Dairy Extension Education PDF

Dairy Extension Education B. S. Meena Dairy Extension Education Writer B. S. Meena Dairy Extension Division NDRI, Karnal  Index Lecture Page No Module 1: Basics of Dairy Extension E...

Dairy Extension Education B. S. Meena Dairy Extension Education Writer B. S. Meena Dairy Extension Division NDRI, Karnal  Index Lecture Page No Module 1: Basics of Dairy Extension Education Lesson 1 History and concept of extension 4-8 education Lesson 2 Objectives, functions and philosophy of 9-13 extension education Lesson 3 Principles of extension education 14-16 Module 2: Extension and Rural development Programmes Lesson 4 Pre-Independence extension and rural 17-22 development programmes Lesson 5 Post-Independence extension and rural 23-31 development programmes Lesson 6 First-line extension system of ICAR 32-36 Lesson 7 Innovations in field extension 37-40 Module 3: Extension Learning & Teaching Process Lesson 8 Extension learning process 41-43 Lesson 9 Teaching process in extension 44-46 Lesson 10 Extension teaching methods 47-51 Lesson 11 Selection of extension teaching methods 52-57 Lesson 12 Audio-visual-aids 58-64 Module 4: Groups and Leadership Lesson 13 Groups: Concepts and types 65-69 Lesson 14 Leaders and leadership 70-73 Module 5: Programme Planning Lesson 15 Programme planning 74-79 Lesson 16 Five-Year Plans in India 80-84 Dairy Extension Education Module 1. Basics of dairy extension education Lesson 1 HISTORY AND CONCEPT OF EXTENSION EDUCATION 1.1 Introduction It is said that Rome was not built in a day. Similarly, Extension was not master-minded by one individual; rather it evolved through hard work of extension professionals around the world over more than a century. History of agricultural extension is intimately related to the development in technology. The need for extension was felt in Europe and North America during the 18th century in the wake of industrial development. To take advantage of science and technology to the doorsteps of the farmers, agricultural societies were formed. The first society is said to be established in Scotland in 1728 for the spread of knowledge of agriculture through lectures and publications. The roots of extension education, however, can be traced back to 1840 when the term “University Extension” was first used in Britain to take the knowledge to doorsteps of common people. The first practical steps were taken in 1867-68, when James Stuart, fellow of Trinity College, Cambridge, England gave lectures to women’s associations and working men’s club. James Stuart is called as the father of “University Extension”. He approached the authorities of University of Cambridge to organise extension lectures. The system was accepted by the Cambridge as well as Oxford University in 1873. Dr. J. P. Leagans of USA is known as the father of extension, whereas Dr. K. N. Singh is known as father of Extension in the Indian context. 1.2 Growth of Agricultural Extension Education as a Discipline in India The teaching of extension education at undergraduate level started in the year 1950 at the College of Agriculture, Calcutta University. The first post-graduate teaching was launched in 1955, at Bihar Agricultural College, Sabour. Next was the post-graduate programme initiated at the College of Nagpur in 1958. Further, creation of a separate Division of Agricultural Extension at Indian Agricultural Research Institute (IARI), New Delhi with assistance from Ford Foundation under the expert advice of legendary Dr. J. Paul Leagans was a landmark event in the history of extension education. The Ph.D. programme in the discipline of extension was first introduced at IARI in 1961. Subsequently, Punjab Agricultural University, Ludhiana, followed with Master’s and Ph.D. Programmes in Agricultural Extension in 1961. 4 www.AgriMoon.Com Dairy Extension Education At the same time, Division of Dairy Extension was established at National Dairy Research Institute (NDRI), Karnal in May 1961 to undertake extension activities, besides teaching and research in Dairy Extension. Research endeavours of the Division are in the areas of Information and Communication Technologies, organizational behaviour, information management, participatory technology development and impact studies of dairy innovations. The faculty has also been engaged in human resource development through post-graduate and doctoral programmes in Dairy Extension Education. 1.3 Conceptual Background The National Commission on Agriculture (1976) appointed by the Government of India stated the scope and jurisdiction of extension in the following terms: “Extension and Extension education relate to the process of conveying the technologies of scientific agriculture to the farmer in order to enable him to utilise the knowledge for better agriculture and better economy”. This consists of provision for non-formal educational facilities through organised extension services, introduction of agricultural education in schools and education through non- degree institutional programme to impart vocational skills to the farmers for improving their productive activities. 1.4 Definitions of Extension and Dairy Extension Education Dairy Extension Education is a complex term which includes dairy, extension and education; so it is necessary to understand the meaning of each word as defined by various authors. 1.4.1 Extension 1. The word Extension is derived from the Latin roots: “ex” meaning “out”; and, “tensio” meaning “stretching”. 2. According to Rolling (1986), “Extension” refers to the actual work done by professional extension agents at various levels of management; while “Extension Education” refers to the body of knowledge concerning that work or practice. 3. “Extension” involves the conscious use of communication of information to help people form sound opinions and make good decisions (Van den Ban & Hawkins, 1998). 4. Extension is everything that people who think of themselves as extensionists do as part of their professional practice (Leeuwis, 2004). 1.4.2 Extension education 5 www.AgriMoon.Com Dairy Extension Education 1. “Extension Education” is a science, which deals with the creation, transmission & application of knowledge designed to bring about planned changes in the behaviour-complex of people, with a view to help them live better by learning the ways of improving their vocations, enterprises & institutions (Reddy, 1993). 2. “Extension Education” is a science that brings about desirable changes in the behaviour of the concerned persons through “educational methods”, so as to improve their general standard of living with their own efforts. In fact, it deals with the designs & strategies of ‘transfer of technology’ to the concerned persons. In other words, what is taught to the farmers is not “Extension Education”, though its knowledge is applied for the effective & efficient communication of various programmes of change (Singh, 1994). 3. “Extension Education” is the process of teaching rural people how to live better by learning ways to improve their farm, home and community institutions’ (Leagans, 1961). 4. “Extension” as an out of school education and services for the members of the farm family and others directly or indirectly engaged in farm production to enable them to adopt improved practices in production, management, conservation and marketing. Several authors defined extension in various ways emphasizing the importance of one or the other aspect of extension (National Commission on Agriculture, 1976). 1.4.3 Dairy extension education Dairy Extension Education is the process of educating dairy stakeholders how to live better by learning ways to improve their farm, home and community institutions. Dairy Extension Education is ‘helping people to help themselves’ in changing their behaviour (knowledge, attitude and skill), in a desirable direction, in order to bring overall development in an individual, his family, his community and thereby for the nation. But the task developing an individual is not so easy. For this, an Extension Educator is to be a teacher, guide, friend and philosopher to the villagers/dairy stakeholders. Thus, if one aspires to be an Extension Educator, he must be processing an attitude and aptitude essentially demanded by the profession (i.e. interest and ability to work for the villagers) in addition to having a sound knowledge and understanding of the subject. Thus, it can be a challenging profession with a satisfaction for the work done. The Dairy Extension Education focuses on the applied dimension of education by extending and applying knowledge and problem-solving to address individual and community issues in the field of dairying. The foundation of Dairy Extension Education is responding to priority needs by involving the dairy stakeholders. 6 www.AgriMoon.Com Dairy Extension Education In India, the terms Community Development and Extension Education became more popular with the launching of Community Development Programme in 1952 & with the establishment of the National Extension Service in 1953. Since then, Community Development has been regarded as a programme for an overall development of the rural people; whereas Extension Education happens to be the mean to achieve this objective. Extension Education is an applied behavioural science, the knowledge of which is applied to bring about desirable changes in the behavioural complex of human being usually through various strategies, programmes of change, and by applying the latest scientific & technological innovations. Extension Education has now developed as a full-fledged discipline, having its own philosophy, objectives, principles, methods & techniques which must be understood by every extension worker & others connected with the rural development. It might be mentioned here that Extension Education, its principles, methods & techniques are applicable not only to agriculture but also to veterinary & animal husbandry, dairying, fisheries, home science, health and family planning. Based upon its application & use, various nomenclatures have been given to it, such as agricultural extension, veterinary & animal husbandry extension, dairy extension, fisheries extension, home science extension, public health extension, and family planning extension. 1.5 Differences between Formal Education and Extension Education It may, however, be mentioned here that when Extension Education is put into action for educating the rural people, it does not remain formal education. In that sense, there are several differences between the two. Some of these differences are: Table 1.1 Differences between formal education and extension education Formal Education Extension Education 1. The teacher starts with theory & 1. The teacher (extension professional) works up to practical. starts with practical & may take up theory later on. 2. Students study subjects. 2. Clients study problems. 3. Students must adapt themselves to 3. It has no fixed curriculum or course of the fixed curriculum offered. study & the clients help to formulate the curriculum. 4. Authority rests with the teacher. 4. Authority rests with the clients. 5. Class attendance is compulsory. 5. Participation is voluntary. 7 www.AgriMoon.Com Dairy Extension Education 6. Teacher instructs the students. 6. Teacher teaches & also learns from the clients. 