Strategies to encourage rural female students
in agricultural 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
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
Strategies to encourage rural female students in agricultural education
ii
CONTENTS
SNo
Topic
Page no.
Contents
ii
Preface
iii
Executive summary
iv
1.
Introduction
1
2.
Agricultural manpower development
6
3.
Research design
14
4.
Issues of women in agricultural education
19
5.
Survey results and discussion
26
6.
Perceptions and opinions
53
7.
Issues, strategies and recommendations
60
8.
References
67
9.
Annexures
74
10.
Abbreviations
139
Strategies to encourage rural female students in agricultural education
iii
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
Strategies to encourage rural female students in agricultural education
iv
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.
Strategies to encourage rural female students in agricultural education
v




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.
Strategies to encourage rural female students in agricultural education
vi
Chapter-I
Introduction
1.1 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
Strategies to encourage rural female students in agricultural education
1
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 nongovernment 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
Strategies to encourage rural female students in agricultural education
2
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
Strategies to encourage rural female students in agricultural education
3
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.
Strategies to encourage rural female students in agricultural education
4
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.
Strategies to encourage rural female students in agricultural education
5
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.
Strategies to encourage rural female students in agricultural education
6
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 reexamination 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
Strategies to encourage rural female students in agricultural education
7
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.
Strategies to encourage rural female students in agricultural education
8
Table-2.2: Agricultural education system in India
University
Number of
Universities
State Agricultural Universities
39
Central Agricultural University
01
Deemed-to-be Universities
05
Central Universities
03
Indian Institute of Technology
01
General Universities
17
Total
66
Number of
Colleges
250
06
11
03
01
49
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
XII Standard in Agri./Science with Physics,
1.
B.Sc.(Ag.)
Chemistry, and Biology
2.
B.Sc. (Hort.)
-do3.
B.Sc.(AgC&B)
-do4.
B.Sc. (Forestry)
-do5.
B.Sc. (Seri.)
-do6.
B.H.Sc.
-doXII Standard in Science with Physics, Chemistry and
7.
B.F.Sc.
Biology
B.V.Sc. & A.H.
XII Standard in Agri./ Science with Physics,
8.
Chemistry, Biology and English
XII Standard in Science with Physics, Chemistry and
9.
B. Tech.(Ag. Engg.)
Maths
10.
B.Tech. (D.Tech.)
-doXII Standard in Science with Physics, Chemistry and
11.
B.Tech. (Food Sc.)
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
Strategies to encourage rural female students in agricultural education
9
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
Veterinary
graduates
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 postgraduates 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
Strategies to encourage rural female students in agricultural education
10
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.
Strategies to encourage rural female students in agricultural education
11
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
Strategies to encourage rural female students in agricultural education
12
for higher degree in research and second type with broad based education aiming at nonacademic 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.
Strategies to encourage rural female students in agricultural education
13
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.
Strategies to encourage rural female students in agricultural education
14
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.
3.3 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
II. Girl students in School
III. Girl students in Agricultural colleges
(given in Annexure-3.3)
(given in Annexure-3.4)
(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.
Strategies to encourage rural female students in agricultural education
15
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.
Strategies to encourage rural female students in agricultural education
16
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.
Strategies to encourage rural female students in agricultural education
17
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
Strategies to encourage rural female students in agricultural education
18


