Thumbnail Image

Acharya N G Ranga Agricultural University, Guntur

The Andhra Pradesh Agricultural University (APAU) was established on 12th June 1964 at Hyderabad. The University was formally inaugurated on 20th March 1965 by Late Shri. Lal Bahadur Shastri, the then Hon`ble Prime Minister of India. Another significant milestone was the inauguration of the building programme of the university by Late Smt. Indira Gandhi,the then Hon`ble Prime Minister of India on 23rd June 1966. The University was renamed as Acharya N. G. Ranga Agricultural University on 7th November 1996 in honour and memory of an outstanding parliamentarian Acharya Nayukulu Gogineni Ranga, who rendered remarkable selfless service for the cause of farmers and is regarded as an outstanding educationist, kisan leader and freedom fighter. HISTORICAL MILESTONE Acharya N. G. Ranga Agricultural University (ANGRAU) was established under the name of Andhra Pradesh Agricultural University (APAU) on the 12th of June 1964 through the APAU Act 1963. Later, it was renamed as Acharya N. G. Ranga Agricultural University on the 7th of November, 1996 in honour and memory of the noted Parliamentarian and Kisan Leader, Acharya N. G. Ranga. At the verge of completion of Golden Jubilee Year of the ANGRAU, it has given birth to a new State Agricultural University namely Prof. Jayashankar Telangana State Agricultural University with the bifurcation of the state of Andhra Pradesh as per the Andhra Pradesh Reorganization Act 2014. The ANGRAU at LAM, Guntur is serving the students and the farmers of 13 districts of new State of Andhra Pradesh with renewed interest and dedication. Genesis of ANGRAU in service of the farmers 1926: The Royal Commission emphasized the need for a strong research base for agricultural development in the country... 1949: The Radhakrishnan Commission (1949) on University Education led to the establishment of Rural Universities for the overall development of agriculture and rural life in the country... 1955: First Joint Indo-American Team studied the status and future needs of agricultural education in the country... 1960: Second Joint Indo-American Team (1960) headed by Dr. M. S. Randhawa, the then Vice-President of Indian Council of Agricultural Research recommended specifically the establishment of Farm Universities and spelt out the basic objectives of these Universities as Institutional Autonomy, inclusion of Agriculture, Veterinary / Animal Husbandry and Home Science, Integration of Teaching, Research and Extension... 1963: The Andhra Pradesh Agricultural University (APAU) Act enacted... June 12th 1964: Andhra Pradesh Agricultural University (APAU) was established at Hyderabad with Shri. O. Pulla Reddi, I.C.S. (Retired) was the first founder Vice-Chancellor of the University... June 1964: Re-affilitation of Colleges of Agriculture and Veterinary Science, Hyderabad (estt. in 1961, affiliated to Osmania University), Agricultural College, Bapatla (estt. in 1945, affiliated to Andhra University), Sri Venkateswara Agricultural College, Tirupati and Andhra Veterinary College, Tirupati (estt. in 1961, affiliated to Sri Venkateswara University)... 20th March 1965: Formal inauguration of APAU by Late Shri. Lal Bahadur Shastri, the then Hon`ble Prime Minister of India... 1964-66: The report of the Second National Education Commission headed by Dr. D.S. Kothari, Chairman of the University Grants Commission stressed the need for establishing at least one Agricultural University in each Indian State... 23, June 1966: Inauguration of the Administrative building of the university by Late Smt. Indira Gandhi, the then Hon`ble Prime Minister of India... July, 1966: Transfer of 41 Agricultural Research Stations, functioning under the Department of Agriculture... May, 1967: Transfer of Four Research Stations of the Animal Husbandry Department... 7th November 1996: Renaming of University as Acharya N. G. Ranga Agricultural University in honour and memory of an outstanding parliamentarian Acharya Nayukulu Gogineni Ranga... 15th July 2005: Establishment of Sri Venkateswara Veterinary University (SVVU) bifurcating ANGRAU by Act 18 of 2005... 26th June 2007: Establishment of Andhra Pradesh Horticultural University (APHU) bifurcating ANGRAU by the Act 30 of 2007... 2nd June 2014 As per the Andhra Pradesh Reorganization Act 2014, ANGRAU is now... serving the students and the farmers of 13 districts of new State of Andhra Pradesh with renewed interest and dedication...