7. Teaching is only through instructors. 7. Teaching is also through local leaders. 8. Teaching is mainly vertical. 8. Teaching is mainly horizontal. 9. The teacher has more or less 9. The teacher has a large & heterogeneous homogeneous audience. audience. 10. It is rigid. 10. It is flexible. 11. It has all pre-planned & pre-decided 11.It has freedom to develop programmes programmes. locally and they are based on the needs & expressed desires of the people. 12. It is more theoretical. 12. It is more practical & intended for immediate application in the solution of problems. 8 www.AgriMoon.Com Dairy Extension Education Module 1. Basics of dairy extension education Lesson 2 OBJECTIVES, FUNCTIONS AND PHILOSOPHY OF EXTENSION EDUCATION 2.1 Introduction The objectives of extension education are the expressions of the ends towards which our efforts are directed. In other words, an objective means a direction of movement. Before starting any programme, its objectives must be clearly stated, so that one knows where to go and what to be achieved. 2.2 Objectives The dictionary meaning of objective is something that one's efforts or actions are intended to attain or accomplish; purpose; goal; target. 2.2.1 Fundamental objective Fundamental objective of extension education is the overall development of the rural people. The ultimate objective of dairy extension education is development of dairy stakeholders by improving their living standards. Agricultural extension in our country is primarily concerned with the following main objectives: 1. Dissemination of useful & practical information relating to agriculture, including improved seeds, fertilizers, implements, pesticides, improved cultural practices, dairying, poultry, fisheries, veterinary & animal husbandry, and food & nutrition. 2. Practical application of useful knowledge to farm & home. 3. Improvement in all aspects of the life of the rural people within the framework of the national, economic & social policies involving the population as a whole. 2.2.2 General objectives of extension The following are the general objectives: 1. To assist people to discover and analyze their problems and identify their needs. 2. To develop leadership among people and help them in organizing groups to solve their problems. 3. To disseminate research information of economic and practical importance in a way people would be able to understand and use. 9 www.AgriMoon.Com Dairy Extension Education 4. To assist people in mobilizing and utilizing the resources which they have or need from outside. 5. To collect and transmit feedback information for solving management problems. The main objective of dairy extension education is development of dairy stakeholders by improving their quality of life (QoL). 2.3 Functions of Extension Keeping the objectives in view, the function of extension is to bring about desirable changes in human behaviour by means of education. Changes may be brought about in their knowledge, attitude, skill, understanding, goals, action and confidence. 2.3.1 Change in knowledge Change in knowledge means change in what people know. For example, a farmer who does not know about paneer making technology, may know it through participation in extension programme. Similarly, Extension Agent (EA) who does not know about Information Technology (IT), comes to know of it after attending a training programme. 2.3.2 Change in attitude Change in attitude involves change in the feeling towards any object, person, and thing. For instance, the afore-said farmer developed a favourable attitude towards the paneer making. Similarly, the EA developed a favourable attitude in the use of IT. 2.3.3 Change in skill Change in skill is change in the technique of doing things. Quoting the afore-said example, the farmer learnt the technique of paneer making which he did not know earlier. Similarly, the EA learnt the skill of using IT. 2.3.4 Change in understanding Change in understanding means change in comprehension. For example, the afore-said farmer realized the importance of the milk processing (paneer making) and the extent to which it was economically profitable and desirable, in comparison to the selling of raw milk. Similarly, the EA understood the use of IT and the extent to which these would make extension work more effective. 10 www.AgriMoon.Com Dairy Extension Education 2.3.5 Change in goal Change in goal is the distance in any given direction one is expected to go during a given period of time. For example, the extent to which the farmer exposed to paneer making technology raised the goal in dairy farming, in terms of increasing milk yield of dairy animals. Similarly, the EA set his goal of getting an improved practice adopted by the clients within a certain period of time by using IT. 2.3.6 Change in action Change in action means change in the way of doing things. The farmer who did not know paneer making earlier, now has started making it. Similarly, the EA who earlier did not use IT in extension programmes started using them. 2.3.7 Change in confidence Change in confidence involves change in self-reliance and ability. The afore-said farmer felt sure that he has the ability of making paneer at his own level. Similarly, the EA developed faith on his ability to do better extension work. The development of confidence or self-reliance is the solid foundation for making progress. To bring desirable change in behaviour is the crucial function of extension. The farmers though their own initiative, shall continuously seek means of improving their farm and farm families. The task is difficult because millions of farm families with little education, scattered in large areas with their own beliefs, values, attitudes, resources and constraints are pursuing diverse enterprises. For this purpose, the extension personnel shall continuously seek new information to make extension work more effective. 11 www.AgriMoon.Com Dairy Extension Education Fig. 2.1 Functions of extension education 2.4 Philosophy of Extension Education Philosophy literally means love for wisdom. Philosophy refers to the investigations about life and its various components. It is, in fact, an integrated view on the right conduct or 'what ought to be'. Thus, a man's view of 'What is right to do' indicates the kind of person he is. Such views serve as motivation for action. They reflect foundations of man’s activities and the laws that govern them. Why is it essential to know philosophy of extension? Since, philosophy is a system of values and beliefs, knowledge of philosophy may guide one's work. It can become a tool for improving practice and consistent work-behaviour. There would not be confusion or conflict about the ultimate aim and approach of work. In any profession, one's conduct is sum of personal values, experiences and life style. Thus, philosophy is a practical tool to provide rationale for decisions. The principles on the other hand are thumb rules for action. There are various approaches of extension work. The manner, in which extension work has been executed around the world, has attracted criticism from scholars and onlookers. There is a need to devise participatory approaches of extension work keeping the pious goals in view. 2.4.1 Genesis of philosophy Philosophy owes its origin to the Greek words 'phileo' meaning love and 'sophia' meaning wisdom. Thus, it literally means love for wisdom. In the early phases of its 12 www.AgriMoon.Com Dairy Extension Education growth, philosophy embraced all branches of knowledge. Later with growth of sciences, range of subject matter dealt by it narrowed. However, philosophy concerns itself with the fundamental questions about human existence and its place in the world. The purpose of human life, its guiding values, forces of transformation, the way of knowing reality and deciding what is right, etc. are the concerns of philosophy. It is a special system of knowledge dealing with complex problems and question of life. The methods of inquiry in this case are indepth, logical, rigorous and holistic. Thus, philosophy is a system of knowledge with its own methods of inquiry to delve deep into the questions of human existence and laws in an integrated fashion. Often people perceive philosophy as something abstract or vague. It is commonly held that philosophy is the preserve of learned people or philosophers. This is not true. If philosophy is an integrated view of life, every person needs values to decide what is right. Philosophy is interwoven in daily life. Those who believe in eat-drink-and-be-merry follow a materialistic view of life. Their activities are guided by it. There is a system of belief in every person's life. Thus, one's perception of the purpose of life, ways to achieve goals, relationship between various components of life, etc. becomes source-spring of all actions. The life styles and activities of people are good indicators of philosophy of life, even though people holding them may not consciously recognize so. So, everyone needs sets of values, perception of self and the world to make sense of life's purpose. Such perceptions can become motive for committed action. Thus, there is some link between philosophy and practice. There is, of course, need to consciously recognise the value systems to resolve contradictory situations, Philosophy, then, can become a working tool for improving practice. The practical implication is that the philosophy of a particular discipline would furnish the principles or guidelines with which to shape or mould the programmes or activities relating to that discipline. 13 www.AgriMoon.Com Dairy Extension Education Module 1. Basics of dairy extension education Lesson 3 PRINCIPLES OF EXTENSION EDUCATION 3.1 Introduction The philosophical background and existing reality suggest that extension should be treated as planned educational activity for overall development of dairy stakeholders with the use of science and technology. No extension professional can afford to treat it as a random affair. The challenge of extension professionals in rural areas calls for inclusion of participatory approaches in planning, executing and evaluating extension works. It demands sensitivity and inter-disciplinary orientation on the part of extension educators to ward off untoward effects. Before we discuss the principle of extension education, we have to understand the meaning of principle. A common definition of a Principle is a ‘fundamental truth and a settled rule of action’. Principle is a statement of policy to guide decisions and actions in a proper manner. The extension work is based upon some working principles and the knowledge of these principles is necessary for extension personnel. Some of these principles, as related to extension education, are mentioned below: 3.1.1 Principle of people’s need and interest Extension work must be based on the needs & interests of the people. These needs & interests differ from individual to individual, from village to village, from block to block, from state to state; therefore, there cannot be one programme for all people. 3.1.2 Principle of grass root level organisation A group of rural people in local community should sponsor extension work. The programme should fit in with the local conditions. The aim of organising the local group is to demonstrate the value of the new practices or programmes so that more & more people would participate. 