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.
Strategies to encourage rural female students in agricultural education
19
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
Girls’ enrollment (%)
Growth in enrollment during
1990-2001
Course
1990-91
2000-01
Girls
Total
Engineering
10.5
21.5
6.5
3.4
Medicine
34.8
44.0
3.3
2.2
9.0
Agriculture
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 19902001. 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
Strategies to encourage rural female students in agricultural education
20
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.
70
60
52.7
63.8
62.7
60.1
55.4
52.8
53.5
Enrolment ('000)
50
Total
Girls
40
30
20
4.7
10
11.6
10.9
10.1
8.7
8
6.4
2000-01
1999-00
1998-99
1996-97
1995-96
1993-94
1990-91
0
Year
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 199192 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
Strategies to encourage rural female students in agricultural education
21
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
1991-92
2003-04
discipline
W
T
W%
W
T
W%
1 B.Sc. (Agriculture)
446
2173
20.5
869
3152
27.6
2 B.V.Sc.
148
837
17.7
265
1021
26.0
3 B.Tech.
32
376
8.5
118
369
32.0
W= Women and T= Total
Amongst the three major disciplines, the increase in women students is modest in B.Sc
(Agriculture), i.e. from 20.5 per cent in 1991-92 to 27.6 per cent in 2003-04. In the case
of Veterinary sciences, it increased from 17.7 per cent to 26 per cent during the same
Strategies to encourage rural female students in agricultural education
22
period. However, the intake showed remarkable increase in case of engineering degree
from 8.5 per cent in 1991-92 to 32 percent in 2003-04. The growth of students in
agricultural engineering is in line with growth observed in general engineering disciplines
offered out side the SAU system. As agriculture engineering has good interface with the
industry, there is a growing demand for this course and women students are increasingly
getting motivated to join them in spite of hardships in the profession. Women in
engineering sector faced difficulty and discrimination both in education and employment
(Parikh and Sukhatme, 1992). But, women graduates in agriculture are much better on
this count (Ramarao and Sandhya Shenoy, 1998). As agriculture is more gender friendly
than conventional engineering disciplines, women enrollment would increase if there is
perceptible improvement in employability and entrepreneurship.
4.5 Mode of selection
All bachelor degree courses in SAUs are of four years' duration. The minimum eligibility
for admission is a pass in the 10+2 or equivalent with science or agriculture. Many
universities fix a minimum aggregate of 50 per cent marks to be obtained in the
qualifying examination. Details on mode of selection, eligibility criteria and course
contents followed in SAUs is given in ICAR publication (ICAR, 2002).
Admission to the state agricultural universities may be based on merit or performance in
an entrance examination as per the rules prevailing in the state. Indian Council of
Agricultural Research conducts an All India Entrance Examination for admission to
undergraduate courses in agriculture and allied sciences (excluding veterinary science,
which is conducted by Veterinary Council of India), for filling up 15 per cent of the total
number of seats in State Agricultural Universities, Central Agricultural University,
Imphal, and cent per cent of the seats in National Dairy Research Institute, Karnal.
Some SAUs provide reservation (up to 5%) to students from farm families under the
farmers quota. Some states provide reservation to girls up to 33 per cent in all categories
and there is pressure on remaining states also to implement this, as almost all major
political parties advocate the same. However, in case of the merit based selection, it will
be of little use to rural students as they find it difficult to compete with urban students
either in the qualifying examination or in the entrance examinations. On the whole, the
proportion of rural students of both men and women is on a decline.
4.6 Polytechnic education
Polytechnic education produces para-professionals, and they are in demand for both
public and private sectors. The growth in polytechnic education during 1991-92 and
2004-05 is given in Table-4.4. Polytechnic agricultural schools have rapidly expanded in
the recent years. During 1991-92, there were only 31 such schools in the agricultural
education system, while their number is in excess of 200 in 2004-05, bulk in Maharastra
state with 87.5 per cent of the intake of diploma students. The data reveals a steep
Strategies to encourage rural female students in agricultural education
23
increase in intake of girls in to diploma courses from 0.4 per cent in 1991-92 to 19.3 per
cent in 2004-05.
In view of its need, there is expansion in number of polytechnics under SAUs. In
Maharashtra state, the ratio of diploma to undergraduate students in agriculture and allied
sectors is 3:1. Following the Maharashtra example, the other SAUs in the country can
expand diploma education and train about 50,000 students a year.
Table-4.4: Growth of girl students in agriculture polytechnic education
Year
Diploma
Total
Women (%)
1535
0.4*
1991-92
13814
19.3
2004-05
* 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. 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
Strategies to encourage rural female students in agricultural education
24
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).
4.8 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
(http://www.ugc.ac.in/policy/education.html). About four lakh students are enrolled in
about 150 vocational courses running in about 6700 higher secondary schools
(http://psscive.nic.in 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
Strategies to encourage rural female students in agricultural education
25
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 gendersensitive planning in agricultural education, research and extension. This issue is on
national debate (Swaminathan, 1998 and NAAS, 2004).
Strategies to encourage rural female students in agricultural education
26
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 statewise 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
Respondents category
Response details
School
Agricultural
Professionals
students
students
Questionnaires sent
400
400
400
No of responses
185
262
265
Response rate
46.2
65.5
66.2
Per cent response
26.0
36.8
37.2
Total
1200
712
59.3
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.
Strategies to encourage rural female students in agricultural education
27
5.1.2 State-wise distribution
The details of the state-wise distribution of the survey respondents are shown in Table5.2. 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
Respondents category
SNo
State
School
Agricultural
Professionals
students
students
1.
Andhra Pradesh
15
25
19
2.
Bihar
23
21
23
3.
Chattisgarh
19
24
38
4.
Gujarat
0
47
20
5.
Haryana
13
28
26
6.
Karnataka
31
28
35
7.
Maharashtra
44
29
24
8.
Orissa
8
23
32
9.
Rajasthan
0
17
28
10.
Uttar Pradesh
32
20
20
Total
185
262
265
Total
59
67
81
67
67
94
97
63
45
72
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
School
Agricultural
students
students
Highest degree
N
%
N
%
High school
185
100.0
0
0.0
Intermediate
0
0.0
234
89.3
Undergraduation
0
0.0
25
9.5
Postgraduation
0
0.0
3
1.1
Doctorate
0
0.0
0
0.0
Total
185
100.0
262
100.0
Professionals
N
0
3
12
79
171
265
%
0.0
1.1
4.5
29.8
64.5
100.0
Sub-total
N
185
237
37
82
171
712
%
26.0
33.3
5.2
11.5
24.0
100.0
In the school students category, all the 185 students passed Class X and pursuing 10+2
(intermediate final year) at the time of the survey. The agricultural students sample
comprised 89.3 per cent intermediate passed students (i.e. current under graduation
students) followed by 9.5 per cent students with undergraduate degree (i.e. currently post
28
Strategies to encourage rural female students in agricultural education
graduate students) and 1.1 per cent students with postgraduate degree (i.e. Ph.D students).
In the professionals category, 64.5 per cent are PhD holders followed by 29.8 per cent
post-graduates, 4.5 per cent under-graduates and 1.1 per cent intermediate holders.
Professional respondents are more qualified as bulk of these respondents are associated
with academic, research and technology transfer sectors.
5.2 Student respondents profiles
Agricultural education being in professional category, is well competed and is on
demand. Some school managements take proactive initiatives to get their students into
professional institutions. It is common knowledge that more urban students get into
professional courses due to better equalities of education in urban schools. As
jobs/opportunities in agriculture profession are rural based it would be interesting to
know the composition of rural and urban students in agricultural education and the
expectations of school students on agricultural education vis-à-vis other professional
courses.
5.2.1 Type of school
The details on type of school managed by central government, or by state government, or
by missionaries or private, in which student respondents pursued their education, are
given in Table-5.4.
Table-5.4: Type of school of student respondents
Agricultural students
School students
School
Class X
Class X
Class XII
management
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
29
Strategies to encourage rural female students in agricultural education
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
School students
Medium of
Class X
instruction
N
%
English
46
25.0
Indian language
123
66.4
No Response
16
8.6
Total
185
100.0
Agricultural students
Class X
Class XII
N
%
N
%
89
34.0
145
55.4
150
57.2
97
37.0
23
8.8
20
7.6
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
Agricultural students
School students
School location
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
Strategies to encourage rural female students in agricultural education
30
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 agristudents 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
School
students
Parents income
N
%
Low (Less than Rs 50,000/-)
63
34.1
Middle (Rs 50,000-1,50,000)
96
51.9
High (Above Rs 1,50,000)
15
8.1
No Response
11
5.9
Total
185
100.0
Agricultural
students
N
%
58
22.1
163
62.2
32
12.2
9
3.4
262
100.0
Sub-total
N
121
259
47
20
447
%
27.1
57.9
10.5
4.5
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
Strategies to encourage rural female students in agricultural education
31
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
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
%
Teachers
10
5.4
25
9.5
61
23.0
96
13.5
Parents
122
65.9
190
72.5
152
57.0
463
65.0
Friends
6
3.2
14
5.3
32
12.1
52
7.3
Relatives
5
2.7
15
5.7
1
0.4
21
2.9
Self
41
22.2
12
4.6
18
6.8
71
10.0
No response
1
0.5
6
2.3
1
0.4
9
1.3
Total
185
100.0
262
100.0
265
100.0
712
100.0
Herr (1987) reported that secondary students in US seek advice from parents followed by
teachers, friends and counselors before enrolling in agricultural courses. In spite of the
Strategies to encourage rural female students in agricultural education
32
cultural differences and access to information on higher education at schools, the
preference to opt for agriculture courses from different social systems indicate the role of
families that have respect to tradition in influencing choices of education.
5.3.2 Motivating others to select career in agriculture
There are mixed reactions on agriculture as a professional subject, unlike professions
such as medicine, engineering and law. To understand this, the respondents views
whether they encourage others (friends or relatives) to take up agriculture as a career
option are collected and given in Table 5.9. Nearly half the respondents stated that they
would encourage others to take up agriculture as a career option and one-third indicated
their approval subjected to the condition that it is best for their merit. Only 5.8 per cent
indicated that they would not recommend it.
More than half of the agricultural students (55.3%) and professionals (50.2%) stated that
they would certainly encourage others to take up agriculture as career option. On the other
hand, nearly 40 per cent professionals and 32.1 per cent agricultural students opined that
they would encourage the students for agricultural education only if it is best for their
merit. The non-respondents are high in school students (30.2 %) and their responses on
encouraging others are not as forceful as seen with the other two groups. The students
being young, it is perhaps too early for them to guide others and a good number of them
may not have decided on their own choice. However, this issue is clarified while noting
the preferred career choices.
Table-5.9: Response on recommending agriculture as a career option to others
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
Certainly, yes
71
38.4
145
55.3
133
50.2
349
49.0
Provided if it is 46
24.9
84
32.1
106
40.0
236
33.1
best as per their
merit
Definitely, not
12
6.5
17
6.5
12
4.5
41
5.8
No Response
56
30.2
16
6.1
14
5.3
86
12.1
Total
185
100.0
262
100.0
265
100.0
712
100.0
5.3.3 Preferred courses
As there are multitudes of career choices, the three categories of respondents were asked
to indicate their choice of disciplines for college education. The weighted average
responses on the preferred disciplines/courses are given in Table 5.10. The pooled data of
the three groups indicate the order of preference as follows: Medicine followed by
engineering, dental, agriculture, science, humanities, physiotherapy and pharmacy. The
ranks are rather deceptive. The response is strong for medicine with w=1.85 then it
Strategies to encourage rural female students in agricultural education
33
sharply rose to 3.15 for engineering and with small increase for others reaching 4.67 for
pharmacy. In terms of intensity, preference to agriculture is only marginally higher to that
of science.
The preference to medicine is unanimous by the three categories, with respective weights
of 1.56, 1.76 and 2.18 adjudged by school students, professionals and agricultural
students respectively. Engineering was the next preferred course by school students
(w=2.39) and professionals (w=3.09), but not by agricultural students who ranked it sixth
(w=4.09) implying it was not their favored choice. The preference of school students to
agriculture (6th rank with w=3.69) is just reverse to that of agricultural students. The
school students placed preference to agriculture education after humanities and science.
But for this small variation with respect to preferences to agriculture and engineering, the
three categories of respondents broadly agree on their preferences to other disciplines.
Table-5.10: Weighted average response on preferred courses
Agricultural
School students
Professionals
Preferred
students
courses
W
Rank
W
Rank
W
Rank
Agriculture
3.69
6
Medicine
1.56
1
Dental
3.29
4
Physiotherapy
4.21
7
Pharmacy
4.51
8
Science
3.59
5
Engineering
2.39
2
Humanities
3.26
3
W= Weighted average on scale 1-8
3.02
2.18
3.35
4.62
4.66
3.92
4.30
4.24
2
1
3
7
8
4
6
5
3.93
1.76
3.10
4.88
4.75
4.34
3.09
5.21
4
1
3
7
6
5
2
8
Sub-total
W
Rank
3.57
1.85
3.22
4.66
4.67
4.02
3.15
4.20
4
1
3
7
8
5
2
6
Krueger and Riesenberg (1991) found that secondary school students in Nebraska, US
perceived agriculture career to be boring, hard work with low pay and career involving
more muscle work than brain. Indian school students too expressed feelings on the similar
lines. In India, though agriculture course is relatively cheaper, it did not rank high on
school students preference. It is possible that most students of agriculture are there by
virtue of their relative merit at the qualifying examination. But once they joined, they
began to like the course as is evident from the higher preference given by agricultural
students.
5.3.4 Reasons for choosing professional education
Along with the preferred courses, the respondents also indicated reasons for their
preferences. Two important reasons for their preference to professional education are
summarized in Table 5.11. The responses by the three categories of respondents are
broadly same. The three most important reasons for choice in professional education are
Strategies to encourage rural female students in agricultural education
34
obtaining a professional degree, better employment opportunities and best option based
on the merit at the qualifying examination.
To obtain a professional degree had been the most important reason indicated by 35.2 per
cent respondents. This is followed by the availability of employment opportunities by
34.9 per cent and the best option based on their merit at the qualifying examination by
18.5 per cent respondents. Surprisingly, only 3.3 per cent respondents cited availability of
scholarship and 1.8 per cent availability of hostel as a reason for preferences for
professional education. Other reasons accounted for 3.4 per cent, which included their
interest in the subject, to serve the society and cost of education.
Table-5.11: Reasons for opting professional education including agricultural education
Agricultural
School students
Professionals Sub-total
students
Response
N
%
N
%
N
%
N
%
Professional degree
124
33.5
197
37.6
180
34.0 501 35.2
Employment
120
32.4
184
35.1
193
36.4 497 34.9
Best with their merit
70
18.9
98
18.7
95
17.9 263 18.5
Scholarship
11
3.0
11
2.1
25
4.7
47
3.3
Hostel
6
1.6
6
1.1
13
2.5
25
1.8
Others
22
6.0
18
3.5
9
1.7
49
3.4
No response
17
4.6
10
1.9
15
2.8
42
2.9
Total
370
100.0
524
100.0
530
100.0 1424 100.0
Findlay (1982) reported that an ambition to pursue a professional career was the primary
reason for US students to join agricultural courses. This was followed by their farm
background and personal interest. Jess Thompson and Earl Russell (1993) observed that
high school students who have taken coursework in agriculture expressed more favorable
beliefs about career in agriculture than those students without such exposure. Thus,
agriculture as a subject at school will improve enrollment in agricultural education.
Although Indian school students also opted agriculture as a professional course, students
and teachers doubted on the professional character of agricultural education. To
encourage enrollment, there is a need to look into professional character of agricultural
education and bring awareness on this in society at large. This would not come from mere
campaign, but has to be reflected by the graduates approach to profession in the society.
This needs serious introspection and debate.
5.4 Counseling and awareness
During the pilot survey both the school students and parents of students from rural areas
expressed lack of awareness about agricultural education. Some farmers, who happen to
know about agriculture department, also expressed such ignorance. The respondents were
Strategies to encourage rural female students in agricultural education
35
enquired about stage of awareness, counseling in school about higher education,
encouragement from teachers on higher education and cost of education.
5.4.1 Stage of awareness
To explore awareness of the respondents about professional agricultural education, they
were enquired about the stage when they were aware and their responses are given in
Table-5.12. Majority of the respondents (45.4%) were aware about agricultural education
at junior college, followed by 32.9 per cent at school and 15.2 per cent at degree college,
i.e. after joining degree programme. Lack of knowledge about agricultural education is
cited by 4.6 per cent of the respondents.
Nearly half of the respondents from agricultural students and agricultural professionals
categories indicated awareness about agricultural education at junior college, unlike the
school students (55.1%) who indicated their awareness at school itself. This shows that
the present students at school get to know about agricultural education much earlier than
their seniors in the past. This perhaps shows the changing concern of students to plan
their future education well in advance, i.e. at school itself. However, 17.8 per cent
students indicated lack of awareness either at school or at junior college. Never the less,
this situation calls for making the school students aware of agricultural education as a
professional career choice.
Table-5.12: Response on stage at which respondents were aware of agricultural
education
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
%
School
102
55.1
56
21.4
76
28.7
234
32.9
Junior college
45
24.3
142
54.2
136
51.3
323
45.4
Degree college
0
0.0
61
23.3
47
17.7
108
15.2
Never
33
17.8
0
0.0
0
0.0
33
4.6
No response
5
2.7
3
1.1
6
2.3
14
2.0
Total
185
100
262
100
265
100
712
100
5.4.2 Counseling in school about higher education
In informal discussions during pilot survey, the schoolteachers indicated availability of
counseling at school; where as good number of students expressed ignorance. Few
students who confirmed about counseling indicated that it pertains to popular subjects
like medicine, engineering and general science courses but rarely on other professional
courses like agriculture.
The perception of respondents regarding counseling on higher education opportunities at
school is given in Table 5.13. The counseling provided at school level regarding higher
Strategies to encourage rural female students in agricultural education
36
education was affirmative as 63.5 per cent acknowledged its availability; About 66 per
cent agricultural students, 64 per cent professionals and 59.5 per cent school students
confirmed that counseling for higher education is available at school. A matter of concern
is that nearly one-third of the sample indicated negative response about counseling, i.e. it
is not dealt in school.
Table-5.13: Counseling in school about higher education
Agricultural
School students
Professionals
Response
students
N
%
N
%
N
%
Available
110
59.5
172
65.6
170
64.2
Not available
73
39.5
87
33.2
94
35.5
No response
2
1.1
3
1.1
1
0.4
Total
185
100.0
262
100.0
265
100.0
Sub-total
N
452
254
6
712
%
63.5
35.7
0.8
100.0
5.4.3 Counseling in school about agricultural education
The respondent’s reaction on the issue of counseling in school specifically about
agricultural education is presented in Table 5.14. To the statement on counseling on
agricultural education, 46.9 per cent of the sample indicated that they were aware that
counseling included agricultural education also. But 26.3 per cent indicated its absence
and an equal number gave no response. The overall decline in positive confirmation to
counseling from professional subjects to agricultural subject is striking.
Table-5.14: Counseling in school about agricultural education
School
Agricultural
Professionals
students
students
Response
N
%
N
%
N
%
Available
45
24.3 146
55.7
143
54.0
Not available
77
41.6
64
24.4
46
17.4
No response
63
34.1
52
19.8
76
28.7
Total
185 100.0 262
100.0
265
100.0
Sub-total
N
334
187
191
712
%
46.9
26.3
26.8
100.0
Within the three respondent groups, agricultural students (55.7%) and professionals
(54.0%) acknowledged that the guidance about possible prospects of agricultural
education is available at school. Professionals and agricultural students mentioned that its
availability was known to them through their teachers/wards. Within these two groups,
the respondents who confirmed about availability of counseling of professional education
did not confirm for agricultural education. In case of school students, only 24.3 per cent
confirmed availability of counseling to agricultural education. However, 41.6 per cent
school students indicated non-awareness of counseling to agricultural education.
About 191 respondents (26.8%) have not responded to this. Since, non-respondents were
less than one per cent for the query on counseling for professional education, the nonStrategies to encourage rural female students in agricultural education
37
respondents are either not firm about this or it was not available to the same degree as for
other professional courses. When contacted in person, the students and teachers at many
rural schools mentioned that they were not aware about agricultural education and hence
counseling is by and large confined to other professional courses and to general degree
courses which are in the reach of most of the students in view of their merit, financial
position and proximity of college to their place. As a matter of fact, majority students in
rural schools were not aware of agricultural education, although they come from farm
families. In informal discussions with students, parents and teachers from rural areas
indicated that agricultural education is non-technical and there is practically no publicity
and discussion in the informal gatherings.
5.4.4 Encouragement from teachers at school
The survey reveals that counseling to professional education is offered by school, but the
intensity of response is not the same in case of agricultural education. Thus, the
respondents were enquired specifically about the role of teachers at school about
agricultural education and their opinions are presented in Table-5.15. There is mixed
response. Of the total sample, 43.3 per cent agreed that teachers encouraged about
agricultural education also, but 34.7 per cent disagreed and 21.2 per cent remained neutral
on this issue. It was interesting to note that 57.3 per cent of agricultural students and 37
per cent professionals agreed to the statement, thus revealing that school teachers
encouraged them to join agricultural education. School-student’s differed on this as only
32.4 per cent agreed and majority 50.3 per cent disagreed and 16.2 per cent remained
neutral on the issue.
Table-5.15: Opinions on encouragement from teachers to join agricultural education
Schools students
Agricultural
Professionals
Sub-total
Response
students
N
%
N
%
N
%
N
%
Agree
60
32.4
150
57.3
98
37.0
308
43.3
Neutral
30
16.2
69
26.3
52
19.6
151
21.2
Disagree
93
50.3
43
16.4
111
41.9
247
34.7
No response
2
1.1
0
0.0
4
1.5
6
0.8
Total
185
100.0
262
100.0
265
100.0
712
100.0
From the responses on counseling at school and the role of teachers, it is apparent that
teachers do not encourage agricultural education at the same level as they do for other
professional courses. In fact, some teachers were critical on this considering the working
conditions in field and rural social perceptions on girls working in such field based jobs.
Their reactions were similar to those expressed by farmers.
Family members, teachers and peers influence students selection of an occupational
program and they be viewed as potential allies of agriculture profession (Jess Thompson
and Earl Russell, 1993). Reis and Kahler (1997) study on Iowa state students suggest that
Strategies to encourage rural female students in agricultural education
38
counselors in agricultural schools and colleges should be made aware of the factors that
influence students to enroll in agricultural education. The agricultural teachers/professors
should help counselor to develop thorough understanding of the programme. In doing so,
the counseling will encourage more students to enroll in agricultural courses.
In India, agricultural universities function in isolation from school system and neither
there is mandate nor will to interact with schoolteachers and counselors on this. As there
are a large number of agricultural institutions across the country, agricultural
professionals could interact with local schools, encourage students to visit them on farm
days or organize special lectures. There are few professional bodies to agricultural
professionals with limited scope and reach. Though there are professional bodies for
veterinary and agricultural engineering graduates, this was never on their agenda.
5.4.5 Cost of education
In the pilot survey some rural students and parents expressed that agricultural education is
expensive. Unlike other professional courses, agricultural education is largely supported
by state with modest fee. The views of school students, agricultural students and
professionals on this are presented in Table 5.16. Majority of the respondents (77.4%)
disagreed that agricultural education is expensive in comparison to other professional
courses, only 15 per cent thought otherwise and 7.6 per cent did not respond. Both the
groups i.e., 88.7 per cent agricultural professionals and 82.4 per cent agricultural students
