Extension education- meaning, definition, scope and objectives & principles of Extension education
Definitions of Extension education :
Extension education is an applied social science consisting of relevant content derived from physical, biological and social sciences and in its own process synthesized into a body of knowledge, concepts, principles and procedures oriented to provide non-credit out of school education largely for adults. - Leagans (1971).Extension Education is a science, which deals with the creation, transmission & application of knowledge designed to bring about planned changes in the behavior-complex of people, with a view to help them live better by learning the ways of improving their vocations, enterprises & institutions (Reddy, 1993).
Extension Education is a science that brings about desirable changes in the behavior of the concerned persons through educational methods, so as to improve their general standard of living with their own efforts. In fact, it deals with the designs & strategies of transfer of technology to the concerned persons. In other words, what is taught to the farmers is not Extension Education, though its knowledge is applied for the effective & efficient communication of various programmes of change (Singh, 1994).
Extension is education and that its purpose is to change attitude and practices of the people with whom the work is to change. (Ensminger,1957)
Extension Education is the process of teaching rural people how to live better by learning ways to improve their farm, home and community institutions (Leagans, 1961).
Extensionas an out of school education and services for the members of the farm family and others directly or indirectly engaged in farm production to enable them to adopt improved practices in production, management, conservation and marketing. Several authors defined extension in various ways emphasizing the importance of one or the other aspect of extension (National Commission on Agriculture, 1976).
Scope of Extension Education:
Extension appears to have unlimited scope in situations where there is need for creating awareness amongst the people and changing their behavior by informing and educating them. Kelsey and Hearne (1967) identified nine areas of programme emphasis, which indicate the scope of agricultural extension.1. Efficiency in agricultural production.
2. Efficiency in marketing, distribution and utilization.
3. Conservation, development and use of natural resources.
4. Management on the farm and in the home.
5. Family living.
6. Youth development.
7. Leadership development.
8. Community development and rural area development.
9. Public affairs.
The following statements will further amplify the scope of extension.
1. Extension is fundamentally a system of out-of-school education for adults and youths alike. It is a system where people are motivated through a proper approach to help themselves by applying science in their daily lives, in farming, home making and community living.
2. Extension is education for all village people.
3. Extension is bringing about desirable changes in the knowledge, attitudes and skills of people.
4. Extension is helping people to help themselves.
5. Extension is working with men and women, boys and girls, to answer their felt needs and wants. 6. Extension is teaching through 'learning by doing' and 'seeing is believing'.
5. Extension is working with men and women, boys and girls, to answer their felt needs and wants. 6. Extension is teaching through 'learning by doing' and 'seeing is believing'.
7. Extension is working in harmony with the culture of the people.
8. Extension is a two-way channel; it brings scientific information to village people and it also takes the Problems of the village people to the scientific institutes for solution.
9. Extension is working together (in groups) to expand the welfare and happiness of the people with their own families, their own villages, their own country and the world.
10. Extension is development of individuals in their day-to-day living, development of their leaders, their society and their world as a whole.
1. Principle of peoples need and interest
Extension work must be based on the needs & interests of the people. Always programme must be develop according needs & interests these need differ from individual to individual, from village to village, from block to block, from state to state; therefore, there cannot be one programme for all people.
8. Extension is a two-way channel; it brings scientific information to village people and it also takes the Problems of the village people to the scientific institutes for solution.
9. Extension is working together (in groups) to expand the welfare and happiness of the people with their own families, their own villages, their own country and the world.
10. Extension is development of individuals in their day-to-day living, development of their leaders, their society and their world as a whole.
Principal of Extension Education
1. Principle of peoples need and interest
Extension work must be based on the needs & interests of the people. Always programme must be develop according needs & interests these need differ from individual to individual, from village to village, from block to block, from state to state; therefore, there cannot be one programme for all people.
2. Principle of grass root level organisation
A group of rural people in local community should sponsor extension work. They work with local community so that the programme should fit in with the local conditions. The aim of organising the local group is to demonstrate the value of the new practices or programmes so that more & more people would participate.
3. Principle of cultural difference
Extension work is based on the cultural background of the people with whom the work is done. Differences in the culture are always being there between extension worker and rural people, success is when extension professionals has to know the level of the knowledge, & the skills of the people, methods & tools used by them, their customs, traditions, beliefs, values, etc. before starting the extension programme.
