Int.J.Curr.Microbiol.App.

Sci (2017) 6(7): 4429-4436

International Journal of Current Microbiology and Applied Sciences

ISSN: 2319-7706 Volume 6 Number 7 (2017) pp. 4429-4436
Journal homepage: http://www.ijcmas.com

Original Research Article https://doi.org/10.20546/ijcmas.2017.607.462

Attitude of Students towards Rural Agriculture Work Experience

Programme in Rajasthan State, India
Kailash Chand Jakhar1, Madhuri Joshi1, Bajaranglal Choudhary2* and Sunil Kumar1
1
Department of Extension Education, S.K.N. Agriculture, Jobner (Jaipur), India
2
Department of Animal Husbandry and Dairy, IAS, BHU, Varanasi, India
3
Department of Agronomy, IAS, BHU, Varanasi, India
*Corresponding author

ABSTRACT

Agricultural education is an important tool in ensuring increased agricultural productivity,

sustainability, environmental and ecological security, profitability, job security and equity.
Different committees (ICAR Review Committee 1979; Deans Committee 1981) recommended
for strong linkage of agricultural education with actual farming situation through the
programme. Considering the importance of agricultural knowledge on socio-economic
behaviour of the farmers, Agricultural Graduates during internship have to work and study in
rural areas as per university norms it is a course offered by SAUs normally in the final year
(VII or VIII semester) of undergraduate degree programme. In 12th plan, Rural Agriculture
Work Experience (RAWE) Programme has been reconstructed and proposed as 'Rural
Entrepreneurship and Awareness Development Yojana' (READY). The programme aims at
entrepreneurship development among the youth. The present study was conducted in the State
Agriculture Universities of Rajasthan. There were 5 SAUs namely, SKRAU Bikaner and
Keywords MPUAT Udaipur, SKNAU Jobner, AU Kota and AU Jodhpur. Out of the 5 universities 3
universities were having UG and PG degree programmes. So these universities have been
Agricultural selected for the study. There are 3 Agriculture colleges Viz. S.K.N. College of Agriculture,
University, Jobner (SKNAU, Jobner), Rajasthan college of Agriculture, Udaipur (MPUAT, Udaipur) and
Teachers and college of Agriculture, Bikaner (SKRAU, Bikaner) where the PG degree in agriculture is
Students. offered and RAWE programme is being conducted for last 10 years. Hence only these three
colleges have been selected for the study. 30 students from each college selected randomly.
Article Info Thus the sample was comprised of 90 students. There were 74 students given attitude about
educational tour because, 16 students from total 90 were taken their UG degree from RCA,
Accepted:
Udaipur and there was no education tour conducted. The results obtained might be due to facts
30 June 2017
Available Online:
that farmers allotted to the students in the particular area of KVK were very cooperative and
10 July 2017 told about the cultural background of that area to students, which might have helped in
convincing students about village attachment, which has resulted in changing the attitude of
students towards village attachment in RAWE programme. RAWE programme was seriously
implemented by the state agricultural universities and gave more attention on communication,
technical skill and managerial skills respectively. Teachers were also very skilled in a particular
area of skill training, which has resulted in changing the attitude of students towards skill
training in RAWE programme. Educational tour is very important activity in SAUs which is
helpful in exposure of the students with new institutions and technologies. Students were so
cooperative in educational tour and spots visited very well under the guidance of good staff.
This has resulted in to increased favourable attitude towards educational tour of RAWE
programme.

