agricuture.docx

Department of Agriculture, IIAST Page 1
INTRODUCTION
As we are listening from eras that the agriculture is the backbone of a country. It provides
not only food, medicine, money and shelter but also teaches the way of life. Specially the
country like India where about 70 percent population lives in villages and depend only on
agriculture and its allied activities, of course it is the way of life. A farmer from a village spends
more time of his life on field than on his home. He wakes up in morning and firstly searches his
agricultural equipments like sickle, trowel etc. and then do anything. The farmers mostly reside
in rural areas hence, development of our country cannot be possible without strengthening the
socio-economic conditions under which a rural farmer works.
Agricultural Sciences and Technology are evolving and advancing to face a variety of
challenges and problems. Hence, there is a need to provide an opportunity for people to
understand that agriculture is not limited to farming alone; it's a sustainable way of life.
Agriculture plays a crucialrole in the economy and well-being of a society.
Agricultural Education is very important for our country. Agricultural Education
involves more than just teaching students the basics of farming and rearing livestock. As
agriculture graduates, we should to experience the life of farmers, villages of our country and
its socio- economic behaviour. Agricultural education should be given a rural setting, so that it
includes direct participation and experience with agricultural life and practice under RAWE
(RURAL AGRICULTURE WORK EXPERIENCE) program.
The Rural Agricultural Work Experience (RAWE) programme is a flagship activity for
the final year B.Sc. (Ag.) students during the last semester. Building self-confidence in the
agricultural graduates by honing their professional skills is the key objective of introducing
RAWE at the under graduate level by ICAR. Accordingly, this semester-long programme has
been evolved.
Naturally, the formal education, which is imparted to agricultural graduates within the
four wallsof University campus, is not enough. Mere acquisition of knowledge will be futile if
it is not applied in practical field situation. An old Chinese proverb conveys us “If I hear I
forget, if I see I remember, if I do I know”. So, it is evident that we will be practically strong
and competent by working in the village,by interacting with the farmers to gather some idea
about indigenous technology of the farmers which is why Rural Agricultural Work Experience
(RAWE) has become an integral part of the course curriculum in undergraduate programme in
agricultural education.

It gives us the opportunity to analyse the rural social situation, farm situation, standard of living
of age-old tillers of soil, socio-economic standard of farmers, their joy and sorrow. All such
analyses willprovide a „bench mark‟ about farmers need. Need based field oriented technology
will be evolved in collaboration with farmers indigenous technology which will be beneficial
for them.

RAWE- An Overview
 RAWE ( Rural Agriculture Work Experience) program is a part of Student READY (Rural
Entrepreneurship Awareness Development Yojana) programme aims to provide rural
entrepreneurship awareness, practical experience in real-life situation in rural agriculture
and creating awareness to undergraduate students about practical agriculture and allied
sciences.
 READY programme is a new initiative of Indian Council of Agricultural Research to
reorient graduates of Agriculture and allied subjects for ensuring and assuring employability
and develop entrepreneurs for emerging knowledge-intensive agriculture.
 The Rural Agricultural Work Experience (RAWE) provides exposure to agricultural
students to the natural setting of the village situations, work with the farm families,
identify their problemsand make use of various extension tools for transferring the latest
agricultural technologies. Rural Awareness Works Experience enable the students to gain
rural experience, give them confidence and enhance on farm problem solving abilities in
real life situations, especially in contact with farmers, growers, etc.
 In India, Randhawa Committee (1992) recommended the Rural Agriculture Work
Experience (RAWE) programme for imparting quality, practical and production oriented
education for agriculture degree programme.
 The Rural Agricultural Work Experience (RAWE) is being conducted in the 7th
semester. In
this program, all the students are divided inti different groups are assigned to carry out
different activities under the proper guidance from our respected teachers know as
supervisors and also withthe coordinators co operations and participations of villagers.
 Here participatory rural appraisal (PRA) technique is conducted to gain experience. So we
were required to carry out the exercises in the assigned village with help of the villagers and
submit our report through different maps.

Objectives of RAWE-
 To provide opportunity to the students to understand the rural situation in relation to
agricultureand allied activities.
 To make the students familiar with socioeconomic conditions of the farmers and their problems.
 To impart diagnostic and remedial knowledge to the students relevant to real field
situationsthrough practical training.
 To develop effective communication skills of students with farmers using latest extension
methodologies in transfer of technology.
 To develop confidence and competence among students to solve complex agricultural problems.
 To acquaint students with on-going extension and rural development programmes.
Importance of RAWE-
 This RAWE provide us with an opportunity to gain exposure and diverse sector working
in the village such as Agriculture, Public Health and Sanitation etc. It also provides an
opportunity to interact with villagers and interactions help us to understand their
hardships, problems and intricacies of agriculture.
 To understand the important principles of agronomy related to cropping systems, tillage,
crop establishment, nutrient management, water management, weed management, pest
and disease management, harvesting and storage.
 This initiates awareness understanding and skills among the students with special
reference to the scientific model of "Integrated Development of Agriculture" i.e. crop
husbandry, horticulture, agro forestry, animal husbandry, fisheries, poultry, dairying,
agro-based industries, processing and marketing etc.
 RAWE familiarizes the students with the rural socio-economic conditions.
 To develop communication skills among the students using extension teaching
methods intransfer of technology.
 To sensitize the students regarding agricultural technologies, used by farmers and to
preparealternate farm plans according to the local situation in consultation with the
farmers.
 RAWE make the students understand the rural community life and the prevailing situation.