3.1.3 Principle of cultural difference 14 www.AgriMoon.Com Dairy Extension Education Extension work is based on the cultural background of the people with whom the work is done. Improvement can only begin from the level of the people where they are. This means that the Extension professionals has to know the level of the knowledge, & the skills of the people, methods & tools used by them, their customs, traditions, beliefs, values, etc. before starting the extension programme. 3.1.4 Principle of cultural change Extension education starts with what the learner knows, has and thinks. With this in mind and with an attitude of respect towards clients, the extension professionals must seek to discover and understand the limitations, taboo and the cultural values related to each phase of programme so that an accepatable approach could be selected in the locality 3.1.5 Principle of cooperation and people’s participation Extension is a co-operative venture. It is a joint democratic enterprise in which rural people co- operate with their village, block & state officials to pursue a common cause. Ultimately without the cooperation of people the work cannot be successful and desired result cannot be achieved. The first task of extension education is the cooperation of people and their participation in work. Extension helps people to help themselves. Good extension work is directed towards assisting rural families to work out their own problems rather than giving them ready-made solutions. Actual participation & experience of people in these programmes creates self-confidence in them and also they learn more by doing. People should realise that the task of extension education is their own task. Participation in extension work generates confidence among people for the work. It is not essential that all the members of the society should participate but Extension professionals should try for maximum participation of people. 3.1.6 Principle of applied science and democratic approach Extension education is based upon democratic principles. It is based on discussions and suggestions. Discussions are held with the people on actual field conditions, so that they participate in work. Extension professionals provide practical look to the scientific inventions so that farmers can easily adopt them on their farm. 3.1.7 Principle of learning by doing According to this principle, farmers are encouraged to learn by doing the work themselves and by participating in it. When a person does a work, he gains practical knowledge and experiences the difficulties. Extension professionals are able to understand the problems and provide proper guidance to the farmers and thus, they are able to receive proper information/feedback. 15 www.AgriMoon.Com Dairy Extension Education 3.1.8 Principle of trained specialists It is very difficult that extension personnel should be knowledgeable about all problems. Therefore, it is necessary that specialists should impart training to the farmers from time to time. 3.1.9 Principle of adaptability in use of extension teaching methods People differ from each other, one group differs from another group and conditions also differ from place to place. An extension programme should be flexible, so that necessary changes can be made whenever needed, to meet the varying conditions. Extension professionals should have knowledge of extension methods so that they can select proper method according to the condition. Teaching methods should be flexible so that they can be properly applied on people according to their age groups, educational background, economic standard and gender. In extension education, two or more methods should be applied according to the principle of adaptability. 3.1.10 Principle of leadership Extension work is based on the full utilisation of local leadership. The selection & training of local leaders to enable them to help in carrying out extension work is essential to the success of the programme. People have more faith in local leaders & they should be used to put across a new idea so that it is accepted with the least resistance. 3.1.11 Principle of whole family Extension work will have a better chance of success if the extension professionals have a whole- family approach instead of piecemeal approach or separate & uninterested approach. Extension work is, therefore, for the whole family, i.e. for male, female and children. 3.1.12 Principle of evaluation Extension is based upon the methods of science, and it needs constant evaluation. The effectiveness of the work is measured in terms of the changes brought about in the knowledge, skill, attitude, and adoption behaviour of the people, not merely in terms of achievement of physical targets. 3.1.13 Principle of satisfaction The end-product of the effort of extension teaching is the satisfaction that comes to the farmer and his family members as the result of solving a problem, meeting a need, acquiring a new skill or some other changes in behaviour. Satisfaction is the key to success in extension work. A satisfied stakeholder is the best advertisement. 16 www.AgriMoon.Com Dairy Extension Education Module 2. Extension and rural development programme Lesson 4 PRE-INDEPENDENCE EXTENSION AND RURAL DEVELOPMENT PROGRAMMES 4.1 Introduction About 65 percent population of the country is living in the economically undeveloped area. Therefore, many evils such as illiteracy, superstitions, unhealthy practices etc. took roots in our country. After Second World War or after independence, it was thought to settle all these problems properly and so, many development programmes were reinvigorated. It is wrong to declare that there was nothing done during slavery period. However, those works, which were executed at that time, were very few in number according to the needs. Looking at a vast country like India, during British rule some selected social workers had started some programmes of rural development. The evolution of extension programme is described in two stages: Stage I- Pre-Independence Era (1866-1947) Stage II- Post-Independence Era (1947-1953) 4.1.1 Stage I. Pre-Independence Era (1866-1947) During the pre-independence era, various attempts were made by the individual persons and private agencies viz. Gurgaon project in Haryana by Mr. F.L. Brayne; Sriniketan Experiment in Bengal by Sri Rabindra Nath Tagore; Servants’ of India Society, Pune, in Tamilnadu, Central India (presently Uttar Pradesh and Madhya Pradesh); Sir Daniel Hamilton’s Scheme of Rural Reconstruction at the Sunderbans in Bengal; Rural Reconstruction Work by Christian Missions through Allahabad Agricultural Institute; The Christian College, Nagpur; Marthandam project by Dr. Spencer Hatch under the auspices of YMCA; Sevagram experiment in Wardha by Mahatma Gandhi; Adarsh Seva Sangh, Pohri, Gwalior; Indian Village Service in Lucknow and Etawah in Uttar Pradesh by Mr. A.T. Mosher and Sarvoday Programme in Bombay province by Sri B. N. Gupta. It was during this period that the Department of Agriculture came into being in June 1871 under the then Government of India, and by 1882, agricultural departments in most of the provinces started functioning in skeleton form. Recognising the need for new and improved methods of cultivation based on agricultural research, the then Government of India also set up an Institute of Agricultural Research at Pusa in Bihar in 1905. Table 4.1 Rural development programmes 17 www.AgriMoon.Com Dairy Extension Education Year Place Person/agency Scheme of Rural Reconstruction at the Sir Daniel Hamilton 1903 Sunderbans in Bengal 1920 Gurgaon project in Haryana Mr. F.L. Brayne 1920 Sriniketan experiment in Bengal Sri Rabindra Nath Tagore Seva-gram experiment in Wardha in Shree Mahatma Gandhi 1920 Gujarat Dr. Spencer Hatch 1928 Marthandam project in Kerala Young Men Christian Association (YMCA) Shree B.T. Krishnamachari 1932 Baroda village reconstruction project Grow more food campaign Agricultural departments of 1942 state governments Dr. W.H. Wisher 1945 Indian village service Firka Vikas Yojana in Madras (now in Government of Madras 1946 Tamilnadu) 4.1.1.1 Scheme of rural reconstruction at the sunderbans in bengal In 1903, Sir Daniel Hamilton formed a scheme to create model villages, in an area in Sunderban (Bengal), based on cooperative principles. He organised one village of this type and set on Cooperative Credit Society which functioned up to 1916. In the 1924, he organised a Central Cooperative Bank and Cooperative Marketing Society and established a Rural Reconstruction Institute in 1934.The institute provided training facilities in cottage and subsidiary industries. 4.1.1.2 Gurgaon project (1920) In Gurgaon district, this programme of village development was the first one to be run by the State. It was started by the Mr. F. L. Brayne. In 1920, Mr. Brayne had been appointed on the post of Deputy Commissioner in Gurgaon district and he began this project of rural upliftment in his district, which became famous as “Gurgaon Project”. The main objectives of this project were: (1) To increase crop production, (2) to control extra expenditure, (3) to improve the health, (4) to develop the feeling of women-education, and (5) home development work. 18 www.AgriMoon.Com Dairy Extension Education Although this project got some success yet this scheme also could not survive more because this project was also based upon the sentiments of F.L. Brayne and when he was transferred, gradually this programme also stopped. 4.1.1.3 Shriniketan project (1920) Shriniketan is situated about 100 km. away from Calcutta (Kolkata) in West-Bengal State. This area was backward socially, economically and politically. Shri Ravindra Nath Tagore began this project of village development in this area with the help of sociologist Shri L.M. Hurst. Shri Tagore thought that if some villages were developed, the other villages will get inspiration and the programme of village development will spread all over the country and thus the whole country would be developed. Shriniketan Village Welfare Institute was established in 1920 whose main objectives were the following: (1) To increase the knowledge of rural people. (2) To help the rural people in establishing cottage industry. (3) To inspire the people to follow new technology. (4) Development of dairy farming. (5) To create the feeling of co-operation. (6) To arrange the facility of health and education. (7) To create the feeling of rural leadership. This Project, in the beginning, was started only in 8 villages but after some time this project was extended to 15 villages. Shri Tagore was the landlord of all these villages. Being centralized over Shri Tagore this Project could not survive after the death of Shri Tagore, and came to an end after his death. 