Fundamentals of Extension Education and Rural Development

Four Modules of Course

i)Concept and process ii)Extension teaching process iii)Programme planning, evaluation, leadership, administration iv)Rural development programmes

Details of four modules

Break up of Ist module a)Meaning, concept & process of extension. b)Objectives, principles and philosophy of ext. education. c)History of extension work education, formal & informal education. d)Components of behaviour knowledge, attitude, skills, motivation. Break up of IInd module a)Principles and steps in teaching learning process b)Learning situation c)Implication of teaching-learning on adoption. Break up of IIIrd module a)Concepts, needs and steps in programme planning b)Principles of programme planning c)Programme planning process d)Calendar of operations, plan of work, form production plan, village development plan e)Reorganisation of Panchayats and its rote in programme planning. f)Extension evaluation: meaning, principles, steps, techniques and criteria g)Product & process oriented evaluation, critical analysis of various ext. programmes h)Meaning of importance of rural leadership i)Types, selection and qualities of leadership. j)Training of rural leadership. k)Meaning of administration, coordination and teamwork. l)Public administration and extension administration. m)POSCORB, Organization & management of NES and reorganised extension system. Break up of IVth module a)Rural development programmes. b)An overview of CD programmes before 1952. c)Agricultural/Rural development programmes IADP, IAAP, Command Area Dev. Project, Desert development programme, DPAP, HVP, SEDA/MFAL, HADP, Integrated dry land farming project, ICDS, IRDP, TRYSEM, Sunischit Rojgar Yojana, DWACRA, Mahila Utthan Yojna etc. d)Role of voluntary organisations in rural development.

Synoptic Notes - 1 Extension as it evolved

Course No. AAC � 303 Topic: Concept of Extension Education Extension: as it evolved Synoptic Note James Stuert, fellow of Trinity College, Cambridge is often considered as the father of University Extension. He had initiated for center for extension lectures in Cambridge in 1871 and it was formally adopted in the Cambridge system in 1873 followed by London University in 1876 and Oxford in 1878. By 1880�s, the work was referred to as extension movement. The term �Extension Education� was used in United States in early 1900�s to indicate that university teaching should mot restrict to students on campus but should be extended to people living anywhere in state. The Dutch use the word voorlichting which means lighting the pathway ahead to help people find their way. In Germany, it is Aufklarung, meaning learning the values. In Austria, it came as forderung which means stimulation and direction. In france the concept came up as Vulgarisation meaning, simplifying message. Spanish scientists termed it capacitating meaning improving skill through trainings. Any early concept, may it be enlightment were paternalistic in nature. They gave an image of giver and taker with experts on sending position and audience in a receiving or listening role. Extension is an ongoing process of getting useful information to people and then assisting those people to acquire the necessary knowledge, skills and attitude to utilize effectively this information and technology. (Swanson and Claar, 1984) What is Extension Education? There is often confusion among people about the exact meaning of extension education. Many people think it is only field work or programme for communicating new ideas. They conceive it as informal education of rural adults for development. The definition given below illustrates similar idea. �Extension is a continuous process designed to make the rural people aware of their problems and indicate them the ways and means by which they consolve them. It involves not only education of rural people in determining their problems and methods of solving them but also inspiring them towards positive action in achieving them�. This definition emphasizes only on the practical aspect of Extension Education, which is largely informal or out of school education trying to bring the fruits of new technologies at the doorsteps of farmers by using principles, philosophy and methods as well as organisation of extension education. But there is another dimension to it, which is the formal education part. New extension education is full-fledged discipline, body of knowledge which is taught up to doctoral level. The question arises, what is it as a discipline-art or science? What category of science is it? What is its content or subject matter? The definition given below throws light on these facts. �Extension Education is an applied science � consisting of contents derived from researches, accumulated field experiences and relevant, principles drawn from the behavioral sciences, synthesized with useful technology, �in a body of philosophy, principles, contents and methods focused on the problems of out of school education for adults and youth�. (Leagans, J.P.) The definition clearly illustrates that extension education as a discipline is an unique synthesis of technology and behavioral sciences. The principles, philosophy, content and methods have been taken from behavioral science but they have been oriented towards some technology viz., Agriculture, Veterinary, Dairy, Home Science etc. The focus however is on the problems of the respective clientele group i.e. farmers, dairymen, housewives. Now a day Extension Education is not limited to agricultural disciplines alone. It is also concerned with industries, energy, environment, nutrition or other technologies to respond to the needs of our times. The definition, as below mentions these facts. �Extension Education is a science which deals with various strategies of change in the behavioral patterns of human beings through technological and scientific innovations for the improvement of their standard of living�. �Extension Education is an applied behavioral science which deals with the strategies of development, the knowledge of which is to be applied to bring desirable changes in the behavioral complex of people�. Thus, extension education is a much applied, problem-solving discipline with strong emphasis on out of school education on the professional front. It is of course an applied behavioral science but dovetailed with some technology. The goal of extension education is desirable change in behavior. Therefore ultimately, a definition could be: �Extension is a series of embedded communication interventions that are meant amongst others to develop and/or induce innovations which supposedly help to resolve usually multifactor problematic situations. Extension as Discipline and profession Extension as Discipline : Exclusive knowledge base�,Empirical Foundation�,Teaching�,Application�,Public Recognition Extension as Profession : Professional society�,Continuing Research�,Training�,Ethical Standards�,Monopoly over expertise Extension is :� Applied behavioural science�,Continuous, persuasive and discriminative educational process. It applies latest scientific and technological developments. Thus Extension is :Science, Service, Education, Discipline, Profession

