UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE

MANUAL OF RURAL AGRICULTURAL

WORK EXPERIENCE PROGRAMME (RAWEP)
Under
STUDENT READY PROGRAMME
B.Sc. (Hons.) in Agriculture

I Semester of 2022-23

Name : ......................................................

I.D. No. : .....................................................

Fix your
Passport Size
Cluster No. : …………………………………………………. Photograph
Here
RSK : ………………………………………………….

Village : ………………………………………………….

Manual Prepared By
RAWEP Co-ordinator: Dr. Y.N.Shivalingiah
Associate Co-ordinator: Dr. C.Narayanaswamy
RAWEP Teachers: Dr. S.Ganesamoorthi
Dr. C.M.Savitha
Dr.Ashoka Doddamani
Dr.Yashashwini M.A.
Dr.Y.M.Gopala

DEPARTMENT OF AGRICULTURAL EXTENSION

COLLEGE OF AGRICULTURE, GKVK, BENGALURU – 560065
August 2022
 UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE
COLLEGE OF AGRICULTURE, GKVK, BENGALURU – 560065

FOREWORD

Student Rural Entrepreneurship Awareness Development Yojana (Student READY) Programme aims
to the students expose to rural area besides practical experience in real-life situation. The programme will
help the students in building confidence, developing communication skills and acquiring Indigenous
Technical Knowledge (ITK) of the region and thereby preparing the passing out graduates for future. It also
aims to provide opportunities to acquire work experience and diagnostic skills apart from acquaint with
on-going programmes in developmental departments. Further, this programme provides an opportunity
for students to understand rural community life, familiarize with the socio-economic status of farmers and
their problems, provides practical training in crop production, facilitates the understanding of agricultural
technologies, their implementation, identifying gaps in adoption and preparing alternate plans to suit to
local conditions.

Rural Agricultural Work Experience Programme is an innovative programme under Student READY,
implemented by the University of Agricultural Sciences, Bangalore. It is a learner centred approach wherein
undergraduate students learn by using the principles of ‘Learning by Doing’ and ‘Seeing is Believing’.

I am confident that RAWE manual developed for the academic year 2022-23, based on the course
curriculum, would serve as a guide and facilitate students to achieve the objectives set under the Student
READY programme. I wish the students all the success in completing this practical exercise in a befitting
manner and also hope that they would be the true ambassadors of UAS, Bangalore in their future
endeavours.

(N.B. Prakash)
Dean (Agri.)
 UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE
DEPARTMENT OF AGRICULTURAL EXTENSION
COLLEGE OF AGRICULTURE, GKVK, BENGALURU– 560065

PREFACE

The University of Agricultural Sciences, Bangalore introduced the Student Rural Entrepreneurship
Awareness Development Yojana (READY) refined from the earlier programme called Rural Agricultural
Work Experience Programme (RAWEP) for the students of the undergraduate degree programmes. The
Student READY / RAWEP is organized during the VII semester coinciding with the monsoon where teachers
of all the disciplines are involved for improving the technical capacity and field competency of the students
on the social and communication skills. Student READY / RAWEP aim at providing practical training
opportunity for the final year B.Sc. (Hons.) Agriculture students which enables the students to develop the
competency in crop production interventions, crop protection interventions, social and allied Science
interventions, extension and transfer of technologies, plant clinic / information centre/ crop museum
establishment, attachment to KVKs/Research stations and other units, and Agro-Industrial Attachment. It
also provides first-hand experience for students to understand rural life and gain experience in promoting
technologies among farming community. The students will be sound in theory in the first three years of
undergraduate programme and in the final year the students will be exposed to Student READY / RAWE
programme which provides them an opportunity to have practical training in the real rural life situations.
In order to understand and effectively implement Student READY / RAWE program, the practical manual is
essential and will serve as a guide for the students and faculty and also to bring uniformity in activities. The
RAWEP manual prepared for the year 2022-23 is developed based on the revised curriculum in accordance
with the V Deans Committee recommendations. The final year B.Sc. (Hons.) Agriculture, B.Sc. (Hons.) Ag.
MaCo and B.Tech. (Ag. Engg.) students and faculty can make best use of this manual for effective
implementation of the Rural Agricultural Works Experience Programme. The narration of benefits from
participation in RAWEP by past batches of graduated students reflects their positive and productive
experience gained, which has been helping them not only in their academic pursuits, but also in achieving
their professional goals in perspective. I wish all the students an excellent and outstanding participation in
RAWEP under Student (READY) Programme with a sense of belongingness for the benefit of farmers of
Karnataka in the process of learning through participatory process.

(Y.N.Shivalingaiah)
Professor& Head
 INSTRUCTIONS TO STUDENTS
1. Students should stay only in the assigned ARS/KVK/AIA institution / Camp villages during the specified period
of stays.
2. Students should not leave the camp even during holidays without written permission of the Teacher
in-charge.
3. During the village placements, the students should involve in organizing number of meetings, discussions,
method demonstrations, campaign, field visits, etc., as specified in the plan of work.
4. Each student should have observation cum work diary where list of activities carried out throughout the
placements should be recorded separately and submit to in-charge teacher / multidisciplinary teachers for
evaluation.
5. Students should behave in an exemplary manner during their stay in the villages / KVK/ARS/AIs as worthy
representatives of the University of Agricultural Sciences. Any misconduct or misbehaviour or indiscipline
would be severely dealt with.
6. Students are forbidden from swimming during RAWE placements.
7. Students should report immediately their illness to the camp leader and teacher in-charge who in turn will
take necessary action.
8. Students should maintain cleanliness and ideal atmosphere in their places of stay and surroundings.
9. Students should not give room for any untoward incident to happen during RAWE placements.
10. The students once reported for RAWE should not move out of the respective assigned placements
11. During the KVK/ARS/AIA placements, the students should involve themselves in observation, discussions and
associate in organising method demonstrations, campaign, field visits, etc., as decided by the KVK / ARS.
12. All the students should mandatorily give the below undertaking and no objection certificate

UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE

COLLEGE OF AGRICULTURE, GKVK, BENGALURU – 560 065
STUDENT READY PROGRAMME - RURAL AGRICULTURALWORK EXPERIENCE (RAWE) 2022-23

STUDENT DECLARATION AND PARENT CONSENT TO UNDERGO STUDENT READY PROGRAMME

I ……………………………….I.D. No. ……………… S/o / D/o……………………………… studying in final year B.Sc. (Hons.) Agri. / B.Sc. (Hons.)
Ag.MaCo. / B.Tech. (Ag.Engg.) undertake the RAWEP as part of the course curriculum and shall abide to the following conditions.
1. I will adhere to schedule of activities and in case if I miss/deviate from the scheduled programme I will be liable for any
penalties/punishment by the college/university.
2. I will not create any unpleasant or unhealthy situations during the Stay/Visit at KVK / ARS / Research Schemes /
RSKs/villages and extend full co-operation for successful completion of RAWEP.
3. I or my parents/guardians will have no claim with University if I lose my personal belongings of any kind/cash or fall ill/drive
bike/scooter/car and met with an accident/indulge in swimming.
4. I have kept informed my parents/guardians about my participation in the RAWE Programme.

Place :_____________________ Date :_____________________

Student’s Mob. No. :_____________________ Father/Mother Mob. No :_____________________
I have no objection for my ward for attending RAWE
programme and he/she will be taking care of his/her health
and safety.

Signature of the Student

Signature of the Student’s Parent
 RAWEP TEACHERS FOR 2022-23
Dept. Name of the RAWEP Designation Mobile No. Inter e-mail ID
Teacher com
College of Dr. N.B. Prakash Dean (Agri.) 9449866910 285 [email protected]
Agriculture Dr. C. Narayanaswamy Scientific Officer 9448308678 285 [email protected]
Agril. Dr. Y.N. Shivalingaiah Professor & Head 9611457341 367 [email protected]
Extension and Coordinator, [email protected]
RAWEP
Dr. C. Narayanaswamy Assoc. Prof. & 9448308678 367 [email protected]
Assoc. Coordinator,
RAWEP
Dr. S. Ganesamoorthi Assoc. Prof. 9731876687 367 [email protected]
Dr. C.M. Savitha Asst. Professor 9986635272 367 [email protected]
Dr. Ashok Doddamani Asst. Professor 9964204930 367 [email protected]
Dr. Yashashwini, M.A. Asst. Professor 9036506569 367 [email protected]
Dr. Y.M. Gopala Asst. Professor 9449142738 367 [email protected]
Agricultural Dr. M. Thippaiah Professor & Head 9900528603 288 [email protected]
Entomology Dr. D. Jemla Naik Professor 9449759019 288 [email protected]
Dr. B. Shivanna Assoc. Professor 9449984318 288 [email protected]
7019441037
Dr. Ravi Kiran Asst. Professor 9590161617 288 [email protected]
Agronomy Dr. H.M. Jayadeva Professor & Head 8618080882 283 [email protected]
Dr. Pushpa, K. Asst. Professor 9880177338 283 [email protected]
Dr. Pavan, A.S. Asst. Professor 9036399347 283 [email protected]
Dr. Ningaraju, G.K. Asst. Professor 9483337415 283 [email protected]
Ag. MaCo. & Dr. M.S. Ganapathy Professor & Head 9448975304 380 [email protected]
BM Dr. Nethravathi Ashok Asst. Professor 8904602711 380 [email protected]
Patil
Dr. Syed Rizwan Ahmed Asst. Professor 9591113182 380 [email protected]
Dr. Kavya, C. Asst. Professor 9591951589 380 [email protected]
Food Science Dr. K.G. Vijayalaxmi Professor & Head 9880372159 377 [email protected]
& Nutrition Dr. Shamshad Begum, S. Asst. Professor 8147752346 317 [email protected]
Dr. B. Veena Asst. Professor 9449638397 317 [email protected]
Agril. Dr. Suvarna V. Professor & Head 9481035152 372 [email protected]
Microbiology Chavannanavar
Dr. L. Krishna Naik Professor 9480518227 372 [email protected]
Dr. R. Muthuraju Asst. Professor 9900442608 372 [email protected]
Crop Dr. M.S. Sheshashayee Professor & Head 9972308219 376 [email protected]
Physiology Dr. B. Mohan Raju Professor 9480315140 376 [email protected]
[email protected]
Dr. Praveen, H.G. Asst. Professor 9886340507 376 [email protected]
Forestry Dr. M. Mahadeva Professor & Head 9845588203 354 [email protected]
&Environmen Murthy
tal Science Dr. Rinku Verma Asst. Professor 9880101975 253 [email protected]
Dr. A.M. Mayur Asst. Professor 9900200100 253 [email protected]
Agril. Dr. M.N. Venkataramana Professor & Head 9448856306 298 [email protected]
Economics Dr. H. Lokesha Professor 9880439450 298 [email protected]
Dr. Anjan Kumar, M.J. Asst. Professor 9108003799 298 [email protected]
9844508354
Agril. Dr. V. Palanimuthu Special Officer, 9945254640 332 [email protected]
Engineering College of Agril. [email protected]
Englineering [email protected]
Dr. K.S. Rajashekarappa Professor 9448668801 335 [email protected]
[email protected]
Er. Babu R.M. Ray Asst. Professor 9449190067 333 [email protected]
[email protected]
Dr. Aravind Yadav, K. Asst. Professor 9079986050 332 [email protected]
Apiculture Dr. K.S. Jagadeesh Professor & Head 9341960569 289 [email protected]
Mr. Eswarappa, G. Asst. Professor 9731810428 289 [email protected]
Plant Dr. Y.M. Somasekhara Professor & Head 9110275130 294 [email protected]
Pathology [email protected]
Dr. C.R. Jahir Basha Assoc. Professor 9964512618 294 [email protected]
Dr. Manjunath, B. Asst. Professor 9986032259 294 [email protected]
Dr. B.S. Chethana Asst. Professor 9448307646 294 [email protected]
 Dept. Name of the RAWEP Designation Mobile No. Inter e-mail ID
Teacher com
Seed Science Dr. R. Siddaraju Professor & Head 9880047284 290 [email protected]
and [email protected]
Technology Dr. K.S. Nagaraju Asst. Professor 9731387434 290 [email protected]
[email protected]
Dr. M.S. Harish Asst. Professor 8088028728 290 [email protected]
Animal Dr. M. Vasundara Devi Professor & Head 9986030333 327 [email protected]
Science Dr. G. Ananda Manegar Asst. Professor 9972201347 327 [email protected]
Plant Dr. S. Shyamalamma Professor & Head 9448856958 276 [email protected]
Biotechnology /275 [email protected]
Dr. P.S. Benherlal Asst. Professor 9482522717 307 [email protected]
[email protected]
Dr. Nagesha, N. Asst. Professor 9448713777 263 [email protected]
[email protected]
Horticulture Dr. P. Venkatesha Professor & Head 9448657775 338 [email protected]
Murthy
Dr. Kavita Kandpal Assoc. Professor 8861308308 338 [email protected]
Dr. K.S. Nirmala Assoc. Professor 9480702910 338 [email protected]
Dr. T.S. Manjunatha Asst. Professor 8971343517 338 [email protected]
Swamy
Genetics & Dr. A. Mohan Rao Professor & Head 9035983240 286/ [email protected]
Plant 9448101542 390 [email protected]
Breeding Dr. R. Nandini Assoc. Professor 9980370487 286 [email protected]
[email protected]
Dr. Prithviraj, S.K. Asst. Professor 8904595414 286 [email protected]
Soil Science Dr. C.T. Subbarayappa Professor & Head 9448714511 293 [email protected]
& Agril. [email protected]
Chemistry Dr. B. Gayathri Asst. Professor 9740488330 293 [email protected]
Dr. L.B. Ashok Asst. Professor 9844535775 293 [email protected]
Dr. D.K. Srinivasa Asst. Professor 8310908905 293 [email protected]
Sericulture Dr. Manjunath Gowda Professor & Head 9743533047 292 [email protected]
Dr. Anusha H G Asst. Professor 8792793390 292 [email protected]
 CONTENTS

Sl. No. Particulars Page No.

1. Introduction

2. Registration and Guidance

3. Group Leaders and Associates

4. Schedule of Events

5. Course Syllabus for Group of Subjects

6. Procedure for Evaluation of the Performance of Students

7. Details of Agro-Industrial Attachment (AIA)

8. Details of Course Syllabus

9. Extension Teaching Methods

10. Discipline wise RAWE Assignments

11. List of registered students for RAWE programme 2022-23

 INTRODUCTION
About Student READY
The Student READY (Rural Entrepreneurship Awareness Development Yojana) programme aims to
provide rural entrepreneurship awareness, practical experience in real-life situation in rural agriculture
and creating awareness to undergraduate students about practical agriculture and allied sciences. The
programme will help in building confidence, skill and acquire Indigenous Technical Knowledge (ITK) of
the locality and thereby, preparing the pass-out for self-employment. It also aims to provide
opportunities to acquire hands-on-experience and entrepreneurial skills. To reorient graduates of
agriculture and allied subjects for ensuring and assuring employability and develop entrepreneurs for
emerging knowledge intensive agriculture, it was felt necessary to introduce this program in all the AU’s
as an essential prerequisite for the award of degree to ensure hands on experience and practical
training.

