Identifying Strategic Issues and Prospective Approaches in Higher Agricultural Education System

376 Pages·2011·14.03 MB·English

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Copyright© 2006 : National Academy of Agricultural Research Management
Correspondence : National Academy of Agricultural Research Management
(NAARM), Rajendranagar, Hyderabad- 500 030, India
Citation : Soam, S.K. and R. Kalpana Sastry (2006). Identifying
Strategic Issues and Prospective Approaches in Higher
Agricultural Education System in India to Face Challenges of
GATS, ICAR-AP Cess project no. 0182079, NAARM,
Hyderabad, India
2006, 304p+
Published by : Director
National Academy of Agricultural Research Management
(NAARM), Rajendranagar, Hyderabad- 500 030, India
Printed at : NAARM, Hyderabad, India
UDC : 330.19 SOA 06
First printed : November, 2006
Licence :
Identifying Strategic Issues and Prospective Approaches in
Higher Agricultural Education System in India to Face
Challenges of GATS by Dr S.K. Soam and Dr R. Kalpana
Sastry is licensed under a Creative Commons Attribution 4.0
International License. Permissions beyond the scope of this
license may be available at http://www.naarm.ernet.in.
Contents
Forward i
Acknowledgement ii
Executive summary iv
List of tables xii
List of annex tables xv
List of figures xviii
List of boxes xix
List of Annexure xix
Abbreviations xx
Chapter 1: Introduction of GATS and its Implications
1.1. GATT, WTO and GATS 1
1.2. General Agreement on Trade in Services 2
1.3. Members’ obligations under GATS 3
1.4. Possible trade barriers in various modes 6
1.5. Schedule of GATS commitments 13
1.6. Scenario of higher agricultural education in India and specific implications 15
1.7. India’s concerns 19
1.8. Objectives of the study 21
Chapter 2: GATS approaches and issues of trade in educational services
2.1. Approaches of different countries 23
2.2. Trade in educational services 25
Chapter 3: Methodologies of data collection
3.1. Instruments of data collection 35
3.2. Understanding GATS through document survey, analysis of secondary 35
data and interview schedules
3.3. Empirical studies through Concept mapping 36
3.4. Collection of basic data through nodal officers 36
3.5. Development of data collection instruments 37
3.6. Development of questionnaires 39
3.7. Conduction of brainstorming workshop 44
3.8. Empirical studies under Mode-1, 2 and 3 46
Chapter 4: Survey results: profile of respondents
4.1. Profile of HoDs and Head of colleges 49
4.2. Profile of faculty members from AUs 50
Chapter 5: Survey results: Conceptual understanding of faculty members of
AUs about globalization
5.1. Major issues and processes of conceptual understanding 53
5.2. Perception of teachers on general understanding of miscellaneous issues 53
for making agricultural education system globally competitive
5.3. Perception of teachers on content of services available with AUs and 54
market segment
5.4. Perception of teachers on extension of services of AUs abroad 54
5.5. Concept map on SWOT analysis of Indian agricultural education system 58
Chapter 6: Implications in Mode-1: Cross border supply
6.1. India as exporter of higher agricultural education 61
6.2. University websites as a means to attract international students 63
6.3. India as importer of higher agricultural education 65
Chapter 7: Implications in Mode-2: Consumption Abroad
7.1. India as exporter of higher agricultural education- Foreign student data 67
7.2. Survey of foreign students in AUs 77
7.3. India as importer of higher agricultural education 86
7.4. Marketing and advertising by foreign universities to attract Indian students 89
Chapter 8: Implications in Mode-3: Commercial presence
8.1. India as exporter of higher agricultural education 93
8.2. India as importer of higher agricultural education 97
Chapter 9: Implications in Mode-4: Movement of Natural persons
9.1. India as exporter of higher agricultural education 101
9.2. India as importer of higher agricultural education 102
Chapter 10: Brainstorming outcome: Management of strategic alliances
10.1. Idea generation during brainstorming workshops 103
10.2. Analysis of prioritized options 106
10.3. Strategic analysis for alliance management 109
Chapter 11: Brainstorming outcome: SWOT analysis for establishing India as an
exporter of agricultural education service
11.1. Strengths of India with respect to export of agricultural education 117
11.2. Weaknesses of India with respect to export of agricultural education 118
11.3. Opportunities for India with respect to export of agricultural education 120
11.4. Threats for India with respect to export of agricultural education 121
Chapter 12: Critical observations about Indian higher agricultural education
12.1. Human capital and new academic initiatives 125
12.2. Financial implications for AUs 127
12.3. Financial implications for students 129
Chapter 13: Summary and conclusion 131
Chapter 14: Action framework 137
References 143
Annex Tables 149
Annexure 185
FORWARD

General Agreement on Trade in Services (GATS) is the important agreement of
WTO that covers various kinds of services including educational services. India included
educational services in her revised draft of service schedule in 2005. But visualizing the
international scenario and WTO negotiations, the Academy took the steps in advance to
identify the strategic approaches in higher agricultural education to face the challenges of
GATS by taking up a ICAR funded AP Cess project. The project started in November
2004 with the project team consisting of Dr S.K. Soam, Senior Scientist and Dr R.
Kalpana Sastry, Principal Scientist at the Academy.