Synoptic Note-2 Extension as Education

Extension as Education What is education? Education is that reconstruction or reorganisation of experience which adds to the meaning to the experience and which increases the ability to direct the course of subsequent experience.(John Dewey,1966) Education is the manifestation of perfection already lying in human beings. (Swami Vivekanand) Education may be defined as the production of desirable change in human behaviour. These changes occur in cognitive domain (knowledge), affective domain (attitude) and psychomotor domain (manipulative skills). Knowledge It includes facts, concepts, principles and relationships. If we add any of these which is new for us, we are said to have gained education. Knowledge could be good or bad. Only good and correct knowledge leads to desirable change in human behaviour. Attitude It may be defined as our feeling towards something. Attitude plays significant role in shaping our disposition and prompting us to act or not to act in certain situation. Developing new desirable attitude over old undesirable attitude comes in purview of getting education. Skill Skill may be mental or manual. Mental skill consists of application of knowledge in solving life-problems. If a farmer can calculate the doses of fertilizer required for his field, he will said to have education and thus desirable changes in behaviour by learning requisite mental skills. Manual skills consist of horde of things that we can do by hands. A farmer learns to drive tractor, is an example of manual skill. Formal and In-Formal Education: Formal:Theory to practical�,Fixed curriculum�,Homogenous audience�,Vertical�,Curriculum centred,�Strict norms� Specialised, degree oriented � Informal : Practical to theory�,Flexible�,Heterogeneous and diversified audience�,Horizontal�,Need-based,Freedom�,Generalized, no degree. Informal Education: A life-long process through which every person acquires and accumulates knowledge, skills, attitude and insight from daily experience. Formal Education: Highly institutionalised, chronologically graded and hierarchically structured education system. Non-Formal: Organized systematic, educational activity carried on outside the framework of formal system to provide selected type of learning to particular subgroup in the population. Eg. Extension Education. Formal Vs. Extension Education Formal 1.Teaching confined to premises, 2.Learners homogeneous with common goal, 3.Strict adhere to norms, 4.Fixed Curriculum, 5.Knowledge from top to down, 6.Through teachers, 7.Starts from theories and work up to practise Extension Education 1.Teaching largely outside the premises, 2.Heterogeneous with diverse goals, 3.Freedom and choice of subject matter, 4.Flexible, according to needs of learners, 5.Everyone learn from each other, 6.Through local leaders, 7.Through practices to theory and principles