The Fifth Deans committee has given detailed curriculum of student READY programme for all the
disciplines in agriculture and allied sciences. The course curricula have been restructures to develop
much needed skills and entrepreneurial mind-set among the graduates to take up self-employment,
contribute to enhanced rural livelihood and food security, sustainability of agriculture and be propeller
for agricultural transformation. The following components are proposed for carrying out one year
Student READY programme in all the Under graduate (UG) disciplines:

1. Experiential Learning on Business model / Hands on Training.

2. Experiential Learning on Skill Development.
3. Rural Agricultural Work Experience (RAWE).
4. Internship / In-Plant Training / Industrial attachment.
5. Students Projects.
The students required to have any three of the five components listed above depending on the
requirement of their graduate education and implemented for one complete year. All the above
mentioned components are interactive and are conceptualized for building skills in project development
and execution, decision-making, individual and team coordination, approach to problem solving,
accounting, quality control, marketing and resolving conflicts, etc. with end to end approach.

Experiential Learning is an opportunity for the students to develop high quality professional
competence, skill development and confidence to step towards “Earn while learn”. Experiential Learning
aims towards Practical Work Experience in Real Life Situation among the undergraduate students and
therefore it helps student become “Job Providers rather than Job Seekers”.

Rural Agricultural Works Experiential enable the students to gain rural experience, give them confidence
and enhance on farm problem solving abilities in real life situations, especially in contact with farmers,
growers, etc.

Student Project is essential for students who are interested in higher education. Through this they will
gain expertise for identification of research problem, planning and setting up experiments and writing of
reports, etc.

EL provides the students an excellent opportunity to develop analytical and entrepreneurial skills and
knowledge through meaningful hands on experience, confidence in their ability to design and execute
project work. The main objectives of EL are:

 To promote professional skills and knowledge through hands on experience.

 To build confidence and ability to work in project mode.
 To acquire enterprise management capabilities.
Rural Agricultural Work Experience
The Rural Agricultural Work Experience (RAWE) helps the students primarily to understand the
rural situations, status of agricultural technologies adopted by farmers, prioritize the farmer’s problems
and to develop skills and attitude of working with farm families for overall development in rural area.
The timings for RAWE can be flexible for specific regions to coincide with the main cropping season.

The main objectives of RAWE are:

 To provide opportunity to the students to understand the rural situation in relation to agriculture
and allied activities.
 To make the students familiar with socio-economic conditions of the farmers and their problems.
 To impart diagnostic and remedial knowledge to the students relevant to real field situations
through practical training.
 To develop effective communication skills of students with farmers using latest extension
methodologies in transfer of technology.
 To develop confidence and competence among students to solve complex agricultural problems.
 To acquaint students with on-going extension and rural development programmes.
Semester VII: Rural Agricultural Work Experience (RAWE) and Agro-Industrial Attachment (AIA)
This programme will be undertaken by the students during the VII semester for a total duration
of 21 weeks with a weightage of 0+20 credit hours in two parts viz., RAWE and AIA. It will consist of
general orientation and on campus training by different faculties followed by village attachment/unit
attachment in University/College/KVK or a Research station. The students will be attached with the
agro-industries to get an experience of the industrial environment and working. Weightage in terms of
credits hours will be given depending upon the duration of stay of students in villages/agro-industries.
At the end of RAWE/AIA, the students will be given one week for project report preparation,
presentation and evaluation. The students would be required to record their observations in field and
agro-industries on daily basis and will prepare their project report based on these observations.
 REGISTRATION AND GUIDANCE
Registration
Students who have successfully completed all the scheduled courses till the end of the 6th Semester are
eligible to register for Rural Agricultural Work Experience Programme (RAWEP). They should not register
for any other courses on the campus during the 8th semester. The students shall register for the
following 20 credits of RAWEP during the 8th semester. The details of credit hours for each group of
subjects are as follows.
Course No.
Sl. Concerned Departments for
& Credit Title Weeks
No. monitoring and evaluation
Hrs.
A RAWE / Subject Orientation 1 Week
B Village Attachment 12
1 SRA 411 Crop production and crop Agronomy, Horticulture, Soil Science
(0+4) improvement interventions & Agril. Chemistry, Seed Science&
Technology, Genetics and Plant
Breeding, Agril. Microbiology, Crop
Physiology, Plant Biotechnology
2 SRA 412 Crop protection interventions Plant Pathology, Agril. Entomology,
(0+3) Sericulture and Apiculture
3 SRA 413 Social and allied science Agril. Economics, Agril. Marketing,
(0+3) interventions Cooperation & BM, Agril. Engineering,
Food Science & Nutrition, Animal
Science, Forestry & Environmental
Science
4 SRA 414 Extension and Transfer of Agril. Extension
(0+4) Technologies
5 SRA 415 Plant clinic / Information Coordinator/Associate Coordinator
(0+2) Centre/ Crop Museum along with agronomist, horticulturist
and plant protection Specialists
C SRA 416 Attachment to KVKs/Research 2 RAWEP Coordinator & Assoc.
(0+2) stations and other units Coordinators
D SRA 417 Agro-Industrial Attachment 3 Concerned teacher of the respective
(0+2) departments
E Project report preparation, 2 Coordinators / Concerned Teachers
presentation and evaluation
Total No. of Credits : 20 credits 20

Advisory Committee
There shall be an Advisory Committee headed by the Dean (Agri.), College of Agriculture as the
Chairman and all the Heads of the Departments of the College, the Co-ordinator and Associate Co-
ordinator of RAWEP as the members. The Committee is responsible to guide the teachers in-charge of
RAWEP and students for effective implementation. The Committee shall meet periodically to review and
monitor the programme.

Co-ordinator
There shall be two teachers from the Department of Agricultural Extension they will be designated as
Co-ordinator and Associate Co-ordinator to co-ordinate the entire RAWEP.

Supervision and Guidance

The designated RAWEP teachers from all the departments of the college are responsible to monitor,
supervise and guide the students to attend to their allotted work by different departments. The
students will be evaluated on their performance in different courses throughout the RAWEP.

Attendance and Discipline

All the components of RAWEP are compulsory for all the students who have registered for RAWEP. They
should get a minimum of 80 per cent attendance in all disciplines of RAWEP courses as in the case of
other courses. The students shall maintain good discipline during the placement in villages and Agro-
Industrial Attachment and prove themselves to be worthy students of the University of Agricultural
Sciences, Bangalore. The behaviour in the villages should be exemplary. Any student who wants to leave
the placement on official work of the university like participation in sports and other co-curricular
activities or in the event of illness or unforeseen circumstances should obtain prior written permission
from the Dean (Agri.). Further, a student may be permitted to leave the placement with the written
permission of the designated teachers staying in the camp. However, the student should make up the
curricular requirement for the period of absence and to make up the days lost by doing extra work. Any
misconduct of the student in the village will be viewed very seriously and such students shall be
expelled from the RAWEP.

Work Diary
The students should write the individual daily work in diary during the placement in villages and AIAs.
The diary will be checked by the designated RAWEP teachers of different departments periodically and
during their visit to the villages.

Reports
The students should write the detailed report on completion of each assignment and it will be evaluated
by the concerned RAWEP teachers of different departments.

Evaluation
The performance of the students will be evaluated as specified separately for each of the RAWEP course
by the identified group leaders with the support of designated RAWEP teachers.

Group Leaders and Associates for the courses approved under each group
Group Course No. Group Leaders Associate Leaders
IV B.Sc. (Hons.) Agriculture
Village Attachment
I. Crop Production/ SRA-411 (0+4) Professor & Head Dr. Ashok Doddamani
Improvement Interventions (SS&AC)
II. Crop Protection Interventions Professor & Head
SRA-412 (0+3) Dr. C.M. Savitha
(Plant Pathology)
III. Social and Allied Science Professor & Head
SRA-413 (0+3) Dr. C. Narayanaswamy
Interventions (Agril. Economics)
IV. Extension and Transfer of Professor & Head
SRA-414 (0+4) Dr. C.M. Savitha
Technologies (Agril. Extension)
V. Plant Clinic / Information Professor & Head Dr. C. Narayanaswamy
SRA-415 (0+2)
Centre / Crop Museum (Agril. Extension)
VI. Attachment to SRA-416 (0+2) Professor & Head Dr. Y.N. Shivalingaiah
 KVKs/Research stations and (Agril. Extension) Dr. Yashashwini, M.A.
other units
VII. Agro-Industrial Attachment Professor & Head Dr. Ganesamoorthi, S.
SRA-417 (0+2)
(Agril. Extension) Dr. Y.M. Gopala
IV B.Sc. (Hons.) Ag. MaCo.
Professor & Head Dr. Ashok Doddamani
Practical Extension Work in SRM-415 (0+2)
(Agril. Extension) Dr. M.S. Ganapathy
Villages
IV B.Tech. (Ag. Engg.) SRE-414 (0+2)
Professor & Head Dr. Ganesamoorthi, S.
Practical Extension Work in
(Agril. Extension) Dr. Babu R.M. Ray
Villages

SCHEDULE OF EVENTS
The RAWEP will be for a period of one full semester (21 weeks) during 2021-22. The break-up of 21
weeks for various components of RAWEP is as follows:

Period Item of work Duration

05.08.2022 to
Student READY Programme orientation 1 week
11.08.2022
12.08.2022 to
Placement in RSKs and Villages for practical experience 13 weeks
12.11.2022
14.11.2022 to
Agro-Industrial Placement/Attachment 3 weeks
03.12.2022
05.12.2022 to Placement in Krishi Vignana Kendras (KVK)/
2 weeks
17.12.2022 Agricultural Research Station (ARS) and Other Units
19.12.2022 to Project report preparation, Presentation, Exam and
2 weeks
30.12.2022 Evaluation

Total (21 weeks)

On Campus Orientation
The students registered for the RAWEP will be oriented on back ground, importance and objectives of
RAWEP, different activities to be conducted in villages, Programme planning, method of data collection,
types of leaders and their identification in villages, maintenance of work diary, using different extension
teaching methods and use of different teaching aids etc. Further, orientation will be given to the
students on various subject matter areas related to important crops and enterprises of the RAWEP
villages.

Village and RSK attachment

i. Data Collection from Villages and Analysis
The students will collect the data, analyse the situation and identify the problems. Based on the
problems identified they will plan the programme for the allotted villages.
ii. Placement in villages/RSKs
The placement in villages is intended to facilitate the students to work with the farmers under
village situation. Students will identify the local leaders and work with the contact farmers.
Students will use various communication skills using different extension teaching methods like
general meeting, farm and home visit, group discussion meeting, method demonstration, result
demonstration, farmers training programmes, campaigns, exhibition, field visits, field days and
other community work. It is mandatory for all the teachers offering RAWEP courses to stay in the
identified RAWEP villages. Further, students have to work in concerned RSKs and should provide
 advisory services to the farmers by establishing plant clinic, information centres in villages and
RSKs.
COURSE SYLLABUS FOR GROUP OF SUBJECTS
Group I: SRA 411 (0+4): Crop Production Interventions
Agronomy
Collection of meteorological data, production of organic manures- selection of site for FYM/ compost
pit, FYM, different methods of compost production, vermi-compost, liquid manures, oil cakes, green
manuring in dry land agriculture, fertilizer management including secondary and micronutrients,
integrated nutrient management, site specific nutrient management, integrated weed management,
Watershed management, soil and water conservation, integrated farming system, water management
including micro irrigation, aerobic rice production, non-cash and low-cost inputs for crop production.

Soil Science and Agril. Chemistry

Collection and preparation of soil and water samples for analysis and recommendation based on results
of analysis; STCR based methods of fertilizer application; Identification and amelioration of saline, sodic
and acidic soils; Identification of nutrient deficiency/toxicity symptoms in crops and recommendations
to rectify the problems, Utilization of organic wastes; Integrated nutrient management; Enhancement of
fertilizer use efficiency, preparation of slow release fertilizers by using neem cake coated and gypsum
blended urea; Scientific methods of enrichment of FYM by using weeds, rock phosphate and
micronutrients.

Agril. Microbiology
Biofertilizers usage in different crops: a) Rhizobium inoculation in leguminous crops b) Azotobacter
inoculation in cereals c) Azospirillum inoculation in paddy and ragi d) Gluconobacter inoculation in
sugarcane e) Use of phosphorus solubilizing microorganisms in crop production f) Azolla and its
cultivation, its importance in agriculture and animal husbandry g) PGPR microorganisms, AM fungi and
their importance in agriculture. Use of biofertilizers in horticulture and sericulture crops. Mushroom
cultivation, fast decomposers and compost enriching microbes. Microbial bio-control agents like
Trichoderma spp, Pseudomonas spp. and Bacillus spp.

Horticulture
Preparation of seed beds, sowing, planting/transplanting of vegetables and flower crops. Use of growth
regulators, weedicides, harvesting, packing, storage and transportation of vegetables and flowers.
Pinching, pruning and training in flower crops. Planting operation - opening of pits, filling the pits and
planting; Propagation of plants by budding, grafting, air layering, cutting with the use of growth
regulators. Top working and pruning in mango; Nutrition management, Post-harvest handling including
picking, packing and use of ripening treatments in fruits; Selection of coconut mother palms and nuts.
Sowing of nuts in the nursery. Selection and storage seed rhizomes of ginger and turmeric with seed
treatment and planting; recommended cultivation practices of major dry land horticultural crops;
Preparation of jam, jelly, squash, nectar, pickle etc.

Seed Science and Technology

Different sources of seed and their characteristics (BS, FS, CS and TL seeds).Status of Seed replacement
in RAWE villages (cereals, pulses, millets and oil seed crops).Involvement of seed producing organization
in seed production: Government sector, Private sector, Co-operative sector. Techniques followed in
seed production: Hybrids, High yielding varieties and vegetable crops. Post-harvest technology followed
in seed crops: Method of harvest, Method of threshing. Method of pre-cleaning, Method of drying and
packing, Analysis of post-harvest losses at various levels. Analysis of seed quality of farmers saved seed:
Collection of seed from farmer, Subjecting for seed quality parameters like G, P, M, Result
communication. Demonstration of different class of seed and their identification: Breeder seed,
Foundation seed, certified seed, Truth fully labelled seed. Visit to seed processing unit: Study various
activities, involving in processing operations like grading, cleaning, storage, treating, packaging etc. Seed
treatment techniques. Seed marketing and seed distribution system

Genetics and Plant Breeding

Plant selection techniques. Creating awareness about techniques of saving seed for raising subsequent
crops considering mode of pollination and type of cultivar (pure-line variety/open pollinated cross
pollinated variety/hybrid).Creating awareness about Farmers’ rights under PPV & FR 2001 Act. Creating
awareness about released crop varieties/hybrids relevant to particular region, their adoption levels and
eliciting feedback on the adopted varieties/hybrids

Crop Physiology
Nutrient elements and their importance in growth and development of crops. Deficiency and toxicity
symptoms and their identification in the field and corrective measures. Foliar nutrition. Plant growth
regulators and their role in plant growth and development. Use of plant growth regulators in
agriculture, horticulture, forestry and industry. Demonstration of use of plant growth regulators to
induce rooting of cuttings, induction of regular flowering prevent/ reduce flower and fruit drops,
increase in fruit size breaking seed, dormancy, fruit ripening. Importance of seed hardening and
demonstration.

Plant Biotechnology
Tissue culture technologies to farmers and Nano-technologies.

