Module-1-Introduction-to-the-Course-all-lessons.pdf

AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Module 1 OVERVIEW AND CONCEPTS OF EXTENSION Module Overview: Good day and welcome to the introductory part of understanding the world of agricultural extension. This module focuses on the bas...

AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Module 1 OVERVIEW AND CONCEPTS OF EXTENSION Module Overview: Good day and welcome to the introductory part of understanding the world of agricultural extension. This module focuses on the basic concepts of agricultural extension as it relates to community development. It also presents the history of extension in the global and local contexts. This module contains five (5) simplified and easy to understand lessons for you to study on and be familiar with. LESSON 1: INTRODUCTION. CONCEPTS, DEFINITIONS, AND OTHER TERMS Learning Outcomes: At the end of the lesson, you are expected to: Differentiate the term extension from formal education. Examine the different concepts, terms, elements, types and nature/dimension of extension. Enhance a baseline survey instrument that would be applied in the actual conduct of a baseline survey in the field. Time Frame: Total: 3 Hours Introduction: Good Day! Welcome to Lesson 1. I bet that you will find this session’s topics worth-studying. You will learn about the basic concepts of extension, its elements and related terminologies. Are you ready? Let’s go… Activity and Requirement/s to be Accomplished: At the end of this session, you are expected to submit the following: Take Home: Learning Activity No. 1 Let’s Get Started! EXTENSION ON THE GO! o Study the pictures. Identify the people involved in the activities of the images below. Look at the settings of the meetings depicted in the picture, are they considered formal or informal? Why do you say so? Let’s Think It Over! What can you say about the picture depicted above? Have you been to a meeting/gathering, such as this one? If yes, how was the experience? If no, state the reason/s why you were not able to attend?  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Let’s Explore! OVERVIEW OF AGRICULTURAL EXTENSION: Extension is distinguished from formal training or education such as schools, colleges, university training and the like, as there is no formal condition of participation and no field-leaving diplomas or extension work. Furthermore, there is no force/forcing farmers to participate in or apply anything taught or suggested. BASIC DEFINITIONS RELATED TO EXTENSION EXTENSION: o an informal educational process aimed at the rural population. o the process of working with rural people to improve their livelihoods. o aims to increase the efficiency of the family farm, increase production and overall raise the standard of living of the farming family. AGRICULTURAL EXTENSION: o the process of dissemination and transmission of scientific knowledge, information, procedures and technologies through informal education and communication procedures from source to end users, led by an authorized body or organization for direct or indirect cooperation with farmers. - Dr. Contado (2000) o a general term denoting the application of scientific research and new knowledge to agricultural practices through the education of farmers. o a service or system that helps farmers through educational procedures to improve agricultural methods and techniques, increase production efficiency and income, improve their standard of living and raise the social and educational status of rural life (Maunder, 1973). o an informal type of training in the service of farmers, which represents a link between research and farmers with the aim of influencing changes in the professional behavior of farmers towards improving livelihoods. o field that includes a wider range of communication and educational activities organized for rural people by experts from various fields, including agriculture, agricultural marketing, health and business studies. o the application of scientific research and new knowledge to agricultural practices through the education of farmers. The field of "extension" now includes a wider range of communication and educational activities organized for rural people by educators from various disciplines, including agriculture, agricultural marketing, health and business studies. EXTENSION EDUCATION o applied social science consisting of relevant content derived from the physical, biological and social sciences and in its own process synthesized into a body of knowledge, concepts, principles and procedures oriented towards the provision of extracurricular education to mostly non-credit adults (Leagans, 1971). EXTENSION SERVICES o have responsibility for managing programs and projects for change in cooperation with farmers. o offers advice and information to help farmers solve their problems. o continue to connect or bridge agricultural sciences and research and farmers. o work with rural people through extra-curricular education in accordance with their current interests and needs, which are closely related to earning a living, improving the physical standard of living of rural families and promoting the well-being of the rural community. o refers to an agricultural development and rural welfare program that (usually) uses the extension process as a means of implementing the program. (http://eagri.org/eagri50/AEXT191/lec01.pdf)  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE EXTENSION PROCESS: o work with rural people through extra-curricular education in accordance with their current interests and needs, which are closely related to earning a living, improving the physical standard of living of rural families and promoting the well-being of the rural community. EXTENSION TEACHING: o an essential element in programs and projects formulated to bring about change in rural areas. EXTENSION TEACHING METHOD: o tools and techniques used to create situations in which communication can take place between rural people and the extension agents. They are methods of imparting new knowledge and skills to rural people by attracting their attention, interest and helping them to gain successful experience in new practice. It is necessary to properly understand these methods and their selection for a specific type of work. EXPERIENTIAL LEARNING ( ExL): o the experiential