Agricultural Education:

Career Opportunities

ICAR-National Academy of Agricultural Research Management

Rajendranagar, Hyderabad-500030, Telangana, India
https://naarm.org.in
Agricultural Education:
Career Opportunities

ICAR-National Academy of Agricultural Research Management

Rajendranagar, Hyderabad-500030, Telangana, India
+91-40-24581300/333, Fax: 091-40-24015912
https://naarm.org.in
 Citation:
Thammi Raju D, Yashavanth B S, Sweety Sharma and Soam S K, (2021).
Agricultural Education: Career Opportunities. ICAR – National Academy of Agricultural
Research Management, Rajendranagar, Hyderabad-500 030, Telangana, India, pp 38.

March 2021

Published by:
ICAR – National Academy of Agricultural Research Management, Rajendranagar,
Hyderabad-500030, Telangana, India under NAHEP.

ii
 NAHEP Team
National Agricultural Higher Education Project, Component 2
Investments in Indian Council of Agricultural Research
Leadership in Agricultural Higher Education

National Director : Dr R. C. Agrawal

National Coordinator (NAHEP Component 2) : Dr Prabhat Kumar

1. ICAR-IASRI, New Delhi

Dr Sudeep Marwaha, PI & Head (A) & Professor (Computer Applications)
Dr Alka Arora, Co-PI & Principal Scientist
Dr Anshu Bharadwaj, Co-PI & Principal Scientist
Dr Mukesh Kumar, Co-PI & Principal Scientist
Dr Shashi Dahiya, Co-PI & Senior Scientist
Mr Pal Singh, Co-PI & Scientist
Mr S. N. Islam, Co-PI & Scientist
Dr Soumen Pal, Co-PI & Scientist
Dr Ajit, Co-PI & Principal Scientist
Dr V.Ramasubramanian, Co-PI & Principal Scientist
Dr Mrinmoy, Co-PI & Scientist
Dr Achal Lama, Co-PI & Scientist

2. ICAR-NAARM, Hyderabad
Dr S. K. Soam, CC-PI & Head , ICM Division
Dr D. Thammi Raju, Co-PI & Principal Scientist
Dr N. Srinivasa Rao, Co-PI & Principal Scientist
Dr Alok Kumar, Co-PI & Principal Scientist
Dr V. V. Sumanth Kumar, Co-PI & Senior Scientist
Dr Sanjiv Kumar, Co-PI & Scientist
Dr Surya Rathore, Co-PI & Principal Scientist
Dr Senthil S Vinayagam, Co-PI & Principal Scientist
Dr M Balakrishnan, Co-PI & Principal Scientist
Dr Yashavanth B S, Co-PI & Scientist
Dr P Krishnan, Co-PI & Principal Scientist

3. ICAR-NIAP, New Delhi

Dr Rajni Jain, CC-PI & Principal Scientist
 FNASc, FNAAS, FISSS, FISPRD, FTAS

Message

At the outset, I am very delightful to present a technical bulletin on Agricultural Education:

Career Opportunities. It is very much essential to attract youth towards agricultural education as
agriculture being the growth engine of the country. An attempt has been made though this
bulletin for promotion of agricultural education for enhanced GER (Gross Enrolment Ration) in
tune with National Education Policy.
As a very big part of Indian population is dependent on agriculture for their source of
living, it plays an immense role in development of the country. Thus, there is no doubt to say that
'Development in Agriculture leads to Development of a Nation'. Agricultural education which is
inclusive of many other allied sectors, is the basic foundation for developing manpower for
research, education, training and extension.
Many students are pursuing STEM (Science, Technology, Engineering and
Mathematics) and often Agricultural Education is at the back seat, which is largely due to lack
awareness among the students and the teaching fraternity also to be sensitised about the
agricultural education and career opportunities.
This bulletin is published with twin objectives to attract many quality students to pursue
agricultural education and to sensitise the school / college teachers and administrators to
encourage the students to pursue agricultural education in the country.
I congratulate the Team of NAHEP for bringing out this valuable and useful document for
making agricultural education more relevant and contextual in nature.

(Ch. Srinivasa Rao)

 Content

S. No Title Page No.

1 Growth of Indian Agriculture 1
1.1 Evolution of Agricultural Education in India 2
1.2 Challenges in Indian Agriculture 2
2 Agricultural Education 5
2.1 Agricultural Education in Schools 5
2.2 Agricultural Higher Education Network 5
2.3 Talent Getting Attracted towards Higher Agricultural Education 6
2.4 Manpower in Agricultural and Allied Sectors 7
3 Educational Gateways in Agriculture and Allied Sectors 9
3.1 All India Entrance Examinations for Admission (AIEEA) 9
3.2 New Initiatives in Agricultural Higher Education 11
3.3 Student READY programme 11
3.4 Declaration of UG degrees as professional degree 11
4 Agricultural & Allied Sciences 12
5 Career opportunities in Agriculture & Allied Sciences 13
6 Schemes for Attracting the Talented Students 15
7 All India Entrance Examination for UG, PG & Ph.D Admissions 17
8 Agricultural Higher Education - Institutes, Programmes, Admissions 23

Annexure I 24
Annexure II 26
Annexure III 27
Annexure IV 28
Annexure V 29
Annexure VI 30
 Growth of Indian
1 Agriculture

Over five thousand years of agricultural development has helped India in

developing a strong base for traditional farming systems, such as the cereal-
legume rotation system for maintaining the sustainability of land and stability in
production. However, organized agricultural research system in India was
initiated with the establishment of a camel and ox-breeding farm at Karnal in
1829, the agricultural college and research station at Coimbatore in 1868, a
bacteriological research laboratory for veterinary science in Poona in 1889 and
the Imperial Agricultural Research Institute (IARI) in 1905 at Pusa. IARI started
building trained human resource, but the overall organized effort in capacity
building for Agricultural Research, Education and Extension (AGREE) received
limited attention during the pre-independence period. AGREE received much
greater attention during the post-independence period, which helped in
ushering the famous 'Green Revolution', turning the country from a state of acute
food shortage to that of a food surplus state. It is considered to be the greatest
achievement of mankind since the advent of agriculture.
The major contributing factor in achieving the phenomenal increase in
agricultural production was the research input in providing improved
technologies. The increased food production has helped the country in meeting
the demands of the swelling population which increased from 361 million in
1951 to nearly 1380 million in 2020 (Fig. 1).