Synoptic Note-3 History of Extension

History of extension History of extension work is intimately related with developments in technology. The need for extension work was felt acutely in Europe and North America during early 1700s, in the wake of industrial development. It was this urge to take advances of science and technology to the door steps of farmers that agricultural societies were formed. The first such society is said to have been established in Scotland in 1728. In Europe such societies came up to spread academic knowledge of agriculture through lectures and publications (True, 1928). Thus, agricultural societies were first such bodies to undertake works, which were later, called extension. The roots of extension education, however, can also be traced back to 1840s when the term university extension or extension of university was used in Britain to propose an educational innovation to take the knowledge to doorsteps of common people. The first practical steps were taken in 1867-68 when James Stuart, Fellow of Trinity College, Cambridge, England gave lectures to Women�s associations and working men�s clubs. Stuart is called as Father of University extension. He approached the authorities of University of Cambridge to organise extension lectures. The system was accepted by University of Cambridge in 1873 and Oxford in 1878. The work was being referred as extension movement by 1880s. (Banden Van and Hawkins, 1988). Significant Events in USA The agricultural society was established in Philadelphia in 1785. later such societies came up in other States too to spread scientific and practical knowledge of agriculture. Agricultural societies in many of the eastern States were instrumental in giving public lectures to farmers in agriculture. By 1899 forty-seven states were holding farmers� institutes using men from agricultural colleges and successful farmers. These societies later created political pressure and compelled the government to give emphasis on agricultural education. Land Grant College The growing pressure of people to start educational opportunities for workingmen in subjects of practical interest resulted in passing of Morril Act (in 1862) or Land Grant College Act. Thus, land grant colleges were established in each State. The spirit and philosophy of Land Grant College were broad enough to take education beyond the classroom for farmers and others. The land grant colleges/universities organised a number of extension activities in the form of publications and extension lectures. Research Farms The impetus of extension work was furthered with establishment of experiment station with each land grant college, after passing of Hatch Act of 1887. Thus, a tradition of extension work began in the form of demonstration, farmers� institutes, printed bulletin and correspondence courses in agriculture. Dr. Seaman A. Knapp Dr. Seaman A. Knapp is acknowledged as father of extension work in USA for his pioneering venture to set up demonstration farms through local support to show solutions to prevailing problems. Demonstration techniques were used for the first time to teach control methods to overcome insect attach in cotton. Seed Corn Trains Seed corn trains were organised in Iowa in 1904-5 by one Prof. Holden to reach the message of better corn seeds to large number of people through trains to widely scattered places. Widespread educational programmes through trains caught the imagination in the other states too. By 1911 there were 71 such trains in 28 states. Youth Work Youth clubs started around 1907 with first federally sponsored club in Mississippi. Corn growing, gardening, canning, livestock raising, etc. stimulated the interests of the youths. Educational potential of club work was recognised by early extension workers. Club for girls were also organised. Smith Lever Act 1914 Extension work had been started by many states prior to 1914. Smith Lever Act was the most comprehensive and well-organised thinking on nation-wide activities concerning agricultural extension work. Co-operative extension service provided the mechanism for the distribution of new scientific truth. It was co-operative venture between Land-Grant Colleges � U.S. Department of Agriculture, Federal Government and people. Pre-independence Efforts Sevagram Project Sevagram project (1920) symbolised deep personal involvement of Gandhi in translating ideal of rural development in action. Wardha later became centre for training of volunteers in Gandhian approach to rural development. Sriniketan Effort at rural development was initiated by legendary figure Shri Ravindra Nath Tagore at Sriniketan, West Bengal in 1921. This project, co-incidentally, had many elements of extension education in both spirit and action. The projects at Sriniketan were closely guided by Mr. Leonard Elmhirst, an Englishman, with training in agricultural economics for from Cornell, USA. Marthandam Project Marthandam project launched by Young Men�s Christian Association (YMCA) in 1921 under Dr. Spencer Hatch, started with the idea of establishing demonstration centres in the midst of a rural area to provide income generating activities. Dr. Hatch was again from USA with degree on Rural Sociology from Cornell. Gurgaon Project Gurgaon project, another exemplary effort with extension ideals, had been motivated by Mr. F.L. Bryan, an Englishman, in 1928. A village guide had been posted to act as a channel through which the advice of the experts in various departments could be passed on to the villagers. The programme of introducing improved seed, implements, the methods of cultivation, etc. were started throughout the district. Baroda Project Baroda Project in erstwhile princely state in Western India was initiated by enlightened ruler with the help from Spencer Hatch of YMCA. The project aimed to change outlook of farmers to motivate them to take up scientific cultivation as well as develop village leadership.