learning process and is more narrowly defined as “learning through reflection on doing” (Felicia, 2011). Hands-on learning can be a form of experiential learning but does not necessarily involve students' reflection on their product (The Out of Eden Walk, 2014; Action Learning, 2008 and The Power of Experiential Learning, 2006). o different from rote or didactic learning in which the student plays a relatively passive role (Beard, 2010). It is related to but not synonymous with other forms of active learning such as action learning, adventure learning, free choice learning, cooperative learning, service learning and situated learning (Itin, 1999). o is often used synonymously with the term "experiential education," but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process (Breunig, 2009). Compared to experiential education, experiential learning as such deals with more specific issues related to the student and the educational context. OTHER TERMS OF EXTENSION: Several other terms are used in different parts of the world to describe the same or similar concept: Table 1. Extension Terms from Other Countries. Language Word Meaning Arabic Al-Ershad guidance Dutch Voorlichting lights the way German Beratung advisory work French Vulgarisation popularization Spanish Capacitación training and capacity building Thai, Lao Song-Suem to promote Persian Tarvij & Gostaresh to promote and to spread (‫) ترویج و گسترش‬ UK Advisory work expert advice to select the way Indonesian Penyuluhan give illumination in the dark Hindi vistaar (विस्तार) to extend Somali hormarin & ballaarin' to promote and extend Malaysian Show touch USA Education to teach people to solve problems themselves  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Australian Furthering Stimulate a person to move in the desired direction Korean Rural guidance Indian Transfer of technology Sources: https://www.spanishschoolvalencia.com/international-language-festival-2018/ and https://en.wikipedia.org/wiki/Agricultural_extension COMMON ELEMENTS IN THE DEFINITION OF EXTENSION: Table 2. The Basic Premises on the Concept of Extension PREMISE / Definition / Explanation ELEMENT Extension is an It is a systematic effort to strategically apply resources to intervention for manipulate seemingly causal elements in an ongoing sustainable social process, to permanently reorient the process in development directions that the intervening party considers desirable. intervention. (Roling & DDe Zeeuw, 1983:p.32) An intervention It is introduced by an intervening party, a change agent, involves two extension worker, adult educator, or other professional, parties. para-professional, or volunteer. It is “aimed at” a client, or a target group, target category, or target population. Extension uses The tactical use of communication to persuade behavioral communication as change is reliant on the extent to which meaning is its instrument to common between the intervening party and target clients. induce change. A communication intervention purposely aimed at changing people, not things. Extension can be Extension effectiveness rest on the inclination of people effective only to be influenced or on the extent to which they see through voluntary extension as helping their interests and benefits. change. People have People are skilled of making optimal choices for their unlimited potential individual and social benefits. The development may take for personal growth place at any stage of their lives if provided with and development. satisfactory and suitable learning opportunities. Adults are Learning is an unceasing process and should be provided motivated when continuingly, because the problems, as well as the new learning technologies of production and living, are incessantly provides an changing. opportunity for application, increased productivity, and improved standards of living. TYPES OF EDUCATION (https://www.rafflesuniversity.edu.in/pdf/agri/Agri_II_Sem_Introduction%20to%20Agriculture%20Extension.pdf and Claudio Zaki Dib,1988) There are mainly three types of education, namely: Formal, Informal and Non-formal. a. FORMAL EDUCATION - corresponds to a systematic, organized educational model, structured and administered according to a given set of laws and norms, representing a relatively rigid curriculum in terms of goals, content and methodology.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE - characterizes a continuous educational process called "full-time education", which necessarily includes teachers, students and the institution. It corresponds to the educational process commonly used by our schools and universities. - highly institutionalized, chronologically graded and hierarchically structured education from primary school to university education. Planned with a specific goal in mind. Limited to a certain period. Well-defined and systematic curriculum Provided by specially qualified teachers. Includes activities outside the classroom Maintains strict discipline. b. INFORMAL EDUCATION - significantly different from formal education and especially from informal education, although in certain cases it is able to maintain a close relationship with both. It does not correspond to an organized and systematic view of education; informal education is a lifelong process in which parts of azure knowledge, skills, attitudes and insights are derived from everyday experience and exposure to domestic affection. - a lifelong process by which each person acquires knowledge, skills, attitudes and insights from everyday experiences and exposure to the environment at home, at work, at play, etc. Random and spontaneous Not pre-planned. Not provided by any specialized agency. No prescribed schedule or curriculum. It can also be negative c. NON-FORMAL EDUCATION - includes a variety of structured learning situations that do not have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning' but have more structure than that associated with 'informal learning' which usually occurs naturally and spontaneously as part of other activities. These form the three learning styles recognized and supported by the OECD ("Recognizing non-formal and informal learning - home". OECD.) - organized and systematic educational activity carried out outside the framework of the formal system with the aim of providing a selected type of learning to a specific