Basics of Extension Education

Extension Basics

• Extension is derived from the Latin words "Ex" (Out) and "tension" (Stretching).
• The term "Extension" was first used in the USA.
• The first extension activity began in 1785 in Philadelphia, USA, when farmers organized to sell their goods.
• "Extension Education" was first coined in 1873 by Cambridge University in England.
• Agricultural extension was initially established in the USA in 1908.
• In India, extension started with the Gurgaon project in 1920, organized by F.L. Brayne.
• The first extension education course began in 1956 at Sabour, Bhagalpur, Bihar.

Key Figures in Extension Education and Sociology

• James Stewart: Father of university extension
• J.P. Leagans: Father of extension education
• K.N. Singh: Father of extension in India
• Voorhees: First used the term "extension," originating in England in 1866
• John Dewey: Coined the term "Learning by Doing" in 1966
• Dr. Seeman A. Knapp: Father of demonstration
• August Compte: Father of Sociology/Rural Sociology
• R.K. Merton: Father of modern sociology

Types of education

• Non-formal extension education is systematic and organized.
• Informal education describes a lifelong process of gaining knowledge, skills, and attitudes.
• Formal education involves highly structured, graded, and institutionalized learning.

Extension Education Characteristics

• Extension education utilizes behavioral science for positive change.
• Participation is voluntary.
• It takes place in informal settings, outside traditional educational institutions.
• A practical approach prioritizes hands-on experience.
• Flexibility is structural, without a fixed curriculum.
• Farmer autonomy is key, with farmers making decisions.
• Horizontal teaching enables collaborative learning among peers.
• A wide array of learners make up a diverse audience.
• Lifelong learning describes a continuous educational process.
• Tailored programs are customized to local needs.
• Educators are diverse, including local and lay leaders
• Bi-dimensional learning combines practical with theoretical knowledge.
• It is problem-focused, addressing specific challenges.
• Programs are needs-based, catering to community desires.

Basic Objectives of Extension Education

• To elevate rural living standards
• To assist in optimal utilization of natural resources

Focus and Principles of Extension Education

• It focuses on land, water, and livestock management.
• The principles of extension education include interest and needs, grass-roots organization, cultural sensitivity, cooperation, applied science, learning by doing, adaptability, trained specialists, leadership, family involvement, and satisfaction
• Basic philosophies include self-help, recognizing people as resources, change programs, cooperative effort, democratic nature (by the people, for the people), knowledge exchange, and a continuous process.

Education for Behavioral Change

• Extension aims to induce positive behavioral changes through education.
• Changes can occur in: knowledge, skills, attitudes, understanding, goals, actions, and confidence.

Extension Education Process

• Begins with defining objectives, assessing the current situation, teaching relevant content, and evaluating the results
• It involves arranging situations to draw learners' attention to important concepts, which develops interest, desire, and promotes action.
• Learning involves individual effort leading to behavioral change.
• It is a series of actions or events leading to a desired outcome.

Role of Extension Education in Development

• Centers around farmers/rural people, innovations/inventions, and extension workers
• Key elements for an effective learning situation are: willing learners, capable and interested; teachers acting as guides with knowledge; relevant subject matter; appropriate teaching materials; and suitable physical facilities.
• Criteria for effective learning: purposeful, involving appropriate activities, challenging, and resulting in functional understanding

Principles of Extension

• Universal truths in extension that hold good under various conditions
• Includes recognizing cultural differences, using a grass-roots approach, valuing indigenous knowledge, aligning with interests and needs, promoting learning by doing, encouraging participation, involving the family, fostering leadership, ensuring adaptability, prioritizing satisfaction, and emphasizing evaluation

Steps in Extension Teaching

• Attention: Create awareness using mass media and personal contact.
• Interest: Stimulate interest using personal contact and various media.
• Desire: Motivate change by demonstrating and discussing.
• Conviction: Persuade the applicability of the new idea, arrange field days, providing training
• Action: Implement the idea and collect evidence like yield and income.
• Satisfaction: Conduct demonstrations and ensure lasting change through increased yields, better income, and improved health.

AIDCAS

• Communication is moving knowledge to people to achieve useful results.
• "Communication" comes from the Latin "commūnis" (common).
• Teaching and learning are processes of communication.
• It is a two-way process with teachers as catalysts, involving a source, message, receiver, and a response.
• derived from Latin 'communis', establishes commonness between sender and receiver, involving idea exchange
• Communication emphasizes on the target audience, not material.

Communication Systems

• K = Knowledge, G = Generating, S = System, D = Disseminating, C = Consuming
• Agencies: Universities, research institutes, and private organizations use.
• Mass media: Channels like universities and research institutes.

