant environmental or social impacts; Hence, the World Bank Operational Policy on
Involuntary Resettlement (OP 4.12) has not been triggered, but as limited construction activities are financed,
keeping in mind the safety and security of labor, student, teaching and non-teaching staffs, a labor-management
plan has been developed and implementing for civil construction work.
I. Capacity Building Programs for Faculty

Faculty upgradation programs
Two faculty upgradation programs were organized
by UBKV, Cooch Behar on 1st August, 2022 and 9th
January, 2023 respectively. The topics were: ‘Role
of biodiversity for improvement temperate fruit crops
and horticultural crop production. More than 200
participants attended the upgradation programs.
II. Equity Action Plan (EAP)

EAP’s have been prepared in line with the Government of India’s commitment to Inclusive Growth, and in
complying with the World Bank’s Operational Policy on Indigenous People (OP 4.10), and identifies key issues
and problems affecting academic performance and overall development of students and recommends a set of
actions to address the same. The objective of the EAP is “To ensure that all students and faculty in the project
institutions have equal opportunity to avail the benefits of the Project with substantial improvement in the
performance of students with special attention to the needy and ST and SC categories.” All project assisted
institutions will be responsible for preparing and implementing the Equity Action Plan (EAP) as an integral part
of project implementation for NAHEP”.
III. Preparation and implementation EAP

Out of 62 NAHEP awarded AUs, the project in 18 AUs has been closed. It includes two AUs from CAAST
component (BCKV, West Bengal & CSAUA&T, Kanpur) and 16 AUs (Dr PDKV, Akola; MPHU, Karnal; KU,
Gujarat; PJTSAU, Hyderabad; PVNRTUV, Hyderabad; SVVU, Tirupati; SKLTSHU, Hyderabad; AU, Kota; AU,
Jodhpur; SKRAU, Bikaner; SVBPUAT, Meerut; IGKV, Raipur; NDVASU, Jabalpur; KVASU, Wayanad;
RAJUVAS, Bikaner) from IG component. Remaining 44 AUs have prepared and disclosed EAP on their
respective university websites and implemented all the proposed activities as per EAP
Improving the academic performance of weak students
As a part of the social safeguard several interventions have been taken by the partnering AUs to ensure good
performance of academically weak students and achievement of post-college goals. Interventions like English
classes, peer group leanings, and remedial sessions have been promulgated to address the language and
communication constraints among students of weaker sections. Most of the AUs have initiated training and
motivational classes, to enhance the leadership qualities and achievements. A total of 22208 students have
been participated in different type of development trainings from July to December, 2022. Out of total
participation, 1882 (8.5 %) were from ST, 2237 (10.0 %) from SC and remaining 18089 (81.5 %) belonged to
general category (Table 2). Gender-wise participation shows that, 11835 (53.3%) male and 10373 (46.7 %)
female students participated in various trainings from July 2022 to December 2022.
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Here is the brief snapshot of achievements made for academically weak students under NAHEP from July to
December 2022.
July to December 2022
Particulars Caste Gender
ST SC Gen F M Total
A. National level
National Level Trainings 1052 1314 9081 5163 6284 11447
Participation (%) 9.2 11.5 79.3 45.1 54.9 100.0
B. University level
Student identified weak in
103 207 1753 1077 986 2063
English
Academically weak students 200 164 1023 533 854 1387
Remedial Class 145 152 1845 1245 897 2142

Debate/essay quiz
56 100 1979 890 1245 2135
competitions
Special efforts for
265 200 1523 965 1023 1988
internship/ placement
Communication &
61 100 885 500 546 1046
Presentation Skills
Total 830 923 9008 5210 5551 10761
Participation (%) 7.7 8.6 83.7 48.4 51.6 100.0
Grand Total (A+B) 1882 2237 18089 10373 11835 22208
Participation (%) 8.5 10.0 81.5 46.7 53.3 100.0
Social Inclusion:
The guidelines of international training programs have made relaxations in the CGPA of SC/ST students from
7.5 to 7.0. A total of 1397 students (1101 students (female-770, 331 -male, ST-26, SC-69 and 1006 general
category) from IDP component and 296 students (female-142, 154 -male, ST-19, SC-52 and 225 general
category) from CAAST component) successfully completed overseas training physically (from project inception
to till march 2023) in more than 330 emerging areas of agriculture and allied sectors, and have visited ~110
international HEIs across the globe. Out of total 1397 students, 45 ST, 121 SC and 1231 general category
students and gender wise 912 female and 485 male students participated in oversea trainings. Some of the
universities visited by the students were, Queen Sirikit Botanic Garden Chiang Mai, Thailand, Tampere
University, Finland, Kansas State University, Manhattan, KS, University of Florida, Gainesville, USA, University
of Nebraska-Lincoln, Lincoln NE, USA and Mississippi State University, Mississippi, USA. International Rice
Research Institute (IRRI), Philippines, AIT, Thailand, Central Milandanao University (CMU), Philippines etc. Here
is the brief snapshot of achievements of social inclusion made under NAHEP: Students
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Students received overseas training (Till March 2023)
Overseas training Project inception to till March 2023

Component-wise
Caste Gender Total
ST SC GEN F M
IDP 26 69 1006 770 331 1101
CAAST 19 52 225 142 154 296
Total 45 121 1231 912 485 1397
Participation (%) 3.2 8.7 88.1 65.3 34.7 100.0
International visit of students to Queen Sirikit Botanic Garden Chiang Mai, Thailand from UHS Bagalkot
Students’ internship in USA, Kansas State University from SKAUST, Jammu
82
IV. Faculties’ capacity building program

Subject knowledge up-gradation nationally or internationally is to make the faculty aware of the advances in
knowledge, technology, and research methodologies for improving their performance and teaching quality.
NAHEP has been supporting, faculty to improve their knowledge, pedagogical skills, and sensitivity to gender
equality and social inclusion issues in agriculture educational institutions through overseas & national level
trainings. A total of 523 faculties, 346 from IDP component (F-69, M-277, ST-19, SC-35 and 292 general
category), 135 from CAAST (F-46, M-89, ST-12, SC-15 and 108 general category) and 42 faculties (F-35, M-07,
ST-03, SC-06 and 33 general category) from IG component completed their overseas trainings physically (from
project inception to March 2023) in more than 60 international universities. Gender wise 401 male faculty against
122 female faculty completed oversea training and caste wise, 34 ST, 56 SC and 433 general category faculty
attended overseas trainings. % participation of faculty in oversea trainings and it showed that 76.7 % male
faculties completed overseas trainings against 23.3% female faculties. 82.8% general faculties, 6.5% ST and
10.7% SC faculties completed overseas trainings.
Faculties received overseas training (Till March 2023)
Project inception to till March 2023

Overseas training
Caste Gender
Component-wise Total
ST SC GEN F M
IDP 19 35 292 69 277 346
CAAST 12 15 108 46 89 135
IG 03 06 33 07 35 42
Total 34 56 433 122 401 523
Participation (%) 6.5 10.7 82.8 23.3 76.7 100.0
% Participation of faculty in overseas trainings (till March 2023)
6.5
10.7 23.3
82.8 76.7
ST SC GEN F M
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Faculties visiting international institutes from different AUs
V. User-Friendly Campus for differently abled and women

The basic amenities accessible to everybody to facilitate daily functions are important. Hence, it should be
barrier-free and adapted to fulfil the needs of all people equally. As an initiative of user-friendly campus, AUs
have established ramps, user-friendly washrooms, Escalator, Signboard, Mock drill, Wheel- chair, installed
Street lights, CCTV cameras to enhance the security of women and incinerators for safe disposal of sanitary
napkins. Most of the AUs are providing these types of facilities from their fund and all new buildings have user-
friendly amenities. Under NAHEP it is mandatory to provide ramps if there is some renovation work in any old
buildings. As per the EAP, AUs have to provide all planned amenities within the six months of project
commencement. As an initiative of user-friendly campus, 34 AUs have established 226 ramps, 45 AUs
modified 308 user-friendly washrooms, 18 AUs constructed 24 escalators, 15 universities installed 542 CCTV
cameras to enhance the security of women, and installed 91 sanitary napkin machine & incinerators for safe
disposal of sanitary napkins by 23 AUs, 19 AUs installed 33 mock drills and 25 AUs established 2075
signboards till December 2022. NAHEP, made it mandatory to provide ramps under renovation work. Details
of user-friendly infrastructures developed by the AUs under NAHEP are given in below table.
User friendly infrastructure developed
Particulars Number Number of AUs
Ramps 226 34
Washroom 308 45
Napkin vending machine & Incinerator for safe disposal of
91 23
napkins
Alarm/hooters 14 8
CCTV 542 15
Escalator 24 18
Wheel- chair 119 40
Mock drill 33 19
Street lights 475 25
Signboard 2075 25
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VI. Labor Management Plan
The project is supporting minor civil works in terms of up gradation/refurbishment of existing infrastructure that
typically includes classrooms, laboratories, library buildings, toilets, ramps, etc. The safety of students, faculty,
and labor during the construction is of prime concern for the AU/Institution. The Head of the institution along with
the site engineer and the contractor/sub-contractor is ensuring and managing safety provisions through the
implementation of a Labor Management Plan (LMP). A total of 295 civil works has been executed by the 62 AUs
till December 2022. Out of these, 66 civil works have been initiated prior to the implementation of LMP and 229
works executed after implementation of LMP and followed the guidelines. The results showed that 290 civil works
have been completed till December 2022 and the remaining 05 were in progress. The works were limited to the
existing premises, and issues were confined to dust and noise. Labor Management Plan (LMP) has been
developed & uploaded on the NAHEP website and accordingly AUs prepared and executed the LMP.
Performance monitoring on Social Safeguard indicators
S.N. Particulars (Till March 2023)

1. Number of courses/seminars/workshops /lectures on social aspects 361
Number of documents with thrust on social / equity (papers, reading material,
2. etc.) developed by faculties resulting from exposure within or outside the 208
country
Number of guest faculties delivering lectures or lessons on social / equity
3. 523
aspects
4. EAP (Equity Action Plan) prepared and implemented 62
Labor Management Plan prepared and implemented during civil works
5. 62 (295 civil works)
(renovation)
Grievance Redress Mechanism (GRM) prepared and addressed complaints
6. 29
within the stipulated time according to GRM portal
7. SC / ST beneficiaries 18.8%
Wheelchair for physically handicapped student at KAU, Incinerator for female students’ student at KAU, Kerala
Kerala
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f) Key initiatives undertaken by PIU NAHEP

Brainstorming session on Mainstreaming Agricultural
Curriculum in School Education (MACE)
The Indian Council of Agricultural Research (ICAR) organized a Brainstorming Session on ‘Mainstreaming
Agricultural Curriculum in School Education (MACE)’ under the National Agricultural Higher Education Project
(NAHEP) on 14th June 2022 at NASC, New Delhi. Hon’ble Minister of Agriculture and Farmers Welfare, Shri
Narendra Singh Tomar inaugurated the session and suggested ICAR to mainstream Agricultural Education
under National Education Policy 2020 as agriculture is the backbone of our nation. Inclusion of this subject in
school curriculum will strengthen the Indian economy going forward. The session discussed on development
of policy and pathways to introduce agriculture as a subject in course curriculum and provide option for
students to explore a career in the various arenas of the agriculture sector. More than 250 experts from the
ICAR, NCERT, CBSE along with various school principals and teachers participated and deliberated on the
need and process for the introduction of agriculture as a subject in school curriculum. Based on these
deliberations, ICAR could develop a policy document and collaborate with the state and national education
bodies to provide inputs on the curriculum change, define courses for primary, secondary and senior
secondary schools, train teachers on teaching agriculture in schools, create awareness through school
outreach, guest lectures, campus visits etc.
86
International Conference on Blended Learning Ecosystem for

