RAWE REPORT 2018-2019 . BY Anubhav Biswal

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REPORT ON
RAWE: (2018 -2019)
INSTITUTE OF AGRICULTURAL SCIENCES
GUIDED BY: Dr. R . K RAJ
Dr. BIJOYA MOHANTY
Mr.ANSHUMAN JENA
Miss .KAJAL SRICHANDAN
SUBMITTED BY:
ANUBHAV BISWAL(1541901179)

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INTRODUCTION
In our india most of the people are adopting agriculture and allied
sectors as their occupation.so importance of agriculture in india is most
valuable than other sectors.as students of agriculture sector we have to
develop new technologies for more efficient work in agriculture.RAWE
Program is a very much imp.Part to achieve this goal.
The rural agricultural work experience programme (RAWE) is being
conducted in the seventh semester. In this program, all students are divided
into different groups are assigned to carry out different activities under the
proper guidance from our respected teachers know as supervisors and also
with the 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.
During the PRA exercise, we were exposed to village situation and we got a
basic understating of various on-farm activities. Each and every student
developed communication skills during the presentation conducted
regularly under this programme.
Various exercises under this project developed this knowledge of the
student and revised all the courses that we studied for the last 3 years. We
are now comfortable while communicating with the villagers.
I think the most important achievement of this RAWE programme is that it
has generated interest in the minds of the students to do something for the
villagers because we have very closely observed the real problems and
difficulties faced by the poor farmers.

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ACKNOWLEDGEMENT
I’M Anubhav biswal,student of 4th
yr bsc.ag Feelhighly delighted enough
after the accomplishmentof my assignedRAWE basedon PRA tools &
technique. My journey towards the accomplishment wouldn’t have been
possible without the support & guidance of my teachers & groupmates.
I am greatfulto my professorDr.R.K. Raj whose expertization has
proved my hardwork worthy enough. I am also greatfulto professor
B.K.Mohanty,MR. Ansuman jena,Mrs Kajol srichandan,Dr.Maa
baig,DR.N.nayak whoseteaching has bought a sufficient guidance in my
assignment. I expressedmy deep gratitude to all my teachers DR. Niranjan
Nayak,DR.B.K. Sahoo, DR. S.Panda,DR. , dr.B.k pani, Dr.D.jena,DR. Ch.H.P
Mishra, Dr.B.K.Mishra, Dr.A.N.Dash, Dr.H.N.mishra, Dr. P.K.Das,Dr.
,Dr.Pal,Dr. C.R.Mohanty,DR. B.K. Sahu,Mr. C. patra
I am also obligedenough to the villagers without their support,my RAWE
programme wouldn’t have meet this destination.
Last but not the leastI would to thank my dean whose trust servedas source
of constantinspiration & support during the RAWE programme which
brought a greatmotivation in my RAWE assignment.
Thank you…
Anubhav Biswal
1541901179

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CONTENT
SL.NO. PARTICULARS PAGE NO.
1. Orientation programme
2. About RAWE
3. About PRA
4. Kujimahal at aglance
5. Rapport building
6. Social map
7. Resource map
8. Enterprise map
9. Transect walk
10. Hydrology map
11. Time line
12. Trendanalysis
13. Daily routine
14. Seasonality
15. Matrix ranking
16. Venn diagram
17. Wealth ranking
18. Mobility map

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19. Problem identification and
prioritization
20. Root cause analysis
21. Indigenous technical knowledge
22. SWOT Analysis
23. Action plan for kujimahal
24. Experience during rawe
programme
25. Feed back

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ORIENTATION PROGRAMME
On 10th july.2017, the RAWE programme was started. Upto that period I was
having several apprehensions about RAWE programme from the 1st year.I believed
that this programme is a very hard programme .But when the programme was
started I was scared from the very beginning about What to do ,How to do…n so
many things.
Before direct exposure to the village there was an orientation
programme in the college itself from 10th july to 21 aug for a period of about 10
days. The motto of this programme was to make aware the students about the
works which should be done during the whole semester. All the students, dean
sir, all the faculty members of Dept. of Extension Education and 8 programme
supervisors were present in this programme. The programme was conducted by
the Chairman of RAWE Dr. R.K. RAJ sir.
During this week we would able to learn about the techniques of PRA.
All the faculty members of Dept. of extension education and other disciplines
helped us to understand and to practice all the exercises regarding PRA.
During this programme all the students were grouped into 17 groups
constituting 12 members each. We the group members had to do all the works
in the village together. Our group constituted of:-
1. Anubhav Biswal
2. Subhrajit Maharana
3. RAJESH BAL
4. RATIKANTA SAHOO
5. ANSHUMAN BALABANTARAY
6. SIDDHARTHA SARDAR
7. SAMRIT KU SAHOO
8. V. LOKESH
9. ASWINI NAYAK
10. PUNYASLOKA MOHANTY
11. RONIT DAS
We came to know that we were allotted one village ,i.e rainfed village named
ANDHARUA during this programme.
We are very much thankful to our Dean and dept. of extension education
for arranging this orientation programme which built confidence among us to deal
with the farmer in the village.

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RURAL AGRICULTURAL WORK
EXPERIANCE
Agricultural Education is an important tool in ensuring increased agricultural
productivity, sustainability, environmental and ecological security, profitability, job
security & equity. 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
World Bank (1975)stated that there was little emphasis on curricula on preparing
the agricultural graduates forbetter career in agriculture oragribusiness outsidegovt.
jobs. Therefore, the agenda for the 21st century in agricultural education should be
drawn on the basis of the challenges it has to meet in the near future. RAWE
programme provides significant hands on experience in acquiring knowledge and
skill.
WHAT IS RAWE:-
RAWE (Rural Agricultural Work Experience) is a programme for imparting
quality, practical and productionoriented education for agriculture degree. Rural
Agricultural Work Experience has been structured considering the importance of
inculcating wide dimensions of knowledge & exposure to the students as village
stay programme.
The students are overwhelmed by the wealth of information they got from the
information. According to me everyday was an experience that taught us new
lessons. We got to interact with large/small//marginal/woman farmers. It was a 2
way learning experience with the farmer teaching the student & vice-versa.While I
got to learn the basics of farming from such farmers got to know the various
technologies & implements to improve farming.
IMPORTANCE OF RAWE:-
 Preparing Agricultural Graduates for better career in agriculture/ agribusiness.
 Preparing Agricultural Graduates to face the challenges by acquiring knowledge
& skill through hands on experience.