Elements of Communication

• Communicator: Source/originator of messages
• Message/Content: Information the sender communicates
• Channels: Tools acting as bridges between sender and receiver
• Treatment of Messages: Clear, understandable, and relatable
• Communication Medium
• Receiver/Audience: The most important element
• Receiver Response

Communication Models

• Aristotle's Model: Speaker, Speech, Audience, Effect
• Face-to-face and symmetrical.
• Shannon and Weaver Model: Source, Transmitter, Channel, Receiver, Destination

Foundational concepts in communication

• Widely accepted for communication studies, focusing on maximizing information transmission
• Linear model of communication.

Westley and MacLean Model

• Two-dimensional model involves a sender, encoder, channel, decoder, and receiver

Berlo Model (1960)

• Presented in "The Process of Communication"
• Resembles Aristotle's model, including source, message, channel, and receiver elements

S-M-R-C-E Model

• Includes source, message, channel, receiver, and effect.

C.E. Osgood - Schramm Model

• Communication requires feedback response.
• It is not just a one-way process.

Feedback Characteristics

• Source-oriented and relates to the communicator's perspective
• Varies based on communication contexts
• Influences the communicator's effectiveness, helps manage failures, and impacts accuracy and system stability

Communication fidelity

• Faithful in performance and involves communicator, message, channel, receiver elements
• Noise reduces fidelity
• Eliminating noise increases fidelity

Communication gap is

• Difference between the communicated and received message
• Occurs between the extension agent and audience

Communication Methods

• Channel choice depends on audience size/location and available time.

Communication Methods: Channels

• Extension agents select methods/combinations based on the situation.
• Communication methods include individual, group, and mass approaches.
• Individual methods include farm/home visits and are advantageous for building rapport, facilitating demonstrators, changing attitudes, teaching complex practices, technology transfer, and obtaining feedback, but they are time/labor intensive, and have limited coverage
• Group methods involve groups, encouraging knowledge sharing and social contact but limited by diverse interests.
• Mass methods communicate to wide audiences quickly, creating awareness but with less intensity

Communication Methods :A. Individual methods

• Farm and home visit: Direct contact.
• Farmer's call: Extension agent initiates contact.
• Adaptive or minikit trial: Determines practice suitability.
• Farm clinic: Diagnoses/treats farm problems, providing specialist help.

Communication Methods: B. Group Methods

• Result demonstration: Motivates adoption through superior results.
• Method demonstration: Shows how to implement new practices.
• Group meeting: Democratic decision-making.
• Small group trainings: Impart skills effectively.
• Field day/farmer's day: Demonstrates results for motivating adoption.
• Study tour: Showcases achievements in other areas

Communication Methods: C. Mass Methods

• Farm publication: Printed farm/home improvement information in leaflets, folders, bulletins and newsletters
• Mass meeting: Communication to a large audience.
• Campaign: Motivates community action.

Duration and Systematic Display for Various Methods

• Exhibition: Systematic display to create community awareness and interest.
• Newspaper: Contains news and ads.
• Radio: Programs to wide audiences.
• Television: Audio-visual with motion and sound.

Audio Visual Aids

• Instructional devices can communicate with sound and visuals to promote literacy
• Using them raises attention, clarifies points, reduces misinterpretation, structures learning, engages senses
• They provide otherwise difficult experiences, reach more people, speed up learning, adaptation, and saving time

Types of Audio-Visual Aids

• Audio aids: Devices for auditory learning.
• Visual aids: Devices for visual learning.
• Audio-visual aids: Devices for both auditory and visual learning

Classification of audio-visual

• Audio aids: Tape recorder, public address system, telephone, radio
• Visual aids (Non-projected): Chalkboard, bulletin board, picture/photograph, flannel graph, flash card, Flip chart, poster, models, specimens
• Visual aids (Projected): Slides, film strip, opaque projection, overhead projector

Audio Visual Aids Classified

• Display type: Visuals are spread before the audience like posters and exhibits.
• Presentation type: Visuals are presented or projected like slides and filmstrips, alongside explanations

Choice of Audio-Visual Aids

• Should be used alone or with other aids and extension methods based on certain criteria

Audio-Aids: Tape Recorder Features

• Equipment for recording meetings, Adjustable speed with some recording tracks, simple construction and low cost recordings etc
• Public address system: Equipment to amplify sound, useful for meetings, containing microphone, amplifier, and loudspeaker
• Can be powered by dry/wet battery or AC/DC power supply.

Visual Aids

• Chalkboard: Writing board using chalk
• simplest, cheapest, widely used
• Bulletin board: Displays messages.
• soft insulation board
• Picture and photograph: Depicts image via drawing, painting, photography, used in programs

Visual Aids: graphs

• Flannel graphs, flash card, film chart: Displays steps/drawings on paper, producing dramatic effect
• Poster: Public awareness placard
• Diagram, map, chart and graph: Summarizes and presents info. visually
• Used in bulletin boards, demonstrations, publications

Models and Audio-Visual Aids

• Specimen, model, Diorama: Showcases a sample or replica.
• Translide: Uses transparent photographs.