Higher Education in Agriculture (ICBLE)
The conference was a multi-partner global event to facilitate knowledge sharing, collaboration, and
partnerships for the development of state-of-the-art blended learning ecosystem for higher agricultural
education in India. learnings from this conference would enable ICAR to develop a strategy for accelerating
the implementation and adaption of blended learning ecosystem. The conference is being hosted jointly by
ICAR and the World Bank under NAHEP and is organized by ICAR - Indian Agricultural Statistics Research
Institute, New Delhi.
ICAR has undertaken a development initiative to develop and deploy a Blended Learning Platform envisioned
as a “Next – Generation Learning Management System” allowing all stakeholders in Agricultural higher
education to engage in effective teaching, learning and monitoring. The platform would be designed to bring
to life the larger vision of “strengthening the digital backbone of agricultural higher education institutes”, to
enable evolved, scalable, and sustainable learning.
87
KRITAGYA- Hackathon 3.0 on Speed Breeding for Crop

Improvement
National Agricultural Higher Education Project (NAHEP) of Indian Council of Agricultural Research (ICAR)
and with the support of Crop Science Division of ICAR has organized Hackathon 3.0 ‘’KRITAGYA” on
promoting ‘Speed breeding for crop improvement’ during 2022-23.
Students, faculties and innovators/entrepreneurs from any university / technical institution across the country
have applied and participated in the event in the form of a group. Participated students have collaborated with
local start-ups, students from technology institutes and can win up-to INR 5 Lakhs from this hackathon. For
the final National round evaluation of the hackathon, national organizing committee has evaluated the all 22
team’s shortlisted teams on 2nd December 2022. Based on consensus of all juries, 4 teams have been
shortlisted as winners of KRITAGYA.
S.no Zones Total Registrations Shortlisted Finalists for Winners

teams for zonal national
evaluation evaluation
1 Central 32 10 5
2 East 4 4 2
3 North 26 8 5
4
4 South 59 11 5
5 West 14 13 5
Total 135 46 22
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Winners of KRITAGYA 3.0
Rank I
Team Name TEAM02433, QORN (Quality Protein Maize -
oriented Resource Network)
Problem Statement Business Models for Biofortified Crops Value
Chain
Team Details Punjab Agricultural University
Leader: Dr Alla Singh (Faculty)
Member: Hiroshi Chawla (Student)
Member: Mathanki Mehra (Student)
Rank II
Team Name TEAM02401, AmritPOLY
Problem Statement Value Added Products from Crop Residues/Milling
by Products
Team Details IARI, New Delhi
Leader: Pranjal Yadava (Faculty)
Member: Ms Sapna (Innovator)
Member: Fatima Khan (Student)
Rank II
Team Name TEAM02359, Cotton Accelerator
Problem Statement Smart LED Lights for Speed Breeding
Team Details ICAR- Central Institute for Cotton Research,
Nagpur
Leader: Jayant Meshram (Innovator)
Member: Rahul Phuke (Faculty)
Member: Shradha Tiwari (Entrepreneur)
Member: Mahesh Sontakke (Student)
Rank III
Team Name TEAM0242, Eco-Green Fly
Problem Statement Innovative Models for Technology
Commercialization
Team Details VIT-AP University
Leader: Santanu Mandal (Faculty)
Member: Harshith Kantamneni (Student)
Member: Hemanth Gollapudi (Student)
Member: L V S K B Kasyap Varanasi (Student)
89
ICAR 75 Guest lecture series
The Government of India initiated ‘Azadi ka Amrit Mahotsav’ to memorialize and honour 75 years of India’s
Independence. This commenced from March 12, 2021 as a 75 weeks countdown to the 75th anniversary of
independence (August 15, 2022) ending on August 15, 2023. The India@75 celebrations reflect on the hard
work, innovations and enterprises of Indians and serve as a platform to collectively plan for creating a better
tomorrow. The post-independence journey of the Indian agriculture has been a great success. It has led India
to be self-sufficient in food and has enhanced its life expectancy. In spirit of the ‘Azadi ka Amrit Mahotsav, a
massive outreach campaign titled ‘ICAR 75 Lecture Series’ was taken up by the Indian Council of Agricultural
Research (ICAR), supported by its National Agricultural Higher Education Project (NAHEP)
The lectures were delivered by the experts from various domains related to agriculture, science, spirituality,
sports and several others. The lectures were also live streamed through an online app and ICAR YouTube
Channel and were given wide publicity on the ICAR’s social media platforms. Despite Covid pandemic, the
lecture series were attended by more than 1,16,090 participants, including Vice-Chancellors of Agricultural
Universities, ICAR Officials, Senior Faculty, Senior Scientists, Professors, Teachers, Students (more than
96,000), and many others.
90
Annexures
A. AU wise detailed activities undertaken
a) Component 1 A (IDP)
I. ICAR-National Dairy Research Institute, Karnal
Project Title: Incentivizing dairy education through an innovative learning approach
There are multiple activities carried out by ICAR-NDRI, Karnal, during this period. Out of the total budget, the
institute has utilized 67.82% budget. Placement percentage has increased from (93%) in 2017-18 to (100%)
Placements in 2021-22. Median salary has increased by 38% (Rs. 4 Lakhs in 2017-18 to Rs. 5.5 Lakhs in 2022-
23). Improvement in h-index – 38% (from 18 in 2018 to 25 in 2022); 60% increase in citations/year from 2018 to
2022. Eighty three (83) students from three different batches successfully completed their overseas training at
sixteen (16) different universities in seven (07) different countries. Out of 46 approved, 43 faculty completed their
overseas training at 32 different universities in 10 different countries. Fifteen (15) classrooms were refurbished
as smart classrooms to improvise classroom teaching, One (01) language lab established with twenty four (24)
seats capacity to teach students different foreign languages. Eight (08) MoUs has been signed with M/s Florecer
Pvt. Ltd., M/s. Delmos, NAARM, IIFPT, Nestle, Future Group, and University of Guelph.
Exhibit: Key activities
Social Outreach & Student Development Program Mentor-Mentee Program
II. CCS Haryana Agricultural University, Hisar
Project Title: Strengthening institutional capacity to produce skilled professionals for market-driven
agriculture
Under NAHEP, CCS Haryana Agricultural University (HAU) is implementing Institutional Development Plan
(IDP). 26 faculty was deputed for International training to the International Institutes. 101 students have
completed the international training. Three certificate courses has been finalized (two courses have been
successfully completed). Five labs and eight lectures rooms are renovated and upgraded. The equipment’s for
smart classroom and robotic and automation lab have been installed. Partner AU has also organized an
international conference on ”Climate resilient agriculture for food security and sustainability”, Indo-Polish
91
International training on “Biotechnologies in Environmental Engineering-Scientific and Business Perspective and

The Fuss About Food Supplements’ organized under online lecture series “Food safety and Security: Global
Perspective. Incubation center (ABIC) has been established and students are being trained for entrepreneurial
skill. Several workshop and trainings for entrepreneurship has been conducted. Over the last one-year, AU has
cumulatively utilized 53.2% of the total budget outlay.
Indo-Polish International Training on “Biotechnologies in International Conference on Climate Resilient

Environmental Engineering and Business Perspective” Agriculture for Food Security and Sustainability
III. Maharana Pratap University of Agriculture and Technology, Udaipur
Project Title: Institutional Development Proposal for strengthening undergraduate education in

agriculture and allied fields
The AU has utilized 61.1% of the total budget as planned. Partner AU has established 19 Smart Class rooms
with digital podium, 13 class rooms with signage panels. Using modern digital technology for improved content
delivery. Developed New Food Processing Lab with High processing machine for food & horticulture produce.
Hands on training to students on modern equipment improving practical skill sets. Language Lab functional for
UG students and advanced computers facilities for students and faculties. Four start-ups has been started
namely, EF polymer Private Limited: 3 B. Tech AG Students, Dehaatleaf: 1 B. Sc. Ag Student, Shiyata – the
Garden Gurus: 2 B.Sc. Ag Final Year Girls, Shibaam Rida’s- 1 B.Sc. Community Science Student. Collaboration
in Teaching and Research with WSU, Namibian University, Central Luzon State University. Conducted GATE &
JRF classes for 280 students. 17 Trainings has been organized for English proficiency, Personality development
& soft skills classes, benefitted 1066 students. AU has also organized 32 skill development trainings benefitted
1176 students. Trained 46 faculties in Field of Agriculture and allied sector helped in increasing good quality
publication. Imparted management and behavioral skills among 150 faculty & supporting staff. 56 faculties got
exposure through attending various workshops, conference, summits, etc., 7 faculties and staff attended
workshops related to audit, accounting, roster writing, etc. University signed 34 MoUs with Industries and PSUs
and 8 MoUs with NGOs. 949 students’ undergone 42 different Industry summer internships at industries such
as, NDRI, NIFTEM, Escort, NRFMTTI, including exposure visit to various industries and universities like Amul,
Anand Agriculture University, etc. Partner AU has invited 14 industry leaders for 8 workshops in which 1682
students participated and improved their knowledge in various types of industries like Textile E-commerce with
reference to fabric retailing, Digital marketing Strategy, print media and mass communication, Indian food
processing industries.
92
Hands-on Training on “Production of Biochar from

Students Engaged in Environmental Safeguard
Crop Residues” for Skill and Entrepreneurship
Measures
Development
IV. Assam Agricultural University, Jorhat
Project Title: Strengthening Assam Agricultural University with education quality parameters for
production on 21st-century ready human resources
The project at AU has progressed well during the year, as indicated by 70.17% of the budget utilization. AU has
established five Language labs at AAU, Jorhat; CVSc., Khanapara, CFSc., Raha, BNCA, Biswanath Chariali and
SCSCA, AAU, Dhubri, placement cell at AAU, Jorhat strengthened with procurement and installation of
Conference table with microphone facility and 2 computers. 105 students underwent training in 7 institutes, viz.
ITCPH, Philippines, ETH, Zurich, Switzerland, AIT, Bangkok, Thailand, IOWA State University, USA, University
of Nebraska, Lincoln, USA, University of Central Lancashire, UK, and IRRI, Philippines.
Exhibit: Major activities at AU
Distillation Unit in the College of Fisheries Science,

Poultry Processing Plant in CVSC, AAU
Raha
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V. Odisha University of Agriculture and Technology, Bhubaneshwar
Project Title: Branding the university for excellence and equity in agricultural education to produce
skilled graduates for enhanced employment and entrepreneurship
AU has utilized 56.63% of the budget. 42 students exposed to International standards of teaching/ academics
and Agriculture at University of Nebraska-Lincoln, USA, IRRI, Philippines & AIT, Bangkok. Faculties from
Universities of USA visited OUAT and offered courses to the UG students of CVSC&AH, CA and CAET. Four
National Visiting Professors taught different courses to the UG students of Veterinary, Fishery and Agricultural
Engineering students. Two Adjunct Professors offered courses to the 3rd year B.Sc. (Ag) students of CA,
Bhubaneswar. A total of 161 training programmes conducted benefitting 12770 students (56 Professional Skill
Development, 18 English Communication Skill, 7 Personality Development programmes 22 Entrepreneurship
Development, 44 Workshop/Training/ Webinar/Seminar, 3 Entrepreneurial talk, 7 Knowledge sharing session,
1 Motivational talk & 3 Special Coaching for Enriched/Weaker Students). AU has signed 11 MoUs with all the
ICAR institutes located around Bhubaneswar for collaborative research of students.
Exhibit: Key infrastructure established during the period
Renovated Instrumentation Laboratory at College of