also confirmed the same opinion that agricultural education is relatively cheap. In fact,
they acknowledged that agricultural education is the least expensive compared to all other
professional courses.
Table-5.16: Response on cost of agricultural education in comparison to other
professional courses
School
Agricultural
Professionals
Sub-total
students
students
Response
N
%
N
%
N
%
N
%
Expensive
44
23.8
40
15.3
23
8.7
107
15.0
Cheap
100
54.1
216
82.4
235
88.7
551
77.4
No response
41
22.2
6
2.3
7
2.6
54
7.6
Total
185
100.0
262
100.0
265
100.0
712
100.0
The response of school students differed from other two categories in this regard.
Relatively higher proportion of school students (23.8 per cent) thought it expensive and
54.1 per cent opined otherwise. In the informal discussions school students mentioned
that professional education in any stream is costly as compared to general education.
Besides, general education in science and humanities is available close to their village or
residence or at least in nearby town, whereas professional education needs one to move
away from home. Both the students and parents are not aware of opportunities and risks
to move girls to places unknown to them. Thus, the response of school students is
pragmatic from this view.
39
Strategies to encourage rural female students in agricultural education
5.5 Nature of profession
Traditionally, agriculture is viewed as male domain. However, large number of
agricultural operations are /were being carried out more by women than men. There are
mixed opinions on suitability of agriculture as a profession for women. In view of such
myths, respondents were enquired about the nature of work the agricultural professionals
are expected to do and gender suitability there of.
5.5.1 Gender suitability of agricultural education
In the pilot survey, some parents and schoolteachers opined that agricultural education is
not suitable for girls. The response on gender suitability of agricultural education is
presented in Table 5.17.
Table-5.17: Opinions on agricultural education not being suitable to girls
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
Agree
36
19.5
16
6.1
19
7.2
71
10.0
Neutral
31
16.8
19
7.3
39
14.7
89
12.5
Disagree
97
52.4
226
86.3
201
75.8
524
73.6
No response
21
11.4
1
0.4
6
2.3
28
3.9
Total
185
100.0
262
100.0
265
100.0
712
100.0
The data reveals the opinions to the statement that agricultural education is not suitable
for girls. Majority of the sample (73.6%) unanimously disagreed with the statement, only
ten per cent agreed, 12.5 per cent remained neutral and small sample of 3.9 per cent did
not respond. The response was stronger from agricultural students (86.3%) followed by
professionals (75.8%) and school students (52.4%). Relatively higher proportion of
school students (19.5%) believed that agricultural education is not suitable to girls. It
should be remembered that the majority of students from rural schools were not aware of
the opportunities about agriculture education, job opportunities and infrastructure
facilities available at agricultural colleges.
5.5.2 Difficulty with fieldwork
The data collected with a view to know the respondents opinions on the girls performance
at fieldwork and is presented in the Table 5.18. The data shows that majority of the
sample (50.7%) disagreed that fieldwork is difficult for girls, whereas 19.7 per cent
agreed, 22.3 per cent remained neutral and 7.3 per cent did not respond. Opinion
expressed by professionals (58.5%) and agricultural students (51.1%) were similar and
broadly indicate that girls perform well, i.e. perhaps as good as boys at field work. About
18.9 per cent school students gave no response as against 5 per cent agricultural students
Strategies to encourage rural female students in agricultural education
40
and 1.5 per cent professionals. Perhaps, a good number of school students were not
certain or do not know about agricultural education and fieldwork.
Table-5.18: Opinion on difficulty in doing fieldwork by girls
Agricultural
School students
Professionals
students
Response
N
%
N
%
N
%
Agree
36
19.5
48
18.3
56
21.1
Neutral
42
22.7
67
25.6
50
18.9
Disagree
72
38.9
134
51.1
155
58.5
No response
35
18.9
13
5.0
4
1.5
Total
185
100.0
262
100.0
265
100.0
Sub-total
N
140
159
361
52
712
%
19.7
22.3
50.7
7.3
100.0
Though not in majority, sizeable number of respondents across the three categories
opined that fieldwork is difficult for girls. However, agricultural girl students and their
teachers in agricultural colleges stated that the performance of girl students at fieldwork
and rural orientation programmes are comparable to that of male students. According to
them, girls have inborn capacity to understand the grass root level problems and are
effective agents for transfer of technology compared to their males counterparts. In
technical terms, girls could do field work as good as boys, the societal environment may
not make it convenient to them since parents from farm backgrounds were quite strong on
their views on this. The message is clear. Some girls will have difficulties with fieldwork
but it is not true that they cannot do it.
5.6 Societal view
Many studies on girl education expressed concern on social views. In some cases societal
factors were hindrance to girls education in rural areas. The respondents were enquired
about the social value for agricultural education, importance of role models in the society
as motivating factors and agricultural education as a means to self-employment.
5.6.1 Development of own farm
How good are agricultural graduates and their contribution to the society in terms of
introducing new skills? Why don’t they go back to practice the profession on their own?
If the graduates have confidence in the skills, then some of them would have developed
their own farm. The SAUs have no information on these aspects. In view of this, the
respondents were enquired with a query on how agricultural education would help to
cater to the development of the graduates’ own farms. The observations of the
respondents are presented in Table 5.19. The response was unanimous from all the
categories as 91.9 per cent of the respondents opined that agricultural education aids in
development of one’s own farm, and, only a small proportion of 6.9 per cent respondents
disagreed to this.
Strategies to encourage rural female students in agricultural education
41
A positive confirmation by 96.2 per cent school students and 94.3 per cent agricultural
students is expected as they assume that agricultural education is field-based. As most of
the school students hail from rural areas, they opine that agriculture education would
certainly help in one’s own farm development. Only 86.4 per cent professionals agreed to
this. As professionals are perhaps distanced from their native locations, and think that
education would help in the own farm development only if they do farming and not if
they joined employment.
Table-5.19: Response on agricultural education aiding in development of own farm
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
%
Agree
178
96.2
247
94.3
229
86.4
654
91.9
Disagree
6
3.2
12
4.6
31
11.7
49
6.9
No response
1
0.5
3
1.1
5
1.9
9
1.3
Total
185
100.0
262
100.0
265
100.0
712
100.0
In the informal discussions with agricultural students, many urban students also opined
that agricultural education not only helps in fetching respectable job but also help in
developing their farms if the students desire to go for own farming.
5.6.2 Role-models
The response received to the query on the influence of role models on enrollment of girl
students in agricultural education is presented in the Table 5.20. Majority (71.3%) of the
sample from all categories opined that presence of women role model in agricultural
sector would encourage girl students (both rural and urban) to take up agricultural
education. About 16.6 per cent remained neutral and another 10.3 per cent disagreed.
Table-5.20: Opinions on role models encouraging girls’ enrollment in agricultural
education
School
Agricultural
Professionals
Sub-total
students
students
Response
N
%
N
%
N
%
N
%
Agree
120
64.9
199
76.0
189
71.3
508
71.3
Neutral
31
16.8
44
16.8
43
16.2
118
16.6
Disagree
29
15.7
16
6.1
28
10.6
73
10.3
No response
5
2.7
3
1.1
5
1.9
13
1.8
Total
185
100.0
262
100.0
265
100.0
712
100.0
Agricultural students (76%), professionals (71.3%) and girl students from rural schools
(64.9%) were positive on the catalytic role of role models. Majority of the students opined
that presence of role model (woman) in field of agriculture like Kiran Bedi in police
services, Sania Mirza and P.T Usha in sports would not only encourage girl students in
Strategies to encourage rural female students in agricultural education
42
agricultural education but also change the perception of society on the whole about
agricultural education and its career prospects. This in-turn will improve the girls’
participation in agricultural education. Research shows that rural students in US aspire to
reach the levels of their role models they see in their society / community. (Bajema, et al,
2002). Thus, agricultural teachers need to show school students role models in agriculture
to popularise it.
5.6.3 Social value for agricultural education
During the pilot survey, the respondents made few comments on the perception of the
society at large in not providing sufficient encouragement to agricultural education.
Keeping this in view, the respondents were enquired about their perception on how the
society rates agriculture education and the responses are presented in the Table 5.21.
Table-5.21: Opinions on negative societal rating for agricultural education
Agricultural
School students
Professionals
Sub-total
students
Response
N
%
N
%
N
%
N
%
Agree
73
39.5
107
40.8
155
58.5
335
47.1
Neutral
98
53.0
47
17.9
38
14.3
123
17.3
Disagree
54
29.2
107
40.8
68
25.7
229
32.2
No response
20
10.8
1
0.4
4
1.5
25
3.5
Total
185
132.4
262
100.0
265
100.0
712 100.0
Nearly half (47.1%) of the respondents opined that agricultural education is not
recognized and rated low by society when compared to other professional courses like
engineering and medicine. The other half remained neutral (17.3%) or disagreed (32.2%)
and, there was no response from 3.5 per cent. The opinions expressed by the three
categories vary in magnitude; professionals confirm it more strongly with 58.5 per cent
response as against about 40 per cent each from school and agricultural students. The data
also reveals that among the school students, 53 per cent remained neutral on this issue. In
other words, the younger generation is more positive towards the societal view of
agriculture education than the professionals.
5.7 Facilities at college
One of the reasons parents do not send their girls for higher education is due to their
apprehensions on the environment in which they are expected to stay while at college.
The availability of hostel and security are serious concerns. Few isolated instances on
inappropriate behavior by girls staying away from home will be talked about for a long
time. In view of such social concerns, views of agricultural professionals and agricultural
students are sought on the issue of availability of hostel and security arrangements.
Strategies to encourage rural female students in agricultural education
43
5.7.1 Security at the hostel
The opinions on the security for girls in agricultural college/hostels are presented in the
Table 5.22. The data revealed that 77.4 per cent of the respondents were satisfied on the
security provided to the students in the agricultural college girls’ hostels. About 12.3 per
cent remained neutral and 8.7 per cent disagreed indicating that they were not satisfied.
The responses of both agricultural students and professionals are similar in expressing
their satisfaction. As these groups are familiar with the system and facilities available,
their reaction is more positive.
Table-5.22: Opinion on security at the girls’ hostels in agricultural colleges
Agricultural
Professionals
Sub-total
students
Response
N
%
N
%
N
%
Agree
203
77.5
205
77.4
408
77.4
Neutral
34
13.0
31
11.7
65
12.3
Disagree
22
8.4
24
9.1
46
8.7
No response
3
1.1
5
1.9
8
1.5
Total
262
100
265
100
527
100
However, some parents were critical about attitude of girls staying independently in
hostels and at times their attitude and behavior is not in conformity with the prevailing
social norms. Even a small incident is talked about for decades and they are afraid to risk
putting their girls in hostels.
5.7.2 Hostel infrastructure in agricultural colleges
The data on responses with respect to infrastructure, i.e., hostels for girls at agricultural
colleges is presented in Table 5.23.
Table-5.23: Opinion on availability of hostel infrastructure in agricultural colleges
Agricultural students
Professionals
Sub-total
Response
N
%
N
%
N
%
Agree
162
61.8
176
66.4
338
66.8
Neutral
38
14.5
26
9.8
64
12.6
Disagree
34
13.0
39
14.7
73
14.4
No response
28
10.7
24
9.1
31
6.1
Total
262
100.0
265
100.0
506
100.0
Majority (66.8%) of the respondents are content with hostel infrastructure at agricultural
colleges. About 14.4 per cent expressed their unhappiness in terms of the hostel facilities,
12.6 per cent remained neutral and another 6.1 per cent did not respond on this issue. The
opinions were similar from the two groups, i.e., agricultural students and professionals.
44
Strategies to encourage rural female students in agricultural education
When enquired about the infrastructure facilities, almost all the girl students in
agricultural colleges were content with the exiting infrastructure facilities and security.
However, they expressed need for more rooms in view of increasing number of girls
joining every year.
5.8 Employment
Young students are now better informed about professional opportunities than in the past.
The employment opportunities, the type of jobs and the earning potential influence
students as well as their parents to decide on the preferred course. With the advent of
internet, freedom and mobility for the students, they are making their choices in rapidly
changing global economy. Therefore, views on employment opportunities, preferred
sectors, and earning potential are sought from agricultural students and agricultural
professionals.
5.8.1 Employment opportunities
The views expressed by the respondents on employment opportunities to the agricultural
graduates in comparison with other professional courses are presented in Table 5.24.
There is vertical division in response with 50.3 per cent agreeing that employment
opportunities are adequate to agricultural graduates, and 47.4 per cent stating inadequacy
and 2.3 per cent gave no response on this count. The agricultural students pursuing their
professional education have higher expectations with regard to their future and hence,
about 58.8 per cent of them expressed satisfaction and denied that they have meager
opportunities in comparison to other professional courses like engineering and medicine.
However, only 41.9 per cent professionals, the experienced category of respondents,
indicated employment opportunities are satisfactory and majority of these two categories
stated that opportunities are less for the agricultural graduates. In informal discussions,
the school students expressed that they may not opt for agricultural education, as jobs
with professional education in other streams are more lucrative.
Table-5.24: Response on employment opportunities for agricultural graduates
Agricultural students
Professionals
Sub-total
Response
N
%
N
%
N
%
Adequate
154
58.8
111
41.9
265
50.3
Less
103
39.3
147
55.5
250
47.4
No response
5
1.9
7
2.6
12
2.3
Total
262
100.0
265
100.0
527
100
When enquired about their views on the employment opportunities in agricultural sector
compared to other professional areas, majority students and professionals stated that
employment opportunities in agricultural sector are same as in other professional areas.
But, large number of students regardless of their rural and urban backgrounds opined that
the employment opportunities in urban areas are less in agricultural sector as compared to
engineering and medical sector, and hence, agricultural education is not the first choice
45
Strategies to encourage rural female students in agricultural education
for majority students after completing school. The general opinion expressed by all the
respondents was that better employment opportunities would improve the enrollment of
girl students to a considerable extent.
5.8.2 Jobs in rural areas
It is generally believed that jobs in agriculture sector necessitate working in rural areas.
The agricultural students and professionals were asked to comment on location/site of job
and the responses are given in Table 5.25. About 54.8 per cent of the agricultural students
and professionals felt that the career prospects for agricultural graduates are rural-based.
However, 20.9 per cent of the respondents deferred from the view indicating that
opportunities for agricultural graduates do exist out side rural areas. One-fourth of the
respondents did not give any response.
Nearly half of the respondents in both categories, i.e. agricultural students (55.7%) and
professionals (54%) agreed with statement that agricultural graduates have to work
mainly in rural areas unlike other professional graduates, who are absorbed in the urban
jobs. This may be one of the reasons that majority of the agricultural students are
reluctant to pursue their PG in agricultural sciences and are planning to divert to banking
or civil services. Another reason cited by them for pursuing their career in other steams is
less recognition to agricultural courses in the urban-based jobs.
Table-5.25: Perception on most of the jobs being in rural areas for agricultural
graduates
Agricultural
Professionals
Sub-total
students
Response
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
Strategies to encourage rural female students in agricultural education
46
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
Agree
Disagree
No response
Total
Agricultural students
N
111
120
31
262
%
42.4
45.4
11.8
100.0
Professionals
N
195
44
26
265
%
73.6
16.6
9.8
100.0
Sub-total
N
306
164
57
527
%
58.1
31.1
10.8
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
Agricultural students
Professionals
Sub-total
Response
N
%
N
%
N
%
Agree
208
79.4
219
82.6
427
81.0
Neutral
28
10.7
24
9.1
52
9.9
Disagree
25
9.5
19
7.2
44
8.3
No response
1
0.4
3
1.1
4
0.8
Total
262
100.0
265
100.0
527
100.0
Agricultural girl students stated that irrespective of the opportunities, girls would always
prefer jobs in government and also in organized sector. It was interesting to note the
47
Strategies to encourage rural female students in agricultural education
reason behind this as the jobs involved fixed hours of working, which helps the women
employees to maintain required balance in professional and family life. When enquired
about their willingness to be self-employed, mixed response was received due to lack of
skills and confidence for self-employment. Some indicated that this was not thought of as
an option at all due to non-availability of information and entrepreneurship orientation at
the college.
5.9 Academic content
Education system attempts to mold the curriculum as per the changing needs. With
saturation of jobs in public sector, graduates are beginning to seek employment in other
sectors. Relevance of academic content has become a national issue in the recent past and
policy-makers to students are concerned on this. Specific views of the respondents on the
type of courses, changes in curriculum and orientation of students at college are sought
from agricultural students and professionals.
5.9.1 Orientation in agricultural colleges
The views expressed on the orientation provided at the agricultural college on
professional courses and their career prospects are presented in Table 5.28. The data
reveals that more than half (50.1%) expressed satisfaction on the orientation provided to
the students on professional education and career prospects in agricultural colleges,
whereas 21.4 per cent remained neutral and 18.6 per cent expressed unhappiness. The
opinions of agricultural students (55 %) are more positive than the professionals (45.3%),
possibly reflect the change in orientation at agricultural colleges over time.
Table-5.28: Opinions on satisfaction regarding the orientation provided on entry at
agricultural colleges
Agricultural students
Professionals
Sub-total
Response
N
%
N
%
N
%
Agree
144
55.0
120
45.3
264
50.1
Neutral
51
19.5
62
23.4
113
21.4
Disagree
41
15.6
57
21.5
98
18.6
No response
26
9.9
26
9.8
52
9.9
Total
262
100.0
265
100.0
527
100.0
Orientation at entry is a feature seen in most professional colleges including some wellrun, reputed private colleges in other streams. This is one of the important traits of a
professional education institution especially if bulk of the students is expected to stay in
hostels. Only half the respondents being satisfied with this feature indicates the need to
organize it in a better manner.
Strategies to encourage rural female students in agricultural education
48
5.9.2 Courses on self-employment
The responses to the question “whether girls prefer self-employment based courses” are
presented in the Table 5.29. Majority of 48.4 per cent of the respondents agreed with the
statement, 21.6 per cent disagreed, 22.3 per cent remained neutral and 7.6 per cent did not
respond. It was interesting to note that bulk of the girl students from agricultural
education (64.9%) desired self-employment based courses as against 32.1 per cent
professionals. In fact 30.9 per cent professionals disagreed on this as against 13.7 per cent
agricultural students. This is probably because the professionals perceive that girls have
more inclination towards placements in organized or government sectors and they may
not like self employment based courses. This apparently reflects the conservative outlook
of the seniors on one side and also the changing aspirations and expectations of youth,
more specifically girls, on the other.
Table-5.29: Opinion on girls’ preference to self-employment based courses
Response
Agree
Neutral
Disagree
No response
Total
Agricultural
students
N
%
170
64.9
39
14.9
36
13.7
17
6.5
262
100.0
Professionals
N
85
75
82
23
265
32.1
28.3
30.9
8.7
100.0
Sub-total
N
255
114
118
40
527
%
48.4
21.6
22.4
7.6
100.0
The issue of self-employment and change in curriculum are being discussed in the
academic circles. The existing course curriculum doesn’t provide the graduates desired
opportunities for self-employment or setting their own farms (Singh, D. P., 1995). The
changes suggested are given below.
5.9.3 Change in the course curriculum
There is wide spread unrest in the intellectual community on the need for change in the
syllabus in many professional courses, including agriculture. There is demand for marketoriented education that would enhance employment opportunities. The opinions on need
for changes in the course curriculum are presented in the Table 5.30. Majority of (78 per
cent) respondents opined for the need to change the curriculum, 8.7 per cent remained
neutral and only 3.2 per cent did not agree.
Amongst the two groups, the responses of professionals (84.9%) indicated a stronger
viewpoint on need for change in the course curriculum. In case of agricultural students,
71 per cent agreed and 12.6 per cent remained neutral. Such large response for change in
curriculum clearly indicates that there is an urgent need for revising the present
curriculum according to the changing employment needs and demands.
Strategies to encourage rural female students in agricultural education
49
Majority of the students were unhappy with present course curriculum. According to
them the exiting course curriculum is not sufficient to meet the current employment
needs. The students demanded the inclusion of job-oriented courses, as it will help them
in establishing own business. In addition to this, all the students felt the need for periodic
orientation on career prospects, as it will help them in updating their skills as per the
market needs well before they graduate from the university.
Table-5.30: Opinions on need for changes in the course curriculum
Agricultural students
Professionals
Sub-total
Response
N
%
N
%
N
%
Agree
186
71.0
225
84.9
411
78.0
Neutral
33
12.6
13
4.9
46
8.7
Disagree
11
4.2
6
2.3
17
3.2
No response
32
12.2
21
7.9
53
10.1
Total
262
100.0
265
100.0
527
100.0
A study by National Research Council of US (1988) felt that the course content of some
agricultural educational programmes has not kept pace with changing and emerging
careers in agriculture. The study also reveals that the students, particularly male students
were not finding course content aligned with their specific interest.
In informal discussions with the employers, both in public and private sectors,
professionals and the graduates it was expressed that there is the need for change in the
present curriculum and its delivery. The universities have no active interface with the
industry as such and as a consequence the students have little or no interaction with
organized industry (Rama Rao et al, 2004).
Agricultural graduates are neither confident nor competent to create their own
employment. They generally lack entrepreneurship skills. Also, they find themselves
grossly ill equipped to be accepted for positions in processing industries, agri-business
houses and cutting edge areas of science and technology. A close watch on emerging job
market trends, identifying their needs and developing a focused course package
commensurate to fill those needs is a strategy to overarch and reorient agricultural
education with employability (Katyal, 2003).
5.10 Suggestions
In addition to the structured questions, the respondents were also asked to give their
opinions and suggestions to improve rural girls enrollment in agricultural education. As
the suggestions were taken in open format, there were multiple responses from many
individuals. About 875 suggestions were received in all from the respondents. The
suggestions are subjected to content analysis and the results are presented in Table 5.31.
Strategies to encourage rural female students in agricultural education
50
About 23 per cent each of the respondents opined that popularization of agricultural
education by counseling or motivation at school level and provision of adequate
opportunities / job avenues for graduating students in the profession would definitely
result in enrollment of more rural girl students into agricultural education. Provision of
scholarships /free education for the rural girl students would enhance their participation
as suggested by 13.9 per cent responses. In addition to the above, 10.9 per cent of the
responses indicated that societal concerns are next most important for the rural girl
students in terms of encouragement to pursue higher education. The need for modifying
the existing syllabus to meet the emerging needs has been indicated in 7.8 per cent of the
responses. The availability of infrastructure, hostel and security facilities would definitely
increase the participation of rural girls in agriculture profession as suggested by 6.9 per
cent of responses.
Table-5.31: Respondents suggestions to increase rural girls participation in
agricultural education
School
Agricultural
Professionals
Sub-total
students
students
Suggestion
N
%
N
%
N
%
N
%
Publicity/ counseling
33
16.5
61
21.1 109 28.2 203
23.2
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.
Strategies to encourage rural female students in agricultural education
51
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,
Strategies to encourage rural female students in agricultural education
52
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.
Strategies to encourage rural female students in agricultural education
53
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
Strategies to encourage rural female students in agricultural education
54
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.
6.4 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.
Strategies to encourage rural female students in agricultural education
55
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.
Strategies to encourage rural female students in agricultural education
56


