MEANING OF EXTENSION EDUCATION

• The word ‘Extension’ is derived from the Latin roots, ‘tensio’ meaning
stretching and 'ex' meaning out. Extension education means that type of
education which is stretched out into the villages and fields beyond the
limits of the schools and colleges to which the formal type of education is
normally confined.

• That the word extension came to be used in this sense originally in USA is
evident from the meaning given to it in “Webster’s Dictionary” as a “branch
of a University for students who cannot attend the University proper.

• In other words, the word ‘Extension’ used in this context signifies an out –
of –school system of education. And the word extension is commonly to
understand and “to extend” the new ideas, practices.
 DEFINITIONS
• Extension education is an applied science consisting of content derived from research,
accumulated field experiences and relevant principles drawn from the behavioural science
synthesised with useful technology into a body of philosophy, principles, content and methods
focussed on the problems of out of school education for adults and youths (J.P. Leagans
(1961)

• Extension work is an out of school system of education in which adult and young people learn
by doing. It is partnership between the government and the people, which provides service
and education designed to meet the people. Its fundamental objective is the development of the
people (Kelsey and Harne (1963)

• Extension is a programme and a process of helping village people to help themselves, increase
their production and to raise their general standard of living (D. Ensminger (1961))
• We can define extension as the increased dissemination of useful knowledge for improving
rural life (H.W. Butt (1961)

• Extension is a two – way channel; it brings scientific information to the village people and
also takes the problems of the village people to the scientific institutions for solution, it is a
continuous educational process, in which both learner and teacher contribute and receive (B.
Rambhai (1958)
• Extension education is defined as an educational process to provide knowledge to the rural
people about the improved practices in a convincing manner and help them to take decision
within their specific local conditions (O.P. Dahama (1973)

• Agricultural extension is a professional methods of non –formal education aimed at inducing

behavioural changes in the farmers for increasing their income through increased production
and productivity by establishing firm linkages with research for solving farmer’s problems
ensuring adequate and timely supply of inputs and usage proven methods of communication
for speeding of the process of diffusion and adoption of innovations (V.C. Sanoria (1986)
 SCOPE OF EXTENSION EDUCATION
• Extension education is a science which deals with the creation, transmission and 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 and

institutions.

• There is some logic in each of the above concept which may be defined as follows; The different

concepts may be defined as:

• Extension service: An organization and or a programme for agricultural development and rural

welfare which employs the extension process as a means of programme implementation.

• Extension process: The extension process is that of working with rural people through out of school

education, along those lines of their current interests and needs which are closely related to gaining a

livelihood, improving the physical level of living of rural families, and fostering rural community

welfare.
• Extension Job: The job of extension in agriculture and home economics is to assist

people engaged in farming and home making to utilise more fully their own resources

and those available to them, in solving current problems and in meeting changing

economic and social conditions.

• In other words, through the educational and services approach rural people are

stimulated to make changes that result in more efficient production and marketing of

farm products, conservation of natural resources, more comfortable homes, improved

health, and more satisfying family and community life.

• The modern concept of Extension education is the means for achieving community

development, includes several facets and subject- matter fields, of which agriculture is

more important than the others. Hence “Agricultural extension” may be defined as

special branch of Extension Education which deals with the economic and social aspects

of people engaged in or associated with agriculture.

 SCOPE/IMPORTANCE OF AGRICULTURAL
EXTENSION

The following nine areas indicate the scope of agricultural Extension work

1. Increasing the efficiency in agricultural production

2. Increasing the efficiency in marketing, distribution and utilization of

agricultural inputs and outputs.

3. Conservation, development and use of natural resources.

4. Proper management on the farm and at home.

5. Better family living.

6. Youth development

7. Leadership development

8. Community development.
 PRINCIPLES OF EXTENSION EDUCATION

• 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.

• 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.
• 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.
• PRINCIPLE OF COOPERATION AND PEOPLES PARTICIPATION Extension is

a co-operative venture. It is a joint democratic enterprise in which rural people

cooperate 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

towork 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

• 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.
• 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.
• 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
• 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

• 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
• 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.
• 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. Principle 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.

 To assist people to discover and analyze their problems and identify their

felt needs.

 To develop leadership among people and help them in organizing groups

to solve their problems.

 To disseminate research information of economic practical important in a

way people would be work and understand.

 To assist people in mobilizing and utilizing the resource which they have

and which they need from outside.

 To collect and transmit feedback information for solving management

 EXTENSION EDUCATIONAL PROCESS
• First 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 goat enterprise.
• 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

behavioural changes in people as well as economic and social outcomes desired.

– In the example, the problem was identified as low income from goat production enterprise. A

deeper probe into the data revealed that low income was due to low weight gain of goat,

which was attributed to the non use of the concentrate feed and lack of disease prevention

measures. By taking into consideration the capacity and competency of the people in the

community and the availability of resources,the objective was set up to increase the body

weight of the goat at marketable age by 20 percent within a certain period of time. It was

estimated that the increased body weight 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,
practices like use of concentrate feed, deworming and vaccination
were selected as teaching content. Result demonstration, method
demonstration, farmers’ training and farm publications were
chosen as teaching methods, and audio CDs 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
behaviour 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 body weight of goat had increased by 10 percent. It, therefore,
indicated that there was a gap of 10 percent in crop yield in comparison to
the target (objective) of 20 percent fixed earlier. The re-survey also
indicated that there had been two important deficiencies in carrying out
the extension educational programme, such as, there was lack of proper
disease protection measures 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, these were training the

farmers on proper goat management practices. The people were also advised to

contact the banks for obtaining production credit in time to purchase the critical

inputs.

– Thus, the continuous process of extension education shall go on, resulting in

progress of the people from a less desirable situation.

 TRANSFER OF TECHNOLOGY

• Brooks (1966) defined “technology transfer” as the process by

which science and technology are diffused through human activity.

• According to Shand (1976), ToT means translating the research

findings or technologies into actual practice in the farms by

recipients or farmers themselves. It implies the trial, evaluation and

consequent adoption of technologies generated.

• The components of technology transfer are enlisted as under: i)

Science or scientific know-how, ii) Dissemination, iii) Application

or utilization, iv) Adoption and v) Improved production.

 MODELS OF TRANSFER OF TECHNOLOGY

• Top-down-model (Conventional model)

• Farmers act as passive recipients of technologies

• No contact between farmers and scientists

• Extension plays the role to persuade the farmers to adopt

new technologies

• In this model, the client’s views and problems are not

given due importance which is an inherent problem of

this model.
• Farmer- back to- farmer model (Farmer

participatory model)

• Here the underlying assumption is that

research must begin and end with the farmer.

• The farmers must be incorporated as fully

active members of the problem solving team.

• Feedback model

• Research values identification of target group and its

problems.
• Close interaction between research and extension
systems.
• Research is carried out both at research farms and
farmers’ fields
• Researchers include extension personnnel and social
scientists to have a holistic understanding of farmers’
problems.