Chapter-I - Naarm
Strategies to encourage rural female students in the agriculture educationagricultural education
APCESS Project No 0182076
Investigators
D. Rama Rao
N. Sandhya Shenoy
V. Rasheed Sulaiman
National Academy of Agricultural Research Management
Hyderabad-500030
&
National Research Centre for Agricultural Economics and Policy Research, New Delhi-110012
2005
She
She who ever had remained in the depth of my being,
in the twilight of gleams and of glimpses;
she who never opened her veils in the morning light,
will be my last gift to thee, my God, folded in my final song.
Words have wooed yet failed to win her;
persuasion has stretched to her its eager arms in vain.
I have roamed from country to country keeping her in the core of my heart,
and around her have risen and fallen the growth and decay of my life.
Over my thoughts and actions, my slumbers and dreams,
she reigned yet dwelled alone and apart.
Many a man knocked at my door and asked for her
and turned away in despair.
There was none in the world who ever saw her face to face,
and she remained in her loneliness waiting for thy recognition.
Rabindranath Tagore
CONTENTS
|SNo |Topic |Page no. |
| |Contents |ii |
| |Preface |iii |
| |Executive summary |iv |
| |Introduction |1 |
| |Agricultural manpower development |6 |
| |Research design |14 |
| |Issues of women in agricultural education |19 |
| |Survey results and discussion |26 |
| | Perceptions and opinions |53 |
| | Issues, strategies and recommendations |60 |
| |References |67 |
| |Annexures |74 |
| |Abbreviations |139 |
Preface
Agriculture plays an important role in Indian economy. Human resource planning is an essential element for achieving sustained growth. It attempts to maintain the equilibrium between the demand emanating from various sectors of employment. The supply constitutes the graduating personnel from the universities. The employment sectors seek agricultural graduates with diverse goals and demand specific skills.
In the present study a survey was conducted to identify the issues relating to enrolment of rural girls into agricultural education and to develop appropriate educational strategies for state agricultural universities. The survey includes seeking responses through a structured questionnaire and formal and informal discussions with students in schools, students in agricultural colleges, professionals, farmers and officials from various sectors associated with agriculture and rural development. Results from both these quantitative and qualitative aspects are analysed and integrated. The outputs provided insight into the systems changes required to encourage more girls from villages into agri-education. The likely impact of various issues and policies are also explored. We hope the results will provoke discussion and further research into the complex area of educational planning. The study identifies educational strategies to improve proportion of rural girls in SAUs in the future.
We are thankful to many individuals who have assisted us directly or indirectly in completion of this study. We are grateful to Dr J C Katyal, Deputy Director General (Education), ICAR; Dr S.P.Tiwari, Director, NAARM for the support extended throughout the study. We owe special thanks to faculty colleagues for their valuable comments and suggestions. We sincerely thank the senior executives of various government, private agencies and agricultural universities for providing the information and sparing their time for discussions.
We record our appreciation to the support extended by Dr (Mrs) N. Sunanda, Mr Badruddin and Ms. Mrunal, research staff of the project, in data collection, analysis and preparation of the report and Mr K V Kumar in the statistical analysis of the data. We thank Ms G. Aneeja for the editorial corrections, Mr Ramadas and Ms. Mercy for the secretarial assistance in typing the manuscript and data entry, Mr P. Namdev for the cover design and the press team for printing the report.
D Rama Rao, N. Sandhya Shenoy and V. Rasheed Sulaiman
Investigators
Executive Summary
Women’s participation in science is increasing world over. The proportion of girls in SAUs varied from 49.3 per cent in Kerala to 5 per cent in Uttar Pradesh. Though the number of girl students joining agricultural courses is on rise, there is concern as bulk of these students are coming from urban areas. Women agriculture professionals had greater access to both farm women and farm communities as compared to their male counterparts and thus aid in better technology transfer. Considering the socio-cultural aspects, there is a need to encourage and increase girl students from rural areas as they are more tuned to serve in rural areas. Keeping this felt need, the project was initiated with an objective to assess growth of girl students in agricultural education and develop strategies to enhance participation of girl students from rural areas. The project was carried out jointly by NAARM and NCAP, New Delhi.
The study was carried out in ten agricultural universities in India, viz. AAU in Gujarat, NDUAT in Uttar Pradesh, HAU in Haryana, MPUAT in Rajasthan, MAU in Maharashtra, RAU in Bihar, IGKVV in Raipur, UAS-D in Karnataka, ANGRAU in AP and OUAT in Orissa. Resource persons nominated by agricultural universities provided the data and also assisted in the survey work. Three questionnaires were designed to get the requisite information from agricultural students, agricultural professionals and school students to capture information on issues such as education, family, social, and economic backgrounds, employment concerns and on some specific issues pertaining to girls’ participation in agricultural education. The sample of 712 respondents comprised of school students (185), agricultural students (262) and professionals (265) from ten state agricultural universities and their adjacent areas.
Brainstorming sessions were conducted at seven SAUs to solicit opinions of professionals from the university, state departments and NGOs. The senior executives of selected SAUs, state departments, NGOs, girl students in rural schools and farmers have been approached for their opinions on factors affecting women in higher education.
Issues emerged from the project are:
• Agriculture education as a subject may be introduced at school level as it has relevance to nearly two-thirds population dependent on agriculture.
• Special incentives are to be provided for rural students.
• Due consideration in transportation, accommodation and security would encourage girls into agricultural education.
• Motivation by trained personnel would impart confidence to rural students and parents on agri-education.
• Girls by virtue of their patience, hardworking nature, credibility of work, understanding nature, communication skills and decision making ability are better agents for effective transfer of technology.
• Social constraints for girls’ education include family pressures, lack of transportation facilities and inhibitions arising due to societal sanctions to harness their potential.
• Agricultural education was considered to be relatively cheap; have less employment opportunities; earn less; doesn’t have equal status in society; and jobs need working in rural areas.
• Lack of openings for women graduates in the private sector.
• Existing syllabus to be modified to suit the needs of employment requirements with inclusion of entrepreneur and management skills.
Recommended strategies
• NARS institutions need to undertake career counseling at the secondary level to motivate students from rural schools to take up higher agricultural education.
• ICAR to come forward with an action plan for implementation of the government policy of promoting science education for women in the form of fellowships, scholarships and other types of financial support.
• ICAR need to take proactive step in identifying and strengthening quality of vocational agricultural education. It can offer incentives in the lines or even better than UGC for colleges offering such identified courses.
• Establishment of agricultural colleges and polytechnics near rural areas and relaxation in qualifying marks or reservation for rural students. Re-orienting the agricultural course according to the present employment needs is a priority and Diploma course needs to be introduced to enhance skills and market their services after attaining training in need based, location specific areas. Accommodation facilities to be specifically provided for girl students, also at polytechnics.
• Campaign for creating awareness regarding the scope of agricultural education through various communication media. ICAR can initiate and organise this campaign on the lines of national literacy campaign on Television and Radio.
• The country needs National Council for Agricultural Education to prepare agricultural education for the new millennium. Develop national action plans and enhance investment in basic education and higher education significantly to make them more accessible to rural students. Implement integrated strategies for gender concern in education. Such a national body will be able to initiate policy action and many strategies mentioned above.
The implementation of the above recommendations should also lead towards a larger number of women graduates in the work force with sizeable number of policy makers and implementers in agriculture.
Chapter-I
Introduction
1. Background
Women’s participation in science in general and agriculture in particular, is increasing world over. Increasing participation of women can be seen in developing countries as evidenced by significant increase in number of graduate women in agriculture in Malaysia (Jaraiah-Masud, 1994), Iran (Ali Reza, 1996), India (Rama Rao and Sandhya Shenoy, 1998), Philippines (Brush et al, 1995) and Indonesia (Hubeis,1994).
During 1981, the country has about 73,133 agricultural graduates, out of which 0.4 per cent were women (DST, 1990). However, in the recent past, the number of girl students joining agricultural courses is on rise and their number in employment too rose to about 6.3 per cent of the agricultural graduates in 1995 (Rama Rao and Sandhya Shenoy, 1998). This increase in number has brought new dimension in employment and development.
There is a concern on increasing number of students from urban areas in agricultural courses. Some recent studies indicated that women of urban background had advantage for formal education in agriculture (Rama Rao and Sandhya Shenoy, 1998). However, the rural students who are aware of practical know-how of agricultural situation, if equipped with the latest technologies would help in effective implementation of the research findings. It is opined that that women are good communicators and educators for farmwomen. Women agriculture professionals had greater access to both farmwomen and farm communities as compared to their male counterparts and thus aid in better technology transfer (Prasad, 1993). Therefore, it is necessary to find the magnitude and the ways to bring greater influx from the rural sector, as the students from rural backgrounds are more tuned to serve in rural areas.
1.2 Issues in school education
There is large body of research on girls’ education in school and general education, but limited research on professional education, particularly agricultural education. A brief overview of the research thrust and its outcome is described below.
In many developing countries girls are often considered as a source of household labour who will leave their families upon marriage and become part of the labour force of another family. Boys, on the other hand, are expected to provide support to their families, when they become adults. Thus, some sections of the rural poor feel it economically sound to invest in the education of boys than in that of girls, particularly where money for education and basic necessities are scarce. Moreover, women generally command fewer opportunities and lower salaries in the labour market and therefore they feel investment in girls’ education is less beneficial than that of boys. For cultural reasons, parents from rural areas do not send girls to study under male instructors or in mixed gender classes. The lack of women instructors and girls only schools thus becomes an obstacle to girls’ participation in schools. Lack of transport affects women more than male as mobility of women is restricted (FAO, 2005).
In India, the rural girls are kept busy at home in sibling and household care, in fetching fuels, fodder and water or in earning a day’s wage. Therefore the problem for education of women is not only access, uniform curriculum and provision of education facilities, but also a problem that is closely related with tradition and socioeconomic structure of the society (Nagarajan, 2005).
Educated women lead to the advancement of the economy as they promote the social, physical, health and wellbeing of their families and communities. Family factors such as conservative parental attitudes, involvement as family labour, and lower socio-economic status act as hindrances to girls’ education. This was the case in many developing countries, in which the societal expectations placed on girls due to patrilineal family structures, custom and culture. The concept of universal marriage impeded the progress of girls toward higher education in Africa (Kwesiga Joy, 2002).
In rural areas, the education system suffers from absenteeism, high drop out rate specially among girls, over crowding, lack of teachers, lack of transport and poor infrastructure. This is mainly due to lack of education among the earlier generations. Absence of joyful learning (edutainment) and also long distance of the school from residence of the children also affect education for rural students (Gramayan, 2005).
In India, very conspicuous gender disparities persist in all the educational indicators, especially with regard to enrolment and retention at the primary, upper primary and higher levels of schools education. The situation is much worse in rural and tribal areas due to social attitudes, poor access to education, and family oriented role and responsibilities of the girl child (Indian NGOs, 2005).
Major focus in developing countries was on girls’ education at school, India being no exception. The National Policy of Education (NPE, 1992) laid emphasis on women’s participation in vocational, technical and professional education based on the finding that for every 100 girls enrolled in primary education in rural areas, only one girl continued till Class XII. The low pace of growth of enrollment of adolescent girls of down trodden sections in rural areas is due to the traditional societal inhibitions against their free movement outside the family precincts and also against their education particularly beyond the elementary stage. Hence, the NPE made a special resolve to encourage non-government and voluntary effort in management of education by providing financial assistance for strengthening boarding/hostel facilities for girl students of high/higher secondary schools (GOI, 2005).
To encourage girls’ participation in school, Government of India recently made school education free in all the centrally supported schools. Such schemes were already in force in states like Andhra Pradesh, Gujarat, etc. As education is State subject in India, various state governments have launched variety of schemes and interventions to promote girls education to retain them in the schools and to encourage increased enrolment in colleges (Anonymous, 2000). The Government of Haryana has earmarked Rs6.5 million for provision of common rooms for girl students in all colleges to improve the mental outlook and health of the students. In addition, it would also establish development centers for women to create an awakening on gender discrimination (Anonymous, 2005).
1.3 Issues in higher education
Although government encourages girls in education, they are discriminated in employment (Parikh and Sukhatme, 1992; Rama Rao and Sandhya Shenoy, 1998). In spite of negative pressures, the enrollment of girls is on rise in all streams of science and technology (Statistical Abstract, 2002).
Bell and Fritz (2005) made a comparison of deterrents to college bound boys and girls enrollment in secondary agricultural education in US. The major obstacles encountered by the students while opting for higher education are peer pressure, parental pressure, lack of role model and lack of information on the career opted. The parents and high school teachers exert influence on the career choice of students. Mother is more influential than father especially in case of girl students’ choice for higher education. Majority of the secondary students perceived agricultural career to be boring, hard work with poor pay, involve more muscle than brain and more outdoor jobs and hence attract more men than women. Most of the students were negatively influenced by already enrolled students on lack of employment opportunities. Added to this, lack of career information about both traditional and non-traditional employment opportunities for women in agricultural sector, lack of counselor service and supportive network deters girl students to join agricultural course.
Decline in enrollment in agricultural education in Australia was related to negative perception of high school students on career in agriculture, as they are not aware of career opportunities in agriculture and equate agriculture career to farming alone (Cecchettini et al, 2005).
1.4 Issues in agriculture profession
The UNESCO/Commonwealth Secretariat study on Women in Higher Education Management (UNESCO, 1998) identified the principal barriers preventing participation of women due to limited access to higher education, stresses of dual family and professional roles, family attitudes, career interruptions and cultural stereotyping.
In the developed countries, the proportion of working women has increased to the level of workingmen (Ester Barbera et al, 2000) and the women issues are focused on representation of women in science and technology and also in the newly emerging sectors (Kennedy, 1991; Schmitt and Ziche, 1989; Paret, 1991; Goering, 1990). Low involvement of women in management have been ascribed to various factors such as economic development by Adler and Izraeli (1988); participation in labour force and education by Antal and Izraeli (1993); gender role and career choice by Konard and Cannings (1994); and organisational culture, processes and policies by Alvesson and Billing (1997). A complex interaction of these factors holds women back from top positions.
Rajeswari (1995) in a Department of Science Technology survey reported that the proportion of women in science technology management as 1.1 per cent. In Indian corporate sector, less than two per cent mangers are women (COSMODE, 2000). Low participation was ascribed to socio-cultural determinants (Sunita Singh, 2000); and male stereotyping, exclusion from informal networks and lack of management experience (Kalpana Sinha, 2000). On the whole, few women reach management positions of real authority and significance.
Women are under-represented in university faculties in a developed country like United States of America also (Pell, 1996). The situation is no better in agricultural education system in India. Out of the faculty (in SAUs, DUs and CAU) of about 20,000 under different cadres the proportion of women faculty is about 12 per cent in 2001 (Jha and Pandey, 2005). Cadre-wise, women faculty are 13.6 per cent Assistant Professors, 13.1 per cent Associate professors and 7.2 per cent Professors (ICAR, 2005A). The representation of women is much less in other sectors as women prefer jobs in academic, research and development sectors of government. The presence of professional women is negligible in decision-making bodies, high level advisory boards and national academies (Rama Rao and Sandhya Shenoy, 1998).
In India, scarcity of women managers was ascribed to cultural factors, which constrain advancement of women in their careers (Krishna Raj, 1978; Mohinuddin, 1978). Besides, their scarcity has not been of much concern or research interest as most women studies were focused on status and emancipation in the society (Kaval Gulhati, 1990). In most developing countries, problems to involve women in specific development activities were encountered partly due to the lack of statistical indicators, research studies and an effective national data bank of research on women.
1.5 Need for the study and objectives
In an era of globalization, Indian agriculture is to be viewed as an enterprise with its various agricultural commodities owing to India’s unique geographical position and climatic adaptations. The existing huge potential should be tapped by effective and efficient use of trained agricultural manpower.
The NAARM study indicates that there is an evidence of increase in number of graduate women in agricultural education in India from less than four per cent in 1980 to about 25 per cent in 2000 (Rama Rao and Muralidhar, 1994; Rama Rao and Sandhya Shenoy, 1998). Thus, there is a sharp surge in girl students. In southern states of the country, proportion of girl students is almost equal to or even more than that of the boys. Increasing number of girl students is considered a viable solution on making technology transfer more effective, particularly to farmwomen. Considering the socio-cultural aspects, there is a need to encourage and increase girl students from rural areas. But, neither the education system has been able to keep pace with the growth in girl students nor it has planned adequately and appropriately gender-sensitive alternatives in agricultural education. In view of this, NAARM has been organizing action research on gender issues followed by dialogue through workshops, expert consultations and policy meetings.
The current study emanates from the recommendations of the NAARM study entitled “Issues of Professional Women in Agriculture” by Rama Rao and Sandhya Shenoy (1998). The findings of the study revealed that students pursuing agricultural education from urban background is on rise, but it is alarmingly high with respect to girl students and they prefer to work in urban areas. Thus, there is a perceived need to enroll more girls from rural areas to support the agriculture development in the country. Human resource developed by the agricultural education system has undoubtedly been instrumental in agricultural transformation of the country. Keeping this role in view, the present study is designed with the following broad objectives:
• Assessment of growth of girl students in agricultural education,
• Strategies to enhance participation of girl students from rural areas.
1.6 Scope
The current project emphasizes on the reality that the grass root personnel well versed with the traditional techniques of agriculture, if empowered with the modern technology, will help in effective dissemination of the research findings.
The project was carried out in collaboration with SAUs in India. The data on trends of enrollment of women students in agriculture courses in the past decade along with the information pertaining to their socio-economic data, schooling, academic preferences, background, etc has been collected with the help of resource persons from the SAUs and secondary sources and from women agri-graduates. The issues pertaining to girl students’ choices and constraints in joining agriculture courses were critically analysed. Based on the systemic analysis, strategies to encourage girl students are formulated. The final outcome is shared with all the agricultural universities and it will also be used as case study for the training programs at the Academy.
The findings of the study are expected to feed into the policy making process within ICAR regarding the initiatives aimed at increasing the girls students’ enrolment in agricultural education especially from rural areas.
Chapter-II
Agricultural Manpower Development
2.1 Introduction
Soon after independence, India followed the path of science, which led to the growth of agriculture reaping rich dividends. National Agricultural Research System (NARS), consisting of ICAR Institutes and State Agricultural Universities, has played a pivotal role in the accomplishment in the field of agriculture. The green revolution, with its impressive social and economic impact, would not have been possible without the availability of technically qualified human resource. Thus, agricultural education is placed in the forefront for building a scientific manpower base.
Indian Council of Agricultural Research (ICAR) is responsible for agricultural research and education at the central level and it promotes and coordinates the agricultural education through state agricultural universities in the states. Of late, the issues in agricultural education have been subjected to a serious policy debate under the aegis of ICAR and the National Academy of Agricultural Sciences (NAAS, 1999). The major content in this chapter is taken from these deliberations (ICAR, 2003; Katyal, 2004). Information from others sources are quoted in the text and these two sources are not explicitly quoted to avoid repetition.
Though agriculture continues to be the occupation of nearly two-thirds population, its contribution to gross domestic product (GDP) is declining. Accelerated growth of industry and services seemed to have reduced the share of agriculture. By 2020 contribution of agriculture to GDP is forecasted to come down to six per cent as compared to 24 per cent at present (Table-2.1). Such steep change in economy reflects major impact on the agriculture vis-à-vis agricultural education system, i.e. the primary source of trained manpower in agriculture.
Table-2.1: Relative contribution of agriculture and other sectors to GDP
|Sector |Contribution in 2004 |Projected contribution in 2020 (%) |
| |(%) | |
|Agriculture |24.0 |6.0 |
|Industry |25.0 |34.0 |
|Services |51.0 |60.0 |
Agricultural education has been one of the few successful institutions in India. By the standards of relative success stories, it is clear that more can be done. This needs a deeper understanding of the historical and socio-cultural dimensions of agricultural education and internal dynamics of organizations involved in agricultural education in relation to their mandates towards development of trained manpower and production of knowledge.
2.2 Evolution of agricultural education in India
The history of agricultural education could be traced back to ancient times when agriculture was included in the curricula of Nalanda and Takshila Universities as one of the 18 arts. The importance of formal agricultural education was realized in India as early as in the 1890s and it has a history of about 120 years (Naik, 1971; Randhawa, 1979 and Wadia, 1997). Organized courses in agricultural education started in the beginning of the 20th century. The pattern of development in agricultural education is directly related to the changing socio-political scenario of the country. Some important stages in the development of agricultural education in the country are described below:
Stage 1 (1878-1947): Agricultural education in India began with a diploma course in agricultural college at Coimbatore in the year 1878 and a degree course in agricultural college at Puna in 1909. At the time of India’s independence in 1947, there were 17 colleges offering degrees in agricultural sciences with a total intake capacity of about 1500 students per year.
Stage 2 (1948-1959): During the post-independence period, i.e., after 1947, a large number of agricultural colleges were established in different states to satisfy regional interests. During this stage agricultural education was transformed into a mass education system with social equity and regional development as the focus. By the end of 1959, the number of colleges increased to 92 with a total enrollment capacity of 13,500. Out of this, 50 colleges were offering postgraduate courses to about 2,000 students. The university education commission recommended establishment of rural universities modeled on the pattern of land-grant colleges of USA (Radhakrishnan, 1949).
The prevalent agricultural education programme was not holistic in content, since it was divorced from experiment stations and extension organizations. By and large, the state departmental staff at different locations carried out research and extension activities in agriculture and animal husbandry. Agricultural college teachers were neither engaged in any significant research nor had contacts with the problems of the farmers. Majority of the agricultural colleges did not have strong programmes of research and extension.
Urgency of bringing about rapid increase in food-grain production necessitated re-examination of the existing pattern of agricultural education. For achieving quick benefits from new agricultural technologies, closer linkages between research, extension and teaching programmes were felt necessary to meet the diverse needs of different production systems, which varied across agro-climatic situations and socio-economic conditions of farmers. This location and situation specificity of agriculture led to setting up of one agricultural university in each state of the country.
Stage 3 (1960-1980): The first state agricultural university, G.B. Pant Agricultural University, was established at Pantnagar in 1960. The education commission 1966, headed by Dr. Kothari recommended establishment of at least one agricultural university per state, which was strongly supported by the state and central governments. The agricultural universities were strengthened by bringing all agricultural research and education centres in a state under a common administrative control. This coincided with green revolution of the mid-1960s and gave a great boost to agricultural education and research. This stage is considered the most crucial stage in the development of agricultural education in India. This new institutional arrangement played a crucial role in production and dissemination of knowledge related to green revolution. During this period, agricultural universities at the state level and the Indian Council of Agricultural Research (ICAR) at the federal level evolved as two unique partners associated with agricultural education and research in India. By the end of the year 1980, 24 state agricultural universities (SAUs) were established.
Stage 4 (1981-2000): Post-graduate agricultural education (PG/PhD) expanded rapidly in most universities during this phase. The agricultural universities matured with the emerging graduate studies and research programmes linked to national development. The agricultural universities have stabilized, became strong centres of research and education, and have been successfully assimilated into the institutional matrix of the state aimed at overall development. Its contribution to agricultural development is quite conspicuous.
By the early 1990s, the employment under state funded research, academic and development sectors have begun to get saturated and unemployment began to rise. The education system has neither foreseen this nor the changing market requirement for trained manpower. Thus, the agricultural universities have been caught napping amidst the rapid changes taking place in global technological environment. The state agricultural universities’ have restricted entry into the emerging frontier areas of molecular biology and biotechnology and application of information technology due to scarcity of in-house funds and almost negligible external funding.
2.3 Present status
The country has one of the largest networks of agricultural education systems in the world, which provides educational facilities in 11 undergraduate programmes and 95 postgraduate disciplines through 66 universities and in more than 320 constituent/ affiliated colleges/faculties (Table-2.2). List of colleges providing agricultural education is given in Annexure-2.1.
At present, there are 39 SAUs including seven specialized universities - six in Veterinary and Animal Sciences and one in Horticulture and Forestry Sciences; one Central Agricultural University (CAU) and five Deemed Universities (four of them are ICAR Institutes: IARI, IVRI, NDRI and CIFE; and the fifth Allahabad Agricultural Institute). The three Central Universities - Banaras Hindu University, Aligarh Muslim university and Visva Bharati also have agricultural faculties, and are involved in teaching, research and extension activities in several fields of agricultural sciences. In addition, more than 17 general universities through their affiliated colleges and postgraduate departments offer agricultural education programmes. Further, the Indian Institute of Technology (IIT), Kharagpur, imparts education in the field of agricultural engineering.
Table-2.2: Agricultural education system in India
|University |Number of Universities |Number of Colleges |
|State Agricultural Universities |39 |250 |
|Central Agricultural University |01 |06 |
|Deemed-to-be Universities |05 |11 |
|Central Universities |03 |03 |
|Indian Institute of Technology |01 |01 |
|General Universities |17 |49 |
|Total |66 |320 |
The list of undergraduate degrees offered in the field of agriculture and allied sciences and the eligibility criteria are given in Table-2.3. All the undergraduate degree programmes are of four years duration.
Table-2-3 : Bachelor's Degrees awarded in agriculture and allied sciences
|SNo |Degree (Discipline) | Eligibility | |
| |B.Sc.(Ag.) |XII Standard in Agri./Science with Physics, Chemistry, and Biology | |
| |B.Sc. (Hort.) |-do- | |
| |B.Sc.(AgC&B) |-do- | |
| |B.Sc. (Forestry) |-do- | |
| |B.Sc. (Seri.) |-do- | |
| |B.H.Sc. |-do- | |
| |B.F.Sc. |XII Standard in Science with Physics, Chemistry and Biology | |
| |B.V.Sc. & A.H. |XII Standard in Agri./ Science with Physics, Chemistry, Biology and English | |
| |B. Tech.(Ag. Engg.) |XII Standard in Science with Physics, Chemistry and Maths | |
| |B.Tech. (D.Tech.) |-do- | |
| |B.Tech. (Food Sc.) |XII Standard in Science with Physics, Chemistry and Math or Physics, | |
| | |Chemistry, Math and Biology | |
2.4 Stock of agricultural graduates
As per an estimate made by Institute of Applied Manpower Research (IAMR), the stock of agri-graduates and postgraduates in the country in the year 2000 in agriculture, veterinary and allied subjects was 2,55,800 comprising of 1,66,200 graduates, 78,200 post-graduates and 11,400 doctorates (IAMR, 2001). The stock of women agricultural graduates was estimated to be 6.4 per cent of the total stock in 1995 (Rama Rao and Sandhya Shenoy, 1998). It ranged from less than three per cent in banks and private sector to about seven per cent in academic and research sectors. Recent census of scientific manpower in ICAR and SAUs shows that the women scientists and faculty in these two systems is about 11.5 per cent during 2001-02 (Jha and Pandey, 2005). Concomitant with growth in enrolment, their number in the stock and employment is also on the rise, albeit at a slow rate.