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OBJECTIVES OF RAWE:-
• Understanding of rural life by students.
• Familiarity with the socio-economic situation of village.
• Opportunity for practical training.
• Development of Communication skill in Transfer of Technology.
• Understanding of technologies followed by farmers.
• Preparation of production plan suitable for local situation. Development of
confidence and competency for facing problematic situation and finding
solutions.
SURVEY & FARM PLANNING:-
• Make PRA survey of the village ( Non-irrigated), preparation of report and
presentation.
• Collection of data on socio-economic condition, population, cropping pattern,
irrigation facilities, resources available, labour, employment etc.
• Preparation of alternate farm plans including family system approachforthe host
farmer and village in consultation with both govt. & local Research/ Extension
scientists ofthe University for reorganization offarm business for higher income
and sustainable production
• Identify the constraints in marketing of Agricultural Produce, institutional credit
facilities, input supply agencies and co-opperative enterprises.
• Students shall record family budgets of host farmers and give them alternate
farmplan for their betterment.
EXTENSION EDUCATION:-
• Identification of agricultural problems of village.
• Conducting method demonstrations and result demonstration.
• Field visit and group discussion with farmers on need based agricultural
topics.

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• Organization of agricultural exhibitions for visual publicity of improved
practices.
• Study of on-going agricultural programmes in the village & their impact.
• Organization of farmers training programme and participation in
programmes conducted by govt. Agril. & allied sectors.
• Visit to local institutions to study their role in development programmes and
research work.
• Study the role of mass media in transfer of technology.
• Participation in village social work - conduct survey on youth problems,
initiation of youth clubs, working with youth & youth specific projects.
• Submission of report on extension activities.
RESEARCH STATION ACTIVITIES:-
• Visit to different research schemes and research stations under OUAT and
ICAR.
• Acquaintance with various research activities of the concerned research
scheme/ stations.
• Knowledge on the methodologies involved in conducting different types of
experimental trials, analysis of experimental data, maintenance of farm
records and project files.
• Observe closely the different aspects of research programmes.
• Interaction with the research scientists of different disciplines on the ongoing
experiments and trials.
• Awareness on various methodologies involved in conducting research trials.
• Observation of different aspects of research programmes.
• Recording the titles and technical programmes of research projects and
research procedures shown to them.
IMPLICATION OF RAWE PROGRAMME:-

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 Sensitization towards field agriculture.
 Hands-on experience in village condition.
 Development of favourable & required skill & attitude among agricultural
graduates.
 Development of human resource in agriculture education.
PARTICIPATORY RURAL APPRAISAL
WHAT IS PRA ??(Participatory rural Appraisal)
APPRAISAL: The word appraisal in the PRA means estimation of value of assets
and act as assessments of major quality and important of assets.In other words it is
the finding out of information about problems ,needs,& potential in a village.It is
the 1st stage of project.
PARTICIPATORY:Means that people themselves are involved in the process of
identifying the problems they face,determining ways to overcome them,designing
realistic plan to achieve the goals and carrying them out –a ‘’bottom-up’’approach
that requires good communication skills and attitude of project staff.
RURAL :The techniques can be used in any situation,urban or rural,with both
literate and illiterate people.
PRAis characterized by an applied, holistic, flexible approachof progressive
learning conducted bymultidisciplinary teams emphasizing community participants.
PRAis a way of learning from and with community members to investigate ,
analyze and evaluate constraints and opportunities and make informed and timely
decisions regarding development projects.
It is a method by which a team can quickly and systematically collect
information for:
 The general analysis of a specific topic, question or problem
 Needs assessment
 Feasibility studies
 Identifying and prioritizing projects
 Project or programme evaluation.
PRINCIPLES:-
There are five key principles that form the basis of any PRAactivity no matter what
the objectives or setting:

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1. PARTICIPATION -PRA relies heavily on participation by the communities, as
the method is designed to enable local people to be involved, not only as sources of
information, but as partners with the PRA team in gathering and analyzing the
information.
2. FLEXIBILITY - Thecombination of techniques that is appropriate in a particular
development context will be determined by such variables as the size and skill mix
of the PRA team, the time and resources available, and the topic and location of the
work.
3. TEAMWORK - Generally, a PRA is best conducted by a local team (speaking
the local languages) with a few outsiders present, a significant representation of
women, and a mix of sector specialists and social scientists, according to the topic.
4. OPTIMAL IGNORANCE - To be efficient in terms of both time and money,
PRA work intends to gather just enough information to make the necessary
recommendations and decisions.
5. SYSTEMATIC - As PRA-generated data is seldom conducive to statistical
analysis (given its largely qualitative nature and relatively small sample size),
alternative ways have been developed to ensure the validity and reliability of the
findings. These include sampling based on approximate stratification of the
community by geographic location or relative wealth, and cross-checking, that is
using a number of techniques to investigate views on a single topic .
6. LISTENING AND LEARNING- PRA is based on the principles of listening and
learning through participatory interaction and learning progressives.The local
people have their knowledge,experience,history and culture,views and ideas,their
priorities and preferrance.
7.OFFSETTING BIOPSIS- PRA helps at offsetting biopsies which generally
accompany a rashed appraisal by professional for quick result.It refers to be
receptive rather than pre-concived areas.
8.SEEKING DIVERSITY-PRAinvolves learning from diverse condition and diff.
factors.it consult with more of diff.rather than looking for representiveness of result
or data collected.
9.TRIANGULATION AND CROSS-CHECKING-It is adopted as a principle to
improve trustworthyness of data.it will be done by changing the team
composition,the sources of information and the techniques applied.
10.MULTIDISCIPLINARY TEAM- The team includes scientist from all
imp.disciplins relevant to the area of study.The team should identify among
themselves one member who should work as team leader or facilitator ,another
member should be identified to wok as process recorder,the responsibility of the
rapport building may be assigned to one member of the team ,who could work as
environmental collecter.
11.EMPOWERMENT- The authority to local people through decentralization and
confidence building.

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12.SELF CRITICAL AWARENESS- Mistakes are lessions to learn and to do
better next time.
PRA TOOLS:
 DirectObservation: Observation are related to questions: what? When?
Where?who?why?how?
 Do It Yourself: Villagers are encouraged to teach the students hoe to do various
activities.we will learn how much skill & strength are required to do day-to-day
rural activities,gaining an insider’s perspective on a situation .Roles are reversed.
 ParticipatoryMapping & Modelling: Using local materials,villagers draw or
model current or historical conditions.
 Socialmap: It seeks to explore special dimensions of people realities.The focus here
is on the deplication of habitation patterns,nature of housing and social
infrastructure like roads,drainage system,schools,drinking water facilities etc.
 Rsource map: Resourcemap is a free open sourcetool that helps us to make better
discissions by giving better insight in to the location and distribution of resources
like land ,hill,river,fields,vegetation etc.
 TransectWalks :The students conducta walking tour through areas of interest to
observe, to listen, to identify different zones or conditions, and to ask questions to
identify problems and possiblesolutions. With this method, the outsider can
quickly learn about topography, soils, land use, forests, watersheds, and
community assets.
 Hydrology map:Hydrology map is the total water bodies of that area.
 SeasonalCalenders:Variables such as rainfall, labor, income, expenditures, debt,
animal fodder or pests, and harvesting periods can be drawn (or created with
stones, seeds, and sticks) to show month-to-month variations and seasonal
constraints and to highlight opportunities for action. An 18-month calendar can
better illustrate variations than a 12-month calendar.
 Daily –Activities Profiles :Researchers can explore and compare the daily-activity
patterns of men, women, youth, and elders by charting the amount of time taken to
complete tasks.
 Semi –Structured Interviewing :A semi structured interviewing and listening
technique uses some predetermined questions and topics but allows new topics to
be pursued as the interview develops. The interviews are informal and
conversational but carefully controlled.