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.
Strategies to encourage rural female students in agricultural education
57







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.
Strategies to encourage rural female students in agricultural education
58
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.
Strategies to encourage rural female students in agricultural education
59



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.
Strategies to encourage rural female students in agricultural education
60
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.
Strategies to encourage rural female students in agricultural education
61
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
Strategies to encourage rural female students in agricultural education
62
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
Strategies to encourage rural female students in agricultural education
63
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.
7.2.2. Admission policy
The proposed mode of implementation of pro-active admission policy towards rural
female students in agricultural education:
64
Strategies to encourage 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.
7.2.3. 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:
Strategies to encourage rural female students in agricultural education
65







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 to encourage rural female students in agricultural education
66
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.
7.3 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.
Strategies to encourage rural female students in agricultural education
67
Chapter – VIII
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Parikh, P.P. and Sukhatme, S.P., 1992. Women Engineers in India, DST sponsored
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Strategies to encourage rural female students in agricultural education
74
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
18. College of Fisheries (JAU), Opp. Somnath College, Rajendra Bhavan Road,
Veraval, Junagadh Dist - 362265
19. Navasari Agricultural University (NAU), Navsari 396450, Gujarat
20. N.M. College of Agriculture (NAU), Navsari 396450, Gujarat
21. ASPEE College of Horticulture and Forestry (NAU), Navsari 396450, Gujarat
Sardar Krushinagar Dantiwada Agricultural University (SDAU), Sardar
Krushinagar, Gujarat 385506
22. C.P. College of Agriculture (SDAU), Sardar Krushinagar 385506, Banaskantha Dist
23. ASPEE College of Home Science (SDAU)), Sardar Krushinagar 385506,
Banaskantha Dist
24. College of Veterinary Science and Animal Husbandry (SDAU), Sardar
Krushinagar 385506, Banaskantha Dist
Strategies to encourage rural female students in agricultural education
75
Assam Agriculture University (AAU) Jorhat, Assam 785013
25. Biswanath College of Agriculture (AAU), Biswanatha Chariali, Dist Sonitpur
26. College of Veterinary Science (AAU), Khanapara Campus, Guwahati 781022
27. College of Fisheries (AAU), Roha, Nagaon
28. College of Agriculture (AAU), Jorhat 785013, Assam
29. College of Home Science (AAU), Jorhat 785013, Assam
30. Lakhimpur College of Veterinary Science (AAU), Azad, Lakhimpur 787001
Bidhan Chandra Krishi Vishva Vidyalaya (BCKVV) Nadia,West Bengal 741246
31. College of Agricultural Science (BCKV), Mohanpur, Nadia 741 252
32. Faculty of Agricultural Engineering (BCKV), Mohanpur, Nadia 741 252
33. College of Horticulture (BCKV), Mohanpur, Nadia 741 252
West Bengal University of Animal and Fishery Sciences (WBUAFS), Kolkata 700037
34. College of Veterinary and Animal Sciences ( (WBUAFS), 37 Kshundiram Bose
Sarani, Kolkata
35. College of Fishery Sciences (WBUAFS), 37 Kshundiram Bose Sarani, Kolkata
36. College of Dairy Technology (WBUAFS), Mohanpur, Kolkata
Uttar Banga Krishi Vishwavidyalaya (UBKVV), Cooch Behra– 736165
37. College of Agriculture (UBKVV), Pundibari, Cooch Behar
38. College of Horticulture (UBKVV), Pundibari, Cooch Behar
Ch. Sarwan Kumar Krishi Vishwa Vidyalaya (CSKHPKV), Palampur, HP 176062
39. College of Agriculture (CSKHPKV), Palampur 176062, Dist Kangra
40. College of Home Science (CSKHPKV), Palampur 176062, Dist Kangra
41. College of Veterinary & Animal Husbandry (CSKHPKV), Palampur
42. College of Basic Sciences & Humanities (CSKHPKV), Palampur
Dr. Yashwant Singh Parmar University of Horticulture & Forestry (YSPUHF)
Solan, Himachal Pradesh 173230
43. College of Forestry (YSPUHF), Via Ochighat, Nauni, Solan – 173230
44. College of Horticulture (YSPUHF), Via Ochighat, Nauni, Solan – 173230
Ch Charan Singh Haryana Agricultural University (HAU) Hisar, Haryana 125004
45. College of Agriculture (CCSHAU), Hisar 125004, Haryana
46. College of Agriculture (CCSHAU), Kaul, Kaithal Dist
47. College of Animal Sciences (CCSHAU), Hisar 125004, Haryana
48. College of Basic Science & Humanities (CCSHAU), Hisar 125004, Haryana
49. Academy of Agricultural Research & Education Management (CCSHAU),
Hisar
50. College of Veterinary Sciences (CCSHAU), Hisar 125004, Haryana
51. I.D.College of Home Science (CCSHAU), Hisar 125004, Haryana
52. Agricultural Engineering & Technology, (CCSHAU), Hisar 125004, Haryana
76
Strategies to encourage rural female students in agricultural education
Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth (KKV) Dapoli, 415712
53. College of Agriculture (KKV), Dapoli -415712, Dist Rathnagiri
54. College of Horticulture (KKV), Dapoli-415712, Dist Rathnagiri
55. College of Agricultural Engineering & Technology (KKV), Dapoli - 415712
56. College of Fisheries (KKV), Shirgoan, Dist Rathnagiri
57. Govindraoji Nikam Agriculture College (Private -afiliated to KKV), MandakiPalvan, Dist. Ratnagiri
58. Dr. Budhajirao Mulik College of Agricultural Engineering and Technology (Private
-afiliated to KKV), Mandki-Palvan. Tal-Chiplun, Dist-Ratnagiri. Pin - 415641
59. College of Agriculture (Private-afiliated to KKV), Saralgaon , Tal. Murbad, Dist.
Thane
60. Sharadchandrajee Pawar College of Horticulture (Private-afiliated to KKV),
Kharavate Dahivali, Sawarde, Tal. Chiplun, Dist. Ratnagiri
61. Chatrapati Shivaji Agriculture College, (Private-afiliated to KKV), Kirlos, Tal.
Kudal, Dist. Sindhudurg
62. Shri. S. S. Patil College of Agril. Marketing and Business Management. (Private
afiliated to KKV), at Vaveghar, Post Rasayani, Tal. Panvel, Dist. Raigad.
63. Sharadchandrajee Pawar College of Food Technology, Kharvate-Dahivali, (Private
afiliated to KKV), Sawarde, Tal. Chiplun, Dist. Ratnagiri
64. College of Agril. Engineering and Technology, (Private afiliated to KKV), Nivali.
Tal. Chiplun, Dist. Ratnagiri.
Marathwada Agricultural University, (MAU), Parbhani 431402
65. College of Agriculture (MAU), Krishi Nagar, Parbhani - 431402
66. College of Food Technology (MAU), Krishi Nagar, Parbhani - 431402
67. College of Home Science (MAU), Krishi Nagar, Parbhani -431402
68. College of Agricultural Engineering (MAU), Krishi Nagar, Parbhani - 431402
69. College of Agriculture (MAU), Lathur, Latur Dist
70. College of Agriculture (MAU), Badnapur, Jalna Dist
71. College of Agriculture (MAU), Ambajogai - 431 517, Beed Dist
72. College of Agriculture (MAU), Osmanabad, Maharashtra
73. College of Horticulture (MAU), Krishi Nagar, Parbhani – 431402
74. Dadasaheb Patil College of Agriculture (Private afiliated to MAU) , Dahegaon, Tal
Vaijapur, Dist Aurangabad
75. College of Agriculture, (Private afiliated to MAU) , Naigaon Bazar, Tal Naigaon,
Dist Nanded
76. Rajiv Gandhi College of Agriculture, (Private afiliated to MAU) , (Private afiliated
to MAU) , Jintur Raod, Parbhani
77. Shri Chhatrapati Sahu Phule Ambedkar College of Agriculture, (Private afiliated to
MAU) , Ashti, Dist Beed
78. College of Agriculture, (Private afiliated to MAU) , Hingoli
79. Shri DMV Mandal’s College of Horticulture, (Private afiliated to MAU) , Gevrai
Tanda, Aurangabad
80. Aditya College of Agricultural Engineering, (Private afiliated to MAU) , Telgaon
Road, Beed
81. Aditya College of Food Technology, (Private afiliated to MAU), Telgaon Road,
beed
82. Sau Kesharbai Sonajirao Kshirsagar (KAKU) College of Food Technology, (Private
afiliated to MAU), Beed-431122
Strategies to encourage rural female students in agricultural education
77
83.
84.
85.
86.
87.
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
88. College of Agriculture (MPKV), Dhule
89. College of Agriculture (MPKV), Kolhapur - 416212, Maharashtra
90. College of Agriculture (MPKV), Shivajinagar, Pune-411005
91. College of Horticulture (MPKV), Pune-411005, Maharashtra
92. Post Graduate Institute (MPKV), Rahuri - 413722, Ahmednagar Dist
93. Dr Annasaheb Shinde College of Agricultural Engineering (MPKV), Rahuri
94. College of Horticulture (Private – afiliated to MPKV), Shahada, Nandurbar Dist 425409
95. Lokmanya College of Horticulture (Private – afiliated to MPKV), Vadala, Solapur
Dist - 416222
96. College of Agriculture (Private – afiliated to MPKV), Akluj, Tal Malshiras, Solapur
Dist- 413101
97. Shri Shivajiraje College of Horticulture (Private – afiliated to MPKV), Phaltan,
Satara Dist - 415523
98. College of Agriculture (Private – afiliated to MPKV), Kadegaon, Sangli Dist415303
99. College of Agriculture (Private – afiliated to MPKV), Sonai,Tal Newasa,
Ahmadnagar Dist-414105
100. Padmashri Dr Appasaheb Pawar College of Agriculture (Private – afiliated to
MPKV), Baramati, Pune Dist - 411015
101. College of Agriculture (Private – afiliated to MPKV), Nasik-422013
102. Krishna College of Agriculture (Private – afiliated to MPKV), Rethare, Shivnagar415108, Tal Karad, Dist Satara
103. K.K. Wagh College of Agriculture (Private – afiliated to MPKV), Panchawati,
Nasik-422003
104. College of Agriculture (Private – afiliated to MPKV), Banpuri, Tal Patan, Dist
Satara
105. Dr Ulhas Patil College of Agricultural Engineering, (Private – afiliated to MPKV),
Jalgaon-425003
106. Padmashri Dr D.Y. Pawar College of Agricultural Engineering, (Private – afiliated
to MPKV), Talsande, Tal Hatkanangale, Dist Kolhapur
107. Karmveer Kakasaheb Wagh College of Agricultural Engineering, (Private –
afiliated to MPKV), Panchavati, Nasik-422003
108. College of Food Technology (Private – afiliated to MPKV), Rajmachi, Tal Karad,
Dist Satara
109. Padmashri Dr D.Y. Pawar College of Agricultural Marketing and
BusinessManagement, (Private – afiliated to MPKV), Akuradi, Pune-411 044
110. College of Bio-Technology (Private – afiliated to MPKV), Loni Kd, Tal Rahata,
Dist Ahmednagar-413713
Strategies to encourage rural female students in agricultural education
78
Dr Punjabrao Deshmukh Krishi Vidyapeeth (PDKV), Akola, Maharashtra 444104
111. College of Agriculture (PDKV), Akola - 444104, Maharashtra
112. College of Horticulture (PDKV), Akola - 444104, Maharashtra
113. College of Agriculture (PDKV), Nagpur, Maharashtra
114. College of Forestry (PDKV), Akola - 444104, Maharashtra
115. College of Agricultural Engineering and Technology, Akola
116. Post Graduate Institute (PDKV), Akola
117. Anand Niketan College of Agriculture (Private college -afiliated to PDKV), Warora
– 442914, Chandrapur Dist
118. Shri Shivaji College of Agriculture (Private college-afiliated to PDKV), Amravati 444603, Maharashtra
119. Shivaji College of Biotechnology (Private college-afiliated to PDKV), Amravati 444603, Maharashtra
120. Shivaji College of Horticulture (Private college-afiliated to PDKV), Amravati 444603, Maharashtra
121. Swatantrya Vir Ganpatrao Ingle College of Agriculture (Private college-afiliated to
PDKV), Jalgaon – Jomod, Buldhana Dist, Maharashtra
122. Vivekanand College of Agriculture (Private college-afiliated to PDKV),
Vivekanand Nagar, Hiwara Ashram, Tal Mehkar, Buldhana Dist
123. Marotrao Wadafale College of Agriculture (Private college-afiliated to PDKV),
Kalamb, Yavatmal Dist
124. College of Agriculture (Private college-afiliated to PDKV), Dharwa, Yavatmal Dist
125. Ramakrishna Bajaj College of Agriculture (Private college-afiliated to PDKV),
Wardha
126. Sau Vasudhatai Deshmukh College of Food Technology (Private college-afiliated to
PDKV), Ghatkhed, Amaravti Dist
Maharashtra Animal Science & Fisheries University, (MASFU), Nagpur
127. College of Veterinary and Animal Sciences (MASFU), Udgir, Dist Latur
128. Nagpur Veterinary College (MAFSU), Seminary Hills, Nagpur - 440006
129. Krantisinha Nana-Patil College of Veterinary Science (MASFU), Shirval, Satara
Dist
130. College of Veterinary and Animal Science (MASFU), Krishinagar, Parbhani
131. College of Dairy Technology (MASFU), Warud (Pusad), Maharashtra
132. College of Fisheries (MASFU), Shirgoan, Rathnagiri
133. Mumbai Veterinary College (MASFU), Parel, Mumbai
134. Post Graduate Institute for Veterinary & Animal Sciences, (MASFU), Akola
Govind Ballabh Pant University of Agriculture and Technology (GBPAUT), Pantnagar,
Uttaranchal 263145
135. College of Agriculture (GBPUAT), Pantnagar 263145,
136. College of Veterinary Sciences (GBPUAT), Pantnagar 263145, Uttaranchal
137. College of Basic Science and Humanities (GBPUAT), Pantnagar 263145
138. College of Home Science (GBPUAT), Pantnagar 263145, Uttaranchal
139. College of Fisheries (GBPUAT), Pantnagar 263145, Uttaranchal
140. College of Agricultural Business Management (GBPUAT), Pantnagar 263145
141. College of Technology (GBPUAT), Pantnagar 263145
142. College of PG Studies (GBPUAT), Pantnagar 263145
Indira Gandhi Krishi Vishwa Vidyalaya (IGKVV) Raipur,Chhattisgarh 492012
143. College of Agriculture (IGAU), Krishak Nagar, Raipur 492012
Strategies to encourage rural female students in agricultural education
79
144.
145.
146.
147.
148.
149.
College of Dairy Technology (IGAU), Krishak Nagar, Raipur 492012
College of Agriculture (IGAU), Bilaspur, Chattisgarh
College of Agriculture (IGAU), Ambikapur, Chattisgarh
College of Agriculture (IGAU), Jagdalpur, Chattisgarh
College of Agricultural Engineering (IGAU), Krishak Nagar, Raipur 492012
College of Veterinary Science and Animal Husbandry (IGAU), Anjora, Durg
491001
Jawaharlal Nehru Krishi Vishwa Vidyalaya (JNKVV) Jabalpur, MP 482004
150. College of Agriculture (JNKVV), Indore, Madhya Pradesh
151. College of Agriculture (JNKVV), Krishinagar Adhartal, Jabalpur 482001
152. College of Agriculture (JNKVV), Khandwa, Madhya Pradesh
153. College of Agriculture (JNKVV), Mandsaur, Madhya Pradesh
154. College of Agriculture (JNKVV), Rewa, Madhya Pradesh
155. College of Agriculture (JNKVV), Sehore, Madhya Pradesh
156. College of Agricultural Engineering (JNKVV), Krishinagar, Jabalpur-482001
157. College of Veterinary Science and Animal Husbandry (JNKVV), Krishinagar
Adhartal, Jabalpur-482001
158. College of Veterinary Science and Animal Husbandry (JNKVV), Mhow
159. College of Agriculture (JNKVV), Gwalior
Tamil Nadu Agricultural University (TNAU), Coimbatore, Tamil Nadu 641003
160. Agricultural College and Research Institute (TNAU), Coimbatore - 641003
161. Agricultural College and Research Institute (TNAU), Madurai - 625104, TN
162. Agricultural College and Research Institute (TNAU), Killikulam - 628252,
Tuticorin Dist
163. Anbil Dharmalingam Agricultural College and Research Institute (TNAU),
Navalur Kattupattu, Trichy - 620009
164. College of Agricultural Engineering (TNAU), Coimbatore - 641003, Tamil
Nadu
165. Agricultural Engineering College and Research Institute (TNAU), Kumulur,
Pallapuram P.O, Poovalur (via), Trichy Dist
166. Forest College and Research Institute (TNAU), Mettupalayam, Coimbatore 641301
167. Horticultural College and Research Institute (TNAU), Periyakulam Theni Dist 625604, Priyakulam East
168. Horticultural College and Research Institute (TNAU), Coimbatore - 641003
169. Home Science College and Research Institute (TNAU), Madurai, Agric. College
Campus - 625104
170. Adiparasakti Agricultural College (Private college - afiliated to TNAU), G.B.