2.5 Occupational pattern
The occupational pattern among agricultural and veterinary graduates (including post graduates) in different sectors of the economy is given in the Table-2.4. The data indicates a very low level of entrepreneurship among agricultural and veterinary graduates. Until early 1990s, public sector provided vast career opportunities in education, research and extension. While the numbers of jobs in the public sector were on the decline, with passage of time avenues for jobs in other sectors like banking, NGOs, private sector input companies, R&D labs etc. have opened up. A very low percentage of self-employed graduates indicate that the present system of education lacks market orientation.
Table-2.4: Employment pattern among agricultural graduates
|Employment sector | Per cent employment |
| |Agricultural graduates |Veterinary graduates |
|Public |50 |65 |
|Private |20 |03 |
|Research and academics |12 |11 |
|Financial institutions/NGO |06 |01 |
|Self-employed |02 |10 |
|Inactive/migrated |10 |10 |
|All |100 |100 |
Source: IAMR, 2001
Till early 1990s, situation on employment of agricultural graduates was very comfortable. For instance, the number of agricultural graduates registered in 1995 for employment was 2.8 per cent of the total science and technology registered manpower (DST, 2000). A study conducted by the IAMR on behest of Education Division of ICAR indicated that in 1999-2000, 43 per cent of the agricultural under-graduates and 23 per cent of the post-graduates were unemployed after completion of their degree programmes (IAMR, 2001). By 2010, the cumulative gap i.e., excess supply over demand at current employment rates, will be 34,000 for agricultural graduates and 6,000 for veterinary graduates.
2.6 System weaknesses
The demand for higher education in agriculture is partly due to better job opportunities and partly due to lack of proper urban-based jobs. Most jobs needing post-graduate level education are available in the vicinity of urban areas. Besides, internal pressures in the education system led to conversion of large number of research specializations into post -graduate degree programmes. Higher education in agriculture, as it is imparted now, has two main weaknesses. Firstly, it is not integrally related to development. Secondly, it tends to isolate graduates from the non-farm sectors, depriving them a share in the rapidly expanding service sector. Both these are systemic deficiencies and can't be corrected without strong political will.
The job opportunities for agricultural graduates originated exclusively from the public sector till early 1990s. With saturation in public sector jobs, the universities have not looked into the needs of other employment sectors. The skills and knowledge imparted by the SAUs and other institutions is, apparently, neither adequately relevant to changing job market nor is directly useful to create self-employment. The consequence of this mismatch is rising unemployment.
2.7 Vocational education
In India, vocationally trained manpower constitute only 5.35 per cent of the labor force as against 80.4 per cent in Japan, 95.9 per cent in Korea, 78.2 per cent in Canada and 75.3 per cent in Germany (ICAR, 2005b). In China, women constitute 41 per cent of the vocationally trained labor force. Experiences in several other countries reveal that women participation in vocational education and training vis-a-vis labour force increases, if the programmes are offered at places convenient to them. Vocational channel permits diversification in to production and service oriented courses. So far, ICAR is concerned with coordination and promotion of formal higher education in agriculture. However, considering its importance and reach, it initiated a proactive dialogue to integrate vocational education in to the activities of NARS, i.e. SAUs and ICAR institutions (ICAR, 2005b).
2.8 Emerging concerns
The human resource developed by agricultural education system has been instrumental in agricultural transformation in the country. However, the agricultural education system has not kept pace with the rapid technological development taking place globally. There are emerging concerns (ICAR, 2004), which need to be addressed to gain advantage from the globalized agriculture. The main concerns are:
Lack of adequate financial resources- The SAUs are charged with complete integration of research, teaching and extension, for the holistic societal development. Most of the SAUs have not been able to achieve integration of these functions due to the limited resources.
Lack of support to colleges- The opening of new campus colleges without adequate financial resources or faculty has adversely affected the quality of HRD programme.
Opening of new SAUs- the original concept was to have one agriculture university in each state, but several states have more than one SAU resulting in thin distribution of the limited resources. Some states have also opened ‘discipline’ based universities. This too is against the concept of SAUs.
Extensive inbreeding- Inbreeding as a result of state policies for recruiting staff basically belonging to the region/state and also graduated from has resulted in having less competent faculty and absence of introduction of expertise in new areas of science. Such policies have deprived the universities of the opportunities for cross hybridization of ideas required for the growth and academic improvement of the universities.
Poor infrastructure- Most of the SAUs have poor infrastructure, out-dated equipment, poor lecture halls, poor libraries and amenities required for frontier educational institutions, as funds are not available for maintaining and upgrading the infrastructure.
Faculty competence- Faculty competence is critical as they are the key resource for academic excellence. This is one area that has been neglected. Most of the institutions have no career development plans. The kind of opportunities for training of faculty, which existed during the early part of their establishment, are no more available. Unless the faculty keeps abreast with the new developments, it is hardly possible to impart the necessary skills to the students.
Neglect of the holistic societal developments- The SAUs at the time of their establishment were considered as the engine for societal development particularly in the rural areas. However SAUs are not perceived as playing this role currently.
Neglect of basic sciences- Development in the basic science is the backbone of applied sciences. The SAUs, by and large, have ignored this concept.
To overcome the above concerns, ICAR has initiated a number of reforms for the improvement of quality of education. These include:
• Course curriculum revision
• Accreditation
• Capacity building for human resource development
• Faculty competence improvement
• Reducing inbreeding
• Access to scientific information
• Capacity building for skill development
• Development of centres of excellence
2.9 Future outlook
Educational strategies to meet the future needs for trained manpower in agriculture have to keep pace with scientific advances in the fields of biotechnology, food processing, communication and marketing. In addition to skill sets as per market demands, education must keep pace with global standards considering environmental and sustainable aspects (Rama rao, Nanda and Sriram, 2004). To meet the requirements the suggested educational strategy is to produce two types of graduates – one type with strong basic focus aiming for higher degree in research and second type with broad based education aiming at non-academic jobs. This is possible by providing more choice on courses in the form of electives, or having colleges aiming at these skills. Some colleges may be mandated to produce graduates with more basic skills that may be a better choice for students to sustain in international competition. Government needs to establish academic institutions of excellence on similar lines of IIT, IISc to generate high quality agricultural graduates in the country.
Although human resource developed by the agricultural education system has undoubtedly been instrumental in agricultural transformation in the country, the call for new knowledge and skills is becoming more challenging than ever (Katyal, 2004). Henceforth, agricultural education requires to:
i) response to the needs of employment, economic growth and sustenance of the natural resource quality and
ii) measure up to handle internal (poverty) and external pressures (WTA, GATS, GMOs).
Reorientation of agricultural education and its linkage with trends of employment and needs of various sectors of economy (public, private, service, import and export) on one hand and its responsiveness to maintain environmental integration on the other will have to be the most important priority of the national agricultural education system. While futuristic quality of agricultural education will hinge upon employability, economic growth and environmental health, it will be necessary to make sector-wise projections on manpower demand and plan supply accordingly at the regional and national levels. Apparently, forging and forcing a match between the kind and number of graduates and postgraduates churned out by the agricultural education system and their employability vis-a-vis changing market demand will be a must.
Chapter-III
Research Design
3.1 Study design
Secondary data regarding enrollment of girls in various professional courses from various statistical abstracts was collected for the country as a whole and state-wise in particular. State-wise enrollment of girls in various professional courses during the year 2000-01 taken from Statistical Abstract, 2002 is given in Annexure-3.1. The enrollment data reveals that proportion of girls in SAUs varies from 49.3 per cent in Kerala to 5 per cent in Uttar Pradesh.
The SAUs having girl student enrollment less than 20 per cent were selected for detailed study and the selected list is presented in Table 3.1. They are AAU in Gujarat, NDUAT in Uttar Pradesh, HAU in Haryana, MPUAT in Rajasthan, MAU in Maharashtra, RAU in Bihar, IGKVV in Raipur and UAS(D) in Karnataka. The SAU’s viz., ANGRAU in Andhra Pradesh and OUAT in Orissa having girl’s enrollment above 20 per cent were considered for regional coverage.
Table-3.1 shows the list of the selected SAUs
|SNo |State |University |
|1 |Uttar Pradesh |NDUAT, Faizabad |
|2 |Haryana |HAU, Hissar |
|3 |Rajasthan |MPUAT, Udaipur |
|4 |Chhatisgarh |IGAU, Raipur |
|5 |Bihar |RAU, Pusa |
|6 |Maharashtra |MAU, Parbhani |
|7 |Gujarat |AAU, Anand |
|8 |Karnataka |UAS, Dharwad |
|9 |Andhra Pradesh |ANGRAU, Hyderabad |
|10 |Orissa |OUAT, Bhubaneshwar |
The study was carried out by collaborating with agricultural universities in India. Resource persons were identified in different agricultural universities (at least one in each agricultural university), who in turn provided the data and also assisted in the survey work. Details and intake of students in the universities was obtained from academic institutions through the resource persons and also from secondary sources. Apart from this data, the girl students were approached through a structured questionnaire to capture information on issues such as education, family, social, and economic backgrounds, employment concerns and on some specific issues pertaining to encouraging their participation in agri-education.
3.2 Target population
The data was collected from selected ten agricultural universities in the country. Respondents were selected randomly from all disciplines offered by agricultural universities such as agricultural science, forestry, horticulture, sericulture, veterinary science, home science, agricultural engineering, fishery science and dairy science/technology.
1 Data collection and analysis
Data regarding discipline-wise admission of students has been sought from the SAUs with special reference to enrollment of women. Deans/Director of Instruction of selected SAUs have been approached for their comments on the SAUs trend in enrollment of students with emphasis on girls students and the initiatives taken by the SAU in the recent past and future plans in this regard.
3.3.1 Survey questionnaire
The issues relevant to the project were discussed and finalized in the project initiation meeting organised on November 10, 2004. These issues formed the basis for the questionnaires. The details are given in Annexure-3.2.
Teachers and parents play a dominant role in influencing and motivating the students’ choice of higher education. Teachers of 10+2 school students and parents from rural areas were approached with a questionnaire.
Agriculture officials in NGOs and agricultural professionals in line departments were included in the study as their job involves working in rural conditions and are capable to provide field-level perspectives in a better manner. Their opinions were solicited on education of rural girls.
In all, three different questionnaires were developed to seek information from:
I. Women Professionals (given in Annexure-3.3)
II. Girl students in School (given in Annexure-3.4)
III. Girl students in Agricultural colleges (given in Annexure-3.5)
Opinions of parents of rural students were sought through discussions by the project team. The questionnaire developed for the Professionals was also used as basis for soliciting opinions of parents and farmers. School students filled the questionnaires on their own, but after a brief introduction and overview to the project. The questionnaires for students and parents were developed in English and Hindi.
3.3.2 Content analysis
Content analysis is a powerful data reduction technique. Its major benefit comes from the fact that it is a systematic, replicable technique for compressing many words of text into fewer content categories based on explicit rules of coding. The technique of content analysis extends far beyond simple word frequency counts. Content analysis enables researchers to sift through large volumes of data with relative ease in a systematic fashion (usgao, 1996). It can be a useful technique to discover and describe the focus of individual, group, institutional, or social attention (Weber, 1990). Content analysis is also useful for examining trends and patterns in documents.
What makes the technique particularly rich and meaningful is its reliance on coding and categorizing of the data. Mutually exclusive categories exist when no unit falls between two data points, and each unit is represented by only one data point. The requirement of exhaustive categories is met when the data language represents all recording units without exception.
Typically, three kinds of units are employed in content analysis: sampling units, context units, and recording units.
• Sampling units vary depending on how the researcher makes meaning; they could be words, sentences, or paragraphs. In the mission statements project, the sampling unit was the mission statement.
• Context units neither need be independent nor separately describable. They may overlap and contain many recording units. Context units do, however, set physical limits on what kind of data you are trying to record. In the mission statements project, the context units are sentences. This was an arbitrary decision, and the context unit could just as easily have been paragraphs or entire statements of purpose.
• Recording units, by contrast, are rarely defined in terms of physical boundaries. In the mission statements project, the recording unit was the idea(s).
In the present case, respondents were given an open choice so as to give them a chance to write suggestions or comments on issues not reflected in the questionnaire. Besides, they were given an option to write their responses or comments for certain questions. The responses were broadly classified and frequencies obtained. The frequency response in turn indicated the important categories for further analysis.
3.4 Personal and group discussions
Progressive farmers from villages in the vicinity of selected SAUs were approached to share their views on higher education in their society and education to girls in particular. Also the aims/goals of youth were considered to have a comprehensive picture of the existing societal patterns of employment. The details of the points discussed with deans, agri-professionals and progressive farmers are given in Annexure-3.6
3.5 Brainstorming
Brainstorming is a conference technique by which the group attempts to find solution for a specific problem by amassing all the ideas by its members. It is effectively utilized for identifying the problems, developing projects, analyzing the worth of projects, and implementing and developing solutions. Thus brainstorming technique has become an increasingly popular tool for problem solving for agricultural research managers and workers in agricultural universities and ICAR institutes.
Although some primary data was collected through the questionnaires, there was a need for a comprehensive discussion on certain fundamental issues and to formulate an agenda for the future policy, planning and implementation. To achieve this in a short span of time, this particular tool was used, which has certain advantages, such as:
• Original and innovative ideas may be generated if premature criticism is not activated to inhibit spontaneity.
• Cross-fertilization of ideas occurs especially when the group is composed of individuals from different fields.
3.5.1 Genesis
In the process of solving any problem, the key element is the generation of ideas and approaches. Alex Osborne (1941), an advertising executive, found that business meetings were inhibiting the creation of new ideas and proposed some new rules designed to help stimulate them. He was looking for rules, which would give people the freedom of mind and action to spark off and reveal new ideas. To “think up” was originally the term he used to describe the process he developed. This in turn came to be known as “brainstorming”. It is a tried-and-tested process which helps in creating new ideas with surprisingly little efforts and hence is defined as “a group creative process used to generate alternative ideas and suggestions in response to a stated question or problem.” It is a flexible group discussion consisting of heterogeneous members, associated with a specific problem or need, exploring the ideas or solutions by thinking in vertical (intensively) and horizontally (extensively) terms within a limit (boundary) of time without any boundaries for thinking.
3.5.2 Idea development
Brainstorming can be administered either by individuals or groups or both (Edward de Bono, 1987). Individual brainstorming tends to produce a wider range of ideas than group brainstorming, but tends not to develop the ideas as effectively, perhaps as individuals on their own run up against problems they cannot solve.
Group brainstorming develops ideas more deeply and effectively. As and when difficulties are faced in the development of an idea by one person, another person’s creativity and experience can be used to break them down. Group brainstorming tends to produce fewer ideas (as time is spent developing ideas in depth) and can lead to the suppression of creative but quiet people by loud and uncreative ones. Thus, it is called as “Unrestricted Group Discussion”. Very often, individual and group brainstorming are merged mostly by defining a problem, and then letting team members initially come up with a wide range of possibly shallow solutions. These solutions could then be enhanced and developed by group brainstorming.
During the group process, a verbal statement can be prepared by activating a range of senses stimulating interaction. The four-step methodology follows as:
• Every participant writes down on a flash card one idea or a statement (“doing”).
• The facilitator reads each statement/idea on the cards (“hearing”).
• Every card is put on a pin board for everyone to see (“seeing”).
• The facilitator invites each participant to explain the statement / idea (“speaking”).
While doing so, the facilitator needs to apply and enforce the following guidelines.
3.5.3 Guidelines
Some rules to be followed during the session are:
• Freewheel: All types of ideas on the topic are allowed. Hierarchy differences among the delegates are not allowed. There is no chairman for the session but only a facilitator.
• Suspend judgment: No criticism of ideas or value judgments on any idea is allowed at the time of idea generation.
• Quantity: Generate a large number of ideas. Quality is put aside at the time of idea generation stage. All the cards are retained on the pin boards and subsequently logged into a database.
• Cross-fertilize: Combine, synthesize and build on each other’s ideas.
• Encourage: Wild and exaggerated ideas are welcome without fear of criticism.
3.5.4 Themes
Brainstorming sessions were conducted at selected SAUs to solicit opinions of the university faculty, agricultural professionals from state departments and coordinators from NGOs. The brainstorming workshops were conducted with an intension to get detail insight of the rural girls enrollment in rural areas with special emphasis on agricultural education.
The sessions were conducted on the following three themes:
• Societal factors influencing rural girls in higher education
Role of women in transfer of technology
Strategies to encourage rural girl students in agricultural education
Details of the process employed and the outcome of the brainstorming exercises carried out for the project are presented in the chapter V.
Chapter-IV
Issues of Women in Agricultural Education
4.1 Enrollment of girls in professional courses
Enrolment of girls in various professional courses from 1990-91 to 2001-02 is given in Annexure-4.1, and the data for year-wise enrollment and growth rates are presented in Table-4.1.
Table-4.1: Enrollment of girls in professional courses during 1990-2001
|Course |Girls’ enrollment (%) |Growth in enrollment during 1990-2001 |
| |1990-91 |2000-01 |Girls |Total |
|Engineering |10.5 |21.5 |6.5 |3.4 |
|Medicine |34.8 |44.0 |3.3 |2.2 |
|Agriculture |9.0 |18.2 |3.9 |0.7 |
Source: Statistical abstract, India, 2002
During the decade 1990-2001, the enrolment in the field of agriculture and allied subjects increased from 9 to 18.2 per cent as against 10.5 to 21.5 per cent in engineering and 34 to 44 per cent in medicine. Although the enrollment of girls in agriculture and allied subjects almost doubled in a decade, their absolute number is far less in comparison to girls in other professional courses like medicine and engineering. Medicine has been the most favourite choice for girl students seeking professional education as they constituted 34.8 per cent of the total enrolment in 1990-91 as against 10.5 per cent in engineering and 9 per cent in agriculture.
The growth rate of enrolment (boys and girls) in agricultural sciences was 0.7 per cent as against 2.2 per cent in medicine and 3.4 per cent in engineering during the decade 1990-2001. On the other hand, the growth rate of girls’ enrollment in engineering was 6.5 per cent, followed by 3.9 per cent in agriculture at 3.3 per cent in medicine. Though engineering and agriculture are considered as male oriented professions, higher growth rates registered for girls enrollment shows that these courses are also being sought by girls, shedding the traditional notions on gender specificity of education.
The rapid growth rate in engineering is noteworthy. The expansion in engineering education took place mostly in private sector and the students have to pay a higher fee as compared to subsidized education in agriculture. Thus the issue is certainly not the cost – it is more social and employment related.
4.2 Growth of women in agriculture education
Enrollment of girls in agricultural education during 1990-91 to 2001-02 is presented in Fig 4.1. The enrollment in the field of agriculture and allied subjects gradually increased from 9.0 per cent in 1990-91 to 18.2 per cent by the year 2000-01. In the recent years, the intake of girls in agriculture is increasing and it reached 25 per cent in 2004-05.
Fig-4.1: Enrollment of girls in agricultural education
The enrollment data also reveals that the proportion of girls in SAUs varies from a high 49.3 per cent in Kerala to a low five per cent in Uttar Pradesh. In general, girls’ representation is adequate in the south, east and north-east states like Assam, Manipur, Meghalaya and Nagaland and northern states like Punjab, Uttaranchal, HP and Bihar.
4.3 Degree-wise growth of women in agriculture education
Degree-wise intake of students in agricultural universities in the country during 1991-92 and 2004-05 is given in Annexure-4.2, and the per cent women students is given in Table 4.2. Although the annual intake showed a small improvement from 22.1 per cent in 1991-92 to 26.9 percent in 2004-05, the degree-wise changes are note worthy.
The intake of women students over a decade is practically same in UG courses, i.e. 24.8 per cent in 1991-92 and 26.4 per cent in 2004-05, but it increased in PG and PHD courses. In case of PG courses, the intake of girls increased from 18.3 per cent in 1991-92 to 29.0 percent in 2004-05 and in case of PhD the corresponding change is from 18.1 per cent to 24.3 per cent. The increase of women students at higher levels is partly due to the urge for soft jobs and partly due to their backgrounds. In the merit-based admissions, the proportion of urban students is on rise in all professional courses, agricultural education being no exception. More than 80 per cent girls joining UG courses in SAUs are from urban background. The expansion at PG/PhD levels are believed to be due to the women students urge to have urban jobs and preferably in research and academic sectors. As higher education is one of the means to fulfill this, more and more women students are joining PG/PhD courses.
Table-4.2: Degree-wise growth of girl students in agriculture education
|SNo |Degree |1991-92 |2004-05 |
| | |Total |Women (%)* |Total |Women (%) |
|1 |UG |7689 |24.8 |17496 |26.4 |
|2 |PG |4131 |18.3 |6789 |29.0 |
|3 |PhD |1467 |18.1 |1710 |24.3 |
| |All |13287 |22.1 |25995 |26.9 |
* The women students’ percentage in 1991-92 is calculated based on the available gender data on agricultural education from Ramarao and Muralidhar, 1994.
The data presented in Table-4.2 pertains to colleges under state agricultural universities, deemed universities and central universities. Besides, there are about 50 colleges in the general universities providing agriculture education, admitting about 3500 students in UG courses. These colleges do not have adequate infrastructure and girl students’ enrollment is low. As bulk of these colleges are in the state of Uttar Pradesh, where women students enrollment in agriculture education is the lowest in the country, i.e. five per cent during 2000-01 (Statistical Abstract India, 2002). Unlike SAUs and other elite institutions in the country, the intake of students in these colleges is predominantly from rural backgrounds. Improving infrastructure in these colleges and providing development grants as suggested by various experts committees constituted by ICAR (ICAR, 2001) would greatly enhance the number of women students from rural areas.
4.4 Discipline-wise growth of women in agricultural education
The data on women students admitted in various undergraduate courses in the SAUs during 1991-92 and 2003-04 is given in Annexure-4.3 and the course-wise summary is presented in Table-4.3.
Table-4.3: Discipline-wise growth of girl students in agricultural education
| SNo |Undergraduate discipline |1991-92 |2003-04 |
| | |
| |Total |Women (%) |
|1991-92 |1535 |0.4* |
|2004-05 |13814 |19.3 |
* The women students’ percentage in 1991-92 is calculated from the available gender data on agricultural education from Ramarao and Muralidhar, 1994.
The students in this course are largely from rural background and come from low and middle-income groups. Need for such para-professionals to support agricultural professional services as in medicine and engineering is felt and recommended for expansion of lower level of education (Rama Rao et al, 1997 and ICAR, 2003). These lower level professionals are crucial not only in enabling the users in knowledge application but are also helpful in giving feedback on relevance and applicability of existing knowledge and in developing new knowledge. Such professionals will be critical if agri-business and agri-clinic scheme of self-employment has to become success. However, the infrastructure facilities at these schools are far below in comparison to that available in agricultural colleges and up-gradation of infrastructure facilities in these schools haven’t yet received sufficient attention. As most students joining these courses come from rural areas, adequate infrastructure and security coupled with wider publicity in the community would encourage rural girls to join these courses.
4.7 Vocational agricultural education
About 1500 vocational institutions in the country offer certificate courses in vocational education in the areas of agriculture, business, commerce, health and para-medical, home science, humanities and engineering trades offer certificate courses in vocational education. There are about 40 courses in agriculture but their spread is thin in vast country like India. Considering this, National Meeting on Vocational Education and Training for Sustainable Rural Livelihood recommended establishment of vocational centres with residential facilities at block level to motivate girls and women from rural areas and the higher education colleges to make provision for the vocational courses so as to provide a seamless link with the vocational courses at the higher secondary stage (PSSCIVE, 2005).
In view of rising unemployment for agricultural graduates, one important strategy that emanated from the national debate on employment-oriented agriculture is to initiate and strengthen vocational courses. Some vocational agricultural courses offered by colleges in the general universities are well received by students and have become popular due to their employable skill part. There is a tremendous pressure and demand on SAUs to initiate such courses. Expansion of vocational courses is as much an issue as is the spread of degree level agricultural education (Katyal, 2004; ICAR, 2005b and Sulaiman, 1996).
8. Agriculture education at school
A student exercises a choice to select academic or vocational stream at the +2 stage. The university grants commission (UGC) considers vocational education as crucial at the higher secondary stage and envisaged covering about 25 per cent of the students by 2000 (). About four lakh students are enrolled in about 150 vocational courses running in about 6700 higher secondary schools ( and ICAR, 2005b). This is insignificant considering the size, i.e., there are more than 1,10,000 secondary and higher secondary schools with about 28 million students. Agriculture is offered at school level in few states like Haryana, Rajasthan and UP. However, vocational students are often at a disadvantage in pursuing further academic study in higher education. The teachers of professional institutions expressed that they are not happy with the situation that the schools lacked good teachers that affected the education in basic science, which is foundation for higher professional education. A debate on this just started and agricultural education system is yet to give a serious thought on this (ICAR, 2005b).
Historically, vocational courses tilt towards applied science whereas serious academics look towards pure science. Many students in rural areas had difficulty in finding relevance in pure science courses. There are large numbers of drop-outs at various stages of school where students have no practical or additional knowledge useful to society. On the other hand, vocational courses are an excellent medium to learn science (Conroy and Walker, 2000). The environmental education must be part of all education and it necessitates multidisciplinary teaching with direct experience in the real field situations (Katyal, 2004). School is the best place to sensitize the young minds on issues such as environment and health.
Thomson and Russell (1989) concluded from their study in Illinois, that high school students who have taken course work in agriculture expressed more favourable perceptions about agricultural careers, and are more inclined to consider agriculture as an area of study than those students without such exposure.
The experience of introducing agriculture at school is not a very happy one. There is need to focus on inclusion of agriculture and natural science to develop and promote a well rounded program. This will allow students from these schools to compete with students from basic science stream and can function effectively for their own well-being as well as for the betterment of society. Several studies by agricultural educators address the ways in which agriculture education can act as a beneficial vehicle for science education (Edwards et al, 2002). There are impressive list of studies substantiating the fact that teaching agricultural education at school is in line with best practices related to student achievement in science (Anissa Wilhelm, 2002).
Thus, it is not desirable to embed science in vocational programmes, but use locally relevant vocational contexts in teaching science. Agricultural Universities need to develop teacher trainers in academic staff colleges to teach basic science through locally relevant applications. Agriculture teachers in US high schools begin monitoring students at elementary level and follow up by marketing their programme to incoming students and parents. It is imperative that agricultural teachers interact with community (Jason Davis and Tim Warren, 2003). The state agricultural universities, the sole agent for manpower development in agriculture in India, neither own nor acknowledge their role and take responsibility for this. This is a sad situation. The country inherited land grant model from USA but not its foundation, i.e. the agricultural education at school.