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 Types,Sequencing,& Chain Interviews:Individual, pair, and group interviews are
combined in a sequence to take advantage of key informants and specialist groups.
 Permanent-Group-Interviews:Established groups, farmers' groups, or people using
the same water sourcecan be interviewed together. This technique can help
identify collective problems or solutions.
 Time Lines:Major historical community events and changes are dated and listed.
Understanding the cycles of change can help communities focus on future actions
and information requirements.
 LocalHistories :Local histories are similar to time lines but give a more detailed
account of how things have changed or are changing. For example, histories can be
developed for crops, population changes, community health trendsand epidemics,
education changes, road developments, and trees and forests.
 Venn Diagrams:To show the relationship between things, overlapping circles are
used to represent people, villages, or institutions; lines are added to reflect inputs
and outputs.
 ParticipatoryDiagramming :People are encouraged to display their knowledge on
pie and bar charts and flow diagrams.
 Wealth & Well-Being Rankings:Peopleare asked to sort cards (or slips of paper)
representing individuals or households from rich to pooror from sick to healthy.
This technique can be used for crosschecking information and for initiating
discussions on a specific topic (for example, poverty). The technique can also be
used to producea benchmark against which future development interventions can
be measured or evaluated.
 Cause-Effectdiagram- The cause-effect diagram also known as rootcause analysis
presents visually the causes,effects and their linkage,which help in arriving at an
indepth understanding of a particular topic and provide scopefor analysis and
subsicuent action by the local people.
 Diagrams Exhibhition:Diagrams, maps, charts, and photos of the research activity
are displayed in a public place to share information, facilitate discussions, and
provide an additional crosschecking device. The exhibition can inspire other
villagers to take part in research activities.
 Field Report Writing: Key findings are recorded before "leaving" the village.
(This assumes that the community has consented to having the research data leave
the village.) Brief summaries are made of each diagram, model, and map, as well
as of the process involved in creating them.

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PRA FRAMEWORK:-
Role Descriptions of PRA Team Members:
Role description of PRA-Facilitator
The PRA facilitator is the man or women who facilitates a focus group, the
drawing of a map or any other PRA tool.
Activities:
· Introduces the PRA toolto the group
· Facilitates the event
· Moderates the process
· Acts as a catalyst between the individuals of the group
· Finds ways of integrating dominant and quiet people and makes sure that all
group members are able to express their opinions
· Makes sure that the group keeps to the topic but is also flexible in handling
additional important information
· Repeats in own words what people say in order to confirm that there is a good
understanding of the discussion
· Takes care of time management
· Supports the note-taker in gathering all relevant information and assists him in
filling the documentation sheet after the group work has finished
· Is responsible to the team leader
Attitudes:
· Has flexibility, patience and a sense of humour
· avoids to use complicated terms and words
· He/she talks the local language

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· Encourages people and motivates them
· “Hands over the stick” to the community group as much as possible
· Keeps a low profile during the event
· Listens carefully to any group member and does not teach,
· involves quiet and marginalised people
Role description of Note-taker
When drawing a map, developing a seasonal calendar or applying any other PRA
tool, one personfrom the PRA team is the note-taker who writes down all
important information and relevant observations.
Activities:
· Brings along material for copying what is drawn on the ground during an event: -
white A4 paper to attach a copyto the documentation sheet
· Brings along the necessary material
· Observes the event from the background
· Writes down all important information. It would be helpful to have a checklist
showing relevant topics!
· Notes who is talking. Is there an equal participation of all or do some people
dominate the process?Do women talk?
· Assists the facilitator in an indirect way by giving signs, e.g. shoulder tapping .
· Supports the facilitator directly by asking questions, if the situation requires it.
· Takes care that participants copies any visualised subject (map, diagram etc.) on a
sheet of paper immediately after the event.
· Observes and facilitates the copying, ensures that the copyresembles the original,
has a legend, a date, place and names of drawers
· Sits together with the facilitator and discusses the notes while filling the
documentation sheet after the end of the event.
Attitudes:
· good observer

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· The role of the note-taker during the event is more of a passive one. Nevertheless
he/she has the main responsibility for transforming the notes into useful results and
for visualising them to the whole team
· familiar with the language used
· is able to visualise and present results to the PRA team briefly and precisely
Role description of PRA Team-leader
Every PRA team has one person who serves as the team leader during the PRA
field workshop.
Activities:
· Is responsible for the PRA team.
· Is responsible for all organisational and logistical matters concerning the PRA
workshop in the Kushet.
· Moderates the PRA workshop and evaluation meetings during the evening
· Introduces the PRA-team to the community (or organises it)
· Takes care that the events can start in time
· Assists the sub-teams if they have any problems
· Co-ordinates the village workshop events and facilitates the group presentation
· Facilitates the summarising and documentation process ofthe smaller teams, that
have used a PRA tool
· Stays in close contact with link persons and the opinion leaders during the whole
workshop (e.g. in order to know who participates in the different events)
Attitudes:
· well organised
· kind and patient at all the time, keeps a coolhead if things go wrong
· Sense of humour
· keeps low profile
· listens, observes, consults

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Components of PRA:
 People
 Knowledge
 Participation
 Planning
 Action
BENEFITSOF PRA METHODS:-
Empowerment of the localpeople
 Securing active involvement of the community and appreciation of local
knowledge, encouraging/enabling the expression and utilization oflocal diversity
while building on ITK.
 Creating a culture ofopenlearning with each other and with community members
other.
 Setting research priorities.
 Setting participatory extension program.
 Policy review
SCOPE OF PRA;-
PRA is used:
 To ascertain needs.
 To establish priorities for development activities.
 Within the scopeoffeasibility studies.
 During the implementation phase of projects.
 Within the scopeofmonitoring and evaluation of projects.
 For studies of specific topics.
 For focusing formal surveys on essential aspects, and identifying conflicting
group interests.