Nagar, Kalavai – 632506, Vellore Dist.
171. Pandit Jawaharlal Nehru College of Agriculture and Research Institute (Govt of
Pondichery institution - affiliated to TNAU), Nedungadu P.O, Karikel - 609603
Strategies to encourage rural female students in agricultural education
80
Tamil Nadu Veterinary and Animal Science University (TANUVAS), Chennai
600007
172. Fisheries College and Research Institute (TANUVAS), Thoothukudi - 638008
173. Madras Veterinary College (TANUVAS), Madhavaram Milk Colony, Chennai
174. Veterinary College and Research Institute (TANUVAS), Namakkal-637001
Punjab Agricultural University, (PAU), Ludhiana, Punjab 141004
175. College of Agriculture (PAU), Ferozepur Road, Ludhiana - 141004
176. College of Basic Sciences and Humanities (PAU), Ferozepur Road, Ludhiana
177. College of Agricultural Engineering (PAU), Ferozepur Road, Ludhiana
178. College of Home Science (PAU), Ferozepur Road, Ludhiana - 141004
179. College of Veterinary Science (PAU), Ferozepur Road, Ludhiana – 141004
Rajasthan Agricultural University, (RAU), Bikaner
180. College of Agriculture (RAU-B), Beechwal, Bikaner - 334006
181. College of Veterinary and Animal Science (RAU-B), , Bikaner - 334001
182. SKN College of Agriculture (RAU-B), Jobner, Rajasthan
183. College of Home Science (RAU-B), Beechwal, Bikaner – 334006
184. Institute of Agri-Business Management (RAU-B), Beechwal, Bikaner - 334006
185. Academic Staff College (RAU-B), Beechwal, Bikaner – 334006
Maharana Pratap University of Agriculture & Technology (MPUAT), Udaipur
186. College of Agricultural Technology & Engineering (MPUAT), Udaipur - 313001,
187. College of Home Science (MPUAT), Udaipur - 313001,
188. College of Dairy & Food Science Technology (MPUAT), Udaipur - 313001,
189. Rajasthan College of Agriculture (MPUAT), Udaipur - 313001,
Kerala Agricultural University (KAU), Kerala
190. College of Agriculture (KAU), Vellayani P.O, Thiruvananthapuram-695522
191. College of Veterinary and Animal Sciences (KAU), Mannuthy PO,Thrissur680651
192. College of Fisheries (KAU), Panangad P.O, Ernakulam Dist-682506
193. College of Forestry (KAU), P.O. Vellanikkara, Thrissur - 680656, Thrissur
194. College of Horticulture (KAU), P.O. Vellanikkara, Thrissur - 680656
195. College of Dairy Sciences & Technology (KAU), Mannuthy P.O, Thrissur 680651
196. Kelappaji College of Agricultural Engineering and Technology (KAU), Tavanur
P.O, Malappuram – 679573
197. College of Cooperation, Banking and Management (KAU), Thrissur - 680656
198. College of Agriculture (KAU), Padannakkad -671328, Kasargode Dist
Rajendra Agricultural University, (RAU), Pusa, Samastipur – 848125
199. Bihar Agricultural College (RAU-P), Sabour, Bhagalpur – 813210
200. Bihar Veterinary College (RAU-P), Patna - 800014, Bihar
201. College of Agricultural Engineering (RAU-P), PO Pusa, Samastipur – 848125
Strategies to encourage rural female students in agricultural education
81
202.
203.
204.
205.
206.
207.
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
College of Home Science (RAU-P), PO Pusa, Samastipur – 848125
Faculty of Ahriculture (RAU-P), Pusa, Samastipur – 848125
Birsa Agricultural University (BAU) Kanke, Ranchi, Jharkhand 834006
208. Ranchi Forestry College (BAU), Kanke, Ranchi 834006
209. Ranchi Agricultural College (BAU), Kanke, Ranchi 834006
210. Ranchi Veterinary College (BAU), Kanke, Ranchi 834006
Orissa University of Agriculture and Technology, Bhubaneswar, Orissa 751003
211. College of Agricultural Engineering and Technology (OUAT), Bhubaneswar
212. College of Engg & Tech, Fisheries, (OUAT), Bhubaneswar– 751003
213. College of Agriculture (OUAT), Bhubaneswar, Khurda – 751003
214. College of Agriculture (OUAT), Chiplima, Sambalpur
215. College of Basic Sciences and Humanities (OUAT) Khurda – 751003
216. College of Fishery Science (OUAT) Rangeilunda, Berhampur, Ganjam
217. College of Home Science (OUAT), Bhubaneswar, Khurda –751003
218. College of Veterinary Science and Animal Husbandry (OUAT), Bhubaneswar
University of Agricultural Sciences, (UAS), Bangalore 560065
219. College of Agriculture (UAS-B), GKVK Campus, Bangalore - 560065
220. College of Agriculture (UAS-B), Hassan - 560065, GKVK
221. College of Agriculture (UAS-B), VC Farm Mandya Dist- 571405, Karnataka
222. College of Basic Sciences &Humanities (UAS-B), GKVK, Bangalore –560065
223. College of Agriculture (UAS-B), Shimoga Dist, Naveli – 577201
224. College of Forestry (UAS-B), Ponnampet - 571219, Kodagu Dist
225. College of Horticulture (UAS-B), Chikmangalur, Karralko Dist, Mudigere – 577132
226. College of Sericulture (UAS-B), Chintamani - 563125, Kolar Dist
University of Agricultural Sciences, (UAS), Dharwad
227. College of Agriculture (UAS-D), Bijapur Dist, Bijapur
228. College of Agriculture (UAS-D), Krishinagar, Dharwad - 580005
229. College of Agriculture (UAS-D), Raichur Dist, Raichur - 584101
230. College of Agricultural Engineering (UAS-D), Raichur Dist, Raichur - 584101
231. College of Forestry (UAS-D), Sirsi, Uttara Kannada
232. Rural Home Science College (UAS-D), Krishinagar, Dharwad – 580005
233. College of Agriculture (UAS-D), Bheemarayanagudi, Gulburga Dist
234. Kittur Rani Chinnamma College of Horticulture (UAS-D), Arabhavi, Belgaum Dist
Karnataka Veterinary Animal and Fishery Sciences University (KVAFSU), Bidar,
Karnataka
235. College of Veterinary Science (KVAFSU), Hebbal
236. College of Fisheries (KVAFSU), Mangalore, Dakshina Kannada Dist
237. Veterinary College (KVAFSU), Nandinagar, Bidar – 585405
238. College of Dairy Science (KVAFSU), Hebbal - 560024, Belgaum Dist
Strategies to encourage rural female students in agricultural education
82
Sher-e-Kashmir University of Agricultural Sciences & Tech. (SKUAST-K), Kashmir
190006
239. Faculty of Veterinary Sciences and Animal Husbandry (SKUAST-K), Srinagar 240. Faculty of Agriculture (SKUAST-K), Wadura, Sapore, Kashmir –191121
Sher-e-Kashmir University of Agricultural Sciences and Tech (SKUAST-J), Jammu
241. Faculty of Agriculture (SKUAST-J), R.S.Pura, Jammu - 180004
242. Faculty of Veterinary Sciences & Animal Husbandry (SKUAST-J), R.S.Pura,
Jammu – 180004
Narendra Dev University of Agriculture and Technology (NDUAT, Faizabad 224229
243. College of Agriculture (NDUAT), Narendranagar, Kumarganj, Faizabad
244. College of Veterinary Science & Animal Husbandry (NDUAT), Narendranagar,
Kumarganj, Faizabad
245. College of Home Science (NDUAT), Narendranagar, Kumarganj, Faizabad
Chandra Shekhar Azad University of Agriculture & Technology (CSAUT) Kanpur,
Uttar Pradesh 208002
246. College of Engineering (CSAUAT), Etawah, Uttar Pradesh
247. College of Home Science (CSAUAT), Kanpur 208 002, Uttar Pradesh
248. College of Agriculture (CSAUAT), Kanpur 208 002, Uttar Pradesh
Sardar Ballabh Bhai Patel University of Agriculture Technology, Meerut
249. College of Agriculture (SBBPUAT), Modhipuram, Meerut – 250110
UP Pandit Deen Dayal Upadhyay Pashu Chikitsa Vigyan Vishwavidyalaya evam Go
Anusandhan Sansthan (UPDDUPCVV), Mathura
250. College of Veterinary Sciences, Mathura, Uttar Pradesh
Central Agricultural University (CAU), Imphal, Manipur 795001
251. College of Agriculture (CAU), Iroisemba, Imphal – 795004
252. College of Veterinary Sciences & Animal Husbandry (CAU), Selesih, Aizawal
– 796007
253. College of Horticulture and Forestry (CAU), Pasighat - 791102, Arunachal
Pradesh
254. College of Fisheries (CAU), Lembuchera, Agartala – 799003
255. College of Agricultural Engineering (CAU), Gangtok, Sikkim
256. College of Home Science (CAU), Tura, Meghalaya (yet to start)
Deemed Universities (Including Central Institutions)
Allahabad Agricultural University (AAU), Allahabad, UP 221007
257. College of Animal Husbandry & Veterinary Science (AAI), Allahabad -221007
258. College of Agricultural Engineering & Technology (AAI), Naini, Allahabad
259. College of Home Science & Women Development (AAI), Naini, Allahabad
260. College of Silviculture & Agro Forestry (AAI), Naini, Allahabad
Strategies to encourage rural female students in agricultural education
83
261. College and Food and Dairy Technology (AAI), Naini, Allahabad
Indian Agricultural Research Institute (IARI), New Delhi, 110 012
262. PG School, New Delhi
National Dairy Research Institute (NDRI), Karnal
263. Dairy Science College, Karnal
Central Institute of Fisheries Education (CIFE), Bombay
264. CIFE, Bombay
265. CMFRI, Cochin
266. Central Instt. of Fresh Water Aquaculture (CIFA), Bhubaneswar
Indian Veterinary Research Institute (IVRI), Izatnagar
267. PG School, Izatnagar
Indian Institute of Technology (IIT), Kharagpur 721302
268. Dept. of Agril. & Food Engineering
Central Universities
Visva-Bharati, Santiniketan
269. Institute of Agriculture, Sriniketan, Birbhum, West Bengal
Aligarh Muslim University (AMU), Aligarh
270. Centre of agriculture, Aligarh
Banaras Hindu University (BHU), Varanasi
271. Institute of Agriculture Sciences, Varanasi
General Universities (with academic affiliation to SAUs)
Rajasthan University, Jaipur
272. Baba Bhagwan Das Government Post-Graduate College (Academic affliation to
RAU-B), Chimanpura, Shahpura, Jaipur – 303103
Maharshi Dayanand Saraswati University, Ajmer
273. Dayanand College (Academic affliation to RAU-B), Ajmer - 305001, Rajasthan
274. Swami Keshawanand Mahavidyalaya (Academic affliation to RAU-B), Sangaria 335063
275. Government Degree College (Academic affliation to RAU-B), Sawai Madhopur 322001
276. Parmanand Degree College (Private college - Academic affliation to RAU-B),
Gajsinghpur - 335024, Sri Ganganagar Dist
Strategies to encourage rural female students in agricultural education
84
Pondicherry Central University, Pondicherry
277. Rajiv Gandhi College of Veterinary & Animal Sciences, Kurumbapet - 605009,
Pondicherry (Govt college - afiliated to TANUVAS)
General Universities
Bangalore University, Karnataka
278. College of Sericulture, Bangalore
Cochin University of Science and Technology, Kerala
279. Dept. of Industrial Fisheries, Cochin
Guru Nanak Dev University, Amritsar
280. Khalsa College, Amritsar 143 002
Bundelkhand University, Jhansi
281. Baba Brahmanand Mahavidyalaya, Rath, Hamirpur
282. Zila Parishad Agricultural College, Banda, UP
Deen Dayal Upadhyay University, Gorakhpur
283. National Post Graduate College, Barhalganj, Gorakhpur 273 402
284. Baba Raghwa Das Post Graduate College, Deoria 274 001
Ch. Charan Singh University, Meerut
285. Raja Mahendra Pratap (PG) College, Gurukul Narsan, 249 406 Haridwar Dist
286. Amar Singh College, Lakhaoti, 245 407 Bulandsahar, UP
287. Janta Vedic College, Baraut, 250 611Baghpat, Dist UP
288. Rashtriya Kisan P.G. Degree College, Shamili, Muzaffarnagar, UP
289. Kisan P.G. College, Simbhaoli, 245 207 Ghaziabad Dist
290. Gochar Mahavidyalaya, Rampur Maniharan, Saharanpur, 247 451
291. Kisan Vidyalaya PG Degree College, Machhra, Meerut Dist
292. Instt. of Advance Studies, Meerut 250 004
293. Ch. Chhotu Ram PG College, Muzaffarnagar 251 001
Chhatrapati Sahuji Maharaj University, (CSJM), Kanpur
294. Kulbhaskar Ashram Post Graduate College, Allahabad-211 007, UP
295. Janta Mahavidyalaya, Ajitmal 206 121, Auraiya (UP)
296. Janata Degree College, Bakewar, Etawah Dist
297. C.B.Gupta College of Agriculture, Bakshi-Ka-Talab, Lucknow Dist
298. Madan Mohan Malviya P.G.College, Kalakankar, Pratapgarh-229 408
Veer Bahadur Singh (BBS) Poorvanchal University, Jaunpur
299. PG College, Ghazipur 233 001
300. Udai Pratap (Autonomous) College, Varanasi 221 002
301. Govt. Degree College, Jakhini, Varanasi 221 305
302. Murali Manohar Town PG College, Ballia 277 001
Strategies to encourage rural female students in agricultural education
85
303.
304.
305.
Tilak Dhari Post Graduate College, Jaunpur 222 002
Shree Ganesh Rai Post Graduate College, Dobhi, Jaunpur, UP
Shree Durga Ji P.G. College, Chandesar, Azamgarh 276 128
Mahatma Jyotiba Phule Rohilkhand University, Barailley
306. RSM (PG) College, Dhampur, Bijnor, UP
Dr. B. R. Ambedkar University, Agra
307. Ch. Charan Singh Shivdan Singh College, Iglas, 202 124, Aligarh Dist, UP
308. Raja Balwant Singh College, Bichpuri, Agra
309. Narain Degree College, Shikohabad-205135
310. Lal Pokhpal Singh Agricultural College, Anandpuram, Achalpur-207125, Etah
311. Sarvodaya Mahavidyalaya, Chaumuhan-281406, Mathura Dist, UP
Calcutta University, Calcutta
312. Rev. William Carey Institute of Horticulture, Calcutta
313. College of Agriculture, Calcutta
Nagaland University, Shilong, Nagaland (Central University)
314. School of Agricultural Sciences & Rural Development, Mediziphema, 797106,
Nagaland
Osmania University, Hyderabad-500007, Andhra Pradesh
315. Loyala Academy (Autonomous) Degree College,Alwal, Secunderabad 500010
Annamalai University, Annamalainagar, 608 002, Tamil Nadu
316. Faculty of Agriculture, Annamalainagar
Gandhi Gram Rural Institute, Gandhigram, Tamil Nadu
317. Faculty of Agril. & Animal Husbandry, Gandhigram
Mahatma Gandhi Gramodyog Viswavidyalaya, Madhya Pradesh
318. College of Agriculture, Chittrakoot - 485 331, Satna, MP
319. College of Agriculture Engineering, Chittrakoot - 485 331, Satna, MP
Goa University, Talegau Plateau, Panaji, Goa-403521
320. 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.
Strategies to encourage rural female students in agricultural education
86
Annexure-3.1
State-wise enrollment of girls in various professional courses (2000-01)
Agriculture &
Engineering
Medicine
allied sciences
State
Total
W%
Total
W%
Total
W%
Andhra Pradesh
56273
28.6
19639
Arunachal Pradesh
975
13.5
0
Assam
3275
10.9
2417
Bihar
2160
11.8
7760
Chattisgarh
5295
17.3
1636
Goa
1711
25.9
1030
Gujarat
27536
17.5
11887
Haryana
16148
16.0
3331
Himachal Pradesh
1233
13.5
1315
Jammu&Kashmir
1092
11.3
2591
Jharkand
6176
6.8
2298
Karnataka
80823
23.2
56613
Kerala
20026
30.5
7230
Madhya Pradesh
15869
17.6
7544
Maharastra
117458
21.2
46587
Manipur
630
20.2
142
Meghalaya
240
12.5
80
Mizoram
0
0
133
Nagaland
0
0
0
Orissa
12521
18.6
4514
Punjab
14721
19.1
8710
Rajasthan
12953
11.4
11337
Sikkim
738
16.8
0
Tamil Nadu
126603
24.7
37766
Tripura
471
35.5
17
Uttar Pradesh
18043
12.8
12270
Uttaranchal
5879
12.4
234
West Bengal
12336
9.8
5992
Union Territories
15464
17.3
9680
All India
576649
21.5
262753
Source: Statistical Abstract, India, 2002
W=Women
45.5
0
36.1
20.2
40.7
61.1
44.2
37.7
48.1
38.2
33.8
45.5
54.7
38.6
46.0
30.3
43.8
98.5
0
23.7
56.0
24.3
0
55.1
11.8
31.9
29.1
26.2
47.8
44.0
Strategies to encourage rural female students in agricultural education
4281
0
1449
441
642
0
2347
1579
1116
688
522
5176
1426
2439
10647
292
25
0
273
1057
1589
2581
0
4791
0
16247
1658
1780
850
63896
33.3
0
31.5
19.5
19.6
0
8.3
10.8
26.3
6.5
27.2
16.3
49.3
13.6
20.0
40.4
44.0
0
34.4
22.6
26.6
9.2
0
40.3
0
5.0
22.0
15.5
17.9
18.2
87
Annexure-3.2
Outcome of project meeting organised on November 10, 2004
First meeting of the project was held on November 10, 2004 at NAARM Hyderabad. The
entire project team (given below) attended the meeting.
SNo
1.
Name
Dr D. Rama Rao
2.
Dr N. Sandhya Shenoy
3.
Dr V. Rasheed Sulaiman
4.
5.
Dr N Sunanda
Ms Mrunal Udaylahankar
6.
Mr Badruddin Khan
Designation
Principal Investigator
Head, ICM Division
Co-Investigator
Senior Sceintist, ICM
Divison
Co-Investigator
Senior Scientist
Research Associate
Senior Research
Assistant
Research Associate
Posted at
NAARM,Hyderbad
NAARM,Hyderbad
NCAP, New Delhi
NAARM,Hyderbad
NAARM,Hyderbad
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
1
2
3
4
5
6
7
8
9
10
Uttar Pradesh
Haryana
Rajasthan
Chattisgarh
Bihar
Maharashtra
Gujarat
Andhra Pradesh
Orissa
Karnataka
NDUAT, Faizabad
HAU, Hissar
MPUAT, Udaipur
IGAU, Raipur
RAU, Pusa,
MAU, Prabhani
AAU, Anand
ANGRAU, Hyderabad
OUAT, Bhubaneshwar
UAS, Dharwad
Responsibility for
data collection
NCAP, New Delhi
NCAP, New Delhi