4.1.1.4 Seva-gram (1920) Mahatma Gandhi was a great social worker. He knew very well that as long as Indian people are suppressed, their society and their nation cannot progress. For ending this suppression, he began this welfare project “SEVA GRAM”, establishing his Ashram in wardha, in 1920. The main objective of this programme was to prevent the economic and social suppression of the people and to create the feeling of patriotism among them and they must think that this is their own country. For fulfilling this objective, Gandhiji made a programme, which became famous as “Gandhian Constructive Programme.” The main objectives of this project were: (1) to use khadi clothes, (2) to introduce Health Programme, (3) the programme of sanitation in the village, (4) the programme of women welfare, (5) the programme of economic help, (6) to uplift the 19 www.AgriMoon.Com Dairy Extension Education backward classes, (7) primary and adult educational programmes, (8) to improve the conditions of poor people, (9) programme of social harmony, and (10) to popularise the mother tongue and other national dialects. For making his programme successful and effective, Gandhiji had established All India Village Industry Association, All India Spinners Association, Hindustani Education Association and Kasturba Gandhi Association etc. Gandhiji’s constructive programme was not followed completely by majority because those things, which were made by machines, were more beautiful and low-priced, and the common people could not be impressed. The single cause of failure of Gandhiji’s programme was industrialization in the country. 4.1.1.5 Marthandam project (1928) This project of rural development was initiated in the village Marthandam near Trivendrum of Kerala State by Young Men Christian Association (YMCA) and Christian Church Association under the direction of Dr. Spencer Hatch in 1928. This village was undeveloped economically and the economic condition of the native majority was poor. Here, people used to cultivate only paddy and coconut on some places. For exploiting this weakness, it was thought that some developmental work should be done, so that the Christian faith could spread. Consequently Dr. Hatch made agreement with YMCA and the Church for his work and initiated this project in neighbouring village Marthandam. The objectives of this project were also made on the basis as to how the public of this area could become Christian. The main objectives of this project were: a) Spiritual development b) Mental development c) Physical development d) Social development e) Economic development This programme of Dr. Hatch remained for a long period because he had trained workers and the local people were inspired to work themselves. As such this project was very successful in this area. But the whole programme was centred on a person and after the death of Dr. Hatch, there was a conflict on the question of leadership between YMCA and Church Association and due to no economic advantage to the non-paid workers, this programme could not survive. 4.1.1.6 Baroda village reconstruction project (1932) 20 www.AgriMoon.Com Dairy Extension Education Shree B.T. Krishnamachari in Baroda in the Gujarat State initiated this Project in 1932. This Project Continued for a long period. a) Objectives · To improve the life style of rural people rapidly. · To spread education and industrialization. · To develop the necessary factors for the progress of agriculture. b) Scope · This Project was started in the district of Navsari in the Gujarat State. · Many programmes such as gardening, poultry-farming, bee-keeping, spinning and weaving were organized. · Re-stabilization of ‘Panchayats’ and other programmes of village progress were organized. · The adult education had been extended. c) Working System · By personal education and contact by the village guides. · To use the school teacher of village in the extension of programme. · To use the traditional means of extension. 4.1.1.7 Grow more food campaign (1942) This campaign, started in 1942, was continued after getting the independence. The main object of this campaign was to fulfil the need of food, which had been created due to the Second World War. This campaign was the first one to be organized on a national level. In this campaign, the new seeds and chemical fertilizers were distributed among the farmers. Agricultural departments of state governments organized this campaign. a) Achievements · After spending a lot of money, some problems were tackled in the end. · The crop production increased due to new seeds and chemical fertilizers provided to the farmers. · From this campaign, the production of cotton and jute increased appropriately. 21 www.AgriMoon.Com Dairy Extension Education b) Limitations · Its work field was limited. · The campaign was deemed to be temporary hence the work was done. · The economic help, the distribution of good seeds and fertilizers could be available only on some places. 4.1.1.8 Indian village service (IVS-1945) In 1945, under the guidance of Dr. W.H. Wisher, this service began in the village Agasoli, District Aligarh in U.P. But, after the partition of the country, the village volunteer M.V. Siddiqi Khan went to Pakistan and this centre was closed. 4.1.1.9 Firka vikas yojana (1946) The government of Madras (now Tamil Nadu) decided to make efforts for the development of villages at Firka level. The first programme began in 1946. Among Pre-Independence project, this was the biggest project. 22 www.AgriMoon.Com Dairy Extension Education Module 2. Extension and rural development programme Lesson 5 POST-INDEPENDENCE EXTENSION AND RURAL DEVELOPMENT PROGRAMMES 5.1 Introduction The urgent need for stepping up food production was realised even in the pre-Independence era and a Grow-More-Food Campaign was started. Under the campaign, targets for increased agricultural production were laid down for the first time on an all-India basis. But the campaign failed to achieve its targets. Soon after Independence (1947), the Central Government re-defined the objectives of the Grow-More-Food Campaign as the attainment of self-sufficiency in food grains by 1952, and simultaneously increased the targets of production of other crops to meet the shortfall as a result of the partition of the country. At the same time, arrangements were made for integration and co-ordination of the entire campaign for increasing agricultural production. Some state governments associated the public with working of the campaign by setting up of non-official committees at the village, taluka, district and state levels. The plans were revised from time to time in order to make the campaign more effective. Accordingly, some initiatives in this direction were taken, which are given as under: 5.1.1 Etawah pilot project (1948) The idea of intensive all-round development work in a compact area was put into practice as a Pilot Project in Rural Planning and Development in the Etawah District in Uttar Pradesh in 1948, which can be regarded as a forerunner of the Community Development Project in India. Albert Mayer, an American Engineer, played the key role in the initiation and implementation of the project. The programme was based on the principle of self-help, democracy, integrated approach, felt needs of the people, rigorous planning and realistic targets, institutional approach, co-operation between governmental and non-governmental organizations, close co-ordination between the extension service and the supply agencies and the collaboration by technical and social scientists. After an initial period of trial and error, a new administrative pattern was evolved. It percolated to the village level; the activities of different nation-building departments were channelled through one common agency and a ‘multipurpose concept’ of village level worker was introduced. Each village level worker looked after 4-5 villages. The project was supervised by a district planning officer assisted by four specialist officers and other supporting staff. 23 www.AgriMoon.Com Dairy Extension Education Table 5.1 Community development Year Programme/scheme Person/agency/ approach Nilokheri experiment 1948 (Mazdoor Manzil) Shree S. K. Dey 1948 Etawah pilot project Albert Mayer Community Development 1952 CDP Programme 1953 NES National Extension Service 1954 CDB Community Development Block Panchayati Raj Democratic 1957 Panchayati Raj Decentralization Table 5.2 Technological development Year Programme/scheme Person/agency/ approach 1952 Key village Scheme Government of India 1960 IADP Intensive Agricultural District Programme 1964 IAAP Intensive Agricultural Area Programme 1963-64 ICDP Intensive Cattle Development Project 1966 HYVP High Yielding Variety Programme 1974 T&V Training & Visit System 1979 LLP Lab to Land Programme 1983 NAEP National Agricultural Extension Project 1986 TMO Technology Mission on Oilseeds 1998 NATP National Agricultural Technology Project 1999 TAR-IVLP Technology Assessment and Refinement – Institute Village Linkage Programme 2000 ATIC Agricultural Technology Information Centre 2006 NAIP National Agricultural Innovation Project Table 5.3 Other developmental programmes Year Programme/scheme Person/agency/ approach 1970-1971 SFDA Small Farmers’ Development Agency 1970-1971 MFAL Marginal Farmers’ and Agricultural Labourers 24 www.AgriMoon.Com Dairy Extension Education Programme 1970-1971 DPAP Drought Prone Areas Programme 1972-1973 PPTD Pilot Project for Tribal Development 1974 T&V Training and Visit Programme 1978-1979 IRDP Integrated Rural Development Programme 1979 TRYSEM Training of Rural Youth for Self-Employment 1980 NREP National Rural Employment Programme Development of Women and Children in 1982 DWCRA Rural Areas 1989 JRY Jawahar Rojgar Yojana 5.1.2 Nilokheri experiment (1948) Shree S. K. Dey, was the founder of the Nilokheri Experiment, when nearly 7000 displaced persons from Pakistan and later integrated with the 100 surrounding villagesin to what came to be rural-cum-urban township. It was built round the vocational training centrer Nilokheri, in July 1948. Shree Dey began this project using 1100 acre of swampy land spreading in the midst of Karnal and Kurukshetra. Shree Dey went on to become the Union Minister of Community Development in 1965. The scheme was also known as "Mazdoor Manzil" because of its principle 'he who will not work, neither shall he eat'. Under this programme, the main activities were a Vocational Training Centre run on co- operative lines and the Colony had its own dairy, poultry, piggery, printing press, engineering workshops, tannery and bone-meal factory. People were given vocational training of their choice to run these Co-operative Enterprises. Rights for education and medical care for the sick were also guaranteed. 