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Areas of application:-
 Natural resource management
 Agriculture
 Poverty alleviation/women in development programmes
 Health and nutrition
 Preliminary and primary education
 Village and district-level planning
 Institutional and policy analysis.

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ANDHARUA AT A GLANCE
Village Information:
 Name of village: Andharua
 Gram Panchayat: Chandaka
 Block: Bhubaneswar
 District: Khurda
 Police Station: Chandaka
 Post Office: Chandaka
Land Use Pattern:
 Total Geographical Area: 2776 ac
 Land Under Cultivation: 997 ac
 Residential area: 1729ac
 Forest area: 100 ac
Social structures:
 No. of families: 400
 Population: 2372
 Total farm family: 150
 Business: 100
 Service: 150
 Male: 1176
 Female: 1196
Institution:-
 No of school: 3
 Anganwadi: 4
 Club: 2
 Bhagabat tungi: 2
 Temples: 6
Hydrological resources:-

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 Pond- 4
 Tubewell- 75
 Well- 12
Source of irrigation-mainly depend on rainfall.
Socio-economic resources:-
 Grave yard-2
 Shop-20
Land classification:-
 Upland- 200 ac
 Medium land- 300ac
 Low land- 497ac
Farm implements:-
 Tractor
 Powertiller
 Pump
 Sprayer
 Winnower
 Paddy thresher
 Desi plough
 Iron plough
Animal resources:-
 Cattle- 1200
 Goat- 100
Crops cultivated:-
Rice varieties cultivated:
 Upland varieties- Nill
 Medium land varieties-Swarnamashuri, Lalata, Padmini, 1001
 Lowland varieties- Swarnamashuri,1009,pooja
1. Horticultural crops-Banana,Mango,Coconut
2. Vegetables- Brinjal, okra, chilli, ridgegourd, cucumber, cowpea, bittergourd
3. ForestCrops-Acasia,Sal tree,Begunia
Social caste system:-
 General-5%
 OBC-80%
 SC and ST – 15%

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Educational status:-
 Literacy- 70%
 Illiterate- 30%
Farmer’s Category:
 Land less: 8%
 Marginal Farmer(< 1ha): 60%
 Small Farmer(1-2 ha): 35%
 Larger Farmer(>4 ha): 5%
Soil type:
 Up land: red soil: Red soil
 Medium land: Red soil, Alluvial
 Low land: Alluvial, Laterite

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RAPPORT BUILDING
Rapportbuilding is an important task for the team for collecting reliable
information. It is usually done to develop communications and to establish
working relationships with the local people. Generally, rapport building is initiated
immediately as the team enters a village. This may help the team to bring closer to
the village people. The team should follow the following steps suggested by
Pokharel et al (1997) for conducing PRA in rural areas:
 Start talking to the rural people saying “local Hello” whenever you meet them, for
example, on the trail, agricultural fields, tea shops, homes etc.
 Treat and respect rural people as per their local custom
 Ask the knowledgeable people about a subject or area in a village .
 Clearly explain reasons for coming to the area.
 Show genuine interest in the local issues .
 Choosetime and venue that are convenient for the local people .
GUIDELINESOF PRA:-
BEFORE:
 Meet the villagers with an open and frank mind. Tell them who you are and
why you come here.
 Build up personalrapport with villagers.
 Identify the villagers who are willing to share their experience.
 Show full interest and enthusiasm.
 Always begin the interview by relaxing the tension of interviewee by asking
general questions and setting the climate for discussion.
 Select suitable place for the interview, sit down with the villagers on the
same floor.
DURING:
 Listen carefully, show empathy and be patient.
 Intense and careful observation is most important.
 Do not interrupt, suggest or prescribe.
 Be polite, gentle and accommodative.
 Try to adjust villagers as human being.
 Head nodding during interview in approval or in disapproval should be
avoided.
 Try to follow existing social customs of the village.
 Participate wholeheartedly.

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 Accept villagers offers of hospitality.
 There is no point in getting important or becoming too much inquisitive when
the villagers discuss among themselves.
 Lead towards sensitive and important issue using open ended questions.
 Asking too many questions at atime should be avoided.
 Take details note of the answerts and on the process discussion and
information generation.
 Quick sketch of subject under study or innovation of the villagers may be
drawn.
 Individuals trying to dominate the discussionshould be prevented carefully.
 Do not prolong the group interview unnecessarily.
 Revolve the discussion around the main issue without blocking
spontaneously.
 Change of topic should be smooth.
 The interviewing group should not generally have more than 4 to 5 people.
 Use what, which, when, where, who, why and how to rehearse the question.
AFTER:
 At the end of the interview all the interviewers must be thanked individually
by the members of the intervening group for giving time and sharing theirr
experience.
 Sit down with all members and record all the information collected and the
process ofinformation generation.
devices

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SOCIAL MAP
Social map is used to study social structure, stratification and availability of
social facilities and also helps the facilitators to understand the basic situations and
social dynamics of the village.It is used to present information on village layout,
social infrastructure, demography, language-religion-culture groups, health,
wealth, other, etc. This provides an overview of the socio-economic aspect.
OBJECTIVES:
 To learn about the social structures in the village and the differences among
the households by ethnicity, religion and wealth.
 To learn about who is living where.
 To learn about the social institutions and the different views local people
might have regarding those institutions.
HOW IT HAS BEEN DONE;-
• We found the members of the community who know and who are willing to
be a part of it.
• walked with the participants and established compass direction at the
boundaries on the village areas .
• we Explained the purposeof the exercise to the participants and requested
them to start off. Leave them to use whatever the materials they choose.
• We Watched the process alertly. Listened the discussions carefully
• Tooknotes in as much detail as possible .
• Try to hand over the stick to them.
• We Observed who are actively involved. Encouraged and facilitated others
who are not able to say anything.
• Once mapping is over asked them to identify their houses in the map.
• Numbered the households and marked different households according to the
need.
• Triangulated the information generated with others in the locality .

