Agricultural Extension and Communication

• AEX 11
• Principle of Agricultural Extension and Communication
• Agricultural Extension and Communication

Learning Content (Lecture)

• Overview of Agricultural Extension
• Philosophy of Extension Education
• Principle and Purpose of Extension
• Agricultural Extension Education
• Extension Approaches
• Component of the Agricultural Extension
• Delivery
• The Research System
• The Clientele
• The Change System
• Diffusion and Adoption Process
• Communication in Extension
• Extension Teaching Methods (EMT)

Overview of Agricultural Extension

• Research output dissemination through extension
• Extension in the State Colleges and Universities
• History of agricultural extension
• Extension in the Philippine Setting

Dissemination of Research Output through Extension

• Research generates technology.
• Extension utilizes this technology.

Research Defined

• A careful study of a subject, especially in order to discover new facts or information about it
• Agricultural research is a systematic inquiry to generate new information to solve problems in agriculture

Extension Defined

• Extension transfers technology and innovation to an identified clientele
• Extension has the ultimate objective of improving the way of life for people
• Extension assists farm people in improving farming methods and techniques
• Extension increases production efficiency and income
• Extension betters their level of living and lifts the social and educational status of rural life

Basic Unit of Extension

• Skills training and capability building
• Communication and information services
• Technology transfer and utilization, GAD activities, and community outreach
• Planned Intervention or a set of interventions from an extension program
• Pertains to the set of activities that compost a project

Extension Modalities

• Training programs
• Technical assistance and advisory services
• Communication and information services
• Community outreach activities
• Tech transfer and utilization
• Adopt-a-barangay
• Radio program
• School-on-air
• Techno-gabay
• Village savings and loan association

Management Cycle

• Planning: Community Need Assessment and Program/Project Planning
• Implementation: Program/Project implementation and Process evaluation and Monitoring
• Evaluation: Post training Monitoring and Evaluation and Feedback training Planning

Four-Level Model of Training Evaluation according to Kirkpatrick (1976)

• Level 1: Reaction - Attitude of trainees toward the training
• Level 2: Learning - Knowledge and skills acquisition
• Level 3: Behavior - Changes in the job behavior of trainees after training
• Level 4: Results - Tangible improvements as a result of the training such as reduced number of accidents

Bennett's Hierarchy for Developing Objectives

• Level 1: INPUTS required for...
• Allocation of kinds and amount of resources to a program, e.g. time, costs
• Level 2: ACTIVITIES which involve...
• Specified activities that preformed e.g. field days, meetings, demonstration plots, collecting data, preparing visual aids
• Level 3: PEOPLE who have...
• Number of people or groups participating in activities and Characteristics of participants e.g. farm type enterprises
• Level 4: REACTIONS which may result in a change in their...
• People's reactions, e.g. interest in educational activity, favourable responses
• Recognition by participants of the credibility of resource people and information
• Level 5: KNOWLEDGE, ATTITUDES, SKILLS and/or ASPIRATIONS lead to
• A change in people's knowledge, attitudes skills and/or aspirations
• Level 6: PRACTICE CHANGE (Adoption) followed by...
• The adoption of new practices, technology or change in behaviour
• Level 7: END RESULTS
• The end results of practice change, e.g. an increase in farm income

Agricultural as Priority Sector for Conducting Extension Program

• Crop Production:
• Control of Pest and Diseases, Fertilizer Management, and Water management
• Post-harvest activities, Using new farming technology and Organic Fertilizer Production
• Urban and peri-urban production system
• Livestock Raising:
• Swine raising and hog fattening, Broiler production, and Native chicken production
• Goat production, Animal health and nutrition, and Pastoral and agro-pastoral production
• Mixed crop-livestock system
• Fisheries:
• Fisheries management and Fish Farming
• Marine fisheries, Inland fisheries, Shrimp and Salmon, and Crab culture

Extension in the State Colleges and Universities

• Extension as one of the mandates of State Universities and Colleges (SUCs) is the systematic transfer of technology, innovation, or information generated by Higher Education Institutions (HEIs) and their partners to seek solutions to specific developmental concerns
• Extension is a purpose-specific, target-specific, and need-specific program of action that utilizes the best available data, science, and evidence
• Extension is from a range of disciplines to inform systematic approaches to developmental solutions

