Fundamentals of Agricultural Extension Education (Practical Manual For Undergraduate Students)

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Fundamentals of Agricultural Extension Education (Practical Manual for

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PRACTICAL MANUAL
(As per the 5th Dean’s Committee)
Ag. Extn. 3.1
Fundamentals of Agricultural Extension Education
AUTHORS
Dr. Vinaya Kumar, H. M.
Dr. J. B. Patel
Dr. Hemlata Saini
CONCEPTULIZATION
Dr. Narendrasinh B. Chauhan
DEPARTMENT OF AGRICULTURAL EXTENSION & COMMUNICATION

B. A. COLLEGE OF AGRICULTURE
ANAND AGRICULTURAL UNIVERSITY, ANAND
Fundamentals of Agricultural Extension Education
Year : February 2019

Copyright : Anand Agricultural University, Anand
ISBN No. : 9789353462925
Publication Series Number : EDU-1:14:2018:500
Copies : 500
Publisher : Department of Agricultural Extension and Communication

B. A. College of Agriculture
Anand Agricultural University
Anand – 388110
Printer : Asian Printery

222/223, Nr. BhutniAmbli
Opp. Talati Hall, Raipur
Ahmedabad
Ph.:079-22148826
FORWARD
It is a matter of great pleasure for me to learn that the Department of Agricultural Extension &
Communication is bringing out the “Practical Manual” of Ag. Extn.3.1: Fundamentals of Agricultural
Extension Education. In fact, ICAR, New Delhi has always been supportive for providing financial
assistance for educational publication and B. A. College of Agriculture has offered all sorts of help to
the students to learn and develop their skills to equip themselves for better service to the society. The
Department of Agricultural Extension & Communication has remained on the forefront for curriculum
development and delivery for the betterment of the students.
The fund provided under ‘ICAR Development Grant’ is being allotted to different departments of the
college to prepare practical manuals for the undergraduate students so that they understand the subject
well and perform the assigned exercises in a better way.
In this endeavour, the efforts made by Dr. N. B. Chauhan, Professor & Head of the Department of Agricultural
Extension & Communication, BACA, AAU, Anand and his team is very much appreciable. I am confident
that this practical manual will be quite useful to the students pursuing the course “Fundamentals of
Agricultural Extension Education” at the undergraduate level. I am sure, that students will utilize their
time to thoroughly engross in the manual, discuss the contents with teachers and enrich themselves with
good knowledge to face the future challenges.
With best wishes,
(K. P. Patel)
Principal and Dean
Anand Agricultural University
Anand – 388 110
PREFACE
The curricula of B. Sc. (Hons.) Agri. degree programme has been revised keeping in view the
recommendations of the 5th Dean’s Committee nominated by ICAR to suggest regular curriculum in all
SAUs. The revised curricula have been approved and implemented since the academic year 2017-18 in
Anand Agricultural University. In the revised curricula, a course entitled ‘Fundamentals of Agricultural
Extension Education’ (Ag. Extn. 3.1) has been introduced in the third semester. While, teaching the
course, it was felt necessary to prepare and provide the printed practical manual to the students as per
suggestions of ICAR. Considering this, an attempt is made to develop this practical manual for the easy
understanding of the subject.
Agricultural Extension is essential in formulating and disseminating knowledge and in teaching farmers
to be able decision makers. Therefore, agricultural extension plays a vital role in most of the agricultural
development projects and programmes. The key goal of agricultural extension is to assist farm families
in adopting and adapting their production and marketing strategies to speedily changing social, cultural,
political and economic circumstances so that they can, shape their lives according to their individual
preferences in the long term and those of the community. Agricultural extension is a process to generate
capable experts to bring desirable changes in knowledge, skills, attitude relating to agriculture practices
and technologies through various channels and methods to its clients. Keeping in this view, the practical
manual is written directly and comprehensively for undergraduate students to learn the fundamental
aspects of agricultural extension education more clearly.
On behalf of authors and as a Head of Department of Agricultural Extension & Communication, I
acknowledge with thanks to Dr. K. P. Patel, Principal and Dean, B. A. College of Agriculture, AAU, Anand
for allotting the fund from ICAR budget and encouraging us to bring out this printed revised manual.
With best wishes,
(N. B. Chauhan)
Professor & Head
Department of Agricultural Extension & Communication
AAU, Anand – 388 110
CERTIFICATE
Uni. Exam No.: _________ Registration No. __________________
This is to certify that Shri/Kumari ______________________________________________

has satisfactorily carried out the practical exercises of Ag. Extn. 3.1 course in
the laboratory as well as field as per oral instructions and supplemented the
information required in this journal.
The exercise No.: ___________________ have/ has been found incomplete.
Place: Anand / Vaso / Jabugam

Date: / / 201
Course Teacher
CONTENTS
Exercise Title of the Exercise Page Date of Date of Sign. Remarks

No. No. Exercise Submission
1 Indian Agricultural Scenario
2 Understand the problems

encountered by the famers
3 Preparation of Interview
schedule and analysis of data
4 Study of Gram Panchayat
5 Study of Cooperative’s
6 Study of NGO
7 Study and visit of KVK
8 Study and visit of SSK
9 Study and visit of ATIC
10 PRA techniques and its

application
Exercise No.: 1 Date: ___________
INDIAN AGRICULTURE SCENARIO
Introduction
With a population of 1.3 billion, India is the world’s second most populous country. It is the seventh
largest country in the world with an area of 3.288 million sq km. It has a long coastline of over 7,500 km.
India is a diverse country, where over 22 major languages and 415 dialects are spoken. With the highest
mountain range in the world, the Himalayas to its North, the Thar desert to its West, the Gangetic delta to
its East and the Deccan Plateau in the South, the country is home to vast agro-ecological diversity. Worth
$ 2.84 trillion, India is the world’s seventh largest economy after the US ($20.41 trillion), China ($14.09
trillion), Japan ($5.16 trillion), Germany ($4.21 trillion), UK ($2.93 trillion) and France ($2.92 trillion).
Indian economic security continues to be predicated upon the agriculture sector and the situation is not
likely to change in the foreseeable future. Even now, agriculture supports directly or indirectly around 52
per cent of the population, as against about 75 per cent at the time of independence. In the same period,
the contribution of agriculture and allied sector to the Gross Domestic Product (GDP) has fallen from
61 to 16 per cent (from 1951 to 2018). As of today, India supports 16.8 per cent of world’s population
on 4.2 per cent of world’s water resources and 2.3 per cent of global land. The per capita availability of
resources is about 4 to 6 times lesser as compared to world average. This will decrease further due to
increasing demographic pressure and consequent diversion of the land for non-agricultural uses.
Around 51per cent of India geographical area is already under cultivation as compared to 11 per cent of
the world average. The present cropping intensity of 136 per cent has registered an increase of only 25
per cent since independence. Further, rainfed and drylands constitute 65 per cent of the total net sown
area. There is also an unprecedented degradation of land (107 million ha) and groundwater resource
and also fall in the rate of growth of total factor productivity. This deceleration needs to be arrested
and agricultural productivity has to be doubled to meet growing demands of the population by 2050.
Efficiency-mediated improvement in productivity is the most viable option to raise production.
Agriculture, with its allied sectors, is the largest source of livelihoods in India. Seventy per cent of its
rural households still depend primarily on agriculture for their livelihood, with 82 per cent of farmers
being small and marginal. In 2017-18, total food grain production was estimated at 275 million tonnes
(MT). India is the largest producer (25 per cent of global production), consumer (27 per cent of world
consumption) and importer (14 per cent) of pulses in the world. India’s annual milk production was 165
MT (2017-18).
However, India still has many growing concerns. As the Indian economy has diversified and grown,
agriculture’s contribution to GDP has steadily declined from 1951 to 2011. While achieving food
sufficiency in production, India still accounts for a quarter of the world’s hungry people and home to
over 190 million undernourished people. Incidence of poverty is now pegged at nearly 30 per cent. As
per the Global Nutrition Report (2016), India ranks 114th out of 132 countries on under-5 stunting and
120th out of 130 countries on under-5 wasting and 170th out of 185 countries on prevalence of anaemia.
Anaemia continues to affect 50 per cent of women including pregnant women and 60 per cent of children
in the country.
1
While agriculture in India has achieved grain self-sufficiency but the production is resource intensive,
cereal centric and regionally biased. The resource intensive ways of Indian agriculture has raised serious
sustainability issues too. Increasing stress on water resources of the country would definitely need
realignment and rethinking of policies. Desertification and land degradation also pose major threats to
agriculture in the country.
The social aspects around agriculture have also been witnessing changing trends. The increased
feminization of agriculture is mainly due to increasing rural-urban migration by men, rise of women-
headed households and growth in the production of cash crops which are labour intensive in nature.
Women perform significant tasks in farm as well as non-farm activities and their participation in the
sector is increasing but their work is treated as an extension of their household work and adds a dual
burden of domestic responsibilities.
India also needs to improve its management of agricultural practices on multiple fronts. Improvements in
agriculture performance has weak linkage in improving nutrition, the agriculture sector can still improve
through increasing incomes of farming households, diversifying production of crops, empowering
women, strengthening agricultural diversity and productivity and designing careful price and subsidy
policies that should encourage the production and consumption of nutrient rich crops. Diversification
of agricultural livelihoods through agriculture and allied sectors such as animal husbandry, forestry
and fisheries has enhanced livelihood opportunities, strengthened resilience and led to considerable
increase in labour force participation in the sector.
List of Revolutions in India
Sr. Name of the revolution Related with Initiated by
No.
1 Black Revolution Petroleum Production N/A
2 Blue Revolution Fish Production Dr.Arun Krishnan.
3 Brown Revolution Leather, Cocoa Hirlal Chaudri
4 Evergreen Revolution Overall agriculture production growth N/A
5 Golden Fibre Revolution Jute Production N/A
6 Golden Revolution Overall Horticulture, Honey, Fruit Produc- Nirpakh Tutej.
tion
7 Green Revolution Agriculture Production Norman Borlaug (World)
M.S.Swaminathan (India)
8 Grey Revolution Fertilizers N/A
9 Pink Revolution Onions, Prawn Durgesh Patel
10 Rainbow Revolution Fruits (considered as 2nd Green Revolution) N/A
11 Red Revolution Meat, Tomato Production Vishal Tewari.
12 Round Revolution Potato Production N/A
13 Silver Fibre Revolution Cotton Production N/A
14 Silver Revolution Egg Production Indira Gandhi.
15 White Revolution Dairy, Milk Production Verghese Kurien.
16 Yellow Revolution Oil Seed Production Sam Pitroda
Note: Father of Green Revolution was Norman Borlaug. Green Revolution term was first used by
William Guad.
2
India’s global ranking
Following are some of the ranking and information about agricultural production in India.
Sr. Particulars 1st Largest 2nd largest 3rd largest 4th largest 5th
No. producer producer producer producer largest
producer
1 Cereal • Millets • Paddy
• Wheat
2 Vegetable • Dry Bean • Lettuce & chicory • Green bean • Soybean
• Chickpea • Onion (dry) • Cauliflowers &
• Pulses (total) • Cabbage and other Broccoli
• Okra brassicas • Rapeseed
• Eggplant • Sesame
• Potato
• Pumpkin, squash
& gourd
• Sugar cane
3 Fruit • Banana • Tomato • Coconut • Pineapple • Apple
• Mango, • Oranges
Mangosteen &
Guava
• Papaya
• Lemon
4 Fiber • Cotton • Silk • Rubber
• jute
• Kapok
5 Spices • Chili Pepper • Black Pepper
• Ginger
6 Nuts • Peanut • Cashew Nut
7 Dairy • Milk (buffalo) • Milk (cow)