population group. - organized, systematic educational activity carried out outside the framework of the formal system with the aim of providing selected types of learning to specific subgroups of the population, including adults and children. For example: adult education, vocational education, functional literacy, further education, extension education, etc. Derived from the term 'formal education. Outside the realm of formal education. Consciously and intentionally. Be organized for a homogeneous group. Serving the needs of the identified group. The word extension is derived from the Latin roots 'ex' - meaning 'out' and 'tensio' meaning 'stretching'. Stretching is the meaning of extension. The word 'extension' was originally used in the USA during 1914. In other words, the word extension means an out of school system of education. Education is an integral part of extension. The basic concept of extension is that it is about education. Extension means that type of education which extends to people in rural areas, outside the boundaries of educational institutions to which the formal type of education is normally limited.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE NATURE/DIMENSIONS OF EXTENSION: (Baladjay, 2018) Table 3. Nature and Dimensions of Extension NATURE/DIMENSIONS MEANING OF EXTENSION Altruistic Dimension Extension is focused on helping farmers - the basic premise of the extension must be observed by practitioners. Educational Extension is an informal method of adult education, i.e. Dimension extension professionals must have knowledge of how adults learn. Communication Extension is a communication intervention. Knowledge of the Dimension basics of communication and its dynamics must be adequately understood by the superstructure expert. Behavioral Dimension Extension is aimed at inducing behavioral change among farmers (This makes behavioral change the ultimate goal of extension). Technology Extension should be able to identify technologies suitable for Dimension the clientele. The need for alternative approaches and methods for diagnosing technical problems should be recognized. Research Dimension Extension focuses on connecting research with farmers. Ways to foster closer links between farmers and researchers need further understanding. Input Dimension The provision of technical inputs plays an important bridging function in technology transfer. An extension professional must be familiar with these technical inputs. Income Dimension Extension is aimed at increasing income for farmers through increased production and productivity. Management Extension aims to operate according to the principles of Dimension sound management. Therefore, an extension specialist must be a good manager. PLURALISTIC EXTENSION POLICY Pluralistic extension recognizes the inherent differences that exist between farmers and farming systems and the need to address challenges in agricultural development through diverse approaches. (Gêmo, Stevens, and Chilonda, 2013). Let’s Do It! HERE’S A HOME TAKE AWAY JUST FOR YOU! (For submission next meeting.) LEARNING ACTIVITY NO. 1 - BASELINE SURVEY: Basis for Community Development (Refer to Agricultural Extension and Communication – A Learning Exercises Manual) Closure Congratulations, Learner! You are done with the whole Lesson. We hope that you have learned many salient points about the topics presented to you. Be ready for the next topics.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE LESSON 2: FUNDAMENTALS OF EXTENSION Learning Outcomes: At the end of the lesson, you are expected to: Distinguish the differences of the extension philosophies, purposes, functions, objectives, principles, and paradigms. Conduct an environmental scanning activity using tools, such as Environmental Threat and Opportunity Profile Analysis (ETOP), SWOT Analysis, and PEST Analysis. Time Frame: Total: 3 Hours Introduction: Good Day! Welcome to Lesson 2. I bet that you will find this session’s topics worth-studying. You will learn about the philosophy, purpose/need, functions, objectives, principles, and paradigms of extension. Are you ready? Let’s go… Activity and Requirement/s to be Accomplished: At the end of this session, you are expected to submit the following: Learning Activity: Reflection Paper Let’s Get Started! o Prayer, Checking of Attendance o Which belongs to which Game (matching type) Let’s Think It Over! What are your expectations from this topic? So far, what have you learned from the previous topic that we had? Let’s Explore! PHILOSOPHY OF EXTENSION: Philosophy is a set of principles that guide the conduct of human activity. It is a compass that shows the direction of what should be done. Structures of Philosophy: 1. BELIEF - a mental attitude of acceptance or assent to a proposition without the full intellectual knowledge necessary to guarantee its truth. (Britannica, T. Editors of Encyclopaedia, 2013) 2. ETHICS also called moral philosophy - a discipline dealing with what is morally good and bad and morally right and wrong (Singer, 2021). 3. VALUES - indicates the degree of importance of something or an action, with the intention of determining which action is best to do or how best to live (Wikipedia) The following are the extension philosophies: 1. An extension program begins where the people are, with what they have, and this is where improvement can begin. 2. The classroom is where the people are, in their farms, in their homes and/or even in their barangays. 3. Extension programs are based on and decided by people's needs. 4. People learn to do by doing. 5. Education takes place in groups or with individuals.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE 6. Extension works with and through people. 7. The spirit of self-help is essential in democratic life. PURPOSE / NEED FOR EXTENSION Extension is needed due the following reasons: 1. For the government to respond to the technological needs of farmers 2. For government, non-governmental organizations and people to work together to solve problems and threats to development. 3. As a component of education that will enable people to participate in the planned change. 4. Facilitate decision-making. 5. Mobilize communities and groups. 6. Link the creation of knowledge and the use of knowledge. 