Smart Classroom in College of Agriculture
Agricultural Engineering & Technology
VI. Junagadh Agricultural University, Junagadh
Project Title: Institutional Development Plan for Junagadh Agricultural University, Junagadh, Gujarat
IDP-JAU-Junagadh has utilized 71.74% of the total budget till March 2023. A total of 57 students including 21
female has completed international trainings. Twenty two facilitative units has been established to enable
academic and research infrastructure (IIIC- Industry Institution Interaction Cell/Start up cell/incubation
cell/placement cell, alumni cell, conference halls, smart/virtual classrooms, AR/VR, language lab, other digital
infrastructure etc.). Partner AUs has signed 11 MoUs with other HEIs and industries. 250 national level
trainings/workshops/webinars organised to improve the learning outcomes of students and 98 national level
trainings/workshops/webinars organised for faculty upgradation.
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Students Completed International Training at AIT, Training and Experimental Learning on Drones, IoT
Thailand and Google Earth Engine and its Applications
VII. Acharya N G Ranga Agricultural University, Andhra Pradesh
Project Title: Institutional Development Plan of Acharya N G Ranga Agricultural University Human
Capacity Building
ANGRAU, Lam-Guntur AU under IDP has utilized 98.62% of the total budget. A total of 140 students and 24
faculties of have completed international trainings. A total of 371 programs has been conducted in 7 virtual
classrooms and 1706 students benefitted. Digital language labs utilized for credited course (comprehension &
communication skills in English) for a total of 516 hours and 1047 beneficiaries. Partner AU has developed 48
skill development and certification courses, which benefitted 7724 beneficiaries. AU has also conducted 15 agro-
based entrepreneurship program to motivate about 600 students to indulge into entrepreneurial activities in
future.
Student Internship Program at Kansas State Student Internship Program at International Centre
University (KSU), USA for Bio-Saline Agriculture (ICBA), Dubai
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Student Internship Program at Mahidol University, Student Internship Program at Tampere University,
Thailand Finland
VIII. Tamil Nadu Veterinary and Animal Science University, Chennai
Project Title: Institutional Development Plan of Tamil Nadu Veterinary and Animal Sciences University
Last year, AU utilized 58.84% of the total budget as planned. AU has conducted international trainings for 26
students and 24 faculties. AU has organized a total of 213 national level trainings/workshop/webinars to improve
the learning outcomes of students and 32 for faculty upgradation till March 2023. Industrial training has been
conducted for a total of 128 interested IV-year BVSc & AH students. Hands-on-Training has been conducted on
Equine Medicine, Small Ruminant Ultrasound, Imaging and Emergency Care Management. Three students of
the AU has joined Ph.D. program. Partner AU has established 13 International collaborations.
Hands-on-Training on Equine Medicine, Small AR/VR based Bovine Anatomy, VR based bovine
Ruminant Ultrasound, Imaging and Emergency Care anatomy with 10 modules were developed for
Management undergraduate learning, A mobile based AR bovine
anatomy is also made available – Anytime Anywhere
learning
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IX. Sher-e-Kashmir University of Agricultural Sciences and Technology, Kashmir
Project Title: Make SKUAST-K a preferred destination for Agri-Education for its Creativity, Innovation,
Entrepreneurship, Leadership, Diversity and Equity
Over the last year, AU has utilized 80.69% of the total budget released. Partner AU has conducted international
fair. A total of 217 students and 213 faculties have completed international trainings till March 2023. AU has
organized several national level trainings/workshops/webinars to improve students learning outcomes and
faculty upgradation in which 995 students and 180 faculties participated. A total of 28582 people has benefitted
from the activities undertaken by the partner AU under NAHEP.
Exhibit: Key achievement
Organised International Education Fair in New Delhi International Training of Students at Kanas State
University
X. Guru Angad Dev Veterinary and Animal Sciences University, Ludhiana
Project Title: Institutional Development Plan for Improved Learning Outcome, Skill and Entrepreneurship
at Guru Angad Dev Veterinary and Animal Sciences University
GADVASU-Ludhiana AU under IDP has utilized 49.71% of the total released budget. Till March 2023, 105
students and 28 faculties completed their international trainings. Partner AU has established 14 facilities units to
enable academic and research infrastructure, which includes IIIC- Industry Institution Interaction Cell / Start up
cell / incubation cell / placement cell, alumni cell, conference halls, smart/virtual classrooms, AR/VR, language
lab, other digital infrastructure etc. AU has signed 23 MoUs with other HEIs and industries. A total of 21 pilot
courses has been added/upgraded on communication skills, entrepreneurial skills, information processing,
creative and innovative thinking, leadership skills and industry-oriented courses. Two hundred eighty five national
level trainings/workshops/webinars has been organized to improve the learning outcomes of students.
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Laboratory Modules AI-based Precision Dairy Cows Neck Collars
XI. G.B. Pant University of Agriculture and Technology, Pantnagar
Project Title: Institutional development plan of GBPUAT for Improving the Academic and Governance
System of the University for enhancing Learning Outcome
AU has utilized 68.92% of the total budget released. A total of 22 faculty members and 40 students visited 11
leading universities of the world under the Student and Faculty International Exchange Programme. Students of
100+ schools, 50+ universities; professionals from 30+ corporate organizations; plus dignitaries from all walks of
life have experienced NAHEP facilities. 54 classrooms upgraded to Digital Classrooms, more than 19,000 hours
of teaching on Interactive Panels – Interactive Panels are indispensable now. 100 scientists/faculty members are
a part of NAHEP team; made utmost efforts to transform the lives of all aligning stakeholders. AU also organized
12 alumni get-togethers leading to BRAIN 2022 (the National Consultative Workshop on Boosting Research,
Academics Innovation and Networking) with leading, illustrious alumni. Only Faculty Development Centre of the
country is at Pantnagar (running with support of ICAR-NAARM, Hyderabad). Smart Classroom system and
development of Virtual Reality content (running with support of ICAR-IASRI, New Delhi), AU has implemented
the Academic Management System (AMS) in the University (running with support of ICAR-IASRI, New Delhi).
AU has also implemented a project titled Online Pest and Disease Management for Crops and Livestock –
Development of Image Database for Artificial Intelligence (AI) based Mobile Apps/Expert Systems/Information
Systems.
Organized 12 alumni get-togethers leading to BRAIN Networked with 40+ foreign academic institutes of
2022 global eminence-improved global reputation is the
outcome
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XII. University of Agricultural Sciences, Dharwad
Project Title: Augmenting quality and relevance of higher agricultural education through enhanced
learning outcome and entrepreneurship development
AU has utilized 67.23% of the total budget released. 80 students participated in international training at Tampere
University, Finland and AIT, Thailand. Two students of partner AU has secured admission for Masters
programme at AIT, Thailand. AU has submitted a collaborative project on “Smart Agriculture Entrepreneurship
Development Programme” to Tampere University, Finland under “TFK 2023, Team Finland Knowledge
programme”. Development of in-house language laboratory and implementation of remedial courses for slow
learners – 32 students gained more proficiency in the usage of English. A total of 1611 students benefited from
the entrepreneurship and skill development courses and workshops.
Training on Food Innovation and Sustainability Practical class by Dr Carsten Montzka on Application of
at Asian Institute of Technology, Thailand RS and GIS in Natural Resource Management (Jan 16 to
Feb 02, 2023) at AC, Hanumanatti
XIII. Tamil Nadu Agricultural University, Coimbatore
Project Title: Enhancing the learning outcome, employability, and entrepreneurial skills of farm
graduates through excellence in education
The AU has utilized 73.2% of the total budget released. Partner AU 73 students and 29 faculty members went
for international trainings in Precision farming, Climate smart agriculture, Farm mechanization, Biotechnology,
Food Processing, Plantation crops, Coastal saline management and Vegetable cultivation.
Partner AU has established new facilitative units established to enable academic and research infrastructure:
• Smart classrooms: 12
• AR lab/ VR lab/ Computer aided teaching lab : 3
• Language lab: 6
• Technology labs : 10
• Other facilities IIIC- Industry Institution Innovation cell: 1
• Incubation centre: 8
• Placement cell: 14 coordinated by Dean Student’s welfare
• Alumni cell: 1 in University and Chapters in all colleges
TNAU has also signed MoUs with 15 HEIs, 36 Industry and 3 International organizations.
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Bioinformatics students - bagged second place and TNAU entrepreneur, at the National Start-up Day
won a cash reward of Rs. 10,000 in the National events 2023
Hackathon in Bioinformatics competition
XIV. Central Agricultural University, Imphal
Project Title: Enhancing Entrepreneurial Competence in Students to address the emerging Challenges
in Agriculture and Allied Sectors
AU has utilized 76.54% of the total budget received. A total of 95 students and 28 faculties of CAU underwent
for international trainings till March 2023. Partner AU has also signed MoU with 27 HEIs and Industries to improve
the student’s hands-on trainings.
CAU, Imphal has established several facilities units to enable academic and research infrastructure:
• Smart Classrooms: 7
• Language Labs: 6
• Incubation Rooms: 6
• Biomedical hazard Incinerator: 1
• Waste paper recycling plant: 1
• Solar power plants: 7
• Low cost rain water harvester: 6
• Solid liquid waste collection: 6
• Toilets for differently abled: 6
• Ramp for differently abled in campuses: 6
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28 Days Entrepreneurship Development at EDII, Commutations Skills and Soft Skills Training
Gandhinagar – 40 Students of CAU, Imphal from 10
constituent colleges
XV. Rajmata Vijayaraje Scindia Krishi Vishwa Vidyalaya, Gwalior
Project Title: Reinforcement of the brand value of university for designing market-ready graduates for
entrepreneurship and employment generation
Partner AU has utilized 48% of the total budget. A total of 28 students and 1 faculty underwent for international
trainings. Partner AU has established 56 facilitative units to enable academic and research infrastructure, signed
45 MoUs, added/upgraded 15 pilot courses, organized 46 national level trainings/workshop/webinars to improve
the learning outcomes of students and 12 for faculty upgradation. RVSKVV has established an IDP cell for
smooth working of IDP activities. AU has established 15 smart classrooms with interactive digital board with
audio-video presentation facilities to improve teaching and learning process and also introduced 816 remedial
classes on English, Statistics, Math, Computer and others to improve skill & personality development, increase
pass percentage of students. A language lab has been established in each college to enhance communication
skill, facilitate e-learning. It helped about 9 students in securing admission in International Universities.
Faculty visited Murdoch University, Australia EDII Training at Ahmedabad
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XVI. Dr Yashwant Singh Parmar University of Horticulture & Forestry, Solan
Project Title: Quality Education in Horticulture and Forestry to Generate Human Resources with
Entrepreneurial Skills
Partner AU has utilized 59.92% of the total budget. About 42 students and 27 faculties has completed
international trainings till March 2023. AU has established 15 new facilitative units to enable academic and
research infrastructure and signed 10 MoUs with HEIs and industries. Apart from this AU has also organized
national level trainings/workshops/webinars to improve the learning outcomes of students and faculty
upgradation in which 565 students and 25 faculty participated. AU has reached to 850 beneficiaries through this
project till March 2023.
Instructional Farms cum Demonstration Units Enhancing quality and relevance of education by
improving learning resources
XVII. Sri Karan Narendra Agriculture University, Jobner
Project Title: Institutional Development Plan on Strengthening Academic Ambiance for Quality and Skill
Oriented Undergraduate Education at SKNAU, Jobner
AU has utilized 41.87% of the total budget till March 2023, SKNAU has established 82 facilitative units to enable
academic and research infrastructure. Forty seven courses has been added/upgraded on communication skills,
entrepreneurial skills, information process, creative and innovative thinking, leadership skills and industry-
orientation. Partner AU has organized 68 national level trainings/workshops/webinars to improve students
learning outcomes and 26 for faculty upgradation. Till March 2023 AU has reached to 2510 direct beneficiaries
through NAHEP project. AU has converted 12 classrooms into smart classrooms as well as improve laboratory
and sports facilities.
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National Conference cum 9th Rajasthan Science Alumni Meet 2023