The urban graduates are distancing from the villages and the rural graduates can’t compete and enter the system. This is manifestation of lack of the foundation linking rural youth in sizeable numbers in agricultural universities. Regardless of the missions, visions, or goals set, the system ultimately must show progress and impact toward those ends. The system must show that it is not only contributing to student learning in pure academic terms, but also to student responsiveness for meeting needs at variety of levels. Policy studies on agricultural education are confined to higher education at university (NAAS, 1999 and 2004; ICAR, 2003). Besides it is never an issue for national debate. Since this is not happening, there is need to look afresh at the agriculture education at school and take responsibility to strengthen it. Therefore, it is critical that agricultural educators continue to examine, refine, and improve educational process in its entirety so as to prepare to enter the 21st century.
4.9 Gender inequalities
Women constitute about 6.3 per cent of the total employed agricultural graduates in the country (Rama Rao and Sandhya Shenoy, 1998). Although the number of women enrollment in agricultural universities has increased from four per cent in 1960s to about 25 per cent in 2005, the hostel facilities are inadequate. In most agricultural colleges, the infrastructure facilities for boys and girls are not the same and the gap widens when one looks at polytechnic schools in towns and rural locations.
Gender based inequality is common and problems of women are not dealt in systematic and organized way by the institutions. Education of women at tertiary level is considered as an instrument of liberation, not only of women but also of Indian society as a whole (Moonis Raja, 1991). Benefits of most social programmes do not reach women. To correct this situation, social planners have recommended employment of more women in development sectors associated with rural programmes (Vina Mazumdar, 1989 and Indu Grover, 2005). Increasing proportion of women in agricultural education demands alternative gender-sensitive planning in agricultural education, research and extension. This issue is on national debate (Swaminathan, 1998 and NAAS, 2004).
Chapter-V
Survey Results and Discussion
The initiation of the study began with collection and collation of secondary data on enrollment of girls in various professional courses for the country as a whole and state-wise in particular.
5.1 Survey
The survey aimed to get perceptions of professionals and senior officials familiar with rural areas and agriculture system as well as the agricultural graduates and school students of present generation with varied aims and aspirations. The project team visited MPUAT, AAU, CCSHAU, OUAT, IGKVV, ANGRAU, NDUAT, UAS(D), RAU(P), and MAU and collected data from professionals, agricultural students and school students through questionnaires. Professionals included officials from SAUs, NGOs, state departments and junior colleges. Views expressed by respondents in terms of career prospects in agricultural education, opportunities, beliefs, risks and scope for changes are summarized in the following discussion.
5.1.1 Response
The details of the category-wise response to the survey are shown in Table 5.1. In all 712 filled-in questionnaires were received out of total questionnaires of 1200 giving rise to a response rate of 59.3 per cent.
Table-5.1: Category-wise response to the survey
|Response details |Respondents category |
| |School students |Agricultural students |Professionals |Total |
|Questionnaires sent |400 |400 |400 |1200 |
|No of responses |185 |262 |265 |712 |
|Response rate |46.2 |65.5 |66.2 |59.3 |
|Per cent response |26.0 |36.8 |37.2 |100 |
Category-wise the response rate was 46.2 per cent from school students and about 66 per cent each from agricultural students and professionals. The response rate was high due to active association and involvement of SAUs in the survey work.
Out of total 712 respondents, 185 (26%) are school students, 262 (36.8%) are agricultural students and the remaining 265 (37.2%) are professionals either associated with agricultural institutions or having knowledge and understanding of rural and agricultural system. Amongst the professionals 78.2 per cent are men and 21.8 per cent are women.
5.1.2 State-wise distribution
The details of the state-wise distribution of the survey respondents are shown in Table-5.2. The respondents’ number varied from 45 to 97 among the states. As indicated in the methodology, the survey data was collected in association with respective SAUs aiming to have a maximum of 20 respondents in each category from each SAU. But for this, no special efforts were made by design on sample size and the final response represents the country fairly well.
Table-5.2: State-wise distribution of the survey respondents
|SNo |State |Respondents category |
| | |School students |Agricultural students |Professionals |Total |
| |Andhra Pradesh |15 |25 |19 |59 |
| |Bihar |23 |21 |23 |67 |
| |Chattisgarh |19 |24 |38 |81 |
| |Gujarat |0 |47 |20 |67 |
| |Haryana |13 |28 |26 |67 |
| |Karnataka |31 |28 |35 |94 |
| |Maharashtra |44 |29 |24 |97 |
| |Orissa |8 |23 |32 |63 |
| |Rajasthan |0 |17 |28 |45 |
| |Uttar Pradesh |32 |20 |20 |72 |
| |Total |185 |262 |265 |712 |
5.1.3 Academic qualifications
The highest qualification of the respondents was categorized and presented in Table-5.3.
Table-5.3: Highest degree of the respondents
|Highest degree |School students |Agricultural students |Professionals |Sub-total |
| |N |% |
| | |Class X |Class XII |
| |N |% |N |% |N |% |
|Central |5 |2.7 |30 |11.5 |19 |7.3 |
|State |84 |45.4 |104 |39.7 |121 |46.2 |
|Private |81 |43.8 |85 |32.4 |90 |34.4 |
|Missionaries |6 |3.2 |15 |5.7 |11 |4.2 |
|No Response |9 |4.9 |28 |10.7 |21 |8.0 |
|Total |185 |100.0 |262 |100.0 |262 |100.0 |
Undoubtedly, majority of the students are from the state and private schools. At class X level, 45.4 per cent school students and 39.7 per cent agricultural students had their education from state run schools. This was followed by private schools wherein 43.8 per cent school students and 32.4 per cent agricultural students had their education. The rest of them belonged to central and missionaries schools. The relative proportion of the agricultural students from state and private schools, who joined agricultural courses, is higher in the class XII as compared to that in class X. Majority of the agricultural students at class XII had their education from state-run schools (46.2 %) and private schools (34.4 %) while students coming from central schools and missionaries accounted for 7.3 per cent and 4.2 per cent respectively. On the other hand, students from missionaries and central schools declined in agricultural education. The sample had no students from public schools. In other words, students from elite schools viz., central, public and missionary schools didn’t seem to prefer agriculture education.
5.2.2 Medium of instruction
The medium of instruction at school level by school students and agricultural students is depicted in Table-5.5. At class X level, 66.4 per cent school students and 57.2 per cent agricultural students had their education in vernacular languages and the rest in English medium schools. At school level there are more students in vernacular medium, where as their proportion declined in professional education. About 34 percent of the agricultural students had English as a medium of instruction till class X, which rose to 55.4 per cent when the students entered class XII, i.e. good number of students shifted from Vernacular medium to English medium. This shows that the opportunities for higher education are better when the medium of instruction is in English.
Table-5.5: Medium of instruction at school
|Medium of instruction |School students |Agricultural students |
| |Class X | |
| | |Class X |Class XII |
| |N |% |N |% |N |% |
|English |46 |25.0 |89 |34.0 |145 |55.4 |
|Indian language |123 |66.4 |150 |57.2 |97 |37.0 |
|No Response |16 |8.6 |23 |8.8 |20 |7.6 |
|Total |185 |100.0 |262 |100.0 |262 |100.0 |
5.2.3 School location
Medium of instruction, type of management and location of the school have bearing on the students learning vis-à-vis their career choice. The data on location of the school of the student’s respondents was categorized into rural, town and city, and presented in Table-5.6.
Table-5.6: Location of student respondents school
|School location |School students |Agricultural students |
| |Class X | |
| | |Class X |Class XII |
| |N |% |N |% |N |% |
|Rural |71 |38.4 |50 |19.1 |23 |8.8 |
|Town |98 |53.0 |152 |58.0 |176 |67.2 |
|City |7 |3.8 |34 |13.0 |43 |16.4 |
|No Response |9 |4.9 |26 |9.9 |20 |7.6 |
|Total |185 |100.0 |262 |100.0 |262 |100.0 |
About 53 per cent of the school respondents had their education in towns followed by 38.4 per cent in villages and 3.8 per cent in cities. Among the agricultural students, at class X level, 58 per cent were educated in towns followed by 19.1 per cent from rural villages and 13 per cent from cities. The proportion of rural students in class X declined from 38.4 per cent in general schools (students category) to 19.1 per cent in the agricultural students group. Similarly, the proportion of class X students from city schools sharply increased from 3.8 per cent in general category to 13 per cent in agri-students category. The proportion of students from town schools marginally increased from 53 per cent in general category to 58 per cent in agricultural students category (58%). A close look at the agricultural students data for class X and class XII revealed further decline in proportion of students from rural schools. In other words, the rural students migrated to towns and cities for higher education so as to enable them to compete to get admission to professional courses.
5.2.4 Parents income
The Table-5.7 presents the annual income of the parents of the school students and agricultural students. The students from both the categories hail from middle (57.9%) and low (27.1%) income groups. About 10.5 per cent hail from the high income group, i.e. annual income above Rs.1,50,000/-. The proportion of school students from low income families declined from 34.1 per cent in school students to 22.1 per cent in agricultural students. In other two income groups, middle and high income groups the proportion increased in agricultural students category. It can be inferred that the students from higher income families have better access to higher professional education including agricultural education. It is apparent that professional agriculture education is more preferred by students from urban English medium schools and bulk of the students come from middle income families.
Table-5.7: Annual income of students parents
|Parents income |School students |Agricultural students |Sub-total |
| |N |% |N |% |N |% |
|Low (Less than Rs 50,000/-) |63 |34.1 |58 |22.1 |121 |27.1 |
|Middle (Rs 50,000-1,50,000) |96 |51.9 |163 |62.2 |259 |57.9 |
|High (Above Rs 1,50,000) |15 |8.1 |32 |12.2 |47 |10.5 |
|No Response |11 |5.9 |9 |3.4 |20 |4.5 |
|Total |185 |100.0 |262 |100.0 |447 |100.0 |
James Rourke et al (2005) opined that in Canada, medical students hail from families with high incomes and the cost of medical education is perceived to be a real barrier for rural students than for urban students. They also observed that the rural students face linguistic and cultural barriers in addition to the geographical barriers like distance to cope up with higher education and most of the rural high schools are deprived of the breadth and depth of academic programmes and enrichment activities that are accessible to urban high school students.
From the above discussion it is apparent that professional education is more accessible to urban students having better facilities at school. Unlike problems with location of school from residence to rural students, distance to school is not a constraint to urban students.
5.3 Choice of profession
In rapidly changing techno-society, it is important to understand the factors influencing the choice of education by students and the role of the family, school and society at large. It is common practice that professionals encourage their wards to join professional education – more so in their own profession. This is often the case in professions like medicine and law, but not known in case of agriculture. To understand this, opinions were sought on choice of profession, motivating persons and preferred courses.
5.3.1 Motivation to join professional courses
The response on persons who influenced the respondents in the choice of higher education is given in Table-5.8. The responses indicate that parents followed by teachers and self are the most influential sources in terms of choice of the respondents for higher education. 65 per cent of the respondents cited their parents as the most influential source in terms of selection of the subject choice for their higher education and this is seen in all the three respondents categories, i.e. 65.9 per cent in school students, 72.5 per cent in agri-students and 57 per cent in professionals. Though teachers ranked second most important, they are ranked relatively higher by professionals (23 %) but not the young school students (5.4%) who indicated that they themselves (22.2 %) make the decision for the selection of course after higher secondary level. This shows changes in the society outlook towards education and the decision making process over time. Youth are more informed now than in the past and this empowers them to take rationale decision on their career choice. On the other hand, high proportion of agricultural students (72.5%) having influenced by parents indicate that bulk of these students come from traditional families where parents advice is valued high.
Table-5.8: Persons who influenced in the choice of higher education
|Response |School students |Agricultural students |Professionals |Sub-total |
| |N |% |N |% |
| |N |% |N |% |
| |W |Rank |W |Rank |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |% |
| |N |% |N |
| |N |% |N |
| |N |% |N |
| |N |% |N |
| |N |% |N |% |N |% |
|Yes, agree |146 |55.7 |143 |54.0 |289 |54.8 |
|Not necessary |64 |24.4 |46 |17.4 |110 |20.9 |
|No response |52 |19.8 |76 |28.7 |128 |24.3 |
|Total |262 |100.0 |265 |100.0 |527 |100.0 |
Agriculture sector is rapidly diversifying and most jobs in the recent past are coming in non-government sector. Traditionally academic, research and extension sectors were the bulk employers for agricultural graduates till about a decade back and these are largely state funded. In the recent years, new job areas emerged in services, sales and marketing, and these are largely out side government system. Such jobs involve extensive travel and contact with farmers but are urban centered. The opinions expressed by both agricultural students and professionals are alike on this.
5.8.3 Earning potential
The respondents’ comments on the issue of earning in relation to other professional courses like engineering and medicine are presented in Table 5.26. About 58.1 per cent of the respondents agreed that agricultural graduates earn relatively less compared to other professionals, while 31.1 per cent disagreed and 10.8 per cent did not respond. Within the respondents, 73.6 per cent professionals, bulk of them working in the agriculture sector, acknowledged that the earnings are relatively less in relation to other professionals. The agricultural students who are pursuing their education responded equally, i.e., 42.4 per cent agreeing and 45.4 per cent disagreeing. In the changing employment market and the new jobs being mostly in non-government and corporate sectors, young graduate students are more optimistic about their earnings as compared to their senior colleagues.
Table-5.26: Responses on earnings being relatively less for agricultural graduates
|Response |Agricultural students |Professionals |Sub-total |
| |N |% |N |% |N |% |
|Agree |111 |42.4 |195 |73.6 |306 |58.1 |
|Disagree |120 |45.4 |44 |16.6 |164 |31.1 |
|No response |31 |11.8 |26 |9.8 |57 |10.8 |
|Total |262 |100.0 |265 |100.0 |527 |100.0 |
It was interesting to note that many students opined that agricultural graduates earn same as other professional graduates in agricultural related sectors like R&D, NGO sector and agricultural marketing. However, they feel in emerging sectors like IT and biotechnology, jobs are more soft, remunerative and visible.
5.8.4 Preferred employment sectors
The data in the Table 5.27 presents responses on girls’ preference to government employment. The responses reveal that more than three-fourths (i.e. 81 %) of the respondents from all the categories agreed to the statement that girls prefer jobs in government sector. About 9.9 per cent of the responses indicated either in agreement or neutral to the issue. Overwhelming response on preference to government jobs is mainly because such jobs help women in maintaining the required balance between their professional and family life, in turn giving them the professional and personal satisfaction.
Table-5.27: Opinion on girls’ preference to employment in government sector
|Response |Agricultural students |Professionals |Sub-total |
| |N |% |N |
| |N |% |N |
| |N |% |N |
| |N |% |N |% |
| |N |% |N |% |N |% |N |% |
|Job opportunities |39 |19.5 |95 |32.9 |68 |17.6 |202 |23.1 |
|Scholarship/ free education |32 |16.0 |27 |9.3 |63 |16.3 |122 |13.9 |
|Social concerns |29 |14.5 |51 |17.6 |15 |3.9 |95 |10.9 |
|Modify course curriculum |5 |2.5 |18 |6.2 |45 |11.7 |68 |7.8 |
|Hostel facilities/ security |19 |9.5 |11 |3.8 |30 |7.8 |60 |6.9 |
|Reservations |2 |1.0 |16 |5.5 |33 |8.5 |51 |5.8 |
|Colleges in rural areas |24 |12.0 |2 |0.7 |3 |0.8 |29 |3.3 |
|Others |17 |8.5 |8 |2.7 |20 |5.1 |45 |5.1 |
|Grand Total |200 |100.0 |289 |100.0 |386 |100.0 |875 |100.0 |
The issue on reservations has been reported by 5.8 per cent of the responses. The response from the three groups is strikingly different on this. While 8.5 per cent professionals and 5.5 per cent agricultural students endorsed reservations, only 1 per cent school students suggested the same. In other words, the beneficiaries and the aspiring students are not keen on reservations; rather they are more concerned about employment after education. The provision of colleges in rural areas was recommended and found necessary by 12 per cent of the school students. About 5.1 per cent of the responses indicated other suggestions such as provision of transport facility, special incentives for rural students in enrolment in agriculture and introduction of agriculture at school level.
Although the responses shown in Table 5.31 are reflected in the earlier sections, the data provides an approximate indication on relative importance of the various factors/issues. From the above responses, publicity, employment, scholarships and social concerns appear to be the four most concerns that need to be given most priority to encourage rural girls to agricultural education.
5.11 Summary
The sample of 712 respondents comprised of school students (185), agricultural students (262) and professionals (265) from ten state agricultural universities.
The school and agricultural students profile depicted their education from state and private-run organizations located at towns while few were from central schools and missionaries. Their parents motivated them to pursue higher education though their income was less than Rs.1,50,000/- per annum. After class X rural agricultural students migrate to towns to pursue Class XII due to lack of quality education at their village school and also to accustom/adjust to the medium of instruction from Vernacular to English so as to enable them to compete for competitive examinations.
Counseling for higher education was provided by the schoolteachers but agriculture education was excluded as it was considered to be non-technical. Though some school students were aware of agricultural education they were not interested in the course. Education programs in agriculture are in direct competition with programs such as medicine and engineering, which are judged by the public as more professional with promising careers. Students are attracted into such programs in pursuit of economic security and status. The preferred courses of respondents in the order of importance are medicine, engineering, dental, agriculture, science, physiotherapy, pharmacy and humanities. The school students showed preference to humanities than agriculture or science courses in view of the hardship involved and lack of knowledge of English. Agricultural education was preferred if it’s the only option available with their performance at qualifying examination. The agricultural education helps graduates to develop their farm/field, if they so desire.
In contrast to other professional courses like medicine and engineering, agriculture education was considered to be relatively cheap; opens up less employment opportunities with low earning; doesn’t have equal status in society; and jobs need working in rural areas.
The general opinion of the respondents was that ‘the notion of agriculture education unfit for girls because of their inability to sustain fieldwork’ should be eliminated by depicting eminent ladies in the agriculture sector as role models. The tendency to settle for government jobs is predominant in girls due to lack of openings in the private sector. However, they volunteer for own enterprise if provided with entrepreneur and management skills as part of their education. This essentially necessitates the existing syllabus to be modified to suit the needs of current and future employment requirements.
Girls are better agents of transfer of technology due to their inherent characters of patience, sincerity and devoted nature of work. However, provision of security, hostel, and transportation, flexible nature of work and infrastructure facilities would enhance and encourage their participation.
The strategies recommended by the respondents to improve the rural girls enrolment in agricultural education in order of preference are: awareness/counseling on the course at school; career opportunities, provision of scholarship or incentives; societal encouragement to educate girls; more vocational courses; course curriculum in view of changing market demands; adequate hostel, security and infrastructure facilities; reservations; and presence of schools/colleges in rural areas.
Finally, counseling and peer influence is enormous on youth choice of profession. Their association and involvement are essential in effectively encouraging rural students to agricultural education.
Chapter-VI
Perceptions and Opinions
This chapter focuses on the results obtained by the adoption of a novel method of brainstorming with groups and informal discussions and interviews with individuals for identifying issues and developing creative solutions to them. The project team adopted brainstorming technique as it was realized that the information collected through questionnaires is purely individual and hence there is call for comprehensive discussion to formulate the required agenda for future policy, planning and implementation. The purpose, the procedure followed and the issues after the brainstorming are given below.
6.1 Brainstorming
The brainstorming workshops were conducted to get detailed insights about the various issues influencing enrolment of rural girls for higher education with special emphasis on agricultural education. Discussions were initiated with the purpose to:
• Elicit more ideas on the given themes
• Look for innovative suggestions on improving the current scenario
• Bring together a large number of scientists and officials from government and non-government departments (NGOs) for free thinking thus allowing cross fertilization of ideas on given themes
6.1.1 Brainstorming sessions
Brainstorming workshops were organized in the selected SAUs i.e., MPUAT(Udaipur campus), AAU(Anand campus), ANGRAU(Naira campus), OUAT(Bhubaneshwar campus), UAS (Dharwad campus), MAU(Latur campus) and IGKVV(Raipur campus). The workshops were organized by National Academy of Agricultural Research and Management (NAARM), Hyderabad and National Center for Agricultural Economics and Policy Research (NCAP), New Delhi in collaboration with concerned SAUs. In all the brainstorming sessions, the faculty from the various departments of the universities, state departments and NGOs attended and the university-wise participation details are given in Table-6.1.
Table 6.1 University-wise participation in the brainstorming sessions.
|Sno |University |No of participants |
|1 |MPUAT Udaipur, Rajasthan |35 |
|2 |AAU Anand, Gujarat |25 |
|3 |ANGRAU Naira, Andhra Pradesh |24 |
|4 |OUAT Bhubaneshwar, Orissa |35 |
|5 |UAS Dharwad, Karnataka |35 |
|6 |MAU Latur, Maharashtra |30 |
|7 |IGKVV Raipur, Chattisgarh |40 |
| |Total participants |224 |
6.1.2 Brainstorming themes
About 25 to 40 officers from the various departments of the selected universities, state departments and NGOs participated in each of the seven brainstorming sessions at different locations. After giving brief over view of the project, and the technique, brainstorming was done on three broad themes as under:
Theme-1: Societal factors influencing rural girls in higher education
Theme-2: Rural women graduates in agricultural extension
Theme-3: Strategies to encourage rural girl students in agricultural education
Participants were given five minutes time to write their ideas on cards. Each theme was provided with a different color card. After completing the rounds, the group was split into three sub-groups and each sub-group discussed on one particular theme for about 20 minutes, which was followed by presentation by the groups in brief on each of the issues. The points emerged in each session are presented in Annexure-6.1.
6.2 Discussions with faculty and senior officials
The project team interviewed a range of individuals familiar with agriculture such as faculty and senior officials from SAUs, officers in state departments of agriculture, school teachers and students, NGO officials, and farmers. The focus of these discussions were to seek their views, experiences and perceptions with regard to higher education of girl students with special emphasis on agricultural education. Issues that emerged in these discussions are presented in Annexure-6.2.
6.3 Discussions with farmers
The project team interviewed randomly selected farm families in rural areas and took their perceptions with regard to higher education of girls with special emphasis on agricultural education. The villages covered within the jurisdiction of the respected SAUs are: Garak and Kamalapur (UAS, Dharwad); Bhatkedha, Mamdapur and Kolpa (MAU, Latur); and Gomchi (IGKVV, Raipur). Nine case studies are made based on discussions and presented in Annexure-6.3.
4. Major findings
The issues and factors that influence rural girls to join higher education that arose from the brainstorming sessions, discussions with faculty, senior officials and farmers are pooled together. The views that have originated from these efforts were restructured so as to provide the required direction towards strategy development and presented below.
6.4.1 Societal
• Lack of encouragement from society including illiterate parents and relatives for higher education
• Lack of self confidence in parents and rural youth
• Social stigma attached for sending girls outside the village.
• Difficulty to put girls in hostel and at distant place away from village due to financial and security reasons and very low risk taking attitude with respect to girl children
• Early marriages depriving some rural girls to pursue education
• Difficulty in getting highly educated groom to match educated girls, especially in rural areas.
• Delay in marriage due to longer course duration detrimental for pursuing higher education for girls.
• Parents prefer to save for marriage instead of spending on education of girl child.
• Changed outlook of society is favorable towards girls’ education.
• Religion and caste sanctions limiting rural girls education
• Girls are into sibling care and household work and these hinder going for higher education
• Gender bias within the family and village community with belief that the male child will protect at old age, hence higher education to boys than girls
• Women are encouraged to do farm operations than higher education.
• Agricultural education is given low priority / status / image by the society as compared to medicine and other professional courses. Not recognized by society, as there is no practice and earning.
• Fear of undesirable changes in character after education in towns and cities.
• Lack of support, guidance and desirable environment for higher education of girls from society.
• Migration of families in search of livelihood is the major cause for dropouts from rural schools
• The rural girls are made to accompany their parents to work in the field in peak farming operations stage.
• The villagers have low opinion on jobs being done by agricultural diploma holders as gram sevikas.
• Nature dependency of agriculture is considered non- profitable business
6.4.2 Financial
• Lack of financial incentive in the form of scholarships exclusively for rural students.
• The higher cost of professional education that rural population cannot afford.
• Provision of economic incentives by the state government like exemption of tuition fees for girls till graduation irrespective of their discipline will promote enrollment.
• Rajastan state government has launched Agricultural Development Programme in 1985. Under this programme, an annual incentive of Rs 1000/ and Rs 3000/ is provided to the girls admitted in 10+2 (agriculture) and B.Sc.(Ag.) respectively. This improved enrolment, but not of rural girls.
• Special reservations to students from rural areas.
6.4.3 Infrastructure
• Low basic educational standards at rural schools. There is a need to improve the quality of education at school level in rural areas for making them capable of competing in entrance examinations
• Constraints to higher education due to poor access to schools and colleges in rural areas
• Establishment of agricultural colleges in rural areas will improve the enrollment of rural students.
• Provision of accommodation and security helps women to perform better.
• Time is usually constraint for women, conveyance facility need to be provided. Increase in the transportation facilities specially in rural areas
• Establishment of women agricultural colleges.
• Need more residential and hostel facilities
6.4.4 Employment
• Lack of suitable jobs for women trained in agriculture. Farmers perceive stationary jobs like teaching, nursing with regular income suitable for girls.
• Couple’s convenience need to be considered for job.
• Lack of conducive job environment for women in agriculture.
• Lack of agricultural based industries/clinics in rural areas.
• Lack of employment opportunities with in the vicinity of their villages.
• Skills enhancement needed to market their services.
• Generation of employment opportunities would improve the enrollment of girl students.
• Reduction in the rate of interest on loans by commercial banks for agricultural based business will promote agricultural graduates to initiate their own enterprise.
• The private sector prefers basic science graduates (and train them on job) as they expect low pay compared to agricultural graduates.
• Need for employment guarantee schemes exclusively for agricultural graduates.
• Professional education in agriculture is not encouraged by the teaching staff as the main aim of the graduates is to go abroad (in Gujarat).
• Though agricultural education is not the first choice for majority of the science students at 10+2 level, it is always their next choice as the employment opportunities in this sector are relatively better compared to other sectors.
• IT sector offers good salaries and it is valued high in the society compared to profession in agriculture.
• Special reservation in the jobs for women extension workers (agriculture) as in nursing and teaching fields.
• Special self- protection trainings to women extension officers.
• Poor enrolment in agricultural education is due to low employment opportunities and less scope for own entrepreneurship.
• Reservation needed in Government and private sectors for agricultural graduates.
• Security should be provided to agricultural extension women officers.
• Curtailing the working hours for women agricultural extension workers especially during night.
• Severe judicial punishment to the troublemakers for women agricultural extension workers.
6.4.5 Perceptions on profession
• Women are better agents for transfer of technology.
• Women are better as motivational agents compared to their male counterparts.
• Women should be encouraged in extension, as they are more hardworking than men.
• Women are more acceptable and approachable compared to male officials.
• Women are better communicators especially for rural women.
• Rural agricultural-graduates will help in reducing women related drudgery more effectively.
• Rural women have better understanding of the problems faced by the rural community than urban women graduates.
