“Cornell University and Sathguru Engagement in Agriculture Development In South Asia - 1994 - 2011” presented by Chinnachamy Ramasamy and Damodaran Suresh, Cornell University, at the ReSAKSS-Asia Conference, Nov 14-16, 2011, in Kathmandu, Nepal.

1. International Conference on
“Knowledge, Tools, and Lessons for Informing the Design and
Implementation of Food Security Strategies in Asia”
held at Kathmandu, Nepal during 14th to 17th September, 2011
Paper entitled
“ Integrating Education, Farm Extension and Private Sector Efforts from
India”
Presented by
C. Ramasamy and D. Suresh
Supported by
USAID’s Agricultural Innovation Partnership

2. Market for agricultural education in India growing (Supply side)
60 Agricultural universities; 436 Agricultural colleges
Large number of Institutes offering diploma and certificate programs
and courses
Recently private investment growing.
Maharashtra - 136 private agricultural colleges
Tamilnadu - 4 private agricultural colleges and 10 more private
institutes.
SAUs adding more colleges
agriculture, veterinary and animal sciences, dairy , horticulture and
agricultural engineering

3. Demand for agricultural education
Agriculture - growing at 3 %
Dairy & Horticulture - 5 %
Food consumption basket getting more diversified higher
consumption of dairy and horti. products
Processed food consumption growing due to growing urban
population
Organized retailing expanding
Ag graduates are in great demand from the banking and insurance
sector
The public and private agricultural R&D and extension is growing and
so do agricultural education

4. Inadequate educational Infrastructure
Lack of adequate financial support and autonomy
About 40% of State Agricultural Universities faculty
positions vacant
Only 10% of ICAR budget spent on education
Dilution in quality of human resources engaged in
agricultural education, research and extension
Present status of agricultural education

5. Contd…
Quality of graduates continually declining (NAARM, 2011)
Unplanned growth of institutions
Poor quality of intake
Lack of practical orientation
Poor industry interaction
Less exposure to recent advances
Lack of support skills
IVth Deans Committee Report

6. Changes that are happening
Growing population and increasing demand for high
quality food and non food commodities
Indian agriculture becoming more and more globalized
Biotechnology applications to agriculture is being
commercialized ; huge scope for GM crops as
evidenced from unprecedented success of Bt. Cotton
and many GM products are in the pipeline
GIS is used in crop planning, fishing, drought
management, etc.

7. Need for agricultural curriculum modernization
Foregoing discussion underscores the significance of
revamping agricultural curriculum in India.
Ag. education designed mainly for green revolution era
has not transformed much to meet the current needs .
Though ICAR made efforts to improve the ag. education
through funding support and guidance , large number of
SAUs and other institutions offering agricultural
education have not responded adequately
Further efforts are to be made to develop agricultural
education in India

8. Contd….
Besides demand for skilled manpower to work at grass root level
keeps rising ; particularly private extension is already showing lot
of promise in delivering farm inputs and advising farmers and is in
need of trained manpower(para professionals) to work in rural
areas
Hi-tech horticulture is another area which creates employment for
qualified and trained manpower.
Trained manpower for animal husbandry ,dairying, poultry, food
processing, sericulture and fisheries are also in demand.
Agricultural graduates also moving to public administration and
own business
It is critical that agricultural education has to meet the diversified
demand

9. Needed reforms in ag. curriculum
Market driven agricultural education
Emphasis on agricultural related social sciences in
agrl. curriculum (to understand the problems in
globalization of agriculture)
Curriculum to include agrl. marketing policy for
national and international markets
Curri. reorientation which is:
 Environment sensitive
 Attitudinal changes in graduates’ minds

10. UG Program – Capacity Building
Need for instructional farm development
Faculty training: continuous updating knowledge in
frontier & emerging areas
Training to focus on pedagogy, computer related skills,
knowledge about national & international agrl.
curriculum development , communication skill (soft &
hard)
Specialized courses in educational technology to
upgradee teaching skills

11. Contd…
Equip new graduates with subject competency, self
motivation, positive attitudes, agribusiness skills,
computer & IT application skills, communication skills
both in English and regional languages
SAUs could have flexible course credit system buttressed
by continuous internal evaluation
Training in biotechnology, processing and value addition,
GIS, remote sensing, agribusiness management,
diagnostics, IPR, quality standards, exports and
entrepreneurship development needed; and to be
trained in LGUs

12. Cornell University – Sathguru Consultants perceive
the Education as the key driver to the pace of
progress and made unique initiatives in this
direction

13. Sathguru Management Consultants
Established in 1985
Leadership in Technology Management in
developing regions of Asia and Africa
Innovation strategy and policy advisory in 18
countries
200 professionals with diverse skills
Global Mission

14. Cornell – in – India™ & Sathguru ®
Cornell – in – India and Sathguru engagement dates
back to 1995
Initial engagement related to Life Science related
research partnership and technology transfer
focusing on the urgent Indian need to produce
more food and fiber with optimized water use

