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

2011 - 201820
Reset filters
Author: KAU × End date: 2018 × Start date: 2011 × Type: Article ×
Reset filters

Search Results

Now showing 1 - 9 of 20
  • Thumbnail Image
    ArticleItemOpen Access
  • Thumbnail Image
    ArticleItemOpen Access
    Financial performance of a district co-operative bank in Kerala
    (2012) Veerakumaran, G; Ajitha, Suresh; KAU
  • Thumbnail Image
    ArticleItemOpen Access
    Brand Management in South Indian Bank limited
    (2012) Veerakumaran, G; Manju, M J; KAU
  • Thumbnail Image
    ArticleItemEmbargo
    Study on customer satisfaction in Ernakulam district co-operative bank, Kerala
    (2011) Veerakumaran, G; Ajitha, Suresh; KAU
  • Thumbnail Image
    ArticleItemOpen Access
    Technology, Globalization, Millennials : the future of human resource management
    (Academic Staff College, Kerala Veterinary and Animal Science University, Mannuthy, 2018) Veerakumaran, G; KAU
  • Thumbnail Image
    ArticleItemOpen Access
    Structural and legal transformation in cooperatives : a review of producer companies in India
    (Department of Cooperation, Gandhigram Rural Institute, Gandhigram, 2014) Veerakumaran, G; KAU
  • Thumbnail Image
    ArticleItemOpen Access
    Sustainable agricultural developement - Indian perspective
    (Jamal Mohamed College, Thiruchirappalli, 2014) Veerakumaran, G; KAU; Sheik, Mohamed M; Mohamed, Sindasha A M
    The MM is have made a profound difference in people's lives (jlobul poverty bus been halved five years ahead oj the 2015 timeframe. The world is now fully engaged in discussions to dejine Sustainable Development Goals (SDGs), which will senv as the core oj a universal post-2015 development agenda Sustainable development is defined as "development that meets the needs of the present without compromising the ability o f future generations to meet their own needs' (WCED 10H7) The major concern is that by irreversibly depleting the world's stock of natural wealth, today‘s development path will have detrimental impln nations for the well-being o f future generations. Ilence, moving towards a green economy must become a s trategic e< onomh polk y agenda for achieving sustainable development. The greening o f the agriculture sector is expected to generate a range o f benefits including increased profits and income Jar farmers, gains at the macroeconomic level, enabling the sector to adapt to climate change and benefits for ecosystem sendees. Indian agr icultural system is a model o f sustainable agriculture, as it is predominantly a mixed crop-li vestock farming system, with the livestock segment supplementing farm incomes by providing employment, draught animals, and manure.
  • Thumbnail Image
    ArticleItemOpen Access
    National agriculture market: a game changer
    (Jamal Mohamed College, Thiruchirappalli, 2015) Veerakumaran, G; KAU; Sheik, Mohamed M
    Government o f India has come out with a strong declaration to establish the National Agriculture Market (NAM) in India as a game changer in the domain o f agribusiness. This is therefore an attempt to bring out the uniqueness o f the National Agriculture Market and its likelihood effect in the agribusiness. The present structures and systems o f agricultural market hitherto failed to ensure better price to the farmers and supply o f good quality products to the consumers and manufacturers for sustainable development. National Agriculture Market seeks to address and reverse the process o f fragmentation oj markets, ultimately lowering intermediation costs, wastage and prices for the final consumer. NAM is envisaged as a pan-India electronic trading portal which seeks to network the existing Agriculture Produce Marketing Committees (APMC), and other market yards to create a unified national market for agricultural commodities. Ministry oj Agriculture, Department o f Agriculture & Cooperation (DAC) has mandated Small Farmers' Agribusiness Consortium (SFAC) to act as the Lead Promoter o f NAM. The NANI trading software will be developed and tested and the full launch is expected bv December, 2015. Die national level platform is being developed by the Ministry' o f Agriculture, which will also bear the maintenance costs. NAM is envisaged as a win-win solution for all stakeholders such as farmers, traders, manufacturers and consumers
  • Thumbnail Image
    ArticleItemOpen Access
    Globalization challenges in Indian higher education
    (Department of Economics, Mannar Thirumalai Naicker College, Madurai, 2014) Veerakumaran, G; KAU; Palani, S
    Higher education sector contributes significantly for economic growth and development o f a nation. Higher education ensures appropriate knowledge and skills to be gainfully employed. Higher education m fndia has witnessed an impressive growth over the years. The representation o f Scheduled Castes (SCs) and Scheduled Tribes (STs) in enrolments in the Indian higher education have remained low over the years. Low enrolment rates, Regional disparities, Shortage of Faculty, Concerns over quality of HEIs, Ambiguity over regulations, Conflict of authority, Lack of autonomy, Lack of clear-cut policies for private sector participation, Entry of Foreign Universities are the major issues related to the Higher Education sector in fndia. Cross-border mobility is a means of globalizing higher education. FDI in higher education will ensure access and excellence in higher education but may not bring equity. Globalisation will transform Indian higher education with respect to service providers (many' actors in the market namely Public Universities, Private Universities, Foreign Universities and Virtual Institutions) consumers (access to higher education irrespective of their locality and time availability), resources (quality books, reference), pedagogy (innovative and student centric) faculty (competent and global citizens) and quality of education (industry' friendly and with transferable skills). The government should evolve strategy' to protect the underprivileged and marginalized segment o f our people.