Speaker: Abul K Azad Ph.D. Scholar

Credit seminar on

Fundamentals

of

Extension

Flow of presentation

Part-IMeaning, Genesis, Functions, Principles of extension and Adult Education

Part-II Sociology and Group Dynamics

Part-III Community Development and Integrated Rural

Development Programmes

2

Part-I

Meaning, Genesis, Functions, Principles of extension and Adult Education

3

Meaning of extension (Ex tension L.)

“Stretching out” of knowledge, skills, research

findings, innovation etc. to the end users.

According to Ensminger (1957), extension is education

and that its purpose is to change attitudes and practices

of the people with whom the work is done.

It is a system of working with farmers

Knowledge resource Stakeholders

4

Origin of extension

� The modern agriculture extension system goes back to 1845 when the Irish famine was occurred

� Genesis

The term first originated in 1866 at England

The word “extension” was coined by McCarthy

In 1873 “Extension education” term first used by

Cambridge University, in 1876 by London University

and in 1878 by Oxford University

This term gave more practical shape at field level by

J.P. Leagans (Father of Extension) 5

Historical Acts in Extension

Land Grant- The Morrill Act of 1862

Establishment of at least one college

in each state

Objective to teach agriculture and the

mechanical arts without excluding

other scientific and classical studies.

Hatch Act of 1887

Created an experiment/ Research

station at every land-grant college6

In 1890 - second Morrill Act

Provided funds to sustain

these colleges

Smith-Lever Act-1914

Cooperative Extension Service

Smith- Hughes Act 1917

Promoted vocational

agricultural training to the

farmers

7

History of Extension: An Indian Perspective

Department of Revenue, Agriculture and commerce

started functioning during 1871

Series of famines occurred in British India from 1875-

1901

Forced British government to set up some commission

Separated agriculture as an independent branch in 1881.

Imperial Agricultural Services was constituted in 1906

(ceased in 1926)

Govt. of India, 1919 made the Agricultural Development

become a state subject

8

� On the recommendation of Royal commission on Agriculture

(1928), the formation of ICAR took place in 16 July, 1929

� GMF Enquiry (1952) recommended – An Extension

organisation set up in rural areas

• Community Development (1952) and NES (1953)

Establishment of first State Agricultural University in 1960

at Pantnagar on land grant pattern

Creation of DARE in 1973

9

WHY Extension

� Help to improve

� economic growth of the farmers

� management of natural resources

� helps in capacity building

� poverty alleviation

� rural development

� leadership development

� educate them about recent technology(s)

Ultimate goal is the over all development of people

10

Way of High YoungExperts g(t)eneration in Agriculture

Four Transfer of technology project of ICAR

National demonstration (1964)

Agricultural scientist demonstrate first time before

handover the technology to the farmers.

Initially AICRP on Maize 1957 was done.

Operational Research Project (1974-75)

Disseminate proven technology to the farmers field

KVK (1974)-Farm Science Centre

According to Mathur (2011), mandate of KVK is Three

folded A) Technology assessment and Refinement

B) Training C) Knowledge and Resources Centre11

� Lab to Land Programmes

Launched in 1979 as a part of Golden Jubilee

Celeberation

Main objective

Economic development of the farmers

All ICAR-TOT Programmes merged with KVK in 1st

April, 1992.

12

13

Elements of Extension Service

� Extension Agent � Good communication skills

� Good technical knowledge

� Teaching method� Demonstration

• Methods

• Results

• Types

� Supporting Funds

� Infrastructure

Relation between Extension and Education

� Extension is an Educational process

� Education is a process where a person changes his

behaviour in a desirable way which includes

knowledge skill and attitude

� Types of Education according to Comb & Ahmad

(1974)-

a) Informal,

b) Formal and

c) Non-formal 14

Formal Education Extension/ Non formal

Starts with theory & ends with practical.

Starts with practicals & ends in theory later on.

Students study subjects Farmers study problems.

fixed curriculum offered. No fixed curriculum or course of study

Class attendance is compulsory Participation is voluntary.

Teaching is mainly vertical. Teaching is mainly horizontal.

The teacher has more or less homogeneous audience.

The teacher has a large & heterogeneous audience.

It is rigid. It is flexible

Differences between

15

It has all pre-planned & pre-

decided programmes.

It has freedom to develop

programmes locally based on

needs & interests.

It is more theoretical. It is more practical & intended for

immediate application in the

solution of problems.

16

Tomorrow I want everyone present in the class.