Group II: SRA 412 (0+3): Crop Protection Interventions

Agril. Entomology
Identification of local pest situations and pest management practices; Different types of non-chemical
inputs used in pest management, Seed treatment with pesticides ; Storage practices of farm produces
to prevent insect damage ; Local and traditional practices of pest management ; Assessment of pest and
natural enemy densities; Surveillance of pest and natural enemies, Importance of keeping record of
purchases of the insecticides; Sources of information available for plant protection practices;
Preparation of spray solutions : Calculation of spray volume; Harvesting and processing local plants and
their products for Pest management practices; Preparation of NSKE, vegetable oils and other plant
sources and NPV; Use of pheromone traps for pest monitoring; Safe handling and field release of
parasites and predators; Use of nylon nets in nurseries; Root feeding and / or stem Injection of
pesticides; fumigants; rodent management.

Plant Pathology
Plant disease details for major crops – a) Important diseases and their severity, b) Collection of diseased
plants and plant parts; Disease management practices and their frequency; Use of fungicides,
bactericides, antibiotics; Different types of non-chemical inputs used; Sources of information on plant
protection practices. Information regarding storage practices; Information on conventional or local
practices of disease management; storage practices; Types of sprayers/ dusters and their availability;
Preparation of Bordeaux mixture; Cultural and biological management of soil borne disease; Seed
treatment with fungicides/ antibiotics; Preparation of spray solutions, proprietary fungicides and their
applications; Calculations of spray volume requirement – Preparation of NSKE and vegetable oils for
spraying; Use of nylon nets in nurseries; Use of biological agents; Root feeding of fungicides; Hot
water treatment and furadon or thimet application against nematodes.

Sericulture
Improved cultivation practices of mulberry; Improved silkworm rearing practices; Advantages of V-I
mulberry variety; Preservation of mulberry leaves for chawki rearing: Egg incubation; Chawki silkworm
rearing: Silkworm rearing on mulberry shoots; Application of bed disinfectants against silkworm
diseases; Cocoon harvesting and grading.

Apiculture
Identification of bees; floral calendar by including major and minor sources of nectar and pollen for the
year; Hiving of bee colonies: Bee-hive products.

Group III: SRA 413 (0+3): Social and Allied Science Interventions

Agril. Economics
Introductory economic principles of practical application in micro level problems faced by farmers in
agriculture; Introductory economic principles of practical application in macro level issues of the village
economy; Cost effectiveness of different agricultural technologies; Costing / Valuing inputs including
natural resources used in agriculture; Relative profitability of crops, livestock, horticulture, fishery
enterprises; Risks and uncertainties involved in cultivation and marketing and mitigation strategies;
Economic efficiency; Gaps in efficiency, productivity and how to address them.

Problem statement in lay person’s terms. Problem restated in Economic terminology or economic
parlance. The broad subject matter area which best describes the economic problem (classification of
the problem) Gaps between targets and achievement and factors facilitating (Ex. Access to quality
inputs and markets) Solutions at farm Solutions at program / policy levels. Appraising the selected
farmers regarding the economic solutions to the problems identified covering economic efficiency,
pricing, marketing, group marketing, backward and forward linkages, new enterprises, synergies,
diversification, and risk aversion strategies.

Agril. Marketing and Cooperation

Concept of Agricultural Marketing, Significance of Marketing, Marketing functions, -Physical, Exchange
and facilitative, Different types of Agricultural Markets, Methods of Sales of Agricultural Commodities,
APMC & their objectives, Different Government Schemes in Agricultural Marketing, Marketing
Institutions. Grading of Agricultural Commodities, Importance, Types, Scientific Marketing of
Agricultural Commodities, Standards for Manufacture Products, and Recent Advances in Agricultural
Marketing.

Food Science & Nutrition

Balanced diets for different age groups; Supplementary foods for children; Micronutrient rich food
preparation; Establishment of nutritional / kitchen garden; Preparation of beverages from cereals and
pulses; Processing of fruits and vegetables; Value addition in local staples; Sanitation and hygiene.

Forestry and Environmental Science

Biofuel crops. Nursery techniques of tree species. Bio-degradable waste. Renewable / Non-conventional
energy sources. Solid waste Management.

Agril. Engineering
Study on improved primary and secondary tillage implements, improved seed drill, seed-cum-fertilizer
drill, planters and transplanters, improved intercultural implements like hoes, hand weeder and ridger,
high-tech plant protection equipment like sprayers and dusters, improved sickles, harvester and
reapers; power operated winnowers, threshers, dryers, cleaners, graders and improved storage bins,
coconut climbers, coconut de-husker, groundnut decorticators, arecanut decorticators and maize
shelter, soil and water conservation structures.

Animal Science
Enrichment of dry fodder, Preparation of balanced cattle feed, Management of animals, Fodder
production and selection of animals, Preparation of balanced Cattle feed, Backyard poultry, Importance
of Goat and Sheep farming.

Group IV: SRA 414 (0+4): Extension and Transfer of Technologies

Agril. Extension
Extension programme planning and Execution, Leadership in rural areas and identification of leaders to
use in Extension work, Participatory Rural Appraisal (PRA) techniques for efficient extension work,
Extension teaching methods like General meeting, Farm and Home Visit, Group discussion meeting,
Method Demonstration, Result Demonstration, Campaign, Farmers Training, Exhibition, Field Visits,
Field days, Community work etc.

Group V: SRA 415 (0+2): Plant Clinic / Information Centre / Crop Museum Establishment
The students shall be given an opportunity to establish plant clinic at RSK and Plant Clinic cum
Information Centre along with Crop Museum at allotted villages as part of village stay practical.
Activities of Plant Clinic include Soil and Water sample collection and analysis. Display of specimens or
objects related to nutrient deficiency, pest and disease problems, weeds etc., at RSK and in the
information centre in the village. Further, they have to establish Information Centre depicting village
information, farming system, major crops/enterprises, problems identified and plan of work in the
centre. In addition to this, they are supposed to establish crop museum using latest varieties of local
important crops, some skill teaching activities like seed germination test, vermi compost preparation,
detection of fertilizer adulteration etc., apart from providing advisory service to farmers.

Group VI: SRA 416 (0+2): Attachment to KVKs/Research stations and other units.
Under this Group, the students shall be given an opportunity to work in KVKs, Research Stations and
other Units to study the objectives, activities, staffing pattern, plan of work of institute funding,
challenges and constraints etc.

Group VII: SRA 417 (0+2): Agro-Industrial Attachment

The placement in Agro Industrial Attachment is intended to provide an opportunity to the students to
get acquainted with the day to day activities of the Agro Industrial Attachment related to agriculture.
The 16 departments of the college shall arrange for the placement in identified Agro Industrial
Attachment related to their subject matter areas. The students shall be placed in these Agro Industrial
Attachments.

PROCEDURE FOR EVALUATION OF THE PERFORMANCE OF STUDENTS

For Group-I, II, III, IV, V, VI & VII
The performance of the students in each Group will be evaluated by the multidisciplinary team during
their stay in villages for 3 days in a week. The students should submit the practical record, project report
/ assignments and work diary to the concerned teacher of the identified Departments. The identified
group leader along with other RAWEP teachers of identified Departments will conduct the group
discussion, presentation and final examination and finalise the grades. The performance of the students
will be evaluated as follows:

Sl. No. Criteria Marks

1. Attendance & Diligence 5
2. Initiation & Creativity 10
3. General conduct & Discipline 10
4. Work experience 55
 Performance in Village Placements / Plant Clinic / KVK/AIA 35
Attachments 20
 Final Examination
5. Presentation, Group discussion and evaluation of reports 20
Total 100
 Multi-Disciplinary team would evaluate the weekly performance of individual student for 60
marks (Attendance and Diligence – 5 Marks, Initiation and creativity – 10 marks, General
conduct and Discipline – 10 marks and performance in village – 35 marks). Proforma will be
provided to the multi-disciplinary team for evaluation.
 Multi-Disciplinary team would submit the weekly performance evaluation to the
Coordinator/Assoc. Coordinator, RAWEP for Compilation and finalization of grades.

Details of Agro-Industrial Attachment (AIA) - 3 Weeks

The placement in Agro Industrial Attachment is intended to provide an opportunity to the students to
get acquaint with the day to day activities of the Agro Industries related to agriculture. The 16
departments of the college namely Plant Pathology, Agricultural Entomology, Seed Science and
Technology, Horticulture, Sericulture, Agricultural Engineering, Apiculture, Agricultural Marketing, Co-
operation and Business Management, Agricultural Microbiology, Soil Science and Agricultural Chemistry,
Agronomy, Plant Bio-technology, Forestry and Environmental Sciences, Agricultural Economics, Food
Science and Nutrition and Agricultural Extension will arrange for the placement in identified Agro
Industrial Attachment related to their subject matter areas including the animal science.

Placement in Agro-Industries
The following are the subject matter areas identified by different departments for placement in
concerned Agro Industrial Attachment.
S. No. Departments Subject Matter Areas
1 Agricultural  Bio-technology Centre, Dept. of Horticulture Hulimavu (for
Microbiology mushroom cultivation & Bio-fertilizers)
 KCDC, Haralakunte, Singasandra Post (Compost making Bio-
fertilizers production)
 Rhizobium Laboratory, KSDH, Hebbal, Bengaluru
2 Seed Science and  NSC and KSSC, Hebbal
Technology  KSSCA, Hebbal
 STR / NSP, GKVK
3 Agronomy  Cattle Feed Plant, Rajanukunte, Bengaluru
 Tropical Agro Industries, Gouribidanur
4 Plant Pathology  Cryogen
5 Agril. Entomology  Pest Control of India, Sriramanahalli, Rajanukunte
 National Bureau of Agricultural Important Insects (NBAII), Hebbal,
Bangalore
6 Horticulture  Horticulture Garden - BEL Factory, Bengaluru
 Hitakari Nursery, Attur Layout, Yelahanka New Town, Bangalore
7 Sericulture  Chawki Rearing Centre and Silkworm
 Grainage Techniques, Chikkaballapur
8 Agricultural  Kissan Craft Mission Tools Pvt. Ltd., No. 32/5, Dasarahalli Village,
Engineering HA Farm Post, Hebbal, Bangalore-24
 Sujay Irrigation Pvt. Ltd., No. 86, Main Road, Petechannappa
Industrial
Estate, Kamakshipalya, Bangalore-79
 Mahendra Tractor Training Centre, Dept. of Agril. Engineering,
UAS, GKVK Bangalore
9 Agricultural Marketing,  Placement in Marketing Institutions, Cooperative Institution and
Co-operation& Financial Institutions
Business Management
10 Soil Science &  Placement in STL Dept. of Agricultural Zuari Agro Research Centre
Agricultural Chemistry and KCDC
11 Apiculture  Karnataka Apiaries, Hiriyur
 KVIC, Bangalore
12 Forestry and  -
Environment Sciences
13 Agricultural Economics 1. Agricultural Finance Institutions
2. Agricultural Input Supply Institutions
3. Agricultural Marketing Institutions (APMC)
4.Agricultural Machineries Implements Enterprises
5. Dairy Enterprise
6. HOPCOMS, Lalbaugh, Bengaluru
7. Processing Enterprise
14 Food Science and  Bakery Training Unit, Hebbal
Nutrition
15 Animal Science  Inland Fisheries Unit, MRS, Hebbal
 Dairy Unit, GKVK, Bengaluru
16 Agricultural Extension 1. Training Institutes – RUDSETI, DATC
2. Multimedia Development Institutes
3. Event Management Institutes
4. Mass Media Agencies– Print & Electronic media
5. NGOs

DETAILS OF COURSE SYLLABUS

AGRICULTURAL EXTENSION
PROGRAMME PLANNING
Programme is a broad outlay of things to be done and planning is designing in advance what is to be
done in future. Planning is essential for any systematic attempt to achieve desired goals. Planning helps
to identify the educational objectives, facilitates the selection of learning experience to attain these
objectives and evaluation of the results in relation to objectives. Programme planning involves the series
of actions / steps which culminate in the accomplishment of a goal. In the process, the students will get
the first-hand knowledge and experience of developing and implementation of useful programmes for
the benefit of farmers. Also they will be exposed practically on how to collect data, how to identify the
needs / problems of farmers and how to develop objectives and selection of technology to solve the
problems. Further, Extension programme is a statement of situation, objectives, problems and solutions
which are relatively permanent but requires constant revision. However, the steps in programme
planning are: (1) Collection of facts, (2) Analysis of situation, (3) Identification of problems, (4) Decide on
objectives, (5) Develop plan of work, (6) Execute plan, (7) Evaluation and (8) Reconsideration.

LEADERSHIP
Leadership is defined as the role and status of one or more individuals in the structure and functioning
of group organisations which enable these groups to meet a need or purpose that can be achieved only
through the co-operation of the members of the group.

Types of leadership in rural areas

(1) Operational leader: The person who actually initiate action within the group, regardless of
whether or not he holds an effective office.
(2) Popularity leader: The popular person is elected to a position of leadership because he is well-
liked by the members.
(3) Assumed leader: The person selected to work with a committee or other leaders because the
latter have assumed that he represents another group they desire to work with. He may or may
not be a leader of the group.
(4) Prominent talent leader: The person who exhibits an outstanding ability and accomplishment in
respective fields. It may include experts and intellectual leaders. Example: Artists, Musicians etc.
(5) Professional leader: The professional leader is one who has received specific specialized training
in the field in which he works full time as an occupation and is paid for his work. Example:
Extension worker.
(6) Lay leader: The lay leader may or may not have received special training and is not paid for his
work and generally works part time with local group organisations. Lay leaders also called as
volunteer leaders or local leaders or natural leaders. Example: Youth club President.
(7) Autocratic leader: The autocratic leader operates as if he cannot trust people. He thinks his sub-
ordinates are never doing what they should do, that the employee is paid to work and therefore,
must work.
(8) Democratic leader: The democratic leader shares with the group members about the decision
making and planning of activities. The participation of all is encouraged. He works to develop a
feeling of responsibility on the part of every member of the group. He attempts to understand the
position and feelings of the employee.
(9) Laissez-faire leader: The laissez-faire leader believes that if workers left alone the work will be
done. He seems to have no confidence in himself. If at all possible, he puts off decision making.
Roles of leadership and qualities of leaders
(1) Group spokesman, (2) Group harmonizer, (3) Group planner, (4) Group executive, (5) Group educator
or teacher, (6) Symbol of group ideals, (7) Group discussion chairman, (8) Group supervisor. However,
the leaders should have qualities like (1) Physical fitness, (2) Mental ability (intelligence), (3) Sense of
purpose (having definite ideas regarding the aims of the group), (4) Social insight (sensitivity to other
person’s position, problems or points of view), (5) Communication (including good listening and
speaking), (6) Love for people (friendliness without favouritism or without giving scope for indiscipline),
(7) Democracy (giving members equal opportunities for participation etc.), (8) Initiative, (9) Enthusiasm,
(10) Authority (based upon mastery of knowledge and skills in a particular field), (11) Decisiveness
(ability to make good and prompt decisions or judgment), (12) Integrity or character, (13) Teaching
ability, (14) Convictions and faith.