Fig. 1 Growth in grain production and human population

1
 1.1. Evolution of Agricultural Education in India
The history of agricultural education in India can be traced back to the medieval
period when the study of agriculture was included in the curricula of Nalanda and
Takshashila Universities as an important subject (Fig. 2). However, formalized
courses in agricultural education began only at the dawn of the 20th century
when six agricultural colleges were established at Kanpur, Lyalpur, Coimbatore,
and Nagpur in 1905, at Pune in 1907 and Sabour in 1908 under the General
Universities.

Agriculture education existed in Indian

even during ancient period

Agriculture was included in curricula of

Nalanda and Takshila Universities as one
of the 18 arts

In the relatively recent past, agricultural

education in India started way back in
1877 with establishment of first
agricultural school at Saidapet in Madras

Organized courses in agricultural

education started in the beginning of the
20th century when six agricultural
colleges were established

Fig. 2 Legacy of Education

1.2. Challenges in Indian Agriculture

Today, agriculture faces many challenges such as stagnating/ declining
productivity and profitability, depleting quality of natural resources, biotic and
abiotic stresses, inefficient use of agro-inputs, unsafe livelihoods for millions of
small and marginal farmers, regional imbalances in agricultural productivity, a
general lack of qualified manpower in the frontier areas to deliver at the
grassroots level, rising input costs, changing food habits and quality concerns,
high post-harvest losses, lack of value addition and processing, fossil fuel crisis
and the growing emphasis on biofuels, rising quality competitiveness under the
pressure of globalization, etc. To address these challenges, some extraordinary
efforts are required to be made especially for the development of a quality
human resource that is critical for sustaining, diversifying and realizing the
potential of agriculture. High-tech Agriculture could be one of the options and for
that high-end research is needed. Towards achieving this, a highly motivated
world-class human resource and facilities are required that can flow from world-
class agricultural institutions and AUs which at present is lacking in the country.
Before Independence, in 1943, India faced one of the world's worst food
disasters - the Bengal Famine - wherein an estimated four to five million people
died of hunger.

2
 “Everything else
can wait but
not agriculture”
Pandit Jawaharlal Nehru

After independence in 1947, the Government of India initiated an extensive

planning process. National food security became naturally a priority agenda for
the Nation's development. Pandit Jawaharlal Nehru once remarked,
“everything else can wait but not agriculture”.
Recently, the Government took multi-directional initiatives to strengthen
agriculture. Research and development programmes lead to the launch of new
technologies. The agricultural and allied sectors in India have grown at an
annual growth rate of nearly 2.9 per cent from 2014-15 to 2018-19. Women's
participation in agriculture has been increasing with 13.9 per cent in 2015-16
from 11.7 per cent in 2005-06. Food inflation based on the consumer food price
index, maintaining its declining trend, has remained below 2 per cent for the last
two consecutive years.
To ensure orderly growth, the ICAR took the lead and drafted a Model Act and
encouraged the setting up of exclusive State Agricultural Universities for
supporting research and education. The key to success has been the
establishment of institutions of higher agricultural education under the ICAR-AU
system leading to the development of a new breed of quality human resource for
generating new technologies. As a result, food grain production started
increasing, and food imports ultimately ended. Still, India's food security
situation continues to rank as “alarming” (IFPRI, 2011). India ranks 67th out of 81
countries with an extremely “alarming” food security status.

3
4
 Agricultural
2 Education

“Education is the most Powerful Weapon

which you can use to change the world”.
Nelson Mandela

Since a very big part of the Indian population is dependent on agriculture for
their source of living, it plays an immense role in the development of the country.
Thus, there is no doubt to say that 'Development in Agriculture leads to the
Development of a Nation'. Agricultural education is the basic foundation for
developing manpower for research, education, training and extension.

2.1. Agricultural Education in Schools

Except for Rajasthan and Uttar Pradesh states, agricultural education as a
separate stream is not imparted at the school level. The Committee
recommended that agriculture could be introduced as an additional optional
subject at 10+2 level. In the absence of academic and financial support from any
national or state agency, education at school level is almost a non-starter in other
states. Some changes are taking place in this scenario. For example, Madhya
Pradesh government has initiated steps to introduce aspects of agriculture in
the school curriculum from primary level education onwards.

2.2. Agricultural Higher Education Network

The agricultural higher education system in India is based on the Agricultural
Universities (AUs) which are structured on the Land-Grant pattern of the USA -
integrating teaching, research, and extension. The first State Agricultural
University (SAU) was established in 1960 at Pantnagar, as Uttar Pradesh was
the only State which developed a blue-print to establish an SAU on 16000-acre
Government farm (the Tarai State Farm). The government agreed to the setting
up of the Agricultural University at Pantnagar only as an experimental measure.
Soon, new SAUs were established at Bhubaneshwar (1962) and Ludhiana
(1962), Hyderabad (1964), Jabalpur (1964), Bangalore (1965), and other
places. Starting with GB Pant University of Agriculture and Technology,
Pantnagar in 1960, today sixty-three State Agricultural Universities (SAUs),
three Central Agricultural Universities (CAUs), four Deemed Universities (DUs)
and four Central Universities with Agricultural Faculty, together comprise the 74
Agricultural Universities of the country are imparting agri education (Fig. 3 &
Annexure I). Added to the above educational institutions, 102 ICAR institutes, 11
ATARIs, 721 Krishi Vigyan Kendras (Agriculture Science Centres) and 89 All

5
 Fig. 3 Growth of Agricultural Universities in India (1951 to 2021)

India Coordinated Research Projects (AICRP) constitute the National

Agricultural Research and Education System (NARES) – the largest in the world.
The AUs and ICAR institutes have been harbingers of the Green and the
Rainbow Revolutions and generating the needed scientific manpower, teachers,
technologies and their transfer to transform India from 'Ship-to-Mouth' situation
to the 'Right-to-Food' status.
ICAR works in a partnership mode with SAUs and has contributed significantly in
developing first-rate human resource by way of coordinating supporting and
guiding various aspects of higher agricultural education. ICAR provides funds
for development and strengthening facilities in vital areas, training to faculty and
scholarships/fellowships to the students for quality assurance. To reduce the
inbreeding in agricultural education, students are being encouraged to go to
other states for pursuing their higher studies by providing them National Talent
Scholarship, Junior Research Fellowships (JRF) and Senior Research
Fellowships (SRF) for PG and PhD admission (Annexure II).

