Rural Agricultural Work Experience (RAWE) & AIA

Rural Agricultural Work Experience
(7th Sem)
And
Agro-industrial Attachment
(8th Sem)

RAWE INTRODUCTION

About Student READY

The Student READY (Rural Entrepreneurship Awareness Development Yojana) programme aims to provide rural entrepreneurship awareness, and practical experience in real-life situations in rural agriculture and create awareness among undergraduate students about practical agriculture and allied sciences. The programme will help in building confidence, skills and acquiring 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 the student READY programme for all the disciplines in agriculture and allied sciences. The course curricula have been restructured to develop much-needed skills and entrepreneurial mindset among the graduates to take up self-employment, contribute to enhanced rural livelihood and food security, sustainability of agriculture and be propellers for agricultural transformation. The following components are proposed for carrying out a year Student READY programme in all the Undergraduate (UG) disciplines:

Experiential Learning on Business model / Hands-on Training.
Experiential Learning on Skill Development.
Rural Agricultural Work Experience (RAWE).
Internship / In-Plant Training / Industrial attachment.
Student Projects.

The students are 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 an end-to-end approach.

Experiential Learning is an opportunity for 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 Situations among undergraduate students and therefore it helps students become “Job Providers rather than Job Seekers”.

Rural Agricultural Works Experiential enable the students to gain rural experience, gives them confidence and enhances 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 the identification of research problems, planning and setting up experiments writing of reports, etc.

EL provides the students an excellent opportunity to develop analytical and entrepreneurial skills and knowledge through meaningful hands-on experience, and 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.

The Following Components are Proposed for Carrying out one year Student READY Programme in all the Undergraduate (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.

Rural Awareness Works Experience Seventh Semester

Sr No	Activities	No. of weeks	Credit Hours
1	General orientation & On campus training by different faculties	1	8
2	Village Attachement	8	8
3	Unit attachment in Univ./ College. KVK/ Research Station	5	5
4	Plant clinic	2	2
5	Agro-Industrial Attachment	3	3
6	Project Report Preparation, Presentation and Evaluation	1	1
7	Total weeks for RAWE & AIA	20	20

The Rural Awareness Works Experience (RAWE) helps the students primarily to understand the rural situations, and status of agricultural technologies adopted by farmers, prioritize the farmers’ problems

Objectives of the Programme

1.To provide an opportunity to the students to understand the rural setting in relation to agriculture and allied activities.

2.To get the students familiar with socio-economic conditions of the farmers and their problems with reference to agricultural development.

3.To impart diagnostic and remedial knowledge to the students relevant to real field situations through practical training.

4.To develop communication skills in students using extension teaching . methods in transfer of technology.

5.To develop confidence and competence to solve agricultural problems.

6.To help students to acquai3t with on-going extension and rural development programmes.

7.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.

Orientation of students for RAWE

The students will be briefed about the complete structure of the Programme:-

1.Objectives and aims of programmes.

2.Organizational aspects of the Programme

3.The data/information to be collected course-wise

4.Vocational training and attachment to Agro-based industries

5.Records to be maintained course-wise, Attendance requirement

6.Weekly and other reports to be submitted by the students to the Course in-charges

7.Location of the villages

8.Help in case of emergencies

Village Stay/ Placement/ Attachment

The village stay Programme is one of the most important components of the RAWE which will help the students to know the issue-based organizations and make them committed to the rural mass and to their profession, The village stay Programme envisages the study of-

1.Real rural situation-village settlement pattern

2.Demography and climate

3.land utilization pattern

4.Resource inventory

5.Infrastructural facilities

6.Rural institutions

7.Organizations, groups, customs

8.Beliefs and value systems.

Survey of Village

The students shall take up a survey of the village as per the prescribed schedule and collect the data on

1.Overall condition of the village,

2.Resource endowment and its utilization,

3.Problems of labor and employment and

4.Other important economic aspects are detailed in the schedule.

Agronomical Interventions

1.Be exposed to various crops and different agronomical practices in the farmer’s field

2.Involve in production technology and management of various crops.

3.Cover a minimum of three corps, preferable from among cereals, oilseeds and pulse Crops, either with the host farmer or other farmer in or nearby village.

4.Maintain a record of work done in prescribed proforma.

Plant Protection Interventions

1.Monitor cropped area for various plant diseases, insect pests, and physiological Disorders prevailing in the area and get acquainted with various plant protection Problems of the standing crops.

