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Kerala Agricultural University, Thrissur

The history of agricultural education in Kerala can be traced back to the year 1896 when a scheme was evolved in the erstwhile Travancore State to train a few young men in scientific agriculture at the Demonstration Farm, Karamana, Thiruvananthapuram, presently, the Cropping Systems Research Centre under Kerala Agricultural University. Agriculture was introduced as an optional subject in the middle school classes in the State in 1922 when an Agricultural Middle School was started at Aluva, Ernakulam District. The popularity and usefulness of this school led to the starting of similar institutions at Kottarakkara and Konni in 1928 and 1931 respectively. Agriculture was later introduced as an optional subject for Intermediate Course in 1953. In 1955, the erstwhile Government of Travancore-Cochin started the Agricultural College and Research Institute at Vellayani, Thiruvananthapuram and the College of Veterinary and Animal Sciences at Mannuthy, Thrissur for imparting higher education in agricultural and veterinary sciences, respectively. These institutions were brought under the direct administrative control of the Department of Agriculture and the Department of Animal Husbandry, respectively. With the formation of Kerala State in 1956, these two colleges were affiliated to the University of Kerala. The post-graduate programmes leading to M.Sc. (Ag), M.V.Sc. and Ph.D. degrees were started in 1961, 1962 and 1965 respectively. On the recommendation of the Second National Education Commission (1964-66) headed by Dr. D.S. Kothari, the then Chairman of the University Grants Commission, one Agricultural University in each State was established. The State Agricultural Universities (SAUs) were established in India as an integral part of the National Agricultural Research System to give the much needed impetus to Agriculture Education and Research in the Country. As a result the Kerala Agricultural University (KAU) was established on 24th February 1971 by virtue of the Act 33 of 1971 and started functioning on 1st February 1972. The Kerala Agricultural University is the 15th in the series of the SAUs. In accordance with the provisions of KAU Act of 1971, the Agricultural College and Research Institute at Vellayani, and the College of Veterinary and Animal Sciences, Mannuthy, were brought under the Kerala Agricultural University. In addition, twenty one agricultural and animal husbandry research stations were also transferred to the KAU for taking up research and extension programmes on various crops, animals, birds, etc. During 2011, Kerala Agricultural University was trifurcated into Kerala Veterinary and Animal Sciences University (KVASU), Kerala University of Fisheries and Ocean Studies (KUFOS) and Kerala Agricultural University (KAU). Now the University has seven colleges (four Agriculture, one Agricultural Engineering, one Forestry, one Co-operation Banking & Management), six RARSs, seven KVKs, 15 Research Stations and 16 Research and Extension Units under the faculties of Agriculture, Agricultural Engineering and Forestry. In addition, one Academy on Climate Change Adaptation and one Institute of Agricultural Technology offering M.Sc. (Integrated) Climate Change Adaptation and Diploma in Agricultural Sciences respectively are also functioning in Kerala Agricultural University.

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Subject: Agricultural Extension × Author: KAU × Author: Kumari Sushama, N P × Start date: 1982 ×
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    ThesisItemOpen Access
    Vocational higher secondary education in agriculture in Kerala - a multimidensional analysis
    (Department Of Agricultural Extension, College Of Agriculture, Vellayani, 1993) Kumari Sushama, N P; KAU; Thyagarajan Nair, G
    The study aimed at analysing the various dimensions of vocational Higher Secondary Education in Agriculture (VHSEA) in Kerala and to suggest a model for strengthening the same. The study was undertaken in nine VHSEA schools spread over eight districts in Kerala, where the scheme was first introduced in 1983-84 and where VHSEA courses are still being offered. There were 300 student-respondents for the study, viz. 150 respondents who have passed VHSEA from these nine schools during 1986-87, 1987-88 & 1988-89 and 50 each of VHSEA students undergoing PP,F & V and NM & OG courses in these schools at the time of the investigation, selected using probability proportion to size-random sampling. Besides, all the available teachers of VHSEA numbering 36 and 60 randomly selected experts from the State Department of Agriculture, Kerala Agricultural University and the Directorate of VHSE also formed the other categories of respondents for the study. The dependent variables were the student-respondents’ knowledge about the subject matter of the VHSEA Courses, attitude towards VHSEA programme, attitude towards scientific agriculture and evaluate perception of VHSE courses in agriculture. These variables were quantified using standardized measurement devices developed for the study. Ten independent variables were selected and quantified with the help of available procedures. Vocational interest areas, vertical mobility and employment status and factors affecting vertical mobility and employment status were also collected from the student-respondents. Data on the evaluative perception of VHSE courses in agriculture, evaluation of VHSEA syllabi and factors affecting vertical mobility and employability were gathered from the teachers of VHSEA and the experts. Constraints in and suggestions for improvement of VHSEA were also collected from the students and teachers of VHSEA. Pre-tested and structured interview schedules/questionnaires were used for data collection. The study revealed that majority of the student – respondents hailed from rural areas with agricultural background, they had secured low marks in SSLC/VHSEA and their family educational status and economic status were poor. Majority of them had high level of aspiration, and a sizeable number did not have financial support for starting self employment ventures. Majority of the student-respondents had only medium level of knowledge and favourable attitude towards VHSEA programme and scientific agriculture. Majority of the respondents had rated the VHSE courses in agriculture as ‘moderate’ the independent variable significantly influencing the dependent variables in general were marks obtained in SSLC, caste, family economic status, family educational status, level of aspiration (past, present and future) and finance for self employment. Commercial flower production and general agriculture were the most preferred vocational interest areas. Half of the VHSEA certificate holders were studying in degree classes and more than one fourth of them were not continuing their studies. Majority of the VHSEA certificate holders were unemployed. Over six per cent of them were working as Lab assistants and only two respondents were engaged in self employment avenues. Interest in higher education, job opportunities due to higher qualification and attitude towards higher education were the most important factors influencing their vertical mobility while awareness about the avenues for self employment, skill training for doing self employment and interest in taking up self employment were the most important factors influencing their employability. The teachers and experts in general rated the VHSEA as moderate. Low standard of pupils, lack of library facilities, lack of building facilities and lack of facilities for doing practicals were the most important constraints. Permanent teachers should be employed, scholarships and grants should be provided, provision for higher education, job opportunities to the pass outs and public should be made aware of the relevance of the VHSEA were the important suggestions for improvement of VHSEA. Based on the results of the study, a model to strengthen VHSEA in Kerala is suggested.