NCAP, New Delhi
NCAP, New Delhi
NCAP, New Delhi
NAARM,Hyderabad
NAARM,Hyderabad
NAARM,Hyderabad
NAARM,Hyderabad
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.
88
Strategies to encourage rural female students in agricultural education
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.
Strategies to encourage rural female students in agricultural education
89
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 agricultural education
90
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)
Strategies to encourage rural female students in agricultural education
91
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.
8.
Career counseling provided at school / inter college
9.
If yes to the above, does it include counseling on agricultural
education also
Jobs for agricultural graduates are mainly in rural areas
Yes / No
Yes / No
13.
Agricultural-graduates have less employment opportunities
compared to graduates of other professional courses like
engineering /medicine
Agricultural graduate earn less as compared to graduates of other
professional courses like engineering /medicine
Agricultural education is expensive
14.
Agricultural education help in developing own farm field
Yes / No
10.
11.
12.
Strategies to encourage rural female students in agricultural education
Yes / No
Yes / No
Yes / No
Yes / No
92
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
15.
No encouragement from teachers and other staff
to join agricultural course
16.
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
17.
Profession in agriculture is not rated high in the
society
18.
Agriculture sector is not the right place for girls
19.
20.
21.
22.
23.
24.
25.
26.
Agree
Neutral
Disagree
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
Strategies to encourage rural female students in agricultural education
93
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
Examination
passed
board
Tenth or
equivalent
School
and School and college Medium of
college location Management**
instruction
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)
Strategies to encourage rural female students in agricultural education
94
4. What were your preferred courses after 10+2 (intermediate)? Rank accordingly.
Rank
Degree in
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.
8.
Career counseling provided at school / inter college
Yes / No
9.
If yes to the above, does it include counseling on agricultural
education also
Jobs for agricultural graduates are mainly in rural areas
Yes / No
Agricultural-graduates have less employment opportunities
compared to graduates of other professional courses like
engineering /medicine
Yes / No
10.
11.
Strategies to encourage rural female students in agricultural education
Yes / No
95
12.
Yes / No
13.
Agricultural graduate earn less as compared to graduates of other
professional courses like engineering /medicine
Agricultural education is expensive
14.
Agricultural education help in developing own farm field
Yes / No
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
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Statement
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
Agree
Neutral
Disagree
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 agriculturalcollege 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
Strategies to encourage rural female students in agricultural education
96
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
Examination
passed
board
Tenth or
equivalent
School location
Place
School
Management**
Medium of
instruction
Type*
* 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)
Strategies to encourage rural female students in agricultural education
97
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
Professional Degree
More employment opportunities
Best with your performance at qualifying exam
Availability of scholarship
Availability of hostel
Any other (specify)
7.
8.
Rank
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)
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
Strategies to encourage rural female students in agricultural education
98
What are your perceptions on higher education? Indicate Yes or No to the following
statements.
9.
Have you been made aware of various higher education
opportunities at school level
Yes / No
10.
If yes to the above, does it include agricultural education also
Yes / No
11.
Yes / No
12.
Agricultural graduates have less employment opportunities
compared to graduates of other professional courses like
engineering /medicine
Agricultural education is expensive
13.
Agricultural education help in developing own farm
Yes / No
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
14. No encouragement from teachers and other staff
to join agricultural course
15. 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
16. Profession in agriculture is not rated high in the
society
17. Agriculture sector is not the right place for girls
18.
Girls prefer secure jobs in government
19.
It is difficult for girls to cope with field work in
college
20.
There is adequate security for girls while at
college or hostel
Agree
Neutral
Disagree
21. Comment and suggestions to encourage girls into agricultural education
Strategies to encourage rural female students in agricultural education
99
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
Strategies to encourage rural female students in agricultural education
100
Annexure-4.1
Enrolment of women in professional courses during 1990-2001
Engineering
Year
Total
%
Women Women
Medicine
Total
%
Women Women
1990-91 258284 27096 10.5 152733 53109
1992-93 303590 37710 12.4 166033 60918
1993-94 329142 44487 13.5 173112 65244
1994-95 356845 52482 14.7 180492 69676
1995-96 386879 61914 16.0 188187 74838
1996-97 416029 71141 17.1 199119 80922
1997-98 456680 83207 18.2 215634 89229
1998-99 500088 96917 19.4 233477 98807
1999-00 537781 110083 20.5 247959 106820
2000-01 576649 123992 21.5 262753 115557
Source: Statistical abstract, India, 2002
34.8
36.7
37.7
38.6
39.8
40.6
41.4
42.3
43.1
44.0
Strategies to encourage rural female students in agricultural education
Agriculture + Veterinary
%
Total Women Women
52732
53303
53599
53903
52845
55426
58086
60103
62794
63896
4743
5845
6490
7210
8012
8746
9422
10148
10928
11611
9.0
11.0
12.1
13.4
15.2
15.8
16.2
16.9
17.4
18.2
101
Annexure-4.2
Students admitted in SAUs during 1991-92
State
Andhra Pradesh
Assam
Bihar
Bihar
Gujarat
Haryana
Himachal
Pradesh
Himachal
Pradesh
Jammu &
Kashmir
Karnataka
University
ANGRAU
AAU-Jorhat
BAU
RAU-PUSA
GAU
HAU
HPKV
Diploma
W
T
0
0
0
0
0
0
0
0
NA
430
0
0
PG
UG
PhD
W
335
115
26
57
NA
112
T
799
410
120
260
625
358
W
97
39
0
7
NA
46
T
253
179
0
128
161
248
W
17
5
0
4
NA
28
T
46
41
0
35
16
130
0
0
20
89
7
33
1
19
YSPUHF
SKUATSRINAGAR
UASBANGALORE
Karnataka
UASDHARWAD
Kerala
KAU
Madhya Pradesh IGKVV
0
0
17
116
12
106
3
56
0
0
0
0
0
54
1
3
0
0
40
291
45
282
10
85
0
0
0
0
0
0
51
197
NA
322
412
66
34
32
NA
199
69
38
2
14
NA
46
24
NA
Madhya Pradesh JNKVV
0
0
52
567
6
182
0
7
0
0
NA
0
0
2
0
0
0
0
0
115
300
643
0
0
47
0
0
0
0
0
15
39
NA
54
91
225
67
52
146
NA
82
213
235
644
483
540
444
374
220
360
205
507
1
4
NA
17
29
118
31
8
119
NA
14
97
159
222
161
289
304
236
49
307
165
166
0
0
NA
2
1
34
0
5
85
NA
3
0
0
4
10
11
88
60
53
372
40
39
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Orissa
Punjab
Rajasthan
Tamil Nadu
Tamil Nadu
Uttar Pradesh
Uttar Pradesh
KKV
MAU
MPKV
PKV
OUAT
PAU
RAU-BIKANER
TANVASU
TNAU
CSAUAT
GBPUAT
Uttar Pradesh
NDUAT
0
0
23
52
1
62
0
38
West Bengal
BCKVV
0
0
20
234
12
156
3
41
All SAUs
AAI-Allahabad
2
0
1535
0
1836
44
7406
148
679
2
3719
28
218
0
1204
0
CIFE-Mumbai
0
0
0
0
NA
40
NA
5
IARI- New Delhi
0
0
0
0
NA
100
NA
120
IVRI-Izatnagar
0
0
0
0
NA
100
NA
50
NDRI-Karnal
0
0
NA
25
NA
60
NA
50
All India
(DUs and
Central
Universities)
Strategies to encourage rural female students in agricultural education
102
AMU-Aligarh
0
0
0
0
6
14
0
0
BHU-Varanasi
0
0
13
80
0
56
0
38
Visva bharati
0
0
0
30
0
14
0
0
All DUs & CUs
0
2
0
1535
57
1893
283
7689
8
687
412
4131
0
218
263
1467
Grand Total
Source : Rama Rao and Muralidhar, 1994
NA= Not Available W=Women T=Total
Students admitted in SAUs, DUs amd Central Universities during 2004-05
Diploma
UG
PG
PhD
State
Andhra
Pradesh
Universities
ANGRAU,
Rajendranagar
W
T
W
T
W
T
W
T
80
225
419
954
81
228
21
42
Assam
AAU, Jorhat
0
0
147
318
50
98
2
7
Bihar
RAU-Pusa
0
0
0
240
0
141
0
36
Chattisgarh
IGAU, Raipur
0
0
189
1463
43
157
0
0
Gujarat
AAU, Anand
50
260
11
164
10
73
2
16
Gujarat
JAU, Junagadh
0
0
8
103
5
64
1
8
Gujarat
NAU, Navsari
SDAU,
Sardarkrushinagar
27
176
6
96
12
105
3
23
72
180
41
90
4
58
0
12
Haryana
Himachal
Pradesh
Himachal
Pradesh
Jammu &
Kashmir
Jammu &
Kashmir
CCSHAU, Hisar
51
119
62
233
79
260
14
43
HPKV, Palampur
0
0
83
162
29
69
5
16
YSPUHF, Solan
0
0
21
81
26
64
15
33
SKUAST, Jammu
0
0
17
100
3
27
2
11
SKUAST, Shalimar
0
0
14
131
10
43
4
8
Jharkand
BAU-Ranchi
0
0
23
78
23
58
11
23
Karnataka
UAS-Bangalore
302
402
157
477
74
241
22
108
Karnataka
UAS-Dharwad
0
0
387
1959
139
595
18
152
Kerala
Madhya
Pradesh
KAU, Thrissur
16
30
227
369
84
131
13
22
JNKVV, Jabalpur
0
36
224
745
92
388
0
5
Maharashtra
KKV, Dapoli
397
1425
279
931
21
103
2
21
Maharashtra
MAU, Parbhani
363
3540
165
1458
50
165
3
17
Maharashtra
MASFSU, Nagpur
0
0
63
295
44
152
0
0
Maharashtra
MPKV, Rahuri
0
0
180
604
61
203
12
110
Maharashtra
PKV, Akola
1217
7126
122
455
70
233
8
12
Gujarat
Strategies to encourage rural female students in agricultural education
103
Manipur
CAU, Manipur
0
0
175
417
5
20
0
0
Orissa
OUAT, Bhubaneswar
0
0
247
521
102
215
1
7
Punjab
PAU, Ludhiana
68
87
116
311
133
300
46
75
Rajasthan
MPUAT, Udaipur
0
0
106
382
46
108
16
49
Rajasthan
RAU, Bikaner
0
0
112
591
29
142
4
27
Tamil Nadu
TNAU, Coimbatore
22
49
336
708
137
251
37
74
Tamil Nadu
TNVASU, Chennai
3
6
64
230
31
82
2
9
Uttaranchal
GBPUAT, Pantnagar
5
8
231
680
91
249
43
77
Uttar Pradesh CSAUAT, Kanpur
0
0
49
357
40
173
4
30
Uttar Pradesh SVBPUAT, Meerut
0
0
27
136
0
14
1
11
Uttar Pradesh NDAUAT, Faizabad
0
0
145
596
51
290
5
128
UPDDUPCVVV,
Uttar Pradesh Mathura
0
0
14
300
9
74
1
23
West Bengal
BCKVV, Mohanpur
0
0
23
140
38
179
12
81
West Bengal
UBKV, Pundibari
WBUA&FS,
Belgachia
0
0
11
50
6
23
1
7
0
0
21
119
18
118
12
39
2673
13669
4522
17044
1746
5894
343
1362
AAI,Allahabad
1
61
65
260
141
444
17
54
CIFE-Mumbai
1
63
0
0
11
45
9
24
IARI, New Delhi
0
0
0
0
15
74
16
92
IVRI,Izatnagar
0
9
0
0
13
86
10
58
NDRI-Karnal
0
12
8
49
15
78
10
53
AMU, Aligarh
0
0
0
0
12
38
0
0
BHU, Varanasi
Visva Bharati,
Santiniketan
0
0
25
107
13
106
6
42
0
0
7
36
3
24
6
25
All DUs & CUs
2
145
105
452
223
895
74
348
2675
13814
4627
17496
1969
6789
417
1710
West Bengal
All SAUs
All India
(DUs and
CUs)
Grand Total
Note: Data of SAUs, DUs and CUs obtained from Education Division, ICAR, 2005A.
W=Women T=Total
Strategies to encourage rural female students in agricultural education
104
Annexure-4.3
Women Students Admitted in Undergraduate Courses in SAUs
During 1991-92 and 2003-04
Students admitted in B.Sc (Agriculture)
SNo
University
1991-92
T
152
57
261
116
518
W%
7.9
14.0
55.9
4.3
38.2
W
74
19
124
94
222
2003-04
T
171
57
168
593
585
1
2
3
4
5
GBPUAT, Pantnagar
HPKVV, Palampur
KAU, Vellanikkara
KKV, Dapoli
ANGRAU, Hyderabad
W
12
8
146
5
198
6
7
8
9
10
11
UAS, Dharwad
YSPUHF, Solon
JNFVV, Jabalpur
CCSHAU, Hisar
NDUAT, Faizabad
UAS, Bangalore
12
17
13
4
0
31
228
116
371
151
29
174
5.3
14.7
3.5
2.6
0.0
17.8
60
28
123
13
5
107
361
84
583
107
75
368
16.6
33.3
21.1
12.1
6.7
29.1
446
2173
20.5
869
3152
27.6
Total
W%
43.3
33.3
73.8
15.9
37.9
Students admitted in B.Tech (Ag. Engg.)
SNo University
1991-92
T
W%
216
3.2
W
9
2003-04
T
45
W%
20
1 GBPUAT, Pantnagar
W
7
2 KAU, Vellanikkara
3 ANGRAU, Hyderabad
7
11
18
40
38.9
27.5
26
36
43
103
60.5
35.0
4 UAS, Dharwad
0
22
0.0
7
33
21.2
5 JNKVV, Jabalpur
6 CCSHAU, Hisar
7 UAS, Bangalore
4
1
2
40
18
22
10.0
5.6
9.1
18
1
21
64
28
53
28.1
3.6
39.6
32
376
8.5
118
369
32.0
Total
Strategies to encourage rural female students in agricultural education
105
Students admitted in BVSc
SNo
University
W
T
1991-92
W%
T
W
2003-04
W%
1
GBPUAT, Pantnagar
6
82
7.3
25
88 28.4
2
HPKVV, Palampur
2
22
9.1
6
37 16.2
3
KAU, Vellanikkara
44
133
33.1
73 156 46.8
4
KKV, Dapoli
10
97
10.3
9
5
ANGRAU, Hyderabad
40
160
25.0
77 245 31.4
6
UAS, Dharwad
0
33
0.0
10
7
JNFVV, Jabalpur
35
156
22.4
34 194 17.5
8
CCSHAU, Hisar
4
59
6.8
8
9
UAS, Bangalore
7
95
7.4
23 124 18.5
148
837
17.7 265 1021 26.0
Total
39 23.1
59 16.9
79 10.1
Source:
1991-92 data taken from Rama Rao and Muralidhar,1994.
2003-04 data collected from respective universities
W=Women T=Total
Note : Though data for 1991-92 is available for all the SAUs, for comparison
sake data available for the both years (i.e. 1991-92 and 2003-04) is only
presented in the above tables.
Strategies to encourage rural female students in agricultural education
106
Annexure 6.1
Issues from Brainstorming Sessions
1. College of Agriculture, Udaipur (29-03-2005)
Issues :
Societal factors influencing rural girls in higher education
1. Early marriages giving no scope for the rural girl child to pursue education
2. Gender issues i.e., parents feel insecure to send the girls outside and also the
belief that male child will protect them at their old age.
3. Lack of higher educational facilities
4. Agricultural education is rated low status/image in society
5. Women participation in agricultural work is significantly higher in agricultural
operations and hence the girls are encouraged to perform farm operations rather
than study. However, the societal outlook has changed now a day and girls are
being sent to school in the village.
6. Lack of awareness about agricultural education because of poor socio-economic
status and backwardness
7. Lack of trained staff to update farmers knowledge with the recent advances in the
technology.
Role of women in agricultural extension
1. Rural women carry out majority of the work in agricultural operation.
2. Girls help in better transfer of technology
3. Better communicator especially for rural women
Strategies to encourage rural female in agricultural education
1.
2.
3.
4.
5.
6.
7.
8.
Motivation at 10+2 level on agricultural education and mention of role model
Counseling for parents is also necessary
Generation of specific job meant for girls
Course curriculum in regional languages
Financial assistance and assured hostel
Wide agri-based job opportunity
Filling of government posts
Transport facilities to rural areas.
List of participants
1
2
Dr(Mrs)C Dave
Dr(Mrs)M Chowdary
Prof & Head
Prof & Head
Strategies to encourage rural female students in agricultural education
107
3
4
5
6
7
8
9
10
11
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
34
35
Dr Ritu Sanghvi
Dr G C Nanawati
Dr S C Bhandavi
Dr Vandanakaushik
B M Dixit
S R Maloo
H M Gour
Dr Surendra Chhangan
Dr A K Gupta
Dr P K Dashra
Dr M K Paual
K L Kothari
Dr Virendra Kumar
Dr Y C Bhatt
Dayu Saxene
Dr Tiwari
I J Mathur
Dr L L D
R C Verma
Dr P L Marwal
Dr Igbal Hussan
S K Avanthi
Mahesh verma
Prakash Chandra Chittore
L L Somani
Dr K N Singh
Sudhir Verma
D Rama Rao
Dr S L Mehta
2. College of Agriculture, Anand
Assoc Professor & Head
Prof & Head
Prof & Head
Associate Professor
OSB SRF Ex Ad D As
Associate Director Seed
Prof & Head
Assistant Director
Associate Professor
Student Welfare Officer
Prof & Head
Former Dean
Professor
Head, FMP
Deputy Director (ICPS)
Incharge Sevamandir
Assoc Director Extension
Director Ext Education
Assoc Prof & Head
ADR
ADR
Training Assistant
Joint Director (Ag)
Agriculture Officer
DRI, MPUAT
Asstt Director Agri
Asstt Director Agri
Head, ICM, NAARM
VC, MPUAT
(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
Strategies to encourage rural female students in agricultural education
108





