Bringing together farmers into CIGs in ATMA is a step towards segmenting the target adopters, which facilitates the program planning process.
Education in ATMA is provided mainly by demonstrations and training sessions.
In the case of ATMA, the demonstrations were held on the plots of those farmers who were actually interested in adopting a new technology (Singh et al., 2009).
Using an example of integrated pest management as a training module in the case of ATMA, the core product is the idea, i.e.
For the trainee farmers in ATMA, the inputs are provided in the form of input kits.
In some districts, for example in Patna, ATMA has made arrangements for input provision to and buy-back of the produce of the farmers through a public-private partnership (Singh et al., 2009).
This feature of ATMA could not be found in all the districts across India right till 2014, since the implementations of the guidelines were staggered.
Full-fledged implementation of ATMA in Anand district started in 2011-12.
Table 1 presents a summary of social marketing components of the proposed framework in the case of ATMA.
We further discuss the framework using a case study of the Agricultural Technology Management Agency (ATMA) in India.
Singh, Abhay Kumar, and Ujjwal Kumar (2009), "Agricultural Technology Management Agency (ATMA): A Study of Its Impact in Pilot Districts in Bihar, India" [cited 28 October 2014].
TNAU Agritech Portal (n.d.), "Agricultural Technology Management Agency (ATMA)" [cited 5 November 2014].