7. Facilitate the implementation of government programs. THE CRUCIAL FUNCTION OF EXTENSION THE CRUCIAL FUNCTION TO BRING DESIRABLE CHANGE IN OF EXTENSION BEHAVIOR CONSTRAINTS: o little education, THROUGH: o scattered in large areas Continuous learning of the extension o with their own beliefs, values, personnel attitudes, resources and Continuous means of improving the constraints farm and home of the farmers and o pursuing diverse enterprises home makers FUNCTIONS OF EXTENSION: CHANGE IN KNOWLEDGE – a change in what people know CHANGE IN SKILL – changing the technique of doing things CHANGE IN ATTITUDE – a change in feeling or reaction to certain things CHANGE IN – change in understanding UNDERSTANDING CHANGE IN GOAL – the distance one expects CHANGE IN ACTION – a change in performance or doing things CHANGE IN CONFIDENCE – change in self-reliance OBJECTIVES OF EXTENSION: An OBJECTIVE is: o the result to be achieved, or the point to be reached, the thing aimed at or sought; target. o the progress to be made. Before starting a particular program, its objectives must be specified so that one knows where to go and what is to be achieved. POINTS TO CONSIDER: o Consider the GOALS of the intervening agency when selecting the appropriate strategy to use in the intervention. o Formulating OBJECTIVES – The first activity in the work of an extension agent intervenor o The goals of further education are an expression of the conclusions towards which our efforts are directed.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE GENERAL OBJECTIVES OF AGRICULTURAL EXTENSION: The ultimate objective of extension education is the development of the people in the community, be it their income, skills, knowledge and abilities. The general To help people discover and analyze their problems and identify their felt needs. objectives of Develop leadership among people and help them organize groups to solve their problems. Disseminate research information of economic and practical importance in a way that agricultural people can understand and use. extension Help people mobilize and use the resources they have and need from outside. Collect and provide feedback information for management problem solving. Figure 1. THE HIERARCHY OF EXTENSION OBJECTIVES ULTIMATE OBJECTIVES (Barrows, R. & Roling, N., 1988) (from Analysis of Societal problem) INTERVENTION OBJECTIVES (based on analysis of causes) CONDITIONS FOR EFFECT (based on determinants of voluntary behavior) ACTIVITIES (programming, implementation) MEANS (resources, management, organization) Figure 2. Example of Objectives in a Causal Change/Execution of the Objectives: Raising the standard of living of the farmer, Enhancing RESULTS Food Security, Reduce Poverty, Reduce Hunger, Increasing Crop Yields, Producing More, CORE Using inputs more efficiently Changing their mentality, Gaining farmer’s trust, DIRECT Collecting Data about the farmers’ needs PRINCIPLES OF EXTENSION: o Principles are generalized guidelines that form the basis for making decisions and acting in a consistent manner. One author states that a principle is a declaration of policy to guide decisions and actions by an appropriate method. o Extension work is based on some operational principles and understanding these principles is essential for the superstructure worker.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Principle of cultural o Extension professionals must know the knowledge and skill difference level of the people, the methods and tools they use, their customs, traditions, beliefs, values, etc. before starting an extension program. This ensures that extension services are suitable for them. Principle of cultural o Extension professionals must seek to identify and change understand the boundaries, prohibited acts, and cultural values associated with each phase of the implemented program. Principle of interests o Extension work must be based on people's needs and and needs interests. o Extension can only work well if these two variables (needs and interests) are taken into account. Principle of the o The program should fit the local situation and rural people grassroots approach tend to listen more to the local leaders than even the branch staff because they are power advisors. o All these groups (organizations, cooperatives, etc.) should be used more intensively. Principle of o Extension is a joint enterprise that without the support of cooperation and people the work cannot be fruitful and the expected results people’s participation cannot be achieved. o The actual participation and knowledge of people in these programs builds confidence in them. Principle of o Teaching method includes the values and approaches adaptability in use of used by teachers to enable students to learn. Teaching extension teaching methods should be flexible and two or more methods methods should be applied according to the principle of adaptability. Principle of leadership o Extension work is based on the full use of indigenous leadership. The selection and training of local leaders to enable them to assist in carrying out extension work is important to the achievement of the program. o People trust local leaders more and should cooperate so that it is accepted without the slightest resistance. Principle of voluntary o People are encouraged through learning by doing and education / learning- contributing to the work themselves. by-doing o Through practical knowledge and real-world experience, they would be able to fully understand the concepts presented to them. Principle of o The end product of extension training is the satisfaction that satisfaction comes from the farmer and his family members. It is critical to success in any extension work. o A satisfied participant is the greatest advertisement. Principle of trained o It is necessary for both farmers and extension agents to be specialists trained by experts for better understanding and effective delivery of complementary services. Principle of whole o Extension work will have a better chance of success if it family approach uses a whole family approach. o Extension work is thus for the whole family because all family members are the ultimate beneficiaries of extension programmes. Principle of Evaluation o The principle of continuous and periodic evaluation must be followed.