AGENCY FOR INTERNATIONAL DEVELOPMENT FOR AID USE ONLY WASHINGTON. 0. C. 20823 daee # aJ BIBLIOGRAPHIC INPUT SHEET A. PRIMARY I. SUBJECT Agriculture AC00-0000-G635 CLASSI- *. SECONDARY FICATION Education,extension,and advisory work--India 2. TITLE AND SUBTITLE A history of agricultural universities; educational,research,and extension concepts for Indian agriculture 3.AUTHOR(S) Naik,K.C. 4. DOCUMENT DATE S. NUMBER OF PAGES 6. ARC NUMBER 1968 245p. ARC 7. PurdueREFERENCE Res. ORGANIZATION NAME AND ADDRESS S. SUPPLEMENTARY NOTES (Sponsorln Organlsations Publilhers#Availability) 9. ABSTRACt 10. CONTROL NUMBER I. PRICE OF DOCUMENT PN-RAB-322 12. DESCRIPTORS 13. PROJECT NUMB ER Education ,higher History 14. CONTRACT NUMBER India CSD-840 Res. 15. TYPE OF DOCUMENT AID $90-1 (4-74) A HISTORY OF AGRICULTURAL UNIVERSITIES K. C. Naik IIh lllllliMUINBfUIM Printing: Courtesy, U.S. Agency for International Development 1968 Mission to India A HISTORY OF AGRICULTURAL UNIVERSITIES Educational, Research and Extension Concepts for Indian Agriculture K. C. NAIK Vice.Chancellor, University of Agricultural Sciences, Bangalore A Committee on Institutlonal Cooperation (CIC)-U.S. Agency for International Development Project 1968 "Agriculture constitutes the very foundation of the economy. We cannot fail or falter here." Indio's Prime Minister Mrs. Indira Gandhi in a broadcast to the notion. CORRECrIONS Page Para Line As printed As desired X1 2 1 mon-agricultural non-agricultural x1 2 13 No can Nor can in India 1v 3 8 varieties in India activities 6 3 1 Dr. Zakir Hussain Dr. Zakir Husain 7 3 3 different set-up different setup 8 2 15 receiving the necessary receiving necessary 16 4 8 scinces scienr." 16 4 14 enroling enrolling 16 4 17 devclped developed 17 I 9 phychology psychology 20 I 7 extension. and extension, atd 20 3 6 many state! many States 21 2 I research. the research, the 25 2 22 wheather any whether any 28 2 16 excepts expects 29 2 9 present foods supplies present food supplies 29 2 II country' country's 31 I 10 on other or other 38 3 9 under this University under his University 70 2 4 better-type better type 70 5 5 corporation cooperation 71 4 5 Dr. Zakir Hussain Dr. Zakir Husain 73 2 4 badly-needed badly needed was 79 I 2 recommendation that recommendation that 82 1 I and jumps into and jump into 82 1 4 people who were people was those who were there were, who 82 I 6 others who desired others desired Reforms 82 4 4 Administrative Reform Administrative Commission Commission 84 2 3 twomen) for (women), for 92 3 2 in adequacy inadequacy 94 2 7 is also being are also being 96 3 7 and Chancelors and Chancellors 104 6 1 The Library The library Ito 4 4 divereted diverted 11l I 6 occured occurred 123 2 5 embrassed embarrassed 125 2 10 comparison, comparison. 146 3 II Not withstanding Notwithstanding 147 2 5 hybrides hybrids that 148 2 I or danger that or dangers 148 2 2 wientisis scientists 149 2 6 signifleance significance CONTENTS 1. Introduction Ancient and Mediaeval Colleges and Universities-Early British attempts-Founding of Colleges-Condition in 1920s-Agricultural Colleges and enrolment and research position in 1947-Indian examination system-Other Defects of Indian Education System-Comparison with the new concept-How the new system came to be intro­ duced to India-Opposition to the new system-Govern­ ment of India's decision-Further support-Establishment of Agricultural Universities and the need for a review. 2. Indian Agriculture under British Rule !I Famines in India and the early empirical methods-Early attempts to organise agricultural improvement-Agricul­ tural situation at the beginning of the century-Recom­ mendations of the Royal Commission on Agriculture. 3. Post-Independence Period 15 University Education Commission-Number of Univer­ sities in 1949-Commission's views and recommendations -Rural Universities-Community Developmen' and National Extension Service-Rural Institutes- First Joint Indo-American Team-Operational Agreement No. 28- Second Joint Indo-American Team-Hligh Level Commi­ ttee-Agricultural Research Review Tean-Cummings' Committee-Establishment of the first agricultural uni- versities-Education Commission-Increase in agricultural production in post-independence period-Lessons from the performance of Agriculture-Foundation for rapid and sustained progress. 4. USAID and US Foundations Role 33 Contributions of activities under O.A. 28-Rockefeller vi Foundation's Indian Programme-Ford Foundation's contributions-Appraisal of accomplishments under O.A. 28 programme-Indian Council of Agricultural Education -Ends of fraternal Relationship between Universities- Support to a changing situation-Impact of TCM/AID and U.S. Foundations' efforts-Balance of improvements between Advisors, participant training and Commodity purchases-Continuity of Assistance. 