17

Objectives of extension education

Objectives are expressions of the ends towards which our efforts are directed

Types of Objectives

•Fundamental objectives (All inclusive growth)

E.g. Overall development of individuals

•General objectives (Functions of extension): More definite then

fundamental objectives and are directly associated with extension

services.

E.g. To increase the milk production in a village

•Specific or Working objectives: State directly and specifically

what is to be done.

18

Philosophy of Extension Education

Philosophy word derived from Greek word Philos =

Knowledge and Sophia= Manner

According to Mildred Horton- 4 principles

The individual is supreme in a democracy

The home is the fundamental unit in a civilization

The family is the first training group of the human race

The foundation of any permanent civilization must rest

on the partnership of man and land.

Not “what to think” but “how to think”

Functions of Extension Education

19

Action

1. Principle of interest & need

2. Principle of cultural difference

3. Principle of participation

4. Principle of adaptability

5. The grass roots principle of organization 6. Principle of indigenous knowledge

Principles of Extension Education

20

7. The leadership principle

8.The whole-family principle

9. Principle of co-operation

10. Principle of satisfaction

11. The evaluation principle

21Sources: G.L Ray (2008)

Extension Educational Process (J.P. Leagans, 1967)

Involves 5 interlinked steps-

22

Teaching Learning Situation ( Leagans, 1961)

Learner

Instructor

Teaching AidsPhysical Environment

Subject Matter

23

Steps Extension Teaching (Wilson and Gallup, 1955)

24

Make the people aware about new idea

Stimulate their interest

Unfreezing the existing behaviour and motivating people

Strong persuasion for action

Implementation of operation

Things fulfilled

Conventional V/s Distance Education (Mondal, 2013)

� Correspondence education term

emerged in 1971

� the name has been changed to

“Distance Education” in 1982.

“Distance education is a systematically

organized self-learning programme in

which printed materials are sent to the

students for study purpose”.

25

Differences

Conventional Educational Distance Education

Face to face, direct interaction Indirect communication by media

Suitable for transmitting norms, values and attitude

Suitable for transmitting information and limited skills

Locus of teaching is classroom Depends on learner

Compulsory attendance Self discipline & motivation

Labour intensive Capital intensive

Teacher-student ration- less Teacher -students ratio-High

26

� The Ancient Greek times

while Alexander Knapp, a

German educator, originally

used the term andragogy in

1833.

� Andragogy in Greek means

the man-leading in

comparison to pedagogy,

which in Greek means child-

leading

� Andragogy is the

synonymous of Adult

Learning (M.S. Knowles)

Adult learning

27

Knowles’ 5 Assumptions Of Adult Learners

� Self-Concept: As a person matures his/herself

concept moves from one of being a dependent

personality toward one of being a self-directed human

being.

� Adult Learner Experience: As a person matures

he/she accumulates a growing reservoir of experience

that becomes an increasing resource for learning

� Readiness to Learn: As a person matures his/her

readiness to learn becomes oriented increasingly to

the developmental task of his/her social roles28

� Orientation to Learning: As a personal matures his/her

time perspectives changes from one of postponed

application of knowledge to immediacy of application,

and accordingly his/her orientation toward learning

shifts from one of subject-centeredness to one of

problem centeredness

� Motivation to Learn: As a person mature the

motivation to learn is become internal

29

Sociology and Group DynamicsPart-II

30

Study of human/individual in society/environment

Sociology is the study of human relationships.

In Latin, Socius means companion and In Greek, logos

means scientific study

Auguste Comte-Father of Sociology.

Rural sociology: Focuses on man living in rural areas.

Urban sociology: Focuses on man living in urban areas.

Tribal sociology: Focuses on man living in tribal areas.

Sociology

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Community- continuous geographical area, sense of

belonging, sharing common values, norms, interests

Socialization-Process of conducting in society

Social System- set of interrelated units

Social Stratification- hierarchically arranged strata in

community

Social Mobility- movement of people among strata

Association-organizing for fulfilling common interests

Institution- crystallized mechanisms/ways in which

society meets its needs through social structures

32

Differences between Urban and Rural

Parameters Urban Rural

Contact with nature Lees Very much

Occupation Services, Businessman Agriculture

Size of the community Small Large

Density of population High Low

Homogeneity of population

Less More

Social stratification Flexible Rigid

Standard of living High Low

Illiteracy Less More

Marriages Love Arrange

33

Major Institutions In Rural Society Family Religious Government/Political Educational

� CULTURE: Complex which includes knowledge, belief,

art, mortals, law, customs and other capabilities and

habits acquired by the people as member of the society.