• Milk (goat)
8 Others • Fuel wood • Tea • Egg
• Goat • Tobacco
Source: As of 2016, FAOSTAT, Food and Agriculture Organization of the United Nations.
3
Study question
1. What are your strategies to make agricultural prosperous India?
2. Collect and interpret the following details
Sr. No. Major crops of Gujarat Rank of Gujarat in India
4
5
6
UNDERSTAND THE PROBLEMS ENCOUNTERED BY THE FAMERS
Introduction
Agricultural development is one of the most talked issues as a significant portion of our population is
still engaged with the farming industry. The comprehensive modernization of agriculture, development
of many modern techniques and improvement in farm productivity are the essential characteristics of
agricultural development. Due to this reason, most of the strategies of development emphasize rapid
agricultural development in general and its modernization in particular. The prime economic objective
of agricultural development is to increase per capita income. There has been an overall improvement
in agriculture all over the world and India is not an exception. Over the years, the Government of India
has tried to convince farmers to adopt modern techniques of crop cultivation for the improvement
of production. Maximum numbers of farmers of our country live in the villages, with no proper idea
regarding the use of modern farming techniques. They do not have correct information regarding modern
methods of farming. Often their low level of education and lack of communication has resulted in a lack
of awareness regarding the modern research and inventions on agriculture. Consequently, these factors
haven’t helped agricultural development to be as successful as in many other parts of the world. To deal
with any strategies first, we need to have an understanding of problem and constraints.
Basic understanding of Problem and constraint
Problem: A problem is an obstacle which makes the situation difficult to achieve a desired goal, objective
or purpose.
It also refers to a situation, condition or issue that is yet unresolved. A problem is an opportunity for
improvement. A problem is difference between your current state and state of your goal.
In a broad sense, a problem exists when an individual becomes aware of a significant difference between
what is and what is desired.
Six steps to ensure the best decision in problem-solving
1. Identify the problem
2. Understand the problem
3. Identify alternative ways to solve the problem
4. Select the best way to solve the problem from the list of alternative solutions
5. List instructions that enable you to solve the problem using selected solution
6. Evaluate the solution
Constraint: Is anything that limits a system in reaching its goal. A constraint is something that limits
or controls what you can do. For example, water shortages in the area can be the main constraint on
development.
7
Types of Constraints
1. Market: Not enough demand for a product or service
2. Resource: Not enough people, equipment or facilities
3. Material: Inability to obtain required material
4. Supplier/Vendor: Unreliability of a supplier or vendor or excessive lead time in responding
to orders
5. Financial: Insufficient cash flow to sustain an operation
6. Knowledge/Competence: Information or knowledge to improve business performance is
not resident within the system or organization
7. Policy: Any law, regulation, rule or business practice that inhibit progress toward the system’s
goal
Major problems of agricultural development in India
1. Instability
• Agriculture in India is largely dependent on monsoon
• Production of food-grains fluctuates year after year due to fluctuating monsoon
• Year of abundant output of cereals is often followed by a year of acute shortage
2. Cropping Pattern
• Lack of intensive crop planning
• Mono-cropping
• Diversified agro-climatic zone
3. Land Ownership
• Inequality land distribution
• Major part of land in India is owned by rich farmers/landlords/moneylenders
• Majority of farmers own very little amount of land or no land at all
• Advantages of large-scale farming cannot be derived
• Cost per unit with ‘uneconomic’ holdings is high
• Output per hectare is low
• Difficult to produce marketable surplus
4. Sub-Division and Fragmentation of Holding
• Continuous sub-division of agricultural land into smaller plots
• Small farmers are forced to sell a portion of their land
• Subdivision in its turn leads to fragmentation of holdings
8
• Cultivation become uneconomic
• Due to fragmented land efficient use of land virtually impossible
• Difficulties in capital investment
There are five kinds of Land Holdings in India, depending on various sizes as follows
• Marginal holdings: 1 hectare or less
• Small holdings: 1.01 to 2 hectares
• Semi-medium holdings: 2.01 to 4 hectares
• Medium holdings: 4.01 to 10 hectares
• Large holdings: above 10.01 hectare
Maximum number of operational land holdings in India is marginal holdings. According to Census
2011, 67 per cent of holdings were classified as marginal (less than one hectare) and 18 per cent
were classified as small (one-two hectare). Large holdings were estimated to be only 0.7 per cent.
5. Land Tenure
• Inappropriate land tenure system
• In the post-independence period, most tenants suffered from insecurity of tenancy
6. Conditions of Agricultural Labourers
• Non-availability of labour and costly wages
• Marginalization of agricultural workers
• Unemployment and poor working conditions
• Indebtedness
• Low wages for women
• High incidence of child labour
• Increase in migration
7. Seeds
• The high cost of hybrid seeds
• Genetically modified only available for commercial crops
• Introduction of spurious seeds by some private companies in the market
• High fertilizer and irrigation requirement of hybrid seeds
• Special environment required by genetically modified seeds to germinate
• Pulses SRR (Seed Replacement Rate) is low as much as 3–4 per cent in India, in contrast to
recommended SRR of 12–15 per cent
9
8. Manures, Fertilizers and Biocides
• Depletion and exhaustion of soils resulting in their low productivity
• Average yield of almost all the crops are among the lowest in the world
• Micronutrient imbalance
• Nitrate pollution
• Eutrophication
• Non-availability and untimely supply of agricultural inputs
9. Irrigation
• One-third of the cropped area is under irrigation
• Irrigation hampered by the erratic electricity supply
• Scarcity of water
• Low quality of water
10. Lack of mechanisation
• Inappropriate farm mechanization policy
• Inadequate guidance and poor information dissemination
• Poor selection, use and management agricultural implements
• Power availability varies highly from one state to the other
• Fragmentation of land hindering mechanization
11. Soil erosion
• Soil erosion by wind and water
• Low organic matter
• Loss of soil structure
• Poor internal drainage
• Salinization and soil acidity problem
12. Agricultural Credit
• Inadequate and untimely supply of credit
• Scale of finance fixed by the authorities is inadequate
• Farmer is almost always in debt
• Large part of the liabilities of farmers is ‘ancestral debt’
10
There are four main causes of rural indebtedness
1. Low earning power of borrower
2. Use of loan for unproductive purposes
3. The excessively high rate of interest charged by the money lenders
4. The manipulation of accounts by the lenders
13. Agricultural Marketing
• Difference in retail price and farm gate price
• Exploitation by middlemen
• Productivity per acre is low leads to difficulty in marketing their crops
• Lack of connection from producing centers with the urban areas
• Difficulty of communication prevents the farmer from marketing his own produce
14. Scarcity of capital
• Farmers capital is locked up in his lands and stocks
• Main suppliers of money to the farmer are the money lender/ traders/commission agents
• High rate of interest
• Purchase the agricultural produce at very low price
15. Inadequate storage facilities
• Storage facilities in the rural areas are either totally absent or inadequate
• Farmers sell their produce immediately after the harvest
16. Inadequate transport
• Lack of cheap and efficient means of transportation
• Villages are not well connected with main roads or with market centers
• Most roads in the rural areas are Kutcha (bullock-cart roads)
To boost agricultural produce, Indian rural sector requires immediate attention and action plan of
policymakers and economists, alike. To address the issue pragmatically, the government must consider
massive investment in irrigation, power and infrastructure in the rural sector. The rural industry will
fail to add to the country’s economy in terms of growth and development if higher growth rates are not
achieved in agriculture and allied industries.
11
Study questions
1. What are the problems encountered by the farmers in your village?
2. Collect the following information and interpret the data.
a) Which are personal factors you experiencing to leave farming as a profession?
Sr. No. Statements SA A UD D SD
1 I am expecting a white-collar job
2 I have poor interest in bringing my children into farming profession
3 I am interested in work other than farming
4 I prefer to settle in urban area
5 I desire to avoid drudgery-oriented work
6 I avoid working in harsh weather condition
7 I have poor skill in farming
b) Which are the social factors you experiencing to leave farming as a profession?
1 Being farmer, I am not recognised by society
2 I feel girls refused to marry a farmer
3 Immoral perception of society that only those person can do farming
who are incapable of other work
4 My family members do not support me to continue farming
c) Which are the economic factors you experiencing to leave farming as a profession?
1 Productivity of my farms is very law
2 I am experiencing high-cost of production
3 There is high risk because as it is nature dependent profession
4 I am experiencing high-cost agro inputs
5 I do not have sufficient funds for farming
6 I am facing difficulties in accessing agricultural loan with a reason-
able interest rate
7 There is an unfriendly crop insurance system
d)Which are the psychological factors you experiencing to leave farming as a profession?
1 I have poor risk-bearing capacity in farming
2 I have poor knowledge of farming
3 I have a negative attitude towards agriculture as a profession
4 I have poor marketing intelligence to sell farm products
5 I don’t have confidence in adoption of scientific farm technologies
6 I have poor innovativeness in farming
7 I feel insecure to do farming
12
e) Which are the market-related factors you experiencing to leave farming as a profession?
1 There is an inappropriate market facility for agricultural products
2 Price fluctuation in farm products are inducing me to quit farming
3 Unavailability of a system for farmers to decide a price for their
products
4 I am experiencing unfair return due to unorganized market system
5 Transport facility is costlier in my village
6 Value addition oriented units are not there in my village
7 I am experiencing dominance of intermediary in agro-marketing
8 Contract marketing system is not working in my village
9 There are no workable farm trade policies of a government
f) Which are the labor-related factors you experiencing to leave farming as a profession?
1 I am experiencing unavailability of skilled labours
2 I am experiencing dominance of labour due to industrialization
3 MGNREGA creating problem in availability of labour
4 In my village labourers are avoiding drudgery oriented farm work
5 I am facing unavailability of farm labours as and when I needed
6 In my village labours want to do construction work than farm labour
work
7 I have less family human resource for farming activity
g) Which are situational factors you experiencing to leave farming as a profession

1 I do not have irrigation facility for farming
2 In my village, cultural norms restricting female to work in farming
3 Canals are poorly constructed in my village
4 Unavailability of low-cost irrigation systems in village
5 Poor water quality restricting drip irrigation in my village
6 Fragmentation of land into unconventional size leading me to poor
mechanization in farming
7 I have inadequate electricity facility at my farm
8 Soil degradation forcing me to quit farming
9 Erratic weather conditions influencing me to leave farming
10 In my village, there are no agricultural storage facilities
11 I am thinking to sell my land to builders due to high rate per acre
13
h) Which are next-generation related factors you experiencing to leave farming as a profession?
1 My children have poor interest in farming
2 Children want to join other than farming profession
3 My sons want to settle in an urban area after taking higher education
4 Poor basic facilities in my village restricting my children to settle in

