Admission no.

:- AEM-12/Jhar/52
Name : AMRESH KUMAR THAKUR

Address : Blo!-Silli" ATMA" Ranhi

#ro$ramme %i%le : #os% &rad'a%e (i)loma in
A$ri'l%'ral E*%ension Mana$emen%

Semes%er +/++ : Semes%er +

,o'rse ode : ,o'rse 1-1

,o'rse %i%le : #rini)les and #ra%ies o. E*%ension
Mana$emen%
Name o. /o'r S%'d/ en%re : SAMET+" Ranhi" Jhar!hand

Si$na%'re ................................................

(a%e ...............................................................
+NTR0(U,T+0N
Each extension agent probably has his own understanding of what extension is. This
understanding is generally based on past experience and the particular type of extension
service in which the agent is working. In other words, there is no single definition of
extension which is universally accepted or which is applicable to all situations. Furthermore,
extension is a dynamic concept in the sense that the interpretation of it is always changing.
Extension work is an out of school system of education in which adults and young people
learn by doing. It is a partnership between the government, the land-grant institutions, and the
people, which provides services and education designed to meet the needs of the people. The
term Extension education! was first introduced in "#$% by &ambridge 'niversity in England
to describe a particular system dedicated to the dissemination of knowledge to rural people
where they lived and worked. The term ()*gricultural extension)) was only adopted in "+",
when the 'nited -tates Federal -mith-.ever *ct of "+", formali/ed a nationwide
cooperative federal-state-county programme and gave operational responsibilities for this to
the land grant colleges and universities.
This assignment has been prepared from descriptive secondary information searched by
reviewing literature about *gricultural Extension published in webs, research 0ournals in the
form of research articles, research reports of various organi/ations and books of Extension
Education scholars on this topic. The scope of this assignment is for better understanding of
the topic.
,one)% o. A$ri'l%'ral E*%ension
*gricultural Extension can be defined as an on-going process of getting useful information to
farmers or rural people and assisting them to ac1uire the necessary knowledge, skills and
attitudes to utili/e effectively this information or technology to improve productivity and
rural development. *lso *gricultural Extension can also be defined as a service or system
which assists farmers and farming families, through educational procedures, in improving
farming methods and techni1ues to increase production efficiency and income so as to
better their levels of living, and lift the social and educational standards of rural life. In
conceptuali/ing agricultural extension as a social behavioural science, agricultural extension
can defined as an applied behavioral science which is applied to bring about desirable
changes in the behavioral complex of human beings usually through various strategies and
programmes of change, and by applying the latest scientific and technological innovations.
Extension has been defined as2
Extension is an informal educational process directed toward the rural population.
This process offers advice and information to help them solve their problems.
Extension also aims to increase the efficiency of the family farm, increase production
and generally increase the standard of living of the farm family.
The objective of extension is to change farmers' outlook toward their difficulties.
Extension is concerned not just with physical and economic achievements but also
with the development of the rural people themselves. Extension agents, therefore,
discuss matters with the rural people, help them to gain a clearer insight into their
problems and also to decide how to overcome these problems.
Extension is a process of working with rural people in order to improve their
livelihoods. This involves helping farmers to improve the productivity of their
agriculture and also developing their abilities to direct their own future development.
3enerally the goal of the extension process is to enable people to use adopted skills,
knowledge, and information to improve their 1uality of life. Extension is concerned with
three basic tasks2
". The dissemination of useful and practical information relating to agriculture and home
economics4
5. 6ractical application of such knowledge to help farmers7farm families and rural
people analyse their problems, and
%. *ssisting farmers7farm families and rural people in using the technical knowledge
gained to better solve their own problems. Thus, helping people to use the information
in order to help themselves.
*gricultural extension work is often described as helping people to help themselves!.
Extension work is considered as an aspect of adult education which differs from formal
or classroom education in that it prepares its clientele to tackle the problems of today and
helps them to live.
Extension education is therefore an educational process directed to bring about change in
people. It is a dynamic process which brings about changes in what people know changes in
how they react to situations and changes in what they can do with their hands.
012e%i3es o. A$ri'l%'ral E*%ension
Every extension programme or activity should have clearly defined ob0ectives. 8b0ectives
can be conceived as statements of purpose for which an extension service is established,
change in clientele)s behaviour being the ultimate end. 9efore starting any programme, its
ob0ectives must be clearly stated, so that one knows where to go and what is to be achieved.
The fundamental ob0ective of extension education is the development of the people. The main
ob0ective of agricultural extension is as follows2
". To communicate to individual members of the community advice and assistance with
respect to knowledge and methods of technical agriculture, with due consideration of