Opinion leadership
Opinion leadership is the degree to which an individual is able to influence informally other individual’s
attitudes or overt behaviour in a desired way with relative frequency. Further, opinion leader is a person
/ individual who lead in influencing others opinions in informal ways. They are also known as fashion
leaders, information leaders, influencers etc. However, the characteristics of opinion leaders are like (1)
External communication: Opinion leaders have greater exposure to mass media than followers because
they attend to mass media channels more compared to others. They are more cosmopolite than their
followers. They have greater change agent contact than followers. (2) Accessibility: Opinion leaders to
relay their personal messages about innovations; they must have direct dialogue with their followers.
Therefore, the opinion leaders must be accessible one such indicant is social participation. Opinion
leaders have greater social participation than their followers. (3) Social status: Opinion leaders have
better social status than their followers. (4) Innovativeness: Opinion leaders are more innovative than
their followers because they adopt new ideas earlier than their peers.

Identification of opinion leaders

(1) Socio-metric method: It involves asking questions to the members as to whom they sought for
information or advice about a given topic, issue etc. So, opinion leaders are those members of a system
who receive the greatest number of socio-metric choices. Further, it is the most valid method of
identifying the opinion leaders as it is measured through the eyes of the followers. But, it necessitates
interrogating a large number of respondents in order to locate a small number of leaders. And this is
most applicable if all the members of a social system are interviewed rather than few in the social
system. However, the advantages are like questions are easy to administer and adoptable to different
types of settings and issues and the disadvantages are analysis of socio-metric method data is often
complex, requires large number of respondents to locate a small number of opinion leaders. Not
applicable to sample designs where only a portion of the social system is interviewed.

(2) Key informants rating: Here the judges or key informants are asked to identify the opinion leaders
for a given topic(s). Key informants are especially knowledgeable about the patterns of influence in a
system. However, the advantages are like advantages: A cost and time saving method as compared to
socio-metric method and disadvantages are each informant must be thoroughly familiar with the
system.

(3) Self designating technique: This technique asks the members to indicate the tendency to regard
them as influential. The questions like, do you think people come to you for information or advice more
often than to others? will be asked to the members to identify the opinion leaders. This technique
depends upon the accuracy with which respondents can identify and report their self-images. However,
the advantages are measures the individual perceptions of his opinion leadership, which influence his
behaviour and disadvantages are dependent upon the accuracy with which respondents can identify
and report their self-images.

Types of opinion leaders and their role in agriculture

(1) Polymorphic opinion leaders: Here opinion leaders act as a leader for a variety of topics. (2)
Monomorphic opinion leaders: The tendency of an individual to act as an opinion leader for only one
topic. Further, opinion leaders play important role in agricultural development process like (1) in
diffusion of innovations, (2) build the confidence among the followers about any practice, and (3)
Stimulation of the co-ordinated action, which is beneficial for the society or the system.

PARTICIPATORY RURAL APPRAISAL (PRA)

Participatory Rural Appraisal, on the other hand, is a family of approaches and methods, which enable
the local people to analyze their situation to plan and act. It is a methodology for interacting with rural
people, understanding and learning from them. Thus, PRA can be defined as an intensive and systematic
learning experience carried out in a community by a multi-disciplinary team of researchers and / or,
development personnel including local people. The method nets, in a relatively short time, people’s
views about their world, along with their felt needs in addition to providing valuable insights in to the
dynamics of rural life. PRA as a research development methodology has primarily been evolved to
appraise the rural resources, problems and requirements by the rural people themselves under the
facilitation of research and development workers.

PRA Techniques: PRA methodology offers a basketful of tools and techniques for one to choose a best
combination depending on the purpose, objectives and resource availability for conducting
development research. There are many PRA techniques, which can be employed for understanding and
analyzing various facets of rural life. Further, before embarking on doing the PRA proper, it has to be
ensured that an appointment for the purpose with the village key stakeholders such as village headman
(Sarpanch / Pradhan), village accountant, village development officer, officials of other development
departments posted in the village, a cross section of farmers, etc. is fixed and accordingly carried out.
Freely and frankly share the objectives of the exercise to gain the confidence and willing cooperation of
the stakeholders. Use these contacts to quickly build the rapport with the villagers at large. Then start
the PRA using the following techniques in the same sequence as below.

1. Collection of basic information of the village: This technique enables to document in a relatively
short time the basic data of a village such as demographic, socio-economic, agriculture and animal
husbandry, pollution problems etc. In doing a PRA within a reasonable time frame, the PRA team
has to collect the basic information of the village by referring to the records available in the village
panchayat office and also by interacting with the Key Informants (Kls). For this, ideally select official
members of panchayat / school and such organizations of the village as Key Informants.
2. Village transect: It is also known as general transect. Transect is making a long walk inside the
village and locating the various items that are found therein like soil, crops, animals, problems, etc.
To start with a transect walk, decide the route with varied features, take at least three routes, two
along both the sides of village and one passing through the village. Ensure participation of villagers.
Discuss while conducting transect walk. Identify topography (agro ecological niches) like upland,
medium land, low land, road, residential area, field bunds, ponds, stream, hillock marshy land,
common land, forest land, orchards, arable land, non-arable land, etc. Write down above transect
lines in local language along with translation in English. Mention one niche once only, no matter
how often it occurs. Transect is not an imaginary line passing through the village. General
convention is to put uplands on left and lowlands on right. Put pictorials of niches on top. Now fill
up the transect matrix with reference to following variables in each of the agro-ecological niches:
soil type, water resources, crops, vegetables, trees, forests, agro forestry, forages, animals,
interventions, problems and opportunities. While listing the species, also list species not available
at present, but grown in other seasons.
3. Agro-ecology map: Agro -ecology map depicts the relation between agriculture and environment
which includes average temperature, average rainfall, fragmentation of holdings, natural
vegetation, drainage system, weeds, etc. Encourage farmers to draw this map. Identify major land
marks. Identify systems (village) and sub systems (crop land, orchards, common land etc.)
boundaries, show the neighbouring villages or other features like river, hillocks, government land,
forests etc., where the boundary of village ends. Depict crops, animals, natural resources like soil
type, water resources (wells, river, channel, ponds etc.), forest, common property resources (CPRs),
use of locally available resources or whatever stake holders observe during the walk. Write in local
language along with English translation. It differs from village map.
4. Resource map: This indicates both the natural resources and manmade resources needed for
development of agriculture. Ensure the participation of all stakeholders (male, female, old, young
and children). Depict main crops, trees, animals, houses, schools, farm implements, luxury items,
communication means, social resources like women groups, self-help groups (SHG), local self-
government, etc.
5. Social map: This is a simple drawing or map drawn without scale to understand and simplify
location and structure of houses and other social facilities. It depicts the various social issues of the
village such as social structure, stratification, social facilities, conflicts, cooperation, value systems,
leadership pattern, housing pattern, social evils, etc.
6. Mobility map: This indicates the mobility pattern of rural people in terms of the places visited,
purpose, mode of transport, cost and time involved, etc. In a way, this technique helps us to
analyze the cosmopolite behaviour of people.
7. Time line and time trend: Time line indicates the major remembered events in the history of a
village life that have direct or indirect bearing on the rural life. Time trend, on the other hand,
reveals the changes / fluctuations that have occurred over a period of time in the variables
influencing village life. Time trend also hints at the coping behaviour of villagers during adversities.
8. Seasonal analysis: This indicates the month-wise abnormalities with regard to agriculture and
animal husbandry.
9. Impact / consequence diagram: This indicates the changes that have occurred either for individual
or for the society due to adoption of technology.
10.Wealth ranking: It refers to placing villagers along a wealth continuum described in terms of a set
of criteria identified by the villagers themselves.
11.Livelihood analysis: It indicates the way in which villagers belonging to different wealth categories
manage their livelihood in terms of income-expenditure dynamics including crisis management.
12.Farm household map: This map depicts the way in which the surroundings of a typical household
appear without going in to the details of its inside structure.
13.Bio-resource flow diagram: This indicates the degree to which village household members utilize
and recycle the various resources in and around their settings to suggest remedial measures.
14.Venn diagram: This is also known as chapatti diagram. It indicates the importance of various
individuals and institutions in and outside the village with regard to a phenomenon related to rural
life, e.g., getting loan for agricultural purposes. It reflects on the linkages and the stakeholders of
the village with respect to the phenomenon studied.
15.Daily routine diagram: This diagram depicts the way in which rural people manage their daily time.
16.Indigenous technical know-how (ITK) map: This map depicts the pictorial instructions on the
indigenous technologies found in village with reference to agriculture.
17.Technology map: The technology map indicates the technology decision behaviour of the farmers
in terms of adoption, rejection and discontinuance with reference to the agricultural technologies.
18.Matrix ranking: Matrix ranking indicates the reasons for technology decision behaviour of the
farmers.
19.Preference ranking: This technique helps to identify and prioritize various agricultural problems in
a village.
20.Problem tree: The problem tree indicates various causes responsible for the specific problem
related to agriculture. This also hints at possible intervention for the various causes which will help
in problem identification related to a discipline.
21.Solution tree: It is a modification of the problem tree, wherein for each level of problem cause,
solutions are indicated to solve that particular problem.
22.Action plan: It refers to the plan of action prepared in a participatory way taking the viewpoints of
all the concerned stakeholders to solve the top most researchable problem. It tries to answer a few
basic questions like what, how, when, where and by whom relating to course of action to solve the
identified and prioritized problem.

Assignment: Use PRA Techniques for data collection in villages.

EXTENSION TEACHING METHODS

GENERAL MEETING
General meeting is a mass contact method wherein a large number of heterogeneous people meet
together with some purpose to share their knowledge and experience to satisfy a natural desire for
social contact. Generally meeting includes such of the meetings, which are conducted to inform and to
create personal contact with large number of people.
Purpose: General meeting is employed to introduce students to the villagers and to inform them about
the future educational activities in the villages.
Procedure: There are three phases viz., planning, conducting and follow up.
a) Planning :(1) Selection of topic / theme. (2) Identification of suitable time. (3) Selection of place. (4)
Selection of speakers, chairman, etc. (5) Give adequate publicity. (6) Physical arrangement.

b) Conducting: Conducting a meeting is the actual running of a meeting. The two aspects to be
considered are programme procedure and audience participation. Programme procedure like (1) Start
the meeting on time. (2) State the purpose and programme of the meeting. (3) Make brief introduction
at the beginning of the meeting. (4) Focus attention on central theme. (5) Keep meeting moving on
schedule. (6) Use appropriate audio-visual aids. Audience participation like (1) Watch reactions of
audience, encourage audience participation. (2) Close meeting on time with brief summary by the
Chairman. (3) Give recognition to the individuals who have actively participated. (4) Handover relevant
folders or pamphlets at the time of break-off. (5) Take names of those interested for further information
or follow up.
c) Follow up: A meeting should never be regarded as an end in itself. The process of meeting should be
an integral part of the whole educational activities i.e., your extension activities in the villages. A printed
summary of the talks should be given at the end of the meeting.
Assignment :(a) Follow the above procedure and conduct the general meeting in your allotted village
and a check list of the questions for the students to evaluate are given below.
1. Whether the time and place was most suitable? Yes / No
2. Whether the physical arrangements comfortable? Yes / No
3. Did the meeting begin on time? Yes / No
4. If the meeting was a long one, were there suitable intervals in between? Yes / No
5. Did the audience show interest in the meeting? Yes / No
6. Was the agenda over-crowded? Yes / No
7. Was the business of the meeting well conducted? Yes / No
8. Did the speaker make a good impression on the audience? Yes / No
9. Could every one hear all that was said? Yes / No
10. Was the subject matter made easily understandable? Yes / No
11. Whether the teaching aids used were adequate? Yes / No
12. Was the discussion stimulating? Yes / No
13. Was it constructive and to the point? Yes / No
14. Did the audience participate fully? Yes / No
15. Was the discussion summarized adequately? Yes / No
16. Were any useful conclusions reached? Yes / No
17. Did the meeting lead to positive results ? Yes / No
18. Whether improvements could be made for the next meeting Yes / No
19. If yes, what improvements?
(a)............................................................................................
(b)............................................................................................
(c)............................................................................................
FARM AND HOME VISIT
Farm and home visit is a direct contact by the extension worker with the farmer or the members of the
family at his / her home or on his / her farm for a specific purpose.

Purpose: (1) To get acquaintance and get confidence of the farmer and to give a courtesy call. (2) To
discuss individual problems. (3) To find out problems. (4) To obtain or give information. (5) To teach
skills.

Procedure: (1) It should be made with a definite purpose. (2) Punctuality and consideration of the time
of the farmer should always be borne in mind. (3) Schedule of visits should be worked out to save time.
(4) Remote and unfrequented farms and homes should always be kept in view. (5) Use this method to
reinforce other methods.

During the farm and home visit the following points are to be followed
(1) Develop conversation on interested topics. (2) Let the farmer do most of the talking and do not
interrupt him / her. (3) Speak only when he / she is willing to hear. (4) Talk in terms of he / she has
interest. (5) Use natural and easy language, speak slowly and cheerfully. (6) Be accurate in your
statement. (7) Don’t prolong arguments. (8) Let the farmer take the credit for good things. (9) Be sincere
in learning as well as teaching. (10) Record the visit - date, purpose, accomplishments and
commitments. (11) Handover a folder or leaflet etc. pertaining to the topic discussed, if necessary. (12)
Follow up the visit.

Assignment: Follow the above procedure in employing the farm and home visits during your RAWEP.
Document all the farm and home visits of RAWEP in the following format.

GROUP DISCUSSION MEETING

Group discussion meeting is a method of democratically arriving at certain decisions by group of people
by taking into consideration the views of members.

Purpose: (1) To prepare a favourable climate for discussion and help in better understanding of the
problem by pooling. (2) To facilitate in-depth discussion by involving a number of participants. (3) To
generate new ideas and methods and select the rational ones through group interaction. (4) To develop
a favourable attitude and commitment for action through group involvement. (5) To act as a safety valve
for reducing tension.

Procedure
a) Planning : (1) Select the topic based on the needs of the people. (2) Collect enough technical
information on the topic. (3) List out and collect objects, specimens, models and other materials
required. (4) Prepare the teaching materials (slides, charts, flannel graphs etc.). (5) Decide the effective
speakers for the meeting. (6) Decide the place, time and venue of the meeting in consultation with the
villagers. (7) Give wide publicity for the meeting. (8) Make physical arrangements for the meeting.

b) Conducting: (1) Start the meeting on time. (2) Physical arrangements should be proper. (3) Logical
way of presentation of the topic and initiation of discussion, involvement of the farmers at each and
every stage. (4) Use effective teaching aids to support teaching. (5) Employ models, specimens and
samples during presentation. (6) Encourage farmers to participate in discussions. (7) Identify the shy
farmers and encourage them to participate in meeting actively. (8) Avoid arguments with the farmers.
(9) Present the cost of the new practice discussed. (10) Use local language during the presentation. (11)
Distribute relevant literature at the end of the meeting. (12) Thank the audience.

c) Evaluation: (1) Counting the farmers present in the meeting. (2) Active participation of the audience.
(3) Counting the number of persons who accepted the matter / technical know-how discussed.
Assignment: (1) Follow the procedure given for conducting group discussion meeting. (2) Conduct the
group discussion meetings based on needs and interests of the farmers. (3) Record the following
information after completion of every group discussion meeting.

a) Topic title .............................................................

b) Date, place and time. .............................................................
c) Number of audience participated .............................................................
d) Speakers. .............................................................
e) Specialists (if any). .............................................................
f) Questions asked by the farmers. .............................................................
g) Answers to questions by students. .............................................................
h) Suggestions of farmers. .............................................................
i) Teaching aids used. .............................................................