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Introduction
is offered and RAWE programme is being
Agricultural education is an important tool in conducted for last 10 years. Other colleges
ensuring increased agricultural productivity, affiliated by the SAUs do not offer post
sustainability, environmental and ecological graduate degree in Agriculture.Hense only
security, profitability, job security and equity. these three colleges have been selected for the
Different committees (ICAR Review study. 30 students from each college selected
Committee 1979; Deans Committee 1981) randomly. Thus the sample was comprised of
recommended for strong linkage of 90 students. There were 74 students given
agricultural education with actual farming attitude about educational tour because, 16
situation through the programme [1]. students from total 90 were taken their UG
Considering the importance of agricultural degree from RCA, Udaipur and there was no
knowledge on socio-economic behaviour of education tour conducted.
the farmers, Agricultural Graduates during
internship have to work and study in rural The data were collected with the help of
areas as per university norms. In India, questionnaire consisting of measuring devices
Randhawa Committee (1992) recommended of variables along with face to face contact
the Rural Agriculture Work Experience from the respondents. In formulating the
(RAWE) Programme for imparting quality, questions and statements for the
practical oriented education for the agriculture questionnaire, the investigator has taken
degree programme. It is a course offered by opinion and guidance of the experts and other
SAUs normally in the final year (VII or VIII extension personnel. Collected data were
semester) of undergraduate degree tabulated and analyzed by using mean score,
programme. In 12th plan, Rural Agriculture standard deviation, percentage and rank.
Work Experience (RAWE) Programme has
been reconstructed and proposed as 'Rural Results and Discussion
Entrepreneurship and Awareness
Development Yojana' (READY). The Attitude of students towards village
programme aims at entrepreneurship attachment in RAWE programme
development among the youth.
The data given in table no. 1 indicate that
Materials and Methods respondents possessed most favourable
attitude on the statements like “RAWE has
The present study was conducted in the State helped me to get familiar with rural life”
Agriculture Universities of Rajasthan. there which secured highest mean score (4.51 MS),
were 5 SAUs namely, SKRAU Bikaner and hence this statement was ranked first. The
MPUAT Udaipur, SKNAU Jobner, AU Kota second highest mean score (4.46 MS) secured
and AU Jodhpur. Out of the 5 universities 3 by the statement “RAWE has helped me to
universities were having UG and PG degree increase in knowledge on crops / enterprises”
programmes. So these universities have been which was ranked second followed by
selected for the study.There are 3 Agriculture “RAWE has helped me to develop favourable
colleges Viz. S.K.N. College of Agriculture, attitude towards farming enterprise and the
Jobner (SKNAU, Jobner), Rajasthan college farmers” (4.11 MS), and “RAWE has helped
of Agriculture, Udaipur (MPUAT, Udaipur) me to learn experiences of rural setting” (3.88
and college of Agriculture, Bikaner (SKRAU, MS) ranked third and fourth, respectively.
Bikaner) where the PG degree in agriculture The results obtained might be due to facts that