Can be either materialistic (house, food, clothing) or

non-materialistic ( family, caste, education)

34

Social change

� Social change is a process of an alteration in

material and non material culture of society.

� Changing of shapes or forms of social

environment

Types

� Structural

� Functional (behavioural changes)

� Cultural changes

35

Theories of causationTheories of causation

Theories of Direction of change

Deterministic theory

Functionalism

Conflict theory

Technological theory

Evolutionary theory Theory of deterioration Cyclical theory

Unilinear theory

Universal theory

Multilinear theory

Theories

36

Source: Singh, 2005

Theories of Causation

Geographical determinism

Biological determinism

Economical determinism

Cultural determinism

37Deterministic theory (Karl Marx)

Functionalism

Balanced system of institution serving to maintain the society

1. Adjustment to external disturbances such as a recession in world trade.

2. Structural differentiation in response to problems within the system, e.g., electoral reforms in response to political unrest.

3. Creative innovations within the system, e.g., scientific discov­eries or technological advances.

Van den Berghe states that according to functional theory change may come from three main sources:

38

Conflict theory

Conflict is a necessary condition for change.

Karl Marx emphasized on economic conflict while Max

Weber emphasized on conflicts about power.

39

Technological theory

An important factor of social change

Any change in technology would initiate a corresponding change in the arrangement of social relationships.

Limitations

Technological change alone can produce social changes of all types.

Nor technological change is always a necessary condition for other social changes. 40

(Direction of Change) Evolutionary Theory

Assumptions of this theory can be summarised as follows:

Change is inevitable and natural.

Change is gradual and continuous.

Change is sequential and in certain stages.

All successive stages of change are higher over

preceding stage, i.e., evolution is progressive.

Stages of change are non-reversible.

Forces of change are inherent in the object.

The direction of change is from simple to complex.

All societies pass through same stages of

development. 41

Evol

utio

nary

theo

ries

Unilinear theory – Society moves to a higher level of civilisation in a linear fashion as propounded by Auguste Comte

Universal theory - Every society does not necessarily go through the same fixed stages of development.

Multilinear theory - account for diversity and identifies different sequential patterns for different culture or types of cultures.

42

Theory of deterioration Theory of deterioration

This theory explains that social change has taken place in the negative direction. It avoids the positive impact of social change.

Social change is associated with deterioration.

43

Different versions of

cyclical theory

Vacher de Lapouge – Race is the most important determinant of culture. Civilisation will progress, only if the society is composed of individuals from superior races.

Sorokin concluded that civilizations fall into three major types – ideational, idealistic and sensory.

Vilfredo Pareto propounded that societies pass through the periods of political vigour and decline. The society consists of two types of people – Rentiers and Speculators

44

What is

leadership?

Leading people

Influencing people

Commanding people

Guiding people45Maclver and Page, 1977

Types of Leadership Style

46

Change Leadership

47

Theories of Leadership

48

Factors Affecting Style

49

Group Dynamics

The social process by which people interact

with one another in groups is called group

dynamics

Mandatory in group

Persons must satisfy the following conditions:

People must interact with one another,

People must be psychologically aware of one

another, and

People should perceive themselves to be a

group. 50

Types of Social Groups

� Primary and secondary groups (Cooley)

� Formal and informal groups

� In group and out group (Summer): contrast

between “they and we”

� Horizontal and vertical group (Sorokin)

� Involuntary and voluntary group

� Delegate and reference group

51

Primary group Secondary group

Small size often < 20- 30 Large

Personal and intimate relationship

Impersonal and aloof

More face to face communication

Little

Permanency for long time Temporary period of time

Ex: Family, group of close friends

Cooperative, Society, Council

52

Theories of Group Dynamics (your article library, 2016 )

Propinquity Theory

Individuals affiliate with one another because of

spatial or geographical proximity

In an organization, employees who work in the same

area of the plant or office would more probably form

into groups than those who are not physically located

together. The propinquity theory explains a basic

factor, i.e., proximity of people at the work place

which leads to formation of groups.

53

Homans Theory

“The more activities persons share, the more

numerous will be their interactions and the stronger

will be their shared activities and sentiments: and the

more sentiments persons have for one another, the

more will be their shared activities and interactions

54

Balance Theory

The theory as proposed by Theodore Newcomb states

that “persons are attracted to one another on the

basis of similar attitudes towards commonly relevant

objects and goals.

There must be a balance in the relationship between

the group members for the group to be formed and for

its survival.

