Organisation : National Institute of Agricultural Extension Management
Announcement : Study Material
Course : PGDAEM Post Graduate Diploma in Agricultural Extension Management
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Post Graduate Diploma in Agricultural Extension Management (PGDAEM)
AEM-101 Introduction to Agricultural Extension Management (4 Credits)
Unit-1 :
Concept, Objectives, Principles, Philosophy, and Process of Extension
Structures :
1.0. Objectives
1.1 Introduction
1.2 Concept of Agricultural Extension
1.3 Extension Objectives and Function to Support Achieving Agricultural Development
1.4 Principles of Agricultural Extension
1.5 Philosophy, Needs and Levels of Agricultural Extension
1.6 Process and Steps involved in Agricultural Extension
1.0. Objectives :
After going through this unit, you will be in a position to:
** Explain the meaning and concept of agricultural extension;
** discuss the objectives, principles and philosophy in reaching farmers and other clients effectively;
** describe the process and steps involved in agricultural extension in the transfer of technology;
1.1 Introduction :
In agriculture, knowledge and decision-making capacity determine how production factors – soil, water and capital – are utilized. Agricultural extension is central in formulating and disseminating knowledge, and in teaching farmers to be Post Graduate Diploma in Agricultural Extension Management (PGDAEM) competent decision makers. Therefore, extension plays an important role in most of agricultural development projects.
The primary goal of agricultural extension is to assist farming families in adapting their production and marketing strategies to rapidly changing social, political and economic conditions so that they can, in the long term, shape their lives according to their personal preferences and those of the community.
Agriculture Extension is generally described as a process and a system in which information, knowledge and skills relating to farming practices are transmitted through various channels and methods to its clients. Agricultural extension is generally perceived as central in formulating and disseminating knowledge and in teaching farmers to be competent decision makers.
1.2 Concept of Agricultural Extension :
The Concept of Extension
The use of the term `extension’ originated in England in 1866 with a system of university extension which was taken up first by Cambridge and Oxford Universities, and later by other educational institutions in England and in other countries. The term `extension education’ was first used in 1873 by Cambridge University to take the educational advantages of universities to ordinary people. There are many experts and practitioners who have defined and opined extension in various ways encompassing many facets of extension’s functions.
Historically, extension has meant education in agriculture and in home economics for rural people. This education is practical, aimed at improving farm and home. According to Ensminger (1957), extension is education and that its purpose is to change attitudes and practices of the people with whom the work is done. Leagans (1961) conceptualized extension education as an applied science consisting of content derived from research, accumulated field experiences and relevant principles drawn from the behavioural sciences synthesized with useful technology into a body of philosophy, principles, content and methods focused on the problems of out-of-school education for adults and youth.
In addition to practicing in the field, extension is formally taught in colleges and universities leading to the award of degrees. Research is also carried out in extension. What is unique for extension is the application of the knowledge of this discipline in socio-economic transformation of the rural communities. In this context, Extension may be defined as the science of developing capability of the people for sustainable improvement in their quality of life. The main aim of extension is human resource development.
The concept of extension is based on the following basic premises.
1. People have unlimited potential for personal growth and development.
2. The development may take place at any stage of their lives, if provided with adequate and appropriate learning opportunities.
3. Adults are not interested in learning only for the sake of learning. They are motivated when new learning provides opportunity for application, for increased productivity and improved standards of living.
4. Such learning is a continuous level of rural populations and should be provided on a continuing basis, because the problems as well as the technologies of production and living are continuously changing.
5. Given the required knowledge and skills, people are capable of making optimal choices for their individual and social benefits.
1.3 Extension Objectives and Functions to Support Achieving :
Agricultural Development
Extension objectives
The general objectives of extension are –
1. To assist people to discover and analyze their problems and identify their felt needs.
2. To develop leadership among people and help them in organizing groups to solve their problems.
3. To disseminate research information of economic and practical importance in a way people would be able to understand and use.
4. To assist people in mobilizing and utilizing the resources which they have and which they need from outside.
5. To collect and transmit feedback information for solving management problems. Functions of Extension
Change in knowledge – means change in what people know. For example, farmers who did not know of a recent HYV crop came to know of it through participation in extension programmes. The Extension Agents (EAs) who did not know of Information Technology (IT) came to know of them after attending a training course.
Change in skill – is change in the technique of doing things. The farmers learnt the technique of growing the HYV crop which they did not know earlier. The EAs learnt the skill of using IT.