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE o The overall effectiveness of the extension service is measured by the changes made in people's knowledge, skills, attitudes and adoption behaviour. OTHER PRINCIPLES OF EXTENSION Extension works with people, not for them. The practice of extension is Extension is accountable to its clients. reinforced by budget, offices, personnel, and other resources. Extension is a two-way link. Before examining extension in detail in the next chapters, however, it will be useful to contemplate on the Extension links farmers with research. principles which should guide it. Extension cooperates with other rural development organizations. Extension works with different target groups. To simplify each principle… Extension works o Only people themselves can decide how they will manage or with people, not live. for them o By making decisions, people gain self-confidence. o Rural people can and do make wise decisions about their problems if they are fully informed, including possible alternative solutions. o Extension therefore presents facts, helps people solve problems and encourages farmers to make decisions. Extension is o Extension agents are accountable to their senior officials and accountable to its the ministry and rural people. clients o Extension programs are therefore based on people's needs and technical and national economic needs. The extension agent's job is to bring these needs together. Extension is a o Extension should be ready to receive and provide ideas, two-way link suggestions or advice from farmers. o An extension agent can help researchers understand the problems of agriculture in the area. o Research recommendations should correspond to the needs of farmers. Extension links o When recommendations are tested in the field. farmers with o When farmers put the recommendations into practice. research o A two-way link between research, extension and the farmer is the basis of good extension practice and should be a basic principle of extension activity. Extension o In rural areas, branches and representatives should work cooperates with closely with other organizations to avoid duplication and other rural provide opportunities for integrated farm programs.The types of development organizations include: organizations 1. Political institutions and local political leaders 2. Support organizations 3. Health services 4. Local schools 5. Community development  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Extension works o Different groups need to be identified and the agent will need with different to develop programs suitable for each group. target groups o Extension must be aware of the existence of different farming groups and plan their programs accordingly. o The existence of groups of farmers with different resources and skills in any community and the need for extension to respond appropriately to these groups. SHIFT IN PARADIGMS: (Source: https://www.academia.edu) THE FOUR (4) PARADIGMS OF EXTENSION (Source: NAFES (2005) Consolidating Extension in the Lao PDR, National Agricultural and Forestry Extension Service, Vientiane) Any particular extension system can be described both in terms of how communication occurs and why it occurs. It is not the case that paternalistic systems are always persuasive, nor is it the case that participatory projects are necessarily educational. Instead, there are four possible combinations, each representing a different extension paradigm, as follows: 1. TECHNOLOGY TRANSFER: Technology Transfer (persuasive + paternalistic). This paradigm prevailed in colonial times and re-emerged in the 1970s and 1980s when the “Training and Visiting” system was introduced in Asia. Technology transfer involves a top-down approach that provides specific recommendations to farmers about the practices they should adopt. 2. ADVISORY WORK/SERVICES: Advisory work (persuasive + participatory). This paradigm can be seen today where government organizations or private consulting companies respond to farmers' queries with technical regulations. It also takes the form of projects managed by donor agencies and NGOs that use participatory approaches to promote predetermined technology packages. 3. HUMAN RESOURCE DEVELOPMENT: Human resource development (educational + paternalistic). This paradigm dominated the early days of expansion in Europe and North America, when universities provided training to rural people who were too poor to attend full-time courses. It continues today in the educational activities of universities around the world. Top-down teaching methods are used, but students are expected to make their own decisions about how to use the acquired knowledge. 4. FACILITATION FOR EMPOWERMENT: Facilitation for empowerment (educational + participatory). This paradigm includes methods such as experiential learning and exchanges between farmers. Knowledge is acquired through interactive processes and participants are encouraged to make their own decisions. The best-known examples in Asia are projects that use Farmer Field Schools (FFS) or Participatory Technological Development (PTD). There is some disagreement as to whether the term and name "extension" actually encompasses all four paradigms. Some experts believe that the term should be limited to persuasive approaches, while others believe that it should only be used for educational activities. Paulo Freire argued that the terms "extension" and "participation" are contradictory.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE There are philosophical reasons behind these disagreements. From a practical point of view, however, communication processes that correspond to each of these four paradigms are currently organized under the name of extension in one or another part of the world. Pragmatically, if not ideologically, all these activities are considered represented in agricultural extension. SHIFTS IN THE PARADIGMS: (Source: https://www.academia.edu) As agricultural extension progresses and moves from one paradigm to another, the role of farmers or stakeholders also increases. In technology transfer, development is achieved by transferring the results of modern research to the traditional farmer. (Nagel, 1997) Farmers are treated as mere beneficiaries of programmed technology. In consulting activities, on the other hand, the ability of farmers to identify their problems and look for solutions to these problems is recognized. However, the solutions provided by the extension