Congress
XVIII. Pt. Deen Dayal Upadhyaya Pashu Chikitsa Vigyan Vishwavidyalaya Evam Go-Anusandhan
Sansthan, Mathura
Project Title: Institutional development plan of DUVASU for Improving the Academic and Governance
system of the University for Enhancing Learning Outcome
Partner AU has utilized 47.5% of the total budget till March 2023. About 46 students and nine faculties have
completed international trainings. AU has established 24 facilitative units to enable academic and research
infrastructure. AU has also organized 73 national level seminars to improve students learning outcomes and 8
to upgrade faculties. AU has established digital & virtual classrooms, language lab, digital library and incubation
cell as part of infrastructure development.
Piggery training for acquiring knowledge for Entrepreneurship training on commercial hatchery,
developing pig farm production of layer and broiler
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a) Component 1 B (CAAST)
I. Bidhan Chandra Krishi Vishwavidyalaya, West Bengal
Project Title: Centre for Advanced Agricultural Science & Technology on Conservation Agriculture
Over the year, AU has utilized 79.8% of the total budget released. This CAAST centre is carrying out the activities
in Conservation Agriculture (CA). A dedicated farm has been allocated to CA activities, development of PG
course on CA, skill development program on CA for students, faculties, farmers and other stakeholders.
Innovative courses on conservation agriculture were developed and taught to the third year of the Ph.D. and
M.Sc./M.Tech. Expansion and improvement of the farm and laboratory facilities which promote the scope and
opportunity for modern and relevant research, the teaching-learning material and smart classroom facilities have
initiated and encouraged the execution of digitally interactive platforms are some of the major activities carried
out by AU.
II. ICAR- Central Institute of Fisheries Education, Mumbai
Project Title: Development of energy efficient and environment protective aquaculture technologies for
degraded soils
• Over the year, AU has utilized 95.73% of the total budget released. Partner AU 60 students and 18
faculties has completed international trainings. CIFE has conducted a total of 81 national
seminars/workshops/webinars to improve students learning outcomes and 81 for faculty’s upgradation.
AU has reached to a total of 9581 direct beneficiaries till March 2023 through this project.
• To develop Biofloc technology for sustainable effluent management in aquafarming, AU has completed
the following tasks:
o Biofloc reactor has been designed and fabricated.
o Biofloc media has been standardized.
o Tank based biofloc technology for GIFT tilapia has been developed.
o Feed formulation using biofloc as dietary ingredient was developed and evaluated
o The fish production in tank was found to be 18-20 Kg/m3 during180 days of culture
o A biofloc consortia for startup culture of commercial biofloc system was developed and evaluated.
• CIFE has established/renovated several facilitative units: Renovation of Molecular Diagnostic Laboratory
at ICAR-CIFE, Mumbai; Renovation of Cellular Pathology Lab at ICAR-CIFE, Mumbai; Development of
biofloc reactor, polyhouse and tanks for research and demonstration of biofloc technology; Development
of lecture capture solution/smart classrooms; Procurement of Mobile Diagnostic Laboratory;
Development of tunnel type poly-house with climate control facility; Repairing of earthen ponds at ICAR-
CIFE, Rohtak Centre; and Renovation of hostel and office at ICAR-CIFE, Rohtak Centre.
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Demonstration of AR/VR Upgradation of Hatchery Complex
III. Indian Agricultural Research Institute, New Delhi
Project Title: Genomics Assisted Crop Improvement and Management
• IARI has utilized 95.16% of the total released fund till March 2023. Partner Institute has developed 10
technology under the project. Industry sponsored projects increased from 20 to 31 in this period. A total
of 37 students and 13 faculties have completed their international trainings. In FY 2022-23, IARI has
signed about 80 MoUs with HEIs and industries to improve partnership in research and cutting age
technologies. A total of 35 national level trainings/workshops/webinars have been organized to improve
students learning outcomes. AU internal revenue generation rose from 16.4 to 30% during FY 2022-
23. Through the project AU has reached to a total of 2640 direct beneficiaries.
• For online teaching two facilities were established. One with 2 computers, LED display panel, Video
camera and Digital camera, for video recording; A Virtual Classroom was established at IARI under
CAAST-IASRI. This helped IARI faculties in creating 87 structured lectures which are uploaded on
NAHEP Agri-Diksha portal for students.
• More than 100 online courses and e-resources have been developed. A total of 170 webinars/video
conferencing classes have been conducted and 18 practical and training manuals have been
developed. All e-Resources and Webinars are available online which are viewed by large number of
students and gained knowledge on genomics; Subscribed by 2853; 103,715 views.
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Remote Sensing and Big Data Analytics - UAVs with different payload capacities and sensors (RGB,
Multispectral, Thermal) and accessories for high throughput field phenotyping of crops
IV. Indian Veterinary Research Institute, Izatnagar
Project Title: Centre for Advance Agriculture Science & Technology on Advanced Centre for Livestock
Health
• Institute has utilized 74.31% of the total released fund till March 2023. IVRI has bagged two industry
sponsored projects in cutting-edge areas of agricultural science. A total of 49 students and 22 faculties
have completed international trainings. Institute has established seven new facilitative units to enable
academic and research infrastructure. Six new pilot courses have been added and two upgraded till
March 2023. Institute has organized 22 national level trainings/workshop/webinars to improve students
learning outcomes and 2 for faculty upgradation. Institute has also signed 10 MoUs with HEIs and
industries.
• IVRI has conducted two impact assessment of technical interventions: a) Potential impact of combine
PPR+ Goat & Sheep vaccines; and b) Socio-economic impact of PPR.
• Also established linkages for targeted research collaboration with industry, which includes 7 industry
academia interface and 1 B2B meet.
Student International Training Faculty International Training
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V. Mahatma Phule Krishi Vidyapeeth, Rahuri
Project Title: Centre for Advance Agricultural Science & Technology on climate-smart agriculture and
water management
• AU has utilized 98.81% of the total released fund till March 2023. MPKV has developed 19 technologies
under NAHEP project and bagged about 33 industry-sponsored projects. A total of 20 students and 20
faculties of MPKV have completed international training. Partner AU has established 12 facilitative units,
signed 11 MoUs with HEIs and industries and developed 71 credit and 7 non-credit PG Diploma, PDR. AU
has also organized more than 200 national level trainings/workshops/webinars to improve students learning
outcomes and 200 for faculty upgradation. MPKV has reached to 81627 direct beneficiaries through NAHEP
project.
• 15460 (4621 Faculties, 7168 Students & 3671 Farmers) participants received benefits through offline events.
• 66167 (27818 Faculties, 31373 Students & 6976 Farmers) participants received benefits through online
events.
• Average Learning outcome of training programmes are 82.91 %.
• 54 Master and 39 Doctorate students have undertaken research projects on climate smart agril practices
with advanced technologies.
• AU has developed 37 mobile applications and registered 12 mobile apps and 2 mobile apps are submitted
for copyright and are under scrutiny.
• AU has also developed 8 web applications, registered 6 web apps and 2 web apps are submitted for
copyright and are under scrutiny.
Capacity Building Programme on “Solar Powered Five students/faculties acquired RPAS operator
Irrigation System” at BISA, Jabalpur licence form RedBird Aviation, Baramati (among
first 50 Licence holder in India)
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VI. University of Agricultural Sciences, Bangalore

Project Title: Centre for next-generation technologies in adaptive agriculture
• AU has utilized 100% of the total released fund till March 2023. Under NAHEP, UAS has developed 3
technologies and also bagged 3 industry sponsored projects and positions in cutting-edge areas of
agricultural science. A total of 5 students and 14 faculties have completed international trainings. AU has
organized 66 national level trainings/workshops/webinars to improve students learning outcomes and 7
for faculty upgradation. UAS, Bangalore has signed nine MoUs with HEIs and industries till March 2023.
• Infrastructure facilities of UAS has been improved. AU has procured Scanning Electron Microscope;
Confocal microscope; LC-MS/MS with GC; Real-time PCR system; DNA fragment analyzer; Plant growth
chamber; Computational facility with IoT for Automatic Weather Data generation ; 3D Prototype Printer;
Infra-Red Gas Analyzer; and Spectroradiometer
• UAS has developed several models. A few are provided below.
o Forecasting model for paddy blast, grape downy mildew & pigeon pea pod borer
o NGT forewarning pest and disease portal and Agricultural Pest Prediction and Advisory (Mobile App)
developed
o Early detection (based on Deep learning technique) developed for grape downy mildew
o Mechanistic models developed for downy mildew (grapes) in collaboration with Catholic University,
Italy
NGT Demonstration Block at Department of Faculty International Training

Horticulture
VII. Punjab Agricultural University, Ludhiana
Project Title: School of Natural Resources Management for Sustainable Agriculture
• Till March 2023, total fund utilization is 98.33% by PAU. A total of 7 technologies have been developed
by the partner AU. Nine students and 12 faculties have completed their international trainings. PAU has
signed 8 MoUs with HEIs and industries. PAU has also added/upgraded 4 pilot courses and established
10 facilitative units to enable academic and research infrastructure. Apart from these AU has organized
18 national level trainings/workshops/webinars to improve students learning outcomes and 10 for faculty
upgradation.
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• A straw combine was modified for harvesting and chopping of paddy straw. Harvesting and straw
bruising units were modified. The machine was evaluated for chopping paddy straw in a combine
harvested paddy field. About 85% of paddy straw was having chopping size less than 12.5 cm. It can
now be used for both rice and wheat straw.
• UAV/drone-based spraying system has been developed. All documentation from DGCA regarding field
application of drone has been completed and necessary approval has been received. Field trials for
spraying in wheat crop under straw-managed conditions have been conducted. Field trials for spraying
on rice crop will be conducted during the coming season for intensively cultivated rice-wheat sequence
UAV/Drone-based Spraying System GIS laboratory in the Department of Soil Science
VIII. Navsari Agricultural University, Navsari
Project Title: Establishment of secondary agriculture unit for skill development in students and farmers
at NAU
• AU has utilized 97.41% of the total released funds till March 2023. Partner AU has developed around 30
technologies under the project and bagged around 30 project till March 2023. Twenty nine students of
AU have completed international trainings. AU has also developed about 10 facilitative units to enable
academic and research infrastructures. AU has also organized about 43 national level
trainings/workshops/webinars to improve students learning outcomes and 35 for faculty upgradation.
NAU has reached approximately 14000 direct beneficiaries.
• A total of 215 PG students, 93 SRFs and faculties benefitted from 45 exposure/short visits to improve
soft skills.
• NAU has successfully organized a total of 30 hands on trainings and 2 skill trainings till March 2023.
Glimpses of Training Exposure visits to farmers

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National Level Ideathon National Level Agripreneurship Bootcamp
IX. Anand Agricultural University, Anand
Project Title: Establishing Centre for Agricultural Market Intelligence at AAU, Anand
• AU has utilized 82.30% of the funds till March 2023. A total of 40 students and 20 faculties have received
international trainings. Partner AU has added/upgraded 16 pilot courses and organized 103 national
level trainings/workshops/webinars for students and faculties.
• Forecasting of commodities:
o Prepared total 29 price forecast (15 Pre sowing & 14 Post harvest) for 6 crops i.e. Wheat, Cumin,
Cotton, Groundnut, Maize, and Potato.
o Price Forecast Validation: 70 to 95 per cent (43 to 84 per cent for potato).
o Prepared price forecast has been published in various print and digital media.
• Under the timely dissemination of market intelligence through various source, AU has designed,
developed and continuously updating NAHEP-CAAST, AAU Website. Prepared price forecast has been
disseminated through website, android app, newspapers and AAU research stations. For the purpose of
market intelligence and data dissemination, Android and iOS application have been developed and
launched. ‘I Kisan Setu’ app has been developed for generating primary data stream for enhancing
market intelligence.
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Students visited various tea farm and factories by this Faculties received international training on automated
they gain valuable insights on Sri Lankan tea industry forecasting system through the implementation of
and supply chain cutting-edge technologies such as Artificial
Intelligence (AI), Deep learning (DL) and Machine
Learning (ML)
X. Birsa Agricultural University, Ranchi
Project Title: Standardization of Integrated Farming System Models for the State of Jharkhand
• AU has completed 53% of the fund utilization till March 2023. BAU has developed 6 technologies and
established 11 facilitative units. AU has also signed 10 MoUs with HEIs and industries. Along with adding
9 courses, AU has organized 5 national level trainings/workshops/webinars for improving students
learning outcomes and 7 for faculty upgradation.
• AU has developed the following educational aids which are useful for farmers, scientists, researchers,
academicians and students:
o Soil and Water Analysis Laboratory Manual.
o Innovations on Farming System Models for Self-Reliant India.
o Development of Indigenous Eco-Green Village Ulihatu – An Integrated Farming System Approach.
o Package and Practices of Jharsuk Pig (in Hindi and English).
o Package and Practices of Black Bengal Goat (in Hindi and English).
o Package and Practices of Jharshim Poultry (in Hindi and English).
o Fish culture and Value Addition (in Hindi and English),
o Career Opportunities in Fisheries Sciences.
o Fish production through Bioflock.
o Monograph on Integrated Farming System (In Press).
o Recent Technologies of Livestock Based Integrated Farming System for Doubling Farmers’ Income.
o Many brochures related to agriculture, veterinary and agroforestry has been published.
o A Manual for Production, Package and Practices of Green Fodder.
Soil and Plant Analysis Laboratory, Faculty of Department of Soil Science & Agricultural Chemistry,
Forestry, BAU, Ranchi Faculty of Agriculture, BAU, Ranchi
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Program conducted on social themes/concepts Training on Nutrition Garden
XI. Kerala Agricultural University, Kerala
Project Title: Knowledge and Skill Development on Coconut-Based Secondary Agriculture
• AU has utilized 69.75% of the funds till March 2023. KAU has developed 42 technologies under NAHEP
project. Seven faculties of partner AU have completed international trainings. AU has established 16
facilitative units to enable academic and research infrastructure. 114 national level
trainings/workshops/webinars have been organized to improve the learning outcomes of the students
and 16 for faculty upgradation. AU has reached to a total of 2004 direct beneficiaries.
• KAU has established research labs for PG and faculty, model processing units and demonstration
centres. Around 60 PG students utilizing the facility directly under the project for advance research and
also student of various other departments.
• Commercialized Neera based palm sugar coconut milk-based flavoured RTS, neera powder, toddy
powder, neera pudding, coconut cookie, developed coconut wood preservation technology, furniture and
handicrafts prototypes, 8 types of plywood from coconut and coconut composites.
• Training and support for entrepreneurship: Value addition in coconut for women SHG, Kudumbasree,
FPOs and Aralam Farming Corporation, 60 Coconut Wood technicians, 10 neera technicians, 30 coconut
pollination workers were trained for the respective technical skills and being engaged in production
programmes.
Stake holder Workshops/student trainings on Training sessions for skill development