2.Survey adoption of recommended plant protection measures and the Incidence/occurrence of different diseases and insect pests on different crops in the village

3.Prescribe remedial measures for pest management and also demonstrate preparation of fungicidal / insecticide spray fluids for important plant protection measures.

4.Maintain a record of work done in prescribed proforma.

Soil Improvement Interventions

1.Collection and Testing of soil samples.

2.Use of soil health card for fertilizer schedule,

3.Integrated Nutrient Management (INM) and its importance in soil quality improvement,

4.Role and importance of micronutrients in crop production, soil salinity, alkalinity and acidity and its reclamation.

5.Natural Resource Management (NRM)

6.Role of Bio-fertilizer in improving soil health, soil properties important for soil health, Quality control in fertilizer,

7.Soil degradation, improvement of soil health for sustainable agriculture,

8.Various composts and its role in improving soil health

Fruit and Vegetable production Interventions

1.Involve in field operations viz.,

1.Seedbed preparation,

2.Nursery management,

3.Propagation etc. along with their host farmers.

4.Organic food production

5.Organic food mart presentation

2.Maintain a record of work done and submit it at the end of the semester

Food Processing and Storage Interventions

1.Study the methods of food processing, preservation, and packaging

2.Traditional and modern storage structures, Indigenous Technological Knowledge used for food storage.

3.Post-harvest management and equipment for spices and flowers,

4.Quality control in the Fruit and vegetable processing industry.

Rural Economics

1.Take up an Agro-economic survey of the allotted village (including surrounding villages) and collect data on the economic conditions of the village, population, vital statistics, cropping, patterns, irrigation facilities, resources endowment and its utilization, labor problems and employment, and other economic aspects.

2.The student will also conduct a farm holding survey as per the proforma given to him by the department.

3.Identify various marketing constraints of agricultural produce.

4.Record family budgets of the adopted farmers, one laborer, and one rural artisan

Animal Production Interventions

The students shall collect the information of

1.livestock on various aspects i.e.

1.Daily maintenance and feed expenses,

2.Milk production,

3.Milk disposal, Dairy products

4.Dairy Product Processing

2.Poultry industry like Eggs and Birds,

3.Fishery etc.

Extension and Transfer of Technology Activities

The students will perform/involve in

1.Participatory Rural Appraisal, Identification of agricultural problems of the village and training needs of the farmers

2.Conducting method demonstrations of improved practices, organization of short duration farmers training camps, field visits and agricultural exhibitions

3.Study of the ongoing rural and agriculture development Programmes in the villages, Visit to various village institutions and study their role in development programs and other extension activities

4.Arrange farmer’s meetings to discuss agricultural aspects and motivate farmers through different extension teaching methods

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 (RAWE). They should not register for any other courses on the campus during the 7^th semester. The students shall register for the following 20 credits of RAWE during the 7^th semester. The details of credit hours for each group of subjects are as follows.

Sl. No.	Title	Weeks	Concerned Departments for monitoring and evaluation
A	RAWE / Subject Orientation	1	All Deparments
B	Village Attachment	13
1	Crop production and crop improvement interventions		Agronomy, Horticulture, Soil Science & Agri. Chemistry, Seed Science & Technology, Genetics and Plant Breeding, Agri. Microbiology, Crop Physiology, Plant Biotechnology
2	Crop protection interventions		Plant Pathology, Agri. Entomology, Sericulture and Apiculture
3	Social and allied science interventions		Agroeconomics, Agri. Marketing, Cooperation & BM, Agri. Engineering, Food Science & Nutrition, Animal Science, Forestry & Environmental Science
4	Extension and Transfer of Technologies		Agri. Extension
5	Attachment to KVKs/ Research stations and other units		RAWE Coordinator & Assoc. Coordinators
C	Plant Clinic / Information Centre	2	Coordinator/Associate Coordinator along with agronomist, horticulturist, and plant protection Specialists
D	Agro Industrial Attachment	3	Concerned teachers of the respective departments
E	Project report preparation, presentation, and evaluation	1	Coordinators/ Concerned Teachers
	Total No. of Credits: 20 credits	20 Weeks

Work Diary

The students should write their daily work in a diary during the placement in villages and AIAs. The diary will be checked by the designated RAWE teachers of different departments periodically and during their visits to the villages.

