e-Arik & e-Village: A successful journey of CAU

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e-Arik & e-Village: A successful journey of CAU

PASIGHAT, Oct 23: The idea of e-Agriculture initiative (e-Arik project) of Central Agricultural University, Pasighat was first conceived by then Assistant Professor of Extension, Dr. R. Saravanan, during 2007 by the financial support from the Department of Scientific and Industrial Research (DSIR), Union Ministry of Science and Technology.
The e-Arik project was first implemented in the Yangrung village (“Arik” means “Agriculture” in the Adi tribal dialect). The project examined the application of ICTs in providing agricultural extension services and its socio-economic impact among rural tribal farming community in the “Yagrung” and near by 12 villages of East Siang district.
The project was successfully experimented in single window system for the improved agricultural information and technology delivery by using computer, internet, phone, radio and television. Project provided all time expert consultation on agriculture production, protection and marketing aspects through ICTs. The e-Arik research project staff regularly undertook field visits to observe crop condition, diagnosis the pest, diseases, and nutrient deficiency, physiological problems, and then field crop condition digitally documented and suggested solutions to the farmers. Further, farm scientists undertook need based field visits and provide expert advice to the farmers. Further, farmers training and demonstrations were conducted by the project staff, Subject Matter Specialists of KVK (East Siang District) and extension personnel from the developmental departments. Project portal (www.earik.in) provides information on crop cultivation, agriculture and rural developmental departments and their schemes, day to day market information and weather conditions, which was also displayed in the village knowledge centre notice board. Further, information on health, education, governance and other information for tribal farmers are available in the project portal.
The village agricultural library at the e-Arik-village knowledge centre is having the collection of farm publications, multimedia CDs and daily news papers for the ready reference of the farmers and others. Farm input display unit at e-Arik-village knowledge centre exhibits bio-fertilizers, organic pesticides and fungicide samples for the familiarization among the farmers. The ICT awareness lectures, regular trainings were conducted for the benefit of village children, students, village school teachers and villagers. The village advisory committee members, farmers and project team regularly reviewed the progress of the project.
Based on the successful performance of the project during 2007-08, the e-Arik project was awarded national level Best e-Governed Project – Special Jury Award for 2007-08 by the by the Computer Society of India (CSI) and Nihilent, for its significant contributions to the farming community of remote and rural areas of Arunachal Pradesh State of North-East India.
Considering success of the e-Arik project, the Centre for Development of Advanced Computing (C-DAC), Hyderabad, a scientific society under Ministry of Communications and Information Technology, Government of India, joined with the Central Agricultural University, College of Horticulture and Forestry, Pasighat to implement the innovative e-Village Project in 10 villages of East Siang district to benefit the rural people, since 2008. Ten selected villages from East Siang district equipped with the computer facility and other ICT facility to provide reliable information services to the village people in the areas of agriculture, health, education, e-Governance and rural energy. Computer literacy was imparted for the school children, unemployed rural youth and other community members with a support of trained computer instructor from the village. Notably, this project is a first village level initiative from C-DAC, Hyderabad in the north-east region.
Prof. S.N. Puri, Vice-Chancellor, Central Agricultural University (CAU), Imphal Manipur visited “e-Village Centres” at Berung, Sikabamin and Sille villages during March 2009 and directed the College of Horticulture and Forestry to adopt all the ten e-Villages as a model villages to undertake research and extension activities (www.modelevillage.in). Because of his foresighted vision, extension and research activities of CHF and KVK activities were integrated and concentrated in the ten e-Villages. Notably, “Giriraja & Girirani”, a high yielding poultry breeds were distributed to the Berung villagers. To indicate few selected advanced farm training and technology transfer; Mushroom cultivation, vermi-compost, System of Rice Intensification, Rubber cultivation, Fisheries development, pest and diseases control in rice and khasi mandarin, Post Harvest Management techniques and Value addition in horticultural crops and paddy cum fish culture were integrated with farming systems. Further, technology week in e-Village centers in collaboration with KVK, East Siang District, Kissan mela at Berung along with Rural Horticultural Work Experience Students, Farmer-Scientists interface workshop, Tree plantation at Berung during world environmental day conducted to create awareness among the rural people. More than 750 children and village youth underwent computer education at the e_Arik & e-Village centres during May, 2007 to October, 2010.
The e-Village moves forward with the visionary leadership and guidance of Prof. S.N. Puri, who was recently honoured with “Academic Leadership Award” in Agriculture Leadership Summit, 2010 in New Delhi and Dr. V. K. Mishra, Dean of the College of Horticulture and Forestry, Pasighat.
A simple idea towards betterment, the e-Arik initiative proves, a small step slowly makes a big difference, if it is continued by the committed and hard working few individuals with the support of Prof. S. N. Puri, VC, CAU.
In the continuation of the e-Arik and e-Village, another innovative project sponsored by the NABARD titled e-Kiosk, touch screen kiosk for technology transfer to the farmers of East Siang district is also in offing and tries to integrate Adi language audio with the computer touch screen text.
To quote few examples of change by e-Village, a farmer from Nagorlung, viewed video on rubber seedling preparation by T budding at e-Village centre and practices in his rubber farm, a farmer from Sille adopts fisheries, System of Rice Intensification (SRI) was adopted by a farmer from Sikabamin, few Yagrung village women takes-up mushroom cultivation and this list goes big and grows day by day. Above all, in remote Detak village, no road connectivity during rainy season and electricity is a precious and scarce commodity, a primary school going child lays her little fingers in computer keyboard and slowly moves the mouse, and looks the monitor in the e-Village centre and she smiles, again smiles, that innocent and happy smile says lot about the impact of the e-Village project.