2.3. Talent Getting Attracted towards Higher Agricultural

Education
Generally, there is an impression that meritorious
students are not opting for Agriculture as a subject 2%
of their choice to pursue their higher studies. As 3%
per the analysis of the aggregate marks Appearing
22%
secured by admitted candidates in qualifying <60%
(10+2) examination during 2019-20, it >60% and <80%
emerged that the efforts of the ICAR- 43%
>80% and >90%
Education Division, by way of publicizing the 30%
scope and relevance, e-initiatives like online >90%
submission of application and payment of
examination fee, online examination in CBT
mode, online counselling and observance of Total Number of Admitted Candidates : 2189
Fig.4. Marks profile of candidates admitted
to UG programmes during 2019-20

6
 “Education Day” in ICAR institutes and
SAUs have started paying dividends in
the form of growing attraction of
talented youth towards Agricultural
Education. This was evident by the
startling revelation that out of 2,189
candidates admitted to 59 accredited
Agricultural Universities through
AIEEA (2019-20) conducted by the
Council for UG admissions, 52% of
candidates had secured 80% and
above marks in their qualifying
Intermediate Board Examinations (Fig.
4). Whereas figure 5 depicted the State
wise Agricultural Students in the
Country (2020). It is encouraging that
Fig 5: State wise Agricultural Students many talented students are opting
in the country (2020) agriculture as their subject of first or
second choice for the profession.
Crop science
100.00 2.4. Manpower in Agricultural
90.00
Agri-biotechnology 80.00 Horticulture and Allied Sectors
70.00
60.00
50.00 The strength of sector-wise scientific
40.00
30.00 manpower in agricultural and allied
20.00
10.00 sectors will indicate the adequacy or
Agri-engineering 0.00 Forestry
otherwise to handle research for the
mandated areas and offer timely
solutions. Figure 7 indicated State wise
Agriculture Faculty in the country
Dairy technology Veterinary & AH
(2020). There is a huge gap in
manpower requirement in allied
Fisheries
sectors like Agriculture, Animal
Fig. 6 Gaps in Sector-Specific Human Capital Husbandry, Dairy Technology,
Fisheries and Forestry fields (Fig. 6). A
significant gap would mean the impact
on the progress of research in SAUs,
ICAR Institutions & Research and
Development (R & D) Institutions. So,
there is an urgent need to fill this gap
for shifting the curve for farm
structures, changing demographics in
the food production system, evolving
biotechnology strategies, resource
management strategies etc. This
would not only impact on the physical
progress but also would have telling
impact on the quality of education and
research contributions.

Fig 7: State wise Agriculture Faculty in the country (2020)

7
8
 Educational Gateways
in Agriculture and
Allied Sectors
3
The ICAR has taken several measures to attract talent and popularize
agricultural education in the country. ICAR has been conducting the AIEEA
exams for several years to encourage talented students through financial
support to take-up agriculture as their subject for higher education. Besides this,
ICAR has also initiated several fellowship schemes, both national and
international, to promote higher education and encourage agricultural
graduates to take up research as a career option.

3.1. All India Entrance Examinations for Admission (AIEEA)

To reduce the inbreeding in agricultural education by encouraging mobility
amongst students to go for study outside their home states, infuse merit and
encourage the talent and national integration and promote uniform examination
standards across the AUs, ICAR conducts AIEEA every year wherein the
selected students have to pursue their graduation in a state other than his/her
home state. Some of the reforms undertaken by the Agricultural Education
Division in respect of the ICAR's All India Entrance Examination are as under:
Ÿ The centralized admission to 25% seats of doctoral degree programmes of
these universities through All India Competitive Examination for the award of
Junior/Senior Research Fellowship, AICE-JRF/SRF (PGS), was also
introduced by the Council from the Academic Session 2015-16.
Ÿ Based on the decision taken by Governing Body of ICAR in its 234th meeting
held on 25.06.2015, w.e.f. the Academic Session 2016-17, admissions
through entrance examinations conducted by ICAR are permitted only to
ICAR accredited programmes and colleges of universities under ICAR AU-
system.
Ÿ The online counselling for admission to different disciplines of agriculture &
allied sciences in UG, PG and Ph.D. degree programmes was introduced by
the Council w.e.f. the Academic Session 2017-18.
Ÿ A decision was also taken in the Annual Vice-Chancellors' Conference held
on 16-17 January 2019 at New Delhi regarding admission of candidates
passing out from private agricultural colleges/universities in view of the
Gujarat High Court Order and Hon'ble Apex Court Order. Based upon this
decision, the candidates passed out from private Agricultural
Universities/Colleges not accredited by ICAR, even though affiliated to
public-funded/Govt. institutions are not eligible for admission through ICAR's
PG and Ph.D. examinations. (source: Landscape of Higher Agricultural
Education in India 2020)
Ÿ Since 2019, ICAR's AIEEA is being conducted in LAN-based CBT mode by
the National Testing Agency (NTA), an autonomous premier testing
organization under the aegis of the Department of Higher Education, Ministry
of Human Resource Development, and Government of India.

9
 Fig. 8 GER in Higher Education (2014-15 to 2018-19)

Ÿ From 2020-21, the Council will conduct a single entrance examination for
admission to doctoral degree programmes in the universities, including all
the four ICAR-DUs, under the ICAR-AU system.
Ÿ From 2020-21, the AICE-JRF/SRF (Ph.D.) examination instead of Major
Subject Group-wise will be conducted for 73 separate specialized Subjects
for admission to doctoral degree programmes.
Degree courses in 11 UG disciplines are offered with an emphasis on learning
through hands-on-practice sessions
and field experience training. The PG
programmes are offered in about 95
disciplines. As per the provisional
figures of HRD ministry (2012), the
Gross Enrolment Ratio (GER) for higher
education in India has shot up from 12.4
to 26.3 % and if the same trend
continues, by 2029, it is expected to
achieve the figure of 30-35%.
The National Education Policy ensures
to increase the GER in higher education
to 50% by 2035. Figure 8 shows the
trend of GER in higher education over Fig 9 Student Intake in Agriculture (1940 - 2018)
the last few years. The annual GER in
higher education in the last few years has been around 2%. The Gross
Enrolment Ratio (GER) for Agricultural Education, out of the total eligible
population in the country, is below 1% which is abysmally low. In the recent past,
the number of applicants especially for UG admissions has increased
significantly showing growing interest towards higher education in agriculture.
This year, for each seat in UG, there were around 42 applicants and for PG there
were eight applicants. During AIEEA- 2010, there were only 16 applicants per a
seat in UG. Though the competition has increased, we still need to go a long way
in comparison to medical courses where for each seat there are about 50,000
candidates. There was a remarkable increase in the number of students every
year as compared to previous year (Fig. 9) from 1940 to 2018.