Reports

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

Practical record/ Project report:

For each component, the student will maintain a practical record. The record will have detailed description for all the topics specified. The description will be on statement of tasks carried out, sequential steps/procedure followed in completion of the task, approaches used to accomplish the task, impact of the task on the intended audience, feedback obtained, and lessons learnt. For the courses where placements in other institutions/industries are made, the student will write report with description on background of the institution as per topics given in the syllabus.

Evaluation

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

Students shall be evaluated component-wise under village attachment/ agro-industrial attachment.
The RAWE Program Coordinator who along with Mentor-teachers for the students groups would be become the committee of evaluators. While marking the performance, due weightage to the observations made by the Farmers/ Agricultural Extension Worker / Scientists/ Agro-industrial Officer and the Program Coordinator with whom they are attached will be given. The students will be evaluated for 100 marks. The outline of evaluation and distribution of marks will be as follows:

Components	Village Attachment	Extension Centre Attachment	Univ./ KVK/ Research Station/ NGO Attachment	Agro- Industry & Plant Clinic Attachment	Total Mark
Participation, Oral Presentation and Work Diary maintained	30	10	10	10	60
Preparation of Report	10	5	5	5	25
Group Discussion & Viva-voce					15
Total	40	15	15	15	100

**Final Display and Exhibition of learning outputs/ findings/ visuals/ charts/ posters/ Models before the Evaluation Committee may be implemented

Group Presentation and Viva-voce:

After completion of student’s placements in rural areas and institutions/industries, the Committee will have group discussion session to assess each student’s level of participation and interaction abilities based on experience gained in RAWE. Each student along with the student’s group to which he belongs will give a brief presentation on the work that has been carried out, experience gained and points for future consideration. A Viva- voce examination will be conducted for each student on the relevant topics to know the overall impact of RAWE on the student, on the farming community and on the Institutions. Using the outputs and findings from various activities carried out in the filed programmes, the student groups shall put up a small exhibition/display to be seen, observed and scrutinized by the evaluation committee.

On Campus Orientation

The students registered for the RAWE will be oriented on the background, importance, and objectives of RAWE, 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 RAWE villages.

During the orientation programme representatives of agro-industries, Bank Officials and concerned staff of Agriculture department will be invited to provide the information related to agriculture and rural development. The department wise training will be scheduled to impart the training in various aspects by the faculties of college.

The students will be oriented with the Student READY components viz; RAWE & AIA and ELP Module Cluster on the following aspects.

Objectives of the Student READY programme
Organization of the Student READY programme
Guidelines of every component of Student READY i.e. RAWE and AIA and ELP Module Cluster.
Programme of work during village attachment
Programme of work during Unit attachment
Programme of work in Plant Clinic
Programme of work during Agro-Industrial Attachment
Objectives and business plan of ELP module cluster
Various reports to be prepared during various attachments.
Discipline and conduct, Evaluation System
Various activities/programmes/schemes of the agriculture department implemented by the State agricultural department in study area
Various programmes / schemes of the banks for the development of farmers

Village attachment

i. Data Collection from Villages and Analysis

The students will collect the data, analyze the situation, and identify the problems. Based on the problems identified they will plan the programme for the allotted villages.

ii. Placement in villages

The placement in villages is intended to facilitate the students to work with the farmers in the 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 meetings, farm and home visits, group discussion meetings, method demonstrations, result demonstrations, farmers training programs, campaigns, exhibitions, field visits, field days, and other community work. It is mandatory for all the teachers offering RAWE courses to stay in the identified RAWE villages. Further, students have to work in concerned RSKs and should provide advisory services to the farmers by establishing plant clinics, and information centres in villages and RSKs.