the rural area
5 Migrated children do not want to leave urban area
Farmer suggestions to adopt farming as a profession (Please rank your response)
Sr. No. Farmers suggestions SA A UD D SD
1 Government should offer pension to the well-experienced farmers
during their old age
2 Workable farmers’ friendly crop insurance system should be
implemented
3 Credit facilities should be farmers’ friendly
4 Adequate and timely supply of electricity
5 Government should have control over input suppliers to make timely
availability of agricultural inputs
6 Assured marketing facilities for the agricultural products
7 In government recruitment, special reservation should be given to
farm families
8 Government intervention to cover more area under irrigation
9 The government should provide urban amenities in rural areas to
attract youth towards agriculture
10 More encouragement should be given to Agro-tourism
11 Workable easy policy of farm product export should be implemented
12 Low-cost implements should be developed for different size of farm
holders to reduce labor problems
13 Policy should be developed to offer job during off seasons to the
farmers in rural area by establishing small scale industries
14 Workable farmers’ friendly storage facility should be provided to
support farmers to earn high cost of farm products
15 Knowledge of farming should be compulsory from school level to
develop positive attitude in youths
Strongly Agree (SA), Agree (A), Undecided (UD), Disagree (D), Strongly Disagree (SD)
14
15
16
PREPARATION OF INTERVIEW SCHEDULE AND ANALYSIS OF DATA
Schedule
A schedule is a structure of a set of questions on a given topic which are asked by the interviewer or
investigator personally. The order of questions, the language of the questions and the arrangement
of parts of the schedule are not changed. However, the investigator can explain the questions if the
respondent faces any difficulty. It contains direct questions as well as questions in tabular form.
Following are the different types of schedules used by social scientists and anthropologists.
Village or community schedule: It is used by census researchers who collect general information on
populations, occupations, etc.
Family or household schedule: It gives full demographic details of households, the status of individuals,
data on education, age, family relations, etc.
Opinion or attitude schedule: To schedule the views of the population regarding an issue.
Questionnaire
A questionnaire refers to a device for securing answers to questions by using a form which the respondent
fills in by himself. It consists of some questions printed or typed in a definite order. These forms are
actually mailed to the respondent who was expected to read and understand the questions and reply to
them by writing the relevant answers in the spaces provided. Ideally, speaking respondent must answer
to a verbal stimulus and give a written or verbal response. Its purpose is to collect information from the
respondents who are scattered over a vast area.
Following are the different types of Questionnaire used by social scientists and anthropologists.
• Structured questionnaire: It includes definite, concrete and pre-obtained questions which were
prepared in advance.
• Closed-form questionnaire: It is used when categorized data is required.
• Pictorial questionnaire: It is used to promote interest in answering after seeing the pictures on a
particular theme.
Unstructured questionnaire: Designed to obtained viewpoints, opinions and attitudes and to show
relationships and interconnections between data which might escape notice under more mechanical
types of interrogations.
Schedule and Questionnaires include open-ended questions and close-ended questions. Open-ended
questions allow the respondent considerable freedom in answering. However, questions are answered
in details. Close-ended questions have to be answered by the respondent by choosing an answer from
the set of answers given under a question just by ticking.
1
Difference between Schedule and Questionnaire
Particulars Questionnaire Schedule
Meaning Questionnaire refers to a Schedule is a formalized set of questions,
technique of data collection statements and spaces for answers, provided
which consists of a series of to the enumerators who ask questions to the
written questions along with respondents and note down the answers
alternative answers
Delivery system Questionnaire are delivered to schedules are filled by the research workers,
the informants by post or mail who interpret the questions to the respondents
and answered as specified in the if necessary
cover letter
Filled by Respondents Enumerators / Interviewer
Response Rate Low High
Coverage Large Comparatively small
Cost Economical Expensive
Respondent’s Not known Known
Identity
Success relies on Quality of the questionnaire Honesty and competence of the enumerator
Usage Only when the people are literate Used on both literate and illiterate people
and cooperative
Mode of A questionnaire takes for itself schedule has to be explained by the investigator
response taken and is self-explanatory
Similarities between Schedule and Questionnaire
• Both are set of related items having questions relating to central problems.
• Both use mainly structured questions and these questions are so phased and interlocked that they
have a built in mechanism for testing the reliability and validity of the response.
• In both the same set of questions is administered to all the respondents and comparable results are
obtained.
• Both these instruments have to be used with the same general principles of designs and have to take
into account the same problems and basic difficulties they have to be limited in lend.
• In both, the central problem has to be concentrated upon the following considerations involved in the
problem of evolving the questionnaire and a schedule as a unit.
1. Drawing the responding into a situation through awake and interest.
2. Proceeding from simple to complex questions.
3. No early and sudden request for information of a personal and embracing intimate nature.
4. Not asking embarrassing questions without giving the respondent an opportunity to explain
himself.
5. Moving smoothly from one item to another.
2
• In both certain types of questions have to be eliminated such as vague and ambiguous questions,
emotionally changed questions, loaded and leading questions, questions eliciting no response and
questions having structured response to the queries, violence to the existing facts.
• In both pilot studies and pre-tests are necessary for formulating the instrument and for bringing
them to the final form. They have to go through the same stages of development.
How to Develop a Schedule and Questionnaire?
Schedule and questionnaire are techniques for collecting data in which a respondent provides answers
to a series of questions. To develop schedule and questionnaire that will collect the data you want takes
effort and time. However, by taking a step-by-step approach to schedule and questionnaire development,
you can come up with an effective means to collect data that will answer your unique research question.
1. Identify the goal of your questionnaire
What kind of information do you want to gather with your questionnaire? What is your main objective?
Is a questionnaire the best way to go about collecting this information? Come up with a research
question. It can be one question or several, but this should be the focal point of your questionnaire.
Develop one or several hypotheses that you want to test. The questions that you include on your
questionnaire should be aimed at systematically testing these hypotheses.
2. Write a short questionnaire
Above all, your questionnaire should be as short as possible. When drafting your questionnaire,
make a mental distinction between what is essential to know, what would be useful to know and
what would be unnecessary. Retain the former, keep the useful to a minimum and discard the rest. If
the question is not important enough to include in your report, it probably should be eliminated.
3. Use simple words
Survey recipients may have a variety of backgrounds so use simple language. For example, what
is the frequency of your automotive travel to your parents’ residents in the last 30 days?” is better
understood as, “About how many times in the last 30 days have you driven to your parent’s home?”
4. Relax your grammar
Relax your grammatical standards if the questions sound too formal. For example, the word “who” is
appropriate in many instances when “whom” is technical correct.
5. Assure a common understanding
Write questions that everyone will understand in the same way. Don’t assume that everyone has
the same understanding of the facts or a common basis of knowledge. Identify even commonly used
abbreviations to be certain that everyone understands.
6. Start with interesting questions
Start the survey with questions that are likely to sound interesting and attract the respondents’
attention. Save the questions that might be difficult or threatening for later. Voicing questions in the
third person can be less threatening than questions voiced in the second question. For example, ask:
“How do your colleagues feel about management?” rather than “How do you feel about management?”
3
7. Don’t write leading questions
Leading questions demand a specific response. For example: the question “Which day of the month
is best for the newly established company-wide monthly meeting?” leads respondents to pick a date
without first determining if they even want another meeting.
8. Avoid double negatives
Respondents can easily be confused deciphering the meaning of a question that uses two negative
words.
9. Don’t make the list of choices too long
If the list of answer categories is long and unfamiliar, it is difficult for respondents to evaluate all of
them. Keep the list of choices short.
10. Use Close-end questions rather than Open-ended ones
Most questionnaires rely on questions with a fixed number of response categories from which
respondents select their answers. These are useful because the respondents know clearly the purpose
of the question and are limited to a set of choices where one answer is right for them. An open-ended
question is a written response. For example: “If you do not want a company picnic, please explain
why”. If there are an excessive number of written response questions, it reduces the quality and
attention the respondents give to the answers. However, Info Poll allows you to use a wide variety of
other types of questions.
11. Put your questions in a logic order
The issues raised in one question can influence how people think about subsequent questions. It is
good to ask a general question and then ask more specific questions. For example, you should avoid
asking a series of questions about a free banking service and then question about the most important
factors in selecting a bank.
12. Pre-test your survey
It is better to identify a problem during the pretest than after you have published the survey. Before
sending a survey to a target audience, send it out as a test to a small number of people.
After they have completed the survey, brainstorm with them to see if they had problems answering
any questions. It would help if they explained what the question meant to them and whether it was
valid to the questionnaire or not.
The research process is incomplete without collection of data, which starts after identification of
research problem and chalking out research design. The researcher should keep in mind that there are
two types of data, i.e. primary and secondary data. There are several methods involved in the collection
of primary data, like observation, interview, questionnaires, schedules, etc. People quite commonly use
questionnaire and schedule interchangeably, due to much resemblance in their nature; however, there are
many differences between these two. While a questionnaire is filled by the informants, enumerators fill
schedule on behalf of the respondent. The questionnaire is usually employed only when the respondents
literate and cooperative. Unlike schedule which can be used for data collection from all classes of people
Types of questions: Depending on the information you wish to gather, there are several possible types
4
of questions to include on your questionnaire, each with unique pros and cons. Here are the types of
commonly used questions on a questionnaire.
1. Dichotomous question : This is a question that will generally be a “yes/no” question, but may also
be an “agree/disagree” question. It is the quickest and simplest question to analyze, but is not a
highly sensitive measure.
2. Open-ended questions : These questions allow the respondent to respond in their own words.
They can be useful for gaining insight into the feelings of the respondent, but can be a challenge
when it comes to analysis of data. It is recommended to use open-ended questions to address the
issue of “why.”
3. Multiple choice questions : These questions consist of three or more mutually-exclusive categories
and ask for a single answer or several answers. Multiple choice questions allow for easy analysis of
results, but may not give the respondent the answer they want.
4. Rank-order (or ordinal) scale questions : This type of question asks your respondent to rank items
or choose items in a particular order from a set. For example, it might ask your respondents to order
five things from least two most important. These types of questions forces discrimination among
alternatives, but does not address the issue of why the respondent made these discriminations.
5. Rating scale questions : These questions allow the respondent to assess a particular issue based
on a given dimension. You can provide a scale that gives an equal number of positive and negative
choices, for example, ranging from “strongly agree” to “strongly disagree.” These questions are very
flexible, but also do not answer the question“why.”
Study Question
1. Collect, analyse and interped the five farmers’ data in a given proforma.
5
INTERVIEW SCHEDULE FOR FARMERS DATA COLLECTION
PART-A
Respondent No.: …………………….. Date : …………......…………..
District: ……………..........................… Taluka: ………...........……… Village: ……………………….
General information
1. Name of the respondent : ____________________________________________________________________________
2. Father name : ____________________________________________________________________________
3. Age (in completed years) : ____________________________________________________________________________
4. Education : ____________________________________________________________________________
5. Farming experience
From how many years you are engaged in farming ___________________________
6. Family details
6.1 Family size
Sex Adult Children below 15 years
6.2 Family type: Nuclear/ Joint family

7 Occupation 7.1) Main : _________________________
7.2) Subsidiary : _________________________
8. Extension contact:
No Media Frequency of Exposure
Daily Weekly Once in Monthly Once in Once in Never
15 Days 3 Month 6 Month
1 Progressive farmer/
Opinion Leader
2 Village level worker
3 Scientist of SAU
4 Scientist of KVK
5 Agril. Extension officer
6 Agri. Officer
7 Veterinary Officer
8 Agro service centre
9 Input dealers
10 NGO
11 Any other
6
9. Social Participation
Sr. Name of institution Membership Position Weekly Once in Monthly Never
No. held 15 Days
1 Gram panchayat
2 Taluka panchayat
3 District panchayat
4 Service Cooperative
Society
5 Milk Cooperative society
6 Youth Club
7 Farmer’s Club
8 Other
9 Farmers’ Commodity
Interest Group
10. Exposure of Agricultural mass media
Sr. Mass media Yes/ Regular Irregular Never
No. No
1 Print media
a. Newspaper (Agril. Colum)
b. Agriculture publications
i. Krushi Jivan
ii. Krushi Govidya
iii. Narmada Kisan Parivar Patra
c. Extension literature (leaf let, pamphlet, etc.)
2 Electronic media
a. Radio (Agril. Programme)
b. Television (DD Kisan & (Agril. Prog.)
3 Social media
i. ikhedut
ii. mKisan
iv. IFFCO-Kisan
4 Any other
9. Land Holding
Sl. Owned Leased in
Type
No. Acre Acre
1 Irrigated
a. Cultivated
b. Uncultivated
2 Un-Irrigated
a. Cultivated
b. Uncultivated
7
Part- B
1. Land Utilization: Crop production- Year 20___________
Sr. Name of crop Name of the variety used

No.
Variety Variety Variety
1
2
3
4
Total
2. Pest Management
Sr. Name of the Crop Name of Pest Control
No. observed Measures
3. Disease management
Sr. Name of the Crop Name of Disease Control
No. observed Measures
4. Agriculture implements owned
Sr. Sr.
Implements Number Implements Number
No. No.
1 Iron plough 8 Seed drill
2 Wooden plough 9 Sprayer
3 Harrow 10 Duster
4 Hoe 11 Power tiller
5 Roller 12 Pumpset
6 Spade 13 Tractor -Cultivator
- Thresher- Puddles-
Disc plough -
7 Bullock cart 14 Any other specify
8
5. Livestock possession
Sr. No. Type of animal milk Breed Number
1 Buffalo a. Milch
b. Dry
2 Cows a. Milch
b. Dry
3 Any other specify
5.1 Average milk production: _______________________ If/Yes
Do you sell milk to milk cooperatives? yes / No
If Yes then how much? In liters: __________
6. Irrigation facility
Number of acres of irrigated land: ------------------ Bigha
Sr. Type Response
No. with Rank
1 Surface System
2 Drip System
3 Sprinkler system
4 Bore-well system
5 Open-well
7. Annual Income of family from all sources _______________ Income (Rupees)
8. Do you know about soil health card? Yes / No _____________
If yes, do you apply fertilizer using SHC? Yes / No
9. ICT skills: Do you know operating of the following ICT components
A Smart Phone Related Response B Computer Related Response