worker are based on predetermined packages. So, farmers still have no choice but to accept the solutions prescribed by the extension worker. During human resource development, the knowledge, skills and technologies that farmers learn are decided by the extension worker, but farmers are equipped to be able to ― know what to ask for… evaluate the appropriateness of technical information and be ― responsible decision makers (Nagel, 1997). Then, as part of facilitating empowerment, the branch worker – is no longer seen as the expert who has all the useful information and technical solutions. Here, farmers' knowledge, skills and creativity are recognized as major resources. Finding solutions to problems is a joint effort between the branch staff and the farmers (Nagel, 1997). Let’s Do It! LEARNING ASSESSMENT: Reflection Paper: The students should answer the following questions based on their own understanding. They should write the answers on a whole sheet of a yellow paper and to be submitted next meeting. Choose one from among the listed principles of extension and relate to an extension activity that has happened in your respective barangay/locality. Answer the following questions based on your observations: 1. What is the title of the activity? 2. What is the extension principle that you could relate the activity to? 3. What happened to the activity, in general? Was it considered to be successful? Or was negatively accepted by the people? 4. If it was successful, what do you think was the principle used by the extension agent and how did he apply the principle to the activity? 5. If it was unsuccessful, what do you think were the principles that were not applied and thought of by the extension agent? Closure Congratulations, Learner! You are done with the whole Lesson. We hope that you have learned many salient points about the topics presented to you. Be ready for the next topics.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE LESSON 3: CHANGES AND CHALLENGES IN AGRICULTURAL EXTENSION PRACTICE Learning Outcomes: At the end of the lesson, you are expected to: Investigate the agriculture-related programs implemented or conducted in the locality. Examine the changes and challenges in extension. Time Frame: Total: 3 Hours Introduction: Good Day! Welcome to Lesson 15. I bet that you will find this session’s topics worth-studying. You will learn about changes and challenges in extension. Are you ready? Let’s go… Activity and Requirement/s to be Accomplished: At the end of this session, you are expected to submit the following: Take Home: Learning Activity No. 7 Let’s Get Started! o Prayer, Checking of Attendance o List down at least 2 challenges in extension. Let’s Think It Over! Can these challenges be easily resolved? Why or why not? So far, what have you learned from the previous topic that we had? Let’s Explore! CHANGES IN EXTENSION What does it mean by change and innovations? CHANGE: ▪ TYPE OF CHANGES: political, technical, economic, or social ▪ SCOPE: location specific, regional, national or global ▪ EFFECTS: immediate, medium-term, or long-term, OR direct or indirect ▪ Must make internal and external adjustments, to keep functioning at the same or a higher level of efficiency. FORCES OF CHANGE: ▪ Privatization ▪ Commercialization and Agri-business ▪ Democratization and Participation ▪ Environment Concerns ▪ Disasters and Emergencies ▪ Information Technology Breakthrough ▪ Rural Poverty, Hunger, and Vulnerability ▪ Criticism of Public Extension Services  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE CHANGES AND INNOVATIONS: 1. FOURTH INDUSTRIAL REVOLUTION: The fourth industrial revolution (FIRe) is the current and developing environment in which disruptive technologies and trends such as the Internet of Things (IoT), robotics, virtual reality (VR), and artificial intelligence (AI) are changing the way we live and work. 2. GLOBAL TRENDS IN AGRICULTURE I. Green Revolution transformed global agricultural productivity by introducing new synthetic fertilizers and pesticides, irrigation innovation, and improved crop varieties led to a significant increase in agricultural production “It should be noted that Green Revolution did not damage the effectiveness of extension programs or other programs of importance in poor countries. On the contrary, the transformation of traditional agriculture was a transformation with consequences that went far beyond the performance of crop varieties.” (Evenson, 2003) II. Growth of Commercial Farm Sector Table 13. Comparison of Practices in Traditional and Commercial Farming ORIGIN OF TRADITIONAL COMMERCIAL INPUTS FARMING FARMING 1. Power Draft animals Petroleum, electricity 2. Plant nutrients Legumes, ash, manure Chemical fertilizers 3. Pest control Crop rotation, intercropping Insecticides, fungicides 4. Weed control Rotation, hoeing, use of the Herbicides 5. Implements/ tools plow Machinery 6. Seeds Hoe, plow, sickle, scythe Purchased from merchants 7. Livestock feeds From own harvest Purchased from compound Grass crops are grown on feed mixers farm/ common land III. Globalization Free exchange of goods, services, and people between nations Increasing international trade and cultural exchange ASEAN VISION 2020 UNDERTAKINGS: ▪ Accelerate the free flow of professional and other services in the region ▪ Accelerate the development of science and technology including information technology by establishing a regional information technology network and centers of excellence for dissemination of and easy access to data and information ▪ Enhance human resource development in all sectors of the economy through quality education, upgrading of skills and capabilities, and training.