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Mann, Sukhdeep Kaur
- Training and Capacity Building of Women Self-Help Groups in Punjab
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1 Krishi Vigyan Kendra, Fatehgarh Sahib (Punjab), IN
2 Punjab Agricultural University, Ludhiana (Punjab), IN
1 Krishi Vigyan Kendra, Fatehgarh Sahib (Punjab), IN
2 Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Agriculture Update, Vol 10, No 2 (2015), Pagination: 130-133Abstract
Microfinance, training and capacity building are important component of SHGs. Constant inputs of training and capacity building are required to sustain SHGs. Therefore, in the present study investigator tried to investigate about the type of training being provided and effectiveness of training among SHG members. The present study based on survey research design covered all the districts of Punjab to give comprehensive picture of the training and capacity building of women SHGs in the state. The findings revealed that nearly fifty per cent of the SHGs were not provided with any type of training and majority of the respondents showed dissatisfaction as far as training for capacity building and skill formation was concerned. It is therefore, suggested that for the sustainability of SHGs in Punjab SHPIs should focus more on training and capacity building of these members.Keywords
Self-Help Groups, Training Capacity Building.- Perception of Home Science Students towards RAWE and in-Plant Training Programme
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
International Journal of Home Science Extension and Communication Management, Vol 4, No 2 (2017), Pagination: 77-81Abstract
The B.Sc. Home Science programme offers RAWE and In-plant training programme for B.Sc. last year students. The main objectives of RAWE programme are to provide an opportunity to B.Sc. Home Science (Hons.) students to develop the right perspective of rural life and develop positive attitude towards community. B.Sc. Home Science programme offers job oriented courses and In-plant training with the view that the internship in the related industry or institution is essential to provide practical training exposure to the students and also for the industries to be acquainted with the potentialities of B.Sc. Home Science graduates for mutual benefits. The present study was planned to find out the learning experiences, constraints and suggestions given by the B.Sc. Home Science graduates regarding RAWE and In-plant training programme. Study was conducted in College of Home Science, Punjab Agricultural University Ludhiana with 185 Home Science graduates and post graduates. Questionnaire technique was used for data collection. Findings of the study indicated that the major problem being faced by the students during In-plant training was short duration and during RAWE less amount of stipend and interaction with villagers regarding new technology. The suggestions put forth by the students were for increasing the duration of In-plant training, regular supervision and follow up by the teacher in-charge.Keywords
RAWE, In-Plant Training, Constraints, Suggestions.References
- Bandyopadhyay, A.K. and Kar, S. (2002). Teachers’ and students’ perception about RAWE programme. Res. J. Extn. Edu., 2 : 38- 43.
- Borodoloi, R., Borthakur, S. and Singha, A. K. (2013). Analysis of utility status of college in Assam Agricultural University under Rural Agricultural Work Experience Programme (RAWE). J. Human Ecol., 42(3):295-302.
- Borthakur, S. and Bortamuly, D. (2013). Perceived Utility of RAWEP in Gaining Knowledge on Communication skill, Farm Resource Management and socio-economic Aspects under AAU. J. Academia&Indust. Res., 2(6) : 382-385.
- Godawat, A. (2004). Employment prospects of B.Sc. Home Science program of SAUs of Rajasthan.Ph.D.Thesis, Maharana Pratap University of Agriculture and Technology, Udaipur, RAJASTHAN (INDIA).
- Godawat, A. and Maheswari, S. (2008). Opinionon of B.Sc Home Science graduates of SAUs Rajasthan regarding RAWE programme. Rajasthan J. Extn. Edu.,16:227-228.
- Godawat, A. and Upadhyay, B. (2011). In plant training programme - constraints and Suggestions. Rajasthan J. Extn. Edu., 19 : 59-61.
- Gogoi, D. (2001). Problems faced by the students of College of Agriculture , AAU, Jorhat, during (RAWE) programme. M. Sc. Thesis, College of Home Science, Assam Agricultural University, Jorhat, ASSAM (INDIA).
- Kotte, S. (2014). A study on perception among participants of RAWE programme at J.N.K.V.V., Jabalpur. M.Sc. Thesis, Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur College of Agriculture, Jabalpur, M.P. (INDIA).
- Kumar, S. and Sharma, S.C. (2013). Outlook of agriculture undergraduates of JNKVV towards RAWE programme. Technofame, 2 (1): 40-43.
- Mahadik, R. P., Mehta, P. G. and Sawant, P. A. (2011).Attitude of students towards rural work experience programme (RWEP). Rajasthan J Extn. Edu., 19:148-151.