• The rural students in agricultural education fare better in field/practical oriented courses compared to lab/research work.
• Usually rural girls opt for general education/degree like BA, B.Sc rather than for professional degree with an apprehension that it is arduous.
• The rural girls are educated till Class X (High school) and not further with the intention that they are capable of decision-making.
• Agriculture is not suitable for girls, as it demands fieldwork in scattered and distant fields.
• The students are optimistic about their career prospects in agricultural education
• Women cannot give their best, as it is difficult for them to maintain balance between family and professional life.
• Women in extension work face many difficulties in terms of transportation, hence are reluctant in opting for field based jobs.
• Transfer of technology is limited to the technical aspects. Women are unable to provide information on marketing and trade. Thus, some of them are unable to provide total information to the end users.
• Problems in getting jobs in private /corporate sector and getting accepted.
• Providing incentives to the parents of girl students to change their attitudes towards the agricultural education.
• Special rewards to be given for women agriculture extension workers.
6.4.6 School education
• Government should formulate policies exclusively for rural students, especially girl students in order to improve their enrollment status in agricultural education.
• Poor quality of education in rural areas is the major cause for low enrollment of rural students in professional education.
• The rural students pursue commerce-based courses rather than science courses, as they could not adjust to the transformation in teaching from vernacular language (upto class X) to English (after Class X) in science courses.
• Medium of instruction (in regional language) placed the rural students at disadvantage to face the entrance examinations for professional courses.
• Low percentages in 10th standard forces the rural students to opt for commerce based courses at 10+2 level.
• Provision for increased farmers quota in professional education especially in agricultural education is desired.
• Relaxation in qualifying marks for rural students.
• Inclusion of the agriculture subject from primary school level.
6.4.7 Counseling and publicity
• Lack of awareness regarding the existence of agricultural education.
• Lack of publicity of the course in rural areas.
• Motivation at 10+2 level on agricultural education mentioning role models.
• Counseling for students specially for rural youth and their parents is necessary
• Present education system should focus on developing personality of students especially from rural areas to make them competent for the interviews.
• Campaign for creating awareness to youth and parents regarding the scope of agricultural education among rural population.
• Creating awareness among the parents, teachers and wards regarding the agricultural education including the future prospects, job opportunities and entrepreneur ship.
• Popularize agricultural education through mass media such as TV and Radio.
6.4.8 Agriculture curriculum at college
• Re-orienting the course according to the present employment needs.
• Course curriculum in regional languages.
• The enrollment pattern has come down drastically with increase in the duration of the course from three to four years.
• Colleges offering diploma /special courses near rural areas.
• Location specific focus to improve the enrollment of rural students.
• Lack of field orientation leading to their unwillingness to work in rural areas.
• Curriculum changes to exploit the emerging scope for the processed and value added products in the domestic and international market.
• Impart soft skills in rural youth to provide total solution in all dimensions of professional life.
• Provision of economic incentives exclusively for rural students in the form of stipends and scholarship.
6.5 Summary
The issues emerged from brainstorming and individual discussions have relevance to girls education and point to changes in the agricultural education system. The major conclusions that can be drawn from the discussions with deans, senior officials and from the case studies on select farmers experiences indicate lack of publicity on agricultural education and opportunities there of as an important constraint leading to low enrollment. Need for awareness on agricultural education in rural areas came out strongly.
In rural schools, due to poor quality of education, students are unable to compete in the competitive examinations, which are prerequisite for admission to professional courses including agricultural education.
Agricultural education as a subject may be introduced at school level as it has relevance to nearly two-thirds population dependent on agriculture. However, the scope in terms of equal opportunity to higher education to such students is critical. Special incentives are to be provided for rural students. Due consideration in transportation, accommodation and security would encourage girls into agricultural education.
The suggestions emerged recommends motivation by trained personnel with due support from organizations to impart confidence to rural students and parents on education to provide information on scholarships and entrepreneurship possibilities.
Girls by virtue of their patience, hardworking nature, credibility of work, understanding nature, communication skills and decision making ability are better agents for motivation resulting in effective transfer of technology. However, social constraints, inhibitions arising due to societal sanctions, family pressures, and lack of transportation facilities hamper their full potential.
Social factors such as gender bias, poor financial status, early marriages and social stigma on sending the girls outside the village for pursuing higher education are also the other major reasons for low intake. Another important causative factor for poor enrollment is negative perception of the society towards agricultural education as majority of them relate agricultural education to farming alone and hence consider it less prestigious compared to other professional courses like engineering and medicine. Less employment opportunities, especially in government sector, and low scope for entrepreneurship are also some factors influencing the girls’ enrollment into agricultural education.
Chapter VII
Issues, Recommendations and Strategies
Role of women in agriculture and rural development is widely acknowledged in many societies. A strategic initiative by FAO (1998) provided a direction to higher agricultural education and opportunities in rural development for women. In India, women in agricultural education increased from less than four per cent in 1980 to about 25 per cent in 2000. However, the proportion of girls in SAUs varied from 5 to 50 per cent in various states. Women agriculture professionals had greater access to both farmwomen and farm communities, and thus aid in better technology transfer. Considering the socio-cultural aspects, there is a need to encourage and increase girl students from rural areas as they are more tuned to serve in rural areas. Keeping this felt need, the project was initiated to assess growth of girl students in agricultural education and the limitations in their growth. The study was carried out in ten agricultural universities in India through a survey, brainstorming sessions, discussions with the farmers, senior executives in public and private sectors and girl students from agricultural colleges and rural schools.
In the following sections, a set of broad issues emerged from the project on improving rural girls access to agricultural education, strategies for each of the issue to enhance their participation and specific actions that are required are presented. Each issue is accompanied by details and justification for the action. The strategies cover the proposed mode of implementation of the specific actions and the agencies recommended to be responsible in the case of each strategy/action.
7.1 Issues
This study has brought out a number of issues related to rural female participation in agricultural education. Some of the issues are in a sense generic as it affects girls access to higher education of all kinds (including agriculture). Much of it is related to the norms, beliefs, value systems and practices related to gender prevalent in rural areas regarding the level of education for women. Parents who would like to send their girl child for higher education face two kinds of constraints. Firstly, they have to send their children to distant areas where these facilities are available. They are concerned about their child’s security during travel to these colleges and stay in hostel. Secondly, the poor quality of education in rural areas, these children receive during their formal schooling years makes it difficult for them to qualify in the entrance tests or selection based on intermediate marks when they compete with students who are better educated from schools in urban areas. Regarding agricultural education, many are not aware about existence of such courses. The few who are aware have varied perceptions on the course regarding its utility, the employment opportunities and its suitability to girls. The major issues that emanated from the study are summarized below.
7.1.1. Customs and beliefs
In villages, rural young women have least opportunity for education due to social, economic and cultural reasons. Majority of the rural poor prefer to save money for girls dowry by performing early marriages than spending on education. Also they feel educated girl would cost more in marriage as they have to look for an educated bridegroom. Limited family income sometimes forces parents to make difficult choices concerning the education of their children. In many instances where culture and tradition demand that priority be given to the education of male children, girls are forced to dropout of school at an early age. The girls from middle and low-income families help their parents at work and household duties. Lack of encouragement and support from society including parents and relatives hampers their self-confidence. Role models could impart a new set of social values about the work of men and women, which presently discourages women from taking up agriculture. There are too few role models for young women to follow and even fewer opportunities for educational pursuits that require long years of study and expense.
7.1.2. Infrastructure
Poor infrastructure like absence of good schools in nearby areas, poor quality of teaching in rural schools (compounded by a number of factors such as adverse teacher student ratio, lack of quality labs and library etc) affects the quality of education available. Lack of electricity and unreliable power situation constrain studying at home. Inadequate arrangements for transport and increasing concerns on security further restricts girls’ access to better education available in urban and semi-urban areas. When seats in programmes of higher education are awarded based solely on examination scores, the rural schools with fewer qualified teachers and poorer facilities produce fewer students who are deemed ready for advanced study. It is quite natural that most of the rural students often fail to compete in the admission tests for professional courses.
While the agricultural colleges within the State Agricultural Universities have a reasonably good infrastructure (classrooms, laboratories, fields, libraries, hostel facilities etc), the colleges in the general universities providing agricultural education do not have adequate infrastructure and women students enrollment is low. As the intake of students in these colleges is predominantly from rural backgrounds, improving the infrastructure in these colleges for agricultural education might facilitate better enrollment of girls in these courses.
7.1.3. Vocational courses
Vocational courses in agriculture are mostly offered by agricultural schools and as part of vocational education at the intermediate level in schools. The junior colleges and higher secondary schools are outside the ICAR-SAU ambit and the institutions imparting agricultural education function in isolation from school education. The infrastructure available for vocational education and training in agriculture is weak, and this needs considerable strengthening. Encouraging women in this stream needs proactive policy initiative.
7.1.4. Awareness and publicity
Lack of awareness about agricultural education among farmers and rural schools is striking. Few young women follow the science stream through secondary school and continue with the study of agriculture in colleges or universities. Many in rural areas are not even aware about the existence of agricultural courses. Students are better aware of courses in agriculture due to better contacts and many who knew about it perceive the same as non-technical and non-professional.
There are many obstacles for rural girls seeking higher education. For the few fortunate also, some myths specific to agriculture come in their way. For example, many believe that there is a lot of field work in agricultural courses and a career in the field of agriculture would be difficult for women. There also exists a general belief that women would find it difficult to strike a balance between family and professional life. Most of these perceptions, however, are not true and there is need to generate public awareness, demystifying such myths.
7.1.5. Course content and delivery
Most of the agricultural colleges were established in this country in the 60’s and 70’s and the curriculum for agricultural education were formulated originally to meet the manpower demands of that time. The curriculum was modified a few times in response to recommendations of Deans Committees. However, some of the basic assumptions on potential employment for which the curriculum was developed haven’t changed much. For instance, the students graduating from the agricultural colleges were absorbed in the line departments in the state for extension and development work. The post-graduates joined teaching/research positions in State Agricultural Universities and ICAR. By the 90’s the employment situation has changed drastically. The most promising opportunities for agricultural professionals currently emerge in the private sector (research, marketing, extension) and NGOs (development professionals). There has been a feeling among the professionals and the students that the present curriculum is not adequately reflecting the change in employment pattern. Moreover, the nature of agriculture in India has also been changing. There has been a rapid change in the information and support needs of the farming community and the curricula needs to address these issues. To increase the interest of women candidates, new fields for training and employment opportunities also need to be identified (e.g. agribusiness including marketing, food processing, environmental control) and publicized.
7.1.6. Social marketing of education
Institutions of higher education in agriculture function in isolation from school education. There must be an interaction among academic staff and members of the agricultural community and rural schools. The development of mechanisms and channels of communication which institutionalise the process of developing, transferring, and utilizing knowledge is of vital importance. The relevance, quality, and utilization of educational programmes are indicators of how effectively agricultural universities market their programmes. Agricultural education in many states is confined to state run universities. The experience of education in private sector warrants urgent need to open agricultural education to private sector so as to reach its benefit to large mass at affordable cost. Private institutions may be encouraged to open in small towns so as to be in the reach of rural students.
7.1.7.Statutory body for agricultural education
At present, there is no statutory national body to control and guide agricultural education. The role of ICAR/DARE is limited, and it is by and large confined to higher agricultural education. Such national body can integrate development of students of varied levels and backgrounds, i.e., from school to doctoral level, implement programmes with gender concern in agricultural education and initiate policy actions as per the country’s needs time to time.
7.2 Recommendations and implementation strategy
The following strategies are indicated as a means to address the above stated issues. (Some of these recommendations on strengthening agricultural education given below have been made by several other committees, and they are repeated, as the implementation has been uneven).
7.2.1. Customs and beliefs
To address the issues related to customs and beliefs related to poor enrollment of girls for higher education, the following strategies are proposed for implementation.
• Involve panchayath raj institutions (PRIs) in promoting awareness on higher education for girls
• Use role models as ambassadors to promote the concept of higher education among girls
• Strengthen girls literacy in rural areas
• Improve quality of education in rural schools - recruitment of more teachers, strengthen basic educational infrastructure.
The Ministry of Human Resources Development and the State Departments of Education may take a lead in this.
2. Admission policy
The proposed mode of implementation of pro-active admission policy towards rural female students in agricultural education:
• Reservation for rural female students in agricultural education (minimum 33%)
• Relaxation in qualifying marks in selection
• Fellowships, scholarships for girl students pursuing agricultural education right from intermediate stage.
ICAR to take a lead on this and provide scholarships for girls at intermediate stage.
3. Infrastructure
The proposed mode of implementation to strengthen infrastructure:
• Develop an inventory of agricultural education infrastructure available outside the ICAR-SAU system (general universities, agricultural schools, vocational higher secondary schools etc) and assess their weakness.
• Strengthen agricultural education infrastructure in agricultural colleges/schools. This relates to hostel, labs, libraries and demonstration farms and staff training. ICAR should take a lead in this.
• Strengthen infrastructure especially related to hostel and security for girl students
• Strengthen agriculture polytechnics and schools
• Establish agriculture polytechnics and colleges in rural areas
ICAR to take a lead in these and fund specific activities that would support better rural female enrollment.
7.2.4. Awareness and publicity
The proposed mode of implementation for developing awareness on agricultural education:
• Promote the concept of higher education for girls through developing appropriate publicity materials involving different media on the scope of agricultural education in general and its prospects as a career choice for girls. Organise these activities in a campaign mode.
• Orient SAUs teachers and KVK faculty to the issues related to rural female participation and involve them in career counseling activities in schools in their region.
SAUs may take a lead in this through formulating necessary guidelines and specifying targets to be covered each year.
7.2.5. Relevance of agriculture education
The proposed mode of implementation to make agricultural education more relevant:
• Assess the curricula to meet the changing employment scenario
• Introduce specialization within the undergraduate programme
• Introduce new courses to meet the market demands
• Make the course content and delivery more relevant to the needs of women
• Introduce and expand diploma courses in agriculture
• Promote mechanisms for a regular and effective interaction between all those involved in teaching agricultural courses (SAUs, General universities, polytechnics, schools etc) with agricultural professionals working in different sectors.
• Students to have industry orientation also
ICAR may take a lead in this through facilitation, funding and regulation.
7.2.6. Integration of knowledge systems
The proposed mode of implementation to integrate various agricultural knowledge systems:
• Agricultural universities, colleges and faculties must understand their role as partners in identifying right talent from right social background. The link between the institutions of higher agricultural education and rural schools is weak and needs to be strengthened. Once this two-way relationship is ensured, institutions of higher agricultural education will be able to contribute more effectively to the functioning of agricultural knowledge systems. Involving past students and those working in agricultural related institutions in marketing agricultural education programmes is effective way of keeping research and teaching relevant and interesting.
ICAR may take a lead in this through facilitation and dialogue with SAUs.
7.2.7. Regulatory body
Need and functions of proposed regulatory body for agricultural education:
• The country needs national body in the lines of National Council for Agricultural Education in US to prepare agricultural education for the new millennium. It can help agricultural education create its preferred future, rather than react and respond to change only after it happens, as is happening now due to lack of such national body. It must have programmes and responsibilities to develop students of varied levels and backgrounds, i.e. from school to doctoral level. Mobilize strong social and political commitment for education to rural girls. Develop national action plans and enhance significantly investment in basic education and higher education more accessible to rural students. Ensure the engagement and participation of the society in the formulation, implementation and monitoring of strategies for educational development. Promote education policies within a sustainable and well-integrated sector framework clearly linked to development strategies. Implement integrated strategies for gender concern in education. Develop responsive, participatory and accountable systems of educational governance and management. Harness new information and communication technologies to help achieve the desired goals. Such a national body will be able to initiate policy action as many strategies mentioned above.
DARE and Union Minister for Agriculture may initiate dialogue on this.
3. Conclusion
Implementing this action plan is going to require the sustained effort of all sections of national agricultural research and education system. However, there is a need for an overall implementation mechanism, which could help to facilitate and coordinate the actions being suggested. Necessarily, and leading on from the recommended statutory regulatory body on governance of agricultural education and training proposed above would define the role for various institutional mechanisms and ensure the participation of as widespread a section of India’s population as possible. In turn, the regulatory body would help and promote participation of rural girls in agricultural education.
Chapter – VIII
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Chapter – IX
Annexures
Annexure-2.1: List of colleges providing education in agiculture and allied sciences in India
Acharya N G Ranga Agricultural University (ANGRAU), Rajendranagar, Hyderabad, Andhra Pradesh 500030
1. College of Agricultural Science (ANGRAU), Rajendranagar, Hyderabad 500030
2. College of Home Science (ANGRAU), Saifabad, Hyderabad 500004
3. S.V. Agricultural College (ANGRAU), Tirupati 517502, Chittoor Dist
4. College of Agricultural Science (ANGRAU), Bapatla 522101, Guntur Dist
5. College of Agricultural Engineering (ANGRAU), Bapatla 522101, Guntur Dist
6. Agricultural College (ANGRAU), Aswaraopet, Khammam Dist
7. Agricultural College (ANGRAU), Nandyal (Mahanandi), Kurnool Dist
8. Agricultural College (ANGRAU), Naira, Srikakulam Dist
Sri Venkateswara University of Veterinary and Animal Sciences (SVUVAS), Tirupati 517502
9. College of Veterinary Science (SVUVAS), Rajendranagar, Hyderabad 500030
10. College of Veterinary Science (SVUVAS), Tirupati 517502, Chittoor Dist
11. College of Fishery Science (SVUVAS), Muthukur, Nellore Dist
12. College of Dairy Technology, Kamareddy, Nizambad Dist, AP (Govt college being afiliated to SVUVAS)
Anand Agricultural University (AAU), Anand, Gujarat
13. Sheth M.C. College of Dairy Science (AAU), Anand 388110, Gujarat
14. B.A. College of Agriculture (AAU), Anand 388110, Gujarat
15. College of Veterinary and Animal Husbandry (AAU), Anand 388110, Gujarat
Junagadh Agricultural University (JAU), Junagadh Gujarat 362001
16. College of Agriculture (JAU), Junagadh 362031, Gujarat
17. College of Agri Engg ,Junagadh 362031, Gujarat
College of Fisheries (JAU), Opp. Somnath College, Rajendra Bhavan Road, Veraval, Junagadh Dist - 362265
Navasari Agricultural University (NAU), Navsari 396450, Gujarat
N.M. College of Agriculture (NAU), Navsari 396450, Gujarat
ASPEE College of Horticulture and Forestry (NAU), Navsari 396450, Gujarat
Sardar Krushinagar Dantiwada Agricultural University (SDAU), Sardar Krushinagar, Gujarat 385506
C.P. College of Agriculture (SDAU), Sardar Krushinagar 385506, Banaskantha Dist
18. ASPEE College of Home Science (SDAU)), Sardar Krushinagar 385506, Banaskantha Dist
19. College of Veterinary Science and Animal Husbandry (SDAU), Sardar Krushinagar 385506, Banaskantha Dist
Assam Agriculture University (AAU) Jorhat, Assam 785013
20. Biswanath College of Agriculture (AAU), Biswanatha Chariali, Dist Sonitpur
21. College of Veterinary Science (AAU), Khanapara Campus, Guwahati 781022
22. College of Fisheries (AAU), Roha, Nagaon
23. College of Agriculture (AAU), Jorhat 785013, Assam
24. College of Home Science (AAU), Jorhat 785013, Assam
25. Lakhimpur College of Veterinary Science (AAU), Azad, Lakhimpur 787001
Bidhan Chandra Krishi Vishva Vidyalaya (BCKVV) Nadia,West Bengal 741246
26. College of Agricultural Science (BCKV), Mohanpur, Nadia 741 252
27. Faculty of Agricultural Engineering (BCKV), Mohanpur, Nadia 741 252
28. College of Horticulture (BCKV), Mohanpur, Nadia 741 252
West Bengal University of Animal and Fishery Sciences (WBUAFS), Kolkata - 700037
College of Veterinary and Animal Sciences ( (WBUAFS), 37 Kshundiram Bose Sarani, Kolkata
College of Fishery Sciences (WBUAFS), 37 Kshundiram Bose Sarani, Kolkata
29. College of Dairy Technology (WBUAFS), Mohanpur, Kolkata
Uttar Banga Krishi Vishwavidyalaya (UBKVV), Cooch Behra– 736165
30. College of Agriculture (UBKVV), Pundibari, Cooch Behar
31. College of Horticulture (UBKVV), Pundibari, Cooch Behar
Ch. Sarwan Kumar Krishi Vishwa Vidyalaya (CSKHPKV), Palampur, HP 176062
32. College of Agriculture (CSKHPKV), Palampur 176062, Dist Kangra
33. College of Home Science (CSKHPKV), Palampur 176062, Dist Kangra
34. College of Veterinary & Animal Husbandry (CSKHPKV), Palampur
35. College of Basic Sciences & Humanities (CSKHPKV), Palampur
Dr. Yashwant Singh Parmar University of Horticulture & Forestry (YSPUHF) Solan, Himachal Pradesh 173230
36. College of Forestry (YSPUHF), Via Ochighat, Nauni, Solan – 173230
37. College of Horticulture (YSPUHF), Via Ochighat, Nauni, Solan – 173230
Ch Charan Singh Haryana Agricultural University (HAU) Hisar, Haryana 125004
38. College of Agriculture (CCSHAU), Hisar 125004, Haryana
39. College of Agriculture (CCSHAU), Kaul, Kaithal Dist
40. College of Animal Sciences (CCSHAU), Hisar 125004, Haryana
41. College of Basic Science & Humanities (CCSHAU), Hisar 125004, Haryana
42. Academy of Agricultural Research & Education Management (CCSHAU), Hisar
43. College of Veterinary Sciences (CCSHAU), Hisar 125004, Haryana
44. I.D.College of Home Science (CCSHAU), Hisar 125004, Haryana
45. Agricultural Engineering & Technology, (CCSHAU), Hisar 125004, Haryana
Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth (KKV) Dapoli, 415712
46. College of Agriculture (KKV), Dapoli -415712, Dist Rathnagiri
47. College of Horticulture (KKV), Dapoli-415712, Dist Rathnagiri
College of Agricultural Engineering & Technology (KKV), Dapoli - 415712
College of Fisheries (KKV), Shirgoan, Dist Rathnagiri
Govindraoji Nikam Agriculture College (Private -afiliated to KKV), Mandaki-Palvan, Dist. Ratnagiri
Dr. Budhajirao Mulik College of Agricultural Engineering and Technology (Private -afiliated to KKV), Mandki-Palvan. Tal-Chiplun, Dist-Ratnagiri. Pin - 415641
College of Agriculture (Private-afiliated to KKV), Saralgaon , Tal. Murbad, Dist. Thane
Sharadchandrajee Pawar College of Horticulture (Private-afiliated to KKV), Kharavate Dahivali, Sawarde, Tal. Chiplun, Dist. Ratnagiri
Chatrapati Shivaji Agriculture College, (Private-afiliated to KKV), Kirlos, Tal. Kudal, Dist. Sindhudurg
Shri. S. S. Patil College of Agril. Marketing and Business Management. (Private afiliated to KKV), at Vaveghar, Post Rasayani, Tal. Panvel, Dist. Raigad.
Sharadchandrajee Pawar College of Food Technology, Kharvate-Dahivali, (Private afiliated to KKV), Sawarde, Tal. Chiplun, Dist. Ratnagiri
College of Agril. Engineering and Technology, (Private afiliated to KKV), Nivali. Tal. Chiplun, Dist. Ratnagiri.