Processing of coconut wood
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XII. Chaudhary Sarwan Kumar Himachal Pradesh Krishi Vishvavidyalaya, Palampur
Project Title: Protected Agriculture and Natural Farming
• AU has utilized 71.65% of the funds till March 2023.

• CSKHPKV has developed nursery where 2 lakhs nursery plant is being produced to use for quality
planting material for protected agriculture.
• Partner AU is conducting evaluation of hybrids/varieties of vegetable and field crops under protected
environment.
o 13 varieties (Vegetables-9, cereals-4)
o 16- new varieties'/hybrids: 4 MS based Hybrids of Cauliflower and chilli, 1 each of Tomato ,
Cucumber, Capsicum (first bacterial wilt resistant ), Cherry tomato, Lettuce, snow pea and garden
pea for (PA) & (NF)
• Facility developed for Maintenance of indigenous germplasm/breeding materials of wheat, mash, red
rice, maize and potential crops like amaranth, buckwheat, chenopodium, millets and kala zeera
• Under the Bio-intensive management of insects, diseased and nematode pests, university has achieved
the following:
o Novel approach: using biorational and natural products, parasitoid (Encarsia formosa) for
management of insect (white fly, aphids, mite and nematode in vegetable crops (tomato & cucumber)
o Bioagent (Bacillus amyloliquefaciens) and fluopyram 400 SC for reducing nematode incidence in
cucumber.
o Trichoderma (TI-6 and TI-9) & bacterial isolate most effective against bacterial wilt.
o Management of soil-borne diseases through fortification of manures with bio-agents in tomato and
capsicum under PA
MoU between SHK Himachal Pradesh Agriculture National Trainings on Mite Taxonomy, Production and
University and M/s Agricare Organic Farms use of biological control agents
Ludhiana for Academic and Research Cooperation
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XIII. Vasantrao Naik Marathwada Agricultural University, Parbhani
Project Title: Centre of Excellence for Digital Farming Solutions for Enhancing Productivity by Robots,
Drones, and AGVs
• AU has utilized 66.73% of the funds till March 2023. VNMKV has developed 10 technologies and bagged
6 industry-sponsored projects. A total of 26 students and 3 faculties have completed international
trainings. Partner AU has also established 27 facilitative units to enable academic and research
infrastructure, and added/upgraded 22 pilot courses. A total of 50 national level
trainings/workshops/webinars have been organized to improve the student learning outcomes and 52
for faculty upgradation. AU has reached to a total of 11338 direct beneficiaries till March 2023.
• Established Laboratories with additional AR-VR, Agri-Diksha, Hydraulic Pneumatic Lab, mobile seed
processing units.
• VNMKV has signed 28 MoUs with HEIs and industries. Students and faculty members send to for hands
on trainings at IITs, Foreign Institutes and Universities. During hands on training, technology
collaboration, research experimentation and exchange of technology between National & International
Institute/University/Industries was conducted to continue the interface for researcher students and
faculty members.
Lecture on social themes/concepts
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XIV. Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur
Project Title: Skill Development to Use Spatial Data for Natural Resources Management in Agriculture
• AU has utilized 35.48% of the funds till March 2023. JNKVV has developed 10 technologies and bagged
one industry sponsored project. AU has also established two facilitative units and signed MoUs with 25
HEIs and industries. A total of 21 national level trainings/workshops/webinars have been organized to
improve students learning outcomes and 19 for faculty upgradation by the AU. Though the NAHEP, AU
has reached to 16028 direct beneficiaries.
• Skill development for using satellite data among 1460 PG students.
• 4 different kinds of maps and 3 Web and 3 Mobile applications were developed.
Awareness Program on RS & GIS for School Students Observations of crop reflectance in the field
XV. Maharashtra Animal & Fishery Sciences University, Nagpur
Project Title: Centre of Excellence for Advanced Research on Animal Food Safety
• AU has utilized 58.40% of the funds till March 2023. MAFSU has developed five technologies and 16
process protocol under the project. AU has also bagged two industry-sponsored projects. Ten faculties
of AU have completed international trainings. AU has established five facilitative units to enable
academic and research infrastructure and signed 17 national and 3 international MoUs with HEIs and
industries. A total of 29 national level trainings/workshops/webinars have been organized to improve
student’s learnings and 24 for faculty upgradation. A total of 7967 people directly benefitted from NAHEP
project.
• Total 16 M.V. Sc. and 2 Ph. D. students completed their research work.
• Total 9 M.V.Sc. students from constituent college of MAFSU utilized these facilities to complete their part
of research.
• AU has conducted (2) ICPMS, (2) LC-MS/MS, and (4) Microbiology training for students, faculties,
veterinarians, scientists, farmers and industrial personnel.
• PG students utilized the facilities have been selected in State Govt. as Livestock Development Officer
(Class 1 Officer) and Private sectors.
• Recognized the facilities as “Referral Laboratory” by FSSAI.
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One week Hands on Training program on “Advanced Hands on Training program on “Advanced
Laboratory Techniques Used in Animal Nutrition” at Techniques in Animal Food Safety” at NRC Meat,
NIANP, Bengaluru for P.G. students Hyderabad for P.G. students
116
b) Component 1 C (IG)
I. Rani Lakshmi Bai Central Agricultural University, Jhansi
Project Title: Strengthening teaching – learning ambience for excellence in academic, research and
extension
• AU has utilized 88% of the budget till March 2023.

• AU has developed 50 acre research farm. Six MoUs have been developed for faculty and student’s
development. Crash courses for competitive examination being conducted to improve outputs from students
in securing JRF/SRF and/or other jobs. Based on student’s feedback, need-based arrangements made
(classroom teaching & practical’s). Special lectures conducted and started English language classes.
• AU has also developed infrastructures like: Micro-irrigation system installed (1 ha); Poly houses made
functional; Germplasm accessions maintained; Crop cafeteria, Mushroom and Beekeeping Unit; Three
laboratories (Pl. Pathology, Soil Science & Entomology) are now well developed.
• Labs equipment’s purchased for both the Colleges : Staff support from NAHEP.
• ELPs on Quality planting material, mushroom cultivation, Bee keeping, Organic Production Technology are
in place, Planting materials and protective cultivation.
• Cafeteria (136 spp) : Rabi and Kharif Crops, Vegetables, Flowers, MAP, Fruit and forest tress.
II. University for Agricultural Sciences, Raichur
Project Title: Digitization of Library for information services to strengthen and develop competitive
human resources at agricultural university
• AU has utilized 92.1% of the budget till March 2023.

• Sensitised 1250 teachers and research scholars on data analysis using statistical tools and techniques with
special focus on SPSS & R Packages and also improved research skills of scientists.
• Sensitised students on agri start-up to develop professional skills to start their own business activities under
current agriculture scenario.
• Students (60) and faculty (90) members acquired skills in creation of IRINS (Indian Research Information
Network System), features and functionalities. Also learned how to create Orcid Id (Open Researcher and
Contributor Identifier), Scopus Id. Researcher Id, Google scholar Id, which help to harvest the research
publications.
• Research scholars and scientists had hands-on-training on how to use Reference Manager Tools like
Mendeley, EndNote, Zotero, LaTeX and Softwares in Research Article Writings per the criteria or journal of
the interest.
• Empowered faculty and students of SAUs/NGO/delegates on NEP-2020 and provided the comprehensive
information on NEP. Major outcomes of the conference were universalization of education, establishing
Special Education Zones and strengthening Alumni Networking in university having MERU (Multidisciplinary
Education and Research University).
• Easy access to e-resources. All the e-resources available through MyLoft (My Library on Finger Tip) remote
access facility. 8 to 10% increase in use of e-books including other knowledge resources available in UASR
libraries.
• Linked e-resources, web OPAC (Open Public Access Catalogue), remote access etc. 5 to 10% increase in
enrolment in admissions to UG programmes.
117
III. West Bengal University of Animal & Fishery Sciences, Kolkata
Project Title: Strengthening Post Graduate Education and Outreach Programmes at Faculty of Dairy
Technology, West Bengal University of Animal and Fishery Sciences, Kolkata, West Bengal
• AU has utilized 67% of the budget till March 2023.

• Partner AU has organized 20 lecture sessions in virtual mode, 3 workshop in virtual & hybrid mode, 5 seminar
in hybrid mode / Webinar, 1 international Webinar in hybrid mode.
• WBUAFS has organized the following national trainings/workshops and webinars.
o National seminar/ Webinar – 7, International Webinar – 1, National Training (online/offline) – 9.
o Workshop (online & offline) – 4, Outreach prog. (workshop/training) for students and faculty – 2.
o Outreach programme for entrepreneur development – 8.
• BOD Incubator, Digital pH Meter, Vacuum pump, Research microscope, Freeze Dryer, Water Activity meter,
Viscometer, Moisture Analyser, Colour Meter, Automatic Nitrogen Analyser, Incubation Chamber, Vacuum
Packaging Machine, Cheese press, Cream Separator, Butter Churn, Cone Penetrometer, Sodium-
Potassium-Calcium Meter with ISE have been procured.
• Placement committee for PG placement and Placement Office set up completed.
Glimpse of virtual lecture session Workshop of milk and milk products adulteration
detection
IV. Acharya Narendra Deva University Of Agriculture And Technology, Kumarganj, Ayodhya
Project Title: Strengthening and modernization of Narendra Deva University of Agriculture and
Technology, Kumarganj, Ayodhya, to make the University ready for accreditation
• AU has utilized 90.14% of the budget till March 2023. AU has upgraded 6 labs and 2 farms and established
1 virtual lab with support from NAHEP. AU has added 42 value added courses. 47
trainings/workshop/webinars organized which benefitted 5442 students. Nine trainings have been conducted
for faculty upgradation.
118
Glimpses of peer review team visit University got APPRECIATION AWARD for
promoting students participation in International
Dermatology Conference at Chennai
Workshop on Personality Development Training on Advances in Livestock Management

by Korean Expert
V. Uttar Banga Krishi Vishwavidyalaya, Cooch Behar
Project Title: Smart curricula delivery through virtual classrooms as Communication Linked Interface for
Cultivating Knowledge and online courses

• Established 2 virtual classrooms with modern facilities for seamless communication.
• Established 2 computer laboratory.
• For easy access to e-content AU has developed web and mobile platforms.
• Organized national level trainings/workshops and webinars for students and faculties in which 4169
beneficiaries have been participated from across the country from various organization.
119
VI. Dr Rajendra Prasad Central Agricultural University, Pusa, Samastipur
Project Title: Automation of University activities and digitization of the documents

• RPCAU has organized a total of 25 national level trainings/workshops/webinars for faculty upgradation.
• Partner AU has reached to 3000 direct beneficiaries through NAHEP.
• PG/Ph.D. Thesis digitized and a process for digitization of official files/records has been initiated.
• All the eligible colleges & degree program have been accredited (except one PG programme).
• Improved laboratory infrastructure for practical classes.
• Improved feedback mechanism for students.
• Improved faculty strength.
Implementation of E-Office System A foundation course for freshers
VII. VCSG Uttarakhand University of Horticulture & Forestry, Bharsar, Uttarakhand
Project Title: Strengthening of VCSG Uttarakhand University of Horticulture and Forestry
• AU has signed six MoUs with HEIs and industries.