METHOD DEMONSTRATION
Method Demonstration is a short time demonstration before a group to teach as how to carry out an
entirely new practice or an old practice in a better way. This is a skill teaching method.

Purpose : (1) To teach skill and to stimulate people for action. (2) To build up learner’s confidence and
satisfaction on the practice.

Points to be considered while conducting method demonstration

(1) Method demonstration should be timely. (2) Give advance publicity to build up the interest and
secure wide participation. (3) Use materials that are easily available to the rural people. (4) Clarify
doubts, but avoid arguments. (5) Appreciate the methods already in use by the group.

Procedure
a) Planning : (1) Analyse the skills required. (2) Inform well in advance about the time, place and date of
conducting method demonstration. (3) Ensure the materials required for conducting method
demonstration well in advance. (4) Select the place where all the farmers could be able to see the
method demonstration.

b) Conducting : (1) Be at the spot early to check up equipment and materials required for conducting
method demonstration. (2) Extension worker has to practice by himself before carrying out method
demonstration. (3) Make proper arrangements to facilitate all the participants to have a clear look at
demonstration and to take part in the discussion. (4) Conduct demonstration step by step. (5) Give
opportunity to individuals to practice the skill. (6) Distribute leaflets or any other literature related to
the demonstration.

c) Evaluation : (1) List out the number of participants with names. (2) Get the names of the participants
who come forward to take up a particular skill shown in the method demonstration. (3) Publish the
news story on the demonstration. (4) Follow up the participants who have practiced skills. (5) Entrust
the leaders with the task of watching the adoption of new practice.

Assignment: (1) Follow the above procedure in conducting any method demonstration. (2) In each
village, conduct 5 - 6 method demonstrations based on the important skills that farmers should learn.
(3) Record the following information at the end of each method demonstration.

a. Topic ...............................................
b. Date, place and time. ...............................................
c. Name of the student(s) conducted the demonstration ................................................
d. Specialists participated ................................................
e. Number of audience participated. ...............................................
f. Questions asked by the farmers. ...............................................
g. Answers to questions by students. ...............................................
h. Teaching aids used. ...............................................
RESULT DEMONSTRATION
Result demonstration is a demonstration conducted to show the worth of the new practice over the
existing one at a particular point of time in a given place and this will be conducted by the farmer
himself / herself under the direct supervision of extension worker. It needs careful planning, substantial
time and record keeping. Further, the result demonstration can be used when (a) the technology is new
to the area and (b) the extension worker fails to convince the farmers about the technology by using
other methods.

Purpose: (1) To show the worth of new technology over the existing one. (2) To create confidence about
the technology in the farmer as well as extension worker. (3) To educate the other farmers about the
technology.

Procedure: (1) Analyse situation and determine the need for demonstration. (2) Decide upon specific
purpose and write down the statement of objectives. (3) Workout the design of the demonstration i.e.,
plan the result demonstration.

(a) Select the demonstrator: (a) Consult with local leaders and select a demonstrator who commands
the confidence and respect of his/her neighbours and who is interested in improving his /her practices
(He / She should be typical farmer of the area). Select the demonstrator in a meeting. (b) Visit the
prospective demonstrator to make sure that all conditions for success of demonstration are available.
(c) The demonstrator should be convinced of his/her responsibility for the successful completion of the
demonstration and its effect upon the community. (d) The demonstrator should be willing for the use of
demonstration for teaching purpose through publicity, pictures, meetings, tours etc. (e) The
demonstrator should secure the necessary physical equipment, supplies and materials to carry out the
demonstration in successful way. (f) Explain and agree upon procedure with the demonstrator and leave
written instructions preferably.

(b) Select the plot: (1) The plot should be located preferably in a road side for easy accessibility and
publicity. (2) The field should be representative of the farmers in the village (neither too rich nor too
poor).

(c) Start the demonstration: (1) Give wide publicity before starting the demonstration. (2) Get all the
materials ready. (3) Have written plan of work indicating specific tasks. (4) Start the demonstration in
the presence of the villagers. (5) Arrange for a method demonstration where a skill may be involved in
the beginning of the demonstration. (6) Mark the demonstration plots with large signs, so that all can
see.

(d) Use of demonstration: (1) Farmers should be taken to field during the growth of the crop to explain
the difference. (2) Conducting result demonstration meeting at the time of the harvest and yields should
be compared with reference to cost. (3) Photographs and slides should be taken for further use
(educational use).

Assignment: Initiate the result demonstration on the following technologies. (1) Improved varieties of
crops. (2) Mushroom cultivation. (3) Any other new technology. Further, record the following
information after initiation of each result demonstration.

a) Name of the village .....................................

b) Name of the technology introduced. .....................................
c) Name of the farmer with his / her particulars. .....................................
d) Teaching aids / methods used to convince the farmers to take up the technology. ........................
e) When the results of the new technology can be seen by the farmers. .....................................
f) Agencies / persons involved in introduction of the technology. .....................................
g) Follow-up arrangements made. .....................................
CAMPAIGN
Campaign is a well organised plan for bringing about widespread adoption of a particular practice. It is a
concerted teaching effort for a set period of time. People are repeatedly motivated to adopt a solution
to a problem.

Hints for successful campaign

(1) Give an appropriate solution to problems recognized by people. (2) Deal with a problem that affects
large number of people. (3) Offer solution that the people can and will accept. (4) Emphasize one idea at
a time.

(a) Procedure Planning (local people be involved in planning) (1) Analyse the situation. (2) Select the
practice to promote. (3) Set objectives. (4) Plan for evaluation. (5) Decide how to involve people. (6)
Prepare the schedule of events. (7) Arrange for equipment and supplies.

(b) Conducting: (1) Give publicity. (2) Conduct meetings. (3) Make farm and home visits. (4) Launch your
campaign. (5) Give opportunity to individuals to practice the skill. (6) Demonstrate recommended
practice through exhibits, contests, slogans, signs, posters, wall newspaper, radio and television.

(c) Ending campaign dramatically :(1) Set a definite time to end the campaign. (2) Feature the final day
so that the people can share the satisfaction of completing the project. (3) Encourage all the people who
took part in the campaign to come and rejoice its success. (4) Invite important persons. (5) Recognize
community leaders for their work. (6) Report results to the people.

(d) Evaluation: (1) Counting the people who have participated. (2) Measure what changes were
expected either in the knowledge or in skills or in attitudes or in the adoption after the campaign. (3)
What evidences can be noticed with respect to changes. (4) Who is adopting recommended practice
after the campaign? However, Evaluation is a continuous process, but the final evaluation is necessary
to provide adequate guide lines for future programmes.

Assignment: (1) Organise a campaign in your allotted villages by following the above procedure and (2)
Record the following information after conducting the campaign.

a. What is a problem? ....................................................

b. Solution suggested ....................................................
c. Specialist participated ....................................................
d. Practice promoted. ....................................................
e. Date, time and place. ....................................................
f. Number of people participated. ....................................................
g. Results of the campaign. ....................................................

FARMERS TRAINING

Farmers’ training is an intensive educational activity with a focus on the development of selected
manual or managerial skills based on adequate background understanding and facilitating systematic
preparation and application of new technology.

Purpose: (1) To build upon the interest of farmers to lead them to action. (2) To enable farmers to learn
the new technology unhurriedly, its background, its application and its consequences. (3) To enable farmers
to learn and practice the technology under comparable or stimulated conditions. (4) To make use of group dynamics
for reinforcing learning and facilitate horizontal learning. (5) To make use of progressive farmers and
facilitators in future extension work.

Procedure (training consists of three phases)

(a) Pre-training: (1) Understand the situation. (2) Delineate the task of people who perform it i.e., task
group. (3) Efforts to motivate the participants and giving more publicity.

(b) Training: (1) Put it in a way more convincing to the participants. (2) Incorporate demonstrations to
improve the skills. (3) Trainers should visualise the actual work situations of farmers and should tailor it
accordingly. (4) Provide an opportunity to the participants to clear their doubts regarding the subject.

(c) Post-training: (1) Assess the effectiveness of training. (2) Ensure conditions for improved
performance by participants in their fields. (3) Plan follow-up action.

Assignment: (1) Follow the above procedure in conducting farmers training programme. (2) Conduct
the farmers training programmes in your allotted villages by involving the scientists of different subject
matter areas from the university. (3) Record the following information after conducting the farmers
training programme.

a. Subject ........................................................
b. Date, place and time. ........................................................
c. Name of the scientists participated. ........................................................
d. Number of audience participated. ........................................................
e. Questions asked by the farmers. ........................................................
f. Answers to questions by scientists. ........................................................
g. Teaching aids used. ........................................................
h. Feedback of scientists ........................................................
i. Farmers’ opinion (feedback) ........................................................

EXHIBITION
Exhibition is a systematic display of models, charts, photographs, maps, specimen or any other materials
in a pre-decided place and time.

Points to organise an exhibition

a. The objectives of the exhibition must be clear and specific.

b. Decide the theme of exhibition based on situations and problem.
c. As far as possible local materials need to be used for exhibition.
d. The place, date and time of exhibition should be announced well in advance.
e. All the items should be labelled in the local language.
f. Arrange the exhibition in logical sequence.
g. Use three dimensional materials.
h. At the end of the exhibition furnish participants with relevant literature.
i. Ascertain the opinion of the visitors to exhibition to know the effectiveness of exhibition.

Assignment
(1) Follow the above procedure, plan and organise one exhibition in each batch of the RAWEP at main
village based on the local situation and problems and (2) Record the following information after the
exhibition.

a. Date and place of exhibition conducted. ...............................................

b. Number of stalls in the exhibition. ...............................................
c. Type of stall exhibited ...............................................
d. Important guests participated in the exhibition. ...............................................
e. Number of specialists participated ...............................................
f. Number of audience visited. ...............................................
g. Exhibitors opinion (feedback) ...............................................
h. Farmers opinion (feedback) ...............................................
i. Camp teacher’s opinion (feedback) ...............................................
FIELD VISITS
It is a small group of interested farmers led by the extension person who visits the plots / sites to study
some current problems, differences in local production practices etc. It is a powerful teaching device,
which provides scope to observe, analyse and infer under the guidance of the extension person,
specialists or experienced farmers.

Purpose
(1) To elicit the information from the farmers. (2) To inform and convince the farmers about the
problems existing in the field. (3) To educate the other farmers about the demonstrated technology.
(4) To diagnose the technical problems.

Procedure (the procedure varies according to the purpose)

(1) If it is for the identification of field problem, the field visit may be either pre-planned or
spontaneous. (2) If it is to observe the difference between farmers, an element of surprise and
impartiality can be achieved by a visit without pre-planning. (3) If it is to study the impact of new
technology, proper preparatory work is helpful. (4) In all these cases, (a) Protracted deliberations must
be ensured on the points observed, lessons to be drawn and utilisation of these lessons. (b)
Preparedness and advance thinking on these points are necessary. (c) Follow-up action is an integral
part of the method.

Assignment: (1) Organise field visits of interested farmers to nearby demonstration units and (2) Record
the following information at the end.

a. Purpose of field visit .............................................................

b. Name of the farmers visited .............................................................
c. Date, place and time. .............................................................
d. Specialist participated .............................................................
e. Solution given to solve problem .............................................................
f. Number of farmers participated. .............................................................
g. Feedback of participants (Specialists) .............................................................
h. Farmers Opinion (feedback) .............................................................

FIELD DAY

Field day is an educational opportunity, planned and organised to involve interested farmers, farm
leaders and organisational representatives. Focus of attention is on the recommended new technology
to highlight its impact, as well as to facilitate an exchange of views and opinions among the participants,
leading to the formation of firm attitudes and opinions regarding adoption of the new technology.

Purpose
(1) To observe the new technology in its application and to evaluate its suitability and benefits. (2) To
facilitate discussion among groups of participants resulting in firm views on the recommended
technology. (3) To create a favourable atmosphere for a rapid diffusion of the technology. (4) To build
up opinion leaders and facilitators.

Procedure: A field day is usually organised around a result demonstration

(a) Planning: (1) Select an impressive result demonstration and schedule the field day at an appropriate
stage. (2) Select the participants of the field day including farmers, farm leaders, organisations and
extension specialists and give the advance intimation to them. (3) Decide and plan the events of the day.
(4) Arrange the necessary banners, posters, support literature and teaching aids. (5) The concerned
demonstrator-farmer should be briefed and guided to conduct the activity. (6) Ensure the local support
for the field day.

(b) Conducting: (1) Start the activity on time. (2) The objectives of the demonstration should be
explained by the extension worker. (3) The demonstrator-farmer should explain the procedure followed
in the demonstration step by step. (4) The participants in small groups should be taken around the
demonstration plot. (5) If possible, arrange for sample harvest. (6) Arrange the systematic discussion on
all relevant aspects including the economics with the demonstrator-farmer and the extension
specialists. (7) The main conclusions should be summarised for all to know.

(c) Follow-up: (1) Identify the farmers interested in the new technology for follow-up. (2) Encourage the
demonstrator-farmer and others to help other interested farmers. (3) Initiate further educational work
using the evidence built up. However, record the following information.

a. Name of the technology .............................................................

b. Name of the farmers field .............................................................
c. Date, place and time. .............................................................
d. Important guests participated .............................................................
e. Number of audience participated .............................................................
f. Opinion of the farmers participated. .............................................................
g. Opinion of the quests participated. .............................................................

COMMUNITY WORK

Community work is an intensive activity involving the people of a community with a common goal for
overall development.

Examples of community work:

(1) Tree planting. (2) Construction / repair of roads (3) Village sanitation. (4) Desilting of tank / pond.

Steps to be followed while conducting community work:

(1) Conduct group meeting to identify the topic / need. (2) Identify the local leaders who are interested
in community work. (3) Give wide publicity about the programme to involve the people as much as
possible. (4) Mobilise the resources needed for the community work. (5) Fix the responsibilities to the
individuals to complete work in time. (6) Start the programme in time on scheduled date as published
earlier.