Mandated Functions of a University

• Instruction: knowledge transfer and human resource development
• Research: knowledge generation by developing technologies and innovations
• Extension: knowledge sharing, transfer and exchange
• Operationally, Bicol University considers extension as a vital component in creating a more favorable true to life and meaningful teaching learning experiences for students, faculty members and other stakeholders. Extension links the community with research and instruction

Key Points

• CMO No. 8 series of 2008 defines extension as "an act of communicating and transferring knowledge and technology
• Extension establishes partnership with off-campus clientele, groups, organizations, and communities to address concerns and issues
• Extension is vital in creating access to a learning environment for knowledge transfer, exchange, and analysis

Legal Bases of Extension

• Philippine Constitution of 1987: The State shall give priority to research and development, invention, innovation, and their utilization, and to science and technology education, training, and services
• Republic Act 8292: otherwise known as the Higher Education Modernization Act of 1997, It allows SUCs to establish extension center to promote the development of the latter.
• General Appropriations Act: extension is an inherent function of an institution of higher learning to initiate, catalyze and sustain the development of various communities, using their experience and available resources
• Republic Act 8435 or the Agriculture and Fishery Modernization Act of 1997: Stipulates that the state must give priority on the utilization of research results through formal and non-formal education, extension and training services
• Republic Act 11291 or the Magna Carta for the Poor (2019): adopts an area-based, sectoral, and focused intervention to poverty alleviation where every poor Filipino must be empowered to meet the minimum basic needs through the partnership of the government and the basic sectors
• CMO No. 01, Series of 2015: Introducing and institutionalizing gender equality and gender responsiveness and sensitivity in all aspects of Philippine higher education
• CMO No. 52, Series of 2016: It refers extension to as to one-time activities done in answer to requests by partners or deliberately planned interventions in partnership with specific communities/ sectors.
• Philippine Higher Education Reform Agenda of 2017: emphasizes competitiveness as one of its agenda in upgrading capacity on directed R & D and extension programs
• Philippine Higher Education Roadmap of 2014: requires CHED, HEIs and SUCs to be in full service of national development, and as instrument of poverty alleviation
• Republic Act No. 11293 or the Philippine Innovation Act of 2019: It fosters innovation in the country as a vital component of national development and sustainable economic growth
• Industry 4.0, The Fourth Industrial Revolution: Global connection in strengthening the university excellence networks, open to cooperation in research and technology transfer, by modernizing and integrating into the industrial system
• Sustainable Development Goals 2030: CHED has clustered the 17 SDGs into six platforms -Food Production and Security -Environment, Disaster Risk Reduction, Climate Change and Energy -Terrestrial and Marine Economy, Biodiversity and Conservation -Smart Analysis and Engineering Innovations -Health Systems -Education for STEAM (Science, Technology, Energy, Agri-Fisheries and Mathematics)
• Ambisyon 2040: guideline to development planning representing the collective long-term vision and aspirations of the Filipino people that describes the kind of life that people want to live, and how the country will be

History of Extension

• In 1867 -the term "Extension" was first used to describe adult education program organized by Oxford and Cambridge Universities in England
• In 1840, the term University Extension was first used in Britain
• In 1867, the first practical attempt was made in what designated "UNIVERSITY EXTENSION"
• bringing the university outside of its campus to people who could not qualify for entry into university
• In 1871, James Stuart, a fellow of Trinity College, Cambridge, appealed to the authorities of University of Cambridge to organized Centers of Extension Lectures under university's supervision. He is known as the "Father of University Extension" -1872 – UNIVERSITY OF CAMBRIDGE adopted the system -1876 – UNIVERSITY OF LONDON adopted the system -1878 – UNIVERSITY OF OXFORD adopted the system -1890's-The extension system became well established and developed in what is called the Extension Movement