ORIENTATION
Our ten days RAWE Orientation Programme was organized from September 14, 2022
to September 22, 2022 by the Department Agriculture, Integral Institute of Agricultural
Science and Technology (IIAST), as per the directives of Fifth Dean committee of Agricultural
Education Divisionof Indian Council of Agricultural Research. The main aim of this Student
READY programme is to provide rural entrepreneurship awareness, practical experience in
real-life situations in rural agriculture and creating awareness regarding Agriculture and allied
sciences.
During this orientation event, renowned speakers from various Agricultural backgrounds
and Agro-industrial sectors interacted with us and gave us an overview of employability and
opportunities in the field of Agriculture.
The members of the RAWE committee Dr. Malik Mobeen, Dr. Khalid Habib, Dr.
Faria Fatima, Mr. Nadeem Khan, Dr. Ayush Bhushan, Mr. Sunil Kumar enthusiastically
organised the whole event under the guidance of Prof. Mohd. Haris Siddiqui, Dean Faculty of
Agricultural Science and Technology and Dr. Saba Siddiqui, Head, Department of
Agriculture.
The details of the one-week orientation program is as under:

DAY-1
Dr. Saba Siddiqui, Head, Department of Agriculture welcomed the participants and
encouragedthem to participate in their new program, which would provide them the chance
to learn about the conventional practices and how modern approaches may bring changes.
Dr. M S Khan, Project Manager, Centre for Agriculture and Rural Development,
Lucknow, discussed on “Orientation of AC and ABC Scheme” and provided information on
current agriculturalschemes operated by the Central government, the use of Agri-clinics, and
agricultural entrepreneurship. Additionally, he exhorted the students to apply for NABARD
Schemes, which willhelp them promote sustainable and agricultural development via
collaborative financial and non- financial interventions, technological advancements, and
institutional growth for safeguarding prosperity.

DAY-2
Dr V.K Singh, SMS- Plant Protection, KVK, Sitapur I presented a cutting-edge presentation
on “Integrated pest management” in which he covered the evolution of agricultural strategies
from basic methods to very specific ones. He underlined the value of Integrated Pest
Management Techniques and the current state of agricultural technology used by farmers. He
also urged the students tocomprehend the challenges faced by farmers and adopt a mindset for
reducing disease incidence in rural areas.
Mr. Sagar Chandra, Mushroom Training Centre, Kapoorthala familiarized the students
with “Vertical farming of mushroom”. He concentrated on the usage of mushrooms and related
items with pertinent Agro-industry elements. He outlined the significance of various
mushrooms and how they may assist to boost the Indian economy. His speech focused on the

value of mushroom farming, whichis quickly becoming one of the most lucrative agribusinesses
that can be established with little investment and space.
DAY-3
Dr. Shailesh Kumar Singh Head, KVK Haidergarh, Barabanki highlighted the “Role of
KVK and doubling farmers income” in Agriculture extension where He discussed recent
agricultural regulations and emphasized the need for frequent extension programs to promote
better habits using visual means. He spoke on KVK's contribution in extending the modern
technologies to the farmers.
Mr. Sakeeb Khan, Director Perfect Ishara Agro Pvt. Ltd, Fatehpur interacted with the students
on “Seed Technology and Processing” where he discussed numerous seed production tools,
techniques, and other uses in addition to pertinent agro-industry topics. He also emphasized on
seed preservation, pest control techniques, and seed cleaning techniques that would assist to
produce disease free plants.

DAY-4
Dr. Nelima Kunwar, Head, KVK, Rae Bareilly, discussed at length about "How KVK
functions for students and farmers". She emphasized that students should gain selfassurance and
perseverance so they could handle issues specific to Agriculture. She educated the students on
the importance of village social work, village surveys, and their role in raising awareness
among farmers.

Mr. Sunil, Managing Director, Suryansh Coolex Pvt. Ltd. Lucknow gave an informative
presentation on “Manufacturing and Marketing of Frozen Foods and Vegetables”. He told that
a variety of options are available in the food preservation-based business, including fresh
vegetables, frozen green peas, sweet corn, soya chaap, frozen mixed veggies, and fresh
strawberries. He talked about the best fertilizers and cutting-edge farming techniques and
discussed career options in the sales and marketing industry.
DAY-5
Dr. Krishna Mohan Singh, Head, KVK, Bahraich shared his knowledge and inputs on
“Assessmentand Requirement of the New Technology among the Farmers” where explained the
significance and necessity of new technologies, organic farming, integrated nutrient
management, biofertilizers, mixed cropping patterns, and intercropping management. Students
were inquisitive and flooded the seminar hall with questions, and the speaker answered.