Marathwada Agricultural University, (MAU), Parbhani 431402
College of Agriculture (MAU), Krishi Nagar, Parbhani - 431402
College of Food Technology (MAU), Krishi Nagar, Parbhani - 431402
College of Home Science (MAU), Krishi Nagar, Parbhani -431402
College of Agricultural Engineering (MAU), Krishi Nagar, Parbhani - 431402
College of Agriculture (MAU), Lathur, Latur Dist
College of Agriculture (MAU), Badnapur, Jalna Dist
College of Agriculture (MAU), Ambajogai - 431 517, Beed Dist
College of Agriculture (MAU), Osmanabad, Maharashtra
College of Horticulture (MAU), Krishi Nagar, Parbhani – 431402
Dadasaheb Patil College of Agriculture (Private afiliated to MAU) , Dahegaon, Tal Vaijapur, Dist Aurangabad
College of Agriculture, (Private afiliated to MAU) , Naigaon Bazar, Tal Naigaon, Dist Nanded
Rajiv Gandhi College of Agriculture, (Private afiliated to MAU) , (Private afiliated to MAU) , Jintur Raod, Parbhani
Shri Chhatrapati Sahu Phule Ambedkar College of Agriculture, (Private afiliated to MAU) , Ashti, Dist Beed
College of Agriculture, (Private afiliated to MAU) , Hingoli
Shri DMV Mandal’s College of Horticulture, (Private afiliated to MAU) , Gevrai Tanda, Aurangabad
Aditya College of Agricultural Engineering, (Private afiliated to MAU) , Telgaon Road, Beed
Aditya College of Food Technology, (Private afiliated to MAU), Telgaon Road, beed
Sau Kesharbai Sonajirao Kshirsagar (KAKU) College of Food Technology, (Private afiliated to MAU), Beed-431122
College of Agril. Marketing and Business Management (Private afiliated to MAU), Shrinagar, Latur-413512
Rajiv Gandhi College of Food Technology, (Private afiliated to MAU) , Parbhani
MGM’s College of Bio-Technology, (Private afiliated to MAU) , N-6 CIDCO, Aurangabad
DMV Mandal’s College of Bio-Technology, (Private afiliated to MAU), N-1 CIDCO, Aurangabad
Mahatma Gandhi College of Bio-Technology, (Private afiliated to MAU), Pokharni, Post Limbgaon, Nanded Dist-431735
Mahatma Phule Krishi Vidyapeeth, (MPKV ), Rahuri 413722, Ahmednagar Dist
College of Agriculture (MPKV), Dhule
College of Agriculture (MPKV), Kolhapur - 416212, Maharashtra
College of Agriculture (MPKV), Shivajinagar, Pune-411005
College of Horticulture (MPKV), Pune-411005, Maharashtra
Post Graduate Institute (MPKV), Rahuri - 413722, Ahmednagar Dist
Dr Annasaheb Shinde College of Agricultural Engineering (MPKV), Rahuri
College of Horticulture (Private – afiliated to MPKV), Shahada, Nandurbar Dist - 425409
Lokmanya College of Horticulture (Private – afiliated to MPKV), Vadala, Solapur Dist - 416222
College of Agriculture (Private – afiliated to MPKV), Akluj, Tal Malshiras, Solapur Dist- 413101
Shri Shivajiraje College of Horticulture (Private – afiliated to MPKV), Phaltan, Satara Dist - 415523
College of Agriculture (Private – afiliated to MPKV), Kadegaon, Sangli Dist-415303
College of Agriculture (Private – afiliated to MPKV), Sonai,Tal Newasa, Ahmadnagar Dist-414105
Padmashri Dr Appasaheb Pawar College of Agriculture (Private – afiliated to MPKV), Baramati, Pune Dist - 411015
College of Agriculture (Private – afiliated to MPKV), Nasik-422013
Krishna College of Agriculture (Private – afiliated to MPKV), Rethare, Shivnagar-415108, Tal Karad, Dist Satara
K.K. Wagh College of Agriculture (Private – afiliated to MPKV), Panchawati, Nasik-422003
College of Agriculture (Private – afiliated to MPKV), Banpuri, Tal Patan, Dist Satara
Dr Ulhas Patil College of Agricultural Engineering, (Private – afiliated to MPKV), Jalgaon-425003
Padmashri Dr D.Y. Pawar College of Agricultural Engineering, (Private – afiliated to MPKV), Talsande, Tal Hatkanangale, Dist Kolhapur
Karmveer Kakasaheb Wagh College of Agricultural Engineering, (Private – afiliated to MPKV), Panchavati, Nasik-422003
College of Food Technology (Private – afiliated to MPKV), Rajmachi, Tal Karad, Dist Satara
Padmashri Dr D.Y. Pawar College of Agricultural Marketing and BusinessManagement, (Private – afiliated to MPKV), Akuradi, Pune-411 044
College of Bio-Technology (Private – afiliated to MPKV), Loni Kd, Tal Rahata, Dist Ahmednagar-413713
Dr Punjabrao Deshmukh Krishi Vidyapeeth (PDKV), Akola, Maharashtra 444104
College of Agriculture (PDKV), Akola - 444104, Maharashtra
College of Horticulture (PDKV), Akola - 444104, Maharashtra
College of Agriculture (PDKV), Nagpur, Maharashtra
College of Forestry (PDKV), Akola - 444104, Maharashtra
College of Agricultural Engineering and Technology, Akola
Post Graduate Institute (PDKV), Akola
Anand Niketan College of Agriculture (Private college -afiliated to PDKV), Warora – 442914, Chandrapur Dist
Shri Shivaji College of Agriculture (Private college-afiliated to PDKV), Amravati - 444603, Maharashtra
Shivaji College of Biotechnology (Private college-afiliated to PDKV), Amravati - 444603, Maharashtra
Shivaji College of Horticulture (Private college-afiliated to PDKV), Amravati - 444603, Maharashtra
Swatantrya Vir Ganpatrao Ingle College of Agriculture (Private college-afiliated to PDKV), Jalgaon – Jomod, Buldhana Dist, Maharashtra
Vivekanand College of Agriculture (Private college-afiliated to PDKV), Vivekanand Nagar, Hiwara Ashram, Tal Mehkar, Buldhana Dist
Marotrao Wadafale College of Agriculture (Private college-afiliated to PDKV), Kalamb, Yavatmal Dist
College of Agriculture (Private college-afiliated to PDKV), Dharwa, Yavatmal Dist
Ramakrishna Bajaj College of Agriculture (Private college-afiliated to PDKV), Wardha
Sau Vasudhatai Deshmukh College of Food Technology (Private college-afiliated to PDKV), Ghatkhed, Amaravti Dist
Maharashtra Animal Science & Fisheries University, (MASFU), Nagpur
College of Veterinary and Animal Sciences (MASFU), Udgir, Dist Latur
Nagpur Veterinary College (MAFSU), Seminary Hills, Nagpur - 440006
Krantisinha Nana-Patil College of Veterinary Science (MASFU), Shirval, Satara Dist
College of Veterinary and Animal Science (MASFU), Krishinagar, Parbhani
College of Dairy Technology (MASFU), Warud (Pusad), Maharashtra
College of Fisheries (MASFU), Shirgoan, Rathnagiri
Mumbai Veterinary College (MASFU), Parel, Mumbai
Post Graduate Institute for Veterinary & Animal Sciences, (MASFU), Akola
Govind Ballabh Pant University of Agriculture and Technology (GBPAUT), Pantnagar, Uttaranchal 263145
48. College of Agriculture (GBPUAT), Pantnagar 263145,
49. College of Veterinary Sciences (GBPUAT), Pantnagar 263145, Uttaranchal
50. College of Basic Science and Humanities (GBPUAT), Pantnagar 263145
51. College of Home Science (GBPUAT), Pantnagar 263145, Uttaranchal
52. College of Fisheries (GBPUAT), Pantnagar 263145, Uttaranchal
53. College of Agricultural Business Management (GBPUAT), Pantnagar 263145
54. College of Technology (GBPUAT), Pantnagar 263145
55. College of PG Studies (GBPUAT), Pantnagar 263145
Indira Gandhi Krishi Vishwa Vidyalaya (IGKVV) Raipur,Chhattisgarh 492012
56. College of Agriculture (IGAU), Krishak Nagar, Raipur 492012
57. College of Dairy Technology (IGAU), Krishak Nagar, Raipur 492012
58. College of Agriculture (IGAU), Bilaspur, Chattisgarh
59. College of Agriculture (IGAU), Ambikapur, Chattisgarh
60. College of Agriculture (IGAU), Jagdalpur, Chattisgarh
61. College of Agricultural Engineering (IGAU), Krishak Nagar, Raipur 492012
62. College of Veterinary Science and Animal Husbandry (IGAU), Anjora, Durg 491001
Jawaharlal Nehru Krishi Vishwa Vidyalaya (JNKVV) Jabalpur, MP 482004
63. College of Agriculture (JNKVV), Indore, Madhya Pradesh
64. College of Agriculture (JNKVV), Krishinagar Adhartal, Jabalpur 482001
65. College of Agriculture (JNKVV), Khandwa, Madhya Pradesh
66. College of Agriculture (JNKVV), Mandsaur, Madhya Pradesh
67. College of Agriculture (JNKVV), Rewa, Madhya Pradesh
68. College of Agriculture (JNKVV), Sehore, Madhya Pradesh
69. College of Agricultural Engineering (JNKVV), Krishinagar, Jabalpur-482001
70. College of Veterinary Science and Animal Husbandry (JNKVV), Krishinagar Adhartal, Jabalpur-482001
71. College of Veterinary Science and Animal Husbandry (JNKVV), Mhow
72. College of Agriculture (JNKVV), Gwalior
Tamil Nadu Agricultural University (TNAU), Coimbatore, Tamil Nadu 641003
Agricultural College and Research Institute (TNAU), Coimbatore - 641003
Agricultural College and Research Institute (TNAU), Madurai - 625104, TN
Agricultural College and Research Institute (TNAU), Killikulam - 628252, Tuticorin Dist
Anbil Dharmalingam Agricultural College and Research Institute (TNAU), Navalur Kattupattu, Trichy - 620009
College of Agricultural Engineering (TNAU), Coimbatore - 641003, Tamil Nadu
73. Agricultural Engineering College and Research Institute (TNAU), Kumulur, Pallapuram P.O, Poovalur (via), Trichy Dist
Forest College and Research Institute (TNAU), Mettupalayam, Coimbatore - 641301
Horticultural College and Research Institute (TNAU), Periyakulam Theni Dist - 625604, Priyakulam East
Horticultural College and Research Institute (TNAU), Coimbatore - 641003
Home Science College and Research Institute (TNAU), Madurai, Agric. College Campus - 625104
Adiparasakti Agricultural College (Private college - afiliated to TNAU), G.B. Nagar, Kalavai – 632506, Vellore Dist.
Pandit Jawaharlal Nehru College of Agriculture and Research Institute (Govt of Pondichery institution - affiliated to TNAU), Nedungadu P.O, Karikel - 609603
Tamil Nadu Veterinary and Animal Science University (TANUVAS), Chennai 600007
Fisheries College and Research Institute (TANUVAS), Thoothukudi - 638008
Madras Veterinary College (TANUVAS), Madhavaram Milk Colony, Chennai
Veterinary College and Research Institute (TANUVAS), Namakkal-637001
Punjab Agricultural University, (PAU), Ludhiana, Punjab 141004
College of Agriculture (PAU), Ferozepur Road, Ludhiana - 141004
College of Basic Sciences and Humanities (PAU), Ferozepur Road, Ludhiana
College of Agricultural Engineering (PAU), Ferozepur Road, Ludhiana
College of Home Science (PAU), Ferozepur Road, Ludhiana - 141004
College of Veterinary Science (PAU), Ferozepur Road, Ludhiana – 141004
Rajasthan Agricultural University, (RAU), Bikaner
College of Agriculture (RAU-B), Beechwal, Bikaner - 334006
College of Veterinary and Animal Science (RAU-B), , Bikaner - 334001
SKN College of Agriculture (RAU-B), Jobner, Rajasthan
College of Home Science (RAU-B), Beechwal, Bikaner – 334006
Institute of Agri-Business Management (RAU-B), Beechwal, Bikaner - 334006
Academic Staff College (RAU-B), Beechwal, Bikaner – 334006
Maharana Pratap University of Agriculture & Technology (MPUAT), Udaipur
74. College of Agricultural Technology & Engineering (MPUAT), Udaipur - 313001,
75. College of Home Science (MPUAT), Udaipur - 313001,
76. College of Dairy & Food Science Technology (MPUAT), Udaipur - 313001,
77. Rajasthan College of Agriculture (MPUAT), Udaipur - 313001,
Kerala Agricultural University (KAU), Kerala
College of Agriculture (KAU), Vellayani P.O, Thiruvananthapuram-695522
78. College of Veterinary and Animal Sciences (KAU), Mannuthy PO,Thrissur-680651
79. College of Fisheries (KAU), Panangad P.O, Ernakulam Dist-682506
80. College of Forestry (KAU), P.O. Vellanikkara, Thrissur - 680656, Thrissur
81. College of Horticulture (KAU), P.O. Vellanikkara, Thrissur - 680656
82. College of Dairy Sciences & Technology (KAU), Mannuthy P.O, Thrissur -680651
83. Kelappaji College of Agricultural Engineering and Technology (KAU), Tavanur P.O, Malappuram – 679573
College of Cooperation, Banking and Management (KAU), Thrissur - 680656
College of Agriculture (KAU), Padannakkad -671328, Kasargode Dist
Rajendra Agricultural University, (RAU), Pusa, Samastipur – 848125
84. Bihar Agricultural College (RAU-P), Sabour, Bhagalpur – 813210
Bihar Veterinary College (RAU-P), Patna - 800014, Bihar
College of Agricultural Engineering (RAU-P), PO Pusa, Samastipur – 848125
College of Basic Sciences and Humanities (RAU-P), PO Pusa, Samastipur
College of Fisheries Science (RAU-P), Dholi, Muzaffarpur
Sanjay Gandhi Institute of Dairy Technology (RAU-P), Jagadeo Path, Patna
Tirhut College of Agriculture (RAU-P), Dholi, Muzaffarpur
85. College of Home Science (RAU-P), PO Pusa, Samastipur – 848125
86. Faculty of Ahriculture (RAU-P), Pusa, Samastipur – 848125
Birsa Agricultural University (BAU) Kanke, Ranchi, Jharkhand 834006
87. Ranchi Forestry College (BAU), Kanke, Ranchi 834006
88. Ranchi Agricultural College (BAU), Kanke, Ranchi 834006
89. Ranchi Veterinary College (BAU), Kanke, Ranchi 834006
Orissa University of Agriculture and Technology, Bhubaneswar, Orissa 751003
90. College of Agricultural Engineering and Technology (OUAT), Bhubaneswar
91. College of Engg & Tech, Fisheries, (OUAT), Bhubaneswar– 751003
92. College of Agriculture (OUAT), Bhubaneswar, Khurda – 751003
93. College of Agriculture (OUAT), Chiplima, Sambalpur
94. College of Basic Sciences and Humanities (OUAT) Khurda – 751003
95. College of Fishery Science (OUAT) Rangeilunda, Berhampur, Ganjam
96. College of Home Science (OUAT), Bhubaneswar, Khurda –751003
97. College of Veterinary Science and Animal Husbandry (OUAT), Bhubaneswar
University of Agricultural Sciences, (UAS), Bangalore 560065
College of Agriculture (UAS-B), GKVK Campus, Bangalore - 560065
College of Agriculture (UAS-B), Hassan - 560065, GKVK
College of Agriculture (UAS-B), VC Farm Mandya Dist- 571405, Karnataka
College of Basic Sciences &Humanities (UAS-B), GKVK, Bangalore –560065
College of Agriculture (UAS-B), Shimoga Dist, Naveli – 577201
College of Forestry (UAS-B), Ponnampet - 571219, Kodagu Dist
College of Horticulture (UAS-B), Chikmangalur, Karralko Dist, Mudigere – 577132
College of Sericulture (UAS-B), Chintamani - 563125, Kolar Dist
University of Agricultural Sciences, (UAS), Dharwad
College of Agriculture (UAS-D), Bijapur Dist, Bijapur
College of Agriculture (UAS-D), Krishinagar, Dharwad - 580005
College of Agriculture (UAS-D), Raichur Dist, Raichur - 584101
College of Agricultural Engineering (UAS-D), Raichur Dist, Raichur - 584101
College of Forestry (UAS-D), Sirsi, Uttara Kannada
Rural Home Science College (UAS-D), Krishinagar, Dharwad – 580005
College of Agriculture (UAS-D), Bheemarayanagudi, Gulburga Dist
Kittur Rani Chinnamma College of Horticulture (UAS-D), Arabhavi, Belgaum Dist
Karnataka Veterinary Animal and Fishery Sciences University (KVAFSU), Bidar, Karnataka
College of Veterinary Science (KVAFSU), Hebbal
98. College of Fisheries (KVAFSU), Mangalore, Dakshina Kannada Dist
99. Veterinary College (KVAFSU), Nandinagar, Bidar – 585405
100. College of Dairy Science (KVAFSU), Hebbal - 560024, Belgaum Dist
Sher-e-Kashmir University of Agricultural Sciences & Tech. (SKUAST-K), Kashmir 190006
Faculty of Veterinary Sciences and Animal Husbandry (SKUAST-K), Srinagar -
Faculty of Agriculture (SKUAST-K), Wadura, Sapore, Kashmir –191121
Sher-e-Kashmir University of Agricultural Sciences and Tech (SKUAST-J), Jammu
101. Faculty of Agriculture (SKUAST-J), R.S.Pura, Jammu - 180004
Faculty of Veterinary Sciences & Animal Husbandry (SKUAST-J), R.S.Pura,
Jammu – 180004
Narendra Dev University of Agriculture and Technology (NDUAT, Faizabad 224229
102. College of Agriculture (NDUAT), Narendranagar, Kumarganj, Faizabad
College of Veterinary Science & Animal Husbandry (NDUAT), Narendranagar, Kumarganj, Faizabad
College of Home Science (NDUAT), Narendranagar, Kumarganj, Faizabad
Chandra Shekhar Azad University of Agriculture & Technology (CSAUT) Kanpur, Uttar Pradesh 208002
103. College of Engineering (CSAUAT), Etawah, Uttar Pradesh
104. College of Home Science (CSAUAT), Kanpur 208 002, Uttar Pradesh
105. College of Agriculture (CSAUAT), Kanpur 208 002, Uttar Pradesh
Sardar Ballabh Bhai Patel University of Agriculture Technology, Meerut
106. College of Agriculture (SBBPUAT), Modhipuram, Meerut – 250110
UP Pandit Deen Dayal Upadhyay Pashu Chikitsa Vigyan Vishwavidyalaya evam Go Anusandhan Sansthan (UPDDUPCVV), Mathura
College of Veterinary Sciences, Mathura, Uttar Pradesh
Central Agricultural University (CAU), Imphal, Manipur 795001
107. College of Agriculture (CAU), Iroisemba, Imphal – 795004
108. College of Veterinary Sciences & Animal Husbandry (CAU), Selesih, Aizawal – 796007
109. College of Horticulture and Forestry (CAU), Pasighat - 791102, Arunachal Pradesh
110. College of Fisheries (CAU), Lembuchera, Agartala – 799003
111. College of Agricultural Engineering (CAU), Gangtok, Sikkim
112. College of Home Science (CAU), Tura, Meghalaya (yet to start)
Deemed Universities (Including Central Institutions)
Allahabad Agricultural University (AAU), Allahabad, UP 221007
College of Animal Husbandry & Veterinary Science (AAI), Allahabad -221007
College of Agricultural Engineering & Technology (AAI), Naini, Allahabad
College of Home Science & Women Development (AAI), Naini, Allahabad
College of Silviculture & Agro Forestry (AAI), Naini, Allahabad
College and Food and Dairy Technology (AAI), Naini, Allahabad
Indian Agricultural Research Institute (IARI), New Delhi, 110 012
PG School, New Delhi
National Dairy Research Institute (NDRI), Karnal
113. Dairy Science College, Karnal
Central Institute of Fisheries Education (CIFE), Bombay
114. CIFE, Bombay
115. CMFRI, Cochin
116. Central Instt. of Fresh Water Aquaculture (CIFA), Bhubaneswar
Indian Veterinary Research Institute (IVRI), Izatnagar
117. PG School, Izatnagar
Indian Institute of Technology (IIT), Kharagpur 721302
118. Dept. of Agril. & Food Engineering
Central Universities
Visva-Bharati, Santiniketan
119. Institute of Agriculture, Sriniketan, Birbhum, West Bengal
Aligarh Muslim University (AMU), Aligarh
120. Centre of agriculture, Aligarh
Banaras Hindu University (BHU), Varanasi
121. Institute of Agriculture Sciences, Varanasi
General Universities (with academic affiliation to SAUs)
Rajasthan University, Jaipur
Baba Bhagwan Das Government Post-Graduate College (Academic affliation to RAU-B), Chimanpura, Shahpura, Jaipur – 303103
Maharshi Dayanand Saraswati University, Ajmer
Dayanand College (Academic affliation to RAU-B), Ajmer - 305001, Rajasthan
Swami Keshawanand Mahavidyalaya (Academic affliation to RAU-B), Sangaria - 335063
Government Degree College (Academic affliation to RAU-B), Sawai Madhopur - 322001
Parmanand Degree College (Private college - Academic affliation to RAU-B), Gajsinghpur - 335024, Sri Ganganagar Dist
Pondicherry Central University, Pondicherry
Rajiv Gandhi College of Veterinary & Animal Sciences, Kurumbapet - 605009, Pondicherry (Govt college - afiliated to TANUVAS)
General Universities
Bangalore University, Karnataka
122. College of Sericulture, Bangalore
Cochin University of Science and Technology, Kerala
123. Dept. of Industrial Fisheries, Cochin
Guru Nanak Dev University, Amritsar
124. Khalsa College, Amritsar 143 002
Bundelkhand University, Jhansi
125. Baba Brahmanand Mahavidyalaya, Rath, Hamirpur
126. Zila Parishad Agricultural College, Banda, UP
Deen Dayal Upadhyay University, Gorakhpur
127. National Post Graduate College, Barhalganj, Gorakhpur 273 402
128. Baba Raghwa Das Post Graduate College, Deoria 274 001
Ch. Charan Singh University, Meerut
129. Raja Mahendra Pratap (PG) College, Gurukul Narsan, 249 406 Haridwar Dist
130. Amar Singh College, Lakhaoti, 245 407 Bulandsahar, UP
131. Janta Vedic College, Baraut, 250 611Baghpat, Dist UP
132. Rashtriya Kisan P.G. Degree College, Shamili, Muzaffarnagar, UP
133. Kisan P.G. College, Simbhaoli, 245 207 Ghaziabad Dist
134. Gochar Mahavidyalaya, Rampur Maniharan, Saharanpur, 247 451
135. Kisan Vidyalaya PG Degree College, Machhra, Meerut Dist
136. Instt. of Advance Studies, Meerut 250 004
137. Ch. Chhotu Ram PG College, Muzaffarnagar 251 001
Chhatrapati Sahuji Maharaj University, (CSJM), Kanpur
138. Kulbhaskar Ashram Post Graduate College, Allahabad-211 007, UP
139. Janta Mahavidyalaya, Ajitmal 206 121, Auraiya (UP)
140. Janata Degree College, Bakewar, Etawah Dist
141. C.B.Gupta College of Agriculture, Bakshi-Ka-Talab, Lucknow Dist
142. Madan Mohan Malviya P.G.College, Kalakankar, Pratapgarh-229 408
Veer Bahadur Singh (BBS) Poorvanchal University, Jaunpur
143. PG College, Ghazipur 233 001
144. Udai Pratap (Autonomous) College, Varanasi 221 002
145. Govt. Degree College, Jakhini, Varanasi 221 305
146. Murali Manohar Town PG College, Ballia 277 001
147. Tilak Dhari Post Graduate College, Jaunpur 222 002
148. Shree Ganesh Rai Post Graduate College, Dobhi, Jaunpur, UP
149. Shree Durga Ji P.G. College, Chandesar, Azamgarh 276 128
Mahatma Jyotiba Phule Rohilkhand University, Barailley
150. RSM (PG) College, Dhampur, Bijnor, UP
Dr. B. R. Ambedkar University, Agra
151. Ch. Charan Singh Shivdan Singh College, Iglas, 202 124, Aligarh Dist, UP
152. Raja Balwant Singh College, Bichpuri, Agra
153. Narain Degree College, Shikohabad-205135
154. Lal Pokhpal Singh Agricultural College, Anandpuram, Achalpur-207125, Etah
155. Sarvodaya Mahavidyalaya, Chaumuhan-281406, Mathura Dist, UP
Calcutta University, Calcutta
156. Rev. William Carey Institute of Horticulture, Calcutta
157. College of Agriculture, Calcutta
Nagaland University, Shilong, Nagaland (Central University)
158. School of Agricultural Sciences & Rural Development, Mediziphema, 797106, Nagaland
Osmania University, Hyderabad-500007, Andhra Pradesh
159. Loyala Academy (Autonomous) Degree College,Alwal, Secunderabad 500010
Annamalai University, Annamalainagar, 608 002, Tamil Nadu
160. Faculty of Agriculture, Annamalainagar
Gandhi Gram Rural Institute, Gandhigram, Tamil Nadu
161. Faculty of Agril. & Animal Husbandry, Gandhigram
Mahatma Gandhi Gramodyog Viswavidyalaya, Madhya Pradesh
162. College of Agriculture, Chittrakoot - 485 331, Satna, MP
163. College of Agriculture Engineering, Chittrakoot - 485 331, Satna, MP
Goa University, Talegau Plateau, Panaji, Goa-403521
164. Bhartiya Veterinary College, Curti-Ponda, 403 401, Goa
Note: The list of colleges is compiled from Rama Rao & Muralidhar, 1994; ICAR, 2001; ICAR, 2003; ICAR, 2005A and various other sources including input from trainees to Academy’s programmes.
Annexure-3.1
State-wise enrollment of girls in various professional courses (2000-01)
|State |Engineering |Medicine |Agriculture & allied |
| | | |sciences |
| |Total |W % |Total |
|1. |Dr D. Rama Rao |Principal Investigator |NAARM,Hyderbad |
| | |Head, ICM Division | |
|2. |Dr N. Sandhya Shenoy |Co-Investigator |NAARM,Hyderbad |
| | |Senior Sceintist, ICM Divison | |
|3. |Dr V. Rasheed Sulaiman |Co-Investigator |NCAP, New Delhi |
| | |Senior Scientist | |
|4. |Dr N Sunanda |Research Associate |NAARM,Hyderbad |
|5. |Ms Mrunal Udaylahankar |Senior Research Assistant |NAARM,Hyderbad |
|6. |Mr Badruddin Khan |Research Associate |NCAP, New Delhi |
The meeting discussed project methodology and issues relating to the data collection. Tentative action plan was drawn as given below.
1. Based on the intake of girl students, eight SAUs having less than 20 per cent girl students were selected. ANGRAU and OUAT were selected for regional coverage. The universities tentatively selected for the project study are:
|SNo |State |University |Responsibility for data collection|
|1 |Uttar Pradesh |NDUAT, Faizabad |NCAP, New Delhi |
|2 |Haryana |HAU, Hissar |NCAP, New Delhi |
|3 |Rajasthan |MPUAT, Udaipur |NCAP, New Delhi |
|4 |Chattisgarh |IGAU, Raipur |NCAP, New Delhi |
|5 |Bihar |RAU, Pusa, |NCAP, New Delhi |
|6 |Maharashtra |MAU, Prabhani |NAARM,Hyderabad |
|7 |Gujarat |AAU, Anand |NAARM,Hyderabad |
|8 |Andhra Pradesh |ANGRAU, Hyderabad |NAARM,Hyderabad |
|9 |Orissa |OUAT, Bhubaneshwar |NAARM,Hyderabad |
|10 |Karnataka |UAS, Dharwad |NAARM,Hyderabad |
2. A letter will be sent from NAARM to VCs of selected SAUs to nominate a university officer as a resource person to facilitate access to information pertaining to the project and also for logistic support in the survey.
3. In each university, resource person will be requested to identify about 25 agricultural students at random for survey and informal discussions. Resource persons will also identify agricultural institutions and schools in rural areas for survey and discussions. They will also identify few villages to visit by project team for discussions with the parents (farmers) of prospective girl students to professional education or those having girls at school and familiar with higher education.
4. School teachers from rural schools, parents and officials from agricultural institutions located near rural areas will be randomly selected for their perceptions on girls education in agriculture. In view of diversity in literacy and background of the respondents, perceptions will be obtained by personal interview.
5. Survey will be carried out in rural locations near selected agricultural institutions.
6. Students of school final year and UG course in agriculture will be approached for their perception on girls in agricultural education.
7. The research staff will visit selected SAUs for the data collection after receiving the nomination of a resource person from the VCs. At each university they will collect the filled in survey questionnaires, organize brainstorming with participants from diverse backgrounds, but familiar with agriculture system in the region.
Annexure-3.3
Questionnaires
ICAR APCESS Project
Strategies to encourage rural female students in agricultural education
National Academy of Agricultural Research Management, Hyderabad
and
National Research Centre for Agricultural Economics and Policy Research, New Delhi
Dear Respondent,
NAARM and NCAP are carrying out the above-cited project. For this, we are collecting information on status of female in professional education and issues there of from female graduates, agri-professionals, academicians, aspiring girl students and their parents from rural India.
It is acknowledged fact that women agricultural professionals had greater access to both farmwomen and farm communities and thus aid in better technology transfer. Considering the socio-cultural aspects, there is a need to encourage and increase female students especially from rural area in agricultural education as they are more tuned to serve the farming community. To realize this, the current project was initiated with an objective to identify strategies to enhance participation of female students from rural areas in to agricultural education.
In the end, the project outcome will help Indian Council of Agricultural Research in making policy to encourage rural female students in agricultural education.
We thank you for your time and request you to provide information in the enclosed questionnaire.