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
Strategies to encourage rural female students in agricultural education
109
List of participants
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
DrV R Bhatt
R Lata
Dr Ushabala
S V Pinto
Dr H C Patel
Mrs H N Shelat
S Manisha
Dr Ankita K
Dr G N Patu
Dr R Bhatnagar
Mr H H Chewada
Dr S J Patel
Dr M J Sol
S K Dixit
Dr Purnima Jami
Dr D R Patel
D Rama Rao
Bindu Panickar
A M Shetch
Ashok Patel
H R Patel
Professor
Assistant Professor
I/c Librarian
Assistant Professor
Associate Professor
Assistant Professor
Assistant Professor
Research Scientist
Professor
Professor
Asstt Ext Education
Assistant Professor
Professor DT
Assistant Professor
Assistant Professor
Prof (P.B)
Head, ICM
SRF
Principal
Principal
Ext Education
3. Agricultural college, Naira (20-04-2005)
Issues :
Societal factors influencing rural girls in higher education

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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
Strategies to encourage rural female students in agricultural education
110
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
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Dr A.V.Ramana
Dr A.A.Swamy
M.M.Nanda
L.Suryanarayana
T.Suseela
R.Saritha
Dr V.Visalakshmi
Dr P.Gurumurthy
Y.Madhavi
N.Sanyasi Rao
P.Sanyase
D.Nagabhushnam
M.R.Naidu
K.Suseela
K.V.Ramana Murthy
Dr K.Anandarao
Dr Subba Rao
Dr P.Suresh
P.Anitha
K.Sireesha
D.Sudha Rani
Dr P.C.Sarkar
V.Nageswara Rao
Assistant Prof (Agro)
Assistant Prof (GPBR)
Assistant Prof (Hort)
Assistant Prof (GPBR)
Assistant Prof (Hort)
Assistant Prof (Ento)
Assistant Prof (Ento)
Assistant Prof (SS)
Assistant Prof (En)
Project Director
Faculty
Coordinator
Associate Dean
Assistant Prof (Agril. Econ)
Assistant Prof (Agronomy)
Training Associate
Professor (Ento)
Assistant Prof (Extn)
B.Sc (final)
B.Sc (final)
Librarian
Associate Professor
A.O
Strategies to encourage rural female students in agricultural education
111
4. College of Agriculture, Bhubaneswar (28-04-2005)
Issues :
Societal factors influencing rural girls in higher education
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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