• 19 national level trainings/workshops/webinars organized to improve students learning outcomes.
• 24 national level trainings/workshops/webinars organized for faculty up-gradation.
• AU has reached to 613 direct beneficiaries.
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Developed UHFVR-12-1 Rye variety and released Developed Tri hybrid variety of apple (red
CVRC for Himalayan states and Andaman & Nicobar Delicious x Early Sunberry (1976) (F1) x Tydeman
region. It is released by the university in 2021 by the (1997-98) = Trihybrid (2000-21). The variety is
name Kedar Ranichauri Ray-1 (KRR1). The variety give crispier and have the qualities of all three parents.
5-7 harvesting with the production of 700q/ha fresh
leaves.
VIII. Chhattisgarh Kamdhenu Vishwavidyalaya, Kawardha
Project Title: Upgradation of Academic and Research Facilities of College of Fisheries

• Classroom furniture were procured.
• Smart classrooms were developed for better teaching and learning facility.
• Library was equipped with Books and Furniture.
• Both Girls and Boys Hostels were strengthened with Furniture.
• Laboratories were strengthened for Practical classes and Research work.
• Faculty were sent to National Level Trainings and Seminars/Conferences.
• Fish museum was renovated and various fish specimen were displayed.
• One Exhibition hall was strengthened with working models and Audio/Visual aids.
• National level webinars and farmer oriented Workshops were conducted.
• Demonstration unit was developed for the benefit of farmers.
Twenty five fish farmers of Seavaikachar village were Women Self-help groups were trained on preparation
trained on the use and formation of ‘Aquaponics’. of vermi-compost and its by-products for use in
aquaculture and agriculture.
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B. Success stories / Case studies / Out of box initiatives undertaken by partner AUs
Fulfilling Dreams: Journey from Student to Successful Shrimp Farmer

Khushwant Singh Brar, M.F.Sc. student of Department of Aquaculture, College of Fisheries, Guru Angad Dev
Veterinary and Animal Sciences University (GADVASU), Ludhiana, Punjab, is one of the sincere, hardworking
and inquisitive students. In his version, he enrolled in degree programme with some haziness but got his clear
path after attending entrepreneurial sessions and trainings under IDP project. Interested in shrimp farming at
grass root level, he opted his project accordingly but he met with a major accident in middle of his project and
got stuck. Bedridden for many months, he had his zeal and commitment that fuelled his future course of action.
Despite many requests from his teachers and well-wishers to modify his project that may involve less amount
of field work, he insisted to carry on. “My level of motivation always remained high, thanks to my Alma mater
and IDP, NAHEP-ICAR, who enabled me to meet successful entrepreneurs and motivational speakers.” says
Singh. With passing time, he became more focussed with no looking back attitude and tried to gather the
information through multiple activities carried out under IDP project pertaining to entrepreneurship
development at college and university level.
He completed his degree programme slightly late as compared to his batch mates, but with no grudges and
positive mind-set, he moved on his chosen path. With continuous guidance, he constructed shrimp ponds in
3 acre area in his native village Gaddan Dob, Tehsil Abohar, District Fazilka (Punjab) in April 2022. Right from
the beginning, he was focussed to take up shrimp farming as an entrepreneurial venture in a scientific manner.
His well-planned shrimp farm with all the biosecurity measures tells his story of hard work and commitment.
He is expecting to harvest 8-9 tonnes of export quality shrimp and going to harvest by mid-October to the
parties from Andhra Pradesh. With the knowledge gained during expert talks under IDP project, he is even
trying to harvest shrimp in winter months, which is relatively a tough task. He owes a lot to IDP, NAHEP-ICAR
that propelled him to delete word impossible from his dictionary
122
Innovative Horizons: Gurvinder Singh's Inspiring Journey from Veterinary Science to

Shrimp Farming
Gurvinder Singh, a student of College of Veterinary Sciences, Guru Angad Dev Veterinary and Animal
Sciences University (GADVASU), Ludhiana, Punjab, is a person who is passionate, diligent and always keen
to learn with a desire to do something different. Although a veterinarian by profession, he is open to learn and
experiment in different fields, with a noble aim to contribute towards socio-economic development of his
village. With an entrepreneurial outlook and zeal to achieve something different, he has become a role model
for the farmers of his area. Under IDP project at GADVASU, he was exposed to lot of information in fisheries
sector through expert lectures and interactions and he found it to be a very lucrative business. He was
determined to take up the venture in fisheries in his village, as this was the only way through which the salt
affected lands could be effectively utilized as compared to any other agriculture or livestock related activities.
However, unfortunately the water sample of his own land tested was found unsuitable for shrimp farming but
this didn’t stop his desire to move forward in adopting shrimp farming as his business dream. With assistance
from his relatives, he started shrimp farming on their lands with continuous guidance of GADVASU and wrote
his success story with glory. He constructed shrimp ponds in 1 acre area in Village Kharunj, District Fazilka
(Punjab) during the month of July, 2022.
With a scientific background, he adopted shrimp farming in a very systematic way with strict adherence to
biosecurity measures and adoption of best management practices. His passion speaks volumes about his
struggle from a student to an entrepreneur. He is now very well managing his farm with focussed approach
along with his higher studies in veterinary sciences. Being single child in the family and owning agricultural
land, he could have opted for a happy and easy going life, but he took challenge to start his own venture not
only for himself but for the people of his village and district. He always says, “You have to think out of box and
do something different to have an impact on your society”.
The story of this entrepreneur is a real motivation for our young generation. He owes a lot to IDP, NAHEP-
ICAR and dedicates his success to the timely interventions by GADVASU through continuous interactions and
expertise by industries and scientific community invited under this project. He happily admits “Have faith in
you & with dedication & hard work you can achieve, what you Aim for…Nobody can stop you!!!!!!”
123
Advancements in Composting Research: Dr. Bikram Borkotoki's Innovative Study on

Benchtop Composting Structures
Dr Bikram Borkotoki, a faculty member of Assam Agricultural University, underwent a 6-month faculty
upgradation training at Washington State University, USA, facilitated by the IDP (Institutional Development
Plan) under the National Agricultural Higher Education Project (NAHEP) of AAU, Jorhat. During his training,
Dr Borkotoki worked under the guidance of Dr Meneul Garcia-Perez, Professor and Department Chair at the
College of Agricultural, Human and Natural Resources, Washington State University, USA. His focus was on
designing a benchtop composting structure to conduct a biochar co-composting experiment under controlled
aerobic conditions. The objective was to analyse the effect of greenhouse gas emissions, composting time,
carbon half-life, compost and leachate quality, and dissolved organic compounds present in exhausted water
vapour.
The composting vessels had a capacity of 40 liters, and a total of 15 units were prepared for the experiment,
with 5 different treatments and 3 replications. Each unit was equipped with a pump to supply oxygen (air) from
the bottom. Glass marbles were placed at the bottom, followed by a steel screen. A valve was installed to
remove leachate, and a rotameter was used to control airflow. Thermocouples and temperature readers were
placed in each unit for continuous temperature monitoring. The exhaust system included a bubbling flask filled
with water and fitted with a sparger to collect organic compounds present in the water vapour for periodic
analysis. Gas samples were collected inside the reactor using a hypodermal syringe, and periodic gas samples
were also collected using a Tedlar air sampling bag attached to the flask's tubulation. This experimental setup
allowed Dr Borkotoki to investigate various parameters related to composting and assess the quality and
environmental impact of the composting process.
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Revolutionizing Timber Verification: Launch of India's First Xylorix Wood

Identification AI Model at NAU, Navsari Hackathon
Dr Z.P. Patel released the brochure of Xylorix wood identification artificial intelligence (AI) model, Hon’ble
Vice-Chancellor, NAU, Navsari, in the Hackathon event on “Smart and Remunerative Farming” held on March
5th, 2022. This wood identification AI model was developed for three selected Indian timber species viz., Teak
(Tectona grandis L.f.), Malabar neem (Melia dubia Cav.), and Ardu (Ailanthus excelsa Roxb.) using Xylorix ()
platform. This AI model on wood identification is the first of its kind to be developed in India on the Xylorix
platform. The three AI models are available in the Xylorix Inspector mobile app under the name of Navsari
Agricultural University (NAU) Model Album.
This work has been initiated and led by Dr Satish Kumar Sinha, Assistant Professor (Wood Science &
Technology), through the ICAR & GoI sponsored NAHEP CAAST sub-project at NAU, Navsari. These expert-
trained AI models are able to identify their assigned wood species through image recognition by looking at the
magnified pictures of the wood end-grain surface. Having these AI models, with very little training, non-wood
anatomical experts such as custom officers, farmers, border patrol, and timber traders are able to quickly verify
the said woody species to prevent adulteration and illegal transportation of mislabeled woods in the field with
just a knife, an illuminated macro-lens, the Internet connection and access to the models using the Xylorix
Inspector mobile app.
125
Empowering Rural Artisans: Seetaben Sunilbhai Ghatal's Journey to Success in

Bamboo Handicrafts
Mrs Seetaben Sunilbhai Ghatal from Ambapada, Valsad, Waghai, Gujarat, was one of the beneficiaries of
Two Hands-on Trainings on the Preparation of Contemporary Bamboo & Wooden decorates under the
NAHEP-CAAST sub-project.
Now she has become a successful Bamboo handicrafts artisan and has started producing contemporary
Bamboo decorates, viz. various designs of Bird play gym, Tree Sculptures, Bed lamps, Table lamps and
hanging lamps, Bamboo clocks, Key chains, Rakhis, Bamboo candles, Garden chairs, fancy mirrors etc.
About Rs. 35,000/- per annum, additional income was obtained owing to the interventions under the aegis
NAHEP-CAAST sub-project through capacity building & hands-on training imparted.
International Training Transforming Futures: Ankita Singh and Saumya Mehta's

International Journey from GADVASU to Food Technology Excellence in Thailand
Ankita Singh and Saumya Mehta, B.F.Sc. final year students of College of Fisheries, Guru Angad Dev
Veterinary and Animal Sciences University (GADVASU), Ludhiana, Punjab, were among the batch of 20
students, who got an International exposure under IDP-NAHEP during the month of August 2022. In their
words, this International exposure training under IDP was a life changing opportunity for them. The training at
International Centre of Excellence in Seafood Science and Innovation (ICE-SSI), Faculty of Agro- Industry,
Prince of Songkla University, Hatyai Thailand not only broadened their horizon, but also opened up avenues
of higher education for them.
With lot of gratitude to NAHEP, ICAR and their parent institute GADVASU, Ankita and Saumya say “We will
always be indebted to IDPNAHEP through which we got the golden opportunity to undergo International
training at ICE-SSI, Faculty of Agro- Industry, Prince of Songkla University, Hatyai Thailand”. During their
exposure visit-cum-training, the students had intensive hands on sessions on the modern aspects of sea food
processing, non-thermal processing, microbiological techniques for seafood safety, sea food quality assurance
and packaging technology under the mentorship of Prof. Soottawat Benjakul a world renowned food scientist.
Impressed by the active involvement in all the sessions, hardworking attitude and the scientific acumen of both
the students, Prof. Soottawat offered them a placement to study in fully funded Integrated Masters/ Ph.D
programme in Food Technology at ICE-SSI, only. Ankita and Saumya will be working on utilisation of seafood
processing waste for transformation into functional ingredients and food additives. This big accomplishment
of both the students will be a right impetus for other students. Ankita and Saumya give the whole credit to IDP
project at GADVASU for changing their lives and setting a new path of illustrious career for them.
126
Cultivating Success Through International Training: Manogna Devi's Journey in