1 Photo Taking 1 Word
2 Photo Posting on WhatsApp 2 Excel
3 Photo Editing 3 PowerPoint
4 Sending Voice message on 4 Internet
WhatsApp
5 Forwarding message to others on 5 E mail
WhatsApp
6 Creating Group on WhatsApp 6 E- Banking
7 Save Photos 7 Railway Ticket Booking
8 Delete Message/Photos 8 On line Purchase
9
10. Do you know about Kisan Credit Card? Yes / No
If yes, Issued bank name:_______________________ Amount eligibility of card:______________________
11. Have you taken crop loan from any bank? Yes / No
if Yes, Name of Bank: _________________________ Amount of loan: _________________________ Rs / Year
Part- C
1. Problems related to crop production
i) ___________________________________________________________________________________________________
ii) ___________________________________________________________________________________________________
iii) __________________________________________________________________________________________________
2. Problems related to Horticulture production
i) ___________________________________________________________________________________________________
ii) ___________________________________________________________________________________________________
iii) _________________________________________________________________________________________________
3. Problems related to marketing
i) __________________________________________________________________________________________________
ii) __________________________________________________________________________________________________
iii) __________________________________________________________________________________________________
4. Problems related to Animal Husbandry
i) ___________________________________________________________________________________________________
ii) ___________________________________________________________________________________________________
iii) __________________________________________________________________________________________________
5. Problems related to Technology
i) ___________________________________________________________________________________________________
ii) ___________________________________________________________________________________________________
iii) __________________________________________________________________________________________________
6. Expectation from agricultural universities
i) ___________________________________________________________________________________________________
ii) ___________________________________________________________________________________________________
iii) ___________________________________________________________________________________________________
********
10
STUDY OF GRAM PANCHAYAT
Introduction
The Balwant Rai Maheta Committee was appointed in January 1957 to study and report on community
development projects and national extension service. As a result in 1959 they recommended three tiers
system of ‘Democratic Decentralization’; means governance of people, by the people and for the people
.It is popularly known as “Panchayat Raj’’.
Three tiers of Panchayat means constitution penchants at three levels, Village Panchayat at Village level,
Taluka or Block panchayat at block level and District panchayat at district level. Rajasthan and Madhya
Pradesh was the first to adopt Panchayati raj on 2nd October, 1959. In Gujarat it was introduced in 1st
April 1963.
Thirty years of experience of panchayati raj system in the country, since 1977 government has made
several attempts to revitalization of panchayati raj institutions, so, as they could functions as an effective
instrument at grass root level. As a result on 24th April 1992 the 73rd Constitutional Act-1993 was passed
by the government for implement of new panchayati raj system in the country.
Panchayat means a body of five (panch) members of the Gram. These members are elected by the people
in the Gram. They are expected to lead and guide all socio-economic activities in the Gram. The Panchayat
also settles the dispute among the members of the community. It, in fact, act as a self-governing institution.
It normally consists of the learned and experienced members of the society and is able to guide the
society and competent to regulate and guide all matters related to social life. It is expected to protest and
promote social norms and social values in society. Panchayat is thus, an executive body of five members
to regulate the life of the community living in a Gram.
Gram Panchayat
• Gram Panchayat is statutory body of elected members of the Gram.
• For every Gram or a group of Grams there is a Gram Panchayat having duration of five years from the
date of its first meeting of elected members.
• Each Gram Panchayat area is divided in different wards as determined by the District Collector.
• A Gram Panchayat consists of Sarpanch, Up-Sarpanch and elected members.
• Gram Panchayat is subordinate to Taluka Panchayat and District Panchayat.
Salient Features of the 73rd Constitution Amendment Act
1. Basic units of democratic system-Gram Sabhas (villages) and Ward Committees (Municipalities)
comprising all the adult members registered as voters.
2. Seats at all levels to be filled by direct elections.
3. Seats reserved for Scheduled Castes (SCs) and Scheduled Tribes (STs) and chairpersons of the
Panchayats at all levels also shall be reserved for SCs and STs in proportion to their population.
11
4. One-third of the total number of seats to be reserved for women. One-third of the seats reserved
for SCs and STs also reserved for women. One-third offices of chairpersons at all levels reserved for
women.
5. Uniform five year term and elections to constitute new bodies to be completed before the expiry of
the term. In the event of dissolution, elections compulsorily within six months.
Constitution of Gram Panchayat
A gram panchayat consists of members elected by qualified voters from different wards of gram
panchayat area. Gram panchayat consists of gram having the population 500 to 10,000. If there is less
than 500 population or 250 qualified voters, there will be a group panchayat. Gram Panchayat consists
of a Pradhan and in case of Panchayat area having a population of upto 500 consists of five members
and the population increased from 501 to 1000, then 7 members of gram panchayat. After that where
population exceeds 1000, then for every 1000 and part of thereof said number shall be increased by
2 and exceeds up to 18 members. If members shall be exceed 18 then Gram Panchayat converts in to
Nagarpalika.
Constitution
A Gram Panchayat shall have a Sarpanch and Up- Sarpanch. The Sarpanch shall be elected by
ballot (direct election) by qualified voters of the Grams from amongst themselves. The Up- Sarpanch
shall be elected by the members of the Gram Panchayat from amongst them. One third seats are reserved
for the scheduled castes and scheduled tribes. Such seats shall be allotted by rotation to different wards.
One tenth of the total number of seats in Gram Panchayat shall be reserved for socially and educationally
backward classes such seats shall be allotted by rotation to different wards. One-third of total number of
seats shall be reserved for women belonging to SCs/ STs or OBCs.
Qualification required for membership in Gram Panchayat
1. He should be a citizen of India.
2. His name should be included in the voters list of the Gram.
3. Having 21 years old for membership and 18 years for voting.
4. He should be mentally sound.
5. He should not be a government servant.
6. He should not be a government debtor.
7. He should not be a proved as a guilty man by the court.
Meeting of Gram Panchayat
In the constitution of Gram Panchayat or its reconstitution, the first meeting shall be held within four
weeks for election of Up-Sarpanch from amongst the elected members.
Taluka Development Officer (TDO) is competent authority for fixing the date of first meeting of Gram
Panchayat.
Meeting of Gram Panchayat shall be presiding over by Sarpanch. In case of Gram Panchayat, where fails
12
to elect a Sarpanch or where an elected Sarpanch is not willing to take office, the first meeting shall be
presiding over by TDO / Secretary of Gram Panchayat. He shall have power and follows such proceeding
of meeting but shall not have the right to vote.
At the first meeting of Gram Panchayat no business other than election of Up-Sarpanch shall be carried
out.
Gram Sabha
The Gram Sabha is a statutory body and integral part of the Panchayati Raj System (PRS). The general
body of the adult people of the Gram is called Gram Sabha. Every person may be a member of Gram Sabha
whose name is registered in the electoral rolls pertaining to the Gram Sabha area and is above eighteen
years. Gram Sabha serves an assembly of the Gram, act as watch dog of the working of Gram Panchayat
and provide facilities to the peoples for participation in the decision making process.
A Gram Sabha should meet compulsory for as many times in a year as provided in the Panchayati Raj
Act of the respective states. According to Gujarat Panchayat Act 1993, in our state at least two ordinary
meeting of Gram Sabha shall meet every year. The secretary of Gram Panchayat conveys the time and
place of meeting of Gram Sabha. Here Sarpanch act as a chairman and preside over the meeting of Gram
Sabha. In absence of Sarpanch, Up-Sarpanch holds the meeting. The secretary of gram panchayat acts as
a secretary of Gram Sabha. He prepares the agendas, resolutions and places it before the Gram Sabha. He
prepares schedule for follow up action.
The quorum for a meeting of the Gram Sabha shall be one-tenth of the total number of members out of
which presence or members belonging to the Scheduled Castes, Scheduled Tribes, and Backward Classes
and Women members shall be in proportion to their population.
In the meeting of the Gram Sabha, Gram Panchayat has to place following matter on which Gram Sabha
makes recommendations and suggestions to the Gram Panchayat.
1. Annual statement of account of the Gram Panchayat
2. The report of administration of the preceding financial year
3. The last audit report and replies if any
4. The report in respect of development programmes of the Gram Panchayat relating to the preceding
year
5. The development programmes proposed to be undertaken during the current financial year
6. Proposal of new taxation or enhancement of existing taxes
7. Programmes of adult education and family welfare
Functions of Gram Sabha
The Gram Sabha is to perform the following functions
1. Identification of beneficiaries for poverty alleviation programmes
2. Mobilization of public contribution in cash, kind or labour for implementation of community
welfare schemes
3. Promotion of social harmony among all sections of the people in the Gram
13
4. Rendering assistance in the implementation of development schemes in the area
Committees of Gram Panchayat
Basically, the Gram Panchayat has two types of committee.
1. Executive committee
The executive committee shall consist of five members, to be elected by the Panchayat from among
its members. Out of these five members one shall belong to scheduled caste or scheduled tribe and
one shall be a woman. The term of executive committee shall be two years and on the expiry of its
term, it may be reconstituted. The executive committee has to perform such of its functions as the
Panchayat may assign to it.
2. Social Justice Committee
A Gram Panchayat shall constitute the Social Justice Committee tiling such functions, which are
essential for securing social justice to the weaker sections of thc society including persons belonging
to scheduled castes and scheduled tribes. The tern, of the social justice committee shall be co-exists
with the duration of Panchayat.
Functions of Gram Panchayat
A. Specific function
1. To identify and to give priorities to development schemes within its jurisdiction
2. To identify beneficiaries of poverty alleviation and other beneficiary oriented programmes with
the help of Gram Sabha
3. To decide location of projects
4. To implement or supervise the implementation of schemes for economic and social justice entrusted
to Gram Panchayat
5. To render the assistance in the implementation of schemes for economic development schemes
assigned by Taluka Panchayat or District Panchayat
6. To maintain assets and properties of the Gram Panchayat
7. To create awareness among the public about different development schemes
B. Financial Powers and Functions
1. To improve taxes and levy (user’s charges) and develop endowments for income generation
2. To prepare and finalise annual budget estimates of the Gram Panchayat
3. To constitute Gram Panchayat fund and operate it for authorized purposes
4. To take loan from banks, financial institutions etc. for authorized purposes
C. Obligatory Functions
1. Lighting of the Grams
2. Supply of pure drinking water for domestic use and for cattle
3. Construction, repair and maintenance of Gram roads, drains and bridges
4. Watering public streets
5. Reclamation of unhealthy localities
14
6. Establishment and maintenance of markets
7. Planting of trees in market places and other public places, their maintenance and preservation
8. Cleaning of public roads, drains, tanks and wells
9. Removal of obstructions and projections in public streets or places and in sites not being private
property
10. Promotion and development of economic conditions with special reference to agriculture and
animal husbandry
Sources of Income of Gram Panchayat:
1. House tax
2. Water tax
3. A duty on transfer of property
4. Tax on agricultural land (land revenue)
5. Local funds
6. Grant allotted by government under different development projects
Study Question
Students shall visit the best Gram Panchayat in their area and shall study the activities of Gram
Panchayat.
A Visit and study of the Gram Panchayat
1. Name of the gram panchayat: _______________________________________________________________________________
2. Taluka: ______________________________ District: _____________________________________
3. Date of establishment of Gram Panchayat: ______________________________________
4. Total population of Gram: ________________________________________________________
5. Total voters in Gram: _____________________________________________________________
6. Type of Gram Panchayat: _________________________________________________________
7. Total number of members in Gram Panchayat:__________________________________________
8. Information about members of executive body of Gram Panchayat:___________________
Sr. Name of Member Position Age Qualification Occupation

No Held
1
2
3
4
5
6
15
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
9. Information about meeting of executive committee held in Gram Panchayat in last financial
year
Sr. Gram Panchayat Chaired by No. attended Purpose/Decision

No
1
2
3
4
5
6
7
8
9
10
11
12
16
10. Information regarding Gram Sabha meeting in last financial year
Sr. Gram Sabha Chaired by No. voters Purpose/
No Meet attended Decision
1
2
3
4
11. Whether the Gram Panchayat Sub-Committee had conveyed meeting during last financial
year ? Yes/No If Yes, give the information as under
Sr. Gram Sabha Chaired by No. voters Purpose/

No Meet attended Decision
1
2
3
4
5
12. Information regarding Panchayat Secretary/Talati-cum-Mantri:
a. Name: ______________________________________________________________
b. Age: ___________________________ Years: _____________________________
c. Educational Qualification: _______________________________________
13. State whether any villager has been co-opted any man or women for development
activities?
Sr. Name of Member Reason Note about his/her
No outstanding act
1
2
3
14. Is there any reward/award received by the Gram Panchayat?
Sr. Name of Award/Reward Reason/Mode of Work/Performance
No
1
2
3
4
5
17
15. Detail of Position in Gram Panchayat Committee and its functions
Sr. Name of the Committee formed Number of members Functions of the

No in committee committee
1
2
3
4
5
16. State whether which ICT facilities/services available in Village Panchayat
Sr. Name of the Facilities Year Funded by Gov./

No Cooperative/ Private/
Sponsored / Own fund
17. State whether which are the basic facilities available in the village created by panchayat
Sr. Name of the basic Facilities Year Funded by Gov./ Coop-

