Lecture 4 objectives, philosophy, fucntion, scope and use , basic term of extension education, formal & ext educaiton pedagogy,androgogy

Objectives in Extension Education
Objectives, philosophy, function, scope and
use , basic term of extension education,
formal & extension education pedagogy,
androgogy
B P Singh
Principal Scientist
Division of Extension Education
ICAR-Indian Veterinary Research Institute Izatnagar- 243 122

1 3
Objective can be defined as “an expression of the end or direction
of movement towards which efforts are directed”.
The broad objective of extension education is to bring about
desirable changes in the behaviour of the people.
All the efforts of the extension agents are directed to add new
things to the knowledge of the participants who should
understand them and use them in solving their problems.
Objective is a direction of movement. A well stated objective is
always measurable. It is also said to be a goal of growth.
Aims/Goal/Targets

1 4
Goal : It is broad and Objectives are
narrow.
It is an aim of an individual or a group
target with a focus on specific subject
Goal: is a distance in any given direction,
proposed to be covered in a given time.
Goal : Goal are the tools one uses to reach
ones Objectives within a time frame.
Goal: It express intended outcomes in
general terms and Objectives express
them in specific terms.
Goal: The goal is to hit the bull's eye. A
destination of the aim.
( Example: Improving the socio-economic conditions
of livestock owners.OR Empowering the farm
woman)

1 5
Objectives: These are brief, clear statements that describe
the desired learning outcomes of instruction. Attention
is focused on the specific types of performances that
students are expected to demonstrate at the end of
instruction.“
Example:
1. To increase the productivity ( milk, wool, eggs, meat etc. and
reproduction status) of livestock
2. To increase the knowledge level of livestock owner about
scientific animal husbandry

1 6
Ambitions : it is a strong
desire of one's life time for
a bigger achievement
without any time frame.
Example: 1. To reach at the
top level of management.
No time frame . 2. To get
the highest ICAR award.

1 7
Aim - It is a specific goal of an individual or a group with a
specific time frame of a single or multiple subject.
Aim: "Aim at the bull's eye". In a broader sense, an amount
of uncertainty is involved. You may hit the bull's eye or
not. Not all is lost if what is aimed achieved with a
reasonable amount of accuracy.
You aim to get a 1st prize but ended second. The
ambition is not fulfilled but almost achieved with
reasonable degree of aberration.
Example:
1. to introduce the crossbred cows in a village ( AIM) and
crossbred cows in each household of the
village(Target) .
2. To increase the milk production of buffalo within a
month
3. To make all the children either Medicos / IITian
4. To joint ICS is a goal but to become only IAS/IPS is the
target

1 8
Vision - it is an idea, a thinking of an
individual or a group or a community for
betterment of the group, or world at
large.
Example: Vision of Rajeev Gandhi …..
introduction of computer in India
Vision is often incorporated into an
organizational mission (or vision)
statement to clarify what the organization
hopes to be doing at some point in the
future. The vision should act as a guide in
choosing courses of action for the
organization.
Example: ICAR Vision- 2020, 2030, 2050 likewise IVRI vision-
2020,2030, 2050
Vision: Food and nutritional security; social equality, right to
education
X

1 9
Objective: Not as strong as ambition. May
be revised over a period of time
depending on the situation or
parameters involved. You aimed for a
first prize, but ended second. Not bad -
you contend
Good objectives are clearly worded,
attainable, socially desirable and
developmental. It develops people as
well as the programme. Well defined
objectives help us to know what we are
aiming at and let others know how to
select the proper extension method or
combination of methods for our
teaching situation and to see what
progress we are making.

1 10
1. To conduct research, provide postgraduate
education and transfer of the technology in
all areas of animal sciences with emphasis
on animal health and production.
1. To act as national referral centre for
veterinary type cultures, disease diagnosis,
biologicals, immunodiagnostics, etc.
Example: Mandate of IVRI

1 11
Objective: There are 3 level of objectives:
1. Fundamental objectives: Also known as basic,
remote or over all objectives. Ex. To improve
livestock sector and raise the SES of people of
backward areas
2. General Objective: more specific. These are
basis of long term programe aiming at better
livestock health, better income. Ex. To improve
the productivity of non-descript cattle.
3. Specific Objective or working objective : These
are outlined to address the specific problems of
the people. Each specific objectives has three
aspect
i. A particular group of people. LEOs, Distributors,VOs
ii. Subject matter area: Livestock feeding, health, breeding,
product processing, entrepreneurship etc.
iii. A definite change in the behaviour: it may be towards
colostrum feeding for calf, vaccination against HS,FMD