Source: The Arunachal Times, Published on 24th October, 2010

http://arunachaltimes.com/oct%2024%20.html#e-Arik

www.neinews.com/e-arik-e-village-a-successful-journey-of-cau.html

Reply for earlier blog on ....CHANGES NEEDED.....Agricultural Extension....

Dear Sir,

Only giving thanks was not enough for Dr. Anne Van den Ban’s valuable article. Sorry for that day that I could not express my view about the article. It was because for such a valuable article actually i needed a time to think about it and to understand it completely

Sir I personally feel that Dr Van den ban has done a great job by raising the question about the need for the women extension agent and you have awaken us , dormant youngsters by spreading such a valuable article.

Sir after coming here in north India I have experienced that some where there’s need for a female extension agent more than a man. The reason behind is their is lots of gender gap in our society especially in northern India, when some male member came to village areas many women don’t show their face they keep on hide their face under the veil but to a women they don’t have any hesitation to show their face and they willingly participate in any kind of programme. Moreover, women has more ability to convince the people whether technically or emotionally though they have little problem in going here and there but the word WILL POWER compensate it. If the person has the will to do her work willingly he /his does it in any situation. So here comes the role of “Motivation” which is very important for any extension agent and to motivate the future extension agents is the prior duty of senior extension agents and teachers.

If we really have to develop our nation we need to work on grass root level for this we should try to educate each and every female member especially where there is lots of castism.

Sir, When we talk about farm production and export problem I have seen it by myself in own community (Arunachal Pradesh especially Adi tribal community) their is lot of production of crops like oranges, ginger, bhoot jolokia (the world hottest chilli) but farmer don’t not have any idea where to sell it and how to preserve it. They just sell it to some brokers/ middlemen with very cheap penny. However, I have great expectations from the CAU and SAUs/ICAR that they (including myself) will help our farmers to solve this problem. These innocent people don’t have any regretness that how much they are putting their effort in growing these crops because they have been doing this since their childhood…...

If we solve the problems of every State ultimately we will solve the problems of our Nation……..

Sir, these were just a simple view from a growing up young extension professional….

Thank you

Ms. Nanang Tamut

M.Sc in Home Science Extension Education

C.S.A. University of Agriculture and Technology, Kanpur.

Reply for earlier blog on ....CHANGES NEEDED ....