DAY-6
Dr. Ram Kathin Singh, Director, Nand Education, Foundation for Rural Development,
Lucknow and Former Director Research, ANDUAT, Ayodhya blessed students with his
gracious presence. He gave his presentation on "Recent Trends in Agriculture" where he
encouraged the students to do well in the field of Agriculture and shared his experience and
his long journey as teacher, researcher and administrator. He also emphasized the interactive
nature of these programmesand how they are conceptualized for end-to-end skill
development, decision-making, team collaboration, etc
Mr Pankaj Kumar Shah, GFST, Kanpur talked about “Importance of Food Processing for
Entrepreneur” where he provided information on the Pradhan Mantri Formalization of
Micro Food Processing Enterprises Scheme (PMFME), which aims to support Farmer
Producer Organizations (FPOs), Self Help Groups (SHGs), and Producers Cooperatives
throughout their entire value chain,promote formalization of the sector, and increase the
competitiveness of existing individual micro-enterprises in the unorganized segment of the
food processing industry. He also discussed the difficulties encountered by micro-
enterprises.

DAY-7-8
Dr. Malik Mobeen Associate Professor, IIAST concentrated on village attachment. He
addressed the need for farmers to engage with their family in a humble manner and to record all
they do in the RAWE booklet. Dr. Sunil Kumar, Associate professor, IIAST, spoke about the
industrial attachment that the students will do after their village attachment. They will learn
about processing and value- added goods over the 21-day training period. Mr. Nadeem Khan,
Assistant professor, IIAST and Dr.Faria Fatima, Assistant professor IIAST, presented their
opinions on the experiential learning program that would be offered during the eighth semester
that will be beneficial for developing skills within students. Report writing and its format were
stressed by Dr. Khalid Habib, Associate Professor, IIAST.

APPROACH OF RAWE
Allotment for the different KVK was done by the course coordinator on the basis of
group divided and allotted of the village was done by the KVK faculty. We were allotted for the
village MALJHA in UNNAO district.
After joining the KVK on 30 SEPTEMBER, there the faculty of KVK introduced us about
RAWE programme. The full session was highly devoted to us to bring an overview about
activities of RAWE to how to done it and deal with farmers. The main aim of orientation was to
aware the students about that work which is to be done in the village during village attachment
programme. We were given training about different techniques in PRA. In the orientation
programme we came to know about PRAtechniques & how to implicate at village level.
During this programme all the students were grouped into different groups by KVK
faculty and allotted different villages. There was a mentor and RAWE advisor at local level for
each groups provided by the KVK.
The whole RAWE programme was carried under the supervison of Dr. Jay Kumar Yadav
the Subject Matter Specialist, Plant Pathology, KVK, UNNAO. He guided, supervised and
monitored the work.
PARTICIPATORY RURAL APPRAISAL (PRA)-
 Participatory Rural Appraisal (PRA) RRA is a social science approach that emerged in the
late 1970s.
 The basic idea of RRA is to rather quickly collect, analyse and evaluate information on
rural conditions and local knowledge.
 PRA is a growing combination of approaches and methods that enable rural people to share,
enhance and analyse their knowledge of life and conditions, to plan and act and to monitor
and evaluate. The approach aims to incorporate the knowledge and opinions of rural people
in the planning and management of development projects and programmes.
 Robert Chambers is the father of PRA.

SOURCES OF PRA-
Five streams which stands out of as sources and parallel to PRA are
o Active participatory research.
o Agroecosystem analysis.
o Applied anthropology.
o Field research on farming system.
o Rapid rural appraisal.
OVERVIEW OF PRA TECHNIQUES-
These techniques can be divided into categories-
o Group dynamics- E.g. learning, contracts, role reversal, feedback, session.
o Sampling E.g. Transect walk, social maping.
o Interviewing. E.g. focus group discussion
o Visualization. E.g. time lines.
Tools of PRA-
o Participatory mapping- village map, social map, resource map, enterprise map,
hydrology mapetc.
o Transect walk
o Indigenous technique knowledge
o Timeline
o Trend analysis
o Venn diagram
o Focus group discussion
o Innovation assessment
o Problem identification
o Problem prioritization