Synoptic Note-4 Principles of Extension

Principles defined: �A statement of relationships �A fundamental truth: a primary or basic law �An accepted rule of action: a governing law of conduct. Principles in extension: �Guidelines for extension worker �Time tested, based on researches & experience. �Provide criteria/basis for decisions and action. Principles of Extension Education Principles of Need and Interest The first principle of extension education outlines the basis for designing extension programme. Extension programmes should be based on needs and interest of the people. Need is gap between �what is� and �what ought to be� i.e. gap between the present situation and the possible situation. Thus, needs of the people are of prime concern for initiating an extension programme. Interest denotes attention with concern. People are at the centre of all extension works. Needs are of different types like physical needs (Food, clothing, housing etc.), social needs (affection, belonging) and integrative needs (Philosophy of life, spiritual need). Similarly needs may be classified as felt and unfelt. Felt needs are those, which have been consciously identified by the individuals. We take felt needs as a starting point in extension work. Principle of Cultural Difference This principle underlines the importance of culture in extension work. Extension worker must have very high degree of sensitivity to acquaint himself with various aspects of beliefs, norms, values and views of people. The importance people give to things varies from place to place. Similarly, their are many do�s and don�ts related with various aspects of living, working and doing. Extension worker as a change agent should immerse himself in the rural socio-cultural setting to be able to do culturally right things and devise programmes without offending value of people. Principle of Cultural Change This principle lays importance on changing nature of the societies. Culture includes everything a man thinks, does possesses. The culture is not static entity. It is ever changing due to a variety of forces. Outsiders do not realize that villages ever change because often there is little outward change as compared with urban areas. This is not true. All villages are not alike all the times. Villages do not remain static, they change. Thus all new learning must be built upon what has already been learnt. Extension worker must know the present level of knowledge and skills about any technology among farmers. What is good and important for one area may not be good and useful elsewhere. Thus the particular technological and other changes of each area must be known before formulating an extension programme. Principles of Grass root Organisation Extension work cannot be done in vacuum. It requires basic organisation at the village level so that needs and aspirations of the people may be known, articulated and built into the programme. This will give strong foundation to all development programmes. Planning for development calls for creating community structures to help people with homogeneous needs and problems to unite together and plan action. Extension worker can play catalytic role by mobilising the group and teaching them methods of working together. Principles of Co-operation and Participation Participation of people is fundamental requirement for any development work. It is people for whom the work has to be done. Thus, they must be motivated to come forward and co-operate at all stages of development work. If people co-operate and get involved, extension work is effective. Principles of Leadership Leader is one who exerts influence over other member of the group. Local leaders command respect and the average farmers seek their advice. In traditional rural societies nothing moves without head man�s permission. Principle of Learning by doing One learns better by actually being involved in the task. This gives practical experience and grip on the new skills to be learnt. The learner gains confidence, which cannot be acquired by reading shelves of books. All practical skills are best learnt by performing. Thus, extension work must provide opportunities of actual involvement and help in reflecting over the experience. Principle of Adaptability of Extension Methods Extension workers have a range of options to choose from as far as extension methods and communication media are concerned. All the methods do not fit with all teaching situations. Often, references are made about an extension worker who was teaching African audience how to prevent Malaria through enlarged visual of mosquito. The audience did not think they had any reason to fear, as such large mosquitos are never seen in the locality. Principle of Whole Family Inclusion Extension work concerns the entire farming family consisting of farmers, farm women and farm youths. The entire family is involved in decision-making as well as use of the farm products. Hence, it would be incomplete to formulate extension programme from the point of view of farmers alone. Principle of Evaluation Evaluation means assessment of merits and demerits of programme, person or thing. Evaluation refers to assessment of their strengths and weaknesses . Evaluation is one of the essential parts of extension work. There must be provision to evaluate an extension programme periodically in order to bring about improvement in the programme and recast the programme in the light of evaluation results. Principle of Satisfaction The ultimate objective of all extension programmes is satisfaction of people with whom work is done. If the result of adoption of new technology is not satisfying, farmers will lose faith in it. Extension worker will also lose credibility. On the other hand if the reward is satisfying, farmers will follow and adopt new technology.

Synoptic Note-5 Philosophy of Extension

Philosophy of Extension PHILOSOPHY literally means love for wisdom. Philosophy refers to the investigation about life and its various components. It is, in fact, an integrated view on the right conduct or �What ought to be�. Thus, a man�s view of �What is right to do� indicates the kind of person he is. Such views serve as motivation for action. They reflect foundations of man�s activities and the laws that govern them. Why is it essential to know philosophy of extension? Since, philosophy is a system of values and beliefs, knowledge of philosophy may guide one�s work. It can become a tool for improving practice and consistent work-behaviour. WHAT IS PHILOSOPHY? Philosophy owes its origin to the origin to the Greek words �Phileo� meaning love and �Sophia� meaning wisdom. Thus, it literally means love for wisdom. In the early phases of its growth, philosophy embraced all branches of knowledge. Later with growth of sciences, range of subject matter dealt by it narrowed. However, philosophy concerns itself with the fundamental questions about human existence and its place in the world. The purpose of human life, its guiding values, forces of transformation, the way of knowing reality and deciding what is right, etc. are the concerns of philosophy. Thus, philosophy is : �Pursuit of excellence �A view of life �Body of general principles and laws Why Study Philosophy? Everyone needs sets of values, perception of self and the world to make sense of life�s purpose. Such perceptions can become motive for committed action. Thus, there is some link between philosophy and practice. There is, of course, need to consciously recognise the value systems to resolve contradictory situations. Philosophy then can become a working tool for improving practice. Therefore, philosophy is needed : �To decide right action �To know ethics �To have integrated vision �To know ultimate senses. Philosophy of extension According to philosophy of extension, what extension is not. i.Publicity per se ii.Supply and service iii.Imposition iv.Forceful persuasion v.Doing for�helping According to philosophy of extension, extension is : �Never ending �Persuasive �Democratic �Cooperative �Collaborative �Educational �For leadership development �For effective communication and participation of extension Philosophy stands for basic values �Human dignity �Self-respect �Self-releance �Freedom �Individual vs. Community The basic philosophy of extension �Help people to help themselves �Learning by doing �Continuous process �Two-way process �Work at working together