I am glad to know that the project has taken up innovative steps for involving
majority of Agricultural Universities (AUs) and significant number of faculty members in
these AUs by conducting brainstorming workshops at AUs and collecting data and
information from faculty members through identified nodal officers in these AUs. It’s a
matter of pride for the Academy and also for AUs that recovery of filled-in
questionnaires was about 44 percent, some of the AUs have sent even more than 90
percent of filled-in survey questionnaires. Designing different questionnaires for faculty
members, HoDs and Heads of colleges, and nodal officers was a strategic approach of
project team, and it helped in collecting data from various stakeholder groups of AUs.
The success of the project is attributed to the Vice Chancellors, Deans, Principals, HoDs
and faculty members of the AUs. In the capacity of Director, NAARM, I place on record
my sincere thanks and appreciation to them.

The project report has brought out several implications in various modes of
service supply as defined under GATS. To take future actions the recommendations has
been developed and listed as an action framework. I believe these recommendations
would provide academic support in building the appropriate policy framework. I
appreciate the team effort of the investigators towards careful planning and execution of
the project and bringing out this valuable report. I trust that report will be useful in
formulating suitable educational services strategy of the AUs.

NAARM, Hyderabad (R.K. Samanta)
January, 2007 Director

Acknowledgements

The development of this study owes much to the encouragement and support provided by the
education division of Indian Council of Agricultural Research (ICAR). We are indebted to Dr J.C. Katyal,
former DDG (Edn), ICAR for his encouragement and wholehearted support to the project. We express our
grateful thanks to Dr S. Prakash Tiwari, DDG (Edn) and DDG (crop sciences) for his constant support to
the project. Dr Tiwari as a Director, NAARM and as an expert in WTO matters provided his invaluable
guidance and unstinted support to this research study.
We express our profound thanks to Dr R.K. Samanta, who in his capacity as Director, NAARM
and Joint Director (Trg), NAARM provided all kinds of technical guidance and administrative support. The
project team is also grateful to Dr T. Balaguru, HoD (ARSMP) for his time-to-time interaction and overall
supervision of the project progress. In this project lot of cooperation has been received from various
agricultural universities, we are thankful to the Vice Chancellors of the concerned AUs for extending their
kind support to the project. The project team also expresses its gratitude to Dr Dinesh Paliwal and Mr
Madhukar Sinha, Director (s) at the Ministry of Human Resource Development, New Delhi and Dr
Sudhanshu Bhushan, HoD, WTO cell, National Institute of Education Planning and Administration
(NIEPA), New Delhi for their time-to- time support and suggestions.
As an extremely important activity of the project, the brainstorming sessions were conducted at
eight AUs. These workshops has resulted into wonderful data, the whole credit goes to the participant
faculty members from these AUs; therefore the invaluable contributions made by them is gratefully
acknowledged. Special thanks are due to the nodal officers at these AUs, who made it possible to
successfully conduct these sessions with highest level of participation from the faculty members. The
project team expresses hearty thanks to- Dr K. Suhasini, ANGRAU, Hyderabad; Dr. M. Achuthan Nair,
KAU, Thirussur; Dr.G.L.Bansal, CSK HPKV, Palampur; Dr. H. N. Atibudhi, OUAT, Bhubaneswar; Dr. G.
Venkateshwarlu, CIFE, Mumbai; Dr. P. K. Shukla, veterinary university, Mathura; Dr. Rameshwar Singh
and Prof. Surendra Singh, NDRI, Karnal and Dr.Y. Hari Babu,KVAFSU, Bidar. In addition to brainstorming
workshops, we are thankful to them for their support in collecting the data through survey questionnaires
and schedule of status information about their respective universities.
The nodal officers at other AUs provided great support in the form of collecting data through
survey questionnaires and schedule of status information about their respective AUs. The project team is
extremely thankful to these nodal officers namely- Dr P.K. Chakraborty, BCKV, Mohanpur; Dr Udit Narain,
CSAUAT, Kanpur; Dr S.P. Kalyankar, MAU, Parbhani; Dr J.L. Dwivedi, NDUAT, Faizabad; Dr D.K. Sinha,
RAU, Samastipur and Dr N. Ram Singh, CAU, Imphal. The project team is also thankful to other nodal
officers for their contribution to the project.
Special mention is made for the highest level of cooperation received from some of the nodal
officers, because their hearty efforts has resulted into the delivery of filled-in questionnaires to the extent
of 80 percent and more, and even up to 91 percent in case of some of AUs. We are extremely thankful for
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the contributions to the project made by- Dr. R.K. Grover, CCS-HAU, Hissar; Dr. H.S. Chawla, GBPUAT,
Pantnagar; Dr. K.A. Khunt, GAU (J), Junagadh; Dr G.N. Patel GAU (A), Anand; Dr.Y. Hari Babu,
KVAFSU, Bidar; Dr. Ramanath K Rahane, MPKV, Pune Campus; Dr. G. Venkateshwarlu, CIFE, Mumbai;
Dr. K.A. Varghese, MPUAT, Udaipur and Dr. H. N. Atibudhi, OUAT, Bhubaneswar, Dr E.R. Patil, PDKV,
Akola; Dr J.M. Talathi, Dr BSKKV, Dapoli. Special mention is also made of Dr G.L. Bansal, CSK-HPKV,
Palampur, Dr. Rishendra Verma, IVRI, Izatnagar and Prof. Javed Musarrat, AMU, who made highly
significant contributions in several ways including personal contacts, regular emails and quick replies.
Our colleagues at the Academy, Dr Jaganadham Challa, Dr N.H. Rao and Dr D. Rama Rao
deserves special mention for their time-to-time academic support. The project needed lot of support from
administration, which was provided in a very efficient way, the project team expresses gratefulness to Mr
M. Suresh Kumar, CAO, Mr S.K. Pathak, former FAO at NAARM, Mr V.S. Subramanian, FAO, Mr P.P.
Brahmaji, AAO, Mr Y. Shanker Rao, AAO, Mr C. Bagaiha, Mr P.G. Kohad, Mr M. Sridhar, Mrs Jhansi
Laxmi, Mr P. Venkatesh, Mr P. Srinivas and other staff in administration and finance and accounts
sections at NAARM. We express our thanks to Mr P. Namdev for designing the cover page and other
artistic works, Mr Suryanarayan for data entry, Mr RVVS Praksh Rao (editor) and Mr Shekhar Reddy
(Press) for their help in printing matters, abd Mr Raghu and Mrs Vani (Director cell) for their secretarial
help, and others who have contributed one or other way to the conduction of project activities.
The Research Associates and Senior Research Fellows in the project had been the backbone of
the project; it was not possible to accomplish the task without their involvement and hearty support. We
take this opportunity to thank Mrs. H.B. Rashmi, Mrs. B. Nirmala, Mr K. Ramakrishna and Ms Lavanya for
their significant contribution to the project. Finally, we would like to thank all NAARM staff for their help.

