Knowledge, Skills and Adoption of Value Addition Practices among FTI and KVK Participants: A Comparative Analysis
Swarna Adhikari
BBA Professional Department, Alhaz Mockbul Hossain University College, Dhaka, Bangladesh.
M. Shivamurthy
Department of Agricultural Extension, University of Agricultural Sciences, Bangalore, India.
Sajib Roy
Department of Agricultural Extension and Information System, Sher-e-Bangla Agricultural University, Dhaka, Bangladesh.
Ranjan Roy *
Department of Agricultural Extension and Information System, Sher-e-Bangla Agricultural University, Dhaka, Bangladesh.
*Author to whom correspondence should be addressed.
Abstract
Aims: Despite efforts to enhance farm productivity and profitability through value addition, Farmers Training Institutes (FTIs) and Krishi Vigyan Kendras (KVKs) in India's agricultural sector face challenges in providing quality training. This study aims to assess the impact of training among FTI and KVK participants based on the perceived knowledge, skill acquisition, and adoption levels of value-added practices and investigate the contribution of independent variables.
Study Design: The study employed an ex-post facto research design, measuring a continuous phenomenon without direct intervention from the concomitant variation of independent and dependent variables.
Place and Duration of study: The study was conducted in Bangalore Rural District of Karnataka state, India.
Methodology: This study performed a well-structured questionnaire survey of 100 selective respondents. Multiple regression analysis was conducted to determine key contributing indicators to perceived knowledge, acquisition of skill, and adoption level of value addition among the FTI and KVK participants.
Results: A higher proportion of KVK participants (75%) demonstrated medium to high levels of perceived knowledge in value addition compared to FTI participants, with an overall 60% achieving such knowledge. Additionally, KVK participants showed superior skills in value addition, with 52% acquiring high skills compared to FTI participants who mostly achieved low to medium skills. However, no significant differences were observed between the two groups regarding the adoption level of these practices. Key factors influencing these outcomes included education and post-harvest knowledge, as well as entrepreneurship and self-help groups.
Conclusion: While KVK participants outperformed FTI counterparts in terms of knowledge and skill acquisition, both groups showed similar levels of practice adoption. The findings will provide insights into enhancing the impact of such programs on farmers' productivity and income while addressing existing gaps in research on value addition training initiatives.
Keywords: Krishi Vigyan Kendras, farmer training institutes, value-added products, perceived knowledge, skills acquisition, adoption levels