Dear Dr. Saravanan
Thank you for your mail and the informative paper you sent along it. I read the paper thoroughly and wondered how Dr van den Ban could be able to integrate different perspectives into a small paper like this. It is a very good analysis of existing extension system at a 'macro level'. However, the problem lies in the 'micro-perspective'.
It is a known fact that we are being blamed for 'stagnation of technologies' at the research establishments. Though such accusations are 'harsh' from our point of view, there is some 'truth' behind them. Over the years, we excelled as 'extension workers', by implementing new perspectives like 'participatory', 'single window', 'communication technology', entrepreneurship etc, in our work. But we failed to understand the 'science' behind each perspective which halted the growth of extension science. At large, we tend to be obsessed with 'macro-level' 'innovative thoughts' and 'practical philosophies'. We strongly believed that the agricultural systems are so complex, so the success of any technology intervention is affected by several macro-factors like globalization, etc. We relied on several participatory strategies to understand these complex systems, however, results of them can only be confined to the area where they were implemented. We never believed that such complex systems could be 'segmented' to identify 'homogenous' groups, so that technology interventions can be 'tailored' to achieve tangible impacts. Such approach not only helps us to achieve the 'desirable behavioral change', but also improves 'generalizability' of our work. The 'generalizability' is the major factor which contributes to advancement of knowledge and growth of the discipline.
On the other hand, the 'marketing scientists' who also work to achieve desirable impacts, have shown how the innovative quantitative research tools could be implemented at the rural areas to achieve tangible outputs. They proved that the so called 'heterogeneous complex' rural social systems can be 'segmented' into homogenous groups and technologies can be 'tailored' to their needs and conditions to achieve maximum impact. They developed a strong outcome oriented research discipline. This is where our extension discipline has failed.
At large, our programmes lack 'strong strategy' which is logically derived from empirical data about the population we intend to serve. This is evident from the fact that most of the adoption studies published in peer reviewed international journals are by the agricultural/development economists or social/ cognitive psychologists. The economists with their 'choice models' and the psychologists with their 'socio-cognitive technology acceptance models' proved that 'behavioral change' can be achieved by applying the scientific approach. They beautifully integrated quantitative approaches with their qualitative counter-parts to develop a strong research discipline of their own. I strongly recommend the extension professionals to read books on Strategic Marketing to understand the science of achieving behavioral changes (agri or health technology adoption/ capacity building/ empowerment/ economic development/ etc) by implementing a structured approach.
Regarding Dr. Ban's paper, the issues he highlighted like facilitating active learning processes, information and knowledge brokering, developing local organizations etc are application-oriented concepts which are more relevant to the present context. However, incorporating them directly into the curriculum will lead to confusion. I strongly believe that the extension curriculum must stick to the basics. More focus on the recent developments in the sociology, psychology (esp theories of social and cognitive psychology), educational technology (esp instructional design), psychometrics (with Item response theory, multivariate models and structural equation models etc.), econometrics (especially choice theories), agricultural finance & marketing (esp market identification, strategy development, segmentation etc.) and computer applications (esp multimedia softwares, testing - alpha, beta etc.) along with the areas suggested by Dr. BAN will help the extension professionals to develop a strong research discipline.
In simple words, if we focus on applying scientific approach at a 'micro-level' to achieve 'desirable' objectives, we will be able to understand the 'macro' perspectives and will also be able to quantify their impacts on extension clientele. Such objective approach will help us to generalize our findings on a larger scale, which helps in advancement of the extension research discipline. Besides contributing to theory development, it will also provide strong and empirically validated models for the extension workers who work at the field level.
These are my opinions about the state of extension discipline and my thoughts on improving the 'research state' of our profession. I never intend to downplay achievements of our stalwarts and dedicated scientists who contributed to the growth of this discipline. Please feel free to share your views which will help us to collectively contribute to the growth of extension discipline in the future.
Thank you once again for sending me a thought-provoking paper and request you to share any other resources of the same kind.

Sincerely

PS Sivakumar

Scientist, ICAR

Reply for earlier blog on ....CHANGES NEEDED IN THE TEACHING OF AGRICULTURAL EXTENSIONEDUCATION....