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE ▪ Promote an ASEAN customs partnership for world-class standards and excellence in efficiency, professionalism, service, and uniformity through harmonized procedures, to promote trade and investment and to protect the health and well-being of the ASEAN Community. IV. Transnational Life Science Companies Transnational Life Science Companies are conglomerations of corporations that integrate research, development, and marketing practices to produce and sell innovative agricultural chemicals, seeds, drugs, and other genetic technologies related to medicine. V. Expansion of the Bio-Fuel Industry Extension workers play a positive role in this expanding industry as they impart knowledge on all stages of biofuel production. VI. Application of Information Technology TRANSFER OF TECHNOLOGY: The traditional approach of agricultural research and extension follows a linear approach where experts produce new knowledge and technology and transfer it to the end users. Figure 25. Transfer of Technology Models. INTEGRATED PEST MANAGEMENT - FARMERS FIELD SCHOOL - The group-based learning process promotes IPM, reduces the use of pesticides, and improves the sustainability of crop yields. - Designed to address: the lack of knowledge among farmers relating to agro-ecology, particularly the relationship between insect pests and beneficial insects - All activities are based on learning-by-doing, participatory, hands-on work (builds on adult learning theory and practice) - Each activity has a procedure for action, observation, analysis, and decision-making. - Participatory, practical, regular meeting, problem-oriented BASIC ELEMENTS OF IPM-FFS: - The FFS consists of a group of 25-30 farmers and agricultural extension workers/ usually a graduate of Training of Trainers - The FFS is field based and lasts for at least one cropping season (seeding to harvest) (usually 16-18 weeks) - Regular Weekly Meeting - Demonstration Trials comparing IPM strategy with common farmer’s practices. (IPM and Non-IPM plots) FUNDAMENTAL ELEMENTS OF FFS: Group: 25-30 people, M&F, meeting at least for an entire production cycle. Field: provides most of the study materials and put students in front of real problems and solutions. Facilitator: TOT graduate and also could be a skilled farmer who lives with the FFS Farmers  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Study: Subjects can focus on agronomy, animal husbandry, forestry, social issues, etc. Program Coordinator: Supports the facilitator’s training and coordinates them, organizes all the materials per field. Funding: Costs vary depending on donors and typology of intervention. Synergy with authorities: It is decisive for the sustainability and effectiveness of the program. BASIC PRINCIPES OF IPM: Exclusion Suppression Eradication Plant Resistance MICRO-ENTERPRISE DEVELOPMENT: Micro Enterprise is widely recognized as the most powerful tool to help the very poor but business-minded, throughout the world to rise above poverty. It aims to foster and promote understanding of the development locally by empowering indigenous families and individuals in the urban and rural poor areas through the establishment of sustainable and profitable projects. Generally, Micro Enterprise aims to meet the vast global demand for small-scale financial assistance to poor and needy people who would like to borrow money without any interest for their establishing small-scale businesses but have no access to formal banking systems. Micro Enterprise brings the power of financial services to the grassroots. Poverty is multi-dimensional, and by providing access to financial services, poor people could take advantage of economic opportunities – for their homes, their environments, and their communities. Micro Enterprise can help them increase income, build a viable business, and reduce their vulnerability to external shocks. Indeed, in many developing countries, self-employment through Micro Enterprises is often the only way to provide for families and the local environment. Thus, this program is expected to generate employment throughout communities and eventually support the poverty alleviation program of the Philippine government. NRM – NATURAL RESOURCES MANAGEMENT: Natural resource management refers to the management of natural resources such as land, water, soil, plants, and animals, with a particular focus on how management affects the quality of life for both present and future generations (stewardship). Natural resource management deals with managing how people and natural landscapes interact. It brings together land use planning, water management, biodiversity conservation, and the future sustainability of industries like agriculture, mining, tourism, fisheries, and forestry. It recognizes that people and their livelihoods rely on the health and productivity of our landscapes, and their actions as stewards of the land play a critical role in maintaining this health and productivity. Natural resource management specifically focuses on a scientific and technical understanding of resources and ecology and the life-supporting capacity of those resources. Environmental management is also similar to natural resource management. In academic contexts, the sociology of natural resources is closely related to, but distinct from, natural resource management.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE CHALLENGES OF EXTENSION According to FAO (2003), extension worldwide faces a major challenge in the 21 st century in implementing sustainable development and meeting the food needs of an increasing world population. Global forces of change include globalization and market liberalization; privatization; commercialization & agri-business; democratization and participation; environmental concerns; disasters and emergencies; information technology break-through; rural poverty, hunger, and vulnerability; HIV/AIDS epidemic; sustainable development; biotechnology and genetic engineering; criticism of public extension services and integrated, multi-disciplinary and holistic development Seven (7) Serious Extension Problems in Less Industrialized Countries: Lack of adequate transport facilities for extension personnel Extension personnel lack training both in extension methods and technical Inadequate teaching and communication equipment for extension work Extension personnel have many other tasks besides extension work Lack of essential teaching aids, bulletins & demonstration materials No effective linkages between extension and research organizations Appropriate technology is not available for extension The Challenge to Philippine Extension Specifically, Philippine extension is faced with a lack of national agenda and framework, inadequate support services, poor institutional linkages, particularly between research and extension, and low logistics support level from local government. It is a challenge for Philippine extension to bring together the best that people can input into technology