10
3.2. New Initiatives in Agricultural Higher Education
The Govt. of India has decided to recast the country as a
'knowledge economy' by making higher education a top
national agenda. Agricultural education has to evolve in sync
with the fast-changing national and international scenario and
facilitate human capacity for developing self-motivated
professionals and entrepreneurs. ICAR with the assistance of the World Bank
and Govt. of India, on a 50:50 cost-sharing basis, has embarked upon an
ambitious National Agricultural Higher Education Project (NAHEP) by investing
in infrastructure, competency and commitment of faculty, and attracting
talented students to agriculture with a total cost of US$ 165 million (~ 1100
crores) with the major objectives like accentuation of the relevance and quality
of higher agricultural education in selected AUs, student and faculty
development, improvement in learning outcomes, employability and
entrepreneurship and enhancement of institutional and system management
effectiveness.

3.3. Student READY programme

The Student READY programme was launched by
Hon'ble Prime Minister of India on 25th July, 2015
consisting of 5 components, viz. Experiential
Learning (EL), Rural Agriculture Work Experience
(RAWE), In Plant Training/Industrial Attachment,
Hands-on Training (HoT)/Skill Development Training
and Student projects. This programme funded by
ICAR, being an integral part of the degree
programmes, is expected to make the agricultural
graduates more capable and confident in handling
the field and industry problems. Following the
recommendations of V Dean's Committee Report, a
new programme Food Nutrition & Dietetics was
introduced for admission through AIEEA (UG) w.e.f.
2018-19.

3.4. Declaration of UG degrees as the Professional Degree

ICAR has declared UG degrees in agriculture and allied subjects (13) as
professional degree courses namely B.Sc. (Hons.) Agriculture, B.Sc. (Hons.)
Horticulture, B.F.Sc., B.V.Sc. & A.H., B.Sc. (Hons.) Forestry, B.Sc. (Hons.)
Community Science, B.Tech. Food Technology, B.Sc. (Hons.) Food Science &
Technology, B.Sc. (Hons.) Sericulture, B. Tech. Agricultural Engineering, B.
Tech. Dairy Technology, B.Sc. Bio Technology and B. Tech. Bio- Technology

11
 Agricultural &
Allied Sciences
4
Agriculture courses in India are offered across a broad range of branches/
specializations. Some popular agriculture courses for Under- Graduates in India
are given in Annexure III.

Agriculture

Food Technology Fisheries

Sericulture

Veterinary Science
Comunity Science

Dairy
Agricultural
Technology
Engineering

Forestry
Horticulture

Fig. 10 Agriculture & Allied Sectors

12
 Career Opportunities in
Agriculture &
5 Allied Sciences

“True education must correspond to the surrounding

circumstances or it is not a healthy growth”.
Mahatma Gandhi

The career opportunities for agricultural and allied sectors are plenty and
several initiatives are included the in the country for enhancing the employability
of students in line with GoI Missions such as Digital India, Skill India, Start-Up
India, Stand Up India, MUDRA, Agri-business Centers Scheme, Udaan etc.
Some of the popular job profiles in the agriculture and allied sectors

Sector and Employment Opportunities

Agriculture Horticulture
Ÿ Research and education, the extension of Ÿ Orchards, Farms, Flower gardens
technology to farmers, production and Ÿ Nurseries / seed farms - Seeds / saplings
distribution/sale of seeds and other inputs Ÿ Tissue culture laboratories
like fertilizers, farm equipment and
Ÿ Planting materials
pesticides, production of crops, agricultural
Ÿ Development and Extension: Govt, SAUs,
credit and crop insurance services, pricing
NGOs, Industry
and marketing, post-harvest storage, quality
control, and processing and wholesale and Ÿ Education and Research: SAUs, ICAR
retail sales to the consumer. Ÿ Post-Harvest – quality control, transport,
Ÿ Agri-businesses, Agri-clinics, Agro-service cold storage
centres and other modes of self- Ÿ Retailing, Processing
employment also have a large potential to Ÿ Financial Institutions
employ human resources trained in crop Ÿ NGOs, Agri-services and Agri-clinics
sciences. Ÿ Landscaping and Parks
Ÿ Seeds, equipment and other input Ÿ High-tech Horticulture
industries.
Agricultural Marketing and Cooperation
Ÿ Extension Domain: Government, State
Ÿ Agri Supply Chain
Agricultural Universities, NGOs, Industry
Ÿ Retail sector
Ÿ Education and Research: State Agricultural
Universities, ICAR, CGIAR Ÿ E Commerce
Ÿ Post-Harvest – Quality control, transport, Agricultural Engineering
storage, processing and retailing Ÿ Farm Machinery
Ÿ State Governments Ÿ Agri Equipment industry
Ÿ Financial Institutions / NBFCs Ÿ Irrigation
Ÿ Commodity trading, warehousing and Ÿ Government Organizations
logistics, Ÿ Digital FM initiatives / Agtech
Ÿ Agricultural Research and Agri-tech

