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PSS Central Institute of Vocational Education (PSSCIVE), NCERT(Under Ministry of Human Resource Development, Government of India)

Shyamla Hills, Bhopal 462013, Madhya Pradesh, India

Micro Irrigation

Competency Based Curriculum

National Skills Qualifications Programme

NSQ Level 3

Competency Based Curriculum

National Skills Qualifications Programme

NSQ Level 3 (Class XI)

Micro Irrigation Technician

PSS Central Institute of Vocational Education, Bhopal (a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource Development, Government of India)

CONTENTS 1. Introduction 2

2. About the sector 3

3. Objectives of the course 3

4. Course structure 3

5. Classroom activities 4

6. Practical activities 4

7. On-the-Job Training 4

8. Certification 5

9. Units 5

AG301-NQ2014: Introduction to Micro Irrigation AG302-NQ2014: Inventory of resources and condition for sprinkler irrigation AG303-NQ2014: Classification of types and classification based on portability

of sprinkler irrigation AG304-NQ2014: Components of sprinkler irrigation system AG305-NQ2014: Design of sprinkler irrigation system AG306-NQ2014: Installation and layout and evaluation of uniformity coefficient of sprinkler irrigation important considerations AG307-NQ2014: Maintenance of sprinkler irrigation system AG308-NQ2014: Communication Skills at Workplace

10. Assessment guide 11

11. List of tools, equipment and materials 12

12. Teachers qualifications 12

13. List of contributors 13

PSSCIVE (AGR) - 2014

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1. Introduction The National Skills Qualifications Framework (NSQF) The MHRD, Govt. of India, initiated the process of revamping the Centrally Sponsored Scheme of Vocationalisation of Secondary Education in 2011, which was launched in 1988 at senior secondary level in majority of States of the country. In view of changing scenario and corresponding demands for the world of work, India announced National Skill Development Mission for Skilling India in 2007. This led to the conceptualization of qualification framework to establish a system of set educational pathways for providing horizontal and vertical linkages to vocational education program in the country from school to university system. Thus, National Vocational Education Qualification Framework (NVEQF) was proposed to be developed. In 2012, the MHRD launched NVEQF in school system as pilot project in Haryana. This vocational qualification framework in school system has proposed four levels i.e. L1 to L4 for classes 9th to 12th

respectively. The NVEQF is modular in design and competency and outcome based skill development system. The NVEQ levels 1 and 2 are for work readiness or preparation by acquiring entry level competencies of the job role in the particular sector. The basis of assessment of the outcome as development of competencies is based on the set criteria in form of National Occupational Standards (NOS) which are developed by NSDC (Sector Skill Council of the sector concerned) in consultation with industry for particular job role. This connect of education to the world of work through PPP mode, is a step forward towards Scale, Skill and Speed. According to the notification of Govt. of India in 2013, NVEQF has been subsumed as National Skills Qualifications Framework (NSQF) under National Skill Development Agency (NSDA). According to NSDA the objectives of NSQF are:

To create a workforce empowered with the necessary and continuously upgrade skills, knowledge and internationally recognized qualification to gain access to decent employment and ensure Indias competitiveness in the dynamic global market.

It aims at increasing the productivity and employability of workforce (wage and self employed) both in organized and the unorganized sector.

It seeks increased participation of youth, women, disabled and other disadvantaged sections and to synergise efforts of various sectors and reform the present system with the enhanced capability to adapt to changing technologies and labour market demands.

The Competency Based Curriculum Competency is defined in terms of what a person is required to do (performance), under what conditions it is done and how well it is to be done (standards). It can be broadly categorized into foundational, practical and reflexive competencies. Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are an individuals knowledge and expertise in the specific group task and its processes besides its rules and regulations. The term curriculum (plural: curricula or curriculums) is derived from the latin word for race course, referring to the course of deeds and experiences through which children grow to become more mature adults. A competency based curriculum describes what learners must know and be able to do by the end of a program or study. It identifies the competencies and sub- competencies each learner is expected to master. It states clearly the criteria and conditions by which performance will be assessed. It also defines the learning activities that will lead to the learner to achieve mastery of the targeted learning outcome. The Competency Based Curriculum is broken down into coherent parts known as Units. Each unit is further broken down into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by teacher or trainer.