No erative/
Private/ Sponsored
1 Drinking water
2 Education
1) Anganwadi
2) Primary School
3) High School
3 Lighting
4 Health
5 Sanitation
6 Village Road
7 Community Hall
18
18. State whether which are the agricultural development activities carried out by Gram
Panchayat
Sr. Name of the activities Year Funded by Gov./
No Cooperative/
Private/ Sponsored
1 Check-Dam
2 Drainage & Drainage Cleaning
3 Digging of Pond
4 Afforestation
5 Pasture development
6 Agril Development Plan
19. List of development activities done in village during the last year
Sr. Name of Name of Yojana Chairman of Type of Amount
No the activity Committee work spent
done (Rs.)
1
2
3
4
5
6
7
Total
20. Give information regarding scheme operated by Village Panchayat:
Sr. Name of Yojana Year
No
1 Pradhan Mantri Jan Dhan Yojana
2 Mission Indra-Dhanush
3 Unnat Jyoti
4 Pradhan Mantri Jeevan Jyoti Bima Yojana
5 Pradhan Mantri Suraksha Bima Yojana
6 Pradhan Mantri Ujjawala Yojana
7 Saubhagya Yojana
8 Pradhan Mantri Fasal Bima Yojana
9 Pradhan Mantri Rojgar Protsahan Yojana
10 Others
19
21. The constraints experienced by Village Panchayat in development of Village
1. ___________________________________________________________________________________________________________
2. ___________________________________________________________________________________________________________
3. ___________________________________________________________________________________________________________
4. ___________________________________________________________________________________________________________
5. ___________________________________________________________________________________________________________
Stamp
of
SIGNATURE
Gram
Panchayat Sarpanch/Talati-cum-Mantri
Study Questions
1. How is Gram Panchayat formed?
2. What is the role of the Gram Sabha?
3. Differentiate between Gram Sabha and Gram Panchayat.
4. Draw the structure of Panchayati Raj System.
20
21
22
STUDY OF COOPERATIVE’S
Back ground
The idea of using co-operative in India as a means of combating rural indebtedness and supplying
credit was first suggested by Fedric Nicholson. He published a report and pleased powerfully for the
introduction of co-operative credit societies in India. These societies were finally established in India
under Cooperative Credit Society Act : 1904, while Government of Gujarat has considered its importance
and passed the act in 1962.
Why Cooperative?
The cooperative will be responsible for the economic development of the village. It shall have to be molded
in such as way as to provide the organizational, financial and technical guidance for the development of
rural economy.
What are the functions?
The primary functions of the village co-operative society will be
a) To provide the short and medium term credit
b) Supply the agricultural and production oriented requirements
c) Marketing and formulation of their produce
d) To fulfill the infrastructure requirements
What are the objectives?
The fundamental objective of cooperatives is promotion of self-interest by mutual help and its, motto is;
“Each for all and all for each”, it is new form of our old adage thought as “United we stand, divided we
fall”, Thus, co-operatives is the act of persons voluntarily untied for utilizing their forces and resources or
both under their mutual management to the common benefit to all. The specific objectives are as under:
a) To supply agricultural inputs like fertilizer, seed, pest control chemicals, cattle feeds, etc.
b) To advance short, medium term and in such case long term loans to the members especially to
small and marginal farmers
c) To undertake the supply of consumer goods
d) To arrange marketing facilities for member’s
e) To promote own/hire agricultural processing units
f) To organize agro-based services by providing agricultural machines on hire basis like sprayers,
tractors, bulldozers, etc.
g) To render the service for improvement and development of cattle breed and milk production
h) To provide the facilities for storage of produce of members
23
i) To create irrigation facilities
j) To provide agricultural extension services for educate the villagers
k) To raise the funds by society in terms of share, deposits of money, borrowing etc
l) To undertake such other activities which is most helpful to the members of the society
Principles of Cooperative Society
1. Voluntary Membership: - Any person can become the member of the society and can leave it any
time.
2. Equal Rights: - Each member of the society has an equal right to vote and ownership. Each
shareholder has one vote.
3. Democracy: - The principle of democracy is adopted while making the decisions. The decision of
the majority is honoured.
4. Honesty: - It is the basic principle of this society. Its members should be honest. Selfish people
cannot run the business of cooperative society.
5. Mutual Confidence: - Cooperative society is laid down on mutual confidence. Members of the
society should trust each other and work like a team.
6. Welfare Main Objective: - Its main objective is to provide goods and services to its members at
lower price.
7. Cash Payment:- Credit team is prohibited and goods are supplied to its members on cash payment.
8. Economy: - The member of the society should act upon the principle of economy. They should not
misuse capital of the society and always keep in view best interest of the society.
9. Distribution of Profit: - The profit can be distributed among the members according the
cooperative act. One fourth (1/4) of the profit can be kept in reserve. Then (10%) of the profit can
be used for providing facilities to the members.
10. Self Service: - All the business activities are conducted by the members themselves. All are the
owner and all are the consumers. So self-service rule is employed in the organization.
11. Spirit of Love and Cooperation: - There should be spirit of love, sacrifice and cooperation among
the members to achieve the objectives.
How to organize the cooperative society?
A cooperative society was to registered with the Registrar, Cooperative society through the
extension officer (coperation) working at block / taluka level.
Membership and nomination:
a) Any villager who is living under it working area of the society.
b) Having 18 years of age.
c) He should apply through executive committee of the society.
d) He must have purchased one share and nomination fees.
24
e) He shall not be a government debater.
f) He shall not be a licensed as money leader.
g) He shall be abiding to behave as per rules.
Ceasing the membership:
When the member becomes mentally invalid withdraws his share money or become bankrupt or expelled
by the society.
The member who do not pay the loans, disobey by laws or shows undesirable behaviour towards the
society.
General meeting:
For general meeting following points should be fulfilling:
 Above 18 years of age
 Proposed society has 500 depositors. (Accroding to order of district central co-operative bank)
 Duties and rights of the members should be described
 Benefits / objectives should be determined and described
 Assistant District Registrar should be there
 If it is first meeting, name, type of member, their works, share, profits… should be decided
 Complete appraisal should be finalized and submitted to Registrar’s office
Types of Cooperative Societies
The main types of cooperative societies are given below:
1. Consumers cooperative societies
Consumers’ cooperatives are formed by the consumers to obtain their daily requirements at
reasonable prices. Such a society buys goods directly from manufactures and wholesalers to
eliminate the profits of middlemen.
These societies protect lower and middle class people from the exploitation of profit hungry
businessman. The profits of the society are distributed among members in the ratio of purchases
made by them during the year.
Example: Consumer’s cooperative or cooperative stores are working mainly in urban areas in India.
Super Bazaar working under the control of Government is an example of consumers’ cooperative
society.
2. Producers cooperatives
Producers or industrial cooperatives are voluntary associations of small producers and artisans
who join hands to face competition and increase production. These societies are of two types.
25
(a) Industrial service cooperatives
In this type, the producers work independently and sell their industrial output to the cooperative
society. The society undertakes to supply raw materials, tools and machinery to the members. The
output of members is marketed by the society.
(b) Manufacturing cooperatives
In this type, producer members are treated as employees of the society and are paid wages for
their work. The society provides raw material and equipment to every member.
The members produce goods at a common place or in their houses. The society sells the output in
the market and its profits are distributed among the members.
3. Marketing cooperatives
These are voluntary associations of independent producers who want to sell their output at
remunerative prices. The output of different members is pooled and sold through a centralized
agency to eliminate middlemen. The sale proceeds are distributed among the members in the ratio
of their outputs.
As a central sales agency, the society may also perform important marketing functions such as
processing, grading and packaging the output, advertising and exporting products, warehousing
and transportation, etc.
Marketing societies are set up generally by farmers, artisans and small producers who find it difficult
to face competition in the market and to perform necessary marketing functions individually. The
National Agricultural Cooperative Marketing Federation (NAFED) is an example of marketing
cooperative in India.
4. Cooperative Farming Societies
These are voluntary associations of small farmers who join together to obtain the economies of
large scale farming. In India, farmers are economically weak and their land-holdings are small.
In their individual capacity, they are unable to use modern tools, seeds, fertilizers, etc. They pool
their lands and do farming collectively with the help of modern technology to maximum agricultural
output.
5. Housing Cooperatives
These societies are formed by low and middle income group people in urban areas to have a house
of their own. Housing cooperatives are of different types. Some societies acquire land and give the
plots to the members for constructing their own houses.
They also arrange loans from financial institutions and Government agencies. Other societies
themselves construct houses and allot them to the members who make payment in instalments.
6. Credit Cooperatives
These societies are formed by poor people to provide financial help and to develop the habit of
savings among members. They help to protect members from exploitation of money lenders who
charge exorbitant interest from borrowers.
26
Credit cooperatives are found in both urban and rural areas. In rural areas, agricultural credit societies
provide loans to members mainly for agricultural activities. In urban areas, non-agricultural societies or
urban banks offer credit facilities to the members for household needs.
In India, several national federations of cooperative societies have been formed. National Cooperative
Consumers Federation, National Federation of Cooperative Sugar Factories, National Agricultural
Cooperative Marketing Federation, National Cooperatives Dairy Federation, National Cooperative
Housing Federation, All India State Cooperatives Banks Federation is some examples.
Difference between Primary and Secondary Co-operative Societies
Primary Co-operative Society Secondary Co-operative Society
• Directly deal with their members • Deal through primary co-operative society
• Mainly responsible for fulfilling the credit • Mainly responsible for administrative and
need of their members and non-members inspecting work of primary co-operatives.
27
Study Question
A Visit and study of the Cooperative Society
1. Name of the Cooperative Society:
2. Taluka: ______________________________ District: ______________________________________
3. Date of establishment of Cooperative Society: ___________________________________
4. Registration Number of Cooperative Society: ____________________________________
5. Type of Cooperative Society: ______________________________________________________
6. Total number of members in Cooperative Society: _____________________________
7. Sanction Amount of Share/Capital: ______________________________________________
8. Information about members of executive body of Cooperative Society
Sr. Name of Members Position Age Qualification Occupation
No Held
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
(A) Whether board of directors are elected by the rule? Yes /No
(B) Whether board of directors are elected by election / unanimously ? Election/Unanimously
(C) Whether female and backward reservation is observed in the body of Directors ? Yes/No
(D) Whether board of Director meeting called as per rule by giving notice? Yes /No
(E) Whether Director Bodies make decision with majority of votes? Yes /No
28
9. Information about meeting of executive committee held in Cooperative Society in current year
Sr. Executive Committee Chaired by No. of members Purpose/
No attended Decision
1
2
3
4
5
6
7
8
9
10
11
12
10. Whether the Cooperative Society Sub-Committee had conveyed meeting during current year? Yes/
No If Yes, give the information as under
Sr. Sub-Committee Meet Chaired by No. of members Purpose/
No attended Decision
1
2
3
4
5
11. Information regarding Cooperative Society Secretary/Manager:
a. Name: ______________________________________________________________
b. Age: ___________________ Years: _____________________
c. Educational Qualification: _____________________________________________
12. Is there any reward/award received by the Cooperative Society?
Sr. Name of Award/Reward Reason/Mode of Work/
No Performance
1
2
3
4
5
29
13. List of services provided by the Cooperative Society to their members during the last year:
Sr. Name of Service Type of work done No. of
No Beneficiary
1
2
3
4
5
6
7
8
9
10
Total
14. The constraints experienced by Cooperative Society in development of their members.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Stamp SIGNATURE
of Secretary/Manager
Cooperative
Society
Observation of students during visit:

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
Name of the Student: ______________________________________________________
Date of Visit: ____________________

Roll No: __________________________ Signature: _________________
30
STUDY OF NON – GOVERNMENTAL ORGANIZATIONS (NGOs)
The NGOs became prominent after independence, especially after 1970s. Development practitioners,
government officials and foreign donors consider that NGOs by virtue of being small scale, flexible,
innovative and participatory approach are more successful in reaching the poor and in poverty alleviation.
NGOs involved in initiating and implementing rural development programmes.
Definition of NGOs
The term NGOs is used to denote / specify those organizations which undertake voluntary action and
social movements.
The following four characteristics make the NGOs as: distinct organizations, voluntary formation,
working towards the development and amelioration of suffering, working with non-self-serving aims
and relative independence.
Types of NGOs
NGOs can be classified under four broad categories:
1. Operational or Grassroots NGOs
2. Support NGOs
3. Network NGOs
4. Funding NGOs
1. Operational or Grassroots NGOs: Grassroots NGOs directly with the oppressed sections of society.
Some NGOs are big, while some are small. These NGOs could be either local based, working in a single
and small project location or be working in multiple project areas in different districts, states and regions
covering a larger population.
The approach and orientation of grassroots NGOs are also differ
1. ‘Charity and Welfare NGOs’ focus on providing charity and welfare to the poor
2. ‘Development NGOs’ focus on implementation of concrete development activities
3. ‘Social action groups’ focus on mobilizing marginalized section around specific issues which
challenge the distribution of power and resources in society
4. ‘Empowerment NGOs’ combine development activities with issue based struggles
2. Support NGOs: Support NGOs provide services that would strengthen the capacities of grassroots
NGOs, Panchayati Raj Institutions, co-operatives and others to function more effectively. eg. SOSVA,
SEARCH etc.
3. Umbrella or Network NGOs: Network NGOs are formal associations or informal groups of grassroots
and / or support NGOs which meet periodically on particular concerns. eg. FEVORD-K (Federation
of Voluntary Organizations in Karnataka). They act as a forum to share experiences, carry out joint
development endeavours as well as engage in lobbying and advocacy.
31
4. Funding NGOs: The primary activity of these NGOs is funding grassroots NGOs, Support NGOs or
people’s organizations. Most funding NGOs in India generate a major part of their resources from foreign
sources, through there is an effort by some to raise funds from within India. e. g. CRY, Dorabaji Tata
Trust, Aga Khan Foundation, Netherland International Development Corporation, German Development
Corporation, Canadian International Development Agency, DANIDA, Council for Advancement of People’s
Action and Rural Technology (CAPART).
Advantages of NGOs
1. More action oriented: NGOs tends to take up activities which are needed for the people. NGOs are
able to undertake need based activities because they undertake studies relating to situation and
need of the people.
2. Flexible in method and practices: NGOs exhibit a high degree of flexibility in their functioning,
method and practices because they tend to be local and small. The geographical area of the NGOs
tends to be small.
3. Adopt innovative and participatory approaches: The popularity of NGOs among donor agencies,
government and development practioners is that NGOs development progrmmes tends to be
innovative and emphasis on participatory approach.
4. More focused on development work: The NGOs has normally have one principle goal, which could
be poverty alleviation, mobilization of the marginalized section to access government progrmmes
etc.
5. Relative independence: NGOs development programmes enjoy independence, their governing
boards are autonomous and their development activities are primary meant for the target group.
6. Effective in development work: Because of the above, the NGOs development programmes tend
to be effective in reaching the poor, poverty alleviation and in cost reduction.
7. Comparative advantages: The NGOs have several advantages as compared to government. The
NGOs tends to be highly motivated and are prepared to accept hardship as a challenge rather than
as punishment. With rather small size, selective tasks, personal leadership and flexible structure,
voluntary agencies can innovate, adapt themselves to new circumstances, experiment and fact risk.
8. Advocacy and lobbying: NGOs plays an important role in influencing the state policies by advocacy
and lobbying through their network.
Weakness of NGO movement
1. Spatial limitation: NGOs development programmes remains little more than does on a map. The
territorial space under the NGO is defined by a number of factors; these include the obvious such as
the amount of finance ,available organizational structure and size of the NGO.
2. Lack of good governance and transparency: In the absence of constant pressure from below, NGO
can assume the paternalistic role and a shift of priority from community to institution building. As
the NGO expands the area and scope of activities, the leaders begin to dominate the NGO.
3. Pathwork – Quilt phenomenon: It has been pointed out that the large, influential and well-funded
NGOs may not be able to concentrate resources in regions and sectors that are most important for
national development.
32
4. Inability to reach the poorest: A study of nine NGOs saving and credit programme spread across
the country suggests that the ability of these programmes to provide credit to the poorest was
limited. A majority of the landless could not borrow because loans were given for the land-based
activities of crop production and off-farm activities neglected by group’s management committee.
5. Antagonistic attitude towards the state: NGOs often to supplant the state as the provider of basic
services and development programmes and thereby weaken the political relationship between
people and their government. Further, there is tendency for NGO social projects to produce a form
of communalism because of their self-enclosed and self-valuing nature.
6. Palliative nature of service provision: The service provision by the NGOs tends to be palliative.
Most of the NGOs could only facilitate the undertaking of subsistence activities and income from
such activities was either equal to or less than existing wage income.
7. Limited ability to influence macro-policies: Individual NGOs are rarely in a position to influence
government policies at various levels. NGOs rarely cooperate and liaise with one another, tending
instead of view each other as competitors for donor funding, state tolerance and on occasion, local
influence and space.
8. Lack of accountability: The term accountability implies the extent to which NGO activities and
progrmmes seek to fulfill the objectives with which NGOs were started. It has been found that NGOs
projects, while accountable to the donor, are hardly accountable to the people with whom they
work.
9. Inappropriate model: The models adopted and approaches followed by a vast majority of the
NGOs make it difficult for the targeted beneficiary communities to sustain activities when the
funding stop.
Characteristics of a good NGO
1. A good NGO is one which has capable, balanced (especially in terms of gender) and matured
board of directors/members. The NGO aims at good governance in the sense that the programme
needs to be developed by involving the people, staff and board. This ensures that everyone in the
organization would know about the activities to be implemented, the funds availed of each of the
activity, how the activities are to be implemented and monitoring of the activities.
2. The NGOs need to begin their work after analyzing the situation and needs of the community. This
enables them to have clarity with regard to the actual needs to the community. The NGOs should
seek to enable participation of members not as recipients of benefit but as those who control and
monitor the programme.
3. NGOs need to comply with all the statutory requirements and follow good systems and procedures
regarding activities, accounts, progress etc.
4. A good NGO should be accountable to all the parties concerned. It needs to be committed to the
objectives that it has set for itself. Hence, there is need to report the progress made with reference
to objective fulfillment to the board, people, government, donors and to the media.
5. NGO need to adopt less bureaucratic, participatory and cost effective approach to the development.
33
6. A good NGO enable the poor to have access to qualitative and cost-effective service.
7. Enabling the people to develop capacity to approach the government departments and banks and
access the resources on their own and influence government policy making and implementation is
one of the characteristic of a good NGO.
The capacity building should include
(i) Provision of information on relevant government programmes.
(ii) Enabling the people to approach government officials.
(iii) Enabling the people to access the programmes without resorting to corrupt practices and
within the rights framework.
(iv) Enabling the people in productive and effective utilization of resources
(v) Motivating the people to repay loans, if borrowed from banks etc.
8. A good NGO respond to the emerging the challenges at appropriate time.
9. Enables the poor to enter into panchayats and gain access to, and control the decision making at
the grassroots level.
10. A good NGO enables the organization of the poor to come together in a network and enable such a
network to influence the policies of the state through lobbying and advocacy.
Step to start an NGO
Conceptualization: NGO wants to address, and identify the mission and vision.
Forming the Governing: Including strategic planning, financial management, human resources and
networking.
Formulation of Byelaws: Every NGO in India is legally required to document a trust deed/
Memorandum of Understanding/ byelaws that contain the name and address of the NGO, mission
and objectives.
Registration:
a) Indian Trusts Act, 1860
b) Societies Registration Act 1882
c) Companies Act, 1956
Fund raising: Funds can be raised through internal sources (membership fees, sales, subscription
charges, donations, etc.) or grants-in-aid from the Government, private organizations or foreign
sources.
34
Collect the information from assigned NGO
Village – Serial No……………….