13
 Ÿ Financial Institutions /NMFCs Development NABARD)
Ÿ R&D and teaching Ÿ Nationalized Banks
Ÿ Extension and advisory Ÿ National Institute of Rural Development
Ÿ Industry and agricultural services design of Ÿ National Dairy Development Board (NDDB)
agricultural machinery, equipment, and and its sister organizations
agricultural structures Ÿ Remount Veterinary Corps (RVC)
Fisheries Sector Ÿ National Institute of Nutrition
Ÿ Individual Farm production manager/ Ÿ Poultry Hatcheries
Supervisor/ Assistant Ÿ Veterinary Pharmaceuticals and Labs
Ÿ Inputs stock manager (or input supply Ÿ Livestock Poultry Feed Manufacturing
chain management) Plants
Ÿ Fish/Shrimp hatchery manager/ supervisor/ Ÿ Dairy Product Plants
assistant
Ÿ Meat Processing Plants
Ÿ Farm-level sales and marketing manager /
Ÿ Krishi Vigyan Kendras (KVK)
Assistant (if employed in a large farm/
corporate farm Ÿ Non-Governmental Organizations (BAIF,
ANTHRA, etc)
Ÿ Ornamental fish business (since it is low
cost start up)/ FPO (Seaweed/ Ornamental Ÿ Race clubs
fish business/ Mussel culture) Feed and Ÿ Individual Consultants
related input companies production Ÿ Private clinics
Managers/
Ÿ Banking Sector
Ÿ Assistants/ Supervisors/ Sales/ Marketing/
Research Dairy and Food Technology
Ÿ Ice Plants Supervisor/ Assistant (Manager Ÿ Dairies
will be an engineer) Ÿ Milk Product Factories
Ÿ Aquaculture Ÿ Food Processing Industry
Ÿ Fish Seed Hatcheries Ÿ Health and e commerce
Ÿ NGOs/ Not for Profit Organizations in Ÿ Commodity Trading
various capacity Ÿ Dairy Plants
Ÿ Government Organizations Ÿ Dairy Cooperatives
Ÿ Supply Chain Management Ÿ Government organizations
Ÿ Retail marketing Ÿ Multi-National Companies – Britanica, GSK
Veterinary Sciences etc
Ÿ State Animal Husbandry Department (AHD) Ÿ Dairy Farms
Ÿ State Agricultural Universities Ÿ Pharmaceutical Firms
Ÿ Municipalities Ÿ Breeding Farms/Semen Banks
Ÿ Dairy Development Co-Operative Ÿ Consultants
Federation Ÿ Packaging Materials,
Ÿ Forest Department (Zoological Parks) Ÿ Fabricators/Equipment, Plant
Ÿ Endowments Departments (TTD etc.) Manufacturers, Electrical/Electronic
Instruments, Refrigeration Equipments,
Ÿ Indian Council of Agricultural Research
Transporters etc
Ÿ National Bank for Agriculture and Rural

14
 Schemes for Attracting
6 the Talented Students

To attract students to higher agricultural education and to achieve educational

excellence in teaching, research and capacity building of faculty in the cutting-
edge areas of agriculture and allied science subjects, Agricultural Education
Division operates several schemes as under:

National Talent Scholarship (NTS)

NTS is awarded @ C 3000 per month, for pursuing undergraduate studies, to all
those students who take admission outside their state of domicile and maintain
prescribed academic standards.

Post Metric Scholarship for Scheduled caste and Scheduled

tribe candidates
This is provided to Scheduled Caste and Scheduled Tribe students for pursuing
a Bachelor degree programme in agriculture and allied sciences, with the basic
objective to support the students from the weaker sections of the society. The
scholarship is provided @ C 1000/- per month per student.

Merit-cum-Means Scholarship for undergraduate studies

This scholarship aims to attract meritorious undergraduate students belonging
to below poverty line families, with an annual income below ₹ 1.00 lakh, to
pursue higher studies in agriculture and allied sciences. The scholarship is
provided @ C 1000/- per month per student.

Junior Research Fellowship (JRF)/Senior Research

Fellowship (SRF) for PG and Ph.D. program
Junior Research Fellowship (JRF)/Senior Research Fellowship (SRF) for
pursuing PG and Ph.D. program in ICAR-AU System is awarded @ C31,000 per
month during 1st & 2nd year and C 35,000 during the 3rd year.

International Fellowships
The capacity and competence of ICAR-AU system have now been recognised
world over. Students from several developing countries are being attracted and
benefited from research and teaching facilities developed in Agricultural
universities by pursuing their higher studies. DARE/ICAR facilitates annual
admission of over 250 foreign students of more than 20 countries to various
degree programmes in agriculture, horticulture, forestry, veterinary, agricultural
engineering, etc. in universities under ICAR-AU system by considering the

15
 applications received through the Department of Agricultural Research &
Education (DARE), Educational Consultants India Ltd. (EdCIL), and Indian
Council of Cultural Relations (ICCR).
As more jobs are created in the private sector in the developing countries
including India, there is a growing interest among the students from the
developing countries to come and study in India to understand Indian
Agriculture. To support their higher studies in India, several
programmes/fellowships have been initiated as under:

Netaji Subhas-ICAR International Fellowship

This fellowship was instituted with the objectives to develop competent human
resource trained in the identified best laboratories in the world and showcasing
the strength of NAREE system and also expose overseas candidates to the best
AUs under ICAR-AU system for creating a pool of scientist-envoys for enhanced
future co-operation. There are thirty fellowships available every year for a
programme leading to Ph.D. degree under this scheme. Apart from to and fro
economy class airfare, the fellowship amount earmarked for Indian fellows
(going abroad) and overseas candidates is US $ 2,000/- and C 40,000/- p.m.,
respectively along with a lumpsum preparatory & contingency amount of US $
1,000/- and C 25,000/- per annum, respectively.

India-Africa Fellowship
India-Afghanistan Fellowship Program was started in 2010-11 with 115
fellowships every year for pursuing Master's and Ph.D. in Indian Agricultural
Universities (AUs), with the aim to support the agricultural human resource
development in Afghanistan through formal education in India. The program
was later revised to provide 614 fellowships for 50% Bachelor's; 30% Master's
and 20% Ph.D. Programs, over a period of 2012-13 to 2020-21. The scheme has
been implemented through the Department of Agricultural Research &
Education (DARE) as per the norms of Indian Council of Agricultural Research
(ICAR).

India-Afghanistan Fellowship
India also offers fellowships every year to Afghan nationals for pursuing Master
and PhD programmes in Agriculture in Indian AUs. During 2018-19, 75
candidates (7 Bachelors, 63 Masters and 5 Doctoral) were provisionally
selected and 33 (3 Bachelors, 28 Masters and 2 Doctoral) candidates had
joined.

16
 All India Entrance
Examination for
UG, PG & Ph.D
7 Admissions

To reduce academic inbreeding in agricultural education by encouraging

mobility amongst students to go for study outside their home states, infuse merit
and encourage the talent and national integration and promote uniform
examination standards across the AUs, Council made an arrangement with
Agricultural Universities to set aside 15% of their seats for Bachelor's and 25%
seats for Master's degree programmes to be filled through All India Entrance
Examinations. Accordingly, ICAR conducts two All India Entrance Examinations
for Admission (AIEEA)-one for Bachelor's degree and another for Master's
degree programme, every year. For the ICAR-Deemed-to-be-Universities such
as IARI, IVRI, NDRI and CIFE, 100% of seats are filled through the above
examinations. The programme started in the year 1996-97, and so far, the
Agricultural Education Division has conducted 24 All India Entrance
Examinations for Admission (AIEEA) to various UG and PG Degree
programmes. Besides these, since 2015-16 ICAR has been conducting
centralized admission to 25% seats of Ph.D. degree programmes at AUs under
the ICAR-AU system through AICE-JRF/SRF (PGS), presently renamed as
AICE-JRF/SRF (Ph.D.) examination. Since 2019, these examinations are being
conducted in LAN-based CBT mode by the National Testing Agency (NTA), an
autonomous premier testing organization under the aegis of the Department of
Higher Education, Ministry of Human Resource Development, Govt. of India.