5.1.3 Community development project (1952) As a result of the Grow-More-Food Enquiry Committee Report and the successful experience of the Etawah Project, 15 Pilot Projects were started in 1952 in selected states with the financial assistance recieved from the Ford Foundation. Besides helping to increase agriculture production and bettering the overall economic condition of the farmers, these projects were meant to serve as a training ground for the extension persnnel. It was soon realised that for the creation of an urge among the rural population to live a better life and to achieve permanent plentitude and economic freedom in the villages, a much bolder and dynamic effort was called for. It was recognized that the success of this new effort depended upon and whole hearted co- 25 www.AgriMoon.Com Dairy Extension Education operation of the beneficiaries, government officials and non-officials at every stage, the education of rural masses in the technique of rural development and the timely provision of adequate supplies of the needed inputs and other requirements. For undertaking this new programme, the Government of India entered into an operational agreement with the Government of the USA under the Technical Co-operation Programme Agreement. Under this Agreement, 55 Community Development Projects were started in different parts of the country on 2nd October, 1952 for three years. The Projects covered nearly 25,260 villages and a population of 6.4 millions. Each project, in turn, consisted of about 300 villages covering 400-500 square miles and having a population of about two lakhs. The project area was divided into three development blocks, each comprising 100 villages and a population of 60,000 to 70,000. The development blocks, in turn, were divided into groups of 5-10 villages, each group being in the charge of a multipurpose village- level worker. The main aims of these projects were: to increase agricultural production by all possible means, to tackle the problems of unemployment, to improve village communications, to foster primary education, public health and recreation, to improve housing, to promote indigeneous handicrafts and small-scale industries and to improve the villager's lot through their own primary effort. In short, the programme aimed at achieving all-round socio-economic transformation of the rural people. 5.1.4 Grow-more-food enquiry committee report (1952) Though efforts were made to revitalize the Grow-More-Food Campaign, it was observed that the system was not functioning properly and the cultivator's response to the programme was very poor. As a result, the Government of India in 1952 appointed a committee known as the GMF Enquiry Committee to examine the working of the Grow-More-Food Campaign. The findings of this Committee revealed that the problem of food production was much wider than the mere elimination of food imports and that agricultural improvement was a very important part of a much wider problem of raising the level of rural life in the country. The Committee came to the conclusion that it was only by bringing about an appreciable improvement in the standards of rural life to make it fuller and richer that the rural masses could be awakened to take interest in not only increasing agricultural production but also improving their own conditions and creating a will to live better. The committee also pointed out that: · All aspects of village life were interrelated, 26 www.AgriMoon.Com Dairy Extension Education · Improvement could be brought about by a number of detached programmes operating independently, · There was lack of unity of efforts, · The available finances was not adequate The rural community as a whole did not participate effectively in the campaign. In short, the movement did not arouse nation-wide enthusiasm and did not become a mass movement for raising the level of village life. In its recommendations, the Committee proposed the formation of development block, each consisting of 100 to 120 villages, and the appointment of revenue officers as development officers or extension officers, assisted by technical officers for agriculture, animal husbandry, co-ordination and engineering. For actual work in villages, the Committee suggested the appointment of one village level worker for every five or ten villages. The Committee also described broadly the functions of the extension service, the manner in which the extension organisation would operate, the arrangements required in training of the required staff, the way in which the non-official leadership should be associated with the work of village development at the village, taluka, district and state levels. The need for setting up an independent organisation on the suggestions made, the manner in which the assistance should be rendered to the state governments as well as to villagers for development work, the role of the central and state governments in this effort was also emphasized by the committee. Based on these recommendations, the Planning Commission, which was set up earlier by the Government of India to prepare a plan for development consistent with the available resources, gave the highest priority to the development of agriculture and irrigation in the First Five-Year Plan. The Commission fixed substantially high targets of internal production and decided, as recommended by the Enquiry Committee, that the drive for food production should form part of plans for overall agricultural development, and that agricultural improvement in its turn should form an integral part of the much wider efforts for raising the level of rural life. The Commission prescribed "Community Development" as the method for initiating the process of transformation of the social and economic life of villages and "Rural Extension" as its agency. 5.1.5 National extension service (1953) The National Extension Service was inaugurated on 2nd October 1953. The scheme of National extension service was designed to provide the essential basic staff and a small fund for the people to start the development work essentially on the basis of self-help. The operational unit 27 www.AgriMoon.Com Dairy Extension Education of this service was an N.E.S. block comprising about 100 villages and 60,000 to 70,000 people. The N.E.S. blocks were later converted into community development blocks which had higher budget provisions in order to take up more intensive development programmes. The pattern of community development programme was further revised (modified with effect from 1st April 1958). According to this pattern, there were four stages: · Pre-Extension Stage · Stage I Blocks · Stage II Blocks · Post-Stage II Blocks In this new set-up of community development blocks, all the nation-building government departments were brought together; and in order to ensure co-ordination at the block level, a new post of a Block Development Officer (BDO) was created. This officer is the co-ordinator of the programme and team leader and is supported by 8 extension officers drawn from the development departments, one each from the fields of agriculture, animal husbandry, co- operative, panchayat, rural industry, rural development, social education and welfare of women & children. Each normal block was provided with 10 village level workers and two gram sevikas (lady VLWs). Under this new set-up, the block is treated as an administrative unit for all the development departments, and the village-level worker is the contact person between these departments and the people. 5.1.6 Key village scheme (1952) Key Village Scheme launched in August 1952 was the first systematic attempt to improve the quality and productivity of cattle and buffaloes in the country. It was proposed with a view to promote intensive cattle development in compact areas by utilising the limited quantity of high quality breeding stock. Basic objective of the scheme is the rapid multiplication of crossbred cattle for meeting the acute shortage of high quality animals by grading up of the indigenous cattle population. Gradually it embraced all the major aspects of cattle development such as superior breeding, castration of scrub bulls, fodder development, control of diseases, maintenance of records, milk recording and marketing of livestock and livestock products. 5.1.7 Intensive agricultural district programme (1960) 28 www.AgriMoon.Com Dairy Extension Education With a focusing on increasing productivity and production IADP was launched in July 1960 in 7 selected districts of various states in its first phase and later extended to another 9 districts more in second phase during 1963-64. This programme was aimed at integrated and intensive approach to solve the problems of agricultural production through adoption of package of improved practices. The achievements accomplished through this programme were tremendous and it really made a dent into the rural poverty for its eradication through agriculture. This programme was popularly known as Package Programme. 5.1.8 Intensive cattle development project (1963-64) The initiation of Key Village Scheme in August 1952 was the first systematic attempt to improve the quality and productivity of cattle and buffaloes in the country. The Intensive Cattle Development Project (ICDP) was initiated in 1963-64. The objectives of the project were the same as the Key Village Scheme, but had much wider in scope. It envisaged provision of a package of improved practices to the cattle owners to effect a breakthrough in milk production (National Commission of Agriculture, 1976). The package included : · Cattle breeding · Castration of scrub bulls · Veterinary aid and disease control · Registration of milk recording · Introduction of high yielding milch cattle · Subsidies and incentives for milk production · Feed and fodder development including demonstration, distribution of fodder seeds, silage making and popularization of chaff cutters and · Dairy extension The programme was launched in the milk shed area of major dairy plants to ensure the increased and steady flow of milk to these plants. There is no doubt that ICDP did help in increasing milk production in milch animals in the country to a great extent. 5.1.9 Operation flood (1970) Operation flood (also known as the White revolution of India) was a rural development programme started by India’s National Dairy Development Board (NDDB) in 1970. One of the largest of its kind, the programme objective was to create a nationwide milk grid. It resulted in 29 www.AgriMoon.Com Dairy Extension Education making India the largest producer of mil & milk products, and hence is also called the white revolution of India. It also helped reduce malpractices by milk traders and merchants. This revolution followed the Indian green revolution and helped in alleviating poverty and famine levels from dangerous proportions in India during the era. Dr. Varghese Kurien is known as Father of White Revolution. The Operation Flood was implemented in three phases. · Phase I (1970–1980) · Phase II (1981–1985) · Phase III (1985–1996) 5.1.10 Training and visit (T&V) system (1974) The Training and Visit (T&V) system, the brain child of Dr. Daniel Benor (World Bank Consultant) was introduced in India in 1974 for all round development of agricultural extension system in the country to introduce observation, training and technology transfer to the farmers and extension workers so as to enable them achieving greater productivity and production in the agricultural sector. This system has been introduced at first in 1974 in two states viz., Rajasthan and West Bengal and then spread to another 16 states of the country aimed at building a professional extension service that is capable of assisting farmers in raising production, increasing incomes and of providing appropriate support for agricultural development. The important features of this system include professionalism, as single line of command, concentration of effort, time bound work, field and farmer orientation, regular and continuous training and close linkages with research. The creation of a dynamic link between farmers, professional extension workers, and researchers was done through the training and visit systems of extension. By adopting and implementing T&V system in its extension network India gained a lot in increasing its food production with scientific means coupled with effective technology transfer system. 