DISTRICT- UNNAO
Unnao district is a district of Uttar Pradesh state in northern India. The city of Unnao is
the district headquarters. The district is part of Lucknow Division. Unnao is the headquarters of
Unnao district in Uttar Pradesh, India between Kanpur and Lucknow. Unnao is a large
industrial city with three industrial suburbs around it. The city is famous for its leather,
mosquito net, Zardozi and chemical industries.
 Area- 4469 km^2
 Population- 3,108,367 (2011 Census
 Agro-Climatic Zone (Planning Commission- Upper Gangetic Plain Region
 Soil type- Alluvial, Calcareous and Salt affected
 Crops grown- Rice, wheat, mustard, pea, okra, brinjal, potato, cucurbits, mango, guava,
papaya, sugarcane etc.
 District Magistrate- SHRIMATI. APURVA DUBEY

KRISHI VIGYAN KENDRA, UNNAO- AN OVERVIEW
 Full Name- Virendra Kumar Singh Krishi Vigyan Kendra, Dhaora, Unnao
 Address- Dhaora, Mohan ROAD, Hasanganj, Unnao, 209881.
 Senior scientist & Head- Mr Dr. A.K. Singh
The Krishi Vigyan Kendra (Farm Science Centre), Unnao is an innovative science–based
institution was established in 1999 to accelerate the agricultural production and also to improve
the socio- economic conditions of the farming community of Unnao district.
For development and improvement in the condition of farmer's life KVK organizes Kisan Mela,
provides best seeds, cheap agricultural equipment, organic farming, use of solar energy, first
line demonstrations, many trainings, farmer tour programs for the farmers every year. In the
struggling pages of agriculture, this Krishi Vigyan Kendra has presented an ideal by making it
fertile byachieving great success on Unnao district and nearby waste land.
The training programmes of KVKs were designed to impart the latest knowledge to the farmers
through work experience by applying the principles of “Teaching by Doing and „Learning by
Doing‟. The prime goal of KVK was to impart training as per needs and requirements in
agricultural and alliedsectors to the farmers, farmwomen and farm youth.
KVK, UNNAO is functioning their works as-
1.On-farm testing to assess the location specificity of agricultural technologies under various
farming systems.
2. Frontline demonstrations to establish production potential of technologies on the farmers‟ fields.
3. Capacity development of farmers and extension personnel to update their knowledge and skills on

modern agricultural technologies.
4. To work as Knowledge and Resource Centre of agricultural technologies for supporting
initiativesof public, private and voluntary sector in improving the agricultural economy of the
district.
COMPONENTS FOUND AT KVK-
A. CROP PRODUCTION- The KVK is producing rice, wheat, mustard and other crops
for frontline demonstration as well as for its own production.
B. ANIMAL HUSBANDARY- The KVK has its own Dairy farm where
speciallycattles are rearing for milk production.
C. INTEGRATED FARMING SYSTEM- The KVK has its Integrated Farming
System which promotes sustainability and maintains ecosystem with maximum use of
its inter-related components in IFS. The components found at KVK are pond,
fish,duck, hen (specially Kadaknath), rabbits, dairy, goats, crops etc.

D. Post-harvest Technology- KVK, Unnao has its post-harvest technology unit where the
fruits crops are being processed to increas e its shelf life and for value addition.
E. APICULTURE- At KVK, bees are rearing in brood chambers for honey production.
Bee species- Apis meliferae.
F. EQUIPMENTS, TOOLS, MACHINARY AND OTHER- At KVK, we found many
equipments tools and machinary used for crop production and to maintain soil fertility
there was a FYM and composting unit.
There is many agricultural equipments and machinery like tractor, harrow,
cultivator,rotavator, seed drum, leveller, paddy thresher, spraying machines etc.

Vermicomposting unit:- At KVK we found vermicomposting unit which is used for
thepreparation of vermin compost that enhances soil fertility physically, chemically and
biologically.

VILLAGE ATTACHMENT
 GENERAL INFORMATION OF THE VILLAGE:
S.No. PARTICULARS NAME OF THE PLACE DISTANCE
1. VILLAGE NAME MALJHA
2. GRAM PANCHAYAT MALJHA
3. BLOCK HASANGANJ 7 KM
4. TEHSIL HASANGANJ 7 KM
5. BUS STAND MOHAN 10 KM
6. RAILWAY STATION MALIHABAD 35 KM
7. POST OFFICE DHAORA 0.5 KM
8. NEAREST HOSPITAL CSC HASANGANJ 14 KM
9. NEAREST VETERINARY HOSPITAL PURVA 7 KM
10. PRIMARY SCHOOL MALJHA 1 KM
11. JUNIOR HIGH SCHOOL MALJHA 9 KM
12. HIGH SCHOOL MALJHA 9 KM
13. DEGREE COLLEGE HASANGANJ 14 KM
14. TECHNICAL INSTITUTE DHAORA 0.5 KM
15. GRAIN MARKET GAZAFFAR NAGAR 19 KM
16. VEGETABLE MARKET DHAORA 0.5 KM
17. ANIMAL MARKET UNCHA DWAR 4 KM
18. NEAREST PETROL PUMP MALJHA 0.5 KM
19. NEAREST BANK DHOARA 0.5 KM
REFERENCES:- GRAM PRADHAN

BACKGROUND OF THE VILLAGE

 ORIGIN – The origin of village around 1313 - 1313
 LANGUAGE – The main language of the village is Hindi, Awadhi.
LOCATION – Maljha is a Village in Hasanganj Block in Unnao District of Uttar Pradesh State,
India. It belongs to Lucknow Division . It is located 50 KM towards North from District head
quarters Unnao.7 KM from Hasanganj. 32 KM from State capital Lucknow.
Social Structure of the Village-
Maljha is a village and also Gram Panchayat. There is about 720 families with 680
male and1300 female. Caste contribution in village is about 76% are SC, 23% are OBC.
Education-
Literacy level of the village is normal. The literacy rate of Maljha is 54.3% in which male
constitutes 46.8% and females 28.7%. They do not take education seriously. There is narrow
mentalityfor education in some extent. Besides this, there is some people take child education
seriously. Thereis one primary school in the village. Literacy level in females exists in very few
extent. Girl‟s education is like illusion.
There is a primary school in the village. Some children also go to the private school.

Area distributed under village :
S.No. Items Area (ha)
1. Total geographical area of the village 625. ha
2. Area under forest 90 ha
3. Area under garden 25 ha
4. Barren and uncultivable land 25 ha
5. Area under pasture 5 ha
6. Culturable land 1.75 ha
7. Total fallow land 1.75 ha
8. Net area sown 350 ha
9. Area sown more than once 290 ha
10. Gross cropped area 320 ha
11. Total irrigated land 320 ha
12. Area under abadi
13. Area under Gram samaj
REFERENCES:- GRAM PRADHAN

DEMOGRAPHIC PROFILE OF VILLAGE :
Total population: 1313
Total male : 700 REFERENCES:- CENSUS 2011
Total female : 613
CASTE WISE POPULATION:
 General – 00
 Backward Caste – 1008
 Schedule Caste – 305
 Total - 1313
LIVESTOCK AND POULTRY-
 Cow- 20 Buffalo- 60
 Goat- 200
TOPOGRAPHY AND EDAPHOLOGY OF THE VILLAGE-
The topograpghy is flat with some low land areas. Maljha is a village in Unnao district near
Kanpur where river Ganga is flowing. Alluvial and Clay loamy soil type is found. Alluvial
soil- khadar and bangar both are present. There is salt affected soil in some extent as
problematic soil.
Event Occurred In Village:
S.N. EVENTS OCCURRED YEAR
1. Ram Leela 2009
2. Cricket tournament 2015
3. Covid vaccination camp 2021

INDIGENOUS TECHNICAL KNOWLEDGE (ITK)-
The farmers of the village are well known about the indigenous techniques for crop
production and its protection. In village, there is lack of facilities, services and modern
techniques and tools. Thus farmers use locally available things for their betterment and for
farming.
o They use neem leaves in storage for insect control, ash dust on vegetables.
o Growing legume to increase fertility of soil
o Time scheduling for cropping pattern
o Seed are stored with the mixture of ash.
o Mixing of sand with black gram for long term storage.
o Use of smoke to check the burning of flower of mango.
o Application of ash in mango tree to control ant and weevil.
o For the control of aphids use of detergent water in pulses.
o Water soaked of seed like rice for better germination and stand.
o Application of panchgavya for soil fertility.
AGRICULTURE & CROPPING SYSTEM-
o Cereals crop like rice, wheat, maize, pearl millet; oil seed crop mustard; fodder crop
sorghum, berseem; vegetables like potato, okra, brinjal, tomato, cabbage, cauliflower,
garlic, bottle gourdetc. fruit crop like mango, guava, papaya, and citrus are grown by the
farmers. Some farmers also grow marigold as flowering cash crop.

o Rice-Wheat is the major cropping system used by the farmers.
STANDARD OF LIVING-
Majority of the farmer are marginal and small. They live in kaccha houses and some of them in
their pakka houses with minimum facilitation. Subsistence farming culture exists. Poverty,
unemployment, lack of facilities and services, power status, problems in farming etc. bound
their standard of living at bottom.
CULTURAL STATUS-
Humanity is spread all over the village. People of the village are honest, humble and polite.
They believe in god. All the festivals, they celebrate enthusiastically and joyfully. They believe
in MURTI POOJA. People from different caste and community believe in humanity first and
live peacefully.
PROBLEMS OF THE VILLAGE-
 Social Problems-
o POVERTY- Poverty is spread all over the village. Most of the farmers are living
belowpoverty level. Some of them are landless.
Suggestion- There is subsistence farming culture exists. People used to
believe incommercial farming.
o UNEMPLOYMENT- Very few people of the village are employed. Some of them are

farm employed and most of unemployed.
Suggestions- Main occupation is agriculture. People should to expand their limit
as subsidiary occupation as shops, diary, transport etc. They cam afford loan
from banks to start a business.
o LITERACY- Lower literacy level is a big problem in the village. Most of the
villagers are illiterate. Neither they read nor write. Girl‟s education is believed as
Illusion.
Suggestion- People should be aware. Awareness scheme, camps and meeting
should to be organised to increase awareness for importance of education.
o HEALTH- Infectious disease is spread in some extent. They are afraid to take
vaccines. Farmer‟s health is not very good. There are lack of nutritious meal.
Health services is not available instantly.
Suggestion- Awareness about the disease and vaccines is mendatory.
 Viilage Problem-
o SANITATION- Open drainage chain is spread in the village. Dirty water always flows
on theroad.
o ELECTRICITY- There is shortage of power supply. Sometime there is long term shortage
for many days.
o TRANSPORTATION- Condition of the village road is ver bad. Main road is about 1 km far
away from the village. They reach to the main road on foot and there they pick up a auto for
further destination.
o LACK OF INPUT INSTITUTIONS- There is lack of markets, shops and other inputs media
for many sectors.
 Agricultural Problems-
o SOIL- Salt affected and calcareous soil is present in some extent. The soil is not
very fertile due to higher use of only chemical fertilizer.
o UNAVAILABILITY OF INPUTS- In most cases, there is unavailability of
agricultural inputs like seed, fertilizer, herbicide, pesticide and others for crop
production.
o LACK OF HIGH YIELDING QUALITY SEED- Farmers of the village grow
crop from the previous year seed which have not good viability and germination.
They are are the source of seed borne disease. They do not have high yielding
quality seed every year.

o IRRIGATION PROBLEM- Total area is irrigated. Major source of irrigation is only
boreholes and pumping set. They can not afford timely irrigation due to high cost of fuel
and inputs. By the excessive use of ground water by the pumping set for irrigation,water
table is decreasing.
oUNAWARE OF MODERN TECHNOLOGY- Farmers are unaware of modern tools and
technology for crop production. All the practices done by the farmers for crop production
are indigenous and have very less efficiency.
o NAWARENESS IN PROPER USE OF INPUTS- People of the village cannot schedule proper
dose ofinputs in agriculture. They use only chemical fertilizer specially urea in abundance. Thus
soil problem isincreasing.
o UNAVAILABILITY OF AGRICULTURAL TOOLS AND IMPLEMENTS- Crop production
also influenced by agricultural tools and implements. There is shortage of tools, machinery and
implements for agricultural practices like tillage, seed sowing, weed control, pesticide application
tools, and harvesting machinery like tractor and thresher.
o ADVERSE CLIMATE- Uncertain heavy rain was the main problem during harvesting of rice crop.
o LACK OF MARKET- There is no market where farmers can sell their produce on satisfactory rate.
In Crop Field-
 WEED- Weeds are the major problem in crop field
Motha Cyperus rotundus
Bermuda grass Cynodon dactylon
Jungali rice Echinochloa colona
Hajardana Phyllanthus niruri
Noonia Portulaca spp.
Congress grass Partheneum hysterophorus
Chaulai Amaranthus viridis





 Disease-
Major identified diseases are as follow-
Crop Disease Causal organism
Rice Blast Pyricularia oryzae
Bacterial leaf blight Xanthomonas oryzae
Khaira Zn deficiency
False smut Ustilaginoidea virens
Brinjal Phomopsis blight Phomopsis exans
Little leaf Phytoplasma
Wilt fusarium spp.
Citrus Citrus canker Xanthomonas compestris p.v.
citri
Wither tip Colletotrichum gloeosporioides
Mango Powdery mildew Oidim mangiferae
Sorghum Downy mildew Sclerospora sorghi
 Pest-
Major pests identified in crop are as fallows-
Crop Pest Scientific name Family
Rice Rise hispa Diclodispa armigera Chrysomelidae
Rice gundhi bug Leptocoris acuta Coreidae
Yellow stem borer Scirpophaga incertulus Pyralidae

ALLLOTED FARMERS
Farmer:1
 Name: Mr.Gangaram
 Age: 40 Years
 Education: 0
 Caste: SC
 Size of family: 5 Male, 3 Female
 Holding: 1.5 ha
 Occupation: Agriculture
 Communication: 1 Mobile, 1 Television
 House: Pucca
 Vehicle: 1Bike, 1cycle
 Livestovck : 3 Buffalo (Bhadawari)
 Crop Grown: Wheat , Paddy and Mustard
 Total Income: 1,96000

Farmer: 2
 Name : Mr. Nanku Yadav
 Age: 38 Years
 Education: 5
 Caste: OBC
 Size Of Family: 4 Male, 3 Female
 Holding: 1 ha
 House: Pucca
 Vehicle: 2 Bike, 1cycle
 Livestock: 3 Buffalo (Murrah)
 Crop Grown: Wheat , Paddy, Maize, Potato and Mustard
 Total Income: 72000

Farmer:3
 Name: Mr. Lalman Pal
 Age: 54 Years
 Education: 2nd
 Caste: SC
 Holding: 5.6 ha
 House: Pucca
 Vehicle: 1 Cycle, 1 Bike
 Livestock: 1 Buffalo (Murrah)
 Crop Grown: Wheat Paddy and Mustard

Farmer: 4
 Name: Mr. Ritik
 Age: 28 Years
 Education: 5
 Caste: OBC
 Holding: 1ha
 House: Pucca
 Vehicle: 2 Cycle and 3 Bike
 Livestock: 4 Cow (Sahiwal)
 Assets: 1 Pumping Set , 1 Chaff Cutter
 Crop Grown: Wheat, Paddy, Mustard and Mango
 Total Income: 100000

Farmer:5
 Name: Mr. Ravi Shankar
 Age: 52 Years
 Education: 5
 Caste: SC
 Holding: 2.9 Ha.
 House: Pucca
 Vehicle: 2 Bike , 1cycle.
 Livestock: 3 Cow (Desi.)
 Crop Grown: Wheat , Paddy

INTERACTION WITH FARMERS
KISAN GOSTHI
 The Kisan Ghosthi was organized in the allotted village “Maljha” on 30th
November2022 at Village Panchayat Bhawan.
 Experts who participated in Ghosthi – Dr. Ratna Sahay (SMS- Soil Science), Dr. Jay
KumarYadav (SMS- Plant Protection) and Er. Ramesh Chand, A.K.Singh Head of KVK
.
 There were approx 25 farmer‟s participated in ghosthi.
 The topic was discussed individually by the students in Kisan Gosthi.
 Name of the farmers who attended the GOSTHI
1. Babulal 2. Ram Vilash
3. Shivpal 4. Shri Ram
5. Vijay Kumar 6. Ram Prasad
7. Ram Bharose 8. Ram Swaroop
9. Sukh Lal 10. Sajeevan
11. Buddha 12. Maghre Lal
13. Rajesh 14. Shivpal
15. Mulayam 16. Brijesh
 NAME OF EXPERT WHO PARTICIPATED IN THE GOSTHI
1. Dr. Ratna Sahay ( SMS – Soil Science )

2. Er. Ramesh Chand (SMS – Agri. Engineering)
3. Dr. Jay Kumar Yadav (SMS – Plant Protection)
4. Dr. A.K. Singh ( Head of KVK)
 TEAM OF STUDENTS WHO ORGANIZED GOSTHI
1. Mohd Saad 4. Hind Keshri Yadav
2. Ajeet Yadav 5. Mohd Tauseed
3. Anmol Singh
PICTURE OF KISAN GOSTHI

CONCLUSION:-
The overall outcomes of RAWE Programme from the perspectives of the
studentsare summarized below:
 Rural awareness.
 Field experience.
 Team work.
 Experiential and experiment all earning.
 Knowledge on field based research and extension methodologies.
 Expo sure to administration and management issues in contex to
frura landAgricultural development.
 Capacity building.
 Acquainted with recent advancement in research and extension.
 Updating and collecting information through different methods.
 Understanding rural life.
 Learning of bottom-up approach in planning.
 Learning the techniques of stakeholder‟s participationin
developmentalProgrammes.
 Understanding local institutions and their need .
 Conflict management and negotiation skill.
 Management of different components of farming system.
 Working with people organization.
 Problem-solving attitude.
 Awareness about rural economy
 Impact of rural and agricultural development on rural livelihood

INTRODUCTION OF AGRO-INDUSTRIAL
INDUSTRIAL ATTACHMENT
Alloted -State Institute of Food Processing Technology, Hazrztganj, Lucknow
(Uttar Pradesh)
ABOUT THE INDUSTRY
 Name of Company – State Institute of Food Processing Technology
 Address – Prem Nagar, Hazratganj, Lucknow, Utter Pradesh
 Establishment – 1949
 Nature of Business – Processing and Marketing
 Name of Head – Mr . Sanjay Shristava
 Working Day – Monday to Friday
 Products – Jam, Jelly, Pickles, Amla Murraba, Tomato Sauce
VISION OF INDUSTRY
 Setting up units all over the India and also seeking opportunities for international trade.
 Increase the marketing network in different cities in future.
 Increase in transport and storage facilities.
 Provide better services to customers.

