Formal Education and Agricultural Extension PDF

Lesson 1: FORMAL EDUCATION AGRICULTURAL EXTENSION  Lesson 1 Learning Outcomes: At the end of the session, the students shall have been able to: 1. Define and differentiate formal, informal and non-formal education; 2. Describe agricultural extension as...

Lesson 1: FORMAL EDUCATION AGRICULTURAL EXTENSION  Lesson 1 Learning Outcomes: At the end of the session, the students shall have been able to: 1. Define and differentiate formal, informal and non-formal education; 2. Describe agricultural extension as a form of non-formal and adult education; 3. Explain the importance, scope, main elements, and objectives of agricultural extension and communication  Education Encompasses teaching and learning specific skills The imparting of knowledge, good judgment, and wisdom The act process or art of imparting knowledge and skill. Learning that takes place in schools or school-like environments (formal education) at large.  Education Is conceived as a lifelong process of learning Is a continuing process of bringing about desirable changes in human behavior, involving various methods and sources Changes in behavior includes increased knowledge, new skills, and better attitudes There are three modes of education: informal, formal, and non-formal  Formal, Informal and Non-Formal Education Formal education: The highly institutionalized, chronologically graded and hierarchically structured system, running from primary school through university (Supe, 1983). In addition to general academic studies, a variety of specialized programs and institutions for full- time technical and professional training.  Formal, Informal and Non-Formal Education Informal education. The truly lifelong process whereby every individual acquires attitude, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment... at home, at work, at play, from travel, reading, in a generally unsystematic, unorganized way  Non-formal education. Any organized educational activity outside the established formal system-whether operating separately or as important feature of some broader activity that is intended to serve identifiable learning clientele and learning objectives. Includes agricultural extension programs, farmer training programs, adult literacy program, occupational training, family planning... And training for cooperatives. Table 1. Formal education versus Non-formal education Formal Non-formal Purposes Long term & general; Short-term & objective; Credential based Non-credential based Timing Long cycle/preparatory/ full- Short cycle/recumbent/ time part-time Content Standardized, input centered Individualized/ output based Academic Practical Entry requirements Clientele determine entry determine clientele requirements Delivery Institution-based, isolated Environment-based; system from environment; Community related Rigidly structures, teacher- Flexible, learner-centered and centered and resource resource saving intensive Control External/ hierarchical Self-governing / democratic  Table 1. Formal education versus Non -formal education Formal Non-formal Educational For future application / preparation for life Immediate application Objectives Groups served Generally youth Youths and adult; heterogeneous Curriculum Fixed curriculum or course of study Based on peoples’ needs / no fixed curriculum or course of study Place of study Schools, classrooms Where the people are, anywhere in the community Sponsorship National government and other sources National government and other sources Certification Confers degree or diploma Gives Certificates  Definition of extension. Extension means to extend, to spread or to disseminate useful information and ideas to rural people outside the regularly organized schools and classrooms. It may also be defined as the extending of a service or system that extends the educational advantage of an educational institution to persons unable to avail of formal education.  Extension education The term extension was first used to describe adult education programs in England in the second half of the 19th century. These programs helped to expand- or extend- the work of Universities beyond the campus and into the neighboring community.  Adult education It is the practice of teaching and educating adults Extension of educational opportunities to those adults beyond the age of general public education who feel a need for further training of any sort, is also known as continuing education. it has also been referred to as andragogy(adult learning)  Definition of extension. Extension is an non-formal educational process directed toward 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, (as agriculture extension), increase production and generally increase the standard of living of the farm family  Four main elements of extension: –Knowledge and skills –Technical advice and information – Farmers’ organization –Motivation and self-confidence  Agricultural Extension – involves offering advice, helping farmers to analyze problems and identify opportunities, sharing information, supporting group formation and facilitating collective action. _ aimed to deliver information and new technologies to farmers in order to raise production.  