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farmers allotted to the students in the yield of crops / enterprises”, “RAWE is not
particular area of KVK were very cooperative helpful for exposure with social system and
and told about the cultural background of that institutions”, “RAWE has not helped me to
area to students, which might have helped in reduce cost of cultivation” owing to the mean
convincing students about village attachment, score 2.87, 2.85, 2.76 and 2.67 respectively.
which has resulted in changing the attitude of
students towards village attachment in RAWE This might be due to the facts that most of
programme. students have favourable attitude towards
village attachment and faced less constraints
The data given in the table also revealed that in doing agricultural practices as they belong
the students have moderate attitude towards to rural areas. Further the duration of village
other statements of village attachment in attachment in RAWE programme is less, so
RAWE programme like “RAWE has helped students are not able to understand total
me to gain practical experiences” (3.78 MS), practices to reduce cost of cultivation. The
“RAWE has helped me to understand farmers findings of this study support the findings of
problems” (3.64 MS), “RAWE has helped me [2, 3,].
to gaining knowledge on time utilization
pattern of rural people” (3.62 MS), “RAWE Attitude of students towards skill training
has helped me to provide opportunity to meet in RAWE programme
role models in agriculture” (3.47 MS),
“RAWE has helped me to understand farming The data given in table no. 2 indicate that
systems prevailing in the village” (3.43 MS), respondents possessed most favourable
“RAWE has not helped me to getting attitude regarding “RAWE has helped me to
Knowledge on rural cultural background” improve my skills in the related area” which
(3.25 MS), “RAWE has not helped me to secured highest mean score (3.90 MS), hence
learn need assessment and programme this statement was ranked first. The second
Planning” (3.13 MS), “RAWE has not helped highest mean score (3.80 MS) secured by the
me to understand the sentiments of farmers” statement “RAWE has helped me to improve
(3.12 MS), “RAWE has not helped me to my communication skills” which was ranked
developing right attitude towards farming second followed by “RAWE has helped me to
community” (3.11 MS) and “RAWE has not improve the technical skill in performing
helped me to know about the economic status various agricultural operations” (3.73 MS),
of farmers” (2.95 MS). The reason is because and “RAWE has helped me to improve
staff of KVK and farmers took this managerial skills” (3.64 MS) ranked third and
programme very seriously for the students. fourth, respectively.
Farmers were in regular touch with the KVK.
It means programme provided to students The results so found might be due to facts that
about village attachment bring significant skill training programme of RAWE
improvement in knowledge of students about programme was seriously implemented by the
rural area and agriculture. state agricultural universities and gave more
attention on communication, technical skill
The students expressed least favourable and managerial skills respectively. Teachers
attitude towards statements of village were also very skilled in a particular area of
attachment in RAWE programme like skill training, which has resulted in changing
“RAWE has not helped me to exposed to the attitude of students towards skill training
rural livelihood security and survivility”, in RAWE programme.
“RAWE has not helped me to increase in
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Table.1 Statement wise attitude of students towards village attachment

N = 90
S. Attitudinal statements Response categories of students
No.
S A UD DA SDA Mean Rank
A score
1. RAWE has helped me to get familiar with 53 33 1 3 0 4.51 I
rural life
2. RAWE has helped me to develop 36 29 24 1 0 4.11 III
favourable attitude towards farming
enterprise and the farmers
3. RAWE is not helpful for exposure with 13 23 28 24 2 2.76 XVII
social system and institutions
4. RAWE has not helped me to understand 11 14 22 39 4 3.12 XII
the sentiments of farmers
5. RAWE has helped me to learn 31 34 12 10 3 3.88 IV
experiences of rural setting
6. RAWE has not helped me to learn need 11 15 25 29 10 3.13 XI
assessment and programme Planning
7. RAWE has not helped me to exposed to 11 21 32 20 6 2.87 XV
rural livelihood security and survivility
8. RAWE has helped me to gain practical 30 27 19 12 2 3.78 V
experiences
9. RAWE has helped me to increase in 54 28 5 2 1 4.46 II
knowledge on crops / enterprises.
10. RAWE has not helped me to increase in 12 27 19 22 10 2.85 XVI
yield of crops/enterprises
11. RAWE has not helped me to reduce cost 10 31 30 16 3 2.67 XVIII
of cultivation.
12. RAWE has helped me to gaining 23 29 23 10 5 3.62 VII
knowledge on time utilization pattern of
rural people
13. RAWE has not helped me to getting 15 12 17 27 19 3.25 X
Knowledge on rural cultural background
14. RAWE has helped me to understand 19 36 19 9 7 3.64 VI
farmers problems
15. RAWE has helped me to provide 18 27 31 8 6 3.47 VIII
opportunity to meet role models in
agriculture
16. RAWE has not helped me to developing 9 22 17 34 8 3.11 XIII
right attitude towards farming community
17. RAWE has helped me to understand 15 34 26 5 10 3.43 IX
farming systems prevailing in the village
18. RAWE has not helped me to know about 15 21 21 19 14 2.95 XIV
the economic status of farmers.
SA: Strongly agreed a: Agreed UD: Undecided DA: Disagree SDA: Strongly Disagree

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Table.2 Statement wise attitude of students towards skill training

