Transfer of technology: concept and models, capacity building of extension personnel

Transfer of technology:

    There is increasing use of the term transfer of technology (TOT) by extension
practitioners now a day. Can technologies be transferred mechanically in linear fashion? Do the terms ‘extension’ and ‘TOT’ mean one and the same thing? TOT includes more than mere dissemination of information. There are many conceptual model of TOT emphasizing on different elements of process. Extension can play crucial role in preventing imbalances caused due to input intensive of new agricultural technology among resource poor farmers. In fact, extension can create awareness and equip both farmers and scientists to work together to generate technologies appropriate to the local situation. It requires new methods and perspectives to work in close touch with people. It is in this context that new concepts like Farming System Research and Extension, Participatory Technology Development, Participatory Rural Appraisal, Rapid Rural Appraisal, Indigenous technological Knowledge, etc. are becoming more meaningful.

     Technology refers to ways to making or doing thing. The term 'technology' derived
from the Greek word'tekhne' meaning 'art' or 'craft' and logia, meaning an 'area of study.

      In past, technology often ran ahead of science. Things were often done without precise
knowledge of how or why they are done except that they were effective. Technology is as the means by which material / things are being produced. It is the application of science and technical advance to the production of materials to serve human needs. The technology is a replaces of human energy by mechanical energy, using natural sources of energy.
   

      The degree of acceptance of a technology depends on five criteria: (i) relative
advantage, (ii) compatibility, (iii) minimum complexity, (iv)trialability and (v) observability.
       

      The concept of technology can be defined simply to mean the application of science in
the development, production, utilization or application of materials or things or methods of undertaking a certain activity or work (Hashim, 1978).

      Technology is scientific knowledge which is being utilized to solve various practical
problems experienced by mankind.

      Samanta (1985) defined agricultural technology as a body of systematically organized
knowledge and materials applicable to local production problems to help to boost thepresent level of productivity and or extend the existing range of production.

What is Transfer of Technology?
      Transfer of technology can be defined as the movement of relevant agriculture
information from a research (source of technology) or an innovation system through extension system (which acts as an interpreter, disseminator and facilitator) to the client (consumers of technology) system, i.e., the target group of farmers who are expected adopt and integrate the new technology into the existing farming systems and practiced (Samanta, 1985).

Extension vs ToT
      One of the goals of extension is to transfer technology and in the process the extension
agent is involved in education of farmers as well as arranging for the technical inputs and
services, and hence, many people consider extension and transfer of technology as one and the same. However, Swanson and Claar (1984) argued that though extension is an essential and major part of technology transfer the terms are not synonymous. Transfer of technology includes additional 'function of technical input services. On the other hand extension is concerned mainly with education of farmers on management of resources and decision-making skills, which may contribute to technology transfer. Hence, it is necessary to understand that the focus of extension is on education of the farmers rather than supply of technical inputs and services. Because of the misconception about the role of extension, many institutions lay emphasis on supply of inputs and technical -services, which are included as extension activities.
However, extension agencies 'frequently engage in activities that are not directly connected to extension education such as provision of inputs, supervising credit repayment, enforcing 'government regulations, providing statistical information, organizing cooperatives etc, (Arnon, 1989). Whether supplying of technical inputs and services is a part of 'extension' or not is still a debatable issue.

Models of TOT

1) Top-down-Model (Conventional Model) Salient features of Top-down Model
• Farmers were seen as passive recipient of technologies.
• There was little or no contact between farmers and scientists.
• Role of extension was to persuade farmers to adopt new technologies.
Such approach was evident in green revolution. In this model/approach client's
problems and views were not given due consideration for solving their problems. The T & V system is one of the examples of top down ToT model.

2) Feedback Model
This model has become popular with the growth of FSR and incorporation of on farm
experimentation into agricultural research methodology.
Salient features:
• Researcher values identification of target group, his problems and reaction.
• Close interaction between research and extension system.
• Researches are carried out both on research farm as well as farmers fields.
• Team of researchers included extension personnel as well as social scientists to have a
holistic understanding of farmers' problems.

3) Farmers Participatory Models:
There is recent need trend to strengthen farmers‟ capacities for research and extension
for enhancing sustainable development in rural areas. The new model is based on several
observations about the research and extension initiatives in many areas of the world. By virtue of keen interest, strong affiliation with vocation and experience, farmers have inherent interest in experimentation with new way of farming. Their indigenous wisdom and understanding of agro ecological conditions are great resources for evolving appropriate technologies. Thus new model had taken a stand that researches must begin and end with farmers.
      The characteristics of such approach are as given below:
1. Farmers are seen as active partner in research and extension.
2. Indigenous wisdom possessed by farmers are valued and considered.
3. Research is seen a joint endeavour involving farmers and researchers to solve problems
being faced by farmers.
4. Establishment of physical infrastructure and educational facilities for strengthening local experimentation is an essential aspect of participatory model.
5. It emphasis on the need for scientists to become more sensitive to understand, communicate and collaborate with farmers.

ATMA is an example of this type of ToT model.

4) Farmer-back-to-Farmer Model

An alternative to the above two models is the ‘Farmer-back-to- Farmer' model (Rhodes and Booth, 1982). The underlying assumption of the model is that research must begin and end with the farmer. It turns the top-down model completely on its head by starting with the farmers. This means that farmer must be incorporated as fully active members of the problem solving team.