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Sources – Education For Change

Education for Agriculture and Allied Subjects in India

Deva Eswara Reddy, 2009, Journal of Agricultural & Food Information, Volume 10, Issue 4.

India, predominantly an agricultural country, has significantly improved the well-being of its people in recent decades. However, poverty remains India’s most compelling challenge. With over half a century of development, agricultural education and research have been instrumental in ushering in a Green Revolution in the country. The United States land-grant colleges’ model of teaching, research, and extension began in India in 1962 with the establishment of the first university specializing in agriculture. During the past 60 years, agricultural education has expanded rapidly in India to meet the nation’s demand for human resources and agricultural technology. Currently, India has a total of 41 agricultural universities with a mandate for teaching, research, and extension in each of the states or regions. The Indian Council of Agricultural Research (ICAR), an apex body established by the government of India, oversees the working and accreditation aspects of the State Agricultural Universities. This article gives an overview of the past and reviews the present structure of education in agriculture and allied subjects at various levels.

Revitalising Higher Agricultural Education in India: journey towards excellence

Prabhakar Tamboli and Y. L. Nene, 2011, Asia Agri-History Foundation Secunderabad, India, 299 p, ISBN – 8190396331

This book, written By Prof. P M Tamboli and Y L Nene, aims at highlighting the need and urgency of building high quality human resources in the field of agriculture by strengthening agricultural universities in India. The book sets out to critically review and evaluate developments that have taken place in higher agricultural education in the country during the last four decades in the context of its role and importance in country’s performance in agriculture sector. It summarizes the historical developments, discusses the changes in the higher education system, and suggests future directions to meet the challenges of the 21st century in the globalized world. Discussed in the process, is also the role of Indian Council of Agricultural Research (ICAR) and bilateral & multilateral donors in supporting higher agricultural education.

Strengthening Agricultural Extension and Advisory Systems: Procedures for Assessing, Transforming, and Evaluating Extension Systems

Burton E. Swanson and Riikka Rajalahti, 2010, Agriculture and Rural Development Discussion Paper 44,

The International Bank for Reconstruction and Development/The World Bank. The purpose of this book is to provide information on how to transform and strengthen pluralistic agricultural extension and advisory systems in moving toward the broader goal of increasing farm income and improving rural livelihoods. The focus of this book is primarily on the technical knowledge, management skills, and information services that small-scale farm households will need to improve their livelihoods in the rapidly changing global economy.

In addition, the book will also include information on how extension should help all types of farmers in dealing with escalating natural resource problems, including climate change. The primary focus of this book will be a comparative analysis of different extension strategies, organizational models, institutional innovations, and resource constraints and how an extension system might be transformed and strengthened through specific policy and organizational changes as well as needed investments.

A Handbook of Extension Education

De, Dipak, Jirli, B, 2011, AGROBIOS (INDIA), Rs. 300, ISBN – 9788177544046

Extension education has to change in harmony with fast changing national and global scenario. The information and communication technological advances in transfer of technology have changed the TOT paradigm. The book Modern Extension Education emphasizes to provide a comprehensive reading material for extension professionals, students and researchers. This book will fulfill the needs of ICARs restructured postgraduate (masters and doctoral) course curricula and syllabi of extension education at the national level. The book is divided into seven parts, each dealing with separate aspects.