- Rambabu, P. and Shareef, S. M. (1999). Reaction of students towards rural agricultural work experience programme. Maharashtra J. Extn. Edu., 18 : 279-282.
- Reddy, D.S. (1985). A study on effectiveness of rural agricultural work experience programme of Andhra Pradesh Agricultural University. M.Sc.(Ag.) Thesis, Acharya N G Ranga Agricultural University, Rajendranagar Hyderabad,A.P. (INDIA).
- Sanjeev, M.V. and Gowda, K.N. (2013). Perceptions on experiential learning: A study of agricultural students. Indian Res. J. Extn. Edu., 13(1): 48-55.
- Singh, S. (2016). Opinion of students and teachers regarding rural agricultural work experience and experiential learning programme of PAU, Ludhiana. M.Sc. Thesis, Punjab Agricultural University Ludhiana, PUNJAB (INDIA).
- Anonymous (1978). The Report of Review Committee on Agricultural Universities. ICAR, New Delhi. Retired from https:// www.icar.org.in/en/node/2848 on 22/04/2017.
- Anonymous (1989). An evaluation of Rural Agricultural Work Experience (RAWE): A report of Department of Extension Education, College of Agriculture, Dapoli. Retrieved from https://krishikosh.egranth.ac.in/bitstream/1/2029420/1/R-13047. pdf on 22/04/2017.
- Beneficiaries Feedback on RSETI EDPs
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Agriculture Update, Vol 13, No 3 (2018), Pagination: 359-362Abstract
Unemployment is the prime challenge India is facing in the process of its development and inclusive growth. Therefore, there is a need for promoting self-employment for the unemployed youth, especially for those living below the poverty line, and enhance their skills through proper entrepreneurship training. The government of India has undertaken lots of initiatives to promote self-employment in the country through entrepreneurial development programmes (EDPs). RSETI is one of the initiatives of Ministry of Rural Development. The present investigation was therefore, planned to seek the feedback from the beneficiaries of RSETI EDPs in Ludhiana district of Punjab state. A total of one hundred and fifty beneficiaries of RSETI, Ludhiana, who were engaged in income generation activities constituted the sample for the study. Data was collected through a well structured and pretested interview schedule. Beneficiaries perceived economic and social benefits from RSETI EDP’s. The major constraints perceived by the beneficiaries were” in appropriate location of the institute, lack of infrastructural facilities and lack of practical trainings facilities” in the institute. Appropriate infrastructural facilities, marketing support and organization of field visits were major suggestions given by the beneficiaries for better functioning of RSETI.Keywords
RSETI, Benefits, Constraints, Suggestions.References
- Anonymous (2017). Retrieved from https://www.cityairnews.com/content/certificates-given-successful-trainies-rseti on June 20, 2018.
- Anonymous (2018). National Academy of RUDSETI, retrieved from www.rudsetacademy.org on June 5, 2018.
- Bharathi, R.A. (2005). Assessment of entrepreneurial activities promoted under NATP on empowerment of women in agriculture. M.Sc. (Ag.) Thesis, University of Agricultural Sciences, Dharwad (Karnataka) India.
- Chethana, M. (2005). Impact of shree shakti programme on farm women in Tumkur district. M. Sc. (Ag.) Thesis, University of Agricultural Sciences, Bangalore (Karnataka) India.
- Dheepa, T. and Barani, G. (2010). Role of MFI’s in empowering rural women- A scenario from India. Global J. Finance Mgmt., 2 (2): 209-24.
- Nirmala, V. (2005). Information technology for empowerment of women entrepreneurs. J. Extn. Res., 7 : 57-61.
- Prakash, A.R. (2004). Analysis of Swarna Jayanthi Grama Swarazgar Yojana in Salem and Thiruvallur district of Tamilnadu. M.Sc. (Ag.) Thesis, University of Agricultural Sciences, Dharwad (Karnataka) India.
- Vanitha, C. (2002). Awareness and impact of SGSY on women beneficiaries and their attitude towards the programme. M.Sc. (Ag.) Thesis, University of Agricultural Sciences, Bangalore, India.