Dr D Rama Rao, Dr N Sandhya Shenoy and Dr V Sulaiman Rasheed
Investigators
Strategies to encourage rural female students in the agricultural education
Questionnaire
(To be filled by professionals working in agriculture related sectors)
Note: Agricultural education includes all courses offered by agricultural universities such as BVSc, BTech (Agricultural engineering / Dairy), BSc (Agriculture/Horticulture/ Home science/ Forestry/ Agri-Business Management)
1. General information
1.1 Name:
1.2 Designation:
1.3 Working experience (Years):
2. Highest educational qualification
|Degree |Name of the university / Institution |Year |
| | | |
3. In your opinion, who influence the students in choice of subjects for intermediate (10+2) level? Indicate your choice in the box
a) Teachers
b) Parents
c) Friends
d) Relatives
e) Any other (Specify)
4. According to you, what are the preferred courses after 10+2 (intermediate) by students in your vicinity or known to you? Rank accordingly.
|Degree in |Rank |
|Agriculture | |
|Medicine | |
|Dental | |
|Physio-therapy | |
|Pharmacy | |
|Science courses | |
|Others (specify) | |
5. At what stage do you think present students get to know or become aware of agricultural education? (Mark the stage)
❑ Class ten
❑ 10+2 level
❑ Not aware up to 10+2 level
❑ Any other (Specify)
6. Rank two most important reasons for student’s choice to join agricultural education
|Reasons |Rank |
|Professional Degree | |
|More employment opportunities | |
|Best with your performance at qualifying exam | |
|Availability of scholarship | |
|Availability of hostel | |
|Any other (specify) | |
7. Do you encourage others (your friends or relatives) to take up agriculture as a career option?
❑ Yes, Certainly
❑ Yes, provided this is the best based on their merit
❑ No
What are your perceptions on agricultural education and career in agriculture? Indicate Yes or No to the following statements.
| |Career counseling provided at school / inter college |Yes / No |
| |If yes to the above, does it include counseling on agricultural education also |Yes / No |
| |Jobs for agricultural graduates are mainly in rural areas |Yes / No |
| |Agricultural-graduates have less employment opportunities compared to graduates of other |Yes / No |
| |professional courses like engineering /medicine | |
| |Agricultural graduate earn less as compared to graduates of other professional courses like |Yes / No |
| |engineering /medicine | |
| |Agricultural education is expensive |Yes / No |
| |Agricultural education help in developing own farm field |Yes / No |
Based on your experience, what are your perceptions on the following? Mention whether you agree or disagree or neutral to the following statements? Tick the appropriate one for each statement.
|S.No |Statement |Agree |Neutral |Disagree |
| |No encouragement from teachers and other staff to join agricultural | | | |
| |course | | | |
| |If there are role models in agriculture (like Kiran Bedi in police | | | |
| |service and P.T.Usha in sports), more girls may join agricultural | | | |
| |courses | | | |
| |Profession in agriculture is not rated high in the society | | | |
| |Agriculture sector is not the right place for girls | | | |
| |Girls prefer secure jobs in government or organized sector | | | |
| |Girls prefer more entrepreneur skill aimed at self employment | | | |
| |It is difficult for girls to cope with field work in college | | | |
| |Male students are better at field work | | | |
| |There is adequate security for girls while at college or hostel | | | |
| |Existing infrastructure facilities at agri-college and hostel are | | | |
| |adequate for girls or same as compared to boys | | | |
| |Course content should be revised according to the current employment | | | |
| |needs | | | |
| |Orientation provided at college (or agricultural university) on | | | |
| |professional education and career prospects was satisfactory | | | |
27. Comment and suggestions to encourage girls into agricultural education
Annexure-3.4
Questionnaire – Agricultural Girl Students
Strategies to encourage rural female students in the agricultural education
(To be filled by girl students in agricultural universities)
Note: Agricultural education includes all courses offered by agricultural universities such as BVSc, BTech (Agricultural engineering / Dairy), BSc (Agriculture/Horticulture/ Home science/ Forestry/ Agri-Business Management)
1. General information:
1.1 Name:
1.2 College now studying:
1.3 Course:
1.4 Parents occupation:
1.5 Parents annual income (tick the approximate choice):
❑ Low (Less than Rs50, 000)
❑ Middle (Rs 50,000- Rs 1,50,000)
❑ High (above Rs 1,50,000)
2. Academic record
|Exam passed |Examination board |School and college |School and college |Medium of |
| | |location |Management** |instruction |
|Tenth or equivalent | |Place |Type* | | |
| | | | | | |
|Intermediate or 10+2| | | | | |
* Indicate school type based on location as Rural/Town/City
** Management type like State / Central/ Private/ Missionaries/ Public / ZP etc
3. Who influenced you the most in choice of subjects for intermediate (10+2) level? Write the most important choice in the box
a) Teachers
b) Parents
c) Friends
d) Relatives
e) Any other (Specify)
4. What were your preferred courses after 10+2 (intermediate)? Rank accordingly.
|Degree in |Rank |
|Agriculture | |
|Medicine | |
|Dental | |
|Physiotherapy | |
|Pharmacy | |
|Science courses | |
|Others (specify) | |
5. At what stage were you aware of agricultural education? (Mark the stage)
❑ Class ten
❑ 10+2 level
❑ Not aware upto 10+2 level
❑ Any other (Specify)
6. Rank two most important reasons for your choice to join agricultural education
|Reasons |Rank |
|Professional Degree | |
|More employment opportunities | |
|Best with your performance at qualifying exam | |
|Availability of scholarship | |
|Availability of hostel | |
|Any other (specify) | |
7. Do you encourage others (your friends or relatives) to take up agriculture as a career option?
❑ Yes, Certainly
❑ Yes, provided this is the best based on their merit
❑ No
What are your perceptions on agricultural education and career in agriculture? Indicate Yes or No to the following statements.
| |Career counseling provided at school / inter college |Yes / No |
| |If yes to the above, does it include counseling on agricultural education also |Yes / No |
| |Jobs for agricultural graduates are mainly in rural areas |Yes / No |
| |Agricultural-graduates have less employment opportunities compared to graduates of other |Yes / No |
| |professional courses like engineering /medicine | |
| |Agricultural graduate earn less as compared to graduates of other professional courses like |Yes / No |
| |engineering /medicine | |
| |Agricultural education is expensive |Yes / No |
| |Agricultural education help in developing own farm field |Yes / No |
After joining college for professional education, what are your experiences and perceptions on the following? Mention whether you agree or disagree or neutral to the following statements? Tick the appropriate one.
|SNo |Statement |Agree |Neutral |Disagree |
| |No encouragement from teachers and other staff to join agricultural | | | |
| |course | | | |
| |If there are role models in agriculture (like Kiran Bedi in police | | | |
| |service and P.T. Usha in sports), more girls may join agricultural | | | |
| |courses | | | |
| |Profession in agriculture is not rated high in the society | | | |
| |Agriculture sector is not the right place for girls | | | |
| |Girls prefer secure jobs in government or organized sector | | | |
| |Girls prefer more education aimed at self employment | | | |
| |It is difficult for girls to cope with field work in college | | | |
| |Male students are better at field work | | | |
| |There is adequate security for girls while at college or hostel | | | |
| |Existing infrastructure facilities at agricultural-college and hostel | | | |
| |are adequate for girls or same as compared to boys | | | |
| |Course content should be revised according to the current employment | | | |
| |needs | | | |
| |Orientation provided at college (or agricultural university) on | | | |
| |professional education and career prospects was satisfactory | | | |
27. Comment and suggestions to encourage girls into agricultural education
Annexure-3.5
Questionnaire – School Students
Strategies to encourage rural female students in the agricultural education
[To be filled by school (10+2) students]
Note: You need not answer the questions not relevant to you
Note: Agricultural education includes all courses offered by agricultural universities such as BVSc, BTech (Agricultural engineering / Dairy), BSc (Agriculture/Horticulture/ Home science/ Forestry/ Agri-Business Management)
1. General information
1.1 Name:
1.2: College now studying:
1.3 Course
1.4: Parents occupation
1.5 Parents annual income (tick the approximate choice):
❑ Low (Less than Rs50, 000)
❑ Middle (Rs 50,000- Rs 1,50,000)
❑ High (above Rs 1,50,000)
2. School record
|Exam passed |Examination board |School location |School Management** |Medium of instruction |
|Tenth or | |Place |Type* | | |
|equivalent | | | | | |
| | | | | | |
* Indicate school type based on location as Rural/Town/City
** Management types like State / Central/ Private/ Missionaries/ Public / ZP / . .
3. Who influenced you the most in choice of subjects for intermediate (10+2) level? Write the one most important choice in the box
a) Teachers
b) Parents
c) Friends
d) Relatives
e) Any other (Specify)
4. Are you planning to go for higher education after intermediate (10+2)? Yes / No
5. What would be your preferred courses after 10+2 (intermediate)? Rank accordingly.
|Degree in |Rank |
|Agriculture | |
|Medicine | |
|Dental | |
|Physio therapy | |
|Pharmacy | |
|Science courses | |
|Others Specify | |
| | |
6. Rank two most important reasons for your choice of higher education
|Reasons |Rank |
|Professional Degree | |
|More employment opportunities | |
|Best with your performance at qualifying exam | |
|Availability of scholarship | |
|Availability of hostel | |
|Any other (specify) | |
| | |
7. At what stage were you aware of agricultural education? (Mark the stage)
❑ Class ten
❑ 10+2 level
❑ Not aware up to 10+2 level
❑ Any other (Specify)
8. Will you encourage others (your friends or relatives) to take up agriculture as a career option?
❑ Yes, Certainly
❑ Yes, provided this is the best based on their merit
❑ Definitely No
❑ No comments
What are your perceptions on higher education? Indicate Yes or No to the following statements.
| |Have you been made aware of various higher education opportunities at school level |Yes / No |
| |If yes to the above, does it include agricultural education also |Yes / No |
| |Agricultural graduates have less employment opportunities compared to graduates of other |Yes / No |
| |professional courses like engineering /medicine | |
| |Agricultural education is expensive |Yes / No |
| |Agricultural education help in developing own farm |Yes / No |
What are your experiences and perceptions on the following statements? Mention whether you agree or disagree or neutral to the statements?
|S No |Statement |Agree |Neutral |Disagree |
| |No encouragement from teachers and other staff to join agricultural | | | |
| |course | | | |
| |If there are role models in agriculture (like Kiran Bedi in police | | | |
| |service and P.T. Usha in sports), more girls may join agricultural | | | |
| |courses | | | |
| |Profession in agriculture is not rated high in the society | | | |
| |Agriculture sector is not the right place for girls | | | |
| |Girls prefer secure jobs in government | | | |
| |It is difficult for girls to cope with field work in college | | | |
| |There is adequate security for girls while at college or hostel | | | |
21. Comment and suggestions to encourage girls into agricultural education
Annexure-3.6
Issues taken-upfor discussion with faculty and senior management executives in agriculture related sectors
• Admission criteria
• General background of girls opting agriculture
• Reservation to girls in agricultural admission
• Farmer’s quota in agricultural admission – details by gender
• Girls from ICAR quota
• Are all seats filled – branch-wise?
• Growth of female students over the years.
• Infrastructure availability to girls students
• State support for gender specific infrastructure
• Experience with private colleges offering agricultural courses
• Polytechnic courses in agriculture and their impact
• Source of employment to girls: past, present and future
• Aims/Goals of present generation of girl students
• Employers reaction on girls at work
• New degree courses in agriculture offered by the university and girls enrollment
• Role of female graduates in transfer of technologies to rural women
• Agri-related programmes aimed at women and their participation
• Steps to be taken to encourage rural female in agricultural education
Issues for discussion with progressive farmers
• Opinion on higher education with specific reference to agricultural education
• Restrictions imposed by the society on female education
• Any change in the mindset of men to involve women into the societal system
• Role of women in agricultural operations
• Experience on transfer of technology by women
• Agri-related programmes aimed at women and their participation
• Steps to be taken to encourage rural female in agricultural education
Annexure-4.1
Enrolment of women in professional courses during 1990-2001
|Year |
|Engineering |
|Medicine |
|Agriculture + Veterinary |
| |
| |
|Total |
|Women |
|% Women |
|Total |
|Women |
|% Women |
|Total |
|Women |
|% Women |
| |
|1990-91 |
|258284 |
|27096 |
|10.5 |
|152733 |
|53109 |
|34.8 |
|52732 |
|4743 |
|9.0 |
| |
|1992-93 |
|303590 |
|37710 |
|12.4 |
|166033 |
|60918 |
|36.7 |
|53303 |
|5845 |
|11.0 |
| |
|1993-94 |
|329142 |
|44487 |
|13.5 |
|173112 |
|65244 |
|37.7 |
|53599 |
|6490 |
|12.1 |
| |
|1994-95 |
|356845 |
|52482 |
|14.7 |
|180492 |
|69676 |
|38.6 |
|53903 |
|7210 |
|13.4 |
| |
|1995-96 |
|386879 |
|61914 |
|16.0 |
|188187 |
|74838 |
|39.8 |
|52845 |
|8012 |
|15.2 |
| |
|1996-97 |
|416029 |
|71141 |
|17.1 |
|199119 |
|80922 |
|40.6 |
|55426 |
|8746 |
|15.8 |
| |
|1997-98 |
|456680 |
|83207 |
|18.2 |
|215634 |
|89229 |
|41.4 |
|58086 |
|9422 |
|16.2 |
| |
|1998-99 |
|500088 |
|96917 |
|19.4 |
|233477 |
|98807 |
|42.3 |
|60103 |
|10148 |
|16.9 |
| |
|1999-00 |
|537781 |
|110083 |
|20.5 |
|247959 |
|106820 |
|43.1 |
|62794 |
|10928 |
|17.4 |
| |
|2000-01 |
|576649 |
|123992 |
|21.5 |
|262753 |
|115557 |
|44.0 |
|63896 |
|11611 |
|18.2 |
| |
Source: Statistical abstract, India, 2002
Annexure-4.2
Students admitted in SAUs during 1991-92
|State |University |Diploma |UG |PG |PhD |
| | |W |T |W |T |
| | |W |T |W |T |W |T |W |T |
|West Bengal |BCKVV, Mohanpur |0 |0 |23 |140 |38 |179 |12 |81 |
| |CIFE-Mumbai |1 |63 |
| | |W |T |
| | |W |T |
| | | |
|2 |Dr(Mrs)M Chowdary |Prof & Head |
|3 |Dr Ritu Sanghvi |Assoc Professor & Head |
|4 |Dr G C Nanawati |Prof & Head |
|5 |Dr S C Bhandavi |Prof & Head |
|6 |Dr Vandanakaushik |Associate Professor |
|7 |B M Dixit |OSB SRF Ex Ad D As |
|8 |S R Maloo |Associate Director Seed |
|9 |H M Gour |Prof & Head |
|10 |Dr Surendra Chhangan |Assistant Director |
|11 |Dr A K Gupta |Associate Professor |
|13 |Dr P K Dashra |Student Welfare Officer |
|14 |Dr M K Paual |Prof & Head |
|15 |K L Kothari |Former Dean |
|16 |Dr Virendra Kumar |Professor |
|17 |Dr Y C Bhatt |Head, FMP |
|18 |Dayu Saxene |Deputy Director (ICPS) |
|19 |Dr Tiwari |Incharge Sevamandir |
|20 |I J Mathur |Assoc Director Extension |
|21 |Dr L L D |Director Ext Education |
|22 |R C Verma |Assoc Prof & Head |
|23 |Dr P L Marwal |ADR |
|24 |Dr Igbal Hussan |ADR |
|25 |S K Avanthi |Training Assistant |
|26 |Mahesh verma |Joint Director (Ag) |
|27 |Prakash Chandra Chittore |Agriculture Officer |
|28 |L L Somani |DRI, MPUAT |
|29 |Dr K N Singh |Asstt Director Agri |
|30 |Sudhir Verma |Asstt Director Agri |
|34 |D Rama Rao |Head, ICM, NAARM |
|35 |Dr S L Mehta |VC, MPUAT |
College of Agriculture, Anand (01-04-2005)
Issues :
Societal factors influencing rural girls in higher education
• Financial insecurity specially in rural areas
• Lack of encouragement from society including parents and relatives
• Poor literacy of parents early marriage
• Basic educational standards are low at rural levels
• Lack of suitable jobs
• Inaccessibility to higher education specially in rural areas
• Lack of self confidence
• Difficult to put in hostel and at distance place
• Present an appealing image of agriculture ie; agriculture is not confined merely to plough, oxen etc
• Early marriage
• Rural women should be made dependent giving job opportunities
• Social Customs
• Gender Inequalities
Role of female graduates in agriculture extension
• Daily mobility would be difficult by for female graduates
• Problems in getting the permission to work and being accepted
• Malnutrition and irregular food habits can cause health problems
• Girls students are more effective as extension worker compared to males
• Rural women can contribute their best in agriculture extension
• Lady graduates act as better resource person specially for women farmers compared to male counterparts
• Has better understanding of the problems faced by the rural community
• Can act as moral and technical support to husband
• Is a better communicator because in case of marginal and small farmers most of the decision making is done by the farm women
• Rural female graduates can easily understand and help person in the village to accept new ideas and technology
Strategies to encourage rural girls in agricultural education
• Societal and economical security should be provided to rural girls in agri-education
• Job reservation for agricultural graduate both government sector
• Present education system should focus on developing personality of students to make competent for the interviews
• Special reservation in the jobs for female extension workers (agriculture) as in nursing and teaching fields
• Need to popularize the course specially in rural areas through radio and TV programmes
• Course curriculum should me made in regional language
• Hostel facility should free of cost
• Agricultural education should be presented in an appealing way to the people specially in rural areas
• Counseling should be provided to the girls students at school level
• Agricultural education should be more skill oriented in order to start their own entrepreneur
• Scholarship should be provided
• More economic incentives /Stipends should be given
List of participants
|1 |DrV R Bhatt |Professor |
|2 |R Lata |Assistant Professor |
|3 |Dr Ushabala |I/c Librarian |
|4 |S V Pinto |Assistant Professor |
|5 |Dr H C Patel |Associate Professor |
|6 |Mrs H N Shelat |Assistant Professor |
|7 |S Manisha |Assistant Professor |
|8 |Dr Ankita K |Research Scientist |
|9 |Dr G N Patu |Professor |
|10 |Dr R Bhatnagar |Professor |
|11 |Mr H H Chewada |Asstt Ext Education |
|12 |Dr S J Patel |Assistant Professor |
|13 |Dr M J Sol |Professor DT |
|14 |S K Dixit |Assistant Professor |
|15 |Dr Purnima Jami |Assistant Professor |
|16 |Dr D R Patel |Prof (P.B) |
|17 |D Rama Rao |Head, ICM |
|18 |Bindu Panickar |SRF |
|19 |A M Shetch |Principal |
|20 |Ashok Patel |Principal |
|21 |H R Patel |Ext Education |
3. Agricultural college, Naira (20-04-2005)
Issues :
Societal factors influencing rural girls in higher education
• Misconception on work in the field
• Corporate sector is influencing towards engineering or medicine
• Parental influence- due to lack of awareness on education
• Parents are not comfortable with agri-education
• Poverty conditions in the rural families to afford education
• Girls are in sibling care and household responsibilities
• System still encouraging early marriages in the rural areas
• Parental insecurity leading to gender discrimination
• Equal opportunities should be created to girls
• Fear of proper working atmosphere in the institutional systems
• Cost/religion is influencing the education
Role of female graduates in agricultural extension
• Highly successful in agricultural extension making more impact of agricultural extension programmes in rural areas, however the women agricultural officers are facing certain constraints at various level
• Most of the participants opined for strengthening their role in agricultural extension for best results
• Some participants expressed their success is limited to influence farm women and the women extension officers and some are unable to provide timely information to the end users.
Strategies to encourage rural girls in agricultural education
• Creating awareness among the parents, teachers and wards regarding the agricultural education including the future prospects, job opportunities and entrepreneur ship. This will be further strengthened by providing the needed financial support (fee concession, scholarships etc) especially among the economic ally backward classes. It was also felt that that increase facilities of transport, communication etc will also help in agricultural education.
List of participants
|1 |Dr A.V.Ramana |Assistant Prof (Agro) |
|2 |Dr A.A.Swamy |Assistant Prof (GPBR) |
|3 |M.M.Nanda |Assistant Prof (Hort) |
|4 |L.Suryanarayana |Assistant Prof (GPBR) |
|5 |T.Suseela |Assistant Prof (Hort) |
|6 |R.Saritha |Assistant Prof (Ento) |
|7 |Dr V.Visalakshmi |Assistant Prof (Ento) |
|8 |Dr P.Gurumurthy |Assistant Prof (SS) |
|9 |Y.Madhavi |Assistant Prof (En) |
|10 |N.Sanyasi Rao |Project Director |
|11 |P.Sanyase |Faculty |
|12 |D.Nagabhushnam |Coordinator |
|13 |M.R.Naidu |Associate Dean |
|14 |K.Suseela |Assistant Prof (Agril. Econ) |
|15 |K.V.Ramana Murthy |Assistant Prof (Agronomy) |
|16 |Dr K.Anandarao |Training Associate |
|17 |Dr Subba Rao |Professor (Ento) |
|18 |Dr P.Suresh |Assistant Prof (Extn) |
|19 |P.Anitha |B.Sc (final) |
|20 |K.Sireesha |B.Sc (final) |
|21 |D.Sudha Rani |Librarian |
|22 |Dr P.C.Sarkar |Associate Professor |
|23 |V.Nageswara Rao |A.O |
4. College of Agriculture, Bhubaneswar (28-04-2005)
Issues :
Societal factors influencing rural girls in higher education
• Higher Cost of professional education
• Conservativeness in the rural families
• Lack of awareness and interest
• Lack of job opportunities in agricultural sector
• Illiteracy of parents in rural areas
• Gender inequalities
• Early marriage
• Difficulty in getting highly educated bridegroom match specially in rural areas
• Lack of confidence
• Engaged in household works from their childhood
• Lack of higher educational facilities in rural areas
• Low standards of education in rural areas compared to towns and cities
Role of female graduates in agriculture extension
• More acceptable and approachable compared to male counter partners
• More trust worthy
• More devoted
• Sometime cannot give their best due certain social obligation
• Some women candidates do not prefer the job due social insecurity
• Sometime cannot maintain balance between family and professional life
Strategies to encourage rural girls in agricultural ducation
• Reservation in educational as well as employment sector
• Provision of financial incentive in the form of scholarship/fellowship
• Counseling at 10+2 level both for the students as well as teachers
• Relaxation in qualifying marks
• Establishment of women agricultural colleges
• Vocational training
• Better infrastructure facilities
• Re-orienting the course according to the present job opportunities
• Provision for farmers quota in professional education
List of participants
|1 |Dr B.K.Das |Associate Professor |
|2 |Dr P.C.Samal |Professor |
|3 |Dr S.K.Das |Associate Professor |
|4 |Dr H.N.Mishra |Associate Professor |
|5 |Dr C.M.Khanda |Assistant Professor |
|6 |Dr L.K.Babu |Associate Professor |
|7 |Nityananda Roat |Associate Professor |
|8 |Dr N.Sahoo |Associate Professor |
|9 |M.Garnayak |Associate Professor |
|10 |G.S.Sahu |Assistant Professor |
|11 |Dr A.K.Mishra |Assistant Professor |
|12 |Dr A.P.Sahu |Assistant Professor |
|13 |Dr J.C.Paul |Assistant Professor |
|14 |Chiffara Purind |Professor |
|15 |Dr L.L.Rath |Associate Professor |
|16 |Dr P.K.Sarangi |Assistant Professor |
|17 |Dr H.P.Patnaik |Professor |
|18 |Dr B.Pradan |Professor |
|19 |Dr N.Nayak |Associate Professor |
|20 |Dr K.M.Mahepatra |Associate Professor |
|21 |Dr Pradhan |Professor |
|22 |Dr B.S.Rath |Assistant Professor |
|23 |Dr P.Agarwal |Assistant Professor |
|24 |Dr S.Nanda |Assistant Professor |
|25 |Dr P.Das |Associate Professor |
|26 |Dr B.Parasar |Associate Professor |
|27 |Dr R.K.Swanth |Associate Professor |
|28 |Dr S.Nayak |Assistant Professor |
|29 |Dr D.Naik |Prof. Agril. Econ |
|30 |Dr D.C.Pradhan |Associate Professor |
|31 |Dr R.K.Mishra |Associate Professor |
|32 |Dr M.A.A.Bair |Associate Professor |
5.Brainstorming Issues, Latur (06-07-2005)
Issues :
Societal factors influencing rural girls in higher education
• Advertisement of successful persons/stories through different communication medias
• Punishments for corruption
• Awareness campaign regarding scope and importance of carrier in agricultural field in rural areas
• Councelling at 10+2 students regarding agricultural education
• Campaign regarding gender variation
• Orientation courses during primary education
• Policies for providing securities t female workers
• Development of agri based industries/clinics in rural areas
Role of female graduates in agriculture extension
• Encouraging the female gradates for extension work
• Providing more scholarships to female candidates
• Increasing the security in rural area
• The female graduates should use for orientation and opportunities in agriculture
• Remove the fear of mass communication
• Changing natural preference for table work giving case studies providing conveyance or vehicle facility to females for extension work to avoid females attitude towards touring
• High potential of female graduates can be increased by giving suitable trainings to them
• Consideration of couple convenience
Strategies to encourage rural girls in agricultural education
• Inclusion of the agriculture subject from primary school level
• Free education to girls in agriculture
• Change of the attitudes of rural people toward working women in rural area
• Providing residential facility
• By curtailing the working hours specially during night
• Severe punishment to the trouble starters to female workers
• Change of attitudes of life partner towards working in rural area
• By providing protection to the female worker
• Special rewards for rural workers, incentive
• Providing employment guarantee to female graduates
• Change of the attitudes of the parents towards the agricultural education to their girls-by providing incentives to the parents of girl students
• Campaign for creating awareness parents regarding the scope of agricultural education
• Special self-protection measures
List of participants
|1 |Kolgane.B.T |Assistant Professor |
|2 |Mr.Bhikane M.U |Agril. Assistant |
|3 |Mr.Mande J.V |Assistant Professor |
|4 |B.B.Badgire |Assistant Professor |
|5 |Dr Halwe |Associate Professor |
|6 |Mahajan R.S |Assistant Professor |
|7 |Dr Shetgar S.S |Assistant Professor |
|8 |G.S.Ankush |Assistant Professor |
|9 |Dr V.D.Pani |Associate Professor |
|10 |Dr R.S.Raut |Professor (Soil Sci) |
|11 |Dr G.D.Deshpande |Professor (Plant Path) |
|12 |Dr M.K.Ghodke |Associate Professor |
|13 |Dr.B.M.Thombre |Associate Professor |
|14 |Dr A.M.Degaonkar |Associate Professor |
|15 |Dr V.TJadhav |Associate Professor (Hort) |
|16 |Dr T.G.Saptule |Professor |
|17 |R.S.Khandare |Assistant Professor |
|18 |R.V.Jaybhage |Assistant Professor |
|19 |V.B.Kamble |Assistant Professor |
|20 |Ku.S.R.Ingle |M.Sc(Agri) Student |
|21 |Ms.Ashtekar S.K |M.Sc Student |
|22 |Ms.Chavan A.M |M.Sc Student |
|23 |Ms.Jadhav S.K |M.Sc Student |
|24 |Sattarkhan M |Lab Assistant |
|25 |M.B.Rant |Accountant |
|26 |A.K.Shivsharan |M.Sc Student |
|27 |Amare |A.A.O |
|28 |Swami S.P |Office Assistant |
|29 |Kale P.K |SLO |
|30 |Mujawar D.Y |Lab Assistant |
|31 |Dr Sandhya Shenoy |Principal Scientist, NAARM |
6.College of Agriculture, Dharwad ( 01-07-2005)
Issues :
Strategies to encourage rural girls in agri-education
• Gender discrimination
• Education to parents,
• Develop media to popularize the importance of education among girls
• Change in attitude of parents in particular i.e., society in general
• Educate to change the wrong traditional values towards girls education
• Introduce agricultural courses at 10+2
• Provide transport facilities for rural girls
• Establishing proper communication facilities
• Security and safety well equipped hostel facility, accommodation for their visitors
• Financial assistance
• Campus interviews
Role of women in agricultural extension
• Can easily approach the issue
• Opinion makers
• Easily access need based programme
• More honest and hard working
• Share of women in agriculture is more
• Better acceptance by the local people
• Region based posting policy
• Infrastructure plan should be the part of the total plan
• Flexibility in office timing for women extension workers
• Intensive training for HRD and personal protection
• Programmes to create awareness on benefits of agriculturall extension officers
• Officers should be equipped with modern communication and devices for security
Strategies to encourage rural female in agricultural education
• Reservation of seats for rural girls for taking admission in agricultural college/university
• Provision of more number of scholarships for girls coming from rural areas
• Provision of stipends to the girls during study
• Introduction of agriculture and allied as a subject at high school level
• Creating awareness to the teachers, parents, local rural female leaders and students through mass media/workshops/campaigns abut agricultural education
• Establishment of agriculture colleges in rural areas
• Create more job opportunities for rural agricultural graduates (girls)
• Starting of skill oriented diploma and certificate course to the rural girls in agriculture
• Opening of agribusiness centers in rural areas which takes care of entrepreneur activity and marketing
• Agri-clinic centers and agricultural input centers are to be reserved for agricultural graduates o lie with medical shops
• Agricultural and allied based government jobs are to be advertised as and when vacant
• Integrated education approaches to rural girls
• Working women’s hostel to be provided at village/taluka level
• Creating employment opportunities in the form of starting agro-based small-scale industries in rural areas. Starting diploma courses and also opening the agro-based small-scale industries can materialize it.
