Factors influencing the utility of experiential learning programme of Indian Council of Agricultural Research

BUSHE LEKANG; M S NAIN; RASHMI SINGH; J P SHARMA; D R SINGH

doi:10.56093/ijas.v87i3.68697

Authors

BUSHE LEKANG ICAR-Indian Agricultural Research Institute, New Delhi 110 012
M S NAIN ICAR-Indian Agricultural Research Institute, New Delhi 110 012
RASHMI SINGH ICAR-Indian Agricultural Research Institute, New Delhi 110 012
J P SHARMA ICAR-Indian Agricultural Research Institute, New Delhi 110 012
D R SINGH ICAR-Indian Agricultural Research Institute, New Delhi 110 012

https://doi.org/10.56093/ijas.v87i3.68697

Keywords:

Administrative factors, Curriculum related factors, Financial factors, Motivational and personal development, Stakeholder involvement, Technical factors

Abstract

Indian council of agricultural research introduced a programme in 2006 named Experiential Learning Programme aimed at equipping undergraduates with entrepreneurial skills. Since, its inception factors influencing the utility have not been studied, hence this study is aimed at finding those factors. An explanatory study aimed at finding out among students and teachers which institutional and curriculum related factors have influenced the utility of the programme. The findings revealed that the respondents perceive technical factors to have influenced the utility of programme, while administrative factors were perceived by teachers only. Significant differences and no significant differences were found for perceived factors influencing utility of experiential learning programme by students and teachers, respectively in relation to discipline. The use of most teaching methods was perceived to have been often by students and rare by teachers. Significant differences were noted on perceived utility by students for all the teaching methods except for project method, and for some methods as perceived by teachers. Extra-curricular activities were perceived to have been rarely used by both respondents while significant differences were noted on perceived use of some extra-curricular activities by students. No support provided to graduates who venture into self-employment by institutions. Efforts need to be made to improve on institutional factors in general and include extra-curriculum activities in particular.

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