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2. About the Sector Agriculture is the cultivation of plants, fungi, and other life forms for food, fiber, medicinal and other products used to sustain and enhance human life. It also includes livestock production which provides milk and meat products, fibers and other raw materials. The major agricultural products can be broadly grouped into foods, fibers, fuels, meat, spices and raw materials. Fibers include cotton, wool, hemp, silk and flax. Agriculture and allied sectors, like forestry and fisheries in India accounted for 13.7% of the GDP (Gross Domestic Product) in 2013. India is the world's largest producer of many fresh fruits and vegetables, milk, major spices fresh meat, fibrous crops, such as jute. India is the second largest producer of wheat and rice, the world's major food staples. Over one third of the world's workers are employed in agriculture, second only to the service sector. In India agriculture employs about 50% of the total workforce. The Ministry of Agriculture is the main authority in India for regulation and development of activities relating to agriculture, horticulture, fishing, animal husbandry, etc. It is implementing various schemes and policies for the sector through its various departments and institutions, including Department of Agriculture and Cooperation and Department of Animal Husbandry, Dairying and Fisheries. The Ministry of Food Processing Industries is actively engaged in promotion of entrepreneurial activities in the segments of fruits and vegetables processing, fish processing, mushroom processing, honey processing, etc. Besides, commodity boards, like tea board, coffee board, rubber board, medicinal plants board, etc. have been set up to boost the growth of the sectors like tea, coffee, rubber, medicinal plants, respectively. There exists innumerable business opportunities in the agriculture and allied sectors. Education and training in agriculture meet the requirements of industries that employ educated personnel and also prepare people for undertaking farming and allied activities. Higher education in agriculture is required for meeting the needs of human resource needed for conducting research, teaching and training. Introduction of vocational courses in agriculture is seen as a strategy to create educated and productive workforce who will employ scientific methods for promoting sustainable agriculture. It is with this view the Govt. of India has brought this neglected sector under the umbrella of National Skill Development Mission. The constitution of Agriculture Skill Council of India (ASCI) under the National Skill Development Corporation (NSDC) is a step forward for skill development initiative through formal and non-formal system of education and training under NSQF and STAR/ Ajeevika schemes respectively. Consequently, job roles have been identified and National Occupational Standards have been developed by ASCI in prominent agriculture areas where there is demand for skilled human resource and/ or job opportunities for self and wage employment. It is encouraging to note that many states are coming forward to offer agriculture based vocational courses in secondary and senior secondary classes under NSQF as per job roles identified by ASCI. There is a need to develop curricula for these job roles. In school system under NSQF the curriculum is required for L1 to L4 to introduce these courses from class 9th to class 12th respectively. Hence, the PSSCIVE has decided to develop curricula for four levels viz., L-1 Basic Agriculture, L-2 Applied Agriculture, L-3 and L-4 for job roles ; Paddy Farmer, Sugarcane Cultivator, Dairy Worker, Hatchery Production Worker, and Micro-Irrigation Technician. 3. Objectives of the Course Upon completion of this course, you will be able to:

1. Identify components of sprinkler irrigation system 2. Identify different types of sprinklers and their use in different crops 3. Understand field layout of different types of sprinkler systems


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4. Course Structure This course (vocational qualification package) is a planned sequence of instructions consisting of the following 08 modules, called as Units.

Successful completion of 150 hours of theory sessions and 150 hrs of practical activities and on-the-job learning is to be done for full qualification.

5. Classroom Activities Classroom activities are an integral part of this programme and interactive lecture sessions, followed by discussions should be conducted by teachers. A variety of instructional strategies should be used by teachers to ensure learning of students. Teachers should make lesson plan topic wise along with different strategies to be used in the class room /laboratory/workshop. The class room activities may include use of multi-media packages, preparation of charts and posters and organising group discussion sessions targeted to problem solving, innovative ideas in handling the job role, developing communication and entrepreneurial skills etc.