the economic and social circumstances of the individual and other people collectively.
5. The dissemination of useful and practical information relating to agriculture to enable
farmers farm more efficiently to increase incomes.
%. The practical application of useful knowledge to farm and home
,. Encourage farmers to grow their own food, eat well and live well.
:. ;elp rural, people appreciate opportunities, beauties, and privileges of rural life and
the world around them.
<. 6romote better social, cultural recreational, intellectual and spiritual life among
rural people.
$. To improve all aspects of the life of the rural people within the framework of the
national, economic and social policies involving the population as a whole.
,0M#0NENTS 04 A&R+,U5TURE E6TENS+0N
=ain four elements can be identified within the process of extension i.e. knowledge and
skills, technical advice and information, farmers> organi/ation, and motivation and self-
confidence.
Kno7led$e and s!ills
*lthough farmers already have a lot of knowledge about their environment and their farming
system, extension can bring them other knowledge and information which they do not have.
For example, knowledge about the cause of the damage to a particular crop, the general
principles of pest control, or the ways in which manure and compost are broken down to
provide plant nutrients are all areas of knowledge that the agent can usefully bring to farmers.
The application of such knowledge often means that the farmer has to ac1uire new skills of
various kinds2 for example, technical skills to operate unfamiliar e1uipment, organi/ational
skills to manage a group pro0ect, the skill to assess the economic aspects of technical advice
given, or farm management skills for keeping records and allocating the use of farm
resources and e1uipment.
The transfer of knowledge and skills to farmers and their families is an important extension
activity and the extension agent must prepare himself thoroughly. ;e must find out which
skills or areas of knowledge are lacking among the farmers in his area, and then arrange
suitable learning experiences through which the farmers can ac1uire them.
Tehnial ad3ie and in.orma%ion
Extension also provides advice and information to assist farmers in making decisions and
generally enable them to take action. This can be information about prices and markets, for
example, or about the availability of credit and inputs. The technical advice will probably
apply more directly to the production activities of the family farm and to the action needed to
improve or sustain this production. =uch of this technical advice will be based upon the
findings of agricultural research. In many instances, however, farmers are also sources of
valuable advice and information for other farmers, and agents should always try to establish a
farmer-to-farmer link.
4armers8 or$ani9a%ion
*s well as knowledge, information and technical advice, farmers also need some form of
organi/ation, both to represent their interests and to give them a means for taking collective
action. Extension, therefore, should be concerned with helping to set up, structure and
develop organi/ations of local farmers. This should be a 0oint venture and any such
organi/ation should only be set up in consultation with the farmers. In the future, these
organi/ations will make it easier for extension services to work with local farmers, and will
also serve as a channel for disseminating information and knowledge.
Mo%i3a%ion and sel.-on.idene
8ne of the main constraints to development that many farmers face is isolation, and a feeling
that there is little they can do to change their lives. -ome farmers will have spent all their
lives struggling in difficult circumstances to provide for their families with little support or
encouragement. It is important for extension to work closely with farmers, helping them to
take the initiative and generally encouraging them to become involved in extension activities.
E1ually important is to convince farmers that they can do things for themselves, that they can
make decisions and that they have the ability to break out of their poverty.
The Basi #hiloso)h/ o. A$ri'l%'ral E*%ension
6hilosophy refers to a set of beliefs that is ac1uired or developed, based on experience and
reflection on the world and serves as a guide to action. It reflects the organi/ation)s
basic beliefs, values, and aspirations. It is a body of principles governing human activities. *
philosophy of agricultural extension is, essentially, an understanding of ideas which an
individual agricultural extension worker holds about rural people and rural environment. *n
extension worker)s philosophy consists of the ideas he holds as important and which
influence his attitude towards rural people and serve as guidelines to extension work. If he
believes that rural people are intelligent and capable of making use of educational
opportunities, he is likely to provide such opportunities and assist the people in benefiting
from them. 8n the other hand, if he down-grades the capabilities of rural people, he is likely
to assume negative attitude for them and conse1uently will encounter negative reaction from
the people.
*gricultural extension is based on the philosophy that2
". ?ural people are intelligent, capable and desirous of ac1uiring new information and
making use of it for their family and community improvement. This assumes that
direct approach to the people is re1uired, and that friendly relationship and mutual
trust between the extension worker and the people is assured. It also means that the
extension worker must have a thorough knowledge of the peoples) problems.
5. It is based on the principle of helping people to help themselves. The extension
approach to economic development is, first, develop the people, and they will develop
