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Assam Agricultural University, Jorhat

Assam Agricultural University is the first institution of its kind in the whole of North-Eastern Region of India. The main goal of this institution is to produce globally competitive human resources in farm sectorand to carry out research in both conventional and frontier areas for production optimization as well as to disseminate the generated technologies as public good for benefitting the food growers/produces and traders involved in the sector while emphasizing on sustainability, equity and overall food security at household level. Genesis of AAU - The embryo of the agricultural research in the state of Assam was formed as early as 1897 with the establishment of the Upper Shillong Experimental Farm (now in Meghalaya) just after about a decade of creation of the agricultural department in 1882. However, the seeds of agricultural research in today’s Assam were sown in the dawn of the twentieth century with the establishment of two Rice Experimental Stations, one at Karimganj in Barak valley in 1913 and the other at Titabor in Brahmaputra valley in 1923. Subsequent to these research stations, a number of research stations were established to conduct research on important crops, more specifically, jute, pulses, oilseeds etc. The Assam Agricultural University was established on April 1, 1969 under The Assam Agricultural University Act, 1968’ with the mandate of imparting farm education, conduct research in agriculture and allied sciences and to effectively disseminate technologies so generated. Before establishment of the University, there were altogether 17 research schemes/projects in the state under the Department of Agriculture. By July 1973, all the research projects and 10 experimental farms were transferred by the Government of Assam to the AAU which already inherited the College of Agriculture and its farm at Barbheta, Jorhat and College of Veterinary Sciences at Khanapara, Guwahati. Subsequently, College of Community Science at Jorhat (1969), College of Fisheries at Raha (1988), Biswanath College of Agriculture at Biswanath Chariali (1988) and Lakhimpur College of Veterinary Science at Joyhing, North Lakhimpur (1988) were established. Presently, the University has three more colleges under its jurisdiction, viz., Sarat Chandra Singha College of Agriculture, Chapar, College of Horticulture, Nalbari & College of Sericulture, Titabar. Similarly, few more regional research stations at Shillongani, Diphu, Gossaigaon, Lakhimpur; and commodity research stations at Kahikuchi, Buralikson, Tinsukia, Kharua, Burnihat and Mandira were added to generate location and crop specific agricultural production packages.

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Subject: Human Development and Family Studies × Author: Gogoi, Sampreety × End date: 2019 × Type: Thesis × Thesis Type: Ph.D ×
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    ThesisItemOpen Access
    EVALUATION OF KASTURBA GANDHI BALIKA VIDYALAYA (KGBV) IMPLEMENTED UNDER SARBA SIKSHA ABHIJAN IN ASSAM
    (2014) Gogoi, Sampreety; DrUtpala Goswami
    The study on “Evaluation of Kasturba Gandhi Balika Vidyalaya (KGBV) implemented under Sarba Siksha Abhijan in Assam” was undertaken during the year 2011-12. Multistage sampling design was adopted for the study. Dibrugarh, Sibsagar, Lakhimpur, Nagaon, Kamrup and Barpeta districts were selected purposively for the study. The criteria for selection were for coverage of Upper Assam, Middle Assam and Lower Assam to represent the entire scenario of the State. A total numbers of nine KGBVs were selected for the study. From these KGBVs, all the wardens, teachers, caretakers and staffs were included to study the evaluation of the programme. All the girls from class eight were taken purposively to assess their performance. To assess the views of girls in KGBVs, 20 per cent of the samples were selected randomly from the attendance of class six, seven and eight. The primary objective of the present study were: (1) To evaluate the infrastructure facilities provided in the KGBV, (2) To evaluate the management system in the KGBV, (3) To evaluate the co-curricular and curriculum activities in the KGBV, (4) To evaluate the performance of the children after studying in the KGBV, (5) To evaluate the health care facilities provided in the KGBV, and (6) To evaluate the district wise differences in proper implementation of the different activities in the KGBV. A self-structured interview schedule was developed to elicit specific information. The schedule contained both open- and close-ended questions and comprised aspects regarding background information of the KGBVs; demographic characteristic of the KGBVs; personal characteristics of the wardens, assistant cum care takers, teachers and staffs; infrastructure facilities in the KGBVs; management system in KGBVs; co-curricular and curriculum activities in the KGBVs; performance of children after studying in the KGBVs; health care facilities provided in KGBVs; district wise differences in proper implementation of different activities in the KGBVs; and views of girls in KGBVs. Both qualitative and quantitative methods were employed. The primary data collection methods adopted were in-depth personal interview, focus group discussions and observations. The data were analyzed using frequency percentage and paired ‘t’ test. Results of the study indicated that 88.88 per cent of the respondent revealed that there was no sufficient rooms to accommodate all the girls in the KGBVs. Out of nine numbers of KGBVs, four numbers of KGBVs were functioning in their own buildings and five numbers in rented and Government unused buildings. Hundred per cent of the respondents expressed that the, District Programme Officer (DPO) alternative schooling (AS) were in-charge of the KGBVs. As per the responsibilities entitled by State mission office, the DPO (AS) is to look after the well being and proper functioning of the KGBV component. Hundred per cent of the respondents expressed that monthly expenditure for each girl is Rs. 30 per day and within that minimum cost they have to provide food and other materials for the girls. There were no class wise teachers in the KGBVs and there were differences in the hours of implementation of the classes in the KGBVs. Sufficient reading materials and text books were provided in the KGBVs. Although the evaluation were conducted weekly, monthly, half yearly and quarterly, but no records of the marks achieved by the girls in weekly and monthly evaluation were found in the KGBVs. The computer classes were organized sometime in the KGBVs as most of the computers were not working, and in all the KGBVs there was problem of load-shedding. Vocational trainings and self protection skills were organized, for four to six months by engaging experts, in the KGBVs for empowering the girls and to help them earn their livelihood in future. The teachers also felt that girls became more disciplined after getting enrolled in the KGBVs. As the class eight girls have studied for three years in the KGBVs, significant differences among the achievement of the girls in terms of marks achieved in the subjects at entry level and exit level were observed. The teachers and all the officials had work out to accelerate learning and enable the girls to reach grade level knowledge and skills. Doctors do not come and visit the girls in the KGBVs for regular health checkup, which reflects that convergence was not developed with local primary health centers to build a linkage for regular checkup. The availability of food was there in almost every KGBV, but there was a lack of varieties in most of the cases. Fruits and milk were absent from the menu in almost all the KGBVs. After observation in all the KGBVs, it can be revealed that no major differences in the districts were found in implementation of different activities in the KGBVs. Hundred per cent of the girls expressed that they love being at KGBVs. As the girls have developed good social relations amongst themselves and their teachers, it is a good indicator for the success of the KGBV scheme.