15. The results so far
“High tech” and “low tech” innovations transferred
Sathguru complemented Cornell’s dual goals of
commercial success and philanthropy
Cornell’s faculty involvement and reach extended
through new partnerships
Leveraging reputation and competency collectively
to demonstrate that economic growth and social
responsibility is not a dilemma but a reality
Spin-off activities created
 educational opportunities
 consulting
 Government Relations
 Newly endowed programs and more

16. Cornell – Sathguru Foundation (established 2006)
A 501(c)(3) equivalent initiative in India
Supports Dual Graduate program launched by Cornell in
partnership with Sathguru and Indian Universities in life sciences
Efforts with Indian planners to explore next generation
education needs
The goal is to leverage national funding opportunities with
complimentary contribution from Sathguru and Indian
development organizations – Invitation grants and competitive

17. Cornell-Sathguru engaged US LGUs with Indian SAUs-
rewarding in many ways for Land Grants
Great relationships
International engagement of students, faculty Administrators&
Staff engagement (and trailing spouses)
Faculty consulting
Co-development of research results, technology transfer and
licensing
Engagement of University Licensees in USA with that of partner
entities in India

18. However…
Global knowledge partnerships are complicated – understanding
relevance
Distance and culture can be an issue
Relationship development time consuming
Constraint of resources (faculty, interns, staff)
Capability alignment – Academic, managerial and delivery
competencies
Respect for mutual brand and mutual protection
Engagement focus – sustainability driven breadth and depth

19. Project I
International Agriculture and Rural Development Course
(IARD)

20. Objectives
Provide strategic and operational perspectives one merging
challenges and opportunities in agriculture to US and Indian
Students
Develop an awareness of the global nature of the international
economy and multi-disciplinary nature of issues to them

21. Institutions Involved
Cornell University, USA
TNAU, Coimbatore
UAS, Dharwad
ANGRAU, Hyderabad
GBPUAT, Pant Nagar
Universities in Thailand

22. Module 1: INTAG 402
Video compressed lectures (13 nos) to impart knowledge
in major issues and challenges in international agriculture
and rural development
Module 2: INTAG 602
Joint field visits of US, Indian and Thai students to acquire
hands-on-experience in agriculture and rural
development in these countries
Modules of INTAG

23. Interacting with Indian Farmers in Hyderabad

24. Visit to Biotech Industry (Monsanto)
Bt Cotton…

25. INTAG Students in Thailand
Wholesale Agriculture Market Orchids Farm

26. No. Year No. of Students
1 2004-05 13
2 2005-06 8
3 2006-07 7
4 2007-08 7
5 2008-09 13
6 2009-10 13
7 2010-11 6
Participation from TNAU

27. Sensitized on the emerging challenges and opportunities in
agriculture
Understood the complexity of Indian and global agriculture
through field trips
Improved communication skills (written & spoken)
Video-conferencing assisted in confidence
building and presentation skills
Multifunctional career options
Impact on Indian Students

28. CONT…
Acquired International experience in Agriculture
Exposed to frontier areas of science and state of the art
laboratories
Experienced with innovative learning processes such as
special lectures, field visits, group activities, blackboard
interaction, video conferencing etc
Instilled self confidence for higher academic pursuits

30. Impact on Faculty
Acquired international experience and integrated lessons learned
in the curriculum
Synthesized new courses encompassing growing concerns of
globalization in agriculture
Explored the possibilities of research collaborations and faculty
exchanges in cross cutting theme areas
CRIDA, Hyderabad Thailand

31. Impact on the Institution
Developed new courses besides revising the existing curriculum to
match with global agriculture
State-of-the-art Communication laboratory facility and e-learning
modules created as a follow up of students feedback
Served as a base to establish dual degree program between TNAU
and Cornell

32. Project 2
Unique Initiatives – Linkage with
Agribusiness firms

33. Unique initiatives - Centre for Executive Education
Created in partnership with Cornell for delivering Executive
Education
Trained over 1200 Indian managers – A self sustaining model
Exposure to science administrators, policy planners, industry
captains and the academia in getting “future ready”

34. What we do..
Shaping strategy and building public private linkages.
 Global growth planning - footprint analysis
 Strategic repositioning – diversity analysis
 Allied sector linkages and next generation opportunities
Large food chain integrators, retailers, processors, product
developers, donor Institutions and multilateral development
bodies gained experience
 Tata, ITC, Unilever, ConAgra and 12 other large food brands, several
mid-sized companies
Sector trends and enterprise level competitive advantage
assessment – Focus on linking technology advancements to
market needs

35. Program Details
Program is conducted in India and in the U.S. and its focus is on:
1. Technology transfer opportunities and issues in agriculture
and food product commercialization
2. Food retailing and supply chain management; and
3. International food marketing standards and World Trade
Organization regulations

36. Project 3
MPS / M Tech Dual Degree Program
First ever outcome of Cornell-TNAU-Sathguru-TATA Trust Collaboration

37. Need
Huge Post Harvest losses / Requirement to procure raw material
from open market – as opposed to the practice of complete
backward linkage in developed economies
Leading Indian food players focus entirely on the processing end
while ignoring procurement, quality of raw material and farming
practices.
Much larger number of intermediaries in the system than one
would see in food chains elsewhere.
To modernize system well trained man power in biotechnology,
food science and agricultural marketing is needed