27
APPLICATIONS-
• Developing a comprehensive understanding of the physical and social
aspects of community
• Collecting demographic and other required information household wise
• Providing a forum of discussionin which to unravel the various aspects of
social life
• Serving as a guiding instrument during the process ofplanning intervention
• Serving as a monitoring and evaluation tool.
SOCIAL MAP OF ANDHARURA
The village Andharua is situated 7km away from our college
 Total no of houses-531
Tala sahi- 12%
Pradhan sahi- 20%
Gada sahi-14%
Patana sahi- 14%
Sataghoria sahi- 11%
Harijan sahi-13%
Parida sahi-16%
 Total population-2372
Male-1196

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Female-1176
 Caste:-
 General- 118
Male- 62
Female- 58
OBC:-1897
Male:-957
Female:-940
 Sc/st- 355
Male- 179
Female- 176
Social institutions:-
 School-5
Andharua Jagarnathprashad Nodal High School(6-10Class).
Andharua Prathamica Bidyalay.
Vevekananda Sikhya Kendra.
Jump-Up Play School.
Arya English Meddium School.
 Temple- 7 (Jagarnath Mandira, Siva Mandira, Sandya Devi Mandira,Trinatha
Mandira, Bata Mangala Mandira, Sani Mandira, Joga Maya Devi Mandira)
 Anganwadi-2
 Fertilizer shop-1
 Grocery shop-12
 Club-2(Radha Govinda Club & Royal Club)
 Bhagabata tungi:2
SHG groups:7
Maa Santoshi
Bata mangala
Bimalei
Maa tareni
Bana durga

29
Santi devi
Maa Duari
Intervention:-from this map we got information about various
religious institutions, educational institutions and social structures of the
village.

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RESOURCEMAP
Resourcemapping can be used as an effective ice breaking exercise as well as a
tool to investigate the knowledge of the people about their own locality, their
resources and their spatial distribution.
Resourcemapping can help communities:
 Identify valuable resources
 Ensure that everyone has access to the resources they need
 Avoid duplication of services and resources
 Enhance services Identify flexible funding strategies
 Use data to make informed decisions
 Cultivate new partnerships and relationships
HOW IT HAS BEEN DONE:-
The activity started in the morning, at around 9:30am. PEOPLE were
requested to gather At the schooolwhere the mapping process was scheduled to take
place. Many of them stopped there and joined the mapping process. There was a
little confusion among the villagers in the beginning, how to do the mapping and the
facilitator had to explain many times to them and every time new people joined the
team. The sample map and the list of legends were very helpful in explaining the
process to them. After this initial pushfrom the side of facilitator, there was an active
participation from the part of villagers and the entire mapping was done by them.
People from all age groups contributed equally.
RESOURCE MAP OF ANDHARUA
NATURAL RESOURCES:-
LAND RESOURCES-
Total area of village: 2776ac.
Total cultivated land: 997ac.
Upland- 200ac.
Medium land- 300ac.
Lowland- 497aaaac.
HYDROLOGICAL RESOURCES:-
Total no. of ponds-4
No. of pisciculture unit- 2
No. of well- 6
No. of tubewell -15

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FOREST RESOURCES:-
TOTAL AREA- 120ac.
Name of trees- Kochila, Sal Tree, Acasia, Begunia, Kochila.
MAN MADE RESOURCES:-
Religious institutions- 6
Name of mandirs- Jagarnath Mandira, Siva Mandira, Sandya Devi
Mandira,Trinatha Mandira, Bata Mangala Mandira, Sani Mandira, Joga
Maya Devi Mandira.
Educationalinstitutions:-7
School-Andharua Jagarnathprashad Nodal High School(6-10Class).
Andharua Prathamica Bidyalay.
Vevekananda Sikhya Kendra.
Jump-Up Play School.
Arya English Meddium School
Anganwadi-2
SOCIAL ORGANISATIONS:-
SHG groups:- 7
 Maa Santoshi
 Bata mangala
 Bimalei
 Maa tareni
 Bana durga
 Santi devi
 Maa Duari
Club:-2
Radha Gobinda Club & Royal Club.
POSESSION RESOURCES:-
CATTLE: 1200
Goat: 100
AGRICULTURAL IMPLEMENT:-
Desi plough - 150
Tractor- 2
Sprayer-510

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ENTERPRISE MAP
Enterprise map is spatial analysis of various productive and unproductive
enterprises by the participant villagers.
PURPOSE:-
 To know the information on various enterprise and their relative
positions within the village entity.
 To identify existing and promising indigenous micro-enterprises with
in the village.
 To show the evolution of each major enterprise.
 Served as the basis for identifying changes in the productionsystems.
 A proper place for preparing a ENTERPRISE map was selected and the
purpose of the exercise was explained.
 They were encouraged to use locally available material in a creative way and
to make the map as representative as possible.
 The participants were asked to draw the various ENTERPRISES with
location on the map.
 At the end, they were asked whether anybody would like to make any
modifications or additions.
 The map was copied onto a large sheet of paper with all details including
legends.
VARIOUS ENTERPRISE IN ANDHARUA
1. Fishery unit – 2
2. Cattle unit- Present in houses about 1150-1250.
3. Orchad-3
4.Shop:-30-35
CONCLUSION:

35
 From the enterprise map, we found that the major productive enterprise of the
village are poultry,rice mill and wheat mill. Besides this other enterprises are
banana & mango plantation.
ACTION PLAN:
 The enterprises like mushroom cultivation, fish cultivation, development of
broiler unit can be taken up by the villagers from which they can generate
income .
ENTERPRISE MAP

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TRANSECT WALK
INTRODUCTION:-
1. A transect walk is a useful method for knowing rural ecological conditions.
2. A transect walk is a systematic walk along a defined path (transect) across the
village area which is undertaken by the team along with the local people to
explore the agro-ecosystemof the village and by observing, asking, listening,
looking and producing a transect diagram.
3. A Transect depicts a cross-sectional view of the different agro-ecological
zones and provides a comparative assessment of the Zones on different
parameters.
OBJECTIVES/PURPOSE:-
1. Appraisal of natural resources in terms of status, problems & potential.
2. To get an idea about farming practices, cropping pattern, the physical layout
(existing or planned) ,irrigated facilities etc.
3. To know the agro ecosystemof the village.
4. To get the cross sectional view of the village.
5. Type of issue that might be covered in transect:-
I. Food storage
II. Community resource
III. Difference in households and their assets
IV. Credit sources
V. Agriculture productionand constraints
VI. Livestock management
VII. Health assets and hazards
VIII. Water resource and hazards
IX. Village infrastructure
X. Land use pattern and seasonal variation
XI. Livelihood strategies
XII. Crops and other food production
XIII. Gathered foods and medicines
BEFORE
 We have formed a group of 12 students.Thegroup also includes 4 no.s of
elderly and experienced villagers and the village youths.