4. Principle of cooperation and peoples participation
Extension is a co-operative venture. It is a joint democratic enterprise in which rural people co operate with their village, block & state officials to pursue a common cause. Ultimately without the cooperation of people the work cannot be successful and desired result cannot be achieved. The first task of extension education is the cooperation of people and their participation in work. Extension helps people to help themselves. Good extension work is directed towards assisting rural families to work out their own problems rather than giving them ready-made solutions. Actual participation & experience of people in these programmes creates self-confidence in them and also they learn more by doing. People should realise that the task of extension education is their own task. Participation in extension work generates confidence among people for the work. It is not essential that all the members of the society should participate but Extension professionals should try for maximum participation of people.
5. Principle of cultural change
Extension education starts with what the learner knows, has and thinks. With this in mind and with an attitude of respect towards clients, the extension professionals must seek to discover and understand the limitations, taboo and the cultural values related to each phase of programme so that an acceptable approach could be selected in the locality.
6. Principle of learning by doing
According to this principle, farmers are encouraged to learn by doing the work themselves and by participating in it. When a person does a work, he gains practical knowledge and experiences the difficulties. Extension professionals are able to understand the problems and provide proper guidance to the farmers and thus, they are able to receive proper information/feedback.
7. Principle of trained specialists
It is very difficult that extension personnel should be knowledgeable about all problems. Therefore, it is necessary that specialists should impart training to the farmers from time to time.
8. Principle of adaptability in use of extension teaching methods
People differ from each other, one group differs from another group and conditions also differ from place to place. An extension programme should be flexible, so that necessary changes can be made whenever needed, to meet the varying conditions. Extension professionals should have knowledge of extension methods so that they can select proper method according to the condition. Teaching methods should be flexible so that they can be properly applied on people according to their age groups, educational background, economic standard and gender. In extension education, two or more methods should be applied according to the principle of adaptability.
9. Principle of leadership
Extension work is based on the full utilisation of local leadership. The selection & training of local leaders to enable them to help in carrying out extension work is essential to the success of the programme. People have more faith in local leaders & they should be used to put across a new idea so that it is accepted with the least resistance.
10. Principle of whole family
Extension work will have a better chance of success if the extension professionals have a whole-family approach instead of piecemeal approach or separate & uninterested approach. Extension work is, therefore, for the whole family, i.e. for male, female and children.
11. Principle of evaluation
Extension is based upon the methods of science, and it needs constant evaluation. The effectiveness of the work is measured in terms of the changes brought about in the knowledge, skill, attitude, and adoption behaviour of the people, not merely in terms of achievement of physical targets.
12. Principle of satisfaction
The end-product of the effort of extension teaching is the satisfaction that comes to the farmer and his family members as the result of solving a problem, meeting a need, acquiring a new skill or some other changes in behaviour. Satisfaction is the key to success in extension work. A satisfied stakeholder is the best advertisement.
13. Principal of Indigenous Knowledge
People everywhere have indigenous knowledge system which they have develop through generation of work experience and problem solving in their own specific situation. The indigenous knowledge systems encompass all aspect of life and people considered it essential for their survival.
Objective of Extension
Objectives are end towards which our efforts are to be directed. More specific objectives of extension education are1. 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 practical important in a way people would be work and understand.
4. To assist people in mobilizing and utilizing the resource which they have and which they need from outside.
5. To collect and transmit feedback information for solving management problems. Extension
3. To disseminate research information of economic practical important in a way people would be work and understand.
4. To assist people in mobilizing and utilizing the resource which they have and which they need from outside.
5. To collect and transmit feedback information for solving management problems. Extension
Extension Education Process
An effective extension educational programme involves five essential and interrelated steps. This concept of the extension educational process is intended only to clarify the steps necessary in carrying out a planned educational effort. It does not imply that these steps are definitely separate from each other. Experience shows that planning, teaching and evaluation take place continuously, in varying degrees, throughout all phases of extension activitiesFirst step: The first step consists of collection of facts and analysis of the situation. Facts about the people and their enterprises; the economic, social, cultural, physical and technological environment in which they live and work. These may be obtained by appropriate survey and establishing rapport with the people.
The responses obtained are to be analyzed with the local people to identify the problems and resources available in the community. For example, after a survey in a community and analysis of the data, the problem was identified as low income of the farm family from their crop production enterprise.
Teaching
Objectives and
Objectives and
Evaluation
Solutions
Situation and
Solutions
Situation and
Reconsideration Problem
Second step: The next step is deciding on realistic objectives which may be accomplished by the community. A limited number of objectives should be selected by involving the local people. The objectives should be specific and clearly stated, and on completion should bring satisfaction to the community. Objectives should state the behavioral changes in people as well as economic and social outcomes desired.