38. The degrees offered are:
MPS-Food Science at Cornell University & M. Tech (Food
Processing and Marketing) at TNAU
MPS-Plant Breeding and Genetics at Cornell University & M.
Tech (Biotechnology and Business Management) at TNAU
Funding Support by the Sir Ratan Tata Trust, Cornell
Sathguru Foundation for Development

39. CORNELL CREDITS
Food Science
23
6
1
5
34
Food Science
Seminar
IARD
TNAU
Plant Breeding & Genetics
20
6
1
6
3
34
Plant Breeding
Research
Internship
TNAU
Seminar
IARD
Research
Credits Composition
COMBINED CREDITS

40. Purpose of Faculty Deputation at Cornell
Designed flexible course and
curriculum development for MPS
and M. Tech programs
Laboratory Methods
standardization were incorporated
New Experiential learning modules
and case studies were developed
Provide mentoring support to MPS
Research topics identification
students
Modern teaching aids and methods
would be used to enhance greater
learning among the individuals
From left: KM. Shivakumar, Assistant
professor (Agrl.Econ), P. Prema, Asst. Librarian
G. Hemalatha, Associate Professor (Food
Science) and K. Thangavel, Professor (Food
Process Eng.)

41. Progress….
32 students enrolled – 26
qualified with Cornell and TNAU
degree
12 Faculty from TNAU and 8
faculty from Cornell participated
in faculty exchange for the
program success
ICAR Supports extending this
initiative to Ph.D to two more
SAUs forthcoming from this year

42. Greatest Challenges
To develop a program that provides a well rounded
experience
Time difference between the USA and India
Adjusting to cultural differences
Use of video-conferencing involving multiple partners
Follow-up and feedback

43. Project 4
Agricultural Innovation Partnership
Supported by USAID
India:
Banaras Hindu University, Sardar Vallabhbhai Patel University of Agriculture and
Technology and Rajendra Agricultural University
USA:
Cornell University, Tuskegee University, University of Georgia, University of Illinois,
Ohio State University, University of California, Davis
Private Sector:
Tata Chemicals, John Deere and Sathguru

44. Agricultural Innovation Partnership
Lead Implementing Agency - Cornell University, Ithaca
Goal: Improve food availability, nutrition and health in eastern India and
Africa while providing opportunities for diversification of income and
consequent economic and social advancement of the rural poor and
women in particular by modernizing agricultural sciences curriculum and
extension programs
To be implemented in Agricultural Universities located in Indo-Gangetic
plains
Comprise of two major components - duration of 5 years.
 1- Improve agricultural education at targeted institutions
 2- Improve agricultural extension programs

45. Target Beneficiaries
Component 1 : Agricultural Education Component 2 : Agricultural Extension
Banaras Hindu University,
Agricultural Universities in Eastern
India and African countries like
Liberia, Kenya and Malawi
Agriculture Graduates
Teaching faculty
Non teaching faculty
Farmers
Rural Community
Agriculture Technology Management
Agency (ATMA)
State Department of Extension (India
& Africa)
Krishi Vigyan Kendras (KVK)
Agriculture Extension Specialists-
Public /Private

46. Activities so far
A Curriculum Development and Planning workshop organized at
BHU and work plan developed.
3 faculties from SVPUA&T & 4 faculties from BHU were trained in
curriculum development at US partner universities.
The new curriculum has been designed in SVPUA&T and is in the
process of approval.
A workshop planned jointly with ICAR to discuss about the
curriculum development and sensitize the policy makers and
administrators in the area of agricultural education and
extension.

47. Revamping agricultural extension system
Public system unable to meet the demands of the farmers in
terms effective delivery of knowledge and skills for modern
farming
Increasing presence of private extension by the participation of
input companies and NGOs
Introduce public private partnership (PPP) in transmitting
knowledge and products of the agricultural universities;
Tata chemicals and John Deere will work with AIP project
universities in delivery of knowledge and technologies in Indo-
Gangetic plains

48. Project 5 - Horticulture Collaborative Research Support
Program
Globally led by University of California, Davis
Lead in Bangladesh
 Cornell University & BARI in partnership with UC, Davis, and Sathguru, India
Project on “Horticulture, Food Safety and Adoption of GAP”
Initially awarded an Exploratory Project of one year for ground level food
safety position analysis though stakeholder consultation and developing
action plan for the subsequent Pilot Project for three years.

49. Objectives
Map base line levels of food contaminants that emanate from
the farm and thereafter until consumption, and implement
Good Agriculture Practices that will help to provide resource
poor communities an access to nutritious fruits and vegetables
that are contamination free and safe to consume
Adopt and implement the Good Agriculture Practices in the
Khulna region as a pilot effort
Capacity Building and Awareness
Development of low cost detection systems

50. Thank you