COURSE SYLLABUS FOR GROUP OF SUBJECTS

Group I: Crop Production Interventions

AGRONOMY

Collection of meteorological observations of the placement site: The students should collect the rainfall, temperature, relative humidity, and other available weather data. Analyse data concerning rainfall distribution patterns, temperature fluctuations and relative humidity. Suggest the crops based on the length of the growing period. Prepare a cropping plan and cropping scheme for the area.
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 and forest trees also in the study area.
Farm Yard Manure
- Preparation of farm yard manure/compost: The students should involve in collection of biomass/residue available in the 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 the use of locally available crop residues.
- Green manuring practices – in situ and green leaf manuring: The students should identify the sources of green manure crops/plants and demonstrate the practice. Students should identify locally available green manuring crops and try to impress the farmers with respect to use of green manure crops.
- Recycling of wastes in agriculture, tank silt application etc.: The students should collect the data on number of agricultural wastes on farms and educate its usefulness. The benefits of usage of tank silt should be highlighted in terms of improving soil fertility.
Preparation of detailed contingency crop plan: The students should prepare a detailed contingency plan for the selected farmers for efficient utilization of available resources and market facilities. Students should also give stress on dry land and rain fed agriculture and mid-season correction for aberrant weather.
Soil and moisture conservation: Demonstrate contour ploughing, ploughing across the slope, formation of dead furrows, small section bunds, live bunds using grass etc. The students should also impress the farmers concerning the construction of farm ponds and water harvesting structures.
Seed treatment: Different types of Seed treatments techniques and preparing of seeds for showing be done.
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.
Fertilizer management: Educate the farmers about the time and method of fertilizer application concerning 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.
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.
Management practices under aberrant weather conditions: Thinning excess plant population, mulching, and inter-cultivation in dry land ragi. Selection of short-duration varieties etc.
Water management: Scheduling of irrigation based on a critical stage approach for the major irrigated emphasizes the ill effects of irrigation, and suggests practices to improve water use efficiency (lining channels with polyethylene sheet etc.). Drip irrigation systems and recharging bore wells should be highlighted.
Integrated farming systems (IFS): Students should collect information on existing Integrated Farming Systems by contacting farmers and include their sustainability in the report. Combining of different enterprises which are locally suitable and viable should be highlighted to farmers to improve the financial conditions.
Watershed Management: Scope of the watershed in improving the overall development of farmers should be highlighted. Conduct demonstrations on different components of the watershed to the farmers.

Natural Farming: Natural Farming Principles, Natural input preparation, 5-layer/ multilayer natural farming, natural food marketing

SOIL SCIENCE AND AGRICULTURAL CHEMISTRY

Conduct method demonstrations on collection and preparation of soil and irrigation water samples for analysis.
Collect the soil and water samples from the fields of the contact farmers.
Arrange for analysis of soil and water samples from the nearest soil testing laboratories / other laboratories.
Collect the results from the STL and make necessary interpretations of the results.
Based on the results, educate the farmers regarding the application of fertilizers/adoption of reclamation measures, suitability of water for irrigation etc. as and when necessary.
Educate the farmers on the adoption of the STFR-based method of fertilizer application.
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.
Identify the nutrient deficiency / toxicity symptoms in crops and suggest suitable corrective measures.
Educate the farmers regarding the importance and use of micronutrients in different crops.
Educate the farmers regarding the 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.
Conduct the following demonstrations on Integrated Nutrient Management and enhancement of Fertiliser Use Efficiency strategies:
1. Benefits of slow release of nutrients from fertilizers by using tar coated, neem cake coated, gypsum blended urea.
2. Scientific methods of enrichment of FYM by using microbial cultures, rock phosphate, glauconite, weeds etc.

AGRICULTURAL MICROBIOLOGY

Collect the information on use of bio-fertilisers in different crops of the selected villages.
Educate the farmers on the use of microbial inoculants for efficient degradation of complex polymers in compost preparation.
Conduct demonstrations on:
1. Use of Rhizobium inoculant to legume seeds.
2. Root dipping treatment of seedlings with suitable biofertilizer.
3. Soil application of biofertilizers.
4. Azotobacter for sugarcane.
5. Azospirillum for paddy.
6. Application of Phosphorus Solubilising Bacteria (PSB).
7. Cultivation of Azolla.
8. Fast decomposers and compost enriching microbes. Use of Waste Decomposer, Jeewamrit etc
Initiate result demonstrations on mushroom cultivation.
Conduct demonstrations on the use of Trichoderma – A bio control agent. Microbial bio-control agents like Trichoderma spp, Pseudomonas spp. and Bacillus
Use of phosphorus solubilizing microorganisms in crop production
Azolla and its cultivation, its importance in agriculture and animal husbandry
PGPR microorganisms, AM fungi and their importance in agriculture
Use of biofertilizers in horticulture crops