Assignment :(1) Plan the community work depending upon the need and execute it properly in the
allotted villages. (2) Record the following information at the end of community work.

a. Name of the community work conducted. ......................................................

b. Date, place and time. .............................................................
c. Collaborated Departments. .............................................................
d. Number of audience participated. .............................................................
e. Amount spent (Rupees) .............................................................
f. Feedback of village leaders .............................................................
g. Farmers opinion (feedback) .............................................................
h. Camp teacher’s opinion (feedback) .............................................................
 DISCIPLINE WISE RAWE ASSIGNMENTS
AGRONOMY
1. Collection of meteorological observations of the placement site: The students should collect the
rainfall, temperature, relative humidity and other available weather data. Analyse data with respect to
rainfall distribution pattern, temperature fluctuations and relative humidity. Suggest the crops based on
the length of the growing period. Prepare cropping plan and cropping scheme for the area.
2. Study of the cropping pattern and agro-techniques followed by farmers: The students should study
the sowing time, seed rate, seed treatment, method of sowing, fertilization, irrigation practices,
weeding and post-harvest practice and also have to identify the extent of adoption of technologies.
Student should study agricultural, horticultural, mulberry and forest trees also in the study area.
3. a) Preparation of farm yard manure / compost: The students should involve in collection of biomass
/ residue available in farmer’s field. Demonstration of Pit / Vat method of composting - steps like filling
the pit, addition of microbial cultures, enrichment materials and measures to prevent nutrient losses
during composting. Students should also demonstrate vermi-composting and use of locally available
crop residues. b) Green manuring practices - in situ and green leaf manuring: The students should
identify the sources of green manure crops / plants and demonstrate the practice. Student should
identify locally available green manuring crops and try to impress the farmers with respect to use of
green manure crops. c) Recycling of wastes in agriculture, tank silt application etc.: The students
should collect the data on amount of agricultural wastes on farm and educate its usefulness. The
benefits of usage of tank silt should be highlighted in terms of improving soil fertility.
4. Preparation of detailed contingency crop plan: The students should prepare the detailed contingency
plan for the selected farmers for efficient utilization of available resources and market facilities. Student
should also give stress on dry land and rain fed agriculture and mid-season correction for aberrant
weather.
5. Soil and moisture conservation: Demonstrate contour ploughing, ploughing across the slope,
formation of dead furrows, small section bunds, live bunds using khus grass etc. The Students should
also impress the farmers with respect to construction of farm ponds and water harvesting structures.
6. Seed treatment: Seed hardening in ragi, overnight soaking of sunflower seeds and preparing of seeds
for aerobic rice should be done.
7. Preparation of raised nursery beds: Demonstrate the technique of preparation of raised nursery beds
for ragi and paddy, nursery techniques for raising seedlings for mechanized transplanting (paddy
transplanter), drum seeding of paddy, aerobic rice and SRI method can be demonstrated, if water
facility is available.
8. Fertilizer management: Educate the farmers about time and method of fertilizer application with
respect to various crops, selection of fertilizer material, methods for improving fertilizer use efficiency,
balanced fertilization, etc. The farmers can also be guided with fertigation technology for high value
crops.
9. Weed management: Demonstrate herbicide application for the major crop (preparation of herbicide
spray solution, method and time of application, precautions to be taken). Bad effects of parthenium and
control of parthenium and other noxious weeds can be demonstrated.
10. Management practices under aberrant weather conditions: Thinning excess plant population,
mulching and inter-cultivation in dry land ragi. Selection of short duration varieties etc.
11. Water management: Scheduling of irrigation based on critical stage approach for the major irrigated
crops-emphasize the ill effects of over irrigation, suggest practices to improve water use efficiency
(lining channels with polyethylene sheet etc.). Drip irrigation system and recharging bore wells should
be highlighted.
12. Alternate land use systems for class IV and above: Students should identify the land falling in class
IV and above and demonstrate alternate land use for such lands.
13. Integrated farming systems (IFS): Students should collect information on existing Integrated
Farming Systems with contact farmers and include its sustainability in the report. Combining of different
enterprises which are locally suitable and viable should be highlighted to farmers to improve the
financial conditions.
14. Watershed Management: Scope of watershed in improving overall development of farmer should
be highlighted. Conduct demonstration on different components of watershed to the farmers.
SOIL SCIENCE AND AGRICULTURAL CHEMISTRY
1. Conduct method demonstrations on collection and preparation of soil and irrigation water samples
for analysis.
2. Collect the soil and water samples from the fields of the contact farmers.
3. Arrange for analysis of soil and water samples from the nearest soil testing laboratories / other
laboratories.
4. Collect the results from the STL and make necessary interpretations of the results.
5. Based on the results, educate the farmers regarding application of fertilizers / adoption of
reclamation measures, suitability of water for irrigation etc. as and when necessary.
6. Educate the farmers on the adoption of STCR based method of fertilizer application.
7. Educate the farmers about amelioration of saline soils with suitable drainage and irrigation with
good quality water; sodic soils with gypsum application; and acid soils with lime application.
8. Identify the nutrient deficiency / toxicity symptoms in crops and suggest suitable corrective
measures.
9. Educate the farmers regarding importance and use of micronutrients in different crops.
10. Educate the farmers regarding utilization of farm, city and industrial organic wastes as such or by
composting for nutrient recycling and improvement of organic matter status of the soil, suitability
of wastes for use and possible adverse effects.
11. Conduct the following demonstrations on Integrated Nutrient Management and enhancement of
Fertiliser Use Efficiency strategies:
a. Benefits of slow release of nutrients from fertilizers by using tar coated, neem cake coated,
gypsum blended urea.
b. Scientific methods of enrichment of FYM by using microbial cultures, rock phosphate,
glaucomite, weeds etc.
AGRICULTURAL ENGINEERING
1. Conduct demonstrations on use of improved implements for primary and secondary tillage.
2. Conduct demonstrations on use of improved seed-cum-fertilizer drills, multi-furrow openers,
improved soil crust breakers and improved equipment for inter-cultural operations.
3. Conduct demonstrations on use of improved sickles, hand weeders, harvesters, threshers, power
operated winnowers and improved storage bins.
4. Conduct demonstrations on maintenance of equipment used for application of plant protection
chemicals.
5. Conduct demonstrations on simple methods of contouring for soil and water conservation and
construction of farm ponds.
AGRICULTURAL MICROBIOLOGY
1. Collect the information on use of bio-fertilisers in different crops of the selected villages.
2. Educate the farmers on use of microbial inoculants for efficient degradation of complex polymers in
compost preparation.
3. Conduct demonstrations on :
a) Use of Rhizobium inoculant to legume seeds.
b) Root dipping treatment of seedlings with suitable biofertilizer.
c) Soil application of biofertilizers.
d) Azotobacter for sugarcane.
e) Azospirillum for paddy.
f) Application of Phosphorus Solubilising Bacteria (PSB).
g) Cultivation of Azolla.
4. Initiate result demonstrations on mushroom cultivation.
5. Conduct demonstrations on use of Trichoderma - Bio control agent.
HORTICULTURE
1. Identify the important horticultural crops grown in the selected villages.
2. Conduct demonstrations on planting operation - opening of pits, filling the pits and planting.
3. Conduct demonstrations on propagation of plants by budding, grafting, air layering, cuttings with the
use of growth regulators. Preparation of growth regulators viz., Indole Butyric Acid and
Naphthalene Acetic Acid at different concentrations and use in propagation of plants.
4. Conduct demonstrations on top working and pruning in mango.
5. Conduct demonstrations on nutrition management including fertilizer mixture preparation and
application in fruit crops.
6. Educate the farmers on use of growth regulators for fruit set and development in grapes, mango and
other horticulture crops.
7. Conduct demonstrations on post-harvest handling including picking, packing and use of ripening
treatments.
8. Selection of coconut mother palms and nuts. Sowing of nuts in the nursery and method of planting
coconut in the pits.
9. Selection and storage of seed rhizomes of ginger and turmeric with seed treatment and planting.
10. Educate the farmers regarding recommended cultivation practices including selection of seeds, seed
treatment, nursery practices, fertiliser application, plant protection etc. of major horticultural crops
of the selected villages.
11. Conduct demonstrations on use of growth regulators, training, pruning, plant protection, seed
extraction, drying and storage in vegetable crops of the selected villages.
12. Harvesting and storage of tomato, cauliflower, potato, cabbage etc.
13. Conduct demonstrations on preparation of seed beds, sowing, planting, pinching, pruning, use of
growth regulators, harvesting, packaging, storage and transportation in flower crops of the selected
villages.
14. Conduct demonstrations on preparation of jam, jelly, squash, nectar, pickle etc. using locally
available fruits and vegetables.
15. Educate the farmers regarding Hi-tech horticulture - Cultivation of commercial cut flowers (rose,
anthurium, carnations, gerbera, etc.) and vegetables (capsicum, pole beans, tomato, etc.).
SEED SCIENCE AND TECHNOLOGY
1. Collect the information regarding variety-wise yield of different crops of selected villages.
2. Collect the information on source of seeds (self-saved, certified and non-certified).
3. Identify the seed organizations (public and private) involved in production of seeds in the area of
selected villages.
4. Collect the information on seed production of different crops undertaken in the area, seed production
practices followed (crop variety wise).
5. Collect the information on harvest and post-harvest handling of seeds (method of harvesting,
threshing, drying, cleaning, grading, storage, treatment, marketing etc.).
6. Conduct demonstrations on seed quality testing, germination testing, enhancement technique like
seed hardening etc.
7. Collect the specific problems related to seeds, if any.
GENETICS AND PLANT BREEDING
1. Germplasm collection with passport data of given crops (10 samples) (use passport Proforma given).
2. Study of Bio-diversity in the area (use the Proforma given).
3. Display of HYVs and hybrids.
PLANT BIOTECHNOLOGY
1. Assess the potentials and risks of biotechnology.
2. Impart the knowledge to the farmers on bio-safety regulations for testing and release of genetically
modified organisms.
CROP PHYSIOLOGY
I. Collect the information on use of growth regulators / micro-nutrient formulations by the farmers.
2. Collect the information on availability of different growth regulators and micro-nutrient formulations
and their trade names with local input agencies.
3. Conduct the demonstrations on application of different growth hormones for
a) Rooting of stem cuttings.
b) Preventing dropping of flowers / flower buds.
c) Increasing berry size in grapes.
d) Increasing tuberisation in tuber crops.
e) Regular bearing in mangoes.
AGRICULTURAL ENTOMOLOGY
The course involves two major components of activities.
a) Learning local conditions and practices and
b) Demonstration of pest management activities.
A) Learning Exercises:
1. Recording local pest situations: The students should record the details of crops grown; local
agronomic practices and their variation; densities of different pests encountered on different crops and
nature and extent of damage by different pests; develop the pest damage herbaria to demonstrate the
damage pattern of different pests; classify different pests encountered according to their taxonomic
affiliations and according to the nature of damage.
2. Recording local pest management practices: The students should record in detail the various existing
local practices of pest management according to crop; according to pests; according to type of practices
such as mechanical, physical, chemical, agronomic (cultural), biological etc.
3. Comparison of local practices with recommended practices of pest management: To identify the
lacunae in practices and adoption rates of recommended practices of pest management, students
should develop comparative tables of local and recommended practices to evaluate this aspect.
4. Recording the local pesticide consumption: The students should visit the nearby pesticide shops and
collect the availability and sale of different pesticides in the nearby market. Using this information, they
should make a comparison with the farmers’ practices to see whether there is any discrepancy and
make efforts to understand the reasons for the discrepancy. This exercise is expected to provide insights
into the input market for plant protection practices.
5. Recording different types of non-chemical inputs used in pest management: The students should
prepare an inventory of non-chemical inputs used in pest management such as use of resistant varieties,
adjustment of sowing dates, cultural practices, etc. in different crops grown in the area and integration
of these practices under different cropping systems to evaluate effective IPM module for sustainability.
6. Recording sources of information for plant protection practices: The students should collect the
information from the farmers to understand the most important source of information for plant
protection practices.
7. Recording storage practices of farm produces to prevent insect damage: The students should record
the various practices followed for storing agricultural produces and assess the extent of damage due to
different pests under farmer storage practices with a clear documentation on the nature of storage
practice.
8. Recording information on local and traditional practices of pest management: The students should
explore the prevalence of local and traditional practices exist among the farming community to prevent
pest damage to crops.
9. Recording pest management tools prevalent in the area: The students should record the details of
difficulties or the ease with which the farmers are able to access pest management tools such as
sprayers, dusters etc., for pest management practices.
B) Demonstration Exercises:
The students should demonstrate various basic methods of pest management, with a view to educate
farmers on methods of pest management.

1. Assessment of pest and natural enemy densities: The students should record the pest population
and their natural enemies on different crops along with a thorough record of pest management
practices and educate the farmers on these aspects of differentiating the pest insects and their natural
enemies.
2. Training farmers on the need for surveillance of pest and natural enemies: The students should
make regular farm visits and record the population of pests and their natural enemies so that during
successive phases of visits the changing pattern of pest and natural enemy densities can be documented
and the farmers’ be demonstrated about the importance of natural enemies. The relevance of these
data to pest management decisions need to be conveyed to the farmers.
3. Educating farmers on the importance of keeping record of purchases of the insecticides: The
students should accompany the farmers during the purchases of insecticides and other pest
management inputs. Basic requirements of obtaining the bills checking on the dates of manufacture,
expiry dates, costs, packaging sizes and decisions on the quantity to be purchased etc. are to be
conveyed to the farmers about handling purchases of pest management inputs. The exercise also
includes educating farmers on the sources of pest management inputs.
4. Seed treatment with pesticides: Conduct demonstrations on treatment of seeds for protecting the
seedlings from pests and diseases in selected crops.
5. Preparation of spray solutions: Conduct demonstrations on preparation of spray solutions / dusts.
6. Calculation of spray volume requirement: Demonstrate simple methods of calculating the spray
volume required for proper coverage at different stages of the crop.
7. Harvesting and processing local plants & their products for pest management practices: Many local
plants such as neem, annona, pongamia, heddumbe, mukkadaka, etc. are excellent sources of
insecticides. Crude preparations of these can be effectively used to replace synthetic insecticidal input.
However, these inputs have the inherent dangers of variable performances. To overcome such
variability, the plant or their products have to be properly handled. The students should train the
farmers in their proper handling to reduce the synthetic insecticidal inputs.
8. Preparation of NSKE, vegetable oils and other plant sources for spraying: Conduct demonstrations
on preparation of neem seed kernel extract (NSKE) and vegetable oil spray solution and precautions to
be taken for high efficacy.
9. Preparation of NPV for spraying: Conduct demonstration on preparation of NPV along with the
necessary adjuvants for spraying.
10. Use of pheromone traps for pest monitoring: Conduct demonstration on procurement, handling
and interpretation of pheromone trap catches for monitoring pests like Helicoverpa armigera,
Spodoptera plutella, etc.
11. Safe handling and field release of parasites and predators: Conduct demonstration on safe handling
and field release of natural enemies in selected crops.
12. Use of nylon nets in nurseries: Conduct demonstration on the type of net and the method of using
them to exclude disease vectors and other pests to reduce the insecticidal input.
13. Root feeding and / or stem injection of pesticides for the control of pests and diseases: Conduct
demonstration on the correct procedure to be adopted for root feeding / stem injection for the
management of pests and diseases in palms like coconut.
14. Use of fumigants for the control of storage pests: Conduct demonstration on safe and effective
utilization of fumigants against storage pests.
15. Techniques in rodent management: Conduct demonstration on physical and chemical methods of
rodent managements.
PLANT PATHOLOGY
The details of the activities under the component of Plant Pathology are as follows:

Learning Exercises
1. Recording the plant disease details for major crops of the village: Assessment of the disease
situation on crops grown in the village by recording the information on all major crops. This exercise will
have the following two components:
a) Recording important diseases and their severity: Record the incidence / severity of diseases on
major crops, the crop stages attacked and note the severity of the disease either by qualitative or
quantitative estimation.
b) Collection of diseased plants and plant parts: Collect the soil samples of diseased plants or plant
parts and diagnose the prevailing diseases on major crops of the village and classify or group them
based on group of pathogen, symptoms / damage and nature of transmission.
2. Recording disease management practices and their frequency: Collect information on the prevailing
disease management practices being followed by the farmers in the village. Collect the information
according to crop, disease and nature of management practice (cultural, biological, chemical etc.).
3. Recording the fungicides, bactericides and antibiotics used: Collect the information regarding use of
fungicides, bactericides, antibiotics etc. with chemical names, trade names and manufacturers,
formulation (EC, WP, Dust), concentration or quantity used, method of application, stage of application
etc., to learn about the range of chemicals available for plant protection and the level of awareness
among farmers about plant protection chemicals.
4. Recording different types of non-chemical inputs used: Collect the information regarding the use of
non-chemical inputs like use of resistant varieties, adjustment of sowing date, cultural practices, etc. for
disease management.
5. Recording sources of information on plant protection practices: Collect the information to learn
about the channels of information used by the farmers to obtain and seek advice on plant protection
and thereby understand the working of the extension agencies.
6. Recording information regarding storage practices: Collect the information on storage practices of
agricultural produce like grains, seeds, fruits and vegetables including fodder and the associated
diseases of such produce to identify problems of diseases encountered by the farmers in the post-
harvest stages of all major crops.
7. Recording information on conventional or local practices of disease management: Collect the
information about traditional / local practices of disease management, if any, followed by the farmers.
8. Recording types of sprayers / dusters and their availability: Collect the information on availability of
various types of plant protection equipment in the village and plant protection equipment used by the
farmers.
9. Preparation of Bordeaux mixture: Use of good quality copper sulphate and lime in preparation of
Bordeaux Mixture for management of important crop diseases.
10. Cultural and biological management of soil borne disease: Collect the information on practicing
deep ploughing, soil solarisation, application of organic amendments, mixed cropping etc. in the
management of soil borne diseases.
Demonstrations to be conducted
1. Seed treatment with fungicides / antibiotics: Conduct demonstration on treatment of seeds or
propagating material for protecting the seedling from diseases in selected crops.
2. Preparation of spray solutions, proprietary fungicides and their applications: Conduct
demonstration on correct way of preparation of spray solution / dusting and other methods of
application.
3. Calculation of spray volume requirement: Conduct demonstration on simple methods of calculating
the spray volume required for proper coverage at different stages of the crop.
4. Preparation of NSKE and vegetable oils for spraying: Conduct demonstrations on the correct way to
prepare neem seed kernel extract and vegetable oil spray solution for vector management and
precautions to be taken for high efficacy.
5. Use of nylon nets in nurseries: Conduct demonstrations on the type of nylon net and the method of
using them to exclude pathogen vectors to prevent virus infection.
6. Use of biological agents: Conduct demonstrations on multiplication and use of biological agents such
as Trichoderma spp. for disease management.
7. Root feeding of fungicides for the control of diseases: Conduct demonstration on the correct
procedure to be adopted for root feeding for the management of soil borne diseases in coconut, banana
etc.
8. Hot water treatment and furadon or thimet application against nematodes: Conduct demonstration
on rhizome treatment in banana.
SERICULTURE
1. Collect the information on details of mulberry cultivation and silkworm rearing practices.
2. Educate the farmers about the improved cultivation practices of mulberry.
3. Educate the farmers about the improved silkworm rearing practices.
4. Educate the farmers regarding the advantages of V-I mulberry variety.
5. Conduct the demonstrations on preservation of mulberry leaves for chawki rearing.
6. Conduct the demonstrations on egg incubation.
7. Conduct the demonstrations on chawki silkworm rearing.
8. Conduct discussion meetings / demonstrations on silkworm rearing on mulberry shoots.
9. Conduct the demonstrations on application of bed disinfectants against silkworm diseases.
10. Conduct the demonstrations on cocoon harvesting and grading.
AGRICUTURAL ECONOMICS
1. Appraisal of situation and identification of needs and problems: Collection of information through
the interview and observation method on land use pattern, land holdings, source and extent of
irrigation, season-wise crop production, socio-economic information, demographic features, livestock
population, infrastructure and institutional facility of the village.
2. Resource appraisal and farm inventory: The inventory of the resources on the farm viz., land, well,
trees on the farm, farm machinery and equipment, farm animals, family labour, distance to the nearest
market, credit institutions, availability of public transport etc. need to be ascertained to facilitate in
planning for various production activities on the farm.
3. Economics of farm enterprises: The cost-return structure of economically important crop and other
enterprises on the farm needs to be ascertained for preparation of alternate farm plans considering the
resource inventory and the institutional support available.
4. Procurement of farm inputs: The availability of requisite farm inputs such as seed and plant,
production and protection inputs, farm machinery and equipment, sources, distance from the farm,
quantity and quality of input availability, prices of inputs need to be recorded to facilitate planning for
different production activities.
5. Agricultural credit: The information on the sources of credit, terms and conditions of borrowing,
quantum and method of repayment, the nature and magnitude of overdue and the causes for the same
should be sought from the contact farmers to judge the performance of institutional credit.
AGRICULTURAL MARKETIING, CO-OPERATION AND BUSINESS MANAGAMENT
1. Grading of farm produce: Collection of information on the grading aspects of the farm produce.

2. Marketing of farm produce: Collection of information on the marketing aspects from the household
in respect of the marketable and marketed surplus, the market where the output is sold, the prices
received, the cost of marketing etc.

FOOD SCIENCE AND NUTRITION

1. Demonstration of supplementary foods for children: Conduct demonstrations on the preparation of
weaning foods like kichidi, malted ragi porridge, wheat payasam, kheer etc. from locally grown
ingredients with the combination of cereals (wheat, ragi, rice), pulses (grams / dais), nuts and oilseeds
(groundnut, sesame), oils, sugar, jaggery etc.
2. Demonstration of vitamin A and iron rich food preparation for pre-schoolers: Conduct
demonstrations on the preparation of low cost nutritious snacks like poustikrotis, poustikladoo to
overcome the problem of vitamin A and iron deficiency in the diets of pre-school children.

3. Group discussion meetings on balanced diets for adult women: Conduct group discussion meetings
on balanced diets for adult women.

4. Demonstration on preparation of beverages from cereals and pulses: Conduct demonstrations on

the preparation of beverages from cereals and pulses like ragi malt, malt beverages, amaranth milk etc.
to provide energy, protein, vitamin and minerals.

5. Establishment of nutritional / kitchen garden: Initiate result demonstrations on the establishment of

kitchen garden in the backyard of contact farmers by giving preference to the perennial plants followed
by seasonal crops.

6. Processing of fruits and vegetables: Conduct demonstrations on the preparation of processed

produces like tomato chutney, grated mango chutney, tomato rice, mango juice etc.

7. Value addition in ragi and soybean: Conduct demonstrations on value addition in ragi and soybean.

8. Promotion of sanitation and hygiene: Educate the farmers regarding sanitation and hygiene in
villages.

FORESTRY AND ENVIRONMENTAL SCIENCES

1. Conduct the survey of the major forest tree crops grown by farmers.
2. Elicit the information on the purpose for which forest trees are grown from the contact farmers.
3. Collect the information on the use of renewable (Bio-gas, solar, bio-fuel etc.) and non-
renewable (kerosene, LPG gas, electricity, fuel wood, agricultural residues, cow dung etc.)
sources of energy by the farmers.
4. Measure the volume of merchantable wood of different species and estimate their approximate
value at a known age of the trees.
5. Recommend the suitable tree species for community area, roadside and other areas in the
village.
6. Document the bio-diversity wealth and rare species in the village.
7. Conduct demonstrations on nursery practices and planting practices to improve survival of
seedlings under unfavourable conditions.
8. Workout the income and expenditure of farm forestry of the farmers and compare with the
income of agricultural crops.
9. Collect the information on beneficial and harmful effects of trees in agro-forestry.
10. Organise tree planting in community area.
11. Create awareness on environmental pollution.
APICULTURE
1. Conduct group discussion meeting on apiculture.
2. Help the farmers to identify bees.
3. Prepare a floral calendar by including major and minor sources of nectar and pollen for the year
through interaction with farmers.
4. Locate bee colonies and demonstrate to the farmers about the hiving of such colonies with the
help of apiary.
5. Organise meetings of motivated farmers to educate them more about bee-keeping.
6. Conduct demonstrations on hive products.
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65. ©vÀÛ£É ©Ãd, vÀgÀPÁj, ºÀÆ ºÁUÀÆ EvÀgÉ ¨É¼ÉUÀ¼À vÁPÀÄUÀ½UÉ ¨sÉÃn ¤Ãr ¨É¼ÀªÀtÂUÉ, gÉÆÃUÀ,
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76. gÉÊvÀ ¸ÀA¥ÀPÀð PÉÃAzÀæzÀ DªÀgÀt CxÀªÁ ºÀ½îAiÀÄ°è J¯Áè «zÁåyðUÀ¼ÀÄ ¸ÉÃj DAiÀiÁ ¥ÀæzÉñÀUÀ½UÉ vÀdÕgÀÄ, C£ÀĨsÀªÀ¸ÀÜ gÉÊvÀgÀÄ,
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81. ««zsÀ ¨É¼ÉUÀ¼À PÉÆAiÀÄÄè ºÁUÀÆ PÉƬÄè£ÉÆÃvÀÛgÀ vÁAwæPÀvÉUÀ¼ÀÄ
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 LIST OF STUDENTS REGISTERED FOR RAWE PROGRAMME
B.Sc. (Hons.) Agri.
Sl.no ID No. Names Sl.no ID No. Names
1 ALB 9001 ABHISHEK R PADANAD 43 ALB 9043 BHAVANI BIRADAR
2 ALB 9002 ADARSH O R 44 ALB 9045 BHOOMIKA D
3 ALB 9003 AHALYA M S 45 ALB 9046 BHOOMIKA S L
4 ALB 9004 AISHWARYA M 46 ALB 9047 BHUMIKA S E
5 ALB 9005 AISHWARYA S 47 ALB 9048 BINAYAK SAMAL
6 ALB 9006 AISHWARYA SANJAY KAMAGOND 48 ALB 9049 BRUNDA G
7 ALB 9007 AKASH K N 49 ALB 9050 BYATESH S R
8 ALB 9008 AKASH M S 50 ALB 9051 CHAITHANYA K
9 ALB 9009 AKASH MEDEGAR 51 ALB 9052 CHAITRA S BALARADDI
10 ALB 9010 AKSHATHA N M 52 ALB 9053 CHANCHALA S
11 ALB 9011 AKSHAYA S NAIR 53 ALB 9054 CHANDAN H C
12 ALB 9012 AMAREGOUDA S/o 54 ALB 9055 CHANDAN Y
CHANDRASHEKHARAGOUDA M P
13 ALB 9013 AMAREGOUDA S/o 55 ALB 9056 CHANDANA C S
DODDANAGOUDA
14 ALB 9014 AMMAAISHA BAGAWAN 56 ALB 9057 CHANDANA M C
15 ALB 9015 ANAGHA DAS 57 ALB 9058 CHANDRAKALA
16 ALB 9016 ANANYA BIMAL 58 ALB 9059 CHELLI SPANDANA
17 ALB 9017 ANARGHYA B K 59 ALB 9060 CHETAN SIDDUBA VAMBASE
18 ALB 9018 ANIL C KALLAPPANAVAR 60 ALB 9061 CHETHAN C
19 ALB 9019 ANIL KUMBAR 61 ALB 9062 CHETHAN NAYAKA R
20 ALB 9020 ANJAN KUMAR H 62 ALB 9063 CHINTHANA G D
21 ALB 9021 ANJUM GUTTEDAR 63 ALB 9064 CHITHRA K S
22 ALB 9022 ANUSHA S 64 ALB 9065 CHITHRASHREE T N
23 ALB 9091 ARPITHA T D 65 ALB 9066 CHITYALA KAVYA CHARITHA
24 ALB 9023 ARTI 66 ALB 9067 CHRISTIN SARA GEORGE
25 ALB 9025 ASHINA ANSARI 67 ALB 9284 D TINA
26 ALB 9026 ASHMITHA G V 68 ALB 9068 DANESH
27 ALB 9027 ASHWINI G 69 ALB 9069 DANESHWARI PATIL
28 ALB 9028 ASHWINI S P 70 ALB 9070 DARSANAPU MADHU
29 ALB 9029 ASISH KUMAR MAHABHOI 71 ALB 9071 DARSHAN A L
30 ALB 9142 B V LOKESH 72 ALB 9072 DARSHAN N R
31 ALB 9030 BANOTH PAVANI 73 ALB 9073 DARSHANGOWDA B P
32 ALB 9031 BASAMMA 74 ALB 9074 DEEPA V
33 ALB 9032 BASANGOUDA G PATIL 75 ALB 9075 DEVARAJ S
34 ALB 9033 BASAVALINGA HIREMATH 76 ALB 9076 DHANUSH B
35 ALB 9035 BHAGAVAN R KALEBAG 77 ALB 9077 DHANUSH D D
36 ALB 9036 BHAGYALAXMI P KUDARIHAL 78 ALB 9078 DHANUSHREE H K
37 ALB 9037 BHANU PRIYA ROY 79 ALB 9079 DHRUVA J
38 ALB 9038 BHARATH GOWDA H K 80 ALB 9080 DIVYA BHANDARI
39 ALB 9039 BHARATH KUMAR D R 81 ALB 9081 EDURU SINDHU
40 ALB 9040 BHARATHESH 82 ALB 9034 G BASAVARAJA
41 ALB 9041 BHARATHKUMAR B J 83 ALB 9184 G PRAJWAL
42 ALB 9042 BHAVANA K 84 ALB 9082 GADILINGAPPA

47
 B.Sc. (Hons.) Agri.
Sl.no ID No. Names Sl.no ID No. Names
85 ALB 9085 GANESHA A C 129 ALB 9139 LIKHITHA C K
86 ALB 9086 GANGOTREE BEHERA 130 ALB 9140 LIKITHA D
87 ALB 9087 GAYANA S 131 ALB 9141 LITTLE JENAMANI
88 ALB 9088 GEETHA C R 132 ALB 9084 M GAGANA
89 ALB 9089 GUNASHREE M 133 ALB 9143 MADAN MOHAN DEVAT
90 ALB 9090 GUNNAM VARSHITHA 134 ALB 9144 MADHU KUMAR S R
91 ALB 9103 GURUKIRAN R 135 ALB 9146 MADHUKRISHNA D
92 ALB 9104 GURUSHANTAPPA M BAVIKATTI 136 ALB 9147 MAHENDRA B T
93 ALB 9105 HANAMANT 137 ALB 9148 MAHESH BHAKARE
94 ALB 9106 HARISH H 138 ALB 9150 MALLIKARJUN V GOUNDI
95 ALB 9107 HARSHA KURUWATTI 139 ALB 9152 MANJUNATH PRADHANI
96 ALB 9108 HARSHITHA N 140 ALB 9153 MANOJ R
97 ALB 9109 HARSHITHA R 141 ALB 9154 MANOJ S
98 ALB 9110 HEMA 142 ALB 9155 MANOJ S GOWDA
99 ALB 9111 HEMANTH B A 143 ALB 9094 MD WASIM AKRAM
100 ALB 9112 HEMANTH P 144 ALB 9156 MEGHAVATH SEVA NAIK
101 ALB 9092 HEMANTH R 145 ALB 9157 MOHAMMAD GOUSE M
102 ALB 9113 HRITHVIKA SINGH VISHEN 146 ALB 9158 MONICA H A
103 ALB 9093 IRAGANTEPPA M NAYKODI 147 ALB 9159 MONISH GOWDA T P
104 ALB 9114 JASHWANTH C 148 ALB 9160 MONISH Y
105 ALB 9115 JATIN AGGARWAL 149 ALB 9161 MRITTIKA MUKHERJEE
106 ALB 9116 JAYANTH R 150 ALB 9131 N KIRAN
107 ALB 9117 JEEVAN B J 151 ALB 9162 NAGARAJ SHRIKANTH CHABBI
108 ALB 9149 K MAHESHWARI 152 ALB 9163 NAGASHREE B A
109 ALB 9170 K R NAVEEN 153 ALB 9164 NANDEESH MANTRODI
110 ALB 9118 KAJAL H KARNESHI 154 ALB 9165 NANDISH PATIL
111 ALB 9119 KARTHIK BENNI 155 ALB 9166 NANDITHA S
112 ALB 9120 KARTHIK D M 156 ALB 9167 NARASIMHA KARABHARI
113 ALB 9121 KARTHIK R 157 ALB 9168 NARESH H N
114 ALB 9122 KARTHIKA PILLAI P 158 ALB 9169 NARESHGOWDA D
115 ALB 9123 KARTIK 159 ALB 9171 NAYANA MALLIKARJUN UMARANI
116 ALB 9124 KARTIK K DESHPANDE 160 ALB 9172 NIDHI U KALLIMATH
117 ALB 9125 KARUNAKARA REDDY T V 161 ALB 9173 NIMISHA PRABHAKAR
118 ALB 9127 KAVANA M S 162 ALB 9174 NIRUPADI
119 ALB 9128 KAVYA K L 163 ALB 9175 NISARGA GS
120 ALB 9129 KAVYA M 164 ALB 9176 NISARGA M A
121 ALB 9130 KEERTHANA S P 165 ALB 9177 NISCHITH T L
122 ALB 9132 KIRTHIK RAAJ I 166 ALB 9178 NISHAT C AVERI
123 ALB 9133 KOJ SUNYA 167 ALB 9179 NITHINGOWDA H G
124 ALB 9134 KRISHNA KANTH M L 168 ALB 9180 NITIKA KUMARI
125 ALB 9135 KUSHAL A V 169 ALB 9181 NITISH N KUMAR
126 ALB 9136 LANCHANA M B 170 ALB 9188 P PRANATHI
127 ALB 9137 LAVANYA E 171 ALB 9182 PARIKSHITH GOWDA A
128 ALB 9138 LAVUDYA UPENDER 172 ALB 9183 PAVAN P M