Taluka – Date of interview: ………………..
District –
1) a) Name of NGO: …………….………………………………………………………………………………………………………

b) Registration No:.………………………………………………………………………………............................................
c) Contact No.: …………….………………………………………………………………………………………………………....
2) Who are the trusty / Head of NGO?............................................................................
3) Is there any body from where decisions are taken democratically? Yes/No
………………………………………………………………………………………………………………………………………………
4) Which types of projects are run under NGO?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5) Is there monitory helps are taken from the state / central government? Yes/No
………………………………………………………………………………………………………………………………………………
6) Purpose of formation of NGO: ………………………………………………………………………………………………

…..…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………............................................…………………
7) Major activity of NGO : …………………………………..…………………………………………………………………..…

………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………..........................................................
8) What are your constraints to run the NGO?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………….……………………………………………………
9) What are your suggestions to run the NGO effectively?
………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….…………………………
35
36
STUDY AND VISIT OF KRISHI VIGYAN KENDRA (KVK)
Krishi Vigyan Kendra

The vigorous attempt was realized by the Education Commission (1964-66) to establish a specialized
institution to provide vocational education in agriculture and allied fields at the pre and post matriculation
levels to cater to the training needs of a large number of boys and girls coming from rural areas. The
recommendation of Education Commission was thoroughly discussed during 1966-1972 associating
the Ministry of Agriculture, Ministry of Education, Planning Commission, ICAR and other institutions.
Finally, the Indian Council of Agricultural Research (ICAR) mooted the idea of establishing Krishi Vigyan
Kendra (Farm Science Centre) as innovative institutions for imparting vocational training to the farmers
and field level extension functionaries. As a result of this, in 1973 a committee headed by Dr. Mohan
Singh Mehta of Seva Mandir, Udaipur (Rajasthan) was constituted and based on its report in 1974 it was
decided to have Krishi Vigyan Kendra (KVKs) as Farm Science Centers for speedy transfer of technology
to the farmer’s fields.
The first K V K was established in 1974 at Pondicherry under the administrative control of the Tamilnadu
Agricultural University, Coimbatore. In Gujarat 1st KVK was established in Deesa during 1976 which is
working nowadays under the administrative control of the SDAU, Sardarkrushinagar. At present total
695 KVKs (as on 31st December 2018) including 33 KVKs of Gujarat are established and functioning in
the country.
Vision
Science and technology-led growth leading to enhanced productivity, profitability and sustainability of
agriculture.
Mission
Farmer centric growth in agriculture and allied sectors through application of appropriate technologies
in specific agro-ecosystem perspective.
The Mandate of the KVK’s is
The revised mandate of KVK is technology assessment and demonstration for its application and Capacity
Development. (TADA-CD)
It includes
1. Conducting on-farm testing to identify the location specificity of agricultural technologies under
various farming systems.
2. Organizing frontline demonstrations to establish production potential of various crops and
enterprises on the farmers’ fields.
3. Organizing training for capacity development of farmers and field extension personnel to orient them
in the frontier areas of technology development.
4. Creating awareness about improved technologies to larger masses through appropriate extension
activities.
37
5. Work as resource and knowledge center of agricultural technology for supporting initiatives of public,
private and voluntary sector for improving the agricultural economy of the district.
6. Production and supply of good quality seeds and planting materials, livestock, poultry and fisheries
breeds and products and various bio-products to the farming community.
Objectives
1. To demonstrate the latest agricultural technologies to the farmers as well as the extension workers
of the State Department of Agriculture / Non-Governmental organizations with a view to reducing
the time-leg between the technology generation and its adoption
2. To test and verify the technologies in the socio-economic condition of the farmers and identifying the
production constraints
3. To get first-hand scientific feedback from the fields and passing it to the research system in order to
keep the scientists abreast with the performance of the technologies and the farming problems, so
that they re-orient their research, education and training programme accordingly
4. To impart training to the farmers, farmwomen, rural youth and field level extension functionaries by
following the principles of “Teaching by doing” and “Learning by doing”
5. To provide training and communication support to the line department of the State/NGOs
6. To develop extension models to be adopted by general extension system for large scale multiplications.
7. Organizing farm science clubs in rural areas for young farmers
8. Developing and maintaining demonstration units on KVK farm in scientific lines
Activities of Krishi Vigyan Kendra
Based on mandate, the following activities are performed by the KVKs.
1. On farm testing.
2. Front line demonstrations.
3. Vocational training of practicing farmers, farm women and rural youths.
4. In service training of extension functionaries.
5. Serve as knowledge center in the district.
6. Farm advisory other extension activities.
The above said activities are performed every year by the Krishi Vigyan Kendra, through specialist of
six disciplines viz., Extension Education, Agronomy, Horticulture, Plant Protection, Animal science,
Agriculture Engineering (the specialist can be changed as per location specific need), which are most
relevant taking into consideration national resources and infrastructure facilities of the district.
Features of Krishi Vigyan Kendra
1 Powerful technical support
2 Real experience as training
38
3 Need based training courses
4 Flexibility with farmers
5 Concept of integrated training
6 Real field oriented course content
7 Specific area of operation
8 Informal training without certificate or diploma
9 Powerful institutional linkage
10 Practical training
11 Frequent follow up measures
12 Training interaction and reporting systems
13 Impact study of the trainings, demonstrations and all extension activities
Organization of KVK
The project is sponsored by the ICAR and implemented by its Research Institutes, State Agricultural
Universities (SAUs), NGOs and State Department of Agriculture. In selecting host institutions preference
is given to institutions/agencies having agriculture base and experience of rural development and
training.
Research Scientiest
The KVK is headed by a Senior Scientist of the rank of an Associate Professor with sufficient field
experience in the field of agricultural extension or agronomy. The head is supported by scientists (Training
Associate) in field of Extension, Agronomy, Horticulture, Home science, Agricultural engineering, Animal
science, Soil science, Fisheries, Plant protection etc. (according to regional requirement). The head is
also supported with three technical staff designated as Training Assistant (Computer programmer, Farm
Manager & Assistant Training).
The Local Management Committee, which is now renamed as Scientific Advisory Committee in each
KVK, is an important instrument of management. This committee is devoted to constantly review the
progress of the KVK, provide guidance for organizing training programmes and follow-up extension
activities and redress, whereas possible. This is strong mechanism for functional linkage with other
sister organizations/institutions.
Chairman of SAC: Head of the host institute
Other Members of SAC: DEE, Director ATARI, Representative ICAR institute, Associate Director of
Research of the zone, District officers of the line departments, Representative of NABARD and Lead bank,
District information officer, farmer’s representatives among which one should be woman farmers.
Manpower in KVK
At present, there are 10 SMSs (recommended to be re-designated as Research Scientists), each one taking
care of one subject matter area. The KVKs have to provide multidisciplinary and broad based technological
interventions to enable farmers to manage their farm in a sustainable and integrated manner, which
39
demands enhanced manpower not only in terms of number but also covering the most important subject
matter areas relevant to the district. With ever-growing nature and quantum of workload of each KVK,
the existing six SMSs are finding it difficult to cope up with their responsibilities. Therefore, as per new
KVK guideline of ICAR recommended that four additional posts of SMSs (Scientists) should be created in
each KVK, thus, increasing the number of SMSs to 10 and also recommended that the total staff strength
for each KVK should be 22 as against 16 at present.
Organizational Structure of KVK
40
Zonal KVK and Head office
Krishi Vigyan Kendras No. of KVKs
ATARI, Zone I, Ludhiana
ATARI, Zone II, Jodhpur
ATARI, Zone III, Kanpur
ATARI, Zone IV, Patna
ATARI, Zone V, Kolkata
ATARI, Zone VI, Guwahati
ATARI, Zone VII, Barapani
ATARI, Zone VIII, Pune
ATARI, Zone IX, Jabalpur
ATARI, Zone X, Hyderabad
ATARI, Zone XI, Bengaluru
Total
KVKs of Gujarat come under ATARI, Zone VIII, Pune

Sr. Year of
Address of Krishi Vigyan Kendras Host Organization
No. Sanction
Gujarat (30)
Director,
Krishi Vigyan Kendra,
Lokbharati Gramvidyapith, 2009
1. Village Sanosara,
PO. Sansora, Taluka Sihor, NGO
Distt. Bhavnagar-364230
Distt. Bhavnagar
Director,
Krishi Vigyan Kendra, Kodinar
Ambuja Cement Foundation, 2007
2. Taluka Kodinar,
248, Okhla Industrial Estate, NGO
Distt. Junagadh-362715
Phase-III, New Delhi-110020
Krishi Vigyan Kendra, Navsari Vice-Chancellor,
2006
3. NAU Campus, Navsari Agricultural University,
SAU
Distt. Navsari-396 450 Navsari-396450, Gujarat
Vice-Chancellor,
Seed Multiplication Farm, 2006
4. Navsari Agricultural University,
Dediapada, SAU
Navsari-396450, Gujarat
Distt. Narmada-393040
Krishi Vigyan Kendra, Vice-Chanmcellor,
2005
5. Nanakanthasar, Ta.-Chotila, Junagadh Agricultural Universtiy,
SAU
Distt. Surendranagar-363520 Junagadh-362 001 (Gujarat)
Krishi Vigyan Kendra, Vice-Chancellor,
2005
6. Dethali, Ta. Matar Gujrat Vidyapeeth,
DU
Distt. Kheda-378210 Ahmedabad-382 620
41
Krishi Vigyan Kendra, Panchmahal
Director
(CIAH) 2005
7. Central Institute for Arid Horticulture,
Vejalpur Ta. Godhara ICAR
Bikaner, Rajasthan
Distt. Panchmahal-389340
Krishi Vigyan Kendra, Chairman
2005
8. Kherva, Mehsana District Education Foundation,
NGO
Distt. Mehsana-382711 Khera , Mehsana
Vice-Chancellor,
Sardarkrushinagar Dantiwada 2004
9. Khedbrahma,
Agricultural Univesity, S.K.Nagar SAU
Distt. Sabarkantha-383255
Distt. Banaskantha, Gujarat
Krishi Vigyan Kendra, Vice Chancellor
2004
10. Arnej.Ta-Dholka, Anand Agricultural University,
SAU
Distt. Ahemedabad-382 230 Anand
2004
11. Regional Rice Research Station, Vyara, Navsari Agricultural University,
SAU
Distt. Tapi .394650 Navsari, Gujarat
Vice-Chanmcellor,
Agril. Research Farm, 2004
12. Junagadh Agricultural Universtiy,
Keria Road, SAU
Junagadh-362 001 (Gujarat)
Distt. Amreli-365601
Vice-Chanmcellor,
Main Dry Farming Research Station, 2004
13. Junagadh Agricultural Universtiy,
Targhadia, SAU
Junagadh-362 001 (Gujarat)
Distt. Rajkot-60003
2004
14. Air Force Road, Junagadh Agricultural Universtiy,
SAU
Distt. Jamnagar-361006 Junagadh-362 001 (Gujarat)
2004
15. Khapat, Junagadh Agricultural Universtiy,
SAU
Distt. Porbandar-360579 Junagadh-362 001 (Gujarat)
Krishi Vigyan Kendra, Chairman,
1994
16. Po-Chaswad, Ta.Valiya, Bhartiya Agro Industries Foundation,
NGO
Distt. Bharuch-393130 Baroda
Krishi Vigyan Kendra, President,
1994
17. Gola Gamdi, PO-Bahadarpur, Mangal Bharti Bahadurpur,
NGO
Distt. Vadodara-391125 Baroda-391125
1992
18. Ta. Kaparada, Gujrat Vidyapeeth,
DU
Distt. Valsad-396191 Ahmedabad-382 620
Krishi Vigyan Kendra, Ambheti Director,
1992
19. Samoda, Ganwada Tal. Sidhpur, Sarswati Gram Vidyapeeth
NGO
Distt. Patan-384130 Samoda
42
Krishi Vigyan Kendra, Chairman,
1992
20. Ta. Mundra, PO. Sadau, Rural Agro. Research & Development
NGO
Distt. Kuchchh-370 421 Society, Juhu, Bombay
Krishi Vigyan Kendra, ViceChancellor
1985
21. Anand Devataj Sojitra Anand Agricultural University,
SAU
Distt. Anand-387240 Anand
Krishji Vigyan Kendra Vice-Chancellor,
1985
22. Waghai, Navsari Agricultural University,
SAU
Distt. Dang-390470 Navsari, Gujarat
1977
23. Randheja, Gujrat Vidyapeeth,
DU
Distt. Gandhinagar-382620 Ahmedabad-382 620
Vice-Chancellor,
Sardarkrushinagar Dantiwada 1976
24. Deesa,
Agricultural University, S. K. Nagar SAU
Distt. Banaskantha-385535
Distt. Banaskantha, Gujarat.
Krishi Vigyan Kendra, Vice-Chancellor
1976
25. Devgarh Baria, Anand Agricultural University,
SAU
Distt. Dahod-389380 Anand
Director
Central Arid Zone Reserch ICAR
26. RRS Kukma, Bhuj
Insttitute(ICAR) 16/11/2010
Distt.- Kutch (Gujarat)-370105
Jodhpur-342005(Rajasthan)
Krishi Vigyan Kendra, The Vice Chancellor
13/10/2011
27. Cotton Research Station, Athwaline Navsari Agricultural University,
SAU
Distt. Surat -395007 Navsari – 396 450 (Gujarat)
Krishi Vigyan Kendra The Vice Chancellor,
ICAR
28. TDS Farm, Pipalia, Ta. - Dhoraji, Junagadh Agricultural University,
16/03/2012
Distt. – Rajkot (Gujarat)-360410 Junagadh-362 001 (Gujarat)
The Vice Chancellor,

