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Govind Ballabh Pant University of Agriculture and Technology, Pantnagar

After independence, development of the rural sector was considered the primary concern of the Government of India. In 1949, with the appointment of the Radhakrishnan University Education Commission, imparting of agricultural education through the setting up of rural universities became the focal point. Later, in 1954 an Indo-American team led by Dr. K.R. Damle, the Vice-President of ICAR, was constituted that arrived at the idea of establishing a Rural University on the land-grant pattern of USA. As a consequence a contract between the Government of India, the Technical Cooperation Mission and some land-grant universities of USA, was signed to promote agricultural education in the country. The US universities included the universities of Tennessee, the Ohio State University, the Kansas State University, The University of Illinois, the Pennsylvania State University and the University of Missouri. The task of assisting Uttar Pradesh in establishing an agricultural university was assigned to the University of Illinois which signed a contract in 1959 to establish an agricultural University in the State. Dean, H.W. Hannah, of the University of Illinois prepared a blueprint for a Rural University to be set up at the Tarai State Farm in the district Nainital, UP. In the initial stage the University of Illinois also offered the services of its scientists and teachers. Thus, in 1960, the first agricultural university of India, UP Agricultural University, came into being by an Act of legislation, UP Act XI-V of 1958. The Act was later amended under UP Universities Re-enactment and Amendment Act 1972 and the University was rechristened as Govind Ballabh Pant University of Agriculture and Technology keeping in view the contributions of Pt. Govind Ballabh Pant, the then Chief Minister of UP. The University was dedicated to the Nation by the first Prime Minister of India Pt Jawaharlal Nehru on 17 November 1960. The G.B. Pant University is a symbol of successful partnership between India and the United States. The establishment of this university brought about a revolution in agricultural education, research and extension. It paved the way for setting up of 31 other agricultural universities in the country.

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  • ThesisItemOpen Access
    An in-depth study of Farm-School-on-AIR programme produced by GBPUA&T, Pantnagar on scientific cultivation of sugarcane
    (G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2005-06) Bisht, Kamini; Singh, A.K.
    With the significant advances in farming technologies, speedy dissemination of those innovations become inevitable to reflect their fruitful effects in the farm front. As a result „farm and Home‟ unit of AIR started „Farm-School-on-AIR‟ programme for effective dissemination of evolving new farm technologies. The success of developmental programme like „FSA‟ depends on the audience participation and their feedback towards the programme. It is, therefore, of interest to any development communicator to know what happens to farm broadcast information at the farmer‟s end. Keeping this in view the present study was carried out on the registered farmers of FSA programme on scientific cultivation of sugarcane, which is being broadcast from AIR, Rampur. The data was collected with the help of structured mailed questionnaire. The findings of the study indicates that majority of respondents were of young age, belonged to OBC category, had joint families, medium educational level, medium size of land holding, had farming as the main occupation with medium mass media exposure. Further the study reveals that most of the respondents considered FSA as credible source of information and they had a favourable attitude towards FSA programme. The audience activity indicates the effectiveness of programme. The audience activity of the FSA programme listeners was found to be at medium level. The study shows that majority of the FSA programme listeners were satisfied with the different aspects of FSA programme like language, voice, day, duration, time and style of presentation etc. However a majority of the respondents found that the speed of delivering lessons was fast. Thus, they suggested that the lectures should be delivered at a slower pace and simple language and local terms should be used in the programme.