HORTICULTURE

Identify the important horticultural crops grown in the selected villages.
Conduct demonstrations on planting operation – opening of pits, filling the pits, and planting.
Conduct demonstrations on the propagation of plants by budding, grafting, air layering, cuttings with the use of growth regulators.
Preparation of growth regulators , Indole Butyric Acid and Naphthalene Acetic Acid at different concentrations and use in propagation of plants.
Conduct demonstrations on top working and pruning in mango.
Conduct demonstrations on nutrition management including fertilizer mixture preparation and application in fruit crops.
Educate the farmers on the use of growth regulators for fruit set and development in grapes, mango, and other horticulture crops.
Conduct demonstrations on post-harvest handling including picking, packing and use of ripening treatments.
Selection and storage of seed rhizomes of ginger and turmeric with seed treatment and planting.
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.
Conduct demonstrations on the use of growth regulators, training, pruning, plant protection, seed extraction, drying, and storage in vegetable crops of the selected villages.
Harvesting and storage of tomato, cauliflower, potato, cabbage etc.
Conduct demonstrations on the preparation of seed beds, sowing, planting, pinching, pruning, use of growth regulators, harvesting, packaging, storage and transportation in flower crops of the selected villages.
Conduct demonstrations on the preparation of jam, jelly, squash, nectar, pickle etc. using locally available fruits and vegetables.
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

Collect the information regarding variety-wise yield of different crops of selected villages.
Collect the information on the source of seeds (self-saved, certified, and non-certified).
Collection of seed from farmer, Subjecting for seed quality parameters like G, P, M, Result communication.
Analysis of seed quality of farmers saved seed:
Identify the seed organizations (public and private) involved in the production of seeds in the area of selected villages.
Collect the information on seed production of different crops undertaken in the area, and seed production practices followed (crop variety wise).
Collect the information on harvest and post-harvest handling of seeds (method of harvesting, threshing, drying, cleaning, grading, storage, treatment, marketing etc.).
Conduct demonstrations on seed quality testing, germination testing, enhancement techniques like seed hardening etc.
Collect the specific problems related to seeds, if any.
Seed treatment techniques.
Seed marketing and seed distribution system
Visit to seed processing unit: Study various activities, involving in processing operations like grading, cleaning, storage, treating, packaging etc.

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
Germplasm collection with passport data of given crops (10 samples) (use passport Proforma given).
Study of Bio-diversity in the area (use the Proforma given).

CROP PHYSIOLOGY

Collect the information on use of growth regulators / micro-nutrient formulations by the farmers. Demonstration of use of plant growth regulators to induce rooting of cuttings, induction of regular flowering prevent/ reduce flower and fruit drops,
Collect information on the availability of different growth regulators and micro-nutrient formulations and their trade names with local input agencies. Plant growth regulators and their role in plant growth and development. Use of plant growth regulators in agriculture, horticulture, forestry and industry.
Conduct the demonstrations on application of different growth hormones for
1. Rooting of stem cuttings.
2. Preventing dropping of flowers/flower buds.
3. Increasing Tuberization in tuber crops.
4. Regular bearing in mangoes.
5. Demonstration of Foliar nutrition.

Group II: Crop Protection Interventions

AGRICULTURAL ENTOMOLOGY

The course involves two major components of activities.

Learning local conditions and practices and
Demonstration of pest management activities.

A) Learning Exercises:

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.
Recording local pest management practices: The students should record in detail the various existing local practices of pest management according to crop; pests; according to type of practices such as mechanical, physical, chemical, agronomic (cultural), biological etc.
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.
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.
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.
Recording sources of information for plant protection practices: The students should collect information from the farmers to understand the most important source of information for plant protection practices.
Recording storage practices of farm produce to prevent insect damage: The students should record the various practices followed for storing agricultural produce and assess the extent of damage due to different pests under farmer storage practices with a clear documentation on the nature of storage practices.
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.
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.

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.
Training farmers on the need for surveillance of pests 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.
Educating farmers on the importance of keeping a 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.
Seed treatment with pesticides: Conduct demonstrations on the treatment of seeds for protecting the seedlings from pests and diseases in selected crops.
Preparation of spray solutions: Conduct demonstrations on preparation of spray solutions / dusts.
Calculation of spray volume requirement: Demonstrate simple methods of calculating the spray volume required for proper coverage at different stages of the crop.
Harvesting and processing local plants & their products for pest management practices: Many local plants such as neem, 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.
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.
Preparation of NPV for spraying: Conduct a demonstration on the preparation of NPV along with the necessary adjuvants for spraying.
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,
Safe handling and field release of parasites and predators: Conduct demonstration on safe handling and field release of natural enemies in selected crops.
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.
Root feeding and / or stem injection of pesticides for the control of pests and diseases: Conduct a demonstration on the correct procedure to be adopted for root feeding/stem injection for the management of pests and diseases in palms like coconut.
Use of fumigants for the control of storage pests: Conduct a demonstration on the safe and effective utilization of fumigants against storage pests.
Techniques in rodent management: Conduct a demonstration on physical and chemical methods of rodent management.