5.1.11 Integrated rural development programme (1978) The Integrated Rural Development Programme (IRDP) is a rural development program of the Government of India launched in Financial Year 1978 and extended throughout India by 1980. It is a self-employment program intended to raise the income-generation capacity of target groups among the poor. The target group consists largely of small and marginal farmers, agricultural labourers and rural artisans living below the poverty line. The pattern of subsidy is 25 per cent for small farmers, 33per cent for marginal farmers, agricultural labourers and rural artisans and 30 www.AgriMoon.Com Dairy Extension Education 50 per cent for Scheduled Castes/Scheduled Tribes families and physically handicapped persons. The objective of IRDP is to enable identified rural poor families to cross the poverty line by providing productive assets and inputs to the target groups. The assets which could be in primary, secondary or tertiary sector are provided through financial assistance in the form of subsidy by the government and term credit advanced by financial institutions. The program is implemented in all the blocks in the country as a centrally sponsored scheme funded on 50:50 basis by the Centre and State. The Scheme is merged with another Scheme named swarnjayanti gram swarozgar yojana (SGSY) since 01.04.1999. 31 www.AgriMoon.Com Dairy Extension Education Module 2. Extension and rural development programme Lesson 6 FIRST-LINE EXTENSION SYSTEM OF ICAR 6.1 Introduction Realizing the scope and importance of integrated working of interrelationship between research, education and extension functions, the ICAR established a section of Extension Education at its headquarters in 1971 which was later on strengthened and renamed as Division of Agricultural Extension. It was intended to enforce this functional relationship down the line in the research institutes, agricultural universities and allied institutions. There were four main Transfer of Technology (ToT) Projects of the ICAR, namely National Demonstrations (ND), Operational Research Project (ORP), Krishi Vigyan Kendra (KVK) and Lab to Land Project (LLP). All the projects were mobile in nature, except KVKs. The projects were shifted every 5 to 6 years from one location to another, in the larger interest of the farming community and the extension personnel of the area. The details are given as under: 6.2 National Demonstration A nationwide programme of demonstrations, known as National Demonstration (ND) on major food crops was launched in 1964. It was a nationwide project with a uniform design and pattern. It differed from other demonstrations in the following major aspects: · There was a specific yield target and there was no separate control plot. · The area of the demonstration plot was about one hectare. · The farmers in whose plots the demonstrations were laid out were the actual cultivators with small holdings. · The agricultural scientists conducted these demonstrations in association with local extension agencies/workers. To achieve the best results, the most enthusiastic and cooperative farmers were selected the best technologies and techniques used, and a team-approach followed involving scientists from relevant disciplines, including local extension agents. The organization of field days, field visits, and training for the farmers and field extension workers were considered important for rapid 32 www.AgriMoon.Com Dairy Extension Education spread of technologies. The national demonstrations were intended to show the superiority of the demonstrations to the extension agencies. 6.3 Operational Research Project The ORPs were initiated in 1974-75. It covered diverse topics like crop farming, mixed farming, integrated pest management, plantation crops, post-harvest technology, improvement of diara and char lands, land reclamation, arid land management, fisheries etc. The ORP demonstrated latest agricultural technologies on the farmers' fields to influence the farmers as well as the State extension agencies. It also studied the socio-economic, technological extension and administrative barriers which were coming in the way of rapid transfer of technologies and pointed out the same to the extension agencies. The ORPs considered two kinds of problems: first the common agricultural problems affecting the farming community requiring group or community action, e.g. plant protection and rodent control; and secondly total resources development of the watershed area. Some of the ORPs attempted to concentrate on the major problematic areas rather than either on a common subject or the total resources development like enhancing agricultural as well as livestock production. The ORPs were mainly implemented through the agricultural universities, the ICAR institutes and the State departments of agriculture. Selected voluntary organizations with necessary scientific background and support for rural/agricultural development also under took such projects. Linkages of these projects with local and allied institutions were emphasized for mutual interaction and multiplier effect. 6.4 Krishi Vigyan Kendra (Farm Science Centre) The KVK project is sponsored by the ICAR and is implemented by the ICAR institutes, state agricultural universities (SAU), selected voluntary organizations, public undertakings and some state departments of the agriculture. The first KVK was established in 1974 at Pondicherry under Tamil Nadu Agricultural University. At present, there are 602 KVKs in the country. The priority for establishing KVKs is given to hilly areas, drought prone areas, forest areas, coastal areas, f1oodprone areas, and areas dominated with tribal farmers, weaker sections, small farmers' and landless labourers. The objective is to gradually cover the entire country with one KVK in each district, priority being given the backward areas. The head of the KVK is the Training Organizer/Programme Coordinator. Training Associates/Subject Matter Specialists and Training Assistants form the core staff and are drawn 33 www.AgriMoon.Com Dairy Extension Education from the disciplines like agronomy, horticulture, livestock production, home science, fisheries and extension education. There is a provision of having a total of 16 staff in each KVK. A Scientific Advisory Committee (SAC) with representatives from the agricultural university, ICAR, relevant Government departments, panchayat, progressive farmers etc. is formed for each KVK for providing guidance on its working. Holding regular SAC meeting was found be an essential condition for successful functioning of a KVK. 6.5 Trainers’ Training Centre Trainers' Training Centres (TTC) were established in 10 specialized subjects, mainly in the ICAR institutes for in-service training of the teachers/trainers of the KVKs and such other non- degree level institutions. The centres offer in-service training courses for the trainers/instructors of the extension training centres, farmers' training centres, agricultural schools, and teachers dealing with work experience and vocational courses. However, these TTC were closed by the ICAR during the year 1996. 6.6 Lab to Land Programme The Lab to Land Programme (LLP) was launched by the ICAR in 1979 as a part of its -Golden Jubilee celebration. The overall objective of the programme was to improve the economic condition of the small and marginal farmers and landless agricultural labourers, particularly scheduled castes and scheduled tribes, by transfer of improved technology developed by the agricultural universities, research institute etc. The programme was initiated with 5,0000 farm families over the whole country. It was implemented by the agricultural universities, ICAR institutes, state departments of agriculture and some selected voluntary organizations. No separate staff was provided for the programme. Major thrust in the programme was to introduce the most appropriate technologies that would help in the diversification of labour use and introduction of supplementary sources of income. The programme had been in operation in a number of phases. Normally a phase ran for a period of two years with a particular set of farmers. With effect from April 1992, all first-line transfer of technology projects of the ICAR viz. ND, ORP and LLP were integrated into KVKs. Accordingly, the mandates of KVKs were revised and are as follows: I. Collaborate with the subject matter specialists of the State Agricultural Universities/scientists of the Regional Research Stations (National Agricultural Research 34 www.AgriMoon.Com Dairy Extension Education Project) and the State extension personnel in 'on-farm testing', refining and documenting technologies for developing region specific sustainable land use systems. II. Organize training to update the extension personnel with in the area of operation with emerging advances in agricultural research on regular basis. III. Organize long term vocational training courses in agriculture and allied vocations for the rural youths with emphasis on 'learning by doing' for generating self-employment through institutional financing and on-and off-campus training courses for the farmers with a view to increasing production on their farms. IV. Organize front-line demonstrations in various crops to generate production data and feedback information. Over the years, the KVKs emerged as a national network of training organization at the base level for imparting improved knowledge and skills to the farmers, farm women, rural youth and extension functionaries. 6.7 Technology Assessment and Refinement (TAR) - Institution Village Linkage Programme (IVLP) In 1995, the ICAR launched this innovative programme and the objectives are to: I. Introduce technological interventions with emphasis on stability and sustainability along with productivity of small-farm production systems. II. Introduce and integrate the appropriate technologies to sustain technological interventions and their integration to maintain productivity and profitability taking environmental issues into consideration in a comparatively well-defined farm production system. III. Introduce and integrate the appropriate technologies to increase the agricultural productivity with marketable surplus in commercial on and off farm production system. IV. Facilitate adoption of appropriate post-harvest technologies for conservation and on-farm value addition of agricultural products, by-products and waste for greater economic dividend and national priorities. V. Facilitate adoption of appropriate technologies for removal of drudgery, increased efficiency and higher income of farm women. VI. Monitor socio-economic impact of the technological intervention for different farm production systems. VII. Identify extrapolation domains for new technology/technology modules based on environmental characterization at meso and mega level. 