- Promoting Professionalism and Self-Employment in Home Science
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 375-381Abstract
Over the years, need based radical changes have been brought in the goals and objectives of the Home Science education for imparting culturally relevant and job oriented education for empowerment of women. But still this discipline is striving for a reputed professional status. The present study was planned to seek suggestions from the students regarding professional and self-employment orientation of Home Science Programme. The study was conducted on graduates and post graduates of College of Home Science, Punjab Agricultural University (PAU), Ludhiana,who passed out during the academic sessions from 2011-2012 to 2013-2014. Questionnaire was mailed to all 207 students but response of 185 students was received. So, the sample size for the present study was 185 respondents which encompassed 92 B.Sc., 68 M.Sc. and 25 Ph.D. pass out from the college. The findings of the study suggested the need to introduce more self-employment courses, Home Science graduates also submitted the need to increase the duration of In plant training,for developing competencies and skills in the respective fields. Therefore, future strategies must be planned in a manner so that it will cater to the needs of educational and employment/self-employment requirements of a well identified group of clients.It should aim at producing professionals who can be job creators for themselves and for others.Keywords
Home Science, Self-Employment, Professional, Suggestions, Education.References
- Battle, J. and Lewis, M. (2002).The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. J. Poverty, 6(2) : 21-35.
- Dangi, S. (1992). Job preferences of post graduate students of College of Home Science, Udaipur and their attitude towards extension job as a career, M.Sc. Thesis, Home Science Ext. &lu, College of Home Science, Udaipur, RAU. Bikaner.
- Devdas, R.P.( 1999). Current issues in Home Science. Indian J. Home Sci., 25 (1) : 9-10.
- Farooq, M.S., Chaudhry, A.H., Shahif, M. and Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. J. Qual Tech. Mgt., 8 :1-14.
- Gaonkar, V. (2004). Genesis and growth of Home Science in SAU’s. 8-11 National seminar on reorientation of Home Science Education dec 20-21, 2004, Proceedings organized by College of Home Science Pau, Ludhiana.
- George, R. (2004). Increasing Visibility of Home science.1633. National seminar on reorientation of Home Science Education dec 20-21, 2004, Proceedings organized by College of Home Science Pau, Ludhiana.
- Godawat, A. (2004). Employment prospects of B.Sc. Home Science program of SAUs of Rajasthan. Ph.D. Thesis, Maharana Pratap University of Agriculture and Technology, Udaipur.
- Godawat, A. and Upadhyay, B. (2011). In plant training programme - constraints and Suggestions. Raj. J. Extn. Edu., 19: 59-61.
- Gogoi, D. (2001). Problems faced by the students of College of Agriculture, AAU, Jorhat, during (RAWE) programme. M.Sc. Thesis, College of Home Science, Assam Agricultural University, Jorhat.
- Guglani, S. (1999). Home Science Curriculum: Pedagogical concern. Indian J. Home Sci., 25 : 31.
- Katyal, J.C. (2004). Reorientation of Home Science Education. 3-7. National seminar on reorientation of Home Science Education dec 20-21, 2004, Proceedings organized by College of Home Science Pau, Ludhiana.
- Mann, S.K. (2010). Empowerment of Women: Emerging Challenges. Proc. National Seminar of the Home Society of Home Scientists for Agricultural and Rural Institutions. Feb 18-19.
- Singh, S. (2016). Opinion of Students and Teachers Regarding Rural Agricultural Work Experience and Experiential Learning Programme of PAU, Ludhiana. M.Sc. Thesis, Punjab Agricultural University Ludhiana.
- Swaminathan, M.S. (1997). Education for Agriculture: Bridge to a century of hope on the farm front cited from Swaminathan’ M.S. Committee report. Education Division. ICAR; New Delhi.
- Varghese, M. (1999). Career orientation of Home Science curriculum. Indian J. Home Sci., 25 : 20-21.
- Saxton, J. (2000). Investment in education: Private and public returns. Retrieved from http://www.house.gov/jec/educ.pdf.
- Obstacles and Ways to Facilitate Skill Development among Rural Women
Abstract Views :147 |
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Authors
Affiliations
1 Department of Extension Education and Communication Management, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 441-446Abstract
The Honorable Prime Minister of India, Shri Narendra Modi has stated that “Today, the world and India need a skilled workforce. If we have to promote the development of our country then our mission has to be skill development’ and `Skilled India”. Skills and knowledge are the engines of economic growth and social development of any country. Women constituted almost 48.5 per cent of the total population of India, but their input to economic action is far beneath the potential. Female workforce participation rate in India stands at 31.8 per cent which is almost half of the male workforce participation rate at 73.2 per cent and these women have also been paid very low wages for the same work as compare to the men due to lack of skills. Skill development among rural women is the necessity of the hour to make them self possessed, self reliant and to enischolar_main in them the ability to be a component of decision making at home and outside. Therefore, there is a great need to properly skill the significantly large work force so that they can became a major part of the economy. Skill development is a key to women empowerment as it leads to enhancing household productivity, employability and income earning opportunities for women. The idea of skill development in India has been greatly acknowledged and programmes and policies like Pradhan Mantra Kaushal Vikas Yojana (PMKVY), UDAAN, Standard Training Assessment and Reward (STAR) and many more has been formulated to initiate this concept. Despite the various efforts by the government, there is yet a prolong way to bring the skill development mission to accomplish due to existence of various obstacles in the path of rural women. So, there is great need to identify various obstacles faced by the rural women and ways of facilitating skill development among rural women.Keywords
Rural Woman, Empowerment, Skill Development.References
- Bhavna, V. (2015). Challenges of skill development and rural women entrepreneurship. Internat. J. Multidisciplinary Res. & Modern Education, 1 (1) : 599-608.