1. All India Entrance Examination for UG

ICAR's 24th AIEEA (UG)-2019 examination was conducted in LAN-based CBT
mode at 128 examination centres, involving 796 venues, across the country to
enable a large number of candidates to appear in this examination. The ratio of
the number of seats to the applicants
was 1:85. Off 2,36,931 applicants,
1,08,979 (46%) appeared in the
examination which is remarkably higher
(124.94% increase) than 48,446
candidates who appeared in offline
mode during 2018. The integrated
trend for the past six years concerning
the number of candidates who applied/
appeared for the examination and
eligible for registration and choice filling
for counselling vis-a-vis the number of
seats available of applicants for AIEEA
Fig.11 Trends in UG admissions through AIEEA (UG) (UG) is depicted in Fig. 11.

17
 The majority of the candidates preferred Biology-based streams over
Mathematics or Agriculture-based streams as was evident from 83.66 % of the
candidates opting for this stream. The highest number of candidates appeared
for the stream PCB (57.98%) followed by those in the streams ABC (25.67%),
PCM (14.47%) and PCA (1.86%) (Table-1). The number of candidates opting for
the Agriculture stream was insignificant with < 2% of the total candidates have
appeared in this stream. This could be attributed to the reason that Agriculture
as a subject in the school curriculum is available only in very few states and that
too is optional instead of being compulsory. The average score obtained for
PCM, PCB, PCA and ABC subject groups/ streams was 103.27, 153.65, 94.66
and 146.76, respectively (Table-2). The frequency distribution of marks secured
by the candidates indicates that the highest number of candidates securing
marks above 60% belonged to Stream PCB followed by those with Stream ABC
and PCM, respectively. None of the candidates from Stream PCA could
secure>60% marks (Table-3). This might indicate that either the Agriculture
paper was relatively tougher than Biology paper, or more talented or meritorious
candidates did not opt for PCA Stream for appearing in the examination.
Table 1. Subject Stream-wise number of candidates appeared in AIEEA (UG)-
2019
Subject Stream Appeared Appeared (%)
ABC 27976 25.67
PCA 2032 1.86
PCB 63195 57.98
PCM 15775 14.47
Total 108978
Table 2. Subject Stream-wise average score of candidates appeared in
AIEEA (UG)-2019
Exam Subject Stream Name Average score
ABC 146.76
PCA 94.66
PCB 153.65
PCM 103.27
Table 3. Frequency distribution of marks secured by the candidates in AIEEA
(UG)-2019
Marks Marks No. of candidates in different Streams
Secured (%) Secured ABC PCA PCB PCM
<10 ≤72 3467 712 13835 6123
10-20 73-144 11992 1062 20136 6176
20-30 145-216 8080 204 13548 2348
30-40 217-288 3185 41 9003 843
40-50 289-360 1083 9 4821 248
50-60 361-432 161 4 1650 35
60-70 433-504 8 0 197 2
70-80 505-576 0 0 5 0
Total 27976 2032 63195 15775
Note: Maximum Marks: 600; Highest scores: PCM - 480, PCB - 525, PCA -
412 and ABC - 459
18
2. Post Graduate Education (PG & Ph.D.)
After pursuing BSc, those who want to study further can opt for an MSc
programme from various government and private universities that offer scope of
research, teaching or pursuing a PhD. Otherwise, if one is interested in pursuing
higher education in management studies, several National Institutes offer Post
Graduate Diploma programme in Agri-business Management (PGDM-ABM).

a. What is M.Sc. Agriculture?

M.Sc in Agriculture is a two-year postgraduate course that gives an in-depth
knowledge of agriculture and the various aspects of it. The course is for the
candidates who seek a better insight into the potential of plants in benefitting
mankind. It also focuses on agriculture as a human activity.
MSc Agriculture Entrance Examinations
Appearing for the entrance test is mandatory for most MSc Agriculture colleges
and universities. The universities conduct their own entrance test for admission
to the various colleges operating under them. The date of examination is
released after the last date of application.
Here, we have listed some of the common entrance tests for admission to the
MSc in Agriculture course:
ICAR AIEEA: ICAR is the all India entrance examination for admission to the
Agriculture courses of the country. The examination forms are released in
February and the examination is held in April.
AGRICET : AGRICET is the common entrance test conducted by Acharya N.G.
Ranga Agricultural University for admission to the M.sc in Agriculture course.
The application forms are available online from May/ June and the exam is held
in July.
MCAER PG CET: The Maharashtra Council of Agriculture Education &
Research conducts an entrance test for admission to the various postgraduate
courses of Maharashtra colleges and MSc Agriculture is one of them. The
examination is held in March and the application forms are released in January.
CUCET : CUCET (Central University Common Entrance test) is a national-level
test conducted for admissions into the various central universities available
across India.
PAU MET: Punjab Agricultural University admits its MSc students every year
through the PAU MET exam. The exam is conducted in the month of June and
application forms are released in April.
Entrance Test Mode of Examination Total Time
ICAR AIEEA Online 2 hour
AGRICET Offline 1 hour 30 minutes
MCAER PG CET Offline 2 hours
CUCET Offline 2 hours
PAU MET Online and offline 2 hours

19
 b. What is PGDM-ABM?
Agribusiness management encompasses activities, with backward and forward
linkages, related to production, processing, marketing, distribution and trade of
raw and processed food, feed and fiber, livestock products, including supply of
inputs and services. Integration of both the aspects of value creating and sharing
can be achieved through specialized management programs that are designed
to adapt to local needs, strengths and conditions.
To meet the market demand, many national institutes and universities started
offering two-year post graduate courses in Agribusiness Management. As early
as in 1981, the Department of Agricultural Economics, TNAU, Coimbatore
started nation's first ever post graduate program in Agricultural Marketing
Management. In the mid 90's, many institutes started the Postgraduate
programme. NIAM, Rajasthan started Agricultural Marketing Management
during 8th August 1988. MANAGE, Hyderabad started a programme in
Agribusiness Management in 1996 followed by GBPUAT, Pantnagar in 1998.
National Academy of Agricultural Research Management, Hyderabad started
PGD-ABM in 2009. Since then, many universities and institutes have started
courses in agri-business management.
PGDM-ABM Entrance Examination
The minimum qualification for admission to the PGDM-ABM is a four-year
bachelor degree from any Agricultural University or Institution recognized by the
ICAR/ UGC in selected disciplines related to Agriculture and allied sciences. The
students are admitted into the PGDM-ABM programme based on their scores
obtained in CAT/CMAT (AICTE) examination, precise writing, group discussion,
personal interview, academic record and work experience.

