New Delhi, October 27, 2025 — Union Agriculture Minister Shivraj Singh Chouhan on Monday called on the Indian Council of Agricultural Research (ICAR) to implement a grading system for agricultural universities and collegesacross the country, stressing the need for quality, accountability, and professional rigour in agricultural education. Speaking at the Indian Agricultural Research Institute (IARI) in New Delhi, Chouhan highlighted that agricultural studies must be pursued with the same seriousness as engineering and medical disciplines, as the nation’s food security depends on it.

Agricultural Education and Its Strategic Importance

Addressing a gathering of agriculture students and faculty, Chouhan emphasised that the future of Indian agriculture depends on the knowledge, skills, and capabilities of students. “Agriculture feeds the nation and ensures food security,” he said. “While India has achieved self-sufficiency in wheat, rice, fruits, vegetables, milk, and fish, serious gaps persist in agricultural education, which must be addressed urgently.”

The minister observed that despite the progress in production, agricultural universities have yet to develop strong institutional identities and benchmarks of excellence comparable to institutions such as IITs or AIIMS. He argued that introducing a grading system would not only assess teaching quality but also encourage healthy competition among institutions.

Grading System: Benchmarking and Specialisation

Chouhan elaborated on the vision for such a grading system, suggesting that universities should have clear benchmarks to measure performance in teaching, research, and innovation. “Good institutions should be recognised and others inspired to improve,” he said. “Without competition, there can be no progress. Each agricultural university should specialise in a specific domain, such as horticulture, animal husbandry, or agri-engineering, just like IITs are known for particular engineering branches. Students should know which university is the best for their field of interest.”

The minister underlined the potential of a grading system to act as a quality assurance mechanism, identifying areas where universities excel and highlighting gaps that require improvement.

ICAR’s Role and Response

ICAR Director General Mangi Lal Jat echoed the minister’s call, acknowledging the need for a robust mechanism to ensure quality standards in agricultural universities. He said, “We are working on introducing a grading system to foster healthy competition among these institutions, assessing them on parameters such as teaching–learning quality, entrepreneurship, and technology integration.”

The grading system is expected to evaluate universities across multiple criteria, including faculty performance, research output, technological adoption, student outcomes, and industry linkages, providing students and stakeholders a transparent metric for comparison.

Faculty Shortages: A Key Challenge

Chouhan also highlighted the issue of vacant faculty positions, noting that the rapid expansion of agricultural colleges has not been matched with adequate staffing, adversely affecting the quality of education. “If there is no adequate staff, how will students receive meaningful education?” he asked. He further stated that he plans to write to all state chief ministers urging them to fill faculty vacancies in state agricultural universities promptly.

ICAR DG Jat confirmed that faculty shortages remain a major challenge, with vacancies in some universities ranging from 15% to 85%, directly impacting teaching quality and research capabilities.

Linking Education to Innovation and Entrepreneurship

Chouhan stressed the importance of linking agricultural education with innovation, value addition, and entrepreneurship. “India must move beyond primary crop production and strive to become the world’s food basket, contributing not only to our food security but also to global nutrition and sustainability,” he said.

He emphasised that agricultural and allied education should empower students to transform their own lives and, through them, make a wider impact on society and the economy. The minister urged students to view their education as a pathway to innovative farming practices, agri-business development, and sustainable food systems, rather than merely as a means to pursue conventional farming careers.

Scope of Agricultural Universities in India

Currently, India has a network of 74 agricultural universities (AUs), comprising 63 State Agricultural Universities (SAUs), 3 Central Agricultural Universities (CAUs), 4 deemed universities, and 4 Central Universities with agriculture faculties. These institutions collectively enroll over 3.5 lakh students, forming a critical talent pool for the agricultural sector.

Chouhan’s proposal aims to raise standards across all these institutions, ensuring that graduates are well-prepared to tackle challenges related to food security, climate change, and sustainable agriculture.

Vision for the Future

The minister’s address underscored a vision where agricultural education is on par with premier professional courses in engineering and medicine. By introducing a grading system, filling faculty vacancies, and fostering entrepreneurship, Chouhan envisions a dynamic and globally competitive agricultural education system that strengthens India’s position as a leader in food production and innovation.

He concluded by urging students to embrace learning with seriousness and professionalism, while also encouraging institutions to innovate, specialise, and create avenues for research and entrepreneurship that could reshape India’s agricultural landscape.