37
 Before commencement of the transect walk, we have explained briefly the
purposeof the walk & selected the area under study,village resources like
irrigation sources, water catchment area, medicinal plants, land resources
etc.
DURING:-
 We have observed everything in detail and listened carefully.
 We have also asked & recorded everything what we saw and listened,
sketched and drawn the maps.
 We have walked up to the last boundary& covered all the relevant sides.
AFTER:-
 Carefully documented all the information collected by all team
members.We have Prepared final diagrams and sketch from the rough
sketches.We have cross checked and compared the information by
meeting other villagers & Recorded how things differ from one situation
to another.
TOPIC DISCUSSED AND OBSERVATIONS:
 General division of land cover: Forest area, paddy fields, fallow and waste
lands, common land, grazing lands.
 Change in elevation and associated changes in vegetation and land use.
 Soil types, their uses .
 Their Problems, and opportunities for improvement.
 Crops taken
 Types of vegetation
 Problems due to free grazing, cactus fencing
INTERVENTION:
 There is opportunity for bee keeping,
 Large pond can be utilized for improved pisciculture.
 Poultry, got farming& mushroom cultivation can be taken up by the farm
woman in the back yard of household.

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HYDROLOGY MAP
Hydrological map indicates water resources,area under irrigation, irrigation facility
and give idea about water harvesting structure of village.
OBJECTIVE
1. To know about the various water resources present in the village.
2. To know about the permanent water harvesting structure of the village.
3. To know about the perennial water resources of the village.
4. To know about the availability of water in different parts of the year.
5. Further it influences the cropping pattern and crop selection and water use
pattern of the villagers.
 A proper place for preparing a hydrology map was selected and the purpose
of the exercise was explained.
 They were encouraged to use locally available material in a creative way and
to make the map as representative as possible.
 The participants were asked to draw the various water resources on the map.
 The group was asked to show wells, tube wells and cannels, hand pump,
shallow wells that offer some kind of irrigation and day to day water use
pattern by the villagers.
 At the end, they were asked whether anybody would like to make any
modifications or additions.
 The map was copied onto a large sheet of paper with all details including
legends.
 Pond-4
 Tubewell-
 Well- 6
 Rill- 2
 Water Tank:-2
Source of irrigation-mainly depend on rainfall.
Intervention:-

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From the hydrological map we came to know that tube wells & wells caters the
domestic needs of people of the village where as BADA JORA, GANDI JORA is
the major source of irrigation in bramhansarangi and the natural stream in case of
giringaput. The govt. pond with area 1.5acre can be utilised for pisciculture.

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TIME LINE
DEFINITION:-
A timeline is an imp.PRA method quite commonly used to explore the temporal
dimensions from a historical perspective.it is drawn as a sequencial aggregate at
past events or the historical landmarks of the community.finally it is the list of key
events, changes and landmarks in the past, presented in a chronological order.
OBJECTIVES:-
 To learn from the community what they consider being important past
events.
 To understand from the community the historical perspective on current
issues.
 To generate discussions on changes with respect to issues you are interested
in e.g. education, health, food security, gender relations, economic
conditions, etc.,
 To develop a rapport with the villagers, since a discussionabout the past of
the village can be a good non-threatening and enjoyable starting point.
BEFORE:-
 Set the climate for a participatory discussion.
 Encourage elderly people knowledgeable villagers to join the discussionas
far as possible.
 Carry sheets of paper and sketch pen.
DURING :-
 Initiate discussionand ask questions to the older informants at first. Ask
them to recapitulate the major events and changes that took place over the
years. Ask some of them to write down in chronological order. Do not insist
too much on specific year or date.
 Record the information.
AFTER:-

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 Compare the changes
 Identify the trends.
TIMELINE OF KUJIMAHAL
1400-1500 VILLAGE ESTABLISHMENT
1940 U.P SCHOOLESTABLISHED
1965 CONSTRUCTION OF WALK WAY BY
CUTTING FOREST
1966 M.E SCHOOL STABLISHED
1969 RADHA GOBINDA CLUB HOUSE
ESTABISHED
1972 ELECTRICITY CAME IN TO VILLAGE
CYCLE HAD CAME
FAMINE OCCURRED IN THE VILLAGE
1973 SOMANATHA TEMPLE ESTABLISHED
CONSTRUCTION OF ROAD TO
PADAPADMA MOUNTAIN
1975 CHOLERA HPPEND
1980 HIGH SCHOOL STABLISHED AND
ONCREET ROAD CONSTRUCTED
1984 VILLAGE ON FIRE

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1987-88 CONSTRUCTION OF PUCCA HOUSES
1989 AYURBHEDIC HOSPITAL ESTABLISHED
1990 YOGAMAYA TEMPLE ESTABLISHED
1992 TELEPHONE(LAND LINE)
T.V (KONARK) CAME TO VILLAGE
1995-96 TUBE WELL CAME AND MINNING
CONSTRUCTION STOPPED
1999 SUPER-CYCLONE,CROP DESTROYED
2002 MOBILE PHONE CAME
2004 TRACTOR CAME TO VILLAGE
2007 ANGANWADI ETABLISHED AND NEW
PNCHYAT BUILDING ESTABLIHED
2008 JAGANNATH TEMPLE RE-CONSTRUCTED,
BHAGABATI CONCRETE ROAD
CONSTRUCTED
2010 SUPPLY OF WATER THROUGH PIPE LINE,
1ST HYBRIDE RICE
ADOPTED(MASURI,SAMRAT,MHALAXMI)
2011 PANI PANCHAYAT STARTED
2013 SHG CREATED
2014 MINI STASE BANK ESTABLISHED

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2015 P.N.B ESTABLISHED
2017 B.P.H ATTACK ON RICE
2018 BREAK-DOWN OF PANI PANCHAYAT
TREND ANALYSIS
Trend analysis is a popular PRA method used to explore temporal dimensions
with a focus on change. It captures and trends related to certain variables over
different spans of time.
 It can provide a good idea of the quantitative changes over time in different
aspects of village life, such as yields, population, livestock population, the
number of trees, area under cultivation, rainfall, etc.
 We have explained to the villagers about the purpose of the exercise&
discussed on the present situation and set the climate for trend analysis.
 We have encouraged the local people to depict interested aspects for trend
analysis& facilitated the discussion further to arrive at the aspects of trend
analysis.
 Also facilitated the selection oftime landmarks across which the trends could
be studied. Encouraged the participants to depict the selected landmark years
on cards preferably by symbols of visuals and so on.
 We have asked participants to make the matrix on the ground, using chalk
&to represent from left to right the landmark years and from top to bottom
various aspects like density of trees, grass, wild animals, etc.,
 We have allowed the participants to use different symbols in the
relevant cell like visuals, seeds, sticks, sand, etc., according to their
choice.
Objectives:-
 Learn from the community as to how they perceive change over time in
various areas/aspects of their live.

44
 Integrate significant changes in the village profile.
 Discuss village problems and any increase or decrease in the severity of the
problems over the years rather that asking direct questions.