5. Agricultural Universities 47 Government of India's initiative- Uttar Pradesh Agricul­ tural University, Pantnagar-University of Udaipur- Orissa University of Agriculture and Technology-Punjab Agricultural University, Ludhiana-Andhra Pradesh Agricultural University-Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur-The University of Agricultural Sciences, Bangalore--Student enrolment in agricultural universities-Teaching staff strength-Library statistics. 6. Early Struggles and Current Problems 78 Central Uiiiversities-Rural Institutes instead of Rural Universities-Opposition from the traditionalists-Pro­ vincial or State loyalties-Financial Resources-State Governments' uncertain attitudes -Attitude of State Departments-Legal diliculties-Delineation of extension functions-Extension by Central Government-Exten­ sion in Japan-Man as the productive agent-Residual functions of State Departments-Difficulties of indi­ vidual institutions-Indian administrative system- Opposition from administrators-Changes in horizon. 7. Centre-State relations and relation between the Universities and State l)epartnents 90 Indian Constitution-Institutions inherited from pre­ independence period--High Level Committee's recom­ mendations-States' responsibilities-Coordinated efforts - Reviews of research projects-Educational Standards- Full autonomy essential for ICAR-Need for expertise-- Mutual responsibilities. vii 8. Some notable accomplishments of the Agricultural Universities 98 Self-assurance and status quo give place to innovations­ Faculty-Curriculum and teaching methods--Examina­ tions-Library-Facilities-Farm and resources develop. ment-Research-Public Service-Specific Extension Projects-Stud-nt Welfare and Discipline-Administra­ tion-Summary of accomplishments-Resident Teaching -Research-Extension--Administrative-Student Unrest. 9. Vice-Chancellor and Board of Regents 121 Vice-Chancellor- Relations with the Board-Regents. 10. Current trends and Outlook for the future 124 Foundotions for democracy and quality education- Pluralistic Indian Society-Need for a change in outlook -Brighter side of the picture- Attitude of some officials Right type of personnel-Multiplicity of Campuses- Public interest-Model Act-Association of Agricultural Universities. 11. Some Principles of possible relevance to Developing Countries 135 Type of experience conductive to institution building- Belief in the concept essential-Environment conducive to innovation-Value of personal examples- Diversity, a source of strength-Sense of Unity-Cultural, political and personality configurations-Political emotions as a reason for the reform-Believers and Sceptics-Demo­ cratic decision s-Powcr base for the decision-Change without conviction weakens the institution-First few years critical-Traditionalism and its opposition- Administrative configurations of value-Basic qualities essential for success-lndo-American Team approach.- Continuity of objectives and funding-Effect on student enrolment-Economic considerations govern enrolment- Demand for new colleges-Agricultural Universities appeal to the public. viii Epilogue .147 Appendix I. Model Act suggested by the I.C.A.R. 151 Appendix 1I.Statutes of the University of Agricultural Sciences, Bangalore. 187 228 Bibliography FOREWORD India has always placed a high value on higher education. All of India's major religions shared this goal and developed universities. The British, during the colonial period, gave a great impetus to higher education including agricultural education and research. Indians and the Government of India recognised that Indepen­ dence and Economic Development called for major changes in higher education and research. They turned largely to the United States for advice and assistance in agricultural education and research because the U.S. Land Grant Colleges and Universities and the U.S. Department of Agriculture had played such an important role in the development of American agriculture. Furthermore, the two coun­ tries had similar agricultural problems arising from the size of the country and dual responsibility of the state and central governments for agricultural development. In this book, Dr. Naik analyses tle development of Indian agricultural, educational and research institutions, primarily since Independence. He describes in some detail the way in which the United States Government, Universities and Foundations have colla­ borated with India in this important work. It is recognized that while great progress has been made, much remains to be done. Therefore, the collaboration of the two governmems and the Indian and American institutions organizations continues. Both India and America can take pride in the accomplishments of the past twenty years and the