20
c. What is PhD Agriculture?
PhD in Agriculture is a doctoral course. The course may have a duration of 3
years and it is a full-time course. It is a research-based course. The students
come to know about the fundamentals of agriculture and crop production.
To be eligible for a PhD Agriculture course, a candidate will have to complete
his/her Master's degree in a related field with a minimum of 55% marks. Every
college designs its eligibility criteria. The admission is either based on the marks
acquired by a student in the entrance test or based on their performance in the
master degree course.
PhD Agriculture Entrance Examination
Entrance to the PhD Agriculture colleges is mostly done on the basis of the
marks acquired in the admission test. The admission test is conducted once a
year and the results of the test will determine whether a candidate will be able to
become a part of that particular college.
v UGC NET Exam: The UGC National Eligibility Test (NET) is the common
entrance examination for all Ph.D. candidates. The examination may vary
according to the stream opted by the candidate.
v AAU VET : Assam Agricultural University Veterinary Entrance Test is the
examination conducted by Assam Agricultural University. The syllabus for
the examination is determined each year by the university itself.
v UGC CSIR NET: Council of Scientific & Industrial Research – National
Eligibility Test is the test for the post of Junior Research Fellowship. The test
is conducted in offline mode and the candidates can sit for the test twice a
year.
v OUAT: OUAT is the Orissa University of Agriculture and Technology
entrance examination. The examination is mostly conducted every year in
June. The question paper for the examination has four different sections.
Entrance Test Mode of Examination Total Time
ICAR AIEEA Online 2 hour
UGC NET Online 3 hours
AAU VET Offline 2 hours
CSIR UGC NET Online 3 hours
OUAT Offline 2 hours

21
22
 Agricultural Higher
Education - Institutions,
8 Programmes, Admissions

The agriculture sector is becoming more modern, scientific and technology-

oriented. Shifting farm structures, changing demographics in the food
production system, evolving biotechnology strategies, resource management
strategies, are playing a major role in the food production and management
systems. Specialization in agriculture opens up a world of possibilities for
students who have chosen to pursue an education in this field.

“Be the change you want to see in the world”

Mahatma Gandhi

23
 Annexure I

State Agricultural Universities

Andhra Pradesh Jammu & Kashmir

1 Acharya NG Ranga Agricultural 20 Sher-e-Kashmir University of
University, Guntur Agricultural Science & Technology,
Srinagar
2 Dr. YSR Horticultural University (APHU),
Venkataramannagudem 21 Sher-e-Kashmir University of
Agricultural Science & Technology,
3 Sri Venkateswara Veterinary University, Jammu
Tirupati
Karnataka
Assam
22 University of Agricultural Sciences,
4 Assam Agricultural University, Jorhat Bangalore
Bihar 23 Karnataka Veterinary, Animal and
5 Bihar Agricultural University, Sabour, Fisheries Sciences University, Bidar
Bhagalpur 24 University of Agricultural Sciences,
6 Bihar Animal Sciences University, Patna Raichur
25 University of Agricultural Sciences,
Chhattisgarh Dharwad
7 Indira Gandhi Krishi Viswa Vidhyalaya,
26 University of Horticulture Science,
Raipur
Bagalkot
8 Chhattisgarh Kamdhenu Visvavidyalaya,
27 University of Agriculture & Horticulture
Durg
Sciences, Shimoga
Gujarat Kerala
9 Sardar Krushinagar Dantiwada
28 Kerala Agricultural University, Thrissur
Agricultural University, Dantiwada
29 Kerala University of Fisheries and
10 Anand Agricultural University, Anand
Ocean Studies, Panangad, Kochi
11 Navsari Agricultural University, Navsari
30 Kerala Veterinary and Animal Sciences
12 Junagarh Agricultural University, University, Pookode, Wayanand
Junagarh
Madhya Pradesh
13 Kamdhenu University, Gandhinagar
31 Rajmata Vijayaraje Scindia Krishi
Haryana VishwaVidyalaya, Gwalior
14 Chaudhary Charan Singh Haryana 32 Nanaji Deshmukh Pashu
Agricultural University, Hisar ChikitsaVisvaVidyalaya, Jabalpur
15 Lala Lajpat Rai University of Veterinary 33 Jawaharlal Nehru Krishi Viswa
& Animal Sciences, Hisar Vidyalaya, Jabalpur
16 Haryana State University of Horticultural Maharashtra
Sciences, Karnal
34 Dr. Balaesahib Sawant Kokan
Himachal Pradesh KrishiVidyapeeth, Dapoli
17 Ch. Sarwan Kumar Himachal Pradesh 35 Maharastra Animal & Fisheries.
Krishi Viswavidyalaya, Palampur Sciences University, Nagpur
18 Dr. Yaswant Singh Parmar University of 36 Vasantrao Naik Marathwada Krishi
Horticulture & Forestry, Solan Vidyapeeth, Parbhani
Jharkhand 37 Matatam Phule Krishi Vidyapeeth,
Rahuri
19 Birsa Agricultural University, Ranchi
38 Dr. Punjabrao Deshmukh
KrishiViswaVidyalaya, Akola