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ITK
Indigenous technical knowledge has immense
potential for innovation especially at the
grassroots level .
Most of the indigenous communities of a village
which have their own set of unique traditional
knowledge & technology base.
Scope of ITK Analysis-
 New biological & ecological insight
 Resource management
 Development planning
 Environmental assessment
:-

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SEASONALITY ANALYSIS
 Seasonality is an important and useful exercise to determine seasonal patterns in
rural areas as related to rainfall, farming practices, employment,wokload etc. In
seasonality an attempt is made to determine the seasonal calendar as understood
and practiced by the villagers.
PURPOSE:
 To get an insight into the seasonal variations in a number of parameters relevant
in farmer’s lives e.g. work, employment, income, and availability of food, fuel,
fodders, health, migration and transport facilities.
 It has proved to be useful in project planning i.e when to inpliment various
activities.
 It has been used to identify periods of stress and to plan for when intervention is
most required.
 It is possible and analysis the livelihood patterns across the year.
CONCLUSION-
MATRIX RANKING
Matrix ranking is a tool used to supportpeople to identify and priorities events or
problems by assessing their views relative imp.using a set of criteria.it involves
listening the elements down oneside and the criteria on which they are judged
,gained from informal discussion .each element is then considered in terms of each
criteria.
 It helps in understanding people’s choices and priorities in a particular
situation and their reasons for it
 Helps in determining the compatibility of certain items in a given
environment of overall perspective
PROCEDURE:-
 We identified the topic then a discussionwas initiated with the individuals or
group and clearly explained them the purpose of the exercise.

50
 In next step we generated criteria for assessmentand discussed them with the
participants and decided upon a few important ones.
 Then we sketched a matrix with the items/options top to bottom and criteria
left to right. The comparisons are made criterion-wise and not item-wise.
 Then, we ranked and scored against all the items according to the criterion
had been chosen.
 Then it was repeated until all of the criteria have been ranked and scored in
this way.
 Then these are recorded properly.
Step 1: I Started by discussing the topic with the villagers and ask the villagers to
list all the varieties of Greens currently raised/cultivated in the Village
•I Placed the varieties in the first colum.
Step 2: I Discuss some criteria to compare these varieties in the top row
•I also Prepared some simple criteria in advance .
•By asking farmers about what is ‘good’ about each variety or activity— I use the
different answers as my column headings
Step 3:
• Then I Conduct the scoring exercise with the farmer.
•I Ranked each of the varietiesof green leaves based on each of the criteria (1 =
highest ranking)
Step 4: I Counted and tally the results to identify the most preferred one.
Step 5:I Reviewed the results and scores with the farmers.
Step6:I had Writen theresults on the A4 paper (to replace the local materials ) and
transfer the results to an A4 sheet.
CONCLUSION:-
VENN DIAGRAM
Definition: - The diagram which shows the relationship of various institutions,
organizations, programs or individuals with each other & with the village as
perceived by the villagers is called as Venn diagram.
Purpose:-

51
 To identify groups, institutes operating in the community & show their
interactions.
 To discover the importance on decision making in community.
 To show the accessibility of the institutes.
The exercise is carried out by the help of villagers with use of different
sizes ofcircle of paper which indicates the relative importance or accessibility of
a particular institution or individual to that particular village.
 According to the opinion of villagers, various institutions those mostly
influence them and their activity are –
a) Primary school
b) Secondary school
c) Kissan mandi
d) Bank
e) Post office
f) Local market
g) College
h) Hospital
i) Fertiliser shop
j) Police station
 We all the group 12 BOYS Listed all the institutions in the community and
discuss importance of each institution and what they do.
 Then we Make different sized circles and not which circle represents each
institution i.e. big circle very important and decision maker, small circle with
little importance.

53
WEALTH RANKING
PRA method commonly used for ranking and grouping household and
communities on the basis of income,wealth and other perceicive well-being
criteria.wellbeing ranking is based on the perception of the local people.
OBJECTIVS:-
 To identify and classify households or groups based on relative wellbeing in
the areas of income,wealth,assets and status etc.
 To explore issues related to livelihood,vulnerability,constraints to develop as
people perceive them and to design intervention strategies in time with
peoples aspiration.

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MOBILITY MAP
 Mobility map is a PRA method used to explore the movement pattern of an
individual, a group, or the community.
 The focus is on where people go and for what.
 Other aspects, like the frequency of visits, distance, and the importance of
the place visited, may also be studied and depicted.
 It reflects the people’s perception of movement patterns and the reasons
there of.
OBJECTIVES:-
 Understanding the mobility pattern of local people where they go and for
what, Increasing gender sensitivity and awareness by using them for
highlighting the difference between the mobility patterns of men and
women.
 Evaluation of the impact of certain interventions in terms of their effects on
mobility patterns.
 Planning for intervention and projects.
INFORMATION ELICITED FROM THE MOBILITY MAP:-
A. Places
B. Purpose
C. Direction
D. Distance
E. Mode
F. frequency
 We have selected the person, group or community whose mobility pattern
we are interested in understanding.
 We have explained the purposeof the exercise and initiated a discussion on
the places they visit & the places are listed down. As they close the list, we
have asked them whether they would like to add some more or delete any of
the places in the list.

56
 We have asked them to write the name of the places on small pieces of paper
in bold letters& encouraged them to depict the places using symbols or
visuals, particularly if the participants are non literate.
 We have drawn a circle in the middle of a paper or ground, representing the
village/locality and asked them to locate the pieces of paper with the names
of the places they visit around the circle in such a way that they are properly
represented.
 We have asked them to link the cards representing the places
visited with the circle depicting their locality by lines & the
thickness of the lines could represent a particular feature, such as,
the frequency of the visits.
 By following a similar process, forall other places that they visit done one
by one.
 Also encouraged them to represent other aspects in the form of visuals,
symbols or in writing.
 Brainstorm and arrive at the aspects which could be represented including.
- Purpose of visiting the places
- Importance of the places visited
- Distance of the places
- Mode of transport
- Frequency of visits
- Whether alone or with someone
 We have asked them whether they would like to make any alterations once
the diagram is ready&requested them to explain the map and their learning
from it in detail.
 We have clarified your doubts by asking probing questions.
 We have listened carefully to their discussion and any necessary notes were
taken.
 The diagram was copied in detail & triangulated the diagram and other
details generated during discussions with others in the locality.
CONCLUSION:-