Importance, Scope & Objectives of Extension Education Importance: – Extension uses democratic methods in educating the farmers. – Extension Helps in adoption of innovations. – Extension helps in studying and solving the rural problems. – Extension increases farm yields and improve the standard of living of farmers – Extension makes good communities better and progressive. – Extension contributes to national development programs  Scope of Extension ❑ Agricultural production – improving farming efficiency by making best possible combination of land, labor, capital, and managerial ability ❑ Processing and marketing of farm products ❑ Environmental protection and natural resource development ❑ Farm and home management ❑ Family living – home economics, home management ❑ Youth development – career guidance, developing good study habits and techniques ❑ Leadership development ❑ Public affairs – education for citizenship  Scope: includes all activities of rural development. So extension programs should be dynamic and flexible. The areas indicating scope of Extension are listed below: – Increasing efficiency in agricultural production. – Increasing efficiency in marketing, distribution and utilization of agricultural inputs and outputs – Conservation, development and use of natural resources. – Proper farm and home management – Better family living. – Youth development. – Leadership development. – Community and rural development. – Improving public affairs for all round development.  Objectives: –To raise the standard of living of the rural people by helping them in right use of their resources. –To help in planning and implementing the family and village plans for increasing production in various occupations. –To provide facilities for better family living.  Objectives: –To transfer technology from the public sector research organizations to local farmers, as well as from private technology research and development (from discrediting indigenous knowledge to recognition on building knowledge systems rather than information transfer) –To develop the human resources in rural areas, including managerial, organizational, and problem solving skills among farmers  Communication Processes in Extension Education ❑ The term "extension" has been used to cover widely differing communication systems. Two particular issues help to define the type of extension: ❑ 1) how communication takes place, and ❑ 2) why it takes place  Alternative ways of organizing extension work Public versus private Government versus nongovernment Top-down (bureaucratic) versus bottom-up (participatory) Profit versus nonprofit Free versus cost-recovery General versus sector Single purpose vs. multipurpose Technology-based vs. need -based  Four paradigms of agricultural extension 1. Technology transfer (persuasive + paternalistic): This paradigm was prevalent in colonial times and reappeared in the 1970s and 1980s when the "Training and Visit" system was established across Asia. Technology transfer involves a top-down approach that delivers specific recommendations to farmers about the practices they should adopt.  Four paradigms of agricultural extension 2. Advisory work (persuasive + participatory): This paradigm can be seen today where government organizations or private consulting companies respond to farmers' inquiries with technical prescriptions. ❑ It also takes the form of projects managed by donor agencies and NGOs that use participatory approaches to promote predetermined packages of technology.  Four paradigms of agricultural extension 3. Human resource development (educational + paternalistic): This paradigm dominated the earliest days of extension in Europe and North America, when universities gave training to rural people who were too poor to attend full- time courses. ❑ It continues today in the outreach activities of colleges around the world. Top-down teaching methods are employed, but students are expected to make their own decisions about how to use the knowledge they acquire.  Four paradigms of agricultural extension 4. Facilitation for empowerment (educational + participatory): This paradigm involves methods such as experiential learning and farmer-to-farmer exchanges. ❑ Knowledge is gained through interactive processes, and the participants are encouraged to make their own decisions. ❑ The best-known examples in Asia are projects that use Farmer Field Schools (FFS) or participatory technology development (PTD).  Functions of the Extension Agent ❑Assist farmers to identify and overcome problems ❑Assist farmers to make better use of resources/technology ❑Introduce new technologies (new varieties, crops, breeds, etc.) ❑Provide information on new promising research results ❑Create opportunities for farmers (processing, marketing, etc.) ❑Help farmers to put new information into use/apply it ❑Assist farmers to get a clear vision of their development  Knowledge extension workers must have: ❑Technical ❑Rural life ❑Policy ❑Adult education ❑Cultural knowledge, etiquette & language ❑Religious protocols  Necessary personal skills for extension workers ❑Organization and planning ❑Communication ❑Analysis and diagnosis ❑Leadership ❑Initiative ❑Public speaking ❑Report writing  Key personal qualities for extension workers ❑Commitment to extension work ❑Reliability ❑Humility in his work with the farmers ❑Confidence in his own abilities and determination to achieve something  Aspects of Future Extension Education ❑ Evolution of extension system and operationalization of approaches ❑ Future extension education initiatives ❑ Collegiate participation of farmers ❑ Web enabled technology dissemination ❑ Developing cases as tools for technology dissemination ❑ Agriculture as a profitable venture ❑ Scaling up of group mobilization ❑ Micro-enterprises promotion