35 www.AgriMoon.Com Dairy Extension Education 6.8 National Agricultural Technology Project The National Agricultural Technology Project (NATP) was launched by the Indian Council of Agricultural Research (ICAR) on June 30, 1998, with the support of the World Bank, to strengthen and complement the existing resources and to augment the output of the National Agricultural Research System (NARS). NATP was the world's biggest World Bank assisted agriculture project worth Rs. 992 crores developed and executed by NARS. The lifespan of NATP was seven years, from 1998 to 2005. NATP was the first project in NARS to shift the focus from discipline oriented research to production system research. NATP was the first project in NARS to involve competitive funding, and have pluralistic approach to involve and fund partners from outside NARS. NATP successfully completed a whopping total of 852 projects. 6.9 Agricultural Technology Information Centre The Agricultural Technology Information Centres (ATIC) were established in the year 2000. These ATICs serve as a single window delivery system for services and products of research for the areas in which the concerned institute is involved. At present, there are 44 ATICs established in ICAR institutes and SAUs. 6.10 National Agricultural Innovation Project The National Agricultural Innovation Project (NAIP) was launched in the year 2006 by ICAR. The overall objective of NAIP is to facilitate the accelerated and sustainable transformation of Indian agriculture in support of poverty alleviation and income generation through collaborative development and application of agricultural innovations by the public organizations in partnership with farmers groups, the private sector and other stakeholders. 36 www.AgriMoon.Com Dairy Extension Education Module 2. Extension and rural development programme Lesson 7 INNOVATIONS IN FIELD EXTENSION 7.1 Introduction Of late, a lot of emphasis is being given on innovative extension approaches at the field level, in order to ensure an effective implementation of the Transfer of Technology (ToT) process. Many such new initiatives have been undertaken in India, the details of which are as under: 7.2 ATMA Agricultural Technology Management Agency (ATMA) is a registered society of key stakeholders involved in agricultural activities for sustainable agricultural development in the district. It is a focal point for integrating research and extension activities and decentralizing day-to-day management of Agricultural Extension System at the field level. 7.2.1 Salient features of ATMA ATMA is established at district level as an autonomous institution providing flexible working environment involving all the stakeholders in planning and implementation of extension activities. ATMA is a unique district level institution, which caters to activities in agriculture and allied sectors adopting a farming systems approach and convergence of programmes of related departments. Local research and extension priorities are set through Strategic Research and Extension Plans (SREPs), which are developed using participatory methodologies. ATMA is registered under the Societies Registration Act of 1860 that has considerable operational flexibility. It operates under the guidance of a Governing Board (GB) that determines program priorities and assesses program impact. The executive head of ATMA is known as the Project Director (PD) and reports directly to the ATMA Governing Board. One of the most important activities undertaken by ATMA is to prepare Strategic Research and Extension Plan (SREP), which consists of detailed information about agriculture and allied sectors in the district. The purpose of preparation of SREP is to identify research and extension needs of the district. This helps in undertaking only those extension activities which are needed by farmers in the district. SREP is prepared with full participation of farmers and their representatives at different level. Technical officers of agriculture and allied departments as well as from KVKs and other research institutions fully participate in preparation of SREPs. Based 37 www.AgriMoon.Com Dairy Extension Education on the research-extension strategies given in the SREPs, block/district level plans are developed by ATMA institutions. The State Extension Work Plan developed at state level is a consolidated activity-wise plan incorporating all the district level plans and the state level activities. In order to provide needed Human Resource Development (HRD) support in the innovative areas of extension delivery, State Agricultural Management and Extension Training Institute (SAMETI) has also been established in each state. 7.3 Farmer Field Schools - A New Participatory Approach The farmer field school is a form of adult education, which evolved from the concept that farmers learn optimally from field observation & experimentation. FFS is a tool to build capacities of farmer groups through participatory approach for promoting sustainable agricultural development, managing crop eco system, to make them better decision makers in sustainable use of resource at the cropping, farming & watershed levels. The term “Farmer Fields Schools” came from the Indonesian expression Sekolah Lapangan meaning just field school. The first Farmer Field School was established in 1989 in Indonesia for control of Brown Plant Hopper pest in rice through Integrated Pest Management (IPM). Although Farmer Field Schools were designed to promote IPM, empowerment has an essential feature from the beginning. The curriculum of the FFS was built on the assumption that farmers could only implement IPM once they had acquired the ability to carry out their own analysis, make their own decisions and organise their own activities. The empowerment process, rather than the adoption of specific IPM techniques, is what produces many of the developmental benefits of the FFS. 7.4 Participatory Extension Approaches Participatory extension provides a framework for extension staff to participate with village Communities in facilitating development planning and activity implementation. This approach ensures the extension response becomes community driven and assist village communities implement their planned activities with routine monitoring and evaluation of activities and development progress. Importantly, as the name implies, the extension process is seeking maximum participation from women and men from all groups within the target village communities. People’s participation implies the active involvement in development of the rural people, particularly disadvantaged groups that form the mass of the rural population and have previously been excluded from the development process. FAO experience has shown that through participatory programmes and activities it is possible to mobilize local knowledge and 38 www.AgriMoon.Com Dairy Extension Education resources for self-reliant development and, in the process, reduce the cost to governments of providing development assistance. People’s participation is also recognized as an essential element in strategies for sustainable development of agriculture. People’s participation should be viewed as an active process in which people take initiatives and action that is stimulated by their own thinking and deliberation and which they can effectively Influence. Participation is therefore more than an instrument of implementing government projects. It is a development approach which recognizes the need to involve disadvantaged segments of the rural population in the design and implementation of policies concerning their well-being. While participatory approaches have been successful in many countries at stimulating self--help activities at the local level, they can and should also be followed in the design, implementation and evaluation of large scale projects. 7.4.1 Different participatory approaches Participation aims at bringing about change in people’s attitude which is critical on the part of the people involved towards their environment and adoption of interventions for agricultural development. In recent years, there has been a lot of developments, in the use of participatory approaches. Some of these approaches focus more on problem diagnosis, other are more oriented to community empowerment, some concentrate on facilitating farmer-led research and extension, while others are designed to get professionals in the field to listen to farmers. Some of the these approaches are; 7.4.1.1 Rapid rural appraisal (RRA) RRA is a social science approach that emerged in the early 1980s for applications in development cooperation. In it, a multidisciplinary team makes use of simple, nonstandard methods and the knowledge of local people to quickly elicit, analyze and evaluate information and hypotheses about rural life and rural resources that are of relevance for taking action. RRA techniques are an attractive alternative to conventional survey methods when the aim is not to systematically capture precise figures, a typically time-consuming and cost-intensive undertaking, but rather speedy and action-oriented assessment of local knowledge, needs and potentials with an aim to elaborating strategies to resolve conflicts or investigate specific problems. They are also suitable for shifting the focus of conventional surveys onto essential aspects. 7.4.1.2 Participatory rural appraisal (PRA) 39 www.AgriMoon.Com Dairy Extension Education PRA is a way of enabling local (rural and urban) people to analyze their living conditions, to share the outcomes and to plan their activities. It’s a “handing over the stick to the insider” in methods and action. The outsider’s role is that of a catalyzer, a facilitator and convenor of processes within a community, which is prepared to alter their situation. 7.4.1.3 Participatory learning approaches (PAL) PLA is an approach for learning and organizing participation of local communities and groups for interacting with them, understanding them and learning from them. It helps in initiating a participatory process, in sustaining it and in opening up vistas of avenues for participation. It is a means of identifying and facilitating intended groups and evoking their participation and also opening ways in which such groups can participate in decision-making, project design, planning, execution and monitoring. 7.4.1.4 Participatory learning methods (PALM) PALM uses the key RRA concepts, but emphasizes participation by village residents and the function of the externals as catalysts and partners for self-determined development. The aim of PALM is to go beyond “appraisal” and arrive at participatory analysis and a common understanding of rural conditions. The focus is on learning from and with local people. In order to avoid stimulating false expectations. 7.4.1.5 Agro-ecosystem analysis (AEA) An agro ecosystem is created by the combination and inter reaction of ecological and socioeconomic processes. Analysis of the diagrams gives rise to a table of the most important factors influencing the “system properties”. The system properties are: 1) productivity (net output of an evaluated product), 2) stability of productivity under normal conditions, 3) sustainability of productivity under stress, and 4) equitable distribution of production and the resources and inputs required to achieve it. 7.4.1.6 Participatory action research (PAR) PAR is “learning-by-doing” approach in which the investigator places his/her knowledge at the disposal of local groups. The following is expected of an action researcher: awareness of one’s own limitations and value orientation; willingness to empathize with and share the problems and needs of local people; knowledge of their history and political and economic situation. The action researcher then engages in a dialog with the local groups, and works together with them in small discussion groups to search for solutions to the their problems. 