their farmland, their livestock, their educational and recreational institutions, their
public services and anything else they wish.
%. That if farm people fully understand their relationship to the natural resources and
other factors they deal with, it is possible for them to attain personal satisfaction in
their way of life.
,. Each individual is uni1ue and important. 6eople differ as to values and goals they
hold. Extension education fosters action to reali/e values and attain goals which will
aid them in establishing new ones.
:. That the aims and ob0ectives of extension are not static. These must be modified on
the basis of individual and social needs. It is the duty of extension to determine
people)s need and to help them to ac1uire knowledge that spurs or inspires them to
action.
<. 9asic philosophy of extension to teach people how to think and not what to think.
Through the ac1uisition of ability to think and to take positive action on the basis of
mature deliberation, the individual can accept new ideas and practices which will help
to improve their standard of living.
The Basi #rini)les o. A$ri'l%'ral E*%ension
&ertain basic principles underlie the conduct of agricultural extension work. These principles
differ with respect to the kind of community in which extension education is carried on.
Extension work is directed to changing people)s way of doing things in specific pre-
determined way believed to be desirable for individuals and the entire society.
The basic principles of agricultural extensions are as follows2
1. E*%ension sho'ld s%ar% 7here %he )eo)le are. Extension should work at the level
where the people are, that is, at their level of knowledge, understanding, interest and
degree of readiness. In order to motivate the people to adopt the new techni1ues, it is
important that extension worker should start in the existing environment and
conditions.
2. Based on %he need and in%eres% o. %he )eo)le. Extension should be based on the
needs and interests of the people which are closely related to improving their
livelihood through increasing farm production and their physical environment. It is
imperative therefore to conceptuali/e the basic needs of the people in the rural set up
since the needs and interests of people vary from one set of people to the other due to
difference in culture.
:. Hel) %he .armers %o hel) %hemsel3es. Extension should assist farmers to determine
their own problems, help them to find desirable solutions and to encourage them to
take action. *n extension worker cannot go far with people unless they want to help
themselves, therefore programmes must start with the felt needs of the people
and proceed to others that are also needed by them.
;. The )rini)le o. o-o)era%i3e 7or! m's% 1e )'rs'ed %o lo$ial onl'sion. This is
so because the best programmes are those determined by the local people and
extension staff working together. 6lanning of programmes with the people is an
important part of extension teaching. 6eople understand a programme better and are
more likely to support it if they participate in its creation. 6lanning is also a learning
process. 9y participating in programme planning, people learn to work together.
@ecisions that are collectively made are stronger and are more acceptable than the
decisions that are passed and imposed on them from the outside.
5. E*%ension 7or!ers sho'ld 7or! 7i%h all mem1ers o. %he .amil/. The family
should be regarded as a working unit in the home and in the field. ?eligion, race or
political interests should be put aside in working with rural people4 extension worker
should treat them as rational adults who are capable of making their own decisions.
<. The )rini)le o. %he 'se o. 3arie%/ o. %eahin$ me%hods. The implication of this
principle is that, the more the variety of ways a topic is presented and practised, the
1uicker the people tend to grasp the sub0ect matter.
=. >ol'n%ar/ )ar%ii)a%ion. 6articipation in extension programme is voluntary and
therefore programmes must meet the varying needs of individuals. 6articipation in
extension programmes differ significantly in age, sex, education, attitudes, interests,
needs and economic and social values. 6rogrammes must therefore be attractive and
tailored to meet the needs and interests of the varying groups.
?. #rini)le o. leadershi). Extension workers should take advantage of any existing
local groups to involve the people in extension programmes. The people in rural areas
tend to listen more to the local leaders than even the extension workers since they are
power brokers and the inability of the extension agent to work with them makes it
impossible for him to succeed in his programmes. The existence of these local leaders
makes it possible for extension agents to spread his service over a wide area.
@. -ub0ect matter covered in extension must have definite purpose and must be specific
so that programme would be able to achieve the purpose for which it was established.
The sub0ect matter here refers to the content of the extension programme, which must
be relevant to the lives of the rural people and must therefore be useful to them. The
sub0ect matter covered must therefore be attainable within the time available, and
within physical and economic resources of clientele, and within the social condition
and learning ability of the participants.
1-. The )rini)le o. ons%an% e3al'a%ion m's% 1e .ollo7ed. It should appraise
periodically its work in the light of existing and changing conditions so that it can be
seen whether the ob0ective are being achieved.
11. .earning is a gradual process and therefore results must not be expected too soon.
?esearch evidence has shown that learners must be exposed to new ideas over a
period of time and in variety of ways before they begin to respond to them. The rural
people must not be rushed as they do not learn at the same rate. This principle must be