Agriculture education from Andhra to America
Manogna Devi's success story in the field of agriculture

is a testament to the transformative opportunities she
embraced during her journey. Her passion for agriculture
began in 2016 when she enrolled in B.Sc. Agriculture at
Agricultural College, Naira, affiliated with Acharya N.G.
Ranga Agricultural University. Throughout her
undergraduate years, Manogna was fortunate to be
exposed to diverse fields of agriculture, allowing her to
develop a well-rounded knowledge base in agronomy,
genetics, plant breeding, crop physiology, and
pathology. One pivotal turning point came during her
third year when she was selected as an exchange
student visitor under the Institutional Development Plan
(IDP) to Kansas State University in the United States.
Manogna was one among the 55 students chosen after
a rigorous evaluation process. This opportunity proved
to be truly life changing as she spent two months at the
heartland plant innovation center, immersing herself in various labs and gaining hands-on experience in
cutting-edge techniques.
Working in the center, Manogna had the privilege of learning about double haploid production in wheat, a
technique that accelerates the breeding timeline to develop new varieties. This experience not only expanded
her technical skills but also introduced her to the education system, research opportunities, and vibrant cultural
environment in the United States. Motivated by this exposure, Manogna set her sights on pursuing further
education in the U.S. With unwavering support from her college faculty and Dr Vara Prasad at Kansas State
University, Manogna embarked on a journey to fulfill her aspirations. Despite the challenges posed by the
COVID-19 pandemic, she successfully commenced her master's degree in the Department of Agronomy in
the spring of 2022. Furthermore, she secured a Graduate Research Assistantship, which provided financial
support for her education.
Currently, Manogna is thriving under the co-supervision of Dr Mithila Jugulam and Dr P.V. Vara Prasad. Her
research focuses on investigating the mechanisms of herbicide resistance in weeds and studying the impact
of high-temperature stress on the sensitivity of crops such as sorghum and corn to different herbicides.
Through her dedicated research, Manogna aims to contribute to the development of sustainable agricultural
practices. Manogna extends her heartfelt gratitude to her university for providing her with transformative
opportunities and unwavering support throughout her journey. It is through these opportunities that she has
been able to pursue her dreams and make a meaningful impact in the field of agriculture.
127
C. Media coverage of project activities and achievements
128
129
130
D. List of approved 62 projects
Sub-component 1a: Institutional Development Plan (IDP)
Sl. Name of email

IDP Title PI / Coordinator Contact No.
N. University
Incentivizing Dairy
Dr Bimlesh Mann,
Education through Bimlesh.mann@i
1. NDRI, Karnal Principal Scientist 9896245110
Innovative Learning car.gov.in
(Dairy Chemistry)
Approaches
Strengthening Institutional
dsw@hau.ac.in
CCS HAU, Capacity to Produce Dr D.S. Dahiya
2. 9728666725 piidpccshau@gm
Hissar Skilled Professional for (DSW)
ail.com
Market-Driven Agriculture
Institutional Development
Proposal (IDP) for
Dr P. K. Singh
MPUAT, strengthening idpmpuat19@gm
3. PI, IDP NAHEP 6375371965
Udaipur undergraduate education ail.com
Dean CTAE
in agriculture and allied
fields
Strengthening Assam Dr Kishore Kumar
Agricultural University Sharma,
with Education Quality Professor, drkksttb@yahoo.
4. AAU, Jorhat 9435489157
Parameters for Production Department of co.in
of 21st Century Ready Plant Breeding and
Human Resource genetics
Branding the University for
Excellence and Equity in
Agricultural Education to
OUAT Dr Rama Chandra ramadash@gmai
5. Produce Skilled 9437632319
Bhubaneswar Dash, Professor l.com
Graduates for Enhanced
Employment and
Entrepreneurship
Dr V.P. Chovatia,
JAU, Plan for Junagadh
6. Director of 9879104661 dr@jau.in
Junagadh Agricultural University,
Research
Junagadh, Gujarat -
Plan (IDP) of Acharya N G Dr A. PRATAP
ANGRAU, idp.angrau@gma
7. Ranga Agricultural KUMAR REDDY 9618881023
Lam (Guntur) il.com
University (ANGRAU), Dean of Agriculture
Andhra Pradesh
Institutional Development Dr John jjohnk@gmail.co
TANUVAS, Plan of Tamil Nadu Kirubaharan m
8. 9840278491
Chennai Veterinary and Animal Professor, johnkirubaharan.j
Sciences University - Department of @tanuvas.ac.in
131
Sl. Name of email

N. University
Veterinary
Microbiology
Make SKUAST-K a
drnazirahmad@g
preferred destination of
mail.com
Agri-Education for its Prof. Nazir Ahmad
SKUAST, 9419018745; directorplanning
9. Creativity, Innovation, Ganai, Director of
Kashmir 7780882991 @skuastkashmir.
Entrepreneurship, Planning
ac.in
Leadership, Diversity and
Equity”
Plan for Improved
GADVASU, Dr Sarvpreet Singh ghuman_s@yah
10. Learning, Outcome, Skill 8146237600
Ludhiana Ghuman oo.co.in
and Entrepreneurship at
GADVASU
Institutional development
plan of GBPUAT for
Dr Shivendra
Improving the Academic
GBPUAT, Kashyap, Dean, kashyapsk@gma
11. and Governance System 7500241487
Pantnagar College of il.com
of the University for
Agriculture
enhancing Learning
Outcome
Enhancing the learning
Dr S.D. Sivakumar, 0422-
outcome, employability
TNAU, Director, 6611377; business@tnau.a
12. and entrepreneurial skills
Coimbatore Agribusiness 9489056714; c.in
of farm graduates through
Development 9442652310
excellence in education
Augmenting quality and
relevance of higher
agricultural education 0836-
UAS, Dr P.U. Krishnaraj, krishnarajpu@g
13. through enhanced 2214281;
Dharwad Professor mail.com
learning outcomes and 9845906301
entrepreneurship
development
Dr Sanjay Kumar
Reinforcement of the
Sharma, Professor
brand value of the
& Head,
RVSKVV, university for designing sanjayjbp.2007@
14. Department of Soil 9893946434
Gwalior market-ready graduates rediffmail.com
Science &
for entrepreneurship and
Agricultural
employment generation
Chemistry
Enhancing
Dr S Basanta
Entrepreneurial di.office@yahoo.
15. CAU, Imphal Singh, Director of 9612161841
Competence in Students com
Instructions
to address the emerging
132
Sl. Name of email