design, adaptation, and dissemination on one end, and the best that technology systems can offer especially for the resource-poor. The weak and unsustainable agricultural institutions; a lack of a legally-mandated policy for agricultural extension; policy whirlwinds in the field; and glaringly inadequate, belated funding for agricultural research and extension; inadequate coordination; leadership; and ineffective institutions are the main barriers to agricultural extension and advisory services in Nigeria, according to the Federal Department of Agricultural Extension (FDAE) (Ezima et al., 2023). As stipulated in the Philippine Agriculture and Fisheries Extension Strategic Plan 2023-2028 (2023), the challenges and opportunities of agriculture and fishery extension include digitalization of agriculture, limited access and insufficient government support, resource misallocation, governance, and political-related problems, implementation of Mandanas-Garcia Ruling, manpower-related concerns, and human resources development issues, among others. Digitalization of Agriculture. According to a study by Fabregas et. al (2022), farmers can benefit from the use of digital extension technologies in several ways. The fact that "in-person extension" is more costly and has a smaller audience was also underlined. According to Jones et al. (2023), financing facilitates the use of mobile phones to disseminate agricultural information. There is a positive correlation between mobile phone extension services and climate-smart agriculture. To enhance the delivery of information via mobile phones, extension agents must receive training in this context. Limited access and insufficient government support. Moreover, they said, that assisting with all of the target clients in the nation is a difficult task due to limited and relatively fixed budgetary allocations. To do this, there is a need to convert a strong desire or will into sizeable budgetary allocations. The distribution of government assistance is inefficient and unequal due to the overlapping and duplicate programs that serve the same beneficiaries. misuse of resources. Resource misallocation. Briones (2022) highlighted how resource misallocation slows down the nation's pace of agricultural modernization.  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Governance and political-related problems. The dispersed and unimpressive character of grassroots extension services is caused by the absence of an administrative connection between the provincial and municipal/city agricultural and veterinary offices. Not to mention the partisan politics of local governments, which lead to the abandonment of local agricultural initiatives in cities and municipalities with opposing political ideologies. Furthermore, individuals in positions of authority have a significant influence on hiring decisions, which affects the provision of extension services (Philippine Agriculture and Fisheries Extension Strategic Plan 2023-2028 (n.d.). Implementation of Mandanas-Garcia Ruling. The Supreme Court ruled in July 2018 that the Internal Revenue Allotment (IRA) must be calculated using all national taxes, not just internal revenue taxes, in favor of Hermilando Mandanas, the governor of Batangas, and Enrique Garcia Jr., the former governor of Bataan. The Supreme Court's decision will significantly raise the amount of IRA and require careful planning and support service delivery at the local government level. Manpower-related concerns. According to ATI's AEW Profile (2021) report, there are (estimated) 13,057 AEWs in the nation overall. Furthermore, 500 farmers are estimated to be served by one (1) AEW, compared to a median estimate of 10 barangays covered by the AEWs. Limited mobility. Due to a lack of operational funds and service vehicles, extension workers usually work from the office. This reduces the possibility of providing extension services in remote locations to communities and marginalized groups. Human resources development issues. Issues with the development of human resources. The majority of extension workers are demoralized or unmotivated as a result of the absence of incentives and rewards, in addition to the uncertainty surrounding their tenure. They are also given several tasks to complete, including dealing with any general agricultural-related problems in their communities. As a result, rather than being referred to as subject matter experts, LGU extension workers are now called generalists. Additionally, the majority of LGUs do not have career development plans for their extension workers; as a result, ongoing efforts to strengthen AEW capability will result in the creation of "New Extensionists." Further, Cidro and Radhakrishna (2020) listed the following as issues with devolution: low and inadequate pay; pay gaps between high- and low-income municipalities; insufficient funding to perform extension worker duties properly; lack of professional development and training; low morale and confidence among extension workers; partisan politics and political meddling; and, in certain cases, a lack of support from local chief executives. Devolution has both positive and negative effects, some of which include hiring local workers, hiring close to the local disbursing officer for salary payments, and doing away with bureaucratic processes to streamline and expedite transactions. Given that devolution's drawbacks appear to outweigh its benefits, some obstacles must be met to improve the implementation of the devolution. The above-mentioned challenges and problems could be possibly addressed by seeking support from the local government units (LGUs), national agencies, etc.; strengthening farmer organizations; requesting additional budget for intervention support; increasing the budget; and lessening the standard operating procedures (SOPs’) cuts, among others. Let’s Do It! OOOPS! BEFORE WE END THIS LESSON, HERE’S A TAKE AWAY JUST FOR YOU! ORAL RECITATION (NEXT MEETING) (Among the challenges mentioned above, what could be the possible alternatives or solutions that you could suggest? Choose only one challenge.)  AGRICULTURAL EXTENSION AND COMMUNICATION – A LEARNING MODULE Closure Congratulations, Learner! You are done with the whole Lesson. We hope that you have learned many salient points about the topics presented to you. Be ready for the next topics.