57
PROBLEM IDENTIFICATION & PRIORITIZATION
It is a chart showing different problems affecting a village which have been
prioritized on the basis of ranks that each of them obtain after taking into account
parameters like problems, importance of enterprise, frequency of problem,
seriousness of each of the problems.
PURPOSE:
 This is a method of participatory community need assessment and problem
analysis. It used the illustration of a rough road, which is like the progress of
the community.
 The village has many problems with its activities that hinder their progress.
 The meeting is designed to find out more about all the things we enjoy, and
particularly see what are the things hindering our progress in the village .
• Highlights the compounding causes and effects of a specific problems faced by
households in a Village
• Propose activities to overcome some of the causes and effects of problem faced
by households in a Village
The main problems were prioritized by discussing with the villagers.
The problems are listed the importance of enterprise, seriousness of problem
were given scoreaccording to the villagers information. Then the scoregiven to
each parameter were added and the total scorewas calculated. According to the
total scorethe problems were prioritized & ranked.
The imp.problems identified are

59
ROOT CAUSE ANALYSIS
Root cause analysis (RCA) is a tool to help identify what, how, and why an
event occurred so that steps can be taken to prevent future occurrences. Additionally,
RCAmay beused to target opportunities for system wise improvement. Rootcauses
are specific underlying causes that can be reasonably identified, are within
management's controlto remedy, and which generate effective recommendations to
prevent recurrences. The RCA process involves data collecting, causal factor
charting, root cause identification, and recommendation generation.it is importantly
done after problem prioritization and identification.all the broblems are not
considered for rootcause analysis but the highly ranked problems are considered for
it.
HOW IT HAS BEEN DONE;-
I have taken the broblem that the Low productivity in upland kharif.I have
gathered some villagers to know about the actual causes of less productivity in
upland.Then I came to know that they mostly use traditional varieties,heavy weed
infestation,low fertility status,application ofimbalance fertilizers and alos due to use
of long duration varieties.
INERVENTION:-
SWOT ANALYSIS
Swot analysis is an acronym for strengths,weaknesses, opportunities, &
threats & is a structured planning method that evaluates those 4 elements of a
project or business venture.
It involves specifying the objective of the business venture or project &
identifying the internal & external factors that are favourable & unfavourable to
achieve that objective.
SWOT ANALYSIS OF ANDHARUA
STRENGTH:
 Forest species are present in large nos.
 Presence of SHGs.
 Medical and marketing facility.
 Use of high yielding varieties.
 Use of machinery fertilizers and plant protection chemicals.
 Sanitation in village.

60
 Biofertiligers apllied in some extent.
 Large amount of rice production.
WEAKNESS:
 Lack of knowledge and information on various modern technologiews related
to agriculture.
 No irrigation structures are present
 Monocropping .
 Lack of labour power.
 Lack of knowledge on mixed farming.
OPPORTUNITY:
 Kitchen/Nutritional garden
 Mushroom units,apiculture,vermiculture units.
 Promotion of integrated farming system.
 Mixed farming on poultry,fisheryand crops.
THREAT:
 Migration of labour.
 Youths are diverting from farming and other sectors.
 Monkey menance.
ACTION PLAN FOR ANDHARUA
FOR HOMESTEAD LAND
 Mushroom cultivation in backyard.
 Kitchen garden, nutritional security where vegetables like, okra cucurbits etc can be grown.
 Growing of multipurpose tree in backyard.
 Establishment of gobar gas plant &vermi pit.
 Growing of grafted mango plant in the backyard.
CROPPING AREA
 For minimizing the problem of irrigation water ,water harvesting structures can be made &
bore well can be made to facilitate lift irrigation.
 Also it is advised to go for crop rotation or mixed crop for better fertility of soil.
 It is advised to replace the local varieties with improved varieties.
 Farm mechanisation can be done to increase the crop yield.
 Integrated disease & pest management.
 Green manuring crop introduced to increase the fertility of the soil.
 Cultivation of pulses & oil seeds after harvesting of rice.
 Starting of animal husbandry .which not only provide milk but also provide compost for crop
field.

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 Small poultry unit with 600-1000 birds.
 Pulse can be grown in the bunds in kharif to get extra benefit.
FOR WASTE LAND
 Plantation of less water requiring forest trees like ACASIA, SUBABUL, EUCALYPTUS,
TEAK.
 Fodder crops like stylo hybrid, napier, berseem can be grown in waste land to meet the need
of cattle.
 Cashew plantation should be done for more amount profit.
 Proper bunchy type of grafted cashew should be choosen.
 Cashew processing unit should be made.
 Other systems like agro forestry, silviculture ,pisci culture.
 Fish farming should be done by making ponds.
FOR FARM WOMEN
 Home scale mushroom cultivation and apiary unit can be start.
 Farm society should encouraged for production preserved product like pickle squash juice etc.
 Formation of SHGs to generate additional income through badipampad and agarbati making.
 Kitchen garden in backyard.
 Vocational training programme for SHGs.
FOR UNEMPLOYMENT YOUTH
 Social upliftment can be done through youth club which can arrange literacy campaign and
open informal education
 They can take off community plantation.
 Poultry rearing and apiculture cottage industry based on bamboo.
 Moreover agribased industries can be adopted by youths.
FOR LANDLESS LABOURER-
 Goatary and sheep rearing
 Marketing of preserved product
 Apiculture can be done.
EXPERIENCEGAINED DURING RAWE

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RAWE is an exposure programme conducted to make the
agricultural student acquainted with the real field situation. To
test the feasibility of knowledge gained during class room
teaching and its application in the farmer’s field.
From orientation programme to till submission of report every
moment in RAWE has been exciting, exploring, enlighting, enriching,
adventurous and unforgettable.
The following aspects of RAWE programme help me a lot these
are:-
 It helped me a lot in experiencing the real facts of
agriculrure which we only learn in books.
 it gives immense pleasure when we give some solution to
the farmer
 We identified various productive resources and suggested
them how they can earn more.

Improved communication skill by interaction with the host
farmer and other farmer during the village activities and also
during the presentation of maps in the classroom and other
extension activities.

Feedback and interaction with the farmers and guidance and
suggestions of our multidisciplinary team of supervisors help
us to redefine extension service necessary for all round
development of the village.

It offers an opportunity to gain experience of rural area, rural
people, their social structure, values, livelihood and culture for
making extension work successful.

It includes team spirit, working in group, cooperation
between group members, time management and logical
approach to problems.

63
FEEDBACK
The class room programme helped us a lot we have gained too much knowledge.

This RAWE programme really helps us to know about real practical field
problem and village situation. The knowledge and skill of both our and
farmers developed.

Our theoretical knowledge converts in to vast practical knowedge wich
will mostly help us in future in this sector.

We were very much aquanted with the village condition,their tradition
aur culture,so hopefully we will not face any kind of problem in future
experiences.

Last but not the list,the villagers are loving towards us and also very
supportiveand cooperative.specialthanks to all my involved teachers and
groupmates for achieveing this kind of experiences.

RAWE REPORT 2018-2019 . BY Anubhav Biswal

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RAWE REPORT 2018-2019 . BY Anubhav Biswal