Projected Visual Aids

• Slides: Transparent mounted pictures.
• Film strip: Continuous film strip.
• Opaque projection: Projects pictures and diagrams.
• Overhead projection: Projects over the speaker.

Visual and Audio Aids

• Drawings, diagrams, lettering are made on transparent sheets.
• Non-Projected Audio-Visual Aids include: Drama, Puppet show, Talking doll: Theatrical or outdoor performances.

Projected Audio-Visual Aids

• Motion picture (Cinema): Projected film
• Video: Electronic system with synchronized sound, that are combined with images
• Folk media: Communication embedded in society, enhancing involvement.

Demonstration Meaning

• A basic principle is to show by doing something
• Result demonstration uses seeing as key component

Types of Demonstration

• Method demonstration: Short type, applies single practice
• Result demonstration: Shows results of practices.
• National or composite demonstration: Combination of method and result.

Objective Of Demonstration

• Increase production with high yield
• Features include multiple of a cropping systems and to use high yielding crop

Teaching Methods And Level Of Audience

• illiterates needs to have personal visits and educated need written materials
• Less than 30 people lectures but more than 30 needed mass method

Teaching Objective And Diffusion Of Innovation

• To bring awareness using mass media.
• To change attitude requires groups
• Adoption: Decision to fully apply innovation
• Diffusion: Sharing certain channel over time of Social system

Innovation Of Farming And Adoption Process

• Innovation: Idea or new object

• The adoption process has five stages, not static and varying

Categories Of Farming Adoptors

• There are five categories those who immediately accept is innovation
• those rely on local leaders are early adoptors
• some are guided by leaders
• Those accounting and accepting are later

Types of Leaders

• Local or Lay leader: member of gram
• Professional leaders; Gramsevak
• Formal leaders; sarpanch chairman
• Informal, youth club president
• Autocentric leader: Zamindar
• Democratic: Sarpanch and member of grampanchayat
• Tranditional; Mulkipatil
• Caste
• Religious
• Occupational
• Political
• Functional
• Personal leader

Extension Programme Planning

• it is a method of unsatisfactory situation to recognize objectives and goals
• It includes program planing process, statements,plan and execution.
• The extension programme was used in America by Leagans Paul

Types of Rural Sociology

• Latin word meaning human and society Sociology ; Study human relationship
• Village First unit

Culture

• standardized way of thinking by society
• Culture trails Culture ides
• Culture area specific cutlure may be found.
• Ethos trait cultural distinguish others

Traditions and Beliefs

• Ethnocentrism Belief by one
• Social values uncious norms for habits
• Norms guideline for behaviour
• Tradition accepted way of living
• Costoms accepted way.
• folk ways traditions
• Mores comulsory.
• Government laws
• social gathering
• belief proprsition.

Social groups and interactions

• Social interaction of more than 1 individual

• Group with formal structure by army

• with informal by family

Relationships

• According to realationships of interaction
• Group family
• size groups by youthes group

Types of size

• small family by club

Limited families

• Artificial territoral

• fix territorial

• socially permanent or crowd

• classes based on horizonto or vertical

Types of Social Classifications

• In groups families out we are hindhu

Family structure on number of male

• Monomasu Familt with married
• Polygamus more than one
• Palandros marry to one huabnd.

Institution of society rural

• Machinery that executes direction
• Familt is basic for every thing

Classifications Of Family On Heritage

• Patrilineal father side
• Matrlinal mother side

Sheep and location of family

• Patrichal follow mother
• location after marraige

On Economical basis

• Based poor etc Socity stratification

Evaluate performance from society

• Evaluation role

Classes

• Operation land culture agri
• skilled and unskilled

Housing and Classes

• upon house and scale
• income lower and middle
• lower illerate and literate
• endogenous heriditery

Behaiour of learning and extension oraganisation

• Behaviour with area
• learnig with trining
• Giverent powerd to run areas

Scheme of various extention programmes

• santiketan rabindar with rural improvment
• and kill child birth and death

Schemas

• Gurgoan by byanne with all rural scale
• program one villare

Impovment

• Agriculture with health
• and women eduction by ehwa
• U.P for development

Comittee of extention services

• CDp commitee with ford founderision

• developmental projects with 3 us agreements.

• Blocks for hundred villagers

  • villagers level to serve development.
  • inspired by usa

Blocks for programme with budget

• Intensive agriculture development under packet - Comiitee of plan guided by Meheta - blocks for 159 - for agriculture extention by 7 -project Name All Maize Program -Nafed Agricutire -1959 Panchayat three recommend by meheta - established in Punnagar by Pant

       - Grees Raveloution formed nationaly known