N. University
Challenges in Agriculture
and Allied Sectors
Quality Education in
Dr KK Raina, Head,
Horticulture and Forestry
DYSPUH&F, Division of hodmba@yspuiv
16. to Generate Human 9418066325
Solan Business ersity.ac.in
Resources with
Management
Entrepreneurial Skills
Plan on Strengthening
Dr A.K. Gupta,
SKNAU, Academic Ambiance for director.research
17. Dean College of 9414820563
Jobner Quality and Skill Oriented @sknau.ac.in
Agriculture
Undergraduate Education
at SKNAU, Jobner
Institutional development
plan of DUVASU for Dr Atul Saxena,
Improving the Academic Professor & Head
DUVASU, dratulsaxena@
18. and Governance system Department of 9412726813
Mathura rediffmail.com
of the University for Obstetrics &
Enhancing Learning Gynecology
Outcome
Innovative Pedagogical
Designs to Augment
UHS, rkmesta@yahoo.
19. Entrepreneurial Dr R. K. Mesta, 9448640881
Bagalkot com
Competency and
Employability
Developing Industry
idp@uahs.edu.in/
UAHS, Ready, Skill Embedded Dr K. C.
20. 7892033185 shashidhar.kumb
Shivmoga Agriculture Shashidhar,
ar@gmail.com
Technocrats
for Enhancing Learning Dr Prashant S
Dr BSKKV, outcome, Academic Bodake, piidpdbskkv@gm
21. 9420413255
Dapoli Diversity, Department of ail.com
Entrepreneurship and Agronomy
Employability
Strengthening Institutional drbhagwati@gm
SKAUST, Capacities for Delivering ail.com,
22. Dr B. C. Sharma 9419152428
Jammu Competent Skilled idp.jammuskuast
Professionals @gmail.com
133
Sub-component 1b: Centres for Advanced Agricultural Science and Technology (CAAST)
Sl. Name of
Project Title PI Name Contact No. Email
N. University
Prof. Srikanta Das
Department of
Centre for Advance Plant Pathology
BCKV, Agricultural Science & Bidhan Chandra das.srikanta@bc
1. 9433285115
Mohanpur Technology on Krishi kv.edu.in
Conservation Agriculture Viswaviyalaya
Mohanpur, West
Bengal
Development of Energy
Dr Gopal Krishna gopalkrishna@ci
Efficient and Environment
CIFE, Director, CIFE, fe.edu.in
2. Protective Aquaculture 9869085260
Mumbai Mumbai gayatrit@cife.ed
Technologies for
u.in
Degraded Soils
Centre for Advance directoraes@csa
Dr H.G. Prakash,
CSAU&T, Agricultural Science & uk.ac.in,
3. Director Research 9412156124
Kanpur Technology on Nutritional drhp_k@yahoo.c
(AES)
Crops o.in
Dr Sunil D.
Centre for Advance
Gorantiwar,
Agricultural Science &
MPKV, Professor & HOD, gorantiwars@gm
4. Technology on Climate 9881595081
Rahuri Deptt. of Irrigation ail.com
Smart Agriculture and
and Drainage
Water Management
Engineering
Centre for Advance Dr Amit Kumar,
Agriculture Science & Senior Scientist,
IVRI, vetamitchandan
5. Technology on Advanced Department of 9219614456
Izatnagar 07@gmail.com
Centre for Livestock Animal Genetics &
Health Breeding
Establishment of
Secondary Agriculture Dr T.R. Ahlawat,
NAU, tahlawat4@gmai
6. Unit for skill development Associate Director 9879124272
Navsari l.com
in students and farmers at of Research
NAU, Navsari
Dr Viswanathan
Genomics Assisted Crop
IARI, New Chinnuswamy, viswanathan@ia
7. Improvement and 9013885245
Delhi Head, Plant ri.res.in
Management
Physiology
Centre for Next Dr Rajendra
UAS, srprasad1989@
8. Generation Technologies Prasad, VC, UAS, 9452883308
Bangalore yahoo.co.in
in Adaptive Agriculture Bangalore
School of Natural
PAU, Resources Management Dr O.P. Chaudhari, opchoudhary@p
9. 8196080649
Ludhiana for Sustainable Head, Soil Science au.edu
Agriculture
134
Sl. Name of
Project Title PI Name Contact No. Email
N. University
Establishing Centre for
02692-
Agricultural Market Dr R. S. Pundir,
10. AAU, Anand 264052, rspundir@aau.in
Intelligence at AAU, Professor, IABMI
262052
Anand
Standardization of
Dr M.S. Malik, Prof 9934582241
Integrated Farming mohdshujamalik
11. BAU, Ranchi and Scientist 8789823611
System Models for the @yahoo.com
State of Jharkhand
Dr Ranbir Singh ranars66@rediff
01894-
CSKHPKV, Protected Agriculture and Rana, Principal mail.com
12. 232245/23031
Palampur Natural Farming Scientist rsrana@hillagric.
1
(Agronomy) ac.in
Knowledge and Skill Dr Sujatha. R.
Development on Coconut- Professor (Pb&Gn)
13. KAU, Kerala 9495981544 sujatha.r@kau.in
Based Secondary ADR, Coconut
Agriculture Mission
Centre of Excellence for
Digital Farming Solutions Dr Gopal Uttamrao
VNMKV, 9422111232 gushindevnmkv
14. for Enhancing Productivity Shinde, Asst.
Parbhani @gmail.com
by Robots, Drones, and Professor
AGVs
Skill Development to Use
JNKVV, Spatial Data for Natural Dr R. K. Nema, deancae@yahoo
15. 9407001170
Jabalpur Resources Management Dean CoAE .com
in Agriculture
Centre of Excellence for Dr R. J. Zende,
Advanced Research on Prof. & Head,
MAFSU, ravindrazende@
16. Animal Food Safety Department of 9969625744
Nagpur gmail.com
Veterinary Public
Health
135
Sub-component 1c: Innovation Grants
Sl. Name of
Project Title PI Name Contact no. Email
N. University
Proposal for Innovation Dr Ravindra drbasu2017@gm
1. BASU, Patna 9418085904
Grant under NAHEP Kumar ail.com
SKRAU, Proposal for Innovation Dr N. K. Sharma, director@iabmbik
2. 9414275222
Bikaner Grant under NAHEP - Director, (IABM) er.org
Dr S.R.
Dr PDKV, Capacity building and skill Kalbande, Prof. &
surenkalbande@
3. Akola development in renewable Head, Deptt of 7588763787
gmail.com
energy under NAHEP Renewable
Energy,
Modernization of
veterinary clinical complex dirofresearch@g
PVNRTVU, and establishment of Dr K. Satish mail.com
4. 9848421375
Hyderabad veterinary diagnostic & Kumar drkbpr@gmail.co
feed analytical m
laboratories
Innovation Grant under
NAHEP for Strengthening Dr B. S. rajpurohitbsingh
5. AU, Jodhpur 9414289818
of Agriculture University, Bhimawat @gmail.com
Jodhpur for Accreditation
Dr I.B. Maurya,
AU Kota Innovation plan for hi-tech Dean, College of ibmaurya@rediff
6. 9887095532
Horticulture - Horticulture & mail.com
Forestry
Dr A. Ravi,
SVVU, Professor &
raviakst@gmail.c
7. Tirupati Innovation Grant Proposal Technical Officer 9849932715
om
to VC, SVVU,
Tirupati
Research-cum- Dr Ajay Singh 9813486046 regimhu.hry@gm
MPHU, Karnal Technology transfer Yadav ail.com
8.
centre on protected
cultivation
National Knowledge Mr N.P. Ravi 9347574626 nahep.nkmc4aer
PJTSAU,
management central for @gmail.com
9. Hyderabad
Agriculture Education and
Research
Making Kamdhenu
Kamdhenu Dr Vimal Ramani,
University. College of dean.dairy@kugu
10. University, Dean, College of 9879527043
Dairy Science, reform j.com
Gandhinagar Dairy Sciences
ready for accreditation
Dr RPCAU,
Automation of University
Pusa, skjain@rpcau.ac.i
11. activities and digitization Dr S.k. Jain 9430489408
Samstipur, n
of the documents
Bihar
136
Sl. Name of
N. University
Strengthening and
modernization of
Narendra Deva University
ANDUA&T, of Agriculture and Dr Harnam hnsingh1758@g
12. 9451091537
Ayodhya Technology, Kumarganj, Singh mail.com
Ayodhya, to make the
University ready for
accreditation
Digitization of Library for
information services to
UAS, Raichur, strengthen and develop dmchandargi123
13. Dr D.N. 9448267413 @rediffmail.com
Karnataka competitive human Chandargi
resources at agricultural
university
Strengthening teaching –
RLBCAU, learning ambience for Dr S. K. deanagriculture.rl
14. 9336214977
Jhansi excellence in academic, Chaturvedi bcau@gmail.com
research and extension
Strengthening of College
SKLTSHU, of horticulture, Mojerla for Dr A. Girwani cohmojerla@gma
15. 9866558986
Hyderabad attaining ICAR il.com
Accreditation
Smart curricula delivery
through virtual classrooms
UBKV, West as Communication Linked 03582 270141 / prodyut24@yaho
16. Dr Pradyut o.com
Bengal Interface for Cultivating Kumar Pal 270013
Knowledge and online
courses
Strengthening Post
Graduate Education and
Outreach Programmes at
WBUA&FS, faculty of Dairy Dr Lopamudra drpbiswas1956@
17. Haldar 9862714273
West Bengal technology, west Bengal gmail.com
university of Animal and
fishery sciences, Kolkata,
West Bengal
Strengthening of VCSG deanhortbharsar
VCSGUH&F,
Uttarakhand University of 9412986036 @gmail.com,
18. Bharsar, Prof. B P Nutiyal
Horticulture and Forestry, 7351939177 bhagwatinautiyal
Uttarakhand
Bharsar @gmail.com
Creation of Facilities and
IGKV, Raipur, ssrao1959@yaho
19. Modernization of the Dr S. S. Rao 9425525597
Chhattisgarh o.com
College.
Institutional capacity Dr Anil Sirohi 9410275769 anilsirohi@rediff
SVPUA&T,
20. building leading to mail.com
Meerut
accreditation of Colleges
137
Sl. Name of
N. University
girish@kvasu.ac.i
CASM (under KVASU) -
n
KVASU, Proposal for ICAR Prof. (Dr) G.
21. 9446229673 pfso@kvasu.ac.in
Wayanad Innovation Grant under Girish Varma
casmt@kvasu.ac.
NAHEP
in
Upgradation of Academic
and Research Facilities of drscgkv@gmail.c
22. CGKV, Durg Dr O. P. Mishra 9827163521
College of Fisheries, om
Kawardha, Durg
Innovation Grant under
National Agricultural
Higher Education Project
for Strengthening of
NDVSU, Dr R.P.S. deanfaculty@redi
23. College of Fishery 9425863305
Jabalpur Baghel ffmail.com
Science, Nanaji
Deshmukh Veterinary
Science University,
Jabalpur (IG)
Establishment and
strengthening of livestock
RAJUVAS, Professor Sunil smchandani86@
24. innovation, knowledge, 9351205627
Bikaner Maherchandani gmail.com
entrepreneurship, skill
centre for accreditation
Component 2A: Investments in ICAR for Leadership in Agricultural Higher Education
Name of
Sl. Project
University/ PI/CPI Name Contact no. PI/CPIs email
No. Title
Institute
Dr Sudeep Marwaha
Investment Head (A) and Prof.
ICAR-IASRI, sudeep@iasri.res.in
in ICAR Division of Computer 9711707437
New Delhi
Leadership Applications, ICAR-IASRI,
1.
in New Delhi
ICAR- Agricultural
Dr S. K. Soam soam@naarm.org.in
NAARM, Higher 9440945340
Hyderabad Education
138
E. List of key personnel involved in NAHEP governance and implementation
Participants of World Bank Team in Implementation Support Review Mission
S.No. Name Designation

1. Mr Bekzod Shamsiev Task Team Leader
2. Ms Priti Jain Sr. Procurement Specialist
3. Ms Papia Bhattacharya Sr. Financial Management Specialist
4. Ms Vanitha Kommu Consultant, Environment Safeguard
5. Ms Surbhi Dhingra Consultant- Social Safeguard
6. Ms Asha Bhagat Consultant- Financial Management
7. Ms Kumudni Choudhary Program Assistant
List of key Personnel involved in NAHEP implementation at the PIU
PIU NAHEP, KAB-II, Pusa Campus

1. Dr R. C. Agrawal, National Director
2. Dr Navin Kumar Jain, National Coordinator, (Sub-component: 1a)
3. Dr Anuradha Agrawal, National Coordinator, (Sub-component: 1b and Component: 2)
4. Dr S. S. Rathore, National Coordinator, (Sub-component: 1c)
5. Dr Hema Tripathi, National Coordinator, (M & E and Nodal officer- ES and SS Measures)
6. Mr Kumar Rajesh, Director
7. Mr Rajesh Kumar Jha, Deputy Secretary
8. Mr N. K. Arora, Deputy Director-Finance
9. Ms Neha, F&AO
10. Mrs Sunita Dhingra, Section Officer
11. Mr Vishwaratan Bharti, Assistant
12. Smt Suman Lata
List of Consultants / RAs / SRFs involved in NAHEP implementation at the PIU level
PIU NAHEP, KAB-II, Pusa Campus

1. Dr D.K. Jayswal, RA, CAAST
2. Dr Shailja Thakur, RA, IG
3. Dr Suvarna Mahalle, RA, Component 2
4. Dr Ritika Joshi, RA, M&E
5. Dr Shanti Singh, RA, IDP
6. Mr Vishal Kumar, YP, Procurement Management
7. PricewaterhouseCoopers Private Limited, M&E Consulting firm
8. Lochan & Co., Internal Audit Consultant
9. Ms Indira Prakash, Specialist, Environmental Safeguard
139
National Agricultural Higher Education Project (NAHEP)

Indian Council of Agricultural Research and World Bank Project
Krishi Anusandhan Bhawan- II, New Delhi 110 012 India
140

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NAnnual Report

National Agricultural Higher Education Project (NAHEP)

National Agricultural Higher Education Project

Indian Council of Agricultural Research and World

Annual Report 2022-23

Printed September, 2023

S.N. Abbreviation Full Form

S.N. Abbreviation Full Form

S.N. Abbreviation Full Form

S.N. Abbreviation Full Form

Date: September 2023

Details have been tabled below as per the project restructuring:

3. Project Management and Learning 45

Component of NAHEP Key objectives & focus Awarded institutions

The major activities and achievements

Exhibit: Broad objectives of NAHEP

Component 1: Support to Agricultural Universities

Component 1a: Institutional Development Plans (IDPs)

(a) Learning outcomes and future employment for AU students; and

(b) Faculty teaching performance and research effectiveness.

Component 1c: Innovation Grants (IG)

(a) Make AUs reform ready (i.e., attain accreditation); and

Component 2: Investment in ICAR Leadership in Agricultural Higher Education

Component 3: Project Management and Learning

(a) Establishment/maintenance of NAHEP-Project Implementation Unit, Steering Committee, Technical

Project Cost & Financing pattern

1 1 USD = INR 64.47 as on June 1, 2017

Exhibit: Project Cost and financing pattern (in USD Million)

Source: NAHEP-Project Appraisal Document-World Bank

Beneficiaries Emerging benefits to them

Project Implementation: Governance mechanism

2 Reference documents and presentations, Education division, ICAR

Exhibit: Overall Governance structure for NAHEP implementation

National Steering Committee (NSC):

S. No. Name & Designation Position

Project Management Committee (PMC):

S. No. Name & Designation Position

Agricultural Higher Education Programme Committee (AHEPC):

S. No. Name & Designation Position

Project Implementation Unit:

NAHEP - Key activities & achievements

a) Geographical distribution of partner AUs

b) Key activities undertaken

Digital interventions to improve

‘Out of box’ initiatives undertaken

• GBPUA&T has initiated IDP Writing Studio to

• Keeping its priority for innovations and

‘Entrepreneurship’ initiatives undertaken

AAU, Assam has conducted eight days

AAU, Assam has conducted a 10 days training

ANGRAU, Guntur has conducted a skill

Jobner has organized entrepreneurship

Harshit Gajera (Director) Marketing Head & Customer

3Plan till March 2023

The world-class facilities of IDP-NAHEP availed by me helped to bolster my skills and

- Mr Phom P Nyamkham, BFSc 2nd year student of CAU, Imphal

d) Input and activity monitoring

B. Component 1b: Centers for Advanced Agricultural Science and Technology

a) Geographical distribution of partner AUs

b) Key activities undertaken

Digital interventions to improve research effectiveness

‘Out of box’ initiatives

• IARI, New Delhi has develop a

• KAU, Kerala has established