News

https://angrau.ac.in/ANGRU/Library_Resources.aspx

Browse

20221
Reset filters
Subject: Human Development and family studies × Author: ARUNA KUMARI, MOSYA × Start date: 2018 × Type: Thesis ×
Reset filters

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    ThesisItemOpen Access
    IMPLEMENTATION STATUS OF PRESCHOOL CURRICULUM BY ANGANWADI CENTERS IN TRIBAL AREAS OF VISAKHAPATNAM DISTRICT
    (guntur, 2022-08-23) ARUNA KUMARI, MOSYA; PRASANTHI, SEELAM
    ABSTRACT Early Childhood Education contributes to the universalization of primary education, by providing necessary preparation for primary schooling to the child. Early childhood education for the children aged 3-8 years is one of the services provided under the ICDS. It is directed towards providing a natural, joyful & stimulating environment with emphasis on necessary inputs for growth and development. There appears to be only few research studies conducted on early childhood related to ICDS particularly in tribal areas. Most of the studies were conducted on services provided at Anganwadi centers related to health and nutrition aspects. Further there are no research studies done implementing the preschool curriculum with effect in developmental outcomes of children in all areas of holistic development. To plan or to improve implementation status of preschool education at tribal Anganwadi centers more empirical research is required. Hence the present study was taken to fill the gap in research. The present study was carried out in tribal area of Visakhapatnam district on the implementation status of preschool curriculum by Anganwadi centers in tribal areas. An Ex-post facto research design was adopted for conducting the study. Random sampling technique was used to select 120 preschool children between the age group of 3-6 years and 30 Anganwadi workers (AWWs), 30 Anganwadi Helpers (AWHs) between the age group of 21-60 years. The independent variables in the study were profile of Anganwadi workers, Anganwadi helpers and preschool children, infrastructure facilities available at selected centers, knowledge levels of Anganwadi workers and Anganwadi helpers. The developmental outcome of children and pedagogy process was considered as the dependent variable. xvii The tools used for data collection were general information schedules, questionnaire prepared by the investigator to assess the knowledge levels of Anganwadi workers and Anganwadi helpers and constraints related to implementation of Anganwadi curriculum, Observation checklist on implementation of curriculum, and data related to Developmental out comes in children was collected by using Child Assessment Card (3-6 years) developed by the Department of Women Development & Child welfare, Govt. of Andhra Pradesh. The results showed that most of the Anganwadi workers (40%) were in the age group of 31- 40 years and majority (43%) of the Anganwadi workers educational status was below 10th class. Majority of the selected sample AWWs (63%), AWHs (53%) and children (67%) belong to nuclear type of family. Maximum percentages of children were in the age range of 4-5 and 5-6 years and 42 per cent were found in the class of UKG (Upper Kindergarten). More than half (65.9%) of the children were able to complete the task on overall developmental outcomes of children based on child assessment card (3-6 years). Boys and girls performed almost equally on all areas of development. Girls performed better than boys in the area of physical (40%), cognitive (12.5%), socio-emotional development (39.1%) and creativity (36.7%). Boys performed better than girls in the area of language development (20%) only. The majority of the Anganwadi workers were in the average level (86.7%) related knowledge levels in preschool curriculum and majority of Anganwadi workers were not capable to focus on cognitive (75.9%)& language (62.5%) development related activities in Anganwadi centers. Maximum percentage (70%) of Anganwadi workers were performed activities in implementing the preschool curriculum activities effectively. The performance levels of Anganwadi helpers revealed that all the Anganwadi helpers (100%) were maintaining good levels of personal hygiene, child care and storage area component. The results related to infrastructure revealed that in most of the Anganwadi centers had no proportionate play area for indoor (67%) and outdoor (90%) play activities. Maximum percentage of Anganwadi workers had attended job course training (90%) for two weeks and refresher trainings (74%) for one week and Anganwadi helpers had attended job course training (47%) for two weeks and refresher training (83%) for one week. Results related to constraints in implementation of curriculum were lack of toilet facility (53%), availability of fans (10%), no space for science corners, doll & books (93%), lack of own buildings (37%), lack of sufficient staff (100%), not expected salary (83.3%) and no cooperation from parents (53.3%). The results of the present study showed that there was a gap in implementation of preschool curriculum by Anganwadi workers based on their knowledge levels on curriculum and developmental outcomes of children based on preschool activities done by them. Hence measures should be taken by the Integrated Child Development Service (ICDS) to improve the implementation status of preschool curriculum by Anganwadi workers, more focus should be provided on preschool education (PSE) programmes than the other services provided at Anganwadi centers. As the Anganwadi workers have more additional workloads it is difficult for them to focus on the implementation of the curriculum. So, one more helper can be recruited by the government to carry out additional duties of the Anganwadi worker and also have more preschool education trainings or Early Childhood Care & Education (ECCE) training to enhance the growth & developmental needs of children in an effective manner.