List of Participants
|1 |S.D.Shashidhara | |
|2 |Dr K.B.Gond |Associate Professor (Ext) |
|3 |Dr N.S.Hepsur |Associate Professor (Soil) |
|4 |Mr.R.V.Hede |Assistant Professor (Hort) |
|5 |Dr Chhaya B |Associate Professor |
|6 |Dr Nityashri |Assistant Professor |
|7 |Mrs.Uma H |Associate Professor |
|8 |Mrs.Sharada |Associate Professor |
|9 |Dr D.M.Chanelargi |Associate Professor |
|10 |Dr Anilkr Mugal |Assistant Professor |
|11 |R.L.Ravikumar |Associate Professor |
|12 |S.Lingaraju |Associate Professor (Plant Path) |
|13 |Dr(Mrs) Susheela |Asso. Prof of Head |
|14 |Mrs Renuka Budihil |Assistant Professor of PRM |
|15 |Dr K.C.Gummagolmath |President (ROSA-Dharwad) |
|16 |S.M.Hagar |Project Officer |
|17 |Dr Geeta Shirvalli |Sr. Microbiologist |
|18 |Veena Savalga |Associate Professor |
|19 |Jayashree H |Assistant Professor |
|20 |Jyothi V.V |Assistant Professor (TAD) |
|21 |Sadhana D.K |Assistant Professor (TAD) |
|22 |Dr Suhasinirao |D.I.C (H.Sc) |
|23 |Dr V.R.Kirisur |Head, PPMC |
|24 |Dr A.S.Byadgi |Associate Professor of Path |
|25 |Vatsalor M |Training Officer |
|26 |K.C.Shashidhar |Assistant Professor |
|27 |Ravi K.B |Student |
|28 |Chandru Patil |Student |
|29 |Vittal Sy |Student |
|30 |V.S.Kulkarni |Assistant Professor |
|33 |Mahantesh Nayak |Ph.D. Scholor |
7. Indira Gandhi Krishi Vishwa Vidyalaya (IGKVV) Raipur (29-07-2005)
Issues :
Societal factors influencing rural girls in higher education
• Financial insecurity specially in rural areas
• Lack of encouragement from society including parents and relatives
• Poor literacy of parents early marriage
• Lack of awareness and interest
• Inaccessibility to higher education specially in rural areas
• Lack of self confidence
• Lack of higher educational facilities in rural areas
• Low standards of education in rural areas compared to towns and cities
• Lack of awareness about agricultural education because of poor socio-economic status and backwardness
• Lack of trained staff to update farmers knowledge with the recent advances in the technology.
Role of women in agricultural extension
• More acceptable and approachable compared to male counter partners
• More trust worthy
• More devoted
• Sometime cannot give their best due certain social obligation
• Some women candidates do not prefer the job due social insecurity
• Sometime cannot maintain balance between family and professional life
Strategies to encourage rural female in agricultural education
• Reservation in educational as well as employment sector
• Job reservation for agricultural graduate both government sector
• Present education system should focus on developing personality of students to make competent for the interviews
• Special reservation in the jobs for female extension workers (agriculture) as in nursing and teaching fields
• Establishment of women agricultural colleges
• Vocational training
• Better infrastructure facilities
• Re-orienting the course according to the present job opportunities
• Provision for farmers quota in professional education
• Counseling should be provided to the girls students at school level
• Agricultural education should be more skill oriented in order to start their own entrepreneur
• Scholarship should be provided
• More economic incentives /Stipends should be given
List of participants
|1 |C.P.Khare |Scientist |
|2 |N.Khare |Senior Scientist |
|3 |R.N.Singh |Associate Professor |
|4 |S.Ramole |Assistant Professor |
|5 |R.P.Kujur |Assistant Professor |
|6 |Dr S.S.Tyteja |Senior Scientist |
|7 |T.Tirkey |Assistant Professor |
|8 |M.S.Chari |Senior Scientist |
|9 |S.R.Patel |Principle Scientist |
|10 |Diptimayee Douh |Scientist |
|11 |Jayalaxmi Ganguli |Assistant Professor |
|12 |R.N.Gangulli |Associate Professor |
|13 |Gajendra chandraker |Scientist |
|14 |Sandhya R Gaur |Associate Professor |
|15 |V.B.Kuruvamshi |Scientist |
|16 |Dr Arti Guhey |Senior Scientist |
|17 |S.Ravishanker |Assistant Professor |
|18 |Dr P.K.Tiwari |Assistant Professor |
|19 |Dr R.K.Dantre |Associate Professor |
|20 |L.R.Gautam |Joint Director Agril |
|21 |P.K.Sangode |Assistant Professor |
|22 |Nitintoorray |Research Fellow |
|23 |V.K.Verma |Assistant Dir. Agril. |
|24 |Dr I Pandey |Librarian |
|25 |R.K.Chandra vamshi |D.D.A |
|26 |R.K.Singh |Add.D.Agri |
|27 |S.P.Beera |D.D.A |
|28 |Alka Laxman |R.A |
|29 |Dr Pratibha Katiyeen |Scientist |
|30 |S.S.Chandra vamshi |Scientist |
|31 |Vijaya Laxmi |Ph.D |
Annexure-6.2
Discussion with senior faculty, executives and farmers
This chapter presents the excerpts of personal discussions with senior executives; NGO personnel and progressive farmers pertaining to girls education. Senior executives who are familiar with the agricultural education system, NGO persons at grass root level with due knowledge of the society and progressive farmers of the village to focus on their village scenario with regard to girls higher education.
Discussion with Senior Officers of SAUs
Dr Somani, Resident Instruction, MPUAT
Dr Somani mentioned that the Rajasthan government provides scholarships to students taking agriculture at 10+2 (inter) level. However, these students are not as good as biology students probably due to the fact that biology stream students are eligible for medicine and dental courses while agriculture students are eligible for admission to agricultural courses and science courses in the general degree colleges. As the best students are not coming for agriculture at 10+2 level it is not desirable to have specialization at school level.
Dr H.C.L.Gupta, Dean of Agriculture, MPUAT
In an ongoing discussion with Dr H.C.L.Gupta, Dean of Agriculture, revealed that the girl’s enrollment in the past decade in agri-education has increased from about 5 per cent to 40 per cent. The reasons attributed to this were reservations for girl students and provision of economic incentives by the state government like exemption of tution fees for girls till graduation irrespective of their discipline. But at the same time it was also revealed that enrollment of rural girls is still low and this is because of poor access to higher education in rural areas, low income of financial status of parents, early marriages, lack of employment opportunities with in the vicinity of their villages, lack of awareness about the existence of course and other social obligation including gender biasness.
Dr (Mrs.) Pushpa Gupta, Dean of College of Home Science MPUAT
The Dean of College of Home Science Dr (Mrs.) Pushpa Gupta reported that enrollment of girl students including rural girls has improved considerably for the past few years, but because of recent amendment of course (Home Science) to 4 years from the previous 3 years duration, the enrollment pattern has come down drastically, the reason attributed to another year of education directly implying postponement of marriage by a year. Dr. (Mrs.) Pushpa mentioned that rural girls are unable to take up higher education due to lack of access to higher education. Another reason for the low intake of rural girls is poor financial status of their parents. The parents do not promote their daughters to pursue higher education away from village compounded by several social factors.
Dr P.K.Mahapatra Dean of Agriculture, OUAT
Dr P.K.Mahapatra Dean of Agriculture, OUAT stated that reservation for girls has led to their increased enrollment in all technical and professional courses. He revealed that due to the recent recruitment of Bsc Ag students in nationalized banks as agriculture officer, the students intake in agricultural education has tremendously increased. Low enrollment of rural students is due to lack of publicity of the course in rural areas. OUAT has a proposal to launch diploma courses in collaboration with IGNOU with an aim to train the students specially from rural areas in entrepreneur skills.
Dr B.K.Sahu, Dean of Veterinary College, OUAT.
Dean of Veterinary College Dr B.K.Sahu, proudly claims that, there is a huge demand for the course due to its vast employment opportunities. He was against reservation for girls in educational sector as girls are competent enough to cope up with the existing competition. In terms of agricultural education he stated that efforts should be made to re-orient the existing course curriculum according to the current employment needs. He also emphasized the need to popularize the course especially in rural areas, as it will ensure the enrollment of students from rural areas. According to him another reason for low enrollment in agricultural education is low priority given by the society compared to medicine and other professional courses.
Dr Suhasini Rao, Director of Instruction, Home Science. UAS
Dr Suhasini Rao, Director of Instruction Home Science explained that the mission of the course is to educate rural female students. In order to improve the enrollment of girls from rural areas an additional 10 per cent marks are allotted for them who produce a certificate assuring their education in rural areas till class 8th or 9th. The students also need to under go a practical test of identifying various items viz., seeds, farming instruments, pests, pesticides etc. Thus, of the 50 students enrolled, 50 per cent are from rural areas. She informed that initially the faculty members visited near by villages to popularize the course and to motivate the girls to enroll into the course. If enough employment opportunities are provided, the enrollment percentage of female students would improve to a considerable extent.
Dr J.H.Kulkarni, Director of Instruction, College of Agriculture. UAS
Dr J.H.Kulkarni, Director of Instruction, College of Agriculture opined that the annual intake capacity in other professional courses like engineering and medical are more compared to agriculture. Low enrollment of girls in agricultural education is due to the fact that girls fare better at 10+2 level and opt for engineering and medical courses than agricultural education. The rural students pursue commerce-based courses rather than science courses as their school education is in vernacular language and bulk of the subjects in arts are dealt in vernacular language while the science stream courses are dealt in English. The rural students in agricultural education fare better in field/practical oriented courses compared to lab/research work. Intake of students in agricultural education will improve, if the course content is revised as per the employment needs. Introduction of polytechnic courses will increase enrollment from rural areas. Reduction in the rate of interest on loans by commercial banks for agricultural based business will promote agri graduates to begin own entrepreneurship.
Dr Sunil Puri, Director of Instruction, IGKVV
Dr Sunil Puri Director Of Instruction, IGKVV felt that education was male dominated in the past but due to the reservations provided for girls/women the enrollment of female students has improved at various levels. Thus, women have occupied many prestigious posts. Agricultural education is not recognized in the society because of its poor employment opportunities. The private sector prefer basic science graduates and are trained with agricultural techniques as they expect low pay compared to agricultural graduates. He opined that the course duration of 3 years for agricultural education would increase enrollment of rural students especially girls as it reduce their marriage age. The poor demand of agricultural graduates is due to the lack of field orientation and their unwillingness to work in rural areas. Policy makers should aim at employment guarantee schemes exclusively for agricultural graduates. He emphasized on banking system to provide the required incentives to agriculture graduates and NABARD can directly provide the required loans at low rate of interest.
The special quota for rural students, which earlier was around 45 per cent of the available seats, was reduced to mere 2 per cent in recent times. Establishment of agricultural colleges in rural areas will definitely improve the enrollment of rural students.
Dr Shastri, Dean of Agriculture, IGKVV
Dr Shastri Dean of Agriculture, IGKVV Raipur informed that four agricultural colleges viz., Raipur, Bilaspur, Jagdalpur and Ambicapur are affiliated under IGKVV. About 80 per cent of the student population belong to/fall under agrarian group. The enrollment of rural students in the course has increased due to negative propaganda on agricultural education by media. Diploma course were started in the year 2002 to improve the enrollment of rural students in agricultural education to enhance their skills and market their services after attaining training in need based, location specific areas. Efforts of the university should be directed to publicize the courses in rural areas.
Dr Patil, Associate Professor, College of Agriculture, Latur, MAU
Dr Patil, Associate Professor for Soil Science College of Agriculture, Latur narrated that girls enrollment in higher education has improved to a large extent and agricultural education is no exception. The major reason for students to join in BSc (Ag) as majority of their predecessors have been absorbed in the state government departments through MPSC. Few joined the course with an intension to get a professional degree. Enrollment of rural students will increase if the course is offered in regional language.
Dr M.R.Naidu, Associate Dean, Agricultural College, Naira, ANGRAU
Dr.M.R.Naidu, Associate Dean, Agricultural College, Naira furnished his comments and suggestions on issues put forth before him. His opinion on private colleges offering agriculture is that the students lack the basic foundation and hence cannot compete with agricultural graduates in agriculture sector. The polytechnic courses in agriculture offered by the university are effective for the students who cannot afford higher education and also there are large avenues for employment. Commenting on source of employment to girls, he stated that the girls of the past hesitated to do jobs but the present generation of girls have proved themselves to be hard working, sincere and honest in all avenues. In the WTO era, there is a lot of scope for the processed and value added products in the domestic and international market. In this backdrop, the role of women in agriculture is very vital.
Dr (Mrs) Savita Singal, Dean, I.C. College of Home Science, CCSHAU, Hisar
Dr. Savita Singal, entrance examination for admissions is the major reason for the poor enrolment of girl students in agricultural courses. Rural girls find it difficult to compete in entrance examinations as there are only very few good schools in rural areas in comparison to urban areas. There should be reservation in admission for rural girls in at least 10% of total seats. They also require financial assistance. There should also be job opportunities for agricultural graduates. There is less awareness about agricultural courses among girls from rural areas in comparison to those from urban areas.
B. Discussions with senior faculty
Dr R.K.P.Singh, Professor (Agril Eco), RAU, Pusa
Dr. Singh mentioned that there should be reservation in admission for encouraging the rural girls. There is need to change the examination pattern or reduce the minimum marks for the admission in the entrance exam (50 % seats are vacant because students could not get even minimum qualifying marks). Everyone cant afford the cost of hostel accommodation. Parents are not encouraging their daughters to go for higher education, because they do not want to spend or invest money on educating the girl child, instead of that they will prefer to give that money in dowry.
Dr P.B.Jha , Prof. & Chairman ( Plant breeding), RAU,Pusa
According to Dr.P.B.Jha, Chairman of Plant Breeding, usually women go for general education/degree like BA, B.Sc rather than for professional degree like B.Sc (Ag) etc. The professional degree could be more arduous to women. To encourage rural girl students into agricultural education, upto 30% of the seats may be reserved for them. Further more, they could be encouraged by providing scholarships etc.
Dr (Mrs) Sangeeta, Associate professor, Dept. of Home Science, RAU,Pusa
Dr. Sangeeta stated that the participation of rural girls are less due to state level combined entrance exam. Girls from rural areas find it difficult to compete in entrance examination and they are unable to even get the minimum marks. Only two students got admission in B.Sc (Home Sc.) during the last year. Out of 30 seats, remaining 28 seats are vacant. So many girls are interested to join the course, but are unable to get even the minimum marks in the entrance exam. There should be reservation / quota for rural girls in admission. She suggested that some of the questions should be related to the rural situation also as this can help students from rural areas to qualify in the test. There should be programmes in rural areas to make people aware about agricultural education and the benefits arising from that. There should be short term courses to develop entrepreneurial skills for rural girls. Financial assistance may also have to be provided to them.
Dr R.N. Yadav, Professor (Agril.Eco), RAU, Pusa
Dr.R.N.Yadav, stated that, parents in rural areas are not willing to send their daughter outside for higher education due to several social factors, weak financial status and several apprehensions related to undesirable changes in character. Another reason is the lack of awareness about the nature of competitive examinations, educational institutions and job prospects and the advantages of such education. Ensuring job availability after studying agriculture is the only way to attract girls to agricultural education.
Dr (Mrs) Meera Singh, Assoc.Prof. & Head, Dept. of Home Science, extension education, RAU, Pusa
According to Dr. Meera Singh, there is lack of awareness and publicity among the rural girls about the agricultural courses. They are also worried about the nature of co-education in agricultural courses. This kind of a mind-set has to be changed. There should be weightage /reservation of seats for girl students in admission. There should be financial assistance / incentives for rural girls.
Dr Ashok K.Singh, Prof. & Chairman, Dept. of Extension Education, RAU,
Dr. A.K. Singh, suggested there is need to provide short- term courses in agriculture pertaining to horticulture and related enterprises like agricultural processing.
Dr H.C.Singh, Head of Soil Science & Asstt. Registrar, NDUAT, Faizabad.
Dr. H.C. Singh, , observed that there are only very few agricultural colleges compared to other general degree college or even professional course like Medical/Engg etc. In rural areas, parent are not willing to send their daughter far away from home for higher education, due to several social factor, financial problems and apprehensions related to security/safety of their children.
There is less number of enrolments of rural girls in admission because rural girls are not well trained to answer questions in competitive examinations and so often fail in entrance examinations. Rural girls are getting good quality of education at school level. But a girl child also helps her mother in doing household work after coming to school and due to irregular power supply and no desirable environment for studying at home, she cannot concentrate on her study for competitions/entrance exam. Another important reason is that parents in rural areas are not giving much importance for their daughter’s education in comparison to son (it may be due to gender bias / mindset/ financial constraints/ apprehension of character/security/safety, not willing for co-education etc). Parent do not want to spent money on a girl child, because they think she will go to other’s house after marriage. There is need for changing this mindset of gender bias.
Early marriage is also a hindrance for higher education in rural areas. There must be quota for rural girls in admission and financial support like scholarships or charging only a nominal fees and other incentives for rural girls. There is need to improve socio-economic condition to rural people for increasing the level of education. The low participation in agricultural courses is also due to the fact that the priority of the parents as well students is for other professional courses such as medicine or engineering then other professional courses like agriculture or other courses.
Dr B. N. Singh, Professor NDUAT, Faizabad.
Dr B.N Singh suggested that the girls should get preference or reservation in jobs. For the encouraging rural female students in agril education there should be more scholarships for them. Hostel facilities should be provided to all girl students. Poor enrolment of rural students is due to limited number of degree colleges and lack of awareness on agricultural courses in rural areas. Keeping these things in view, there is need to open more degree colleges in remote / rural areas. There is also a need to improve the quality of education at school level in rural areas for making them capable of competing in entrance examinations.
Dr R. A. Singh, Assoc. Professor NDUAT, Faizabad.
According to Dr. R.A.Singh, there should be job security in each discipline/area in agricultural sector for rural female students for encouraging them. Hostel facility is essential at cheaper rates with security and safety for girl students. There should be reservation in admission and provision of scholarships to them. There is need to open more agricultural college in rural areas. There is a need to provide entrepreneurial skills through training to agri-graduates for starting their own business and govt should provide financial assistance to them like loan at lower levels of interest.
Dr S. Chhikora, Professor and Head, Dept of Economics, NDUAT
Dr. Chhikora explained that there is need for revamping courses to make them more in tune with the demands of the industry. There should be more efforts in the direction of campus interview and selection of the students by different industries. There is need to have programmes to promote awareness about agricultural education in rural and urban areas.
Dr Saroj.S. Jeet Singh, Professor and Head, Dept of Food and Nutrition, NDUAT
Dr. S. S. J. Singh suggested that there is need to create awareness about agricultural courses and its advantages at 10+2 level through counselling/publicity/advertisement etc. Another important thing is that there is need to change the mindset of the guardians/parents of rural students for encouraging the girls to go for higher education. Government should provide all facilities related to higher education at nominal rate for the rural girls. There should be provision of campus selection of agri-graduates by private companies.
Dr Shukhbir Singh, Principal, Campus School, NDUAT
According to Dr. Singh, causes of low participation in higher education are as follows:
• Early marriage
• Not aware about Agril. Courses/education
• Nature of job/field work
• Generally girls like teaching job (it is the most respectable propfession in rural areas)
• Parents are not willing to send their daughter outside their districts and are not interested to put them in hostels.
Dr Pushpa Khadia, HOD, Human and Child Development, UAS, Dharwad
Though agriculture education is not the first choice for majority of the students at 10+2 level, it is always their next choice as the employment opportunities in this sector are more compared to other sectors.
Dr Rama Devi, Coorinator, DATTC, Amadalavalasa
On provision of accommodation, conveyance and security at work place, urban women agricultural graduates will perform better than their male counterparts. Time is usually constraint for women.
Dr Kanaka Raju, Head, ARS on Mesta, Amadalavalasa
The girls are educated till Class X with the intention that they are capable of decision-making. The programmes like mid-day meals at schools increased girls enrollment in primary and secondary education. Farmers perceive stationary jobs with regular income suitable for girls.
Dr Rayapu Reddy, Training Organiser, KVK, Amadalavalasa
• Women as a group are confident in resolving their problems and getting things done.
• Awareness campaigns should be organized by KVK towards higher education.
• Field experience be made mandatory for scientists of ICAR and SAUs in initial stages of their career to understand the ground realities and in later stages can take up research activities that fulfill farmers requirements.
Sri Ananda Rao, JDA, Srikakulam
Department officials reside in towns and lack the service motto resulting in poor transfer of technology. Moreover, they are burdened with desk top jobs at office and are unable to devote at least 25 per cent of their time in field.
Dr Sarangi, Director, CIFA, Bhubaneswar
Migration in rural areas is the major cause for poor enrollment. Girls are more effective in transfer of technology compared to their male counterparts. Polytechnic education in fisheries discipline is not necessary.
Dr J.P.Verma, Training Organiser, CIFA-KVK, Bhubaneswar
to reduce migration rate of labour in rural areas, CIFA is conducting various trainings aimed at improving their entrepreneur skills.
Dr H.H.Chawla, Assistant Professor, AAU, Anand
Rural girls with Class X qualification are admitted into certificate course in Home Science on the basis of merit and are paid a monthly stipend of Rs.190/. Teaching and nursing courses are most preferred followed by the Home Science certificate course.
Dr Meena Sandhya, Assistant Professor, MPUAT
To promote the concept of income-generating activities among rural women the university conducted need based training programmes in nutrition, block printing, tie and dye etc., by forming SHGs.
Dr Dixit, Retired JDA, Rajasthan
Agricultural Development Programme (ADP) was launched in 1985 and funded by state government till 1990. The scheme is from then continued by state government. Under this program, an annual incentive of Rs 1000/-and Rs 3000/- provided to the girls admitted in 10+2 (agriculture) and B.Sc.(Ag.)respectively. Women candidates after completion of post graduation in agriculture prefer to stay back at home rather than opting for field-based jobs.
Mr Bipin Deshmukh, Principal Government College, Chandrakuri
Agricultural education is considered as a non-technical education both by the teachers as well as students.
Mr Narayana Bhai Patel, Pricipal, Government Junior college, Anand
Professional education in agriculture is not encouraged by the staff as in that region the aim of the graduates is to go abroad i.e., U.K. and later settle with family.
Mr Ravi Kumar, Professor, Basic Science College, Bhubhaneswar
The trend of the students is to work in IT sector which offers good salaries and valued high in the society compared to professional agricultural education.
C. Discussions with NGO officials
Mr Som Dev Tyagi, Abhudaya Sansthan, Achhoti: The aim of the organization is to impart education skill along with the human values to the professional and rural youth with a desire to provide total solution in all dimensions of human life.
Sri P.S.Appa Rao MAVISA, Srikakulam: The rural girls are made to accompany their parents to work in the field in peak farming operations stage, thus disturbing their education while some girls stay back at home to look after the siblings and household duties.
Ms Vastalla, Dharwad: Lack of support to the girls from the family prevents them from pursuing higher education. Promotion of agri-based enterprises through value-addition and food processing would encourage girls’ enrollment in higher education.
D. Discussions with progressive farmers
Mr R.Patel, Farmer, Chandrakuri: Farming is not a profitable enterprise. Myself and other farmers plan to quit farming to migrate to towns and earn livelihood there.
Vimal Bhai Chowda, Chandadi: My fore-fathers migrated from Gujarat and took farming as an enterprise taking leased land and developed to a level that their family owns 500 acres of land. Farmers of the region have very low risk taking attitude.
Vijay Chowda, Gomchi: My daughter and is now pursuing MBA in Rajasthan. Her education would make her financially independent specially at her in-laws place after marriage.
Mr M. Appalanarasimham, Progressive farmer, Buravalli: Girls are educated till Class X but they are restricted to higher education to look after household duties. Suitable jobs for women are in teaching and clerical departments. Financially weak position to afford tuitions or apply for competitive examinations
Mr Gangadhar Patnaik, Farmer, Garak: The admission to professional courses is based on merit at 10+2 level and hence; the rural students with minimum educational facilities, lack of proficiency in English language and poor financial status cannot compete with the urban students.
