Community supported agro-centric and enterprise education school in a lush green farm where young teachers and qualified farmers are teaching soil textures, milk testing, micro irrigation - as well as English grammar and vocabulary through experiential learning. Where pupils are exposed to fruits processing, bull rearing, fodder management from hands-on learning, in addition to trigonometry and mathematical calculations through games. Where teachers are discussing pollination, bee keeping, milling, food webs through videos, in addition to constitution of India. Where banking is taught through various fairs and microfinance is taught by self help groups. I foresee educated and skilled manpower passed out from this school undertaking farming as a prestigious profession, becoming into agri- entrepreneurs and becoming active members of rural economy. Do we really need such schools? Can they be self sustained? Can they be designed and demonstrated as a model?

Continued focus and innovation in agriculture is essential to achieve self-reliance and to ensure food security. This is more relevant when India is witnessing declining share of agriculture and allied activities in India’s Gross domestic product (GDP). Skilled Human resource is primary factor to adopt technological advancement in agriculture in forthcoming green revolutions. Agriculture advancement is not possible without inculcating in younger generation a positive attitude to rural agricultural life. Education in Rural school needs to be reinvented in this perspective. The contextual focus of agriculture in science curricula in primary and middle schooling could provide opportunities to develop positive attitudes towards agriculture as an industry and potential career path.

We therefore started an agriculture school in cluster of 15 villages in Nagpur district in Saoner block with a curriculum progressively focused on the agriculture and related vocations besides the other essential subjects like math , science and languages in primary and secondary schools. The main objective of this type of reform is to integrate primary and secondary school pupils into the rural productive process, familiarizing them with agricultural / horticulture/animal husbandry/agro processing activities in order to enable them to develop the resources available in their environment in an optimal manner. Agriculture schools has been perceived as a way of creating an education system corresponding to the requirements of agriculture, the dominant sector of economic activity..”

The school has been set up in with following features as dreamt,

  1. The school is running as recognized school under Maharashtra Self Financed School ( Establishment and Regulation ) Act 2012 initially and subsequently under CBSE or MHRD may like to give special recognition.
  2. The fee is substantially reduced and the girl child are given free education
  3. No. of students admitted in 2010 increased to 191 in 2014 and counting
  4. The school has been established on 10 acre farm land of the voluntary organization equipped with demonstrations techniques , technologies, machineries, processes related agriculture including horticulture , animal husbandry etc. This is being strengthened by various technologies and processing for school run agri-enterprises.
  5. Curriculum along with the books, material and teachers note is being especially designed
  6. Teachers from rural and agriculture background are being regularly trained to develop and implement the curriculum .. Teacher training in teaching methodology is continuous process
  7. School run agri-enterprises will be meant to augment financial support to make school self reliance. School run enterprises includes organic farming and marketing, milk collection and processing, Dal Mill and Oil mills, Bee Keeping , Food Processing, Seed Bolls preparation.
  8. School details can be seen on

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P.K. Gandhi

Under the Aegis of Vikalpa,
Society for Sustainable Development Objectives for teaching agriculture since elementary schooling

Top priority to food security need no emphasis so to agriculture and other natural resources to feed ever growing population within limited land resources. Inspite of 55% of population dependent on agriculture as basic livelihood mean, its contribution in GDP is just 13%. The main reason is our education system in which agriculture has been grossly ignored as a essential subject. Today the agriculture no more remained as traditional knowledge being passed from one generation of agrarian to next generation by default. Thus we need to consider and adopt major reforms in our education especially in rural areas and agriculture as main stream subject needs to be introduce from primary education its self.

A number of objectives - are pursued when agriculture is to be included in the school curriculum. The following major objectives can be identified:

  1. Teaching basic scientific procedures and introduction to the general methods and logic of science
  2. Teaching practical skills and knowledge
  3. Developing positive attitudes towards manual labour
  4. Making education Indian in content and context
  5. Halting or reducing the migration of school leavers from rural to urban areas
  6. Generating income for schools. As these school need to be self sustained and community supported for better practical approaches

As can easily be seen, these objectives are interrelated and are also linked to overall national goals. The diagram below shows the relations between the objectives. It might be useful to take a closer look at the links between the various objectives.