N = 90
S. Attitudinal statements Response categories Me Ran
No. of students an k
S A U D SD scor
A D A A e
1. RAWE has helped me to improve my skills in 3 3 2 7 2 3.9 I
the related area 1 0 0 0
2. RAWE has helped me to improve my 2 3 1 9 3 3.8 II
communication skills 5 4 9 0
3. RAWE has not helped me to develop leadership 1 1 1 2 21 3.3 VI
quality 5 1 7 6 0
4. RAWE has developed capacity in me to start an 1 3 2 1 5 3.4 V
enterprise 5 6 1 3 7
5. RAWE has helped me to improve managerial 1 4 2 6 5 3.6 IV
skills 6 2 1 4
6. RAWE has not helped me to develop favourable 1 2 1 2 7 2.8 IX
attitude about the related enterprise 5 3 9 6 5
7. RAWE has not helped me to develop ability of 1 1 2 2 13 3.1 VIII
cooperation and team work 1 8 5 3 0
8. RAWE has not helped me to develop confidence 1 1 2 1 17 3.1 VII
and professional competence 5 1 9 8 2
9. RAWE has helped me to improve the technical 2 3 1 1 3 3.7 III
skill in performing various agricultural 5 1 9 1 3
operations
10. RAWE has not helped me to improve the 1 3 1 1 11 2.8 X
marketing skill 2 0 9 8 4
SA: Strongly agreed a: Agreed UD: Undecided DA: DisagreeSDA: Strongly Disagree

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Table.3 Statement wise attitude of students towards educational tour

N = 74
S. No. Attitudinal statements Response categories of students Mean Rank
SA A UD DA SDA score
1. RAWE has helped me to know 39 23 7 0 5 4.22 II
about the climate, soil, cropping
system, land use pattern,
irrigation sources and fertilizer
status of different states.
2. RAWE has not helped me to 14 18 13 23 6 2.85 XII
know about the livestock
positions of different states
3. RAWE has helped me to know 4 6 20 20 24 3.72 IV
about various technologies
developed by different
agricultural institutions of
different states
4. RAWE has not helped me to 11 14 17 18 14 3.18 VII
know about the objectives and
mandate of different agricultural
institutions and organisations
5. RAWE has not helped me to 8 20 20 18 8 2.97 X
know about the working pattern
of different agricultural
institutions and organisations
6. RAWE has helped me to know 21 23 15 13 2 3.64 VI
about the training programmes
organized at different agricultural
institutions and organisations for
transfer of technology
7. RAWE has not helped me to 7 19 15 25 8 3.10 VIII
know about the agro climatic zone
wise location of agricultural
institutions in the different states
8. RAWE has not helped me to 9 24 18 16 7 2.87 XI
know about the total geographical
area, rainfall, climate and soil of
each agro climatic zone of
different states visited
9. RAWE has helped me to know 27 21 10 10 6 3.71 V
about the culture of different
states
10. RAWE has not helped me to 12 16 17 12 17 3.08 IX
know about the historical places
of different states
11. RAWE has helped me to develop 39 21 11 1 2 4.27 I
ability to live in a group
12. RAWE has helped me to live in 31 20 10 11 2 3.90 III
discipline
SA: Strongly agreed a: Agreed UD: Undecided DA: Disagree SDA: Strongly Disagree