Sardarkrushinagar Dantiwara ICAR
29. Distt. – Banaskantha
Agricultural Univesity, S.K.Nagar 12/03/2015
(Gujarat) - 385535
Distt. Banaskantha, Gujarat.
Krishi Vigyan Kendra The Vice Chancellor, ICAR
30.
Distt. – Morbi (Gujarat)-363642 JAU, Junagarh, Gujarat 18/10/2016
43
Study Question :
1. Collect, analyse and interpret information
Visit schedule of KVK
Name :_______________________ Year established____________________
1. Name of the Head of KVK with Designation?.............................................................
2. Educational qualification of Head?................................................................................
3. From how many year the charge of KVK is held?.....................................................
4. Jurisdiction of working of KVK?...................................................................................
5. Area of KVK farm:……………………………………………………………………
6. Demonstration units on KVK farm
Sr.No Demonstration unit Area
1
2
3
4
7. Which Mandated activities are carried out last years? Give the numbers.
Sr. No Activity No. Number of Participant
1 Front line Demonstration
2 On farm Testing
3 Vocational Training
4 Extension Training
5 Of campus training
6 On Campus training
7 Sponsored training
8. Which Extension activities are carried out last years? Give the numbers.
Sr. No Activity No. Number of Participant
1 Kisan Gosthi
2 Field Day
3 Krishi Mela
4 Technology Week
5 Group Discussion
6 Diagnostic Visit
7 Scientist visit to farmers field
8 Telephonic Guidance
44
9. How many projects run in KVK?
………………………………………………………………………………….……………………………………………………………
…………………….………………………………………………………………………………….……………………...………………
…………………………………………………………………………….
10. Feedback received form the farmers last year?
1…………………………………………………………………………………………
2………………………………………………………………………………………..
3…………………………………………………………………………………………
4…………………………………………………………………………………………
5…………………………………………………………………………………………
11. Which are the salient achievement of your KVK any five?
1…………………………………………………………………………………………
2. ………………………………………………………………………………………..
3…………………………………………………………………………………………
4…………………………………………………………………………………………
5…………………………………………………………………………………………
12. Which constraints confined the activities of KVK?
1…………………………………………………………………………………………
2. ………………………………………………………………………………………..
3…………………………………………………………………………………………
13. What are your suggestions to make KVK more effective?
1…………………………………………………………………………………………
2. ………………………………………………………………………………………..
3…………………………………………………………………………………………
4…………………………………………………………………………………………
***********
45
46
STUDY AND VISIT OF SARDAR SMRUTI KENDRA (SSK)
Sardar Vallbhbhai Patel, who defined the role and importance of Indian farmers and conceived the dream
to be a part of the country’s prosperity. Considering the fearlessness and loyalty towards the country
and particularly the efforts made for the upliftment of farming community throughout the life, Gujarat
Agriculture University has decided to establish Sardar Smruti Kendra in the year 1975, on the occasion
of his centenary celebration. At present at Anand, Navsari, Junagadh and Sardarkrushinagar universities
have SSK.
Motto
To empower the rural farmers and form women through improved farming resulting in better economic
condition.
Units of SSK
1) Exhibition unit
A. Agricultural Exhibition
B. Sardar Patel Memorial Exhibition
2) Information unit
3) Training unit
Objectives
1) Promotion of agricultural services.
2) Diffusion of technical know-how and motivate the farmers to adopt new innovations.
3) Development of production oriented activities of agriculture and allied fields.
4) Improvement of agro-economic status of farmers.
5) To establish direct contact between farmers and agricultural scientists.
6) To transmit the value addition techniques of agricultural products.
With above cited objectives the SSK carries out its mission through well competent information training
and exhibition wings.
Training Methods
1) Participatory approach
2) Do it yourself
3) Lectures, role plays, case studies, field visit, film / video shows and other suitable audio visual aids.
47
Activities
1) Organize the need based training programme at on and off campus.
2) Up to date information about agriculture and allied fields for farmers.
3) Publish literature on agriculture and allied enterprises.
4) Arrange agriculture exhibition, fairs and farmers’ meetings.
5) Organize farmers-scientist meet.
Facilities
1) Lodging and boarding
2) Modern agricultural advancements through exhibition
Study Questions
1. Write brief note on SSK visit and mention the merits and demerits of SSK.
2. Collect the following information about SSK
Information Schedule for SSK
1. Name of the Programme Organiser (PO) of SSK?.............................................................
2. Educational qualification of PO?................................................................................
3. From how many years the charge of SSK is held?.....................................................
4. How much amount allotted for the activities of SSK this year?............................
5. What is the present financial status of SSK?....................................
6. Which activities are carried out since last three years? Give the numbers.
Sr. No Activity No. Number of
Participant
1
2
3
4
5
6
7
8
7. How SSK is considered as farmers’ information and training center?
………………………………………………………………………………….………………………………………………………………
………………….………………………………………………………………………………….……………………………………………
…………………………………………………………………….............................................................................................................
…………………………………………………………………….............................................................................................................
48
8. Write the feedback received by the farmers?
1……………………………………….....................................................................
2………………………………………………………………………………..………..
3…………………………………………………………………………………………
4…………………………………………………………………………………………
5…………………………………………………………………………………………
9. Which constraints confined the activities of SSK?
………………………………………………………………………………….………………………………………………………………...
...............................………………….………………………………………………………………………………….………………………
10. What are your suggestions to make SSK more effective?
……………………..…………………………………………………………….………………………………………………………………
………………….………………………………………………………………………………….…………………………..…………………
……………………………………………………………….
********
49
50
STUDY AND VISIT OF AGRICULTURE TECHNOLOGY INFORMATION CENTRE (ATIC)
Introduction
The significance of suitable information package and its spreading as one input has understood
additional emphasis in the present age of information and technology. The kind of information
and the way it is to be used are key factors for the development of agriculture. It is also worth
noting that it is no longer enough for research to generate information alone. The required
information is also to be delivered to the end users at one place. This information must be
direct clear and easily understandable and without providing any scope for distortion.
he foundation stone of agricultural revolution has been the accessibility of improved varieties
T
of crops, breeds of livestock including poultry and fisheries, horticultural plant materials and
improved management practices for improved productivity, sustainability and stability of various
crop and livestock enterprises. This has raised the hunt by farmers for future availability of
seed, planting materials and other materials, trouble-free accessibility to diagnostic services
for soil fertility and plant protection, availability of appropriate information through leaflets and
pamphlets and increased scope in sale of consultancy services.
Habitually the farmers are not aware as to whom and where to approach for field problems. It
is felt that the facilities of a single window approach will enable farmers to have the required
information for the solution to their problems related to the areas in which the concerned
institute is involved. With these views, the ICAR has taken decision to set up ATICs as a part
of World Bank Funded National Agricultural Technology Project in the year 1999. In Gujarat,
Anand Agricultural University, Navsari Agricultural University, Junagadh Agricultural University
and S. D. Agricultural University has such center.
What is ATIC?
The Agricultural Technology Information Centre is a single window support system linked with
units of research institutions with intermediaries and end users in decision making and problem
solving exercise.
51
ICAR
(DG)

Division of Agricultural Extension
(DDG)

State Agricultural University
(DEE)

ATIC
(ATIC Manager)
Administrative Structure
Functional structure of ATIC:ATIC
Products Services Information

Seed Soil and water testing Exhibits
Plants Material Plant Clinic Audio video Aids
Livestock Species Veterinary Clinic Farm Literature of
Tools and Equipment’s Testing and calibration Latest technology
Value added products
As of small equipment’s Digital video disk
Other agro products
Farmers and Other end users
ATIC is partly funded by the World Bank. Initially ICAR had decided to setup 44 ATIC throughout
India, from amongst one is started at SDAU, Sardarkrushinagar.
Objectives of ATIC
1. Provide a single window delivery system for the products and services available from an
institution to the farmers and other interested group as a process of innovativeness in
technology dissemination at the institute level
2. Facilitate the direct farmer’s access to the institutional resources available in terms of
technology advice and technology products etc. for reducing technology dissemination
losses
3. Provide mechanism for feedback from the users to the institute. In addition to supporting
individual farmers, groups, public and private agencies in supplying quality materials,
technology and technical knowledge
52
Activities of ATIC
The major activities of this system is to supply all the information on technologies, techniques
and knowledge and necessary input and materials including planting materials, seeds advisory
services, diagnostic services from the one place.
The activities are as follows:
Soil and water sample testing facilities
Plant clinic and diagnostic centre
Rhizobium culture
Organic and bio-pesticide, NPV
Seed and planting material, small implements
Fertilizer quality testing
Insecticide quality testing
Tissue culture and plant material
Farm literature: leaflets, pamphlets, journals and magazines
Booklets and manuals
Audio and video cassettes on crops and other enterprise
Procesed products: Cereals, milk, meat, fish, vegetable, fruits, mushroom etc.
Cafeteria (Tea/Coffee/Lassi/Cold drinks/Snakes, etc.)
Technology Park (Display I Exhibition)
Veterinary: Animal clinical service for small as well as large animals
Poultry hybrids livestock breeds, fish seed, etc.
Study Questions
1. Visit the ATIC of the university and prepare the visit report on prescribed proforma.
2. Why ATIC is considered as single window system?
3. What are the constraints of ATIC delivery system?
4. What are your suggestions to make ATIC more effective?
53
Information Schedule ATIC
Name of the ATIC ____________________________________________________________________
1. Name of the Project Manager of ATIC?............................................................................
2. Educational qualification of Project Manager?............................................................
3. From how many years the charge of ATIC is held?.....................................................
4. Which activities are carried out since last three years? Give the numbers.
Sr. No Activity No. Number of

Participant
1
2
3
4
5
6
7
8
5. Which services are catered to the farmers during last year?
Sr. No Services No. Number of

Participant
1
2
3
4
5
6
7
8
6. Why ATIC is considered as a Single Window Delivery System?

