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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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20111
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Subject: Agricultural Extension and Communication × Author: Rajput, Aparna × Start date: 2004 ×
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    ThesisItemOpen Access
    Designing strategy for KVK trainers’ training in trainers’ skills through distance learning–a study in North India
    (G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2011-06) Rajput, Aparna; Kumar, B.
    Looking to the large number of KVK trainers in the country and need for basic minimum competence in trainers’ skill, distance learning can be viable option for filling the gap. Now, SAUs are also being equipped with ICTs infrastructure and opportunities to provide courses through distance learning. Analytical research design was used for conducting the study, 43 KVK were selected through purposive sampling.367 trainers were selected through census method from KVK of four states i.e. J&K, Punjab, Delhi and Uttarakhand. Trainers were taken from all three ranks i.e. programme coordinator, subject matter specialist and programme assistant. The findings of the study indicated that maximum number of the trainers were above 40 years, male, from Hindi medium schooling, specialization in field other than agriculture extension, subject matter specialist, Ph.D., had middle level of work experience, had not received training in distance learning, had received some training in trainers’ skill, had medium motivational profile and low level of job satisfaction. Main training areas preferred by trainers for training were use of training methods, monitoring and evaluation and training need assessment techniques. Media preferred by majority were print and internet. Most trainers preferred print, television and e-mail as method for distance learning. Top two ranked constraints in the process of distance learning were unavailability of infrastructure and insufficient interaction with instructors. Further the study revealed that job preference and training received in trainers’ skill had positive and significant relationship with opinion about training areas.