1. Pre-vocational training means providing knowledge, skills and attitudes that will be directly useful for agricultural activities. This does not constitute a full-scale professional training, since pupils are too young for it and must not be barred from the chance of further education through having specialized too early. Rather, what they learn in agriculture should prepare them for real professional training later on. The argument for pre-vocational training is that the knowledge, skills and attitudes acquired are valuable. Since most primary school leavers in India will, for some time to come, have to earn their living in rural areas, this means that the pre-vocational training will be agricultural instruction. Also it is hoped that a practically relevant education will motivate pupils to stay in their home communities. The rural exodus is seen as economically wasteful, depriving rural areas of valuable labour and adding to the high costs of urban centres. It must be realised, however, that rural-urban migration depends mostly on economic factors beyond the control of the school system. The rural exodus is often seen as a threat to political stability. Agricultural skills, it is argued, will enable rural young people to earn an income in their home areas. While production in the rural areas would go up, the urban centres would no longer be flooded by job-seekers.

2. Attitude formation often figures as an objective in its own right. People deplore the disdain for manual work. By introducing agriculture, with its partner farm-work, into the syllabus, one hopes to create a habit of manual work. A positive attitude would build up at the same time. It ought to be remembered, however, that the overall attitude towards manual work is also shaped by cultural traditions, early childhood socialization, parental- expectations and the actual hard work involved in manual labour, the rewards that go with it, the behaviour and attitude of teachers etc. This objective can only be reached if practical work is carefully conducted and supervised in school.

3. Using agriculture as a means of teaching basic principles and procedures of science might be a more realistic aim. How well it has been achieved can be assessed throughout and at the end of formal education, whereas the success of pre-vocational training can only be seen a number of years later. Also equipment for the teaching of science, e.g. experimental kits for physics or chemistry, is expensive and needs constant replacement. Yet, scientific methods can be taught on the school farm or garden at very little expense. Experimentation and observation, both short- and long-term, are perfectly possible. This would provide a valuable preparation for any pre-vocational or vocational training. It would also make pupils receptive to future extension work, and help develop an informed critical mind.

4. Exposures to different technologies related to agriculture production, processing, value addition under one roof since child hood certainly inculcate knowledge, attitudes, skills and will help in perusing higher studies in the agriculture sector.

5. Earning income by means of school agriculture seems to be an attractive objective, too. Since farming produces crops, it can provide an income. This could be used to finance at least part of the recurrent expenditure of a school. As a large part of the budget for education goes into teachers' salaries, very little is left for any other purpose. But it is not just economic considerations that back up this objective. Earning income from school agriculture fits into a general policy of self-reliance. The idea is that teachers and pupils who are used to taking care of most or all of the needs which arise in school will carry this attitude over into other spheres of life. The earning of income by schools will lower the cost to be met by society at large. How well it will be achieved depends among other things on the relative importance of prevocational training and introduction to science: the more emphasis there is on pre-vocational training, the more production will be valued as the result of work, whereas for science education, production is of minor importance.

6. Last not least, including agriculture is seen as a means of adapting education to the local situation. Work constitutes an important part of human life, and any cultural tradition is intimately linked to work. Since agriculture is the main area of work in India, it should not be overlooked in education. This implies, however, that agriculture in education really does refer to traditional agriculture. If this is so, then it may well facilitate skill development and attitude formation as discussed under the heading of pre-vocational training. More important, in general terms, it will help to shape and stabilize the cultural identity of the pupil. And it will contribute to ensuring that education is the passing on of traditions from one generation to the next instead of the transmission of knowledge and values coming from an outside culture.

Our discussion of the objectives for school agriculture has been rather general. We shall be more specific when dealing with the objectives for primary school agriculture.

Sr.No.School NameAddressPhone
1 Dhinanath Higher School Dhantoli Nagpur 123654897