Mr Valji Patel, Sarpanch & Progressive farmer, Ballokaghoda: As an adopted village of MPUAT, all the farmers in the village are adopting vermicompost in their floriculture fields and earning annual profit of Rs 12000/-.
E. Discussions with agricultural students
• Lack of publicity by the university regarding various courses being offered resulting in unawareness of the same in rural areas. B.Sc.(Ag.) student of UAS, Dharwad.
• Entrepreneurship oriented courses be included in the course curriculum to initiate their own enterprise after graduation. B.Sc.(Ag.) student of UAS, Dharwad.
• The students are optimistic about their career prospects in agricultural education. However, their faculty do not encourage them informing about careers in agriculture instead, suggest them to diversify from agriculture to other fields. B.Sc.(Ag.) students of AAU, Anand.
Annexure-5.3
Case Studies
Case Study-1: Sri.Chennaiah, Farmer, Kamalapur Village, Dharwad Dist
Sri.Chennaiah is a progressive farmer of Kamalapur village, which is 5 km from Dharwad has become a part and parcel of Dharwad town, because of the latter’s rapid expansion.
Sri Chennaiah (76), s/o. Late Karabasavaiah is a progressive farmer of the village. He is a large farmer with holding of 12.5 acres of which 7.0 acres is under Cotton, 3.5 acres chillies and the remaining 2.0 acres is under jowar. He is educated till Class X and hence aware of the recent technological advancements in the field of agriculture through various sources viz., radio, television and scientists of UAS, Dharwad.
Sri Chennaiah and his wife Smt Iramma (65) had six children of which two are girls. As Smt.Iramma happens to be daughter of a Secretary of Co-operative society, she studied till Class VII in those days. The upper caste girls were educated to help the male members in performing the religious activities. Smt Iramma had assisted her children in providing solutions to the problems faced by them. The educational qualifications of his children are as follows:
|SNo |Name |Sex |Age |Qualification |Present occupation |
|1 |Basavaraj |M |46 |Diploma in Agriculture |Field Asst, UAS Dharwad |
|2 |Mangala |F |42 |Class X |House wife |
|3 |Gangadhar |M |38 |PG in Commerce |Commerce Lecturer |
|4 |Gummagolmath |M |36 |Ph.D in Agril.Eco |Research Associate |
|5 |Anasuya |F |34 |B.A (Economics) |House wife |
|6 |Chandrasekhar |M |33 |B.A. (Arts) |Student |
Sri Chennaiah had spent his life devoted to his occupation i.e., agriculture and is content with what he possess. As a respected elderly man who has seen the ups and down of life his comments and suggestions are valuable for the society. With an educational qualification of Class X in those days, he had many options to be appointed as Secondary division clerk/ Primary school teacher/ Sub-assistant in Agriculture department/ Secretary in PACS. He rejected all the offers with the sudden loss of his father to shoulder the responsibilities of earning bread and butter for his family. His counterparts who were appointed in state government departments then, have retired in various capacities and leading a successful life.
Commenting on profitability of agriculture occupation in the past and present, he said that an investment of Rs100/- had reaped Rs200/- in the past while in the present circumstances the same amount incurred would yield only Rs50/- lamenting that agriculture has become an unprofitable venture. Agriculture was once a noble profession in the past while it is unable to feed the family and fulfill the basic requirements. Organic farming techniques which were adopted previously are being popularized by the UAS, Dharwad. His fellow farmers are also continuing farming but are not encouraging their children to continue farming owing to the high costs, physical labour and mental stress involved in it with returns uncertain, involvement of high risk associated with the weather conditions.
Sri Chennaiah wanted to educate all the children alike because he was deprived of higher education due to financial constraints. His elder daughter, Ms.Mangala was educated up to Class X in the village. Being the eldest daughter, she had an additional burden of looking upon her siblings and household activities. Though she pleaded for higher education, her plea was rejected on the grounds that sending girls outside the village would create rumours that they mingle openly with boys that later on hamper the girls’ marriage prospects.
With passage of time, the attitudinal change in the society towards girls has changed for the better and girls were educated as per their choice. However, an incident that took place later had brought set back on the society. A girl who successfully pursued M.A. (Journalism) from the village rejected the marriage alliance brought by her parents and instead married her classmate belonging to a different community. The consequence of the incident was clear. Educated girls would not heed the advice of parents/elders and take decisions on their own. Girls were not sent to long distances to pursue their career but had to be content with the education available in the vicinity. Thus, they are protected and monitored by the society. Ms.Anasuya was a victim of the incident and she had to take up B.A. (Economics) offered in the village against her desire of pursuing Home Science at Dharwad and settle as Assistant Agricultural Officer.
The avenues for the current generation of youth are in the fields of education, health and defence as the country invariably needs their services and thus potential is created for employment. The society in general opines that the suitable job for girls is teacher/lecturer, which can be taken up after pursuing graduation in arts/social sciences. Higher education for girls has also been requisite for suitable matrimonial alliances in the modern society. In discussion about his village, he made the following observations
• A girl named Ms.Sudha, hailing from the village, belonging to down trodden sections and devoid of amenities had pursued B.Sc. (Ag.) with determination and is now posted as Assistant Agricultural Officer in the state.
• Agriculture department is defunct in the state and hence the agricultural universities are requested by the farming community to have a direct network with them.
Case study –2 : Yellappa Mandival Appa Amar Goud, Farmer, Garak Village, Dharwad Dist.
Yellappa Mandival Appa AmarGoud is 57-year-old progressive farmer of Garak village, Dharwad District. Yellapa stays in joint family comprising of 60 members, which includes his 4 brothers (excluding him) and their families. He is the eldest and is a father to 5 children (3 sons and 2 daughters)
His father was an illiterate, but educated his children including daughters. All the siblings except for one sister are educated till 10th standard. His wife is illiterate and same is the status of all the elderly women members. The children and the daughter in-laws of the family are educated of which one (daughter in-law) is pursuing B.A after the marriage. The following table shows the educational status of his children
|SNo |Members |Age |Marital status |Educational Status |
|1 |Munii Amma (Daughter) |26 |Married |SSC |
|2 |Ambica (Daughter) |18 |Unmarried |Completed 10+2, wants to pursue B.A |
|3 |Eraapa (Son) |24 |Married |SSC |
|4 |Devendraapa (Son) |22 |Married |Completed 10+2 |
|5 |Sanghappa (Son) |21 |Unmarried | final year |
Family owes 80 acres of land .The siblings jointly carry the cultivation, as the fragmentation of land results in comparatively less produce and thus low income.
Agriculture being the primary occupation of the family, cultivation is carried out in both the seasons i.e. is Kharif and Rabi .In Kharif, they mainly produce cotton and rice whereas in Rabi they take up dry land crop cultivation such as red gram and jowar. The annual income of the family is approximately Rs 85,000 to Rs 90,000.Apart from agriculture he owes a small Kirana shop, but the income from this comparatively very less.
Yellappa being educated realizes the importance of education, hence allowed his children irrespective of their gender to pursue higher education. According to him due to poor quality of education in rural areas, students fail to get good percentage at 10th standard and hence could not get admission in reputed college specially in science stream. Further the medium of instruction in rural areas being Kannada (Regional language), students face difficulties in understanding the science terminologies in English and thus opt for commerce-based courses at 10+2 level.
He stated that to his knowledge none of the student from his village has enrolled in agricultural education and the primary reason for this is majority of the villagers including the rural youth are not aware of existence of agricultural education though the village is just 5kms away from the agricultural university (UAS, Dharwad).
Yellaapa is aware of the agricultural education and hence wanted his younger son to take up agir-education but due to low percentage in 10th standard, he was unable to get admission in the course and joined in commerce at 10+2 level. Presently he is pursuing in Dharward City and is simultaneously working as a marketing executive in a private enterprise.
When enquired about his views on girl’s enrollment in agricultural education, he opined that, agricultural sector demands fieldwork in distant and scattered field and therefore is unsafe and inappropriate for girls. According to him girls should always prefer table work jobs and hence wants his younger daughter to take up teaching profession as it not only safe, but also recognized in society.
Case study - 3 : Bajrang Ganga Ram Godgave, Farmer, Bhatkedha Village, Latur District
Bajrang Ganga Ram Godgave is a progressive farmer of Bhatkedha village, Latur district. Bajrang is educated up to 7th standard and owes 8 acres of land on which he grows soyabeans, red gram, and green gram. He has two sons and one daughter. His wife is educated up to 7th standard and daughter is educated up to 9th standard and discontinued after that as he got her married immediately after attending maturity. Another reason for discontinuing higher studies was his unwillingness to send girl child outside the village to pursue higher studies. Among his sons, elder son as completed his and is a bank employee in Nagpur and the younger one has studied up to 9th standard and is looking after the farm. His elder daughter in-law has completed M.A and is working as schoolteacher in Nagpur and the second daughter in-law is educated up to intermediate and is helping her husband in farm work.
According to Bajarang a decade back due unawareness and lack of higher education facilities in rural areas literacy level in villages especially in terms of girl’s education was low. But now due to availability of high school in rural areas all the children including girls are educated at least up to 10th standard.
He stated that after realizing the importance of higher education he is putting all the possible efforts to give quality education to his grandchildren including granddaughter. It was interesting to note that in his view higher education was restricted to medicine and engineering only and agri education was the last in his priority list. According to him agriculture is not considered prestigious in the society. He stated that agricultural education is something, which his forefathers are carrying since ages and hence cannot be considered as professional as it does not require any technical knowledge. This attitude of his is mainly because he relates agricultural education to farming alone.
Bajrang informed that as his elder son is in Nagpur, his elder grand children are getting quality education compared to his younger grand children and hence is planning to send his younger grand daughter (second son’s daughter) to Nagpur with his wife to pursue her education in English medium school. Bajarang revealed that he is ready to keep his land on mortgage for his grand children’s education.
Though Bajrang is aware about agri education and existence of agricultural university is not willing does not want his grand children to pursue agricultural education According to him as agriculture is nature dependent there is no future in farming and hence none of his grandchildren want to take up agricultural education. He opined that agricultural education is not suitable for girls, as it demands field work in scattered and distant field and hence want his granddaughter take up teaching profession or any other profession, which involves only table work. According to him efforts should to be taken to improve the quality of education in rural areas specially in terms of improving English language, as it will help the rural students to fare well in competitive exams.
Case study – 4: Vishnu Pandhari Wangwade, Farmer, Mamdapur Village, Latur District
Vishnu Pandhari Wangwade is a progressive farmer of Mamdapur village of Latur district .He owes 20 acres of land and grows green gram, soyabeen, red gram and rice. He is educated upto 7th standard whereas his wife is a matriculate and is a housewife. Among his sons, elder son is pursuing 12th in arts and the younger one is in 10th standard. The reason for opting arts in intermediate was low percentage in SSC. He stated that he wanted his elder son to take up agriculture in graduation but due to poor quality of education in schools in rural areas the students fail to get admission in science courses and hence are forced to take up arts or commerce in intermediate. When enquired about the reservation in agricultural education for rural student, he opined that he came to know of this special quota only through this meeting.
According to Vishnu, education for girls in Maharashtra till graduation is free. However, the quality of school education in rural areas, specially compared to English medium schools (Missionary School and Central schools), is very poor as he compares with his brothers kin studying in Nagpur school. He stated that in government school the medium of instruction is Marathi (regional language) and hence the rural students can’t fare well in competitive exams and thus will not land up in good jobs in government sector. He opined that majority of the educated youth migrate to cities and towns in search of jobs as the rural youth who are literate till intermediate or graduation fill inferior to work in fields. Though very few get jobs in private sector, they prefer to be in city and work as laboures and this mainly because working as laboures in urban areas is considered to be prestigious than working in their own farms or other farms in rural areas.
When asked about the poor enrollment of girls in rural areas in higher education, particularly agricultural education, He stated that as agriculture is nature dependent there is no future in this sector. He opined that agricultural education is not suitable for girls, as it demands fieldwork in scattered and distant field thus creating problem in terms of girls security. He stated that girls should prefer jobs which demands only table work and hence should opt for teachers jobs as this profession is respected and recognized in society compared to any other field based jobs. He opined that the girls who have completed their diploma in agri-education are presently working as gramsevikas, which involves traveling to scattered and distant places. This profession demands interaction with different people at grass root levels, which is not only unsafe but also is looked down by the society thus inturn creating problems in finding suitable match. When enquired about his views on female agri graduates, postgraduates and doctorates, he stated that agriculture professional of any cadre has to work in fields and hence is unsafe for girls.
Case study – 5 : Babu Rao Ambekar, Farmer, Kolpa Village, Latur District
Babu Rao Ambekar is a 51-year-old resident of Kolpa village of Latur district. He is farmer by profession and owes 32acres of land on which he grows jowar, green gram, red gram and rice. Farming is carried out both Kharif and Rabi season. He is educated upto 10+2 and his wife is matriculate. Bapu is a father of two sons. Both of them are married, of which elder son is lawyer by profession and the younger one is educated upto 10th and is looking after farm. Among his daughter in-laws elder daughter in-law is pursuing M.A after marriage and younger one is educated upto intermediate and helps her husband in farming.
Bapu says that after realizing the importance of higher education he is putting all the possible efforts to give quality education to his daughter in-law. He proudly states that he is planning to send his grandchildren to Latur city for higher education and if required he is ready to keep his land on mortgage for giving them quality education. He states that being educated, he realizes the importance of higher education and hence is allowing his daughter in-law to pursue higher education. According to him due to poor quality of education in rural areas, students fail to get good percentage at 10th standard and hence could not get admission in reputed college specially in science stream. Further the medium of instruction in rural areas being Marathi (Regional language), students face difficulties in understanding the science terminologies in English and thus opt for commerce-based courses at 10+2 level.
Though Bapu was aware of provision of quota for farmers in agricultural education he is not willing to send his grand children in this stream and same was the opinion of his sons
It was interesting to note that in his view higher education is restricted to medicine and engineering only and agri education was the last in his priority list. According to him agriculture is not considered prestigious in the society. He stated that agricultural education is something, which his forefathers are carrying since ages and hence cannot be considered as professional as it does not require any technical knowledge
Bapu states that to his knowledge none of the student from his village has enrolled in agricultural education and the primary reason for this is majority of the villagers including the rural youth are not aware of existence of agricultural education though the village is just 1kms away from the agricultural university (College of agriculture)
When asked about the poor enrollment of girls from rural areas in higher education, particularly agricultural education, he opined that agricultural education is not suitable for girls.It demands fieldwork in scattered and distant field thus creating problem in terms of girls security. He stated that girls should prefer jobs which demands only table work and hence should opt for teachers jobs as this profession is respected and recognized in society compared to any other field based jobs. He opined that the girls who have completed their diploma in agri-education are presently working as gramsevikas, which involves traveling to scattered and distant places. This profession demands interaction with different people at grass root levels, which is not only unsafe but also is looked down by the society. He stated that these field trips will unknowingly involve them in village politics and inturn will create problems for their family members thus creating problems in finding suitable match.
Case study – 6: Vijay Chowda, Farmer, Gomchi Village, Raipur District
Vijay Chowda is a 47-year-old rich farmer of Gomchi village, Raipur District Chattisgarh. He is an agricultural graduate and his wife is a graduate in arts and is housewife. Mr. Chowda owes 200 acres of land and carries horticultural cultivation on the entire land .His market is extended upto Ambicapur and Jagdalpur, which is around 400 kms away from Raipur.He, has one daughter and a son. His daughter is pursing MBA in Rajasthan. He allowed his daughter to pursue higher education to make her financially independent specially at her in-laws place after marriage .His son has completed 10+2 in life science and wants to pursue graduation in agriculture in order to look after his farm.
When enquired about his views on girls enrolment in higher education with special emphasis on agricultural education. He stated that unlike a decade back rural girls are now going as far as Rajasthan to pursue higher education. This is mainly because reservations for girls in various professional courses. Mr Chowda stated that though the status of girl has improved the attitude in interiors specially among the marginal farmers is still the same. This mainly because of their poor financial status and hence government should provide special incentives exclusively for rural students in higher education.
According to him in India farmers have very low risk taking attitude and hence belong to the poor strata of the society. According to him during initial days of his career as an agriculture graduate he tried to educate the farmers of his village on the latest agricultural technologies, but none of them showed interest. He states that Indian farmers are very low attitude in adoption of innovative technologies and same is with agricultural education. Mr. Chowda states that people in India, not only in villages but also in urban areas relate agriculture to farming alone and hence is not recognized in society unlike other professional course i.e. engineering and medicine.
He informed that his forefathers were migrants of Rajasthan. During that period they owed around 5 acres of land, but due their accepting attitude for innovative technologies they gradually developed their farming, thus became landlords of the village. Mr Chowda states that it was his father who encouraged him for agricultural education. When enquired whether he would have allowed his daughter for agricultural education, he said “MBA was her choice and he would have definitely encouraged her for agricultural education if she would have opted for it.”
According to him now a day due erratic climatic conditions, agriculture has become risk hence most the marginal farmers are giving their land on lease and migrating to towns and cities for better livelihood. He stated because of his son willingness to take agricultural education he joined him in it otherwise, he could have also given his land on lease and migrated to Raipur
He opined that another reason for low enrolment in agricultural education is low employment opportunities and less scope for own entrepreneur. Mr Chowda states that government should formulate policies, which would ensure employment guarantee for agricultural graduates in government as well as private sector
Case study –7 : Mr. Ram Lalit Kuswaha, Farmer, Harpur Village, Pusa
Mr. Ram Lalit Kuswaha (42) is a small progressive farmer of Harpur village located at a distance of 4 K.M. from RAU, Pusa. Number of family member is 6. He has 3 children (Two daughters and one son and father).
Ram Lalit’s father is an illiterate. But Mr. Ram Lalit is educated upto class 7. Presently he is involved in his own farming has also worked as an agricultural labour on daily wages on other’s fields. For the last 6-7 years he has been cultivating flowers on 0.5 acre of his own land, which he realised as more profitable than paddy, wheat etc. He is willing to educate his children. Eldest daughter is studying in class XI, the second one is in class VII and his son is in class 3rd. (All children are going to school).
He fully understands the importance of education. But he thinks he won’t be able to afford the fees for his daughter’s education after 12th class. At time of admission in class 10, he paid the fee of Rs.500/- with lots of difficulty. High school and inter-college is about 6 kms away from his village and his daughter is going to school by walking.
According to him, generally, parents are thinking about the marriage of their daughter after 10th or 12th class. If girls are highly qualified (graduate/post graduate) then parents have to look for a groom of same level in education and demand of dowry will be very high from boy’s side (Perception of villagers is that highly educated boys only belong to rich families, as a poor person can not afford the cost of higher education). The demand of dowry would be high in that case. Educated daughter will never be willing to get married with a less educated person. There is poor quality of education in govt. schools in comparison to private schools in rural areas. The private schools are better but fee structure is very high and it is also difficult to get admission in such schools.
Case study –8 : Shri M.P. Jha, Udaipur Village, Samastipur Dist, Bihar
Udaipur village located 30 KM away from RAU, Pusa. Dr. M.P. Jha (66) is a highly educated progressive farmer and one of the respectable person in his village. He is a large farmer with 25-acre farmland. He is growing different crops like wheat, rice, tobacco, rapeseeds and mustard, maize and vegetables. According to him, tobacco is the most profitable cash crop among his crops. He has a PhD in plant breeding. He is very much aware about the recommended package of practices, latest varieties and recent technological advancements in the field of agriculture. He has strong liaison with State Agricultural Universities, print media as well as electronic media. He depends on agricultural magazines, newspapers and electronic media like Radio, Television etc. for latest information on agriculture.
Mrs Jha (60) is a housewife and having education upto class 7. She has three children of which two sons and one daughter. The educational qualifications of his children are as follows:
|SNo |Name of the children’s |Age |Qualification |Present Occupation |
|1. |Dr.A.K.Jha (Son) |37 |Ph.D. |Service |
|2. |Akhilesh Kumar Jha (Son) |33 |M.Sc. |Service (Defence) |
|3. |Seema Jha (Daughter) |30 |B.Sc. (Home Sc.) |Service |
Dr. P.M. Jha, pointed out the following reasons for low participation of rural girls in agricultural education. First and the most important is lack of awareness about agricultural education. Second important reason is the conservative society, where people do not like their daughter to stay away from the family/home. The third important reason is the poor financial condition of rural people in Bihar and fourth important point is that it is very difficult to find out suitable match for highly educated girls.
For increasing participation of rural girls in agricultural education, he suggested that the state govt. or State agricultural Universities should organise mass awareness program in rural areas through advertisement about the agricultural courses and opportunities in this area. There should be reservation in admission for rural girls. There should be provision for financial assistance like scholarship to poor rural girls. There should be counselling in schools to raise awareness among students about the agricultural courses and corresponding career options.
Case study –9 : Shri Ashok Kumar Pandey, Jorium Village, Faizabad District, UP
Sh Ashok Kumar Pandey is a 52 year old progressive farmer of Jorium village, located 3 KM away from NDUA&T, Kumarjanj, Faizabad. He has studied upto 12th class. He owns 1.5 acres of land and grows paddy, wheat, rapeseeds and mustard, pea etc. His wife has studied upto class 5.He has two daughters and one son. Eldest daughter is married and she has studied only upto class 8. His second daughter is studying in Class 11 and his son is studying in class 9.
He knows the importance of higher education but due to poor transport facility from village to schools, inter college and degree college, girls are unable to get higher educations. High School and Inter College are 10 kms away from his village. Village is 2.5 KM away from main road, and girls find it difficult to walk daily this distance. It is possible to go by cycle if girls are in a group of 4-5. His eldest daughter stopped going to school after 8th standard due to the unfavourable environment prevailing in the villages. If a single girl is going to schools/college located outside the village, then villages can potentially create rumour that they mingle openly with the boys and after that she will face problem in getting a good alliance. This is due the conservative nature of the rural society.
However this situation is changing to some extent in recent years. Parents are currently trying to give equal opportunities for education to girls and boys. He purchased cycle for the second daughter and she is going in a group of 3-4 girls from the village. Still he doesn’t have the confidence for sending his daughter alone by cycle keeping ion view the safety and security in the village. Due to financial constraints, villagers cannot afford the cost of hostel accommodation. According to him, higher education is necessary for girls to find a suitable life partner.
Chapter - X
Abbrevations
AAU Assam Agricultural University, Jorhat
AAU Anand Agricultural University, Anand
AAU Allahabad Agricultural University, Allahabad
AGRIUNIS Agricultural Universities Information System
AMU Aligarh Muslim University, Aligarh
ANGRAU Acharya N.G. Ranga Agricultural University, Hyderabad
BCKV Bidhan Chandra Krishi Viswavidyalaya, Mohanpur
BAU Birsa Agricultural University ,Ranchi
BHU Benaras Hindu University, Varanasi
BSKKV Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth, Dapoli
CAU Central Agricultural University, Imphal
CCSHAU Chaudhary Charan Singh Haryana Agril. University, Hisar
CIFE Central Institute of Fisheries Education, Mumbai
CSAUAT Chandra Shekhar Azad University of Agriculture and Technology, Kanpur
CSKHPKV Ch. Sarwan Kumar Himachal Pradesh Krishi Viswavidyalaya , Palampur
CU Central University
DARE Department of Agricultural Research and Education
DST Department of Science and Technology
DU Deemed University
FAO Food and Agricultural Organization
GATS General Agreement on Trade and Services
GBPUAT Govind Ballabh Pant University of Agriculture and Technology, Pantnagar
GDP Gross Domestic Product
GMO Genetically Modified Organisms
GOI Government of India
IAMR Institute of Applied Manpower Research
IARI Indian Agricultural Research Institute, New Delhi
ICAR Indian Council of Agricultural Research
IGKVV Indira Gandhi Krishi Viswavidyalaya, Raipur
IVRI Indian Veterinary Research Institute, Izatnagar
JNKVV Jawaharlal Nehru Krishi Viswavidyalaya, Jabalpur
JAU Junagadh Aricultural University, Junagadh
NAU Navasari Aricultural University, Navasari
KAU Kerala Agricultural University, Thrissur
KVAFSU Karnataka Veterinary Animal and Fishery Sciences University, Bidar
MAU Marathwada Agricultural University, Parbhani
MASFU Maharashtra Animal Science & Fisheries University, Nagpur
MPKV Mahatma Phule Krishi Vidyapeeth, Rahuri
MPUAT Maharana Pratap University of Agriculture and Technology, Udaipur
NAAS National Academy of Agricultural Sciences
NARS National Agricultural Research System
NDRI National Dairy Research Institute, Karnal
NDUAT Narendra Dev University of Agriculture and Technology, Faizabad
NGO Non Governmental Organization
NPE National Policy on Education
NRC National Research Council
OUAT Orissa University of Agriculture and Technology, Bhubaneswar
PAU Punjab Agricultural University, Ludhiana
PDKV Dr. Punjabrao Deshmukh Krishi Vidyapeeth, Akola
RAU-B Rajasthan Agricultural University, Bikaner
RAP-P Rajendra Agricultural University, Pusa-Samastipur
R&D Research and Development
SAU State Agricultural University
SDAU Sardar Krushinagar Dantiwada Agricultural University, S.K.Nagar
SBBPUAT Sardar Ballabh Bhai Patel University of Agriculture & Technology, Meerut
SKUAST-J Sher-E-Kashmir University of Agricultural Sciences and Tech. Jammu
SKUAST-S Sher-E-Kashmir University of Agricultural Sciences and Tech., Srinagar
SVUVA Sri Venkateswara University of Veternary and Animal Sciences, AP
TNAU Tamil Nadu Agricultural University, Coimbatore
TANUVAS Tamil Nadu Veterinay and Animal Science University, Chennai
TV Television
UAS-B University of Agricultural Sciences, Bangalore
UAS-D University of Agricultural Sciences, Dharwad
UBKVV Uttar Banga Krishi Vishwavidyalaya, Cooch Behra
UNESCO United Nations Educational, Scientific and Cultural Organization
UPDDUPCVVVEGAS UP Pandit Deen Dayal Upadhyay Pashu Chikitsa Vigyan Vishwavidyalaya evam Go Anusandhan SansthanUttar Pradesh Deena Dayal Upadhyay Veterinay & Animal Sciences University, Mathura
USA United States of America
WBUAFS West Bengal University of Animal and Fishery Sciences, Calcutta
WTA World Trade Agreement
YSPUHF Dr. Yashwant Singh Parmar University of Horticulture and Forestry, Solan
-----------------------
Project team
D. Rama Rao Project leader
N. Sandhya Shenoy Co-investigator
V. Rasheed Sulaiman Co-investigator
N. Sunanda Research associate
Badruddin Khan Research associate
Mrunal Uday Lahankar Senior Research Assistant
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