6. Practical Activities

(i) Demo of irrigation technique by video, charts, and posters. (ii) Visit to agriculture farms to record observations on irrigation methods used for different crops,

observation on layout and components of sprinkler irrigation system as given in the unit. (iii) To draw in a chart the layout of sprinkler irrigation system. (iv) To draw sprinkler irrigation system along with components.

7. On-the-Job Training On-the-Job Training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and

Sl. No.

Unit Code Unit Title No. of Notional Learning Hours

1 AG301-NQ2014 Introduction to Micro-irrigation 10

2 AG302-NQ2014 Inventory of resources and condition for sprinkler irrigation

20

3 AG303-NQ2014 Classification of types and classification based on portability of sprinkler irrigation

20

4 AG304-NQ2014 Components of sprinkler irrigation system 20

5 AG305-NQ2014 Design of sprinkler irrigation system 20

6 AG306-NQ2014 Installation, layout and evaluation of uniformity coefficient of sprinkler irrigation important considerations

20

7 AG307-NQ2014 Maintenance of sprinkler irrigation system 20

8 AG308-NQ2014 Communication Skills at Workplace 20

Total 150


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materials. OJT should be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the organization/industry. The job role i.e. understanding basics of agriculture, crop production practices and management related tasks to be undertaken at the work place during OJT may include:

Preparation of field for layout of sprinkler irrigation system Assistance in the installation of sprinkler irrigation system Operating control valve to maintain the proper pressure and discharge in the system Operation of fertilizer injector under supervision Cleaning of laterals/ nozzles Proper fitting of couplers Maintenance of leakage of water in main/ sub-main and nozzles

The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following steps should be followed: Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an

overview of the task while explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks.

Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and pointers where and when needed.

Step 4: The trainee practices with clearly defined targets for performance standards.

8. Certification Upon completion of this course, the State Board of Secondary Education and Agriculture Skill Council of India (ASCI) will give joint certification for acquiring and verifying competencies developed by the candidate as per NOS developed by ASCI.

9. Units Unit Code: AG301-NQ2014

Unit 1 Title: Introduction to Micro-irrigation (Duration: 10 hours)

Learning Outcome

Knowledge Evaluation

Performance Evaluation

Teaching and Training Method

Location: Classroom and Field

1. Definition, advantages of micro-irrigation

2. Demonstrate the knowledge of importance of micro-irrigation and prcised water saving

1. Describe the importance of micro-irrigation in water saving

2. Describe the benefits in labour saving

3. Describe the water use efficiently

4. Describe the

1. Prepare a presentation on water saving in sprinkler irrigation

2. Prepare a presentation on labour saving using sprinkler irrigation

3. Prepare a presentation for

1. Inter-active lecture: Importance of sprinkler irrigation

2. Field visit for demonstration


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technology 3. Prcised

water saving technology (sprinkler and drip irrigation)

4. Advantages of sprinkler irrigation

advantages in crop yield

5. Describe the prcised water saving technology in water saving i.e. sprinkler and drip irrigation)

water use efficiency in sprinkler irrigation

4. Prepare a presentation on crop yield using sprinkler irrigation

5. Prepare a presentation for using sprinkler irrigation in undulating area

Unit Code: AG302-NQ2014

Unit 2 Title: Inventory of resources and condition for sprinkler irrigation (Duration: 20 hours)

Learning Outcome





1. Acquire the general information of the area in which installation of sprinkler irrigation is to be done

2. Water supply, topographic conditions

3. Type of soil, physical properties of soil

4. Crop suitable for sprinkler irrigation

1. Describe how to obtain information on water source for a given condition

2. Identify the physical properties and characteristics of the soil

3. Identify the crops for which sprinkler irrigation is suitable all close growing crops suitable viz. wheat, gram, barley, bhindi, groundnut, maize, onion, sunflower, potato, tea, coffee, etc.

