Thumbnail Image

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.

Browse

20201
Reset filters
Subject: Others × Author: Abhina, B × Author: KAU × End date: 2023 ×
Reset filters

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    ThesisItemOpen Access
    Impact assessment of integrated child development services (ICDS) programme on nutritional status of children at Trivandrum district
    (Department of Community Science, College of Agriculture, Vellayani, 2020) Abhina, B; KAU; Anitha Chandran, C
    The project entitled “Impact Assessment of Integrated Child Development Services (ICDS) programme on nutritional status of children at Trivandrum district” was carried out at the Department of Community Science, during 2018-2020. The objective of the research was to study the impact of ICDS programme on Nutritional Status of children attending Anganwadi Centres and to study the effect of Knowledge, Attitude and Practice of Anganwadi staff on nutritional outcome of children. The study was conducted among 90 children in the age group of 2-6 years attending the anganwadies and 25 anganwadi workers and helpers working under the anganwadies. Children in the study population attending anganwadies were classified into 5 age groups under the heading male and female. 35% of the children in the age group of 24-36 months were male children and 32% were female children. In the 37-48 age group 28% were male children and 34% were female children. 28% male children and 34% of female children were included under the age group 49-60 months. In the category of above 60 months that is 5 years only male children were there (9%). Birth weight of children were collected from their mothers and found that 11.6% of male children and 13% of female children in the study population were having a lower birth weight i.e. less than 2500gm. Majority of children (48.88%) were from the families having a monthly income of less than or equal to 20,000. Food consumption pattern of the beneficiaries were assessed through the collection of details on the food consumption pattern, frequency of having different food items and the meal timing. 4.4% of the children were vegetarians. Food intake of anganwadi children were found through 24 hour recall method and the nutrients present in their diets were calculated using the Indian food composition table of NIN (2017). The mean intake of children in the age group of 1-3 years are having the required RDA. Protein intake is also more than RDA requirements. But their mean intake shows a serious deficiency in the intake of Vitamin A in their diet. Iron requirement is also less than actual RDA needs. The intake of calorie of children in the age group of 4-6 years from the diet were less than the actual requirements. The diet was found to be deficient in Vitamin A and Iron. Anthropometric measurements such as weight, height, skin fold thickness, mid upper arm circumference, head circumference, chest circumference, waist circumference and hip circumference of the anganwadi children was collected. More than 80% anganwadi children are having their required weight and height standards. Head circumference was greater than chest circumference for 7% of children. 52 % of children were having lesser percentile values of BMI than their actual standards. 30% of children have skin fold thickness less than 10 mm. Clinical deficiency symptoms like teeth caries, dry skin, pigmentations in skin and anorexia were found among 4.4%, 2.2%,2.2% and 5.6% respectively among anganwadi children. Nutritional Status Index of children were calculated. 49% of children were having NSI values above the mean value. Nutrition status index of children were correlated with the variables and found that there is strong correlation between Skin fold thickness (.77), Mid Upper Arm Circumference (.73), Waist Circumference (.76) and Head Circumference (.74). Knowledge, attitude and practice of anganwadi workers and anganwadi helpers were assessed through structured questionnaire. Scores were given according to their answers. Association of KAP of anganwadi helper and worker were correlated and found that there is no significant difference between the knowledge of anganwadi worker and helper. Anganwadi workers score were more than anganwadi helpers in their attitude and practice score. Children in the angnawadi with greater knowledge have better nutritional status than others. Angawadies having lesser number of children are getting more attention than those with more number of children. Findings of the study indicates that Anganwadi workers and mothers should be made aware of the nutritional needs and its significance among children. Knowledge of AWW and AWH should be improved to increase the nutritional status of children by providing better training programmes. Nutrition should be given more importance than preschool education in anganwadies. Children should be provided with better infrastructure facilities for their overall development especially the study kits. Kitchen garden shall be maintained by all anganwadies in order to make the required vegetables in the anganwadi itself. A nation’s children are its supremely important asset and the nation’s future lies in their proper development. An investment in children is needed an investment in the Nation’s Future. A healthy and educated child of today is the active and intelligent child of tomorrow. So they should be well-nourished