put in mind when basic things are expected from the rural people. The adoption rate is
therefore to be considered as a gradual process.
12. Extension should be based on facts and knowledge. This principle can be achieved
through the process of working closely with the researchers and the farmer. Therefore,
extension in this regard will be seen as an intermediary or a link between researcher
and the farmer.
THE #R0,ESS 04 E6TENS+0N
The extension education is the continuous and participatory process. The extension
education involves five ma0or steps i.e. situation, ob0ectives, teaching. evaluation and
reconsideration.
4irs% S%e). The first step consists of collection of facts and analysis of the situation. Facts
about the people and their enterprises2 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.
Seond S%e). The next step is deciding on realistic ob0ectives which may be
accomplished by the community. * limited number of ob0ectives should be selected by
involving the local people. The ob0ectives should be specific and clearly stated, and on
completion, should bring satisfaction to the community. 8b0ectives should state the
behavioral changes in people as well as desired economic and social outcomes.
Third S%e). The third step is teaching, which involves choosing what should be taught
Athe contentB and how the people should be taught Athe methods and aids to be usedB. It
re1uires selecting research findings of economic and practical importance relevant to the
community, and selection and combination of appropriate teaching methods and aids.
I@EC@IFI&*TI8C 8F -IT'*TI8C
TE*&;IC3
-ETTIC3 89DE&TIEE-
EE*.'*TI8C
?E&8C-I@E?*TI8C
4o'r%h S%e). The fourth step is evaluating the teaching, i.e. determining the extent to
which the ob0ectives have been reached. To evaluate the results of an educational
programme ob0ectively, it is desirable to conduct a re-survey. The evidence of changed
behaviour should be collected, which shall not only provide a measure of success, but
shall also indicate the deficiencies, if any.
4i.%h S%e). 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.
,0N,5US+0N
*gricultural extension, unlike physical sciences works with people and therefore need to
understand the socio-cultural or behavioral pattern of its clients in order to help them help
themselves and convince them when we went them to change their behavour. To help people
overcome some of their problems, the extension agent must first understand why they
are behaving the way they do. 3enerally the goal of the extension process is to enable people
to use these skills, knowledge, and information to improve their 1uality of life. Extension is
concerned with three basic tasks2 ". The dissemination of useful and practical information
relating to agriculture and home economics4 5. 6ractical application of such knowledge to
help farmers7farm families and rural people analyse their problems. These are carried out in
an informal atmosphere, with adults as main clientele and. %. *ssisting farmers7farm families
and rural people in using the technical knowledge gained to better solve their own problems.
Thus, helping people to use the information in order to help themselves. Extension work is
considered as an aspect of adult education which differs from formal or classroom education
in that it prepares its clientele to tackle the problems of today and helps them to live here and
now. Formal education on the other hand, prepares its students for life after school years. The
essence of extension work is that as an educational process it involves the following2
AaB Forking with rural people along the lines of their immediate and felt needs and interests
which fre1uently involves making a living, enhancing their level of living and improving
their physical surrounding4 AbB &onducting worthwhile and acceptable activities in the spirit
of cooperation and mutual respect between the extension worker and the rural people4
AcB 'tili/ing support activities to bring extension work and extension staff up-to-date through
use of sub0ect-matter specialists, resource persons, in- service training, conferences4
AdB 'tili/ing certain teaching and communication techni1ues in attaining the educational
ob0ectives of extension.
Extension education is therefore an educational process directed to bring about change in
people. It is a dynamic process which brings about changes in what people know changes in
how they react to situations and changes in what they can do with their hands.T he extension
worker must therefore do all in his power to build up mutual trust between himself and the
farmer by2 AiB @emonstrating competence in needed practices or skills4 AiiB &onducting
successful result demonstrations4 AiiiB -howing genuine interest in the farmer and his family4
AivB @oing what he promises and only promising what he can do, and AvB ;aving a social
philosophy of extension which establishes a healthy relationship between the extension
worker and the people.
RE4EREN,ES
*xinn 3;. "+##. Guide on alternative extension approaches. F*8 AFood and *griculture
8rgani/ation of the 'nited CationsB, ?ome, Italy.
-hiva E. "++". ost farmers in !ndia are women. F*8 AFood and *griculture 8rgani/ation
of the 'nited CationsB, Cew @elhi, India.
6onniah *., ?an0itha 6., -indu F. and @irk ;. &oncepts and practices in agricultural
extension in developing countries2 * source book
&. D. 3lendenning, -. 9abu and G. *. 8kyere "eview of #gricultural Extension in !ndia #re
$armers% !nformation &eeds 'eing et( IF6?I @iscussion 6aper H"H,#, @ecember
5H"H.
*senso-8kyere, G., and G. @avis. 5HH+. )nowledge and innovation for agricultural
development. IF6?I 6olicy 9rief "". Fashington, @.&.2 International Food 6olicy
?esearch Institute.
www.fao.org
en.wikipedia.org7wiki7Agricultural*extension
http277agricoop.nic.in7*nnual?eportH<-H$7*3?I&'.T'?*.I5HEJTEC-I8C.pdf
*ssignment *E= "H"