4. Identify the topographic condition of the field

1. Prepare a presentation for showing the water source in the area

2. Prepare a presentation of crops suitable for sprinkler irrigation

3. Prepare a charts for showing the topographic condition including slope

4. Prepare the maps for different soil/ types showing texture and the physical properties of the soil

1. Interactive lecture on general information required for sprinkler irrigation

2. Field visit of the area where sprinkler irrigation is to be install


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Unit 3 Title: Classification of types and classification based on portability of sprinkler irrigation (Duration: 20 hours)

Learning Outcome Knowledge Evaluation




1.Types of sprinkler Rotating head Perforated

pipe 2.Classification based on portability of sprinkler

Permanent Semi-permanent Portable system

1. Describe the types of sprinkler

2. Describe the classification based on portability of sprinkler

1. Identify the types of sprinkler viz., rotating head and perforated pipe system

2. Prepare the presentation on classification based on portability such as (a) permanent system, (b) semi permanent system, and (c) portable system

1. Interactive lecture on types of sprinkler and classification based on portability of sprinkler

2. Visit the field where all the system of sprinkler irrigation installed


Unit 4 Title: Components of sprinkler irrigation system (Duration: 20 hours)

Learning Outcome Knowledge Evaluation




1. Components of sprinkler irrigation system Pump unit Mains/sub-

mains Lateral Couplers Sprinkler

head/ nozzles

Other accessories

1. Enlist of different components of sprinkler irrigation system viz., pump unit, mains/ sub-mains, laterals, couplers, sprinkler head/ nozzles, other accessories such as values, bends, plugs, risers, pressure gauge, reducer elbows and fertilizer applicator

1. Demonstrate the different components of sprinkler irrigation system

2. Demonstrate the function of major components of sprinkler irrigation through video

3. Demonstrate the crop which is to be irrigated by sprinkler irrigation through video

1. Visit of field where the sprinkler irrigation installed

2. Show the function of the components in the field


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Unit 5 Title: Design of sprinkler irrigation system (Duration: 20 hours)

Learning Outcome





1. Capacity of pump

2. Application rate

3. Selection of nozzle

4. Design of lateral

5. Design of mains/ sub-mains

6. Design of sprinkler irrigation system

1. Identify the capacity of the pump

2. Identify the application rate of the sprinkler according to sore type and infiltration rate

3. Identify the selection of sprinkler/ nozzle

4. Describe the number of nozzles required to irrigate the crop

5. Describe the design of lateral

6. Describe the design of mainline

7. Quality of water to be applied

1. Prepare presentation showing the application rate always less than the infiltration rate

2. Major portion of design part understandable

1. Interactive lecture on design of sprinkler irrigation system


Unit 6 Title: Installation and layout and evaluation of uniformity coefficient of sprinkler irrigation (important considerations) (Duration: 20 hours) Learning Outcome





1. Identify the crop

2. Fittings of components

3. Fixing sprinkler sets on the field

4. Optimum pressure and discharge

5. Effect of wind

6. Vertically of sprinkler head

7. Timing of irrigation

1. Describe the field where the sprinkler irrigation system is to be installed

2. Identify the crop

3. Describe the mainline laid down along slope

4. Describe the laterals laid down across the slope

5. Describe the

1. Prepare the presentation of topography of the field

2. Prepare the presentation for selection of crop

3. Prepare the presentation of diagram of layout of selected crop

4. Demonstrate the components fitting of the sprinkler irrigation system through video

5. Demonstrate

1. Interactive lecture on installation and layout and evaluation of uniformity of sprinkler irrigation

2. Field visit for line demonstration


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8. Installation and layout and evaluation of uniformity for sprinkler system

layout as per selection of nozzle and crop

6. Describe the fertilizer injector

7. Describe the atmospheric factors in sprinkler operation

functioning of the sprinkler system through video

6. Demonstrate the fertilizer application through injector video

7. Demonstrate the uniformity evaluation through video


Unit 7 Title: Maintenance of sprinkler irrigation system (Duration: 20 hours)

