India’s agricultural sector, which employs nearly half of the nation’s workforce, is undergoing significant changes as it faces new challenges such as climate change and the need for advanced technology. The Green Revolution of the 1960s improved yields and self-sufficiency, but today’s environment requires a different set of skills and knowledge.
Agricultural education in India has struggled to keep up with these evolving needs. Many graduates have lacked the problem-solving abilities and technological expertise necessary for modern agriculture. As a result, fewer students have been attracted to study agriculture, particularly in urban areas where the field is often seen as labor-intensive and less rewarding. The country currently needs about one million graduates in agriculture and related fields, but only half that number are available.
“There just aren’t enough of us with the skills to make farming resilient and efficient,” said Bharthiban, a veterinary student from Tamil Nadu.
To address this gap, the Government of India and the Indian Council of Agricultural Research (ICAR), with support from the World Bank, launched the National Agricultural Higher Education Project (NAHEP) in 2017. The project aims to modernize agricultural universities across India by updating curricula, introducing digital learning tools, and fostering an entrepreneurial spirit among students.
The initiative has led to improvements at 74 agricultural universities nationwide. Over 600 new market-oriented courses have been introduced in areas such as entrepreneurship, agri-business analytics, artificial intelligence, robotics, and precision agriculture. Seventy-nine disciplines have been redesigned to prepare students for a competitive job market.
Students now receive hands-on training in state-of-the-art laboratories using technologies like GPS, drones, and remote sensing. This training is conducted in partnership with private companies to ensure that graduates acquire relevant skills for employment.
“I learnt about drone technology and its applications. I also learnt how to handle and operate drones and use them for spraying pesticides and fertilizers,” said Gayathri, a graduate from Tamil Nadu Agricultural University (TNAU), Coimbatore. She now works as an expert trainer in drones but hopes to start her own business someday. “I want to start my own business in the drone industry,” she added.
Virtual classrooms have also been established at many universities to supplement traditional teaching methods with online learning. This approach allows students in remote locations to access lessons from national and international experts.
“I can now interpret satellite imagery and operate drones remotely from my home. This helps farmers optimize the use of fertilizers and water,” said Kavita, an agriculture student from Assam.
Technological advancements have also enhanced opportunities in animal science education. "Digital simulation models enable me to practice veterinary techniques that were previously inaccessible to students," said Bharthiban from Veterinary and Animal Sciences University in Tamil Nadu.
Some students have participated in internships abroad through university partnerships with institutions in countries such as Australia, Japan, Israel, Saudi Arabia, and Germany. Pragadeesh from Thanjavur district completed his internship at the University of Newcastle in Australia: "I always had a passion for scientific research and innovation that could benefit small and marginal farmers with better technology," he said.
The perception of agriculture among students has shifted as well. Vartika Gupta from GB Pant University noted: “I now realize that agriculture is much more than crops and livestock. It is about addressing the challenge of food security, climate change and sustainable living.”
Universities are also encouraging entrepreneurship by establishing incubators that help students launch startups focused on agricultural solutions. More than 120 startups have emerged through these efforts.
Ramesh from Tiruchirappalli city started a partnership firm supplying agricultural products directly from over 100 farmers to more than 25 institutions: “I am proud to say that we are first generation of agriculture entrepreneurs in Edapaddi village... We have now employed five more agriculture graduates and provide jobs to 20 other people as well.” His venture reports an annual turnover of Rs. 2.5 crores with plans for expansion across Tamil Nadu.
A recent ICAR–World Bank survey found that between 75%–94% of students view technologies like artificial intelligence (AI), machine learning, GIS, and other digital tools as essential skills for modern agriculture.
According to Bekzod Shamsiev (Senior Economist) and Farbod Youssefi (Senior Agribusiness Specialist) at the World Bank: “Students are now gaining hands-on experience with technologies such as AI for early disease detection, remote sensing for precision agriculture, and blockchain for transparent supply chains.” They added: “This shift toward practical, technology-driven learning is not only equipping students with cutting-edge skills but is fundamentally transforming agricultural education in India.”
Mr. R C Agrawal, National Director of NAHEP said: “The projecthas set a new standard for agricultural education in India... By fostering a new generation of agricultural leaders equipped with modern skills it is driving innovation and contributing to India’s economic growth.”
Between 2017-2022 enrollment at agricultural universities more than doubled—from over 25,000 to over 54,000—while female student participation increased slightly from 43.6% to 45.2%. On-time graduation rates rose significantly; by 2024 they reached over 96%, including similar rates among women graduates.
Placement rates improved too—from 42% in 2017 up to 67% overall by 2024; among women this rate was even higher at just above 71%. The quality threshold for admissions also rose sharply during this period.
Faculty performance saw gains as well; external research grants secured jumped dramatically between academic years.
In total NAHEP reached over eight hundred thousand direct beneficiaries—nearly half being women—across faculty members & students.