In the example, the problem was identified as low income from the crop production enterprise. A deeper probe into the date revealed that low income was due to low yield of crops, which was attributed to the use of local seeds with low yield potential, application of little fertilizer and lack of protection measures. By taking into consideration the capacity and competency of the people in the community and the availability of resources, the objective was 1 3 4 5 2 set up to increase the crop yield by 20 per cent within a certain period of time. It was estimated that the increased yield shall bring increased income, which shall enhance the family welfare.
Third step: The third step is teaching, which involves choosing what should be taught (the content) and how the people should be taught the methods and aids to be used. It requires selecting research findings of economic and practical importance relevant to the community, and selection and combination of appropriate teaching methods and aids.
Based on the problems identified in the particular example, technologies like use of HYV seeds, application of fertilizer and plant protection chemicals were selected as teaching content. Result demonstration, method demonstration, farmers' training and farm publications were chosen as teaching methods, and tape recorder and slides were selected as teaching aids.
Fourth step: The fourth step is evaluating the teaching i.e, determining the extent to which the objectives have been reached. To evaluate the results of an educational programme objectively, it is desirable to conduct a re-survey. The evidence of changed behavior should be collected, which shall not only provide a measure of success, but shall also indicate the deficiencies, if any.
In the example, the re-survey after the fixed period of time, indicated that the crop yield had increased by 10 percent. It, therefore, indicated that there was a gap of 10 per cent in crop yield in comparison to the target (objective) of 20 per cent fixed earlier. The re-survey also indicated that there had been two important deficiencies in carrying out the extension educational program, such as, there was lack of proper water management and the farmers could not apply the fertilizer and plant protection chemicals as per recommendation due to lack of funds.
Fifth step: The fifth step is re-consideration of the entire extension educational programme on the light of the results of evaluation. The problems identified in the process of evaluation may become the starting point for the next phase of the extension educational programme, unless new problems have developed or new situations have arisen.
After re-consideration of the results of evaluation with the people, the following teaching objectives were again set up.For example, they were, training the farmers on proper water management practices and putting up demonstrations on water management. The people were also advised to contact the banks for obtaining production credit in time to purchase critical inputs. Thus, the continuous process of extension education shall go on, resulting in progress of the people from a less desirable to a more desirable situation.
Second step: The next step is deciding on realistic objectives which may be accomplished by the community. A limited number of objectives should be selected by involving the local people. The objectives should be specific and clearly stated, and on completion should bring satisfaction to the community. Objectives should state the behavioral changes in people as well as economic and social outcomes desired.
In the example, the problem was identified as low income from the crop production enterprise. A deeper probe into the date revealed that low income was due to low yield of crops, which was attributed to the use of local seeds with low yield potential, application of little fertilizer and lack of protection measures. By taking into consideration the capacity and competency of the people in the community and the availability of resources, the objective was 1 3 4 5 2 set up to increase the crop yield by 20 per cent within a certain period of time. It was estimated that the increased yield shall bring increased income, which shall enhance the family welfare.
Third step: The third step is teaching, which involves choosing what should be taught (the content) and how the people should be taught the methods and aids to be used. It requires selecting research findings of economic and practical importance relevant to the community, and selection and combination of appropriate teaching methods and aids.
Based on the problems identified in the particular example, technologies like use of HYV seeds, application of fertilizer and plant protection chemicals were selected as teaching content. Result demonstration, method demonstration, farmers' training and farm publications were chosen as teaching methods, and tape recorder and slides were selected as teaching aids.
Fourth step: The fourth step is evaluating the teaching i.e, determining the extent to which the objectives have been reached. To evaluate the results of an educational programme objectively, it is desirable to conduct a re-survey. The evidence of changed behavior should be collected, which shall not only provide a measure of success, but shall also indicate the deficiencies, if any.
In the example, the re-survey after the fixed period of time, indicated that the crop yield had increased by 10 percent. It, therefore, indicated that there was a gap of 10 per cent in crop yield in comparison to the target (objective) of 20 per cent fixed earlier. The re-survey also indicated that there had been two important deficiencies in carrying out the extension educational program, such as, there was lack of proper water management and the farmers could not apply the fertilizer and plant protection chemicals as per recommendation due to lack of funds.
Fifth step: The fifth step is re-consideration of the entire extension educational programme on the light of the results of evaluation. The problems identified in the process of evaluation may become the starting point for the next phase of the extension educational programme, unless new problems have developed or new situations have arisen.
After re-consideration of the results of evaluation with the people, the following teaching objectives were again set up.For example, they were, training the farmers on proper water management practices and putting up demonstrations on water management. The people were also advised to contact the banks for obtaining production credit in time to purchase critical inputs. Thus, the continuous process of extension education shall go on, resulting in progress of the people from a less desirable to a more desirable situation.