PLANT PATHOLOGY

The details of the activities under the component of Plant Pathology are as follows:

Learning Exercises

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:
1. 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.
2. 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 the group of pathogens, symptoms/damage, and nature of transmission.
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.).
Recording the fungicides, bactericides, and antibiotics used: Collect the information regarding the 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.
Recording different types of non-chemical inputs used: Collect the information regarding the use of non-chemical inputs like the use of resistant varieties, adjustment of sowing date, cultural practices, etc. for disease management.
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.
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 postharvest stages of all major crops.
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.
Recording types of sprayers/dusters and their availability: Collect information on the availability of various types of plant protection equipment in the village and plant protection equipment used by the farmers.
Preparation of Bordeaux mixture: Use of good quality copper sulphate and lime in preparation of Bordeaux Mixture for management of important crop diseases.
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

Seed treatment with fungicides/antibiotics: Conduct a demonstration on the treatment of seeds or propagating material for protecting the seedling from diseases in selected crops.
Preparation of spray solutions, proprietary fungicides, and their applications: Conduct a demonstration on the correct way of preparing of spray solution / dusting and other methods of application.
Calculation of spray volume requirement: Conduct a demonstration on simple methods of calculating the spray volume required for proper coverage at different stages of the crop.
Preparation of NSKE (neem seed kernel extract) 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.
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.
Use of biological agents: Conduct demonstrations on multiplication and use of biological agents such as Trichoderma for disease management.
Root feeding of fungicides for the control of diseases: Conduct a demonstration on the correct procedure to be adopted for root feeding for the management of soil-borne diseases in coconut, banana etc.
Hot water treatment and furadon or thimet application against nematodes: Conduct a demonstration on rhizome treatment in bananas.

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

Conduct group discussion meetings on the use of apiculture in agriculture.
Help the farmers to identify bees.
Prepare a floral calendar by including major and minor sources of nectar and pollen for the year through interaction with farmers.
Locate bee colonies and demonstrate to the farmers about the hiving of such colonies with the help of an apiary.
Organise meetings of motivated farmers to educate them more about bee-keeping.
Conduct demonstrations on hive products.
Honey production and processing

Group III: Social and Allied Science Interventions

AGRICUTURAL ECONOMICS

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.
Resource appraisal and farm inventory: The inventory of the resources on the farm , 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.
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.
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, and prices of inputs need to be recorded to facilitate planning for different production activities.
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 MARKETING, COOPERATION AND BUSINESS MANAGEMENT

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, Grading of Agricultural Commodities, Importance, Types, Scientific Marketing of Agricultural Commodities, Standards for Manufacture Products, and Recent Advances in Agricultural Marketing.
Grading of farm produce: Collection of information on the grading aspects of the farm produce.
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.
Training on Self Help Group working
Training on NGO working
Krishi Bhavan Training, Different Government Schemes in Agricultural Marketing, Marketing Institutions.
Print, Visual, and Social Media Attachments
Banking and Financial Institutional Attachments
Training on FPO Formation and Working

FOOD SCIENCE AND NUTRITION

Group discussion meetings on balanced diets for adult women: Conduct group discussion meetings on balanced diets for adult women.
Establishment of nutritional / kitchen garden: Initiate result demonstrations on the establishment of a kitchen garden in the backyard of contact farmers by giving preference to the perennial plants followed by seasonal crops.
Processing of fruits and vegetables: Conduct demonstrations on the preparation of processed produce like tomato chutney, grated mango chutney, tomato rice, mango juice etc.
Promotion of sanitation and hygiene: Educate the farmers regarding sanitation and hygiene in villages

AGRO-FORESTRY AND ENVIRONMENTAL SCIENCES

Conduct a survey of the major forest tree crops grown by farmers.
Elicit information on the purpose for which forest trees are grown by the contact farmers.
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.
Measure the volume of merchantable wood of different species and estimate their approximate value at a known age of the trees.
Recommend suitable tree species for the community area, roadside, and other areas in the village.
Document the bio-diversity wealth and rare species in the village.
Conduct demonstrations on nursery practices and planting practices to improve the survival of seedlings under unfavourable conditions.
Work out the farmers’ income and expenditure of farm forestry and compare it with the income of crops.
Collect the information on the beneficial and harmful effects of trees in agro-forestry.
Organise tree planting in the community area.
Create awareness of environmental pollution.