Both propinquity and interaction play a role in the

balance theory. 55

Exchange Theory

based on reward-cost outcomes of interactions.

To be attracted towards a group, a person thinks

in terms of what he will get in exchange of

interaction with the group members.

There is an exchange relationship in terms of rewards

and costs of associating with the group.

56

STAGES OF GROUP FORMATION

Members get to know

each other & set ground

rules

Members come to Resist

Control bygroup

Leaders &Show

hostility

MembersWork

Togetherdeveloping

CloseRelationships& feelings ofCohesiveness

Group members

worktowards Getting

their jobs done

Group may

disband eitherafter

meeting their goals or because members

Leave

Stage IForming

Stage IIStorming

Stage IIINorming

Stage IVPerforming

Stage VAdjourning

57

Farming system approach (1970s)

Extension approach in which

generation of appropriate and

location specific technology

through farmers participation

and farmer-scientist

interaction to improve the

economic condition of

stakeholders.

57 Singh, 2005

Rationale � Top-down approach- single package of practice were

recommended for each situation Ignorance of farmers as a decision maker Technology dissemination irrespective of farmers

locally available resources

Characteristics 1. farmer based

2. problem solving

3. comprehensive

4. dynamic

5. interactive

6. interdisciplinary

58

How to do FSR

59

Community Development and Integrated Rural Development 61

Part-III

What is…

� Rural: As per the Webster’s dictionary rural means “open

land” and according to the United States census rural

includes all persons living outside urban area and who live

on farm. Agriculture is generally the main occupation in

rural areas.

� Community: A community is a group of people, who live in

a common geographical area and have an interest in each

other for the purpose of making a better living.

� Development: It is a gradual growth with sequential phases

of change.  It is socio-economic progress or over all growth

in desirable changes in all sectors of rural life.

62

It is a continuous social process

for change by participating in

identification of problems,

solutions, planning and action.

Origin of Community

Development:

Etawah pilot project (1948) was

basically for rural and model of

community development project.

Pioneered by Albert Mayer

Community Development

Main objectives

To achieve enhanced production and

productivity in the rural areas

To bring about a greater socio-economic

equity

To bring about a spatial balance in

social and economic development

To bring about improvement in the

ecological environment so that it may be

conducive to growth and happiness

To develop broad based community

participation in the process of

development. 63

Relationship building

Process development

The consolidation of structure and mechanism

(implementation of action)

65

Stages in Community Development

Programmes for rural Development � Pre-Independents

Sriniketan

Rabindra Nath Tagore, 1921 Kaligram Pargana, West

Bengal

Aimed at making villagers self reliant and helping people

to develop their own resources.

Marthandam Project

Kanya Kumari district in Tamil Nadu

Dr. Spencer Hatch, 1921, YMCA

5 sided programme – Spiritual, Mental, Physical,

Economical and Social development 65

Gurgaon Project

F.L Brayne, Deputy Commissioner of the Gurgaon district

Haryana, 1927- Village Guide concept

Baroda Rural Development Project

Raja Sir T. Madhav Rao, a minister of state of Baroda

Started Rural Reconstruction Centres (RRCs) in 1932

Rural Reconstruction Project

Started by Mahatma Gandhi - Sevagram, 1936

66

Firka Development Scheme (1946)

Madras Province, For the economic

development of villages by promoting khadi and

village industries

Nilokheri Project Refugee Rehabilitation Project-

Started in 1943 and became fully operational in

1948

Mazdoor Manzil – aimed at self sufficiency for

the rural cum urban township.

67

Etawah Pilot Project

Etawah, Uttar Pradesh in 1948 -Albert Mayor

Intensive all-round development work in a

compact area- Forerunner of the CD Project

multipurpose concept of village level worker

69

Post-independent � Community Development1.Community development Programme (1952)

2.NES - 1953

3.CDB - 1954

4.Panchayat Raj System-1957

Technological Development1.IADP -1960

2.IAAP- 1964

3.ICDP-1964-65

4.HYVP-1966

70

Development with social justice

•SFDA-1970-71

•MFDA-1970-71

•DPAP-1970-71

•T& V-1974

•IRDP-1978-79 (2nd 1980 covered entire nation)

•TRYSEM- 1979

•NREP-1980

•DWCRA-1982

•NAEP-1983

•TMO-198671

• JRY-1989

• EAS-1993

• SFAC-1994

• SGSY-1999

� Infrastructural Development

• NATP-1998

• PURA-2004

• NAIP-2006

• MNNREGA-2005

72

Thank you for your

patience