Birth of Modern Agricultural Extension Service

• Europe: In 1841, the royal Agriculture Agricultural Improvement Society (RAIS) in Britain was founded -In 1845, the outbreak of potato blight in Europe (Ireland) caused by Phytophthora infestants. The effect was most severe in Ireland where the predominantly peasant community relied on potatoes as staple food -In 1847, the new appointed British viceroy to Ireland, the Earl of Clarendon, urgent the RAIS to appoint lectures to travel around the distressed districts to inform and teach small farmers how to improve the farming and grow other nutrient rich crops
• In 1890's, Universities incorporated agricultural subjects in their lectures
• United States of America: In 1950's, Morill Act of 1982 created Land Grant Colleges and Universities. It also Establish demonstration centers/experimental stations named Farmers' Institute Movements organized professor speaker who spoke about agriculture
• In 1890 - Second Morill Act which extended Land-Grant concept in other areas of the USA
• In 1914, the Smith-Lever Act Established the Cooperative Extension Service:a tripartite cooperation between the federal government, the state government and the local government in association with the SUCs as extension agency.

Extension in the Philippine Setting

• Agricultural Extension in the Philippines started from the Spanish regime with the Granjas modelos or Model Farm.
• Granjas modelos are Experimental demonstration centers for farmers during the 19th century
• They were initiated by Spanish missionaries who grew rice, corn and tabacco famrers in large encoiendas
• Agricultural Extension in the Philippines during the American Regime:
• April 30, 1902: Bureau of Agriculture was established under the department of interior
• July 10 1910: Demonstration and Extension was created under the Bureau of a Frist formally organized government department -July 1919-DED expanded its work to include farmers cooperative, Rural credit, marketing and animal insurance
• 1923: Home extension Work was started in the Division of Organic Chemistry of the bureau of soils mainly on food preservation (Maria Y. Orosa founded the home extension service.)
• In 1923, Demonstration and Extension was changed to Agricultural Extension Services
• In 1929, the Bureau of Agriculture split into Bureau of Plant Industry (BPI) and the Bureau of Animal Industry
• In 1936, Commonwealth Act No. 85 in the province assigned extension services done by the provincial agriculturist and home demonstrators in the Philippines
• In 1942-1945 (Japanese Occupation): Home Economics and Agricultural Extension work suffered drawback
• After Japanese occupation in 1947, the home Extension Unit Under BPI was fused with the Agricultural Extension Unit of the Bureau of Agriculture
• In 1950, the Philippine Government requested the USA to send an economic survey mission to the Philippines to consider the financial problems
• The Bell survey mission recommended consolidation of the scattered extension service organization in the different bureaus (BPI, BAI, BS, BF or Bfis) into one bureau that would adequately extend information to farm families
• In July 16, 1952, the Bureau of Agricultural extension (BAEx) was created on the virtue of R.A. 680, consolidating all existing extension services being carried out by different offices
• In 1963, the BAEx was changed into Agricultural Productivity Commission (APC)
• In 1967, Republic Act No. 188 BAEx functions were decentralized and granted autonomous powers to the local government unit to appoint their respective provincial agriculturist and municipal workers
• In 1969, the National Food and Agricultural Council (NFAC) emerged by Virtue of E.O. 183. NFAC was given full control of the food production program
• In July 1, 1973, the BAEx was transferred back to DA. The abaca and other Fiber Board was Fused with BAEx
• In 1977, the Word Bank Mission appraised the Philippines government and the country adopted the training and visit system (T and V) which evolved into development strategy
• In March 27, 1979, the National Extension Project (NEP) Became operational with a world bank of US 35M
• In 1982, EO No. 803 designating the province as political unit of management for inducing agricultural development.
• Ε.Ο. No. 967 Renamed the ministry of Agriculture into the ministry of Agriculture and FOOD (MAF)
• RA 5185 (Decentralization Act) -the Provincial government were empowered to have their own extension services
• In 1887, EO No. 116 integrated BAEx, Agricultural training Council, and the Philippine training center for rural development were merge into Agricultural Training Institute (ATI) the birth of ATI means the DEATH of the BAEx -In 1987 – RA 8435: Agriculture and Fisheries Modernization ACT (AFMA) led to food security, poverty alleviation and social equity, income enhancement and profitability, Global Competitiveness and Sustainability