Learning Outcome





1. Cleaning of pipeline

2. Cleaning of line filter

3. Cleaning of nozzles

4. Maintenance of sprinkler irrigation system

1. Identify the reason of chocking of sprinkler system

2. Describe the cleaning of main/ sub-main/ laterals

3. Describe the cleaning of line filter

4. Describe the cleaning of nozzles

1. Prepare the presentation for reason of chocking of sprinkler system

2. Demonstrate the cleaning of main/sub-main/ laterals of sprinkler irrigation

3. Demonstrate the cleaning of line filter

4. Demonstrate the cleaning of nozzles

1. Interactive lecture on maintenance of sprinkler irrigation

2. Field visit to demonstrate the cleaning and maintenance of sprinkler system at field


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Unit 8 Title: Communication Skills at Workplace (Duration: 20 hours)

Learning Outcome





1. Understands meaning, concept and importance of communication skills at workplace

2. Know different types of skills required at workplace

3. Understand and respond written communication

4. Acquired all four linguistic skills i.e. writing, speaking, listening and reading skills in relation to the job role

5. Effectively communicate at workplace with supervisors and field staff including unskilled labour force

6. Handle job related technological skills

1. What is communication and its importance at workplace?

2. What are the different types of communication skills including value based communication and entrepreneurial skills i.e. listening to all members of the team, empathy, patience, clarity in instructions, positivity, use of respectful language (oral skills) and ability to resolve conflicts amongst team members at workplace

3. What technological skills are required at workplace and how to develop these in trainees?

4. What methods are used to develop effective communication skills in trainees required at workplace?

1. Explain communication

2. What do you understand about communication and its importance at workplace

3. Write different types of communication skills

4. Enlist four linguistic skills required for communication with example of each one related to the job role

5. Effective communication at workplace i.e. agriculture field, dairy farm, shrimp hatchery, etc.

1. Organising video and interactive sessions on communication and technological skills required at workplace

2. Showing video shots specially taken for communication at agriculture field during various field operations e.g. nursery bed preparation, transplantation and seed sowing, spraying of chemicals, application of fertilizers and manure, harrowing etc. where instructions to field staff are involved.

3. Practice sessions on writing, listening, reading and speaking skills for correct pronunciation of different implements, equipment, chemicals, crops, seeds and variety names in Hindi, English or common local specific names

4. This practice is required for clear instructions to us and semi-skilled workers at the field during farm operations


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10. Assessment Guide Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the basis of information or evidence about the individuals ability against clearly stated objectives or standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance criteria/indicators in the competency standards. Students achievements should be assessed by using the following methods of assessment.

Sl. No. Method of Assessments Weightage (Max. marks)

Evaluator

1. Written test 30 Teacher 2. Practical test 30 Certified Assessor # 3. Oral test/viva voce 10 Teacher/ External Examiner 4. Portfolio 10 Teacher 5. Project 10 Teacher/ Trainer 6. Direct Observation 10 Teacher/ Trainer

100 # Assessors will be certified by the State Education Board. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.

1. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards (skill and academic standards).

2. Oral test/ viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done at the time of oral test or viva voce.

3. Portfolio: It is a compilation of documents that supports the candidates claim of competence that was acquired from prior learning and experience. Documents (including photos, newspaper articles, reports, etc.) of practical experience in the workplace or the community and photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.

4. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation.

5. Direct Observation: Direct observation requires a considerable degree of commitment from the observer and those being observed. Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/ trainer and appropriate records should be maintained for transparency in evaluation.

Employability Skill Area

Sl.No. Competencies and Performance Standards

Competent Not Yet Competent

Communication 1. Questions appropriately 2. Writes clearly and legibly 3. Demonstrates good listening and

responding skills 4. Informs about the absence and reasons

of absence Responsibility 5. Organizes work


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6. Manages time effectively and efficiently

7. Complete assignments timely 8. Displays care for tools and equipment 9. Accepts responsibility pleasantly 10. Exhibits patience 11. Demonstrates pride in work Interpersonal relationship