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


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

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
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
Strategies to encourage rural female students in agricultural education
112
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Dr P.C.Samal
Dr S.K.Das
Dr H.N.Mishra
Dr C.M.Khanda
Dr L.K.Babu
Nityananda Roat
Dr N.Sahoo
M.Garnayak
G.S.Sahu
Dr A.K.Mishra
Dr A.P.Sahu
Dr J.C.Paul
Chiffara Purind
Dr L.L.Rath
Dr P.K.Sarangi
Dr H.P.Patnaik
Dr B.Pradan
Dr N.Nayak
Dr K.M.Mahepatra
Dr Pradhan
Dr B.S.Rath
Dr P.Agarwal
Dr S.Nanda
Dr P.Das
Dr B.Parasar
Dr R.K.Swanth
Dr S.Nayak
Dr D.Naik
Dr D.C.Pradhan
Dr R.K.Mishra
Dr M.A.A.Bair
Professor
Associate Professor
Associate Professor
Assistant Professor
Associate Professor
Associate Professor
Associate Professor
Associate Professor
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Professor
Associate Professor
Assistant Professor
Professor
Professor
Associate Professor
Associate Professor
Professor
Assistant Professor
Assistant Professor
Assistant Professor
Associate Professor
Associate Professor
Associate Professor
Assistant Professor
Prof. Agril. Econ
Associate Professor
Associate Professor
Associate Professor
5.Brainstorming Issues, Latur (06-07-2005)
Issues :
Societal factors influencing rural girls in higher education

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
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
Strategies to encourage rural female students in agricultural education
113

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Policies for providing securities t female workers
Development of agri based industries/clinics in rural areas
Role of female graduates in agriculture extension
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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

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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 girlsby 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
2
3
4
5
6
7
Kolgane.B.T
Mr.Bhikane M.U
Mr.Mande J.V
B.B.Badgire
Dr Halwe
Mahajan R.S
Dr Shetgar S.S
Assistant Professor
Agril. Assistant
Assistant Professor
Assistant Professor
Associate Professor
Assistant Professor
Assistant Professor
Strategies to encourage rural female students in agricultural education
114
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
G.S.Ankush
Dr V.D.Pani
Dr R.S.Raut
Dr G.D.Deshpande
Dr M.K.Ghodke
Dr.B.M.Thombre
Dr A.M.Degaonkar
Dr V.TJadhav
Dr T.G.Saptule
R.S.Khandare
R.V.Jaybhage
V.B.Kamble
Ku.S.R.Ingle
Ms.Ashtekar S.K
Ms.Chavan A.M
Ms.Jadhav S.K
Sattarkhan M
M.B.Rant
A.K.Shivsharan
Amare
Swami S.P
Kale P.K
Mujawar D.Y
Dr Sandhya Shenoy
Assistant Professor
Associate Professor
Professor (Soil Sci)
Professor (Plant Path)
Associate Professor
Associate Professor
Associate Professor
Associate Professor (Hort)
Professor
Assistant Professor
Assistant Professor
Assistant Professor
M.Sc(Agri) Student
M.Sc Student
M.Sc Student
M.Sc Student
Lab Assistant
Accountant
M.Sc Student
A.A.O
Office Assistant
SLO
Lab Assistant
Principal Scientist, NAARM
6.College of Agriculture, Dharwad ( 01-07-2005)
Issues :
Strategies to encourage rural girls in agri-education
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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
Strategies to encourage rural female students in agricultural education
115
Role of women in agricultural extension
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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
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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
2
3
S.D.Shashidhara
Dr K.B.Gond
Dr N.S.Hepsur
Associate Professor (Ext)
Associate Professor (Soil)
Strategies to encourage rural female students in agricultural education
116
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
33
Mr.R.V.Hede
Dr Chhaya B
Dr Nityashri
Mrs.Uma H
Mrs.Sharada
Dr D.M.Chanelargi
Dr Anilkr Mugal
R.L.Ravikumar
S.Lingaraju
Dr(Mrs) Susheela
Mrs Renuka Budihil
Dr K.C.Gummagolmath
S.M.Hagar
Dr Geeta Shirvalli
Veena Savalga
Jayashree H
Jyothi V.V
Sadhana D.K
Dr Suhasinirao
Dr V.R.Kirisur
Dr A.S.Byadgi
Vatsalor M
K.C.Shashidhar
Ravi K.B
Chandru Patil
Vittal Sy
V.S.Kulkarni
Mahantesh Nayak
Assistant Professor (Hort)
Associate Professor
Assistant Professor
Associate Professor
Associate Professor
Associate Professor
Assistant Professor
Associate Professor
Associate Professor (Plant Path)
Asso. Prof of Head
Assistant Professor of PRM
President (ROSA-Dharwad)
Project Officer
Sr. Microbiologist
Associate Professor
Assistant Professor
Assistant Professor (TAD)
Assistant Professor (TAD)
D.I.C (H.Sc)
Head, PPMC
Associate Professor of Path
Training Officer
Assistant Professor
Student
Student
Student
Assistant Professor
Ph.D. Scholor
7. Indira Gandhi Krishi Vishwa Vidyalaya (IGKVV) Raipur (29-07-2005)
Issues :
Societal factors influencing rural girls in higher education

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
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
Strategies to encourage rural female students in agricultural education
117


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

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
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
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
2
3
4
5
6
7
8
9
C.P.Khare
N.Khare
R.N.Singh
S.Ramole
R.P.Kujur
Dr S.S.Tyteja
T.Tirkey
M.S.Chari
S.R.Patel
Scientist
Senior Scientist
Associate Professor
Assistant Professor
Assistant Professor
Senior Scientist
Assistant Professor
Senior Scientist
Principle Scientist
Strategies to encourage rural female students in agricultural education
118
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Diptimayee Douh
Jayalaxmi Ganguli
R.N.Gangulli
Gajendra chandraker
Sandhya R Gaur
V.B.Kuruvamshi
Dr Arti Guhey
S.Ravishanker
Dr P.K.Tiwari
Dr R.K.Dantre
L.R.Gautam
P.K.Sangode
Nitintoorray
V.K.Verma
Dr I Pandey
R.K.Chandra vamshi
R.K.Singh
S.P.Beera
Alka Laxman
Dr Pratibha Katiyeen
S.S.Chandra vamshi
Vijaya Laxmi
Scientist
Assistant Professor
Associate Professor
Scientist
Associate Professor
Scientist
Senior Scientist
Assistant Professor
Assistant Professor
Associate Professor
Joint Director Agril
Assistant Professor
Research Fellow
Assistant Dir. Agril.
Librarian
D.D.A
Add.D.Agri
D.D.A
R.A
Scientist
Scientist
Ph.D
Strategies to encourage rural female students in agricultural education
119
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.
Strategies to encourage rural female students in agricultural education
120
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 reorient 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
Strategies to encourage rural female students in agricultural education
121
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
Strategies to encourage rural female students in agricultural education
122
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
Strategies to encourage rural female students in agricultural education
123
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 coeducation 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
Strategies to encourage rural female students in agricultural education
124
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 socioeconomic 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.
Strategies to encourage rural female students in agricultural education
125
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 decisionmaking. The programmes like mid-day meals at schools increased girls enrollment in
Strategies to encourage rural female students in agricultural education
126
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
Strategies to encourage rural female students in agricultural education
127
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 fieldbased 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.
Strategies to encourage rural female students in agricultural education
128
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.
Strategies to encourage rural female students in agricultural education
129
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
1
Basavaraj
M
46
Diploma in Agriculture
2
3
4
5
6
Mangala
Gangadhar
Gummagolmath
Anasuya
Chandrasekhar
F
M
M
F
M
42
38
36
34
33
Class X
PG in Commerce
Ph.D in Agril.Eco
B.A (Economics)
B.A. (Arts)
Present
occupation
Field Asst, UAS
Dharwad
House wife
Commerce Lecturer
Research Associate
House wife
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
Strategies to encourage rural female students in agricultural education
130
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.
Strategies to encourage rural female students in agricultural education
131
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
26
Married
SSC
18
Unmarried
Completed 10+2, wants
(Daughter)
2
Ambica (Daughter)
to pursue B.A
3
Eraapa (Son)
24
Married
SSC
4
Devendraapa (Son)
22
Married
Completed 10+2
5
Sanghappa (Son)
21
Unmarried
B.com 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.
132
Strategies to encourage rural female students in agricultural education
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
B.Com 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 B.Com 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
Strategies to encourage rural female students in agricultural education
133
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.
Strategies to encourage rural female students in agricultural education
134
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
Strategies to encourage rural female students in agricultural education
135
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
Strategies to encourage rural female students in agricultural education
136
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
Strategies to encourage rural female students in agricultural education
137
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
1.
2.
3.
Name of the children’s
Dr.A.K.Jha (Son)
Akhilesh Kumar Jha (Son)
Seema Jha (Daughter)
Age
Qualification
37
33
30
Ph.D.
M.Sc.
B.Sc. (Home Sc.)
Present
Occupation
Service
Service (Defence)
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.
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138
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.
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Chapter - X
Abbrevations
AAU
AAU
AAU
AGRIUNIS
AMU
ANGRAU
BCKV
BAU
BHU
BSKKV
CAU
CCSHAU
CIFE
CSAUAT
CSKHPKV
CU
DARE
DST
DU
FAO
GATS
GBPUAT
Pantnagar
GDP
GMO
GOI
IAMR
IARI
ICAR
IGKVV
IVRI
JNKVV
JAU
NAU
KAU
KVAFSU
MAU
MASFU
MPKV
MPUAT
Assam Agricultural University, Jorhat
Anand Agricultural University, Anand
Allahabad Agricultural University, Allahabad
Agricultural Universities Information System
Aligarh Muslim University, Aligarh
Acharya N.G. Ranga Agricultural University, Hyderabad
Bidhan Chandra Krishi Viswavidyalaya, Mohanpur
Birsa Agricultural University ,Ranchi
Benaras Hindu University, Varanasi
Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth, Dapoli
Central Agricultural University, Imphal
Chaudhary Charan Singh Haryana Agril. University, Hisar
Central Institute of Fisheries Education, Mumbai
Chandra Shekhar Azad University of Agriculture and Technology, Kanpur
Ch. Sarwan Kumar Himachal Pradesh Krishi Viswavidyalaya , Palampur
Central University
Department of Agricultural Research and Education
Department of Science and Technology
Deemed University
Food and Agricultural Organization
General Agreement on Trade and Services
Govind Ballabh Pant University of Agriculture and Technology,
Gross Domestic Product
Genetically Modified Organisms
Government of India
Institute of Applied Manpower Research
Indian Agricultural Research Institute, New Delhi
Indian Council of Agricultural Research
Indira Gandhi Krishi Viswavidyalaya, Raipur
Indian Veterinary Research Institute, Izatnagar
Jawaharlal Nehru Krishi Viswavidyalaya, Jabalpur
Junagadh Aricultural University, Junagadh
Navasari Aricultural University, Navasari
Kerala Agricultural University, Thrissur
Karnataka Veterinary Animal and Fishery Sciences University, Bidar
Marathwada Agricultural University, Parbhani
Maharashtra Animal Science & Fisheries University, Nagpur
Mahatma Phule Krishi Vidyapeeth, Rahuri
Maharana Pratap University of Agriculture and Technology, Udaipur
Strategies to encourage rural female students in agricultural education
140
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 Sansthan, 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
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141