Past Leaders of The Philippines & Their Contributions to The Extension Program

• Spanish Era: Introduced and acclimatized the myrrh bird (Martinez) from China to fight against migratory locust infestation in the Philippines
• American Occupation: Created the Department of Agriculture and Manufacturing and Safeguarded all titles to cultivated lands owned by private persons
• Created the Bureau of Agriculture (now the Bureau of Plant Industry), Philippine Exports of hemp, sugar, tobacco, copra and embroideries
• Manuel L. Quezon : Creation of Division of soil survey that undertook the study of soil analysis
• Jose P. Laurel: The period of "Rude Awakening" which was the realization that the Philippine did not raise enough food for the people and was not self sufficient.
• Manuel A. Roxas: Parity Rights and Rehabilitation Finance Corporation (Development Bank of the Philippines)
• Elpidio Quirino: Bureau of Agricultural Extension, Rural Bank Act and Agricultural Credit Cooperative Financing Administration (ACCFA)
• Ramon Magsaysay: Philippine Became a member of UN-FAO, National Rice Program and Corn Program and Rice and Corn Coordination Council
• Carlos P. Garcia: Austery Program which urged people to lead simple lives and do away with luxurious lifestyles. This birthed the Frist Filipino Policy
• Diosdado Macapagal: International Rice Research Institute Established in UPLB. Focussing on solving problems of sugar industry
• Ferdinand Marcos: RA 6389 (Automatic conservation of share tenancy to leasehold), Masagana 99 & replanting for coconut.
• Corazon Aquino: Comprehensive Agrarian Reform Program (CARP) & Redistribution of private and public land to small farmers
• Fidel V. Ramos: MDATP(Medium Term Agricultural Development Program), GPEP (Grains Production Enhancement Program), KCCDP (Key Commercial Crops Development Program), MTLDP(Medium Term Livestock Development Program), MTFMDP(Medium Term Fisheries Management Development Program)
• Joseph E. Estrada: CONCORD (Constitutional Correction for Development), Agrikulturang Makamasa & Biotechnology Approval
• Gloria M. Arroyo: GMA (Ginintuang Masaganang Ani), Country wide assistance for rural employment and services and Hybrid Rice Commercialization Program
• Benigno Aquino III: Strengthened the agricultural sector and expanded credit access to farmers and fishers. RA 10068 approved (organic agriculture)
• Rodrigo R. Duterte: Rice Competitiveness Enhancement Act (RCEF) and Land Reform. Supported farmers and implemented the Sagip Saka Act -Also expanded the agricultural sector

Philosophy of Extension Education

• A body of principles underlying a given branch of learning or major discipline
• Philosophy explains a way of life
• “View of Life" bridges the gap between “what is” and “what ought to be”.
• Philosophy guides someone's actions

Philosophy in Extension Structure

• Beliefs are one's mental convictions, view of the world, or acceptance of things true or actual
• Ethics are the basic principles of ideal right actions/conduct as defined by profession, society and nation
• Values are things regarded as desirable, worthy, or right, whose intensity may change in time
• "Give man a fish and he will feed for a day; teach him how to fish and he will feed himself for a lifetime"
• "Man is the center of all development activities"

7 Philosophies of Extension Education

• An extension program starts where the people are, with what they have.
• Classrooms are places where the people are, in their farm, in their homes
• Extension programs are based on people's needs
• People learn to do by doing
• Education is carried on with or with individuals
• Extension works with and through people
• The spirit of self-help is essential in a democratic living

Analysis of Key Concepts:

• Key Step: Identification of target client groups
• Understand their habits, beliefs, attitudes, and traditions
• Be aware of their interests and aspirations
• Present and understand their agricultural and homemaking practices
• Understand their problems and valuable resources

The Classroom of Extension

• In extension education, the formal classroom settings is obsolete
• Technology can be communicated directly with the client group

Needs Assessment For Effective Extension

• Conduct community surveys and have informal talk with groups of people to determine aspirations, to explore solutions to their problems, interest,

Learning By Experience

• Urges extension workers to provide their client opportunities to apply the skills/knowledge they gain

Group Methods and Individual Approach

• Group methods reach more people and promote leadership and joint actions
• Individual approach is more expensive but effective in clarifying individual client's problems, in establishing understanding between clientele and workers

Cooperators vs Local Leaders

• Cooperators adopt best practice recommendations and serve as living demonstration to other groups/communities
• Local leaders help them reach more people via recruiting voluntary leaders in every barangay/community
• Local leaders receive organizational training and are involved in project implementation