NAARM, Hyderabad S.K. Soam
January, 2007 R. Kalpana Sastry

iii
Executive Summary

Under the aegis of AP CESS Project, a research study on “Identifying Strategic
Issues and Prospective Approaches in Higher Agricultural Education System in India to
Face Challenges of GATS“ was undertaken by NAARM to develop and to analyze the
General Agreement on Trade and Services (GATS), the obligations of member countries
and the mechanisms with respect to higher agricultural education system in India. The
project aimed to develop recommendation domain after evaluating the potential risks
and opportunities in trade in educational services with respect to- preparedness,
commitments in service delivery and receiving service (modus operandi and country of
interest) and capacity building in agricultural education system. The competitive
advantages of Indian higher agricultural education system were also analyzed.

Though initially, India made no commitments under the Uruguay Round in higher
education services, it included higher educational services in its Revised Offer in August
2005. Agricultural education, a major contributor to sustainable development and poverty
alleviation, would be subjected to certain specific implications with respect to GATS.
Higher education including agri-education in most countries is regulated by competent
bodies under GATS it stands to be recognized as a service. However, application of
GATS may subject agri-education to principles of trade liberalization, market access and
equitable treatment to all member nations. There are apprehensions that in view of
ambiguities in definitions and concepts such as ‘like services’ and little or no knowledge
on the consequences of free trade in educational services and what is commercial or
public service in education, there may be several disputes arising. Thus there is an
urgent need to clarify these.

The methodology was developed through extensive literature search, intensive
interaction and subsequent pilot testing in selected agricultural universities and deemed
institutions. The methodology integrates the inputs from primary source (the academic
faculty) and secondary sources to derive a strategy using its inherent strengths and turn
the opportunities to gain competitive advantage in services like agricultural education.
The techniques used in data collection are brainstorming, survey questionnaire, group
discussions and personal interactions.
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