40 www.AgriMoon.Com Dairy Extension Education Module 3. Extension learning and teaching process Lesson 8 EXTENSION LEARNING PROCESS 8.1 Introduction Dairy extension is an educational process for bringing desirable changes among the dairy stakeholders, which involves both learning, & teaching and needs some tools or methods commonly known as extension-teaching methods. It is, therefore, necessary here to understand what is meant by learning, teaching & extension methods. 8.2 Extension Learning Process Any change of behaviour which takes place as a result of experience may be called learning. 'Learning' is the process by which an individual, through his own activity, attains a change in his behaviour (Leagans, 1961). It is an active process on the part of the learner. The essential role of an extension worker is to create effective 'learning situations'. An effective learning situation requires the following essential elements (Leagans, 1961): Fig. 8.1 Elements of learning situation 8.2.1 Teacher (Instructor) A successful teacher is the one who takes into account the following important considerations: · Understands the nature of the learner and is in a position to evaluate his motives & ability. · Reacts appropriately to the feelings, emotions and attitudes of the learners. · Is conscious of the fact that the learner responds to the whole gamut of learning situation. · Is professionally alert. 41 www.AgriMoon.Com Dairy Extension Education · Is well-composed even in the adverse conditions. · Has the ability to maintain better human relations. · Always makes efforts for his professional growth. · Selects those experiences which suit to the abilities and needs of the learners. · Should be close to masses and belong to the same groups for making dialogues easier. 8.2.2 Learners They should have: · Clear objectives regarding the use of the subject matter. · Interest in the subject matter. · Need for the subject matter. · Ability to understand and opportunity to apply the subject matter. · Physical and mental preparation. 8.2.3 Subject matter (contents) The subject matter should fulfil the following conditions: · Should be in the line with the needs and interests of the learners. · Should be valid, authentic, factual and applicable. · Should be well-organized. · Should be at a level where it could be understood by the learners. · Should be timely & appropriate. 8.2.4 Teaching methods Subject matter cannot effectively be transferred without the help of suitable teaching methods and aids. Proper selection and skilful handling of teaching methods and aids facilitate creation of desirable learning situation. Teaching methods & aids should be: · Readily available. · In working conditions. · Suitable to the subject-matter. · Diversified, flexible and suited to the needs of the clients. The following points need to be kept in mind while using extension methods for appropriate involvement of different sense organs: 42 www.AgriMoon.Com Dairy Extension Education Fig. 8.2 People remember the things 8.2.5 Physical facilities Light, ventilation, chair and table arrangements, outdoor facilities, gardening & good land escaping should be a satisfying and comfortable, if possible. The good teacher will make all these arrangements prior to the meetings. The teacher should skilfully manipulate the elements of the learning situations & provide satisfactory learning experiences for the stakeholders. The main aim of the teacher is to bring about a change in the behaviour of the learners with the help of a judicious combination & use of different elements. 43 www.AgriMoon.Com Dairy Extension Education Module 3. Extension learning and teaching process Lesson 9 TEACHING PROCESS IN EXTENSION 9.1 Introduction 'Teaching' is the process of arranging situations in which the things to be learnt are brought to the notice of the learners, their interest is developed & desire aroused, i.e. they are stimulated to act. For example, if we want to teach the dairy farmers the use & advantages of milk processing (Paneer), we do this by conducting demonstrations at the household levels, showing them how to boil the milk and at what temperature citric acid is to be added, etc. Then, comparison of the selling cost of paneer and raw milk is to be done to make them understand its benefits. After seeing the beneficial effect of a paneer, the farmer is convinced & motivated for action to start the processing of milk. 9.2 Teaching in Extension The development and progress that we aim for is based on what we know, what we think, what we actually did, and what we can do with our physical, technological and human resources. To progress, we must not stop at the present conditions of living and must take the necessary actions to improve them on a sustainable basis. In this process, we must identify and perpetuate only the useful and successful developmental initiatives from the past, exercise concern only for the promising developmental ideas in the present, and focus on all of these practices on achieving a better and sustainable development for the future. Thereby, we gain the ability to substitute the 'good and new' developmental ideas with the 'old and outdated' through learning. Thus, learning is most effective when done under organized teaching. Teaching is defined as an interactive process primarily involving classroom talk, which takes place between teacher and pupil, and occurs during certain definable activities (Amidon, 1963). 9.3 Steps of Teaching Teaching, in the context of extension and development, can be thought of as providing purposeful direction through learning process. Teaching per se is not giving knowledge or skills to people or communities, instead teaching is the process of providing opportunities to people or 44 www.AgriMoon.Com Dairy Extension Education communities to produce relatively permanent change through their engagement in learning experiences that are provided by teachers. Fig. 9.1 Steps in extension teaching (Wilson and Galup, 1955) 9.3.1 Attention Attention is the starting point to arouse the interest of the learners. Research suggests that the attention of people is attracted by various senses in the following proportions (Reddy, 1998): Table 9.1 Attention of people through various sense organs The famous extension saying is, seeing believes. Thus, seeing and hearing are the major senses involved to attract attention and enhanced learning. 9.3.2 Interest Once attention is captured, instructors and/or extension professionals can bring the audience's attention to developmental needs and arouse their interest in further consideration of ideas. Extension professionals should make them understand how development contributes to the overall well-being of the community. 45 www.AgriMoon.Com Dairy Extension Education 9.3.3 Desire It concerns about the continuation of the audience's interest in the developmental ideas or better practices, until that interest becomes a desire, or, a motivating force. 9.3.4 Conviction In this step, people know what action is necessary and just how to take that action. Extension professionals also ensure that people visualize the action in terms of their own situations and acquire confidence in their own ability to participate in the people-centred developmental initiatives. 9.3.5 Action Unless this conviction is converted into action, the efforts of extension for development will go unrewarded. It is the job of extension professionals to make it easy for the people to act. For example, if the adoption of a new high yielding cattle breed is the action needed by farmers, that breed should be made available within the reach of farming communities, along with other recommended package of practices. If the action does not quickly follow desire and conviction, the new idea may fade away. Therefore, this phase should never be ignored. 9.3.6 Satisfaction Satisfaction is the end product of extension teaching process. Follow up action(s) by extension professionals helps people to learn and evaluate the development progress. The saying, satisfied customer is the best advertisement, also applies to extension and development work. Satisfaction helps the people to continue developmental work with increased attention, interest, desire, conviction and action. The six steps in teaching discussed as above, often blend with each other. As an extension professional, you need to arrange the learning situations in all the six teaching steps with the help of suitable extension teaching methods and audio-visual aids. Various teaching methods and audio-visual aids are not equally suited for every step in teaching. Every method and aid under certain circumstances makes a contribution to each step. It depends on the extension professional how he handles the situation. 46 www.AgriMoon.Com Dairy Extension Education Module 3. Extension learning and teaching process Lesson 10 EXTENSION TEACHING METHODS 10.1 Introduction Extension teaching methods are the tools & techniques used to create situations in which communication can take place between the rural people & the extension professionals. These are the methods of imparting new knowledge & skills to the rural people by drawing their attention towards such technologies, thereby arousing their interest and helping them to have a successful experience of the new practice. A proper understanding of these methods and their selection for a particular type of work is necessary. 10.2 Classification of Extension Teaching Methods 10.2.1 According to use One way of classifying the extension methods is according to their use & nature of contact vis-a- vis interpersonal, group and mass communication. Based upon the nature of contact, they are classified into following categories: 10.2.1.1 Individual-contact methods Extension methods under this category provide opportunities for face-to-face or person-to- person contact between the rural people and the extension professionals. These methods are very effective in teaching new skills and creating goodwill between farmers and the extension professionals. 10.2.1.2 Group-contact methods Under this category, the rural people or farmers are contacted in a group which usually consists of 20 to 25 persons. These groups are usually formed around a common interest. These methods also involve a face-to-face contact with the people and provide an opportunity for the exchange of ideas, for discussions on problems and technical recommendations. In this way, the future course of action is finalized. 10.2.1.3 Mass or community-contact methods 47 www.AgriMoon.Com Dairy Extension Education An extension professional has to approach a large number of people for disseminating information and helping them to use it. This can be done through mass-contact methods conveniently. These methods are more useful for making people aware of the new technologies, quickly. Table 10.1 Classification of extension-teaching methods according to their use Individual