- Kapur, Radhika (2014). Skills development in India. Int. J of Transformations in Business Management. 2231-6868. Pp-25-33.
- Okada, A. (2012). Skill development for youth in India: challenges and opportunities. J. Int. Co. Edu., 15 :169-93.
- Singh, D.P. and Singh, M. (2005). Women and empowerment: experiences from some Asian countries, Unistar books.
- Anonymous (2011). Retr ieved from: http://www.censusindia.gov.in/2011-Common/CensusData 2011.html.
- Anuradha, R. Vijaya and Reddy, G. Lokanadha (2013). Empowerment of rural women through vocational education and training. Conflux Journal of Education. 2320-9305. 2: 8 Retrieved from: http://www.naspublishers.com.
- Dinesha, P.T. and Naveenchandra, C.B. (2016). Women skill development and make in India: Opportunities and Challenges Retrieved from: https://ssrn.com/abstract=2813529.
- Directorate General of Employment and Training (DGE&T), Women Training Directorate, Ministry of Labour and Employment, Government of India (2017). Women’s vocational training programme under DGE&T. Retrieved From: http://womentraining.gov.in/general/moreaboutus.htm
- Human Development Report (2015). Retrieved from: http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf.
- Jonathan, W. (2016). Women are still paid less than men- even in the same job. Retrieved from: https://www.forbes.com/sites/jwebb/2016/03/31/women-are-still-paid-less-than-men-even-in-the-same-job/#4a91b77d4709.
- Knowledge Paper on Skill Development in India. Learner First. (2012). Retrieved from: http://calendartopics.biz/tag/knowledge-paper-on-skilldevelopment-in-india.
- The World Bank (2017). Girls education. Retrieved from: http://www.worldbank.org/en/topic/girlseducation.
- Applicability of Home Science Education as Perceived by the Students
Abstract Views :185 |
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 8, No 2 (2018), Pagination: 309-311Abstract
Home Science is the science of home and it includes all the things that concern the person, home, family members and resources. It is the education for "better living" and the core of this education is the family ecosystem. Home Science is classified as a technical and vocational subject (Ministry of Education, 2003). It also deals with reciprocal relations between the family and its natural and man-made environments. It aims at getting maximum satisfaction for the person and their family members through the efficient and scientific use of their resources. The present study was planned to determine the preference and applicability of Home Science courses. The results of the study indicated that highest percentage of respondents had preferred Foods and Nutrition as their first preference, reasons for higher ranking of discipline was interesting subject matter followed by good teaching staff. Students expressed lowest applicability of knowledge and skills learnt from allied courses such as entomology, biochemistry, organic chemistry and mathematics in their jobs or at household level.Keywords
Home Science, Applicability and Preferences.References
- Ahlawat, S., & Goyal, G. (1999). Promoting professionalism and self-employment in Home Science. XXIII Biennial conference of Home Science Association of India Nov. 17-19, organized by Punjab state Branch at Punjab Agricultural University, Ludhiana.
- Annonymous (1988). Careers for home scientist in India. Indian Journal of Health and Science, 75(1), 45-50.
- Bhatnagar, S., & Gupta, P. (1980). Job preference of home science graduates. Indian Journal of Extension Education, 16(2), 3-4.
- Devadas, R.P. (1993). Future projections in home science national and international perspectives. Indian Journal of Health and Science, 22(1), 16-22.
- Devdas, R.P., & Raj, R.P. (1973). Proposals for undergraduate syllabus in textiles and clothing to suit National goals. Indian Journal of Health and Science, 10(7), 1.
- Gaonkar, V. (2004). Genesis and growth of Home Science in SA U's. National seminar on Reorientation of Home Science Education Dec 20-21, 2004, Proceedings organized by College of Home Science Pau, Ludhiana. 11-18.
- Karmakar & Jyotsna (1982). Some considerations of Home Science Education, looking ahead projecting the future of Home Science Education. Proceeding of the Lady Irwin College Golden Jubilee National Seminar.