Dear Dr Saravanan
Thank you very much for sending one of the Chapters of a Book published by Dr van den Ban. Dr Ban has given a very strong evidence for bringing change in the system of imparting education in Extension Education in India.
I personally have been feeling that the way students in extension education are trained at the PG level, is not what the employer wants. Any way there has to be some basic courses, then preparing the students in terms of whether he (she) would like to be a teacher in Extension Education, Researcher, or Field extension. At present Degree in Extension Education is easily available (not earned).
As President of the ISEE, I had raised this issue during my addresses in the Society Seminars but nothing tangible could be done due to a cold response. I think the root cause of the present scenario is mediocrity amongst the teachers and also the students.

Dr Ban has also raised the issue whether we need women extension workers for reaching the women farmers? Are their supportive research outcomes from Indian conditions? Already there are a far greater number of women students now in Agriculture/Vety. Streams, especially in the southern States.

It is time that the professionals in Extension Education go-in for in –house heart searching and bring out state-of-the art in Extension Education discipline. We need to stop proliferation of Institutes offering MSc & Ph.D Degrees. We need to consider what should be the minors and supporting. Instead of restricting to Rural Sociology/Psychology as minor, can we have essentially subjects like agronomy, plant protection, horticulture and so on as minor and essentially Statistics as supporting? There could be some other such combinations as well.

The research work for degrees is too preliminary without any experimentation. Single shot studies, with only social concepts, are not accepted by the scientists’ fraternity. Can we think of strengthening research? If yes how and who takes the initiative?

The earlier we do this; I feel it will be better. If we continue to be in the same rut, doom’s day for the discipline is not very far-off.
Those of us who have worked to build this Discipline, those who have/are earning livelihood from being in Extension Education need to think together.

Good luck

With regards
( Dr R. Parshad)
Former ADG ( Agr Ext), ICAR

CHANGES NEEDED IN THE TEACHING OF AGRICULTURAL EXTENSION EDUCATION....

Very recently, i had a opportunity to access and read one of the book chapters entitled "CHANGES NEEDED IN THE TEACHING OF AGRICULTURAL EXTENSION EDUCATION" by Prof. Anne van den Ban, The Netherlands (The book is entitled "Revamping Agricultural Education in the Context of Globalization" Edited by Dr. R.K. Samanta (2010) and published by B.R. Publishing Corporation, 425, Nimri Colony, Ashok Vihar, Phase IV, Delhi 110 052, India)

(To read article please click below link

http://library.wur.nl/way/index_ban.html or

edepot.wur.nl/142759

The chapter very interestingly argues that the "Agriculture is changing and hence, the Agricultural Extension & the way we teach Extension also need to change" . The Chapter provides lot of reasoning/ insights and arguments, which are much useful to the extension teachers/ scientists/ other agricultural extension professionals..many examples from India and questions posed for extension professionals in India...which is helpful to reorient the extension and also extension teaching ....

Let us think together to make eXtension discipline as a better choice for neXt generation......

ICTs for Agricultural Extension:

Global Experiments, Innovations and Experiences

Edited by R. Saravanan

ICTs for Agricultural Extension: Global Experiments, Innovations and Experiences

ICTs for Agricultural Extension:

Global Experiments, Innovations and Experiences

Edited by R. Saravanan

Integration of new Information and Communication Technologies (ICTs) are rapidly transforming the agricultural extension. The ICT enabled extension systems are acting as a key agent for changing agrarian situation and farmers’ lives by improving access to information and sharing knowledge. ICT based agricultural extension brings incredible opportunities and has the potential of enabling the empowerment of farming communities. Extension practitioners are excited to experiment innovative ICT initiatives. Experiences on “ICTs for Agricultural Extension” initiatives are showing encouraging results and also complementing conventional extension communication methods. At the same time, it is also a challenge to place rural ICT infrastructure, developing appropriate content, ensuring sustainability and scaling-up.

This book is an attempt to document the National Policy on ICTs in agricultural extension, ICT infrastructure scenario and related issues, case studies on innovative ICTs for agricultural extension initiatives (Village knowledge centres, information kiosks, mobile ICT units, web portals, digital data base and networks, rural tele-centres, farmer call centres, mobile telephony, video-conference, offline multimedia CDs, decision support systems, expert systems, innovative community radio and television programmes, open distance learning etc.,), lessons and way forward in the countries such as Bangladesh, Caribbean Nations (Antigua & Barbuda, Belize, Barbados, Dominica, Grenada, Guyana, Jamaica, St.kitts & Nevis, Saint Lucia, Saint Vincent and the Grenadines, Trinidad & Tobago), Greece, India, Iran, Ireland, Israel, Japan, Jordan, Nigeria, Rwanda, Sri Lanka, Sub-Saharan Africa (Ethiopia, Ghana, Kenya, Malawi), Sudan, Trinidad & Tobago and Zimbabwe.