………………………………………………………………………………….…………………………………………………………………
……………….………………………………………………………………………………….………………………………………………
………………………………………………………………….
54
7. Feedbacks received form the farmers during last year?
1…………………………………………………………………………………………
2………………………………………………………………………………………...
3…………………………………………………………………………………………
4…………………………………………………………………………………………
8. Which constraints confined the activities of ATIC?
………………………………………………………………………………….……………………………………………………………
…………………….…………………………………………………………………………….....................…….………………………
9. What are your suggestions to make ATIC more effective?
………………………………………………………………………………….…………………………………………………………………
……………….…………………………………………………………………………………....................................………………………
******
55
56
57
58
PRA TECHNIQUES AND ITS APPLICATION
Participatory rural appraisal (PRA) is an aim to incorporate the knowledge and opinions of rural people
in the planning and management of development projects and programmes. PRA can be described as a
family of approaches, methods and behaviours that enable people to express and analyse the realities of
their lives and conditions, to plan themselves what action to take and to monitor and evaluate the results.
Origins of Participatory Rural Appraisal
By the early 1980’s, there was growing dissatisfaction among development experts with both the
reductionism of formal surveys and the biases of typical field visits. In 1983, Robert Chambers, a Fellow
at the Institute of Development Studies (UK), used the term Rapid Rural Appraisal to describe techniques
that could bring about a ‘reversal of learning’. By the mid 1990’s, the term RRA had been replaced by a
number of other terms including ‘Participatory Rural Appraisal (PRA)’ and ‘Participatory Learning and
Action’ (PLA).
What is Participatory Rural Appraisal (PRA)
PRA, an approach towards empowering the poor and marginalized communities, offers a basket of
techniques. It helps to learn from as well as with the community or villagers. A set of principles, a process
of communicating and interacting with the participants (villagers/ community people) using a set of
menu of methods for seeking their participation. In PRA, the use of local graphic representations created
by the community that legitimize local knowledge and promote participants’ empowerment.
“An approach (and family of methodologies) for shared learning between local people and outsiders to
enable development practitioners, government officials and local people to plan together appropriate
interventions (1998).”
Principles of PRA
Different practitioners would find different principles but most would agree to include the following
1. Using optimal ignorance: This refers to the importance of knowing what it is not worth knowing.
It avoids unnecessary details and irrelevant data. It does not measure more precisely than is needed. It
optimizes trade-off between quality, relevance, accuracy and timeliness.
2. Offsetting biases: Especially those of rural development tourism, by being relaxed and not rushing,
listening not lecturing, probing instead of passing on to the next topic, being unimposing instead of
important and seeking out the poorer people and their concerns.
3. Triangulation: Using more than one and often three, sources of information to cross-check answers.
4. Learning from and with rural people: Directly, on the site and face-to-face, gaining from indigenous
physical, technical and social knowledge.
5. Learning rapidly and progressively: With conscious exploration, flexible use of methods,
opportunism, improvisation, iteration and cross-checking, not following a blueprint program but
adapting through a learning process.
59
Key Features of PRA
1. Participatory process, provides vast scope and space for the community/participants
2. No preset questionnaires; rather semi structured/open-ended interview technique followed
3. Interactive process and exchange of ideas
4. Enables people and outsiders to learn through sharing of information
5. Flexibility in using methods, innovate adaptable methods to suit local conditions
Do’s
1. Stay in the village along with the villagers
2. Learn to unlearn by staying with the people, by more of listening and less of talking
3. Establish a rapport with the people
4. Organize do-it-yourself to start the field work. This will involve the team in trying their hands at
everyday local activities
5. Choose a place in consultation with the people where men, women and people from different
sections of the community can gather and participate
6. Create an open and enabling atmosphere to encourage participation
7. Start and build up interaction and dialogue gradually
8. Meet the people at their convenience. Ensure that the team from outside is multidisciplinary in
nature
9. Decide the role of each member of the team from outside
10. Cultivate the attitude of letting people to set agenda
11. Ask open-ended questions in an informal way. Resort to the six helpers of PRA: What? When?
Where? Who? How? and Why?
12. Use locally available materials in all PRA exercises
13. Be humble in your approach, respect the local people, their culture, their customs and their way
of life
14. Be flexible in your approach
15. Be an active participation in all the PRA deliberation
16. Be aware of the conflicts, if any; deal with them in a positive way
17. Be conscious of the silent and invisible people in the village
18. Be sensitive to the feelings of the people
19. Be careful about your body language
20. Think about the possible sequences of methods that can be used before leaving for the field
21. Share your knowledge with the people
22. Hand over the stick
60
Don’ts
1. Don’t fail to listen closely
2. Don’t ask leading questions
3. Don’t ask intensive questions
4. Don’t fail to probe into issues
5. Don’t fail to judge the responses
6. Don’t interrupt
7. Don’t dominate
8. Don’t lecture
9. Don’t personalize issues
10. Don’t make false promises
11. Don’t be arrogant and obsessive
12. Don’t be judgmental
13. Don’t use tricky language
14. Don’t decide; rather facilitate the people to decide
Methods
PRA employs a wide range of methods to enable people to express and share information and to stimulate
discussion and analysis. Many are visually based, involving local people in creating.
For example: Maps showing who lives where and the location of important local features and resources
such as water, forests, schools and other services; flow diagrams to indicate linkages, sequences, causes,
effects, problems and solutions; seasonal calendars showing how food availability, workloads, family
health, prices, wages and other factors vary during the year; matrics or grids, scored with seeds, pebbles
or other counters, to compare things - such as the merits of different crop varieties or tree species, or
how conditions have changed over time.
PRA activities usually take place in groups, working on the ground or on paper. The ground is more
participatory and helps empower those who are not literate. Visual techniques provide scope for
creativity and encourage a frank exchange of views. They also allow crosschecking. Using combinations
of PRA methods, a very detailed picture can be built up, one that expresses the complexity and diversity
of local people’s realities far better than conventional survey techniques such as questionnaires.
61
Selection of participatory methods and their uses
Participatory Brief description Examples of particular use
method
Timelines Historical profiles of longer-term Fish catch over time, productivity
events or trends changes, policy changes
Seasonal calendars Graphical representation of Labour availability,
seasonal events or trends hydrographic changes
Transect walks and Land and water-use maps based on Quality and quantity of natural
through particular areas walking capital, local knowledge of resource maps
microhabitat, current use of aquatic
resources
Social maps Maps locating key social features Access to services and infrastructure
Wealth ranking Socio-economic categorization Assets, income
of households
Preference ranking Ordinal ranking, e.g. based on Livelihood strategies, assets
pairwise comparisons, based on and matrix ranking access to
defined criteria with scoring services (e.g., fish for
conservation)
Practical applications
Since the early 1990s, PRA approaches and methods have evolved and spread with astonishing speed.
Originating mainly among Non-Government Organisations (NGOs) in East Africa and South Asia, they
have since been adopted by government departments, training institutes, aid agencies and universities
all over the world. They are now being used in at least 100 countries. PRA has been applied in almost
every domain of development and community action, both urban and rural.
PRA as a new approach and method in which rural people themselves do much of the investigation,
presentation, analysis, planning and dissemination than has been normal past.
Types of PRA Methods
PRA Methods
Space Related Time Related Relation Method
• Social and Resource Map • Timeline • Cause effect
• Participatory Modeling Method • Trend Analysis • Network Diagram
• Mobility Map • Historical transect • Process Map
• Services and Opportunities Map • Seasonal diagram • Well-being Ranking
• Transect walk • Venn Diagram
• Participatory Census Method • Pair-wise ranking
• Matrix ranking
• FF Analysis
• Pie diagram
• Livelihood analysis
• Spider Diagram
• Body Mapping
62
Stages of participation
Generally, the following five stages are followed for PRA in qualitative method
1st stage : Outside experts tell and manipulation the villagers
2nd stage : The outside experts inform participants
3rd stage : The outside experts and participants consult each other to make decision together
4th stage : They act together
5th stage : The outside experts delegate authority and support to the participants
Advantages of PRA
1. Identification of genuine priorities for target group
2. Devolution of management responsibilities
3. Motivation and mobilisation of local development workers
4. Forming better linkages between communities and development institutions
5. Use of local resources
6. Mobilisation of community resources
7. More sustainable development activities
Disadvantages of PRA
1. Raising expectations which cannot be realised
2. Proposal of development plans which participating agencies cannot respond to
3. Risk of “capture” of activities by local interests
4. Failure to take account of stratification in communities
1. Social mapping
It is used to present information on: village layout, infrastructure, population, social stratifications,
chronic health cases, disability, malnourished children, family planning, vaccination, widows, destitute
and so on.
Procedures
1. Find the members of the community who know and who are willing to be a part of it
2. Take a walk with the participants and establish compass direction at the boundaries on the village
areas
3. Explain the purpose of the exercise to the participants and request them to start off. Leave them to
use whatever the materials they choose
4. Watch the process alertly. Listen the discussions carefully
5. Take notes in as much detail as possible
6. Do not rush things. Avoid chipping in. Try to hand over the stick to them
63
7. Observe who are actively involved. Encourage and facilitate others who are not able to say anything
8. Once mapping is over, ask them to identify their houses in the map
9. Number the households and mark different households according to the need
10. Triangulate the information generated with others in the locality
Applications
1. Developing a comprehensive understanding of the physical and social aspects of community
2. Collecting demographic and other required information household wise
3. Providing a forum of discussion in which to unravel the various aspects of social life
4. Serving as a guiding instrument during the process of planning intervention
5. Serving as a monitoring and evaluation tool
Social map
2. Resource Map
A resource map is mainly drawn to present information on
• Land, water and tree resources
• Land used, land and soil types
• Cropping pattern
• Land, water management, etc.
Procedures
1. Establish rapport
2. Find out key informants
3. Explain the purpose
4. Select a place
64
5. Hand over the stick
6. Observe the discussion
7. Do not make objection
8. Observe if any of the member is excluded from discussion
Applications
Resource maps are used for depicting of various aspects related to the natural resource management of
a locality including.
1. Topography and slopes
2. Forest vegetation and tree species
3. Soil type, fertility, erosion, etc.
4. Land and forest use
5. Water and water bodies
6. Agriculture cropping pattern
Resource Map
65
Other PRA Tools that have different uses and applications
3. Mobility map : It is a PRA method to explore the movement pattern of an individual, a group or
a community. The focus is on where people go and for what. Other aspects of movement like the
frequency of visits, distance and the importance of the places visited may also be studied.
4. Services and opportunities map : It is used to explore the spatial realities of the local people with
specific reference to local people’s perception of the services and opportunities available.
A services and opportunities map may appear similar to a mobility map in many ways. Here, however,
the focus is on the availability of services and opportunities while, in the later, the focus is on the places
local people visit.
66
5. Transect walk : It provides a cross sectional representation of different agro-ecological parameters
including topography, land type, land usage, access, ownership, soil type, soil fertility, vegetation, crops,
problems, opportunities and solutions.
67
6. Impact diagram : It is used to identify and depict the impact of an activity, intervention or event.
Impact diagram not only captures the planned changes but also takes into account other types of changes
as perceived by the local people.
68
7. Timeline : It is an important PRA method quiet commonly used to explore the temporal dimensions
from a historical perspective. Timeline captures the chronology of events as recalled by local people. It
is drawn as a sequential aggregate of past events. The important point is that it is not the history as such
but the events of past as perceived and recalled by the local people.
8. Trend Analysis : It is a popular PRA method used to explore temporal dimensions with a focus on
changes. It captures changes and trends related to certain variables over different spans of time. It is
thus people’s account of the past and how things have changed and hence also provides a historical
perspective.
69
70
9. Historical transect : It is another time related PRA method which overlaps with trend analysis.
Historical transect has traditionally been used for depicting changes in different aspects of natural
resources, while trend analysis may cover many aspects as well.
10. Seasonal diagram : It is also called seasonal calendar, seasonal activity profile and seasonal analysis.
Seasonal diagram has been popularly for temporal analysis across annual cycles, with months or seasons
as the basic unit of analysis. It reflects the perceptions of the local people regarding seasonal variations
on a wide range of items.
71
11. Daily activity schedule : It also referred to as daily schedule, daily activity profile, daily routine
and 24 hour method, is a popular PRA method used to explore the activities of an individual, group or
community on a daily basis.
12. Venn diagram : It is one of the commonly used methods in PRA to study institutional relationship
and is sometimes also referred to as institutional diagram. It is however popularly known as “Chapati
diagram” as it uses circles of various sizes to represent institutions or individuals.
72
73
13. Pair-wise ranking : It is a popular PRA method. It helps in arriving at people’s priorities and
preferences.
In pair-wise ranking method, two items, attributes, factors etc., are compared at a time. This process of
comparing of two at a time is carried on till each item has been compared with the other. The frequency
of how many times each of the items have been preferred is ascertained. This frequency gives an idea of
preferences of the people.
14. Matrix ranking/scoring method : It is a popular PRA method which makes the comparison of
various items on the basis of different criteria. It helps in arriving at a comparative understanding of the
items, based on certain characteristics or criteria and thereby making an informed choice.
74
15. Cause effect diagram : It is also known as fishbone diagram, is a popular PRA method which focuses
on the causal factors of a phenomenon, activity, or problem, and the effects thereof.
75
16. Forced Field Analysis : It is a technique used to identify and analyse forces affecting a problem
situation visually, so as to bring about a positive change.
Kurt Lewin is credited with the development of FFA. According to him, any situation or performance can
be viewed as a state of temporary equilibrium.
76
17. Historical Calendars: Historical timeline exercises are conducted to highlight trends and key
points in the history of the Community or Village that households considered had an impact on
their livelihoods – either positively or negatively.
18. Village Mapping: Village mapping is a PRA tool used to facilitate understanding and discussion
on local farming systems, physical resources/features and infrastructure considered important by
households.
77
19. Matrix Scoring and Ranking Matrix: scoring and ranking is a PRA tool that allows households to
identify activities most preferred by households and why particular activities are preferred. This
particular exercise is also used as a planning tool (e.g. to identify crops or livestock that households
wish to cultivate and why). In addition, matrix scoring and ranking is also used effectively to
evaluate household perceptions on a technology or activity.
Components Variety 1 Variety 2 Variety 3 Variety 4
Fruit Quality
Self-life
Market price
Total score
20. Wealth Ranking: Wealth ranking is conducted to allow households to define differing levels
of wealth in a Community and the households that belong to a particular class of wealth. The
characteristics of each class of wealth are defined. The results of wealth ranking exercises facilitate
an understanding of the characteristics and resources of households of a particular wealth class,
particularly the poor.
78
21. Focus Group Discussions: Focus group discussions facilitate discussion on a particular problem
or development topic. The discussions ultimately encourage households to propose solutions to
these issues.
22. Problem Ranking: A matrix that identifies compares and prioritizes main problems of villagers. It
serves as basis for focusing recommendations, alternative options or possible solutions.
79
23. Problem Cause Diagram: A diagram which traces and diagnoses the root causes of certain
problems in the community or household.
Study question
1. Visit a nearby village and conduct PRA of the village and prepare PRA report.
**********
80
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Ag. Extn. 3.1

Fundamentals of Agricultural Extension Education

DEPARTMENT OF AGRICULTURAL EXTENSION & COMMUNICATION

Year : February 2019

ISBN No. : 9789353462925

Publication Series Number : EDU-1:14:2018:500

Publisher : Department of Agricultural Extension and Communication

Printer : Asian Printery

With best wishes,

With best wishes,

This is to certify that Shri/Kumari ______________________________________________

The exercise No.: ___________________ have/ has been found incomplete.

Place: Anand / Vaso / Jabugam

Exercise Title of the Exercise Page Date of Date of Sign. Remarks

1 Indian Agricultural Scenario

2 Understand the problems

4 Study of Gram Panchayat

7 Study and visit of KVK

8 Study and visit of SSK

9 Study and visit of ATIC

10 PRA techniques and its

7 Dairy • Milk (buffalo) • Milk (cow)

Sr. No. Major crops of Gujarat Rank of Gujarat in India

1. Low earning power of borrower

2. Use of loan for unproductive purposes

3. The excessively high rate of interest charged by the money lenders

4. The manipulation of accounts by the lenders

13. Agricultural Marketing

• Difference in retail price and farm gate price

• Productivity per acre is low leads to difficulty in marketing their crops

• Lack of connection from producing centers with the urban areas

14. Scarcity of capital

• Farmers capital is locked up in his lands and stocks

• High rate of interest

• Purchase the agricultural produce at very low price

15. Inadequate storage facilities

• Farmers sell their produce immediately after the harvest

16. Inadequate transport

• Lack of cheap and efficient means of transportation

• Most roads in the rural areas are Kutcha (bullock-cart roads)

g) Which are situational factors you experiencing to leave farming as a profession

4 Poor basic facilities in my village restricting my children to settle in

6.2 Family type: Nuclear/ Joint family

Sr. Name of crop Name of the variety used

4. Agriculture implements owned

A Smart Phone Related Response B Computer Related Response

Sr. Name of Member Position Age Qualification Occupation

Sr. Gram Panchayat Chaired by No. attended Purpose/Decision

Sr. Gram Sabha Chaired by No. voters Purpose/

Sr. Name of the Committee formed Number of members Functions of the

Sr. Name of the Facilities Year Funded by Gov./

Sr. Name of the basic Facilities Year Funded by Gov./ Coop-

Observation of students during visit: