And: Definition:
- Extension education is education for rural people outside the regularly organized schools and classrooms for bringing out social and cultural development. (S.V. Supe).
- Extension Education is defined as educational process to provide knowledge to the rural people about improved practices in a convincing manner and to help them to e take decisions within their specific local conditions. (O.P. Dalama).
- Extension Education is education for betterment of people and for changing their behaviour ie. knowledge, skill and attitude
Scope:
The scope of extension education includes all the activities directed towards the development of rural people. The following nine areas indicate the scope of extension work in rural areas.
1) Increasing efficiency in agricultural production.
2) Increasing efficiency in the marketing, distribution and utilization of agricultural inputs and outputs.
3) Conservation, development and use of natural resources
4) Proper management on the farm and in the home.
5) Better family living.
6) Youth development.
7) Leadership development.
8) Community development and rural development.
9) Improving public affairs for all round development.
Q.2- What do you mean by rural development? Discuss in brief the objectives of rural develupmcat.
And :
Rural Development :
Debates over all development of rural areas with a view to improve the quality of life of rural people.
Rural development means development of rural areas in such a way that al each component of rural life changes in a desired direction and in sympathy with other components.
Objectives of rural development:
i) Changing the attitude of rural people towards development transformation of the village community.
ii) Promotion of democratic leadership at the grassroots level by setting up local self government.
iii) Provision of basic needs suck us drinking water, health care, better sanitation, housine and employment.
iv) Development of both farming and non-farming Activities so as to generate paint employment without adversely affecting the environment.
v) Improving infrastructural facilities in villages, particularly transport and communication facilities; and
vi) Ensuring a tension-free life for rural people population by promoting coin harmony and unity, levels of literacy, education and cultural activities
Q.3 Eulist the principles of extension education and discuss any two of them in detail.
Ans:
Principles of Extension Education areas:
1) Principles of Cultural difference
2) Principles of Cultural Change
3) Principle of Grassroot Organisation
4) Principle of Cooperation
5) Principle of Interest and Needs
6) Principle of Participation
7) Principle of Adaptability in the use of Teaching Methods
8) Principle of Leadership
9) Principle of Trained specialist
10) Principle of Satisfaction
11) Principle of the Whole Family Approach
12) Principle of Evaluation
13) Principle of Applied Science and Democracy
1) Principle of Cultural difference.
The educational methods should be in line with the culture of the people in order to make extension education effective. In a vast country like India different extension methods need to be used for different states, as people in these states differ in their thinking, living and culture.
There is a lot of difference in the culture and thinking of the people of U.P., Kerala and Tamil Nadu. Instead of using the same extension methods in all the states, it will be wise to study the history, culture, values, organisations and leadership of these arcs and then make appropriate changes in the educational methods. Of course it is more difficult to recognise the attitudes, values, beliefs and traditions than to see the cultivation methods, use of improved implements, and farm size, etc. The extension worker has to recognise this difference between different cultures and use it in increasing the effectiveness of his work. The blueprint of the extension programme developed for one area may nol be applicable as such in another arta but it can serve as a guide in similar cultural areas. When the situation changes the old idea will have to be rejected and necessary alterations will have to be made in the programmes based on new ideas.
2) Principle of Whole Family Approach -
Extension work is for the whole family and it should reach all the members of the family. There should be place for the farmer, his wife and children in the programmes. Such programme will be useful and popular. While introducing Innovations, if the extension worker neglects one member of the family there is a possibility of the rejection of the innovation In U.P. a farmer sowed hybrid maize and increased his yields. But his wife did not like the chapatti prepared out of this maize as it had yellow colour. Yellow Chapati was considered as a sign of bad cooking in that community and therefore, though the hybrid maize variety gave higher yields the family did not sow it the following year. Had the extension worker approached the housewife and come to know her views perhaps he could have avoided the rejection of the innovation
(Ref. Book An Introduction to Extension Education by SV. Supe: pago 12-17).
Q.4 Define the term 'communication'. Explain the S-M-C-R-E- model of communication in detail.
Ans:
According to Rogers and Shoemaker (1971). Communication is the process by which messages are transferred from source to receiver.
Leagans (1961) defined communication as the process by which two or more people exchange ideas, facts, feelings or impressions in ways that each gains a common understanding of the meaning, intent and use of messages
Communication is the process by which messages, are transferred from source to a receiver. In extension education it refers to the process of transferring an idea, skill or aptitude from one person to another accurately and satisfactorily.
S-M-C-R Communication Model:
A simple communication model consists of a source (S), message (M), channel (C). receivers (R) and effects of communication (E). Onc can easily see how communication factors are vitally involved in many aspects of the decision processes which together make up social change. Take a farmer's decision to send his son for higher education, construct a cattle shed or the decision to adopt new improved farming practices. In each of these instances, a message (M) 15 conveyed to individuals (R) via communication channels (C) from a source individual (S). which causes the receivers to change an existing behaviour pattern or effect (E) on receiver (figure)
 |
| Fig. The SMCRE Communication Model |
1) Source :
It is the point of origin of the message. The person who starts the process of communication is also call he communication is also called the communicator. the communicator decides what message is to be sent, how to treat it, what channel to use and which receivers to reach.
2) Message:
A message is the information a communicator wishes his audience to receive, understand, accept and a act upon. The message may be information, instructions or order.
3) Channel:
It is any thing used by a communicator of messages to connect him with the intended receivers. In extension these are the methods used by the extension workers. It may be a letter, meeting, radio or newspaper through which communicator reaches the receivers.
4) Receivers:
Receivers are the intended audience of messages. They are the consumers of messages. (By acting the message the receiver is likely to gain economically or socially). the communicator should identify and aim h ages towards his intended audience.
5) Effect:
Effect is the response by the audience to the messages received by them. This may be some kind mental or physical action. The action should be viewed as a product of the communication process. Ir it is assumed that a useful message reaches through the means of planned communication to the intended audience, and that they have understood the meaning and intent of the message by interpreting it properly still the response of the advance to the message needs to be understood. The question that remains then will be the response of the audience to the message what kind action took place, by whom and to what extent. The answer to these questions is the effect of the message.
Q.5 Define programme planning. Discuss the steps of programme planning process with well labelled diagram.
Ans: Programme Planning :
Programme planning is a continuous series of activities or operations leading to the development of a definite plan of action to accomplish particular objectives. h is the process by which people work together to determine goals.
Programme Planning Process:
The extension programme planning process is represented in figure. The process has cight steps which are described in detail in the following pages.
The first four steps are included under programme planning while the remaining four steps are grouped under programme action. As stated earlier the programme planning process is a continuous one and it is better if it starts from the first step and moves to the last step. Each step kas its own importance and if any one step is missed the programme may not be realistic, and naturally there will not be the expected change or development due to thal programme. It is therefore, necessary that steps of the programme planning process should not be overlooked or missed while preparing and implementing the programme.
1. Collect Facts:
It is the starting point of programme planning process. Pertinent data may be collected from the available records and by survey of the area. Information relating to the people, their enterprise, levels of technology, facilities and constraints, values ctc., relevant to people, their enteri de records and programme building may be collected
2. Analyse the situation.
The data and information collected are then analyzed in an unbiased way, keeping in view the feelings expressed by the client system. This helps in understanding the situation in its proper perspective.
3. Identification of problems :
A correet analysis and interpretation of the data shall help in correctly identifying the problems.
4. Decide on objectives:
The objectives are then set forth on the basis of the significant needs identified The objectives should be direct and stated in clear terms. To make the objectives realistic and actionable, there is need to state them in terms of specific goals. In the determination of goals it may be necessary to again go through the data and information analyzed; to find out what could actually be done in the existing situation, with the available resources and time, which will be compatible and with which the people shall cooperate.
5. Develop Plan of Work :
The plan of work should be in written form and shall indicate who shall do what job i.e. what the change agent system and the client system shall do, which institutions, organizations, service departments shall be invoiced; what will be the financial requirement and how it shall be met; what arrangements shall be made for marketing of the produce, training of the farmers and so on. The plan should have all the essential details and no important point should be left out.
6. Execute plan.
This is not a routine type of work as many people may think. Training of participants, communication of information, conducting method demonstrations, making regular visits and monitoring are some of the important mechanisms.
7. Evaluation of Progress.
Evaluation is the process of determining the extent to which we have been able to attain our objectives. All programmes must have an in-built system of evaluation to know how well the work is done. It should be a continuous process not only to measure the end result but also to ensure that all the steps are correctly followed. Evaluation may be formal or informal, depending on the importance of the programme and also on the availability of trained manpower, funds, facilities and time.
8. Reconsideration :
On the basis of the results of evaluation, the programme should be considered, and revised if needed. This reconsideration should be done not only with the Participants, but also with the scientists, administrators in extension organisation and local Bodies like panchayats etc. Reconsideration shall help in making necessary corrections and modifications in the programme. In reconsideration, emphasis should be on the removal of technical defects if any, and how to obtain more cooperation and involvement of the participants and various organizations.
Q. 6 Give the classification of audio-visual aids with suitable examples.
Ans: The audio-visual aids are classified as:
Audio aids | Visual aids | Audio-visual aids |
| Tape recorder Telephone Radio PA System | Non-projected: Flash cards Black board Pictures and photograph Poster, diagram, map, chart Specimen, model, diorama. Projected: Filmstrip Slide projector Opaque projector Overhead projector | Non-projected: Drama, Puppet show, talking doll Projected: Motion picture (cinema) Television |
Another way of classifying the audio-visual aids is:
(1) Display type : Visuals are those which are spread before the audience viewing, who get the message by looking them. For example poster, bulletin board, model, exhibits etc.
(2) Presentation type: Visuals ae presented or projected before the audience for viewing, but at the same time one explain o present the message of the visuals, so that the audience gets a meaningful understanding of them. For example flash card slides, filmstrip ete.
Q.7 What is administration? Enlist the principles of administration and explain any two of them,
Ans: Administration:
Administration can be defined as the guidance, leadership and control of efforts of a group of individuals towards some common goal.
Principles of administration:
1) Principle of Hierarchy
2) Principle of Authority
3) Principle of Responsibility with Matching Authority.
4) Principle of Span of Control
5) Principle of Communication
6) Principle of Organizational structure
1) Principle of Hierarchy:
The members of the organization are arranged in definite subordinate super ordinate hierarchy of line positions (eg. Class I, II, III) is also known as the scale process. In the effective organization cach worker knows who is his supervisor and each supervisor knows whom he is expected to supervise. If a worker is subject to orders from several supervisors, he gets confused, incfficient and responsible.
2) Principle of Authority:
Effective administration will occur when the authority allocated to an individual or group of individuals is sufficient. The authority sued the responsibility should be clearly defined and understood by all the persons in the organisation
(Ref. Book An Introduction to Extension Education by S.V. Supe; page 128-130).
Q.8 Define leader. Enlist the different types of leaders and explain any two of them.
Ans: Leader:
'Leader is a person who effectively influences group to co-operate in sing and achieving goals'.
'A leader is one who knows a possible solution to problems in question and has the knowledge of the area and human skills and who is accepted as influential person by the group'.
Types of leaders:
There are several types of leaders depending upon the nature of performance and influence on the followers. Perhaps from the practical application of studies on leadership one infers that there are five types of leaders:
1) Autocratic Leaders
2) Democratic Leaders
3) Laissez-faire Leaders
4) Professional Leaders
5) Lay-Leaders
1) Autocratic Leaders:
This type of leader can not trust people. He assumes that his workers are idle, not doing what they should do. He thinks that an employee must work since he is paid for it. Examples of this type of leaders are Hitler and Saddam Hussein
2) Professional Leaders:
The professional leader is one who has received specialized training in the job by which he earns his livelihood. For example, village level workers, subject matter specialists etc.
3) Lay-Leaders:
These leaders may or may not have any specific training. They are paid for their work, and generally work only part time with local group organizations, e.g. Youth club President, Gram Sahayak or Gram Saathi. Lay leaders are also called volunteer leaders or local leaders.
Q.9 What is Participatory Rural Appraisal (PRA)? Explain the scope of PRA in rural development.
Ans : Participatory Rural Appraisal (PRA)
According to Neela Mukherjee, Participatory Rural Appraisal (PRA) is a methodology for interacting With villagers, understanding them and learning from them.
According to GL Ray, PRA is the process-of-involving local people in the analysis and interpretation of a rural situation PRA is a means of collecting different kinds of data, Identifying and mobilizing intended groups and evoking their participation and also earning ways in which intended groups can participate in decision-making, project design, execution and monitoring
Scope of PRA:
(i) To facilitate greater and better involvement of villagers by learning about their perceptions, experiences and capabilities,
(ii) To general information and collection of data for immediate or future use;
(iii) To learn about the impact of earlier or on-point-policies and programmes end to frame new Ones;
(iv) To estimate trends and ascertain conditions of the issues at hand;
(v) To validate or cross-check data collection from other sources;
(vi) To impart training to different categories of persons involved in the development process, such as from the Government, NGOs, banks, donor agencies, researchers, extension agents, scientists, etc.; and
(vii) To initiate research studies on use of PRA and to suggest Improvements in its methodology.
Q. 10 Enlist the Transfer of Technology programmes of ICAR and discuss any two of Them in detail.
Ans:
There are four major Transfer of Technology Projects of the ICAR, namely the
1] All India Coordinated Project on National Demonstrations (AICPND),
2] Operational Research Project (ORP).
3] Krishi Vigyan Kendra (KVK) and Lab to Land Project (LLP).
All the projects are of mobile type, except the KVKs, which are vocational training institutions.
All India Coordinated Project on National Demonstrations (AICIND) :
A Nationwide programme of demonstrations, known as National Demonstration (ND) on major food crops was launched in 1961. The rationale behind the scheme was that unless the scientists could demonstrate what they advocared their advice might not be headed by the farmers. The national demonstrations were intended to show the genetic production potentiality of new technologies and to influence both the farmers and the extension agencies. The specific objectives of national demonstrations were as follows
1. To demonstrate convincingly to the farmers and extension personnel the genetic production potentialities of major crops per unit area of land and per unit time, and encourage them to adopt and popularize these technologies for accelerating production
2. To fully exploit these demonstrations for the purpose of training farmers and field extrusion functionaries.
3. To provide the research workers an opponurily te get firsthand knowledge of the problems being faced by the farmers in adopting high yielding varieties and recommended package of practices.
4. To determine the income and employment generation potentialities of the crops/subjects under demonstration, and educate the farmers and extension agents about them.
5. To influence the extension system of the State Departments of Agriculture, voluntary organizations etc. In the country by demonstrating the yield gaps and pointing out operational constraints.
Operational Research Project (ORP):
The ORPs were initated in 1974-75, It covered diverse topics like crop farming, mixed farming, integrated pest management, plantation crop, post harvest technology, land reclamation, arid land management fisheries etc. The ORPs demonstrated latest Agricultural technologies on the farmers field to influence the farmers as well as the state extestion agencies. It also Studies 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 Operational Research Project (ORP) aimed at disseminating the proven technology in discipline/area among farmers on watershed basis, covering the whole village or a cluster of villages, and concurrently studying constraints as barriers to the rapid spread of improved technical know-how. The conceptual framework of ORP was that it was primarily devoted to demonstrating the Impact of new technologies in a large scale involving a whole village of a cluster of villages at a time.
The specific objectives of ORP were as follows
1. To lest, adopt and demonstrate the new agricultural technology on farmers' fields in a whole village or in a cluster of few contiguous watershed area.
2. To determine the profitability of the new technologies and their pace of spread among the farmers.
3. To identify the constraints both technological, as well as socio-economic which are barriers to rapid change.
Krishi Vigyan Kendra (KVK):
The KRISHI VIGYAN KENDRA (KVK), according to Prasad, Choudhary and Naya (1987), is designed to import need-based and skill-oriented vocational training to the practicing farmers, in-service field level extension workers, and to those who wish to go in for self-employment.
The concept of Krishi Vigyan Kendra was introduced by late Mohan Singh Mehta. The main objectives of the KVK is ta provide a strong training support for bringing about production breakthrough in agriculture,
The first KVK was established in 1974 at Pondicherry under Tamil Nadu Agricultural University. The priority for establishing KVKs is given to hilly areas, drought prone areas, forest areas, coastal areas, flood prone states, and areas dominated with the 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 to the backward areas.
The major functions of Krishi Vigyan Kendra's
1. Organisation of vocational training on Agriculture and allied subjects for farmers, farm women and youths.
2. To organise in service training of the fIeld level extension functionaries of State Government and NGOS.
3. To provide farm advisory services.
4. To Conduct On the Farm Rescarch/Operational Research,
With effect from 1st April, 1992 all fast-line transfer of technology projects of the ICAR viz. ND, ORP and LLP have been integrated with the KVKs. In the reorganized system the major mandates of the KVK are to conduct
(i) Training programmes,
(ii) Frontline demonstrations, and
(iii) On-farm testing.
Lab to Land Programme (LLP):
The Lab to Land Programme (LLP) Was launched by the ICAR in 1979 as apart of it's 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 institutes, etc. The specific objectives of Lab to Land Programme (LLP) were
1. Study and understand the background and resources of the selected farmers and landless agricultural labourers. To introduce low cost relevant agricultural and allied technologies on their farms and homes for increasing their employment, production and income.
2. Assist the farmers to develop feasible fam plans keeping in view the availability of technologies, needs and resources of the farmers.
3. Guide and help the farmers ia adopting improved technologies as per their farm plan.
4. Organize training programmes and other extension activities, relation to their adopted practices.
5. Make the farmers aware of various opportunities and agencies which they could utilize to their economy advantage.
6. Utilize this project as a feedback mechanism for the agricultural scientists and extension functionaries.
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