The agricultural extension students, academicians, scientists, practitioners, administrators and policy makers will find this compilation of the “ICTs for Agricultural Extension: Global Experiments, Innovations and Experiences” from twenty eight countries relevant to providing a framework for the design and implementation of sustainable ICT-enabled extension services for the agricultural development.

General Outline of the Chapter Contents

1. Overview of National agriculture scenario, National extension systems-scope and importance

2. Need of ICTs in agricultural extension/ Rationale for experimenting/proposing e-agriculture/ cyber extension

3. Brief account of IT scenario in the country during last two decades and IT penetration in rural areas

4. National policy on IT in agricultural extension

5. Case studies / review of information on “Best (ICT) practices” of e-agriculture/ cyber extension (or) “Innovations” in ICTs for agricultural extension

• Information village projects/ Village knowledge centre/ Information Kiosk/ Touch screen kiosk/ Mobile telephony etc.

• Mobile ICT units for agricultural extension

• Web portals/ data base/ digital networks for agricultural extension services provision

• Web based discussion forums/ video-conference/ net meeting etc.

• Offline multimedia CDs, Decision support systems/ expert systems etc.

• Innovative Radio – community radio/ TV programmes/ initiatives

• Online farm magazines/ news papers/ farm advisory publications etc.

• Open Distance Learning (ODL) projects for agricultural technology transfer

• Any other ICT initiatives and innovations

6. Issues related to ICTs application for agricultural extension

(Infrastructure, connectivity, content, capacity building, community participation, management, co-ordination, policy support, scaling-up and sustainability etc.)

7. Government, private, NGO, individual research project initiatives, public-private partnership models, business/ entrepreneurship models

8. Impact of ICTs in agricultural technology/ information dissemination, technology adoption, agricultural production

9. Lessons/experiences

10. The way forward/ policy implications/conclusions & recommendations

Country Chapters	Contributors
Bangladesh	Ms. Rubaiya Ahmad
Caribbean Nations	Dr. Wayne G. Ganpat Mrs. Claudette de Freitas
Greece	Dr. Anastasios Michailidis
India	Dr. R. Saravanan
Iran	Dr. H. Shabanali Fami Mrs. Malihe Falaki Mr. Javad Ghasemi
Ireland	Dr. Pádraig Wims
Israel	Dr. E. Gelb Dr. B. Gal Mr. D. Wolfson
Japan	Mr. Masami Yamada
Jordan	Dr. Esmat AlKaradsheh Er. Asmahan Farred Hattar Mr. Ashraf Saber Alhawamdeh Dr. Samia Nadim Akroush
Nigeria	Dr. Olufemi Martins Adesope Dr. Moses okwusi Dr. Ike Nwachukwu
Rwanda	Dr. Charles Karemangingo Mr. Edward Mutandwa Mr. Nathan Taremwa Kanuma Mr. Frank Mugisha
Sri Lanka	Dr. Rohan Wijekoon Mr. M.F.M. Rizwan
Sub Saharan Africa	Dr. Kristin Elizabeth Davis Mr. Benjamin K Addom
Sudan	Ms. Rafaa Ashamallah Ghobrial
Trinidad & Tobago	Dr. Edwin Joseph
Zimbabwe	Mr. Christopher Tafara Gadzirayi Mr. Eliada Gudza Mr. Godfrey SibandaTitle Mr. Justin Mupinda

Communication address of the editor of the book

Dr. R. Saravanan, Associate Professor (Communication) and In-charge, School of Social Sciences, College of Post Graduate Studies, Central Agricultural University, Barapani – 793 103, Meghalaya, India. e-Mail ID: saravananraj@hotmail.com; saravanacau@gmail.com

URL: www.saravananraj.net

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