AGRICULTURAL ENGINEERING

Conduct demonstrations on use of improved implements for primary and secondary tillage.
Conduct demonstrations on the use of improved seed-cum-fertilizer drills, multi-furrow openers, improved soil crust breakers, and improved equipment for inter-cultural operations.
Conduct demonstrations on use of improved sickles, hand weeders, harvesters, threshers, power-operated winnowers, and improved storage bins.
Conduct demonstrations on the maintenance of equipment used for application of plant protection chemicals.
Conduct demonstrations on simple methods of contouring for soil and water conservation and construction of farm ponds.

ANIMAL SCIENCE

Enrichment of dry fodder, Preparation of balanced cattle feed,
Management of Dairy animals,
Management of Backyard poultry and Kadaknaath
Management of Goat farming.
Management of Bio-flok and Fish hatchery
Pearl Farming
Azola preparation for animal feeding
Bio waste utilisation and vermicomposting

Group IV: Extension and Transfer of Technologies

Agricultural 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 of Demonstration, Result of Demonstration, Campaign,
Farmers Training, Exhibition, Field Visits, Field days, Community work etc

Group V: Plant Clinic / Information Centre Establishment

Activities of Plant Clinic include Soil and Water sample collection
Analysis of 14 parameter soil test with water analysis
Soil improvement techniques for increasing organic carbon.
Display of specimens or objects related to nutrient deficiency, pest and disease problems, weeds etc.,
Establishment of Information Centre depicting village information, farming system, major crops/enterprises, problems identified and plan of work in the centre.

Group VI: 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: Agro-Industrial Attachment (3 Weeks)

Placement in Agro-Industries

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 departments of the college namely Plant Pathology, Agricultural Entomology, Seed Science and Technology, Horticulture, Agricultural Engineering, Agricultural Marketing, Cooperation 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.

Course Objectives

To expose the students to Industrial environment, this cannot be simulated in the university.
To familiarize the students with various Materials, Machines, Processes, Products and their applications along with relevant aspects of shop management.
To make the students understand the psychology of the workers, and approach to problems along with the practices followed at factory
To understand the scope, functions and job responsibilities in various departments of an organization.
To expose various aspects of entrepreneurship during the programme period

Course Outcomes

This training will

Improve students/s knowledge about various functioning of agricultural industries
Seed/Sapling production, Pesticides-insecticides, Post-harvest processing-value addition, agri-finance institutions etc.
Enhance knowledge of students about rules/protocols/ethics of industries

Course content

Activities and tasks during Agro-Industrial Attachment Programme

Acquaintance with industry and staff
Study of structure, functioning, objective and mandates of the industry
Study of various processing units and hands-on trainings under supervision of industry staff
Ethics of industry, Employment generated by the industry
Contribution of the industry promoting environment
Learning business network including outlets of the industry
Skill development in all crucial tasks of the industry
Documentation of the activities and task performed by the students’
Performance evaluation, appraisal and ranking of students Modules
The students will prepare report of each activity and submit it for its evaluation.

Internship of students with Agro Industries

The students shall be attached to anyone of the following for a period of three weeks

Seed production farms/Processing units
Pesticide Industries
Fertilizer industries
Commercial Nurseries of Horticulture/Forest Department
Agri-Clinic and Agri-Business Cell/Agro-Service Centre
Biotechnological industries (Tissue Culture labs)
Fruit/Vegetable processing units
Agricultural finance institutions/Banks/Credit Societies etc.
non-Government organizations related to agriculture and rural development.

During this attachment period, the students are given an opportunity to acquaint themselves with the organizational set up, functioning, infrastructure available, records maintained and financial, technical and marketing aspects. The students must record all the items of work either carried out by them/shown to them during the period of attachment to the industry.

At the end of the attachment period the students shall submit a project report which includes all the aspects pertaining to the infrastructure’s facilities, organizational set up, financial and technical aspects. In addition, the students shall also describe in their report the operational and market constraints/problems faced by the industry/ company/ organization. The students will prepare the report after completion of RAWE and AIA.

Rural Agricultural Work Experience (7th Sem) And Agro-industrial Attachment (8th Sem)