- Ministry of Education (2003) Nairobi: Ministry of education/kenya literature bureau. Secondary Education Syllabus, Vol. 1.
- Nag, U., & Sheshanna, N.V. (1981). Home science education as a function of household activities. Indian Journal of Health and Science, 22, Issue 1.
- Punia, R.K., Darshan, S., & Punia, D. (1982). Job preference of home science graduates. Journal of Research, 12, Issue2.
- Extent of Adoption of Home Science Practices Disseminated Under Rural Awareness Work Experience (RAWE)
Abstract Views :597 |
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 15, No 1 (2020), Pagination: 21-26Abstract
Rural Awareness Work Experience (RAWE) was introduced in to the curriculum of B.Sc. Home Science (Hons.) by Indian Council of Agricultural Research (ICAR), New Delhi, in the year 2002. It aims at bringing improvement in quality of life of rural families. It had also been realized that formal system of education is restricted to classroom and laboratory situation. In real life situation learning through experience has become an integral part of the education. This informal education enables the students and teachers to actively participate in examining the subject matter and it’s utility to solve problems of the rural women. The present study was planned to assess the extent of adoption of home science practices disseminated under Rural Awareness Work Experience (RAWE) programme of College of Home Science, Punjab Agricultural University (PAU), Ludhiana. Four villages i.e. Rauwal, Sidhwan Kalan, Talwandi Khurd and Sarabha of Ludhiana district were selected for the purpose of the study. A total of 120 rural women constituted the sample of the study. The findings of the study inferred that the extent of adoption of majority of respondents for Apparel and Textile Science (77.50%) and Family Resource Management (74.16%) was low. Consequently, it may be concluded that there is a large scope for betterment of adoption rate of home science practices by rural women.Keywords
RAWE, Extent of adoption, Rural womenReferences
- Khandelwal, S., Rathore, R. and Sharma, S.K. (2010)Adoption behavior of farm women about home science technologies. Raj. J. Edu. 18: 117-17.
- Malabarasari, R.T. and Hiremath, U.S (2016). Impact of KVK trainings in adoption of home science technologies. Asian J. Home Sci., 11 (2) : 367-72.
- Mann, S.K. and Sachan, D. (2017). Perception of home science students towards RAWE and inplant training programme. J Home Sci. Extn. Comm. Mgt., 4 (2) : 77-81.
- Nazir, T., Naheed, V.N. and Dar, M.A. (2012). The impact of vocational training courses on knowledge and adoption of rural women in Kashmir. J. Sust. Soc., 1 (4) :84-87.
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- Sankangoudar, S. and Patil, S. (2016). Adoption of selected home science technologies by the women self-help group members in Karnataka. Internat. J. Farm. Sci., 6(4): 14-18.
- Sumathi, P. and Budhar, M.N. (2005). Post-harvest technology of rice: the role of farm women in storing grains with different storage practices. Proc World Rice Res Conf. 320-22, pp. University of Tsukaba, Japan.
- Assessing Trainee’s Profile for Better Adoption of Home Science Practices
Abstract Views :561 |
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Authors
Affiliations
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Extension Education and Communication Management, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 15, No 1 (2020), Pagination: 138-142Abstract
The present investigation was conducted to assess trainee’s profile for better adoption of home science practices. The study was conducted in purposively selected Rauwal, Sidhwan Kalan, Talwandi Khurd and Sarabha villages of Ludhiana district, where RAWE (Rural Awareness Work Experience) programme was conducted during the year 2013-14 to 2016-17. From each village, thirty rural women who were exposed to home science practices during RAWE were randomly selected. Thus, a total of 120 respondents constituted the sample of the study. Data were collected through a well structured and pre tested interview schedule. The results of the study showed positive and significant relation between the educational qualification, land holding, annual income of family and mass media usage. However, age was negatively and significantly associated with adoption status of practices. Practices should be need based and cost effective and students should be trained properly before RAWE were the major suggestions given by the respondents for improvement in RAWE programme.Keywords
Rural Awareness Work experience, Adoption, Home science practices, TraineesReferences
- Gupta, S. and Verma, S. (2013). Emerging trends in adoption of home science technologies as perceived by farm women. Asian J. Home Sci., 8 : 603-606.
- Kaur, M. (2018). Impact of vocational training courses of krishi vigyan kendras on women in Punjab. Ph.D. Thesis, Punjab Agricultural University Ludhiana.
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- Sirdhar, G., Rao, B.S., Malleswara, S.S.N. and Patil, D.V. (2013). Empowering rural community with impowerment in knowledge level and livelihood through KVKs: impact and cases. Internat. J. Scientific Engg. Res., 1 : 13-20.