Change in attitude – involves change in the feeling or reaction towards certain things. The farmers developed a favourable attitude towards the HYV crop. The EAs developed a favourable feeling about the use of IT in extension programme. Change in understanding – means change in comprehension. The farmers realized the importance of the HYV crop in their farming system and the extent to which it was economically profitable and desirable, in comparison to the existing crop variety. The EAs understood the use of IT and the extent to which these would make extension work more effective.
Change in goal – is the distance in any given direction one is expected to go during a given period of time. The extent to which the farmers raised their goal in crop production, say, increasing crop yield in a particular season by five quintals per hectare by cultivating the HYV crop. The EAs set their goal of getting an improved practice adopted by the farmers within a certain period of time by using IT.
Change in action – means change in performance or doing things. The farmers who did not cultivate the HYV crop earlier cultivated it. The EAs who earlier did not use IT in their extension programmes started using them.
Change in confidence – involves change in self-reliance. Farmers felt sure that they have the ability of raising crop yield. The EAs developed faith on their ability to do better extension work. The development of confidence or self-reliance is the solid foundation for making progress.
To bring desirable change in behaviour is the crucial function of extension – For this purpose, the extension personnel shall continuously seek new information to make extension work more effective. The farmers and home makers also on their own initiative shall continuously seek means of improving their farm and home. The task is difficult because millions of farm families with little education, scattered in large areas with their own beliefs, values, attitudes, resources and constraints are pursuing divers enterprises.
1.4 Principles of Agricultural Extension :
Principles of Extension
Principles are generalized guidelines, which form the basis for decision and action in a consistent way. The universal truth in extension, which have been observed and found to hold good under varying conditions and circumstances are presented.
1. Principles of cultural difference. Culture simply means social heritage. There is cultural difference between the extension agents and the farmers. The differences may be in their habits, customs, values, attitudes and way of life. Extension work, to be successful, must be carried out in harmony with the cultural pattern of the people.
2. Grass roots principle. Extension programmes should start with local groups, local situations and local problems. It must fit to the local conditions. Extension work should start with where people are and what they have. Change should start from the existing situation.
3. Principle of indigenous knowledge. Indigenous knowledge systems have developed through generations of work experiences and problem solving in their own specific situations. The indigenous knowledge systems encompass all aspects of life and people consider it essential for their survival. Therefore, the extension agent should try to understand them and their ramifications in the life of the people, before proceeding to recommend something new to them.
4. Principle of interest and needs. People’s interests and needs are the starting points of extension work. Identifying the real needs and interests of the people are challenging tasks of Extension Agents. The extension agents should not pass on their own needs and interests as those of the people. Extension work shall be successful only when it is based on the interests and needs of the people as they see them.
5. Principle of learning by doing. Learning remains far from perfect, unless people get involved in actually doing the work. Learning by doing is most effective in changing people’s behaviour. This develops confidence as it involves maximum number of sensory organs. People should learn what to do, whey to do, how to do and with what result.
6. Principle of participation. Most people of the village community should willingly co-operate and participate in identifying the problems, planning of projects for solving the problems and implementing the projects in getting the desired results.
The participation of the people is of fundamental importance for the success of an extension programme. People must share in developing and implementing the programme and feel that it is their own programme.
1. Family principle. Family is the primary unit of society. The target for extension work should, therefore, developing the family as a whole, economically and socially. Hence, the farmers, the farm women and farm youth are also to be involved in extension programmes.
2. Principle of leadership. Identifying different types of leaders and working through them is essential in extension. Leadership traits are to be developed in the people so that they of their own shall seek change from less desirable to more desirable situation. The leaders may be trained and developed to act as carriers of change in the villages. The involvement of local leaders and legitimization by them are essential for the success of a programme.
3. Principle of adaptability. Extension work and extension teaching methods must be flexible and adapted to suit the local conditions. This is necessary because the people, their situation, their resources and constraints vary from place to place and time to time.
4. Principle of satisfaction. The end product of extension work should produce satisfying results for the people. Satisfying results reinforce learning and motivate people to seek further improvement.
5. Principle of evaluation. Evaluation prevents stagnation. There should be a continuous built-in method of finding out the extent to which the results obtained are in agreement with the objectives fixed earlier. Evaluation should indicate the gaps and steps to be taken for further improvement.