24
Orissa Chikitsa VigyanVishwaVidhyalaya Evem
Go Anusandhan Sansthan, Mathura
39 Orissa University of Agricultural &
Technology, Bhubaneswar 60 Banda University of Agricultural and
Technology, Banda
Punjab
West Bengal
40 Guru Angad Dev Veterinary and Animal
Sciences University, Ludhiana 61 Bidhan Chandra Krishi Viswa
Vidhyalaya, Mohanpur
41 Punjab Agricultural University, Ludhiana
62 West Bengal University of Animal &
Rajasthan Fishery Sciences, Kolkata
42 Maharana Pratap University of 63 Uttar Banga Krishi Viswavidhyalaya,
Agriculture & Technology, Udaipur Cooch Behar
43 Swami Keshwanand Rajasthan
Agricultural University, Bikaner Deemed Universities
44 Rajasthan University of Veterinary & 1 ICAR-Indian Agricultural Research
Animal Sciences, Bikaner Institute, New Delhi
45 SKN Agriculture University, Jobner 2 ICAR-National Dairy Research Institute,
Karnal
46 Agriculture University, Kota
3 ICAR-Indian Veterinary Research
47 Agriculture University, Jodhpur
Institute, Izatnagar
Tamil Nadu 4 ICAR-Central Institute on Fisheries
48 Tamil Nadu Agricultural University, Education, Mumbai
Coimbatore
49 Tamil Nadu Veterinary & Animal
Central Agricultural
Sciences University, Chennai Universities
50 Tamil Nadu Fisheries University, 1 Central Agricultural University, P.O. Box
Nagapattinam 23, Imphal-795004, Manipur
Telangana 2 Rani Laxmi Bai Central Agricultural
51 Sri Konda Laxman Telangana State University, Jhansi, Uttar Pradesh
Horticultural University, Hyderabad 3 Dr. Rajendra Prasad Central Agricultural
52 Sri PV Narsimha Rao Telangana University, Pusa (Samastipur)
Veterinary University, Hyderabad
Central Universities with
53 Professor Jayashankar Telangana State
Agricultural University, Hyderabad Agricultural Faculty
Uttarakhand 1 Aligarh Muslim University, Aligarh
Aligarh
54 G.B. Pant University of Agriculture &
Technology, Pantnagar 2 Banaras Hindu University, Varanasi
55 VCSG Uttarakhand University of 3 Nagaland University, Lumami
Horticulture & Forestry, Bharsar 4 Vishwa Bharti, Shantiniketan
Uttar Pradesh
56 Chandra Shekhar Azad University of
Agricultural & Technology, Kanpur
57 Acharya Narendra Deva University of
Agriculture & Technology, Ayodhya
58 Sardar Vallabhbhai Patel University of
Agriculture & Technology, Meerut
59 U.P. Pt. Deen Dayal Upadhyaya Pashu

25
 Annexure II

State Level Entrance Examinations

1 AGRICET: Acharya N. G. Ranga Agricultural University Entrance Exam
2 CG PAT: Chhattisgarh Pre Agriculture Test
3 GBPUAT: G. B. Pant University of Agriculture and Technology Admission
4 AIEEA UG; AIEEA PG : Indian Council of Agricultural Research (ICAR)
5 IGKV CET: Indira Gandhi Agricultural University Common Entrance Test
6 JCECE: Jharkhand Combined Entrance Competitive Examination
7 MCAER PG: Maharashtra Agriculture Universities Examination Board
8 MP PAT: Madhya Pradesh Pre Agriculture Test (PAT)
9 OUAT: Orissa University of Agriculture and Technology (OUAT)
10 PAU Entrance: Punjab Agricultural University (PAU) Entrance Exam
11 Rajasthan JET: Rajasthan Joint Entrance Test (JET)
12 UPCATET: Uttar Pradesh Combined Agricultural and Technology Entrance Test
13 Maharashtra B.Sc. Agriculture Admission

Horticulture Entrance Examination

14 HORTI CET: Horticultural University Common Entrance Exam
15 Sri Konda Laxman Telangana State Horticultural University HORTICET

Common Entrance Test which include Agriculture Entrance Test

16 Engineering, Agriculture, and Medical Common Entrance Test (APEAMCET)
17 Engineering, Agriculture, and Medical Common Entrance Test (TS EAMCET)
18 KCET Karnataka Common Entrance Test
19 KEAM: Kerala Engineering, Architecture, Medical Entrance Exam
20 UPSEE: Uttar Pradesh State Entrance Exam

26
 Annexure III

Degree Programme Offered

1 Agriculture
B. Sc. (Ag) Agriculture 7 Food Technology
B.Sc.(Hons.) Agriculture B. Tech. Food Technology
B. Com. Agri Business Management B. Tech. Food Science & Technology
B. Sc. (Ag) Agriculture B.Sc.(Hons.) Food Science &
B. Sc. (Ag) Agricultural Biotechnology Technology
B. Sc. (Ag) Apiculture
B. Sc. (Ag) Forestry 8 Biotechnology
B. Tech. Biotechnology
2 Horticulture B. Sc. Biotechnology
B.Sc.(Hons.) Horticulture B. Tech. Agricultural Biotechnology
B. Sc. Horticulture B.Sc.(Hons.) Biotechnology

3 Fisheries Science 9 Community Science

B.F.Sc. Fishery Sciences B. Sc. Home Science
B.Sc.(Hons.) Home Science
4 Agricultural Engineering
B. Tech. Agricultural Engineering 10 Sericulture
B. Tech. Food Engineering B. Sc. Sericulture
B. Tech. Food Science & Technology B.Sc. (Hons.) Sericulture
B. Tech. Bioinformatics
11 Veterinary Science
5 Forestry B.V.Sc. & A.H.
B.Sc.(Hons.) Forestry
B. Sc. Forestry 12 Food Nutrition & Dietetics
B.Sc.(Hons.) Nutrition
6 Dairy Technology B.Sc.(Hons.) Food Nutrition & Dietetics
B. Tech. Dairy Technology
B. Tech. Dairy Science
For more details please visit the website of Agricultural Education Portal
(https://education.icar.gov.in/graduate_course.aspx)

27
 Annexure IV

Useful websites for students B. Interview Preparation

A. Write/review your résumé/CV 1. https://www.ambitionbox.com/

1. https://zety.com/ 2. https://acetheinterview.herokuapp.com/

2. https://www.resumonk.com/ 3. https://www.interviewbest.com/

3. 4.https://www.indiabix.com/
https://www.resume.com/builde
r
C. Web portals for Career Development
4. https://www.visualcv.com/
1. https://www.linkedin.com
5. https://cvmkr.com/
2. https://www.indeed.co.in/
6. https://resumegenius.com/
3. https://www.naukri.com/
7. https://novoresume.com/
4. https://www.timesjobs.com/
8. https://resumup.com/
5. https://www.job-hunt.org/
6. https://www.monsterindia.com/
7. https://www.careercloud.com
8. https://www.jibberjobber.com/login.php

28
 Annexure V

Glimpses of the workshop on Prospects of Agricultural Education: Awareness among Higher

Secondary School Administrators held at ICAR-NAARM, Hyderabad on 24 February, 2020

29
 Annexure VI

Media covMedia coverage of the Workshop on Prospects of Agricultural Education – Awareness among
Higher Secondary School Administrators held at ICAR-NAARM, Hyderabad on 24 February, 2020

30