Spirit of Self-Help in Democratic Living

• Assistance from extension workers contributes to the client's potential & capabilities
• Clients gain confidence and motivation to plan and work on developing themselves -Clients can then become productive contributors to society's overall development

Six Principles of Extension

• Communication and Education
• To communicate useful information or technology to the client
• Provide skills and attitude the client needs, as well as guidance on how to effectively utilize the information
• Works with Rural People
• Impact and sustainability in mind when working with, and working for the people
• Extension must assist, and then make decisions that will benefit
• Accountability to Client
• Be accountable for the advice and information given, and the actions taken when supporting client
• the clientele judges whether extension programs are effective or not
• Two-way Process Linkage
• Disseminating info to clientele on technology, and to have feedback, to have their needs fulfilled.
• By speaking with clientele, their wisdom of experience can be harnessed
• Cooperate with Other Agencies
• Economic, Social, Cultural and Political Impact can be accomplished in collaboration with GOs (Government Organizations) and NGOs (Non-governmental Organizations)
• Extension workers must work interdependently on other related activities for efficacy Work with Different Target Groups
• Beacuse extension clientele are made up of different needs, social status, cultural, and economic background, workers must target different demographic

Purpose of Extension

• INFORMATIVE EXTENSION: Provides information to help individuals make informed decisions
• EMANCIPATORY EXTENSION: Empowers people by promoting freedom and equality
• FORMATIVE EXTENSION (HRD): Enhances skills and knowledge for personal growth
• PERSUASIVE EXTENSION: Aims to change behaviors through convincing

Agricultural Extension Education

• A system of educating or training people in the farming, homemaking and youth building
• A well-planned program that bring results of agricultural research and technology to agricultural families
• Can help them solve problems of agricultural production, home and community living

Objectives of Agricultural Extension

• Ultimate: From analysis of societal problems
• Intervention: Based on analysis of causes
• Conditions for effect: Based on determinants of behavior
• Activities: Programming and Implementation
• Means: Resources, Management, Organization

Objective Hierarchy

• Core Objectives: "client centered approach" with a changing view in mind
• Direct Objectives: What the system will achieve with activities
• Result Objectives: End goal

4 Agricultural Major Paradigms:

• Technology Transfer Advisory Services
• Non-Formal Education (NFE)
• Facilitation Extension

Aspects of Agricultural Paradigms

• Technology Transfer: transferal of specific info/recommendations with the to increase food production
• Research and Field Station study and visit are key
• Advisory Services: private and public extension workers giving advise
• Validating data and having public information is essential
• Non-formal Education (NFE): focus on training management skills -Farmer Field School
• Facilitation Extension: the process of facilitating the teaching-learning process.

Dimensions of Extension

• Altruistic: Extension aims at helping farmers
• Educational: Extension is non-formal methods for adult education
• Communication: Extension is a communication intervention
• Behavioral: Extension aims at inducing behavioral changes among farmers
• Technology dimensions: Extension help in the transfer Research: Linking with farmers is the main goal.
• Provision is plays an a vital connection of providing technical inputs
• Increasing income for the farming is the goal
• Management principle is a basic dimension

Methods for Influencing Human Behavior

Advise:

• Useful if agree agent about their nature/issue
• The farmers have to about the nature of problem
• They also, both have to had had adequate info to solve in science

Compulsion or Coercion:

• A party enforcing doing one.
• Power and authority enforcing one;
• Ex: Following road laws/public policies

Continued Methods To Influencing Human

Change: Exchanging in services in an group

• Can apply each service and is desired the party

• In which, delivery only occurs during services are given to each Knowledge Level:

• If can believe only, they can be solved; by the agent,

• Agent’s already has more attributes by, farmers are limited to,

• Can lead to farmers being more helpful;

Methods to Influence the Human Behavior Continued

Manipulation:

• Farmers had about knowing farmers being level. Apply:
• There is is, the service, is achieved.
• Farmers need a method to obtain this and use it or not to obtain risk

Providing Service:

• The means of taking task better

Change Farmer’s:

• The agree is have optimize farmers
• There not in economic but structure