48
 B.Sc. (Hons.) Agri.
Sl.no ID No. Names Sl.no ID No. Names
173 ALB 9185 PRAKASH POOJARI 216 ALB 9227 SANGAMESH Y VAGGAR
174 ALB 9186 PRAKRUTHI B 217 ALB 9228 SANJANA M DANDUR
175 ALB 9187 PRAMOD N V 218 ALB 9229 SANJU K G
176 ALB 9189 PRASHANT APPASAHEB 219 ALB 9230 SANTOSH HEROOR
JAYAGOND
177 ALB 9190 PRASIDHI KUMARASWAMY 220 ALB 9231 SARITA NITHARWAL
178 ALB 9191 PRATIBHA HUGAR 221 ALB 9232 SATHWICK S
179 ALB 9192 PREETHAM R 222 ALB 9233 SATISH SHANKAR BETAGERI
180 ALB 9193 PREM SATYAM 223 ALB 9234 SAURAV KUMAR
181 ALB 9194 PRERANA R 224 ALB 9235 SHABAREESH B SHEETY
182 ALB 9195 PRIYALAXMI LAIPUBAM 225 ALB 9236 SHAILESH SEKHAR MISHRA
183 ALB 9196 PRIYANKA H R 226 ALB 9237 SHARANABASAVA
184 ALB 9197 PRIYANKA PRIYADARSINI NAYAK 227 ALB 9238 SHARANAPPA BANNIMATTI
185 ALB 9198 PUNITH B 228 ALB 9239 SHEIKMOSEEN
186 ALB 9199 PUNITH M H 229 ALB 9240 SHIPRA KAPRI
187 ALB 9200 RACHANA 230 ALB 9241 SHIREESHA S R
188 ALB 9201 RACHANA SATHISH T S 231 ALB 9242 SHIVAKUMAR HAVADI
189 ALB 9202 RADHIKA S M 232 ALB 9243 SHIVANAND HATTI
190 ALB 9203 RAGHAVENDRA C 233 ALB 9244 SHIVANI MEDHA
191 ALB 9204 RAHUL GAJENDRA KATTIMANI 234 ALB 9097 SHIVARAM M
192 ALB 9205 RAKESH B S 235 ALB 9245 SHIVARANJINI R
193 ALB 9206 RAKSHITH B GOWDA 236 ALB 9246 SHOHEB HULYAL
194 ALB 9207 RAKSHITH B P 237 ALB 9247 SHRAVANI B S
195 ALB 9095 RAMYASHREE K R 238 ALB 9248 SHREYA SANGAM
196 ALB 9208 RANJITHA D M 239 ALB 9249 SHREYAS B J
197 ALB 9209 RAVIKUMAR 240 ALB 9250 SHREYAS C R
198 ALB 9210 RISHIMUKH VERMA 241 ALB 9098 SHRUTHI S
199 ALB 9211 ROHIT V RAJ 242 ALB 9099 SHRUTI
200 ALB 9096 ROHITH B 243 ALB 9251 SHUBHASMITA SAHOO
201 ALB 9212 ROOPA N JAMAKHANDI 244 ALB 9252 SHWETA S MACHE
202 ALB 9213 ROUNAK ALAM 245 ALB 9253 SHWETHA
203 ALB 9214 RUCHITHA K N 246 ALB 9254 SHWETHA R
204 ALB 9215 SADANAND BHEEMARAY PUJARI 247 ALB 9255 SIDDAPPA B ROGANNAVAR
205 ALB 9216 SADDAMHUSEN MEERANAYAK 248 ALB 7176 SIGE VAMSI KRISHNA
206 ALB 9217 SAGAR H B 249 ALB 9257 SIREESHA S A
207 ALB 9218 SAGAR KUMAR B V 250 ALB 9100 SNEHA
208 ALB 9219 SAHANA G 251 ALB 9258 SNEHA
209 ALB 9220 SAIRA MARIA SAJI 252 ALB 9259 SNEHA B
210 ALB 9221 SAMEEKSHA C S 253 ALB 9260 SNEHA M
211 ALB 9222 SAMPADA CHAKRAVARTHI B 254 ALB 9261 SNEHASHREE S
212 ALB 9223 SANDEEP B S 255 ALB 9262 SOMANATH HALINGALI
213 ALB 9224 SANDESH PANI 256 ALB 9263 SOUJANYA B KONNUR
214 ALB 9225 SANDHYA PATIL 257 ALB 9264 SOUMYA K
215 ALB 9226 SANGAMESH H H 258 ALB 9265 SOUMYA VANIKYAL

49
 B.Sc. (Hons.) Agri.
Sl.no ID No. Names Sl.no ID No. Names
259 ALB 9267 SPOORTHI T D 279 ALB 9101 UMESH R AMMINABHAVI
260 ALB 9268 SRIDEVI R B 280 ALB 9288 UTHKARSH K S
261 ALB 9269 SRIKANTHA K 281 ALB 9289 VAISHNAVI B V
262 ALB 9270 SRUJANA P N 282 ALB 9290 VARSHA C
263 ALB 9271 STELLA D SOUZA 283 ALB 9291 VARSHA K L
264 ALB 9272 SUCHARITH S LAL 284 ALB 9292 VARUN G
265 ALB 9273 SUDHANSHU SHEKHAR 285 ALB 9293 VARUN S A
266 ALB 9274 SUHANA TORAGAL 286 ALB 9294 VEDA B H
267 ALB 9275 SUJITH N B 287 ALB 9295 VEEKSHITHA B
268 ALB 9276 SUMANGALA SHAMBHANNA 288 ALB 9296 VINAY N K
ATTIGERI
269 ALB 9277 SUNIL KUMAR S 289 ALB 9297 VINAYAKA S VADAGALAR
270 ALB 9278 SURAJ KAPASI 290 ALB 9102 VINAYKUMAR I MUDIGOUDRA
271 ALB 9279 SUSHMA 291 ALB 9298 VINOD KUMAR B
272 ALB 9280 SUSHMA P 292 ALB 9299 VINOD L
273 ALB 9281 SUSHMITA PADMA 293 ALB 9300 VINUTHA R
274 ALB 9282 TARUN N 294 ALB 9301 VIRAJ
275 ALB 9283 THEJASWINI Y J 295 ALB 9302 VISHAL
276 ALB 9285 UDAY U 296 ALB 9304 YOGESHKUMAR H R
277 ALB 9286 UMA V TOTAD 297 ALB 9305 YUVARAJ H M
278 ALB 9287 UMESH

B.Tech. (Ag. Engg.)

Sl.no ID No. Names Sl.no ID No. Names

1 ELB 9001 ABHILASH B V 21 ELB 9021 HARSHITHA JAIN V B

2 ELB 9002 ANAND 22 ELB 9022 HARSHITHA S
3 ELB 9003 ANSON SHAUN DSOUZA 23 ELB 9023 JAYAPRAKASH H R
4 ELB 9004 ANUSHAPATIL B H 24 ELB 9024 KUNAL SINGH UIKEY
5 ELB 9005 APOORVA HAKKE 25 ELB 9025 LAKSHMI B BHOVI
6 ELB 9006 ASHUTOSH TIWARI 26 ELB 9026 LAKSHMI N S
7 ELB 9007 BAKHSHISH ASLAM ANSARI 27 ELB 9027 LIKHITH KUMAR S R
8 ELB 9008 BASAMMA VIRUPAXAPPA YALAGI 28 ELB 9028 LYDIA M R
9 ELB 9009 BHAVYA K R 29 ELB 9029 MAHIBOOB JAMADAR
10 ELB 9010 CHAITHRA S N 30 ELB 9030 MALLAKA AKHILA
11 ELB 9011 CHANDANA B M 31 ELB 9031 MANOJ KUMAR G
12 ELB 9012 DEBDIP HAZRA 32 ELB 9032 NAVEENKUMAR G M
13 ELB 9013 DEEPALI 33 ELB 9033 PAVAN G
14 ELB 9014 DEEPIKA D M 34 ELB 9034 POWJAN GOWDA S R
15 ELB 9015 DIVYA J 35 ELB 9035 PRAJWAL N BHUSHANNAVAR
16 ELB 9016 DRUPAD GOWDA K R 36 ELB 9036 PRAMOD N KAGAWADE
17 ELB 9017 FAKEERAGOUDA 37 ELB 9037 PRASHASTH NEELAKANTAN
18 ELB 9018 GIRIJA J 38 ELB 9038 PRATHIBHA
19 ELB 9019 GIRISH K L 39 ELB 9039 PREETHI K RATHOD
20 ELB 9020 HAMITHA R 40 ELB 9040 RAHUL

50
 B.Tech. (Ag. Engg.)
Sl.no ID No. Names Sl.no ID No. Names

41 ELB 9041 RAJESH KUMAR BIND 58 ELB 9059 SHIVAKUMAR KOPPAD

42 ELB 9042 RAKSHITH PATEL C P 59 ELB 9060 SHREYA T G
43 ELB 9043 RAKSHITHA N 60 ELB 9061 SINCHANA N
44 ELB 9044 RASHMI R P 61 ELB 9062 SINDHU K B
45 ELB 9045 RAVIKANT BIRADAR 62 ELB 9063 SOMESH T V
46 ELB 9046 RAVIRAJ JEGARKAL 63 ELB 9064 SPANDANA B C
47 ELB 9047 RAVISH CHOUHAN 64 ELB 9065 SPANDANA K
48 ELB 9048 SADHVI K S 65 ELB 9066 SUNIL KUMAR
49 ELB 9049 SAGAR LONI 66 ELB 9067 SWAPNIL JAIN
50 ELB 9050 SANJANA B R 67 ELB 9068 THANUJA K C
51 ELB 9051 SANJEEVKUMAR 68 ELB 9069 TIRUPATI
52 ELB 9052 SANKE PALLAVI 69 ELB 9070 UTKARSH RAJ
53 ELB 9053 SANTHOSHAKUMARA E 70 ELB 9071 VARSHA K
54 ELB 9054 SATYAM KUMAR 71 ELB 9072 VENKATA MADHU SAI D
55 ELB 9055 SHALINI N 72 ELB 9073 VIBHAA VENUGOPAL
56 ELB 9057 SHASHANKA K N 73 ELB 9074 VINOD KUMAR M
57 ELB 9058 SHIVA 74 ELB 9075 VINUTHA B

B.Sc. (Hons.) Ag.Maco.

Sl.no ID No. Names Sl.no ID No. Names
1 MLB 9001 AISHWARYA T 24 MLB 9025 KODTI KARIBASAMMA
2 MLB 9003 ANANYA C G 25 MLB 9026 KRUTHI C
3 MLB 9004 ANUSHA ASHOK ARI 26 MLB 9027 KUSUMA D L
4 MLB 9005 ANUSHA G 27 MLB 9028 MALAKAPPA
5 MLB 9006 ANUSHA P BANAKAR 28 MLB 9029 MALLANAGOUDA
6 MLB 9007 ARUN B KUMBAR 29 MLB 9030 MANASA C P
7 MLB 9008 ASHIKA N C 30 MLB 9031 MANOJ H N
8 MLB 9009 BASAVARAJ A GOUDAR 31 MLB 9032 MANOJ N
9 MLB 9010 BHARATH H 32 MLB 9033 MEGHA M
10 MLB 9011 BHOOMIKA LANGOTISHETTAR 33 MLB 9034 MEGHA V
11 MLB 9012 BHOOMIKA S 34 MLB 9035 MOHAMMADZIYAAFROZ KAKHANDAKI
12 MLB 9013 CHAITHRA 35 MLB 9036 MUTTAVVA TALAWAR
13 MLB 9014 CHANDINI M 36 MLB 9037 NAGASHREE
14 MLB 9015 CHETAN NALAVAGAL 37 MLB 9038 NANDISH R HONNALI
15 MLB 9016 CHETANA T B 38 MLB 9039 NARMADA Y C
16 MLB 9017 DEEPTHI N K 39 MLB 9040 PADMASHREE K P
17 MLB 9018 GANAVE S 40 MLB 9041 POOJA R R
18 MLB 9019 HARISHBABU S K 41 MLB 9042 POORNIMA ANANDARABHAVI
19 MLB 9020 HEMALATHA G 42 MLB 9043 PRAMOD KUMAR G YADAV
20 MLB 9021 JYOTI 43 MLB 9044 PRANAV C D
21 MLB 9022 KAVYA R K 44 MLB 9045 PRIYADARSHINI Y S
22 MLB 9023 KEERTHANA V 45 MLB 9047 ROHITH Y
23 MLB 9024 KEERTHI S 46 MLB 9048 RUCHITHA M R

51
 B.Sc. (Hons.) Ag.Maco.
Sl.no ID No. Names Sl.no ID No. Names
47 MLB 9049 SANGEETHA 54 MLB 9056 SUNEEL MALLADAD
48 MLB 9050 SATHISH KUMAR M 55 MLB 9057 SUSHANT GAVADE
49 MLB 9051 SHARATH GOWDA C S 56 MLB 9058 UPPALURU NIVEDITHA
50 MLB 9052 SHIVANAND METRI 57 MLB 9059 VAISHNAVI V
51 MLB 9053 SHRESTA S 58 MLB 9060 VARUN GOWDA I P
52 MLB 9054 SHRUTHI S R 59 MLB 9046 Y S RAGHAV
53 MLB 9055 SMITHA M

52