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The data further reveal that students have status of different states” which was ranked
moderate attitude towards other statements of second followed by “RAWE has helped me to
skill training in RAWE programme like live in discipline” (3.90 MS) and “RAWE has
“RAWE has developed capacity in me to start helped me to know about various
an enterprise”, “RAWE has not helped me to technologies developed by different
develop leadership quality”, “RAWE has not agricultural institutions of different states”
helped me to develop confidence and (3.72 MS) ranked third and fourth,
professional competence”, and “RAWE has respectively.
not helped me to develop ability of
cooperation and team work” with score 3.47, Such results might be due to fact that
3.30, 3.12 and 3.10 mean score respectively. educational tour is very important activity in
SAUs which is helpful in exposure of the
The reason being these aspects minimized the students with new institutions and
risk in startup of any enterprise. It reflects that technologies. Students were so cooperative in
skill training implemented for students bring educational tour and spots visited very well
significant improvement in students for under the guidance of good staff. This has
development of the skill. resulted in to increased favourable attitude
towards educational tour of RAWE
The students expressed least favourable programme.
attitude towards statements of skill training in
RAWE programme like “RAWE has not The data given in table also reveal that
helped me to develop favourable attitude students have moderate attitude towards other
about the related enterprise” and “RAWE has statements of educational tour in RAWE
not helped me to improve the marketing skill” programme like “RAWE has helped me to
owing to the mean score 2.85 and 2.84 know about the culture of different states”,
respectively. This might be due to the facts “RAWE has helped me to know about the
that most of students have better knowledge training programmes organized at different
in entrepreneurship and marketing. This agricultural institutions and organisations for
might be due to the reason that personal transfer of technology”, “RAWE has not
interest of students was in private sector. The helped me to know about the objectives and
findings of this study support the findings of mandate of different agricultural institutions
[2, 5,]. and organisations”, “RAWE has not helped
me to know about the agro climatic zone wise
Attitude of students towards educational location of agricultural institutions in the
tour in RAWE programme different states” and “RAWE has not helped
me to know about the historical places of
The data given in table no. 3 indicate that different states” with score 3.71, 3.64, 3.18,
students possessed most favourable attitude 3.10 and 3.08 mean score respectively.
regarding “RAWE has helped me to develop
ability to live in a group” which secured The students expressed least favourable
highest mean score (4.27 MS), hence this attitude towards statements of educational
statement was ranked first. The second tour in RAWE programme like “RAWE has
highest mean score (4.22 MS) secured by the not helped me to know about the working
statement “RAWE has helped me to know pattern of different agricultural institutions
about the climate, soil, cropping system, land and organisations”, “RAWE has not helped
use pattern, irrigation sources and fertilizer me to know about the total geographical area,

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rainfall, climate and soil of each agro climatic 2. Kumar, S. and Sharma, R.C. 2013. Outlook
zone of different states visited” and “RAWE of Agriculture Undergraduates of
has not helped me to know about the livestock JNKVV towards RAWE
positions of different states” owing to the programme.TECHNOFAME-A Journal
mean score 2.97, 2.87 and 2.85 respectively. of Multidisciplinary Advance
Research.2 (1):40-43.
This might be due to the facts that education 3. Badiger, C., Gavimath, U. and Ashalatha,
tour was implemented just reverse of these K.V. 2003. Impact of Rural Home
aspects. In educational tour total information Science Work Experience Programme.
was available regarding the area where Karnataka Journal of Agricultural
educational tour conducted. This has resulted sciences. 14(4):1001-1005.
in least favourable attitude towards these 4. Ayanwale, B.A. and Laagye, D.H. 2007.
statements in educational tour. The findings Perception of agriculture by students of
of this study support the findings of [2, 4,]. tertiary institution in Nigeria.
Agricultural Journal. 2(2):271-274.
References 5. Bordoloi, R., Borthakur, S. and Singh, A.K.
2013.Analysis of Utility Status of
1. Report of fourth deans committee on College Students in Assam Agricultural
Agricultural Education in India. University under Rural Agricultural
Education Division, Indian Council of Work Experience Programme (RAWE).
Agricultural Research New Delhi.34- Journal of Human Ecology.42 (3):295-
36. 302.

How to cite this article:

Kailash Chand Jakhar, Madhuri Joshi, Bajaranglal Choudhary and Sunil Kumar. 2017. Attitude
of Students towards Rural Agriculture Work Experience Programme in Rajasthan State, India.
Int.J.Curr.Microbiol.App.Sci. 6(7): 4429-4436. doi: https://doi.org/10.20546/ijcmas.2017.607.462

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