12. Displays friendly and cooperative attitude

13. Demonstrates tactfulness in difficult situations

14. Accepts constructive criticism 15. Exhibits positive attitude Health and Safety 16. Practices good personal hygiene

regularly 17. Maintains good personal health 18. Dresses well and in appropriate

manner Innovation and Creativity

19. Give reasons and make judgments objectively

20. Share ideas and thoughts with others 1. Competent = 0.5 marks 2. Not yet competent = 0

11. List of Tools, Equipment and Materials The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical experience.

1. Pump Unit 2. Mains/ sub-mains 3. Laterals 4. Couplers 5. Nozzles 6. Fertilizer injector 7. Valves, bends, plugs, riser 8. Pressure gauge 9. Water meter 10. Line filter

12. Teachers Qualifications Qualification, competencies and other requirements for Graduate Teacher on contractual basis are as follows:

Essential Qualification Desirable Qualification Age Limit

Graduate in Agriculture with minimum 55% marks from a recognized university/institution with 2 years experience in teaching or work experience in Agriculture related industry

OR

Masters degree in Agriculture related discipline from a recognized university/ institution with minimum 55%

B. Ed. Effective communication

skills (oral and written) Basic computing skills.

18-40 years (as on Jan. 01

(year))

Age relaxation to be provided as per Govt.

rules.


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marks and 1 year experience in teaching or work experience in Agriculture related industry

13. List of Contributors The valuable contribution of the following experts is gratefully acknowledged who participated in the Workshop for Development of Competency Based Modular Curricula in the area of Agriculture Sector for NSQF Levels 1 to 4 held at RAK College of Agriculture, Sehore from 19 to 23 August, 2014:

1 Dr. C.B. Singh, Professor and Dean (Rtd.), HIG 60, Subhashnagar, Maharajpur, Jabalpur 482 004

2 Dr. Deepak Sharma, Principal Scientist, Department of Genetics and Plant Breeding, Indira Gandhi Krishi Vishwavidyala, Raipur 492 012

3 Dr. Praveen Tamot, Professor, Post Graduate Department of Zoology, Govt. Motilal Vigyan Mahavidyalaya, Bhopal

4 Dr. R.P. Bajpai, Principal Scientist, Professor I/c Sugarcane Project, Zonal Agricultural Research Station, Powerkheda, Hoshangabad

5 Dr. Ravindra Kumar Upadhyay, Chief Technical Officer, CIFE, (Deemed University) ICAR, Centre Powerkheda, District Hoshangabad

6 Dr. Meenakshi Sharma, Additional deputy Director, Artificial Insemination Training Institute, Jahangirabad, Jail Road, Bhopal 462 003

7 Mr. Deep Singh Rathore, Lecturer, Govt. Excellence Higher Secondary School, Sehore 466 001

8 Dr. Mohammad Yasin, Principal Scientist, RAK College of Agriculture, RVSK Vishwa Vidyalay, Sehore

9 Dr. Sandeep Sharma, Senior Scientist (Entomology), AICRP on Chickpea, RAK College of Agriculture, Sehore

10 Dr. M.D. Vyas, Principal Scientist (Agronomy), Department of Agronomy, RAK College of Agriculture, Sehore

11 Dr. Kailash Nath Pathak, Professor, Department of Extension Education, RAK College of Agriculture, Sehore

12 Dr. Priyanka Joshi, SRF, RAK College of Agriculture, Sehore

13 Er. Satya Singh Kushwah, Senior Scientist (SWE), RAK College of Agriculture, Sehore

14 Dr. Greeshma Kumar Nema, Scientist (Agro), RAK College of Agriculture, Sehore

15 Dr. Prabha R. Chaudhari, Assistant Professor, Department of Genetics and Plant Breeding, College of Agriculture, Indira Gandhi Krishi Vishwa Vidyalaya, Raipur 492 012

16 Dr. V.S. Mehrotra, Professor and Head, CEDC & NSQF Cell, PSSCIVE, Shyamla Hills, Bhopal

17 Dr. Asfa M. Yasin, Professor and Head, Centre for International Relationship, PSSCIVE, Shyamla Hills, Bhopal (Project Coordinator)

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