 Provide employment to young generations and also to socially economically weaker section
of oursociety .
FOOD PRESERVATION
It can be defined as the process in which we treat and handle the food to slow or stop the spoilage, its loss
of nutritional value, quantity, and edibility of food items. Food preservation allows us to store food for a
longer time. Preservation usually involves the prevention of the growth of fungi (such as yeasts), bacteria,
and other microorganisms. This food preservation is used for various food products such as fruits,
vegetables, meat, and fish by applying methods of salting, drying, etc.
Importance of Food Preservation
There is numerous importance of food preservation few of them are :
 It increases the food shelf life.
 It allows us to taste a variety of food products in any season and in any area.
 It reduced the wastage of food items.
 In food preservation, there is no change in the taste, color, and nutritional value of food.
 Food products can be stored easily.
Objectives of Food Preservation
 To prevent the growth of micro-organisms.
 To minimize the spoilage of food items.
 To protect the taste, color, and nutritional value of food products.
Methods of Food Preservation

Mixed Veg Pickle
Ingredients of Mixed Veg Pickle
 62 grams cauliflower
 1/3 cup and 1 and 1/2 tablespoon carrot
 2 and 3/4 teaspoon red chilli powder
 1 teaspoon turmeric
 3/4 cup and 2 tablespoon water
 1/3 cup and 1 and 1/2 tablespoon peas
 3 and 1/2 tablespoon mustard seeds
 1/2 teaspoon asafoetida
 3 and 1/2 tablespoon salt
 Step 1 Preparing the veggies
To prepare this side dish recipe, wash the cauliflower, green peas and carrots under running water
and pat them dry. Now, cut the cauliflower into small florets. Take a bowl and add the cauliflower
florets, diced carrots and green peas in it along with half a cup of water and salt. Mix well and
transfer it to a sterilized glass jar and leave it for a day.

 Step 2 Make the masala paste
On the next day, strain out two tablespoons of the vegetable juices that have collected in the jar from
the salted vegetables. Now, take a grinder jar and add mustard seeds, chilli powder, asafoetida
powder and turmeric powder with 2 tablespoons of the collected vegetable juice. Grind it to a smooth
paste.
 Step 3 Your pickle is ready
Now, add the resulting paste to the salted vegetables in the sterilized jar and mix well. Your mixed
veg pickle is ready to eat. You can also store it refrigerated for up to six months for future
consumption.
Guava Jelly
Guava is rich in vitamin C, high in fibre, contains beneficial nutrients the body requires and is low in
calories, making it ideal in many ways. The pulp is strained to get the crystal clear jelly, replete with flavour.
Spread this jam on biscuits or ice cream for a tasty treat. You can also use it as a glaze or marinade for
chicken or fish. Serve on hot toasts, waffles, pancakes, sandwiches, cake and tart fillings. Makes a perfect
snack when spread on savoury crackers.
Ingredients:
 1 1/2 kgs Guavas (Amrood)
 6 cups Water
 1/2 tsp Citric acid
 Sugar (Cheeni)+
How to make guava jelly:
1. Wash and cut guava into thin slices and cook with water until very soft.
2. Put this mixture in a coarse cloth and allow the juice to drip through into a bowl underneath
and leave it for 12 hours.
3. Do not squeeze the bag.
4. Use the mixture in the bag for guava cheese.
5. Measure the juice and add 3 cups of sugar to each pint of juice.
6. Heat the sugar, guava juice and stir until it is dissolved.
7. Strain the juice, add lemon juice and cook on a hot fire until setting point is reached.
8. Cool and pour into airtight jars.

SWOT ANALYSIS OF THE INDUSTRY
 STRENGTH
o Reliable suppliers
o Strong market chain
o Good Returns
o Strong Management
 WEAKNESS
o Need more investment for infrastructure
o Distance of transportation
o Limited access to finance
 OPPORTUNITY
o Giving best price to farmers in nearest area.
o Generate employment for local people.
 THREATS
o Price variations in market.

o Proper care in storage
o Climate and weather risk.
CONSTRAINTS OF THE INDUSTRY
 An inconsistent and insufficient supply of raw material.
 Inappropriate or obsolete processing and ancillary equipment
 Sub-optimal use of processing facilities and equipment.
 Poorly trained personnel.
 A lack of proper hygiene and sanitation practices.
 Inappropriate packaging materials and high packaging cost.
 Weak or non-existent market development.

OUTCOME OF AGRO – INDUSTRIAL ATTACHMENT
• Industrial exposure to the students for developing their career in the Agro based
industries.
• Experiential Learning aims towards Practical Work Experience in Real Life Situation
among the undergraduate students and therefore it helps student become “Job
Providers rather than Job Seekers”.
• Apart from imparting skills and knowledge required for an Agricultural student, KVK
and Agro Industry nurtured in each one of us the values of integrity profassionalism,
moral courage fairness and empathy with under privilege.
• This Agricultural Industrial Attachment Programme (AIAP) really helps us to know
about real practical field problem and Farm situation. The knowledge and skill of both
our and workers developed.
• The training and demonstration programme helped us to know the about new
techniques and create venture for self-employment.
• In industrial we have also learned about processing and packaging of frozen pea and
various market strategies about the agro –based market.

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