1 12
Objective in Extension Education
The objective of extension education has been classified in
three different forms:
a. Cognitive domain: Cognitive domain includes objectives
which emphasize remembering of reproducing something
which has presumably been learned.
It is based on improving the knowledge
(Cognitive domain is an area of study that focuses on the
processes and the qualitative results of study as well
as the ability to apply intelligence)
Eg. Enhancing the knowledge about Scientific POP for rearing the buffalo/goatary/
piggeries/IFS model/

1 13
b. Affective domain: Objective which emphasize a feeling,
tone, an emotion or a degree of acceptance or rejection
belong to this domain.
(The affective domain describes the way people react
emotionally and their ability to feel another living
thing's pain or joy. Affective objectives typically target
the awareness and growth in attitudes, emotion, and
feelings“.)
Klausmeier ( 1961) defined attitude As ‘ a learned, emotional
toned, predisposition to reach, in a consistent way,
favorable or unfavourable, towards a person, object or
idea.’
Eg. 1.integration of goat/poultry with buffalo rearing
2. first colostrum for feeding to calf ( GOD)

1 14
c. Psychomotor domain: All those objectives that
emphasize some muscular or motor skill, some
manipulation of material and objects or some act
which requires a neuro-muscular coordination are
known as motor objectives.
(the area of observable performance of skills that require
some degree of neuromuscular coordination)
Eg. Full hand milking, preparation of balance ration,
diagnosis of a specific diseases, maintaing a proper
dairy farm record, deriving the benefit of a farm on
the low expenditure etc.

1 15
Fundamental objective of extension is to develop the
rural people economically, socially and culturally by
means of education or to stimulate desirable
development.
More specifically , the general objectives of extension
are:-
1. To assists people to discover and analyze their
problems and identify the felt needs ( utilization of
farm resources in their farm only)
2. To develop leadership among people and help them
in organizing groups to solve their problems

1 16
3. To disseminate research information of economic
and practical importance in a way people would be
able to understand and use
4. To assist people in mobilizing and utilizing the
resources which they have and which they need
from outside
5. To collect and transmit feedback information for
solving management problems.

1 17
NCA ( 1976) explain that extension aims at improving
the efficiency of the human capital in an effort to
rapidly increase the rate of agricultural production.

1 18
Ven den Ben and Hawkins ( 1988). Explain extension as a
process which helps farmers
• To analyze their present and expected future situation;
• To become aware of problems that arise in such
analysis;
• Increase knowledge and develop insight into problems
and helps to structure their existing knowledge

1 19
• Help farmers to acquire specific knowledge related to
certain problems solution and their consequences so
that they can act on possible alternatives
• To make a responsible choice which, in their opinion ,
is optimal for their situation
• Increases farmers motivation to implement their
choices
• help to evaluate and improve their opinion-forming
and decision –making

1 20
 There are number of the differences among extension
organization in their objectives
•Aimed at increasing productivity
•Partial
•Extension only
•Government agency
•Centralized
•Working national wide
•Only transferring knowledge
•Directive
•Aimed at solving problems
•Holistic
•Integrated range of services
•Self help, NGO based
•Decentralized, participatory
• working in a small area
•Also generating knowledge
•Non-directive
It is difficult to say that a good extension organization should be
left or right side, what is best is depend upon the objectives and the
situation.

1 21
Philosophy of Extension Education
Greek word: Philos ( knowledge), Sophia ( manner )
i.e., the manner to achieve the knowledge
 Philosophy, in the original and wider sense, is the
pursuit of wisdom or knowledge of things and their
causes, both theoretical and practical.
 Philosophy is an attempt to answer ultimate
questions critically after investigating all, that
makes such question puzzling and after realizing
the vagueness and confusion that underlies our
ordinary ideas.

1 22
 Philosophy , is a view of life and its various
components.
 The practical implication is that the philosophy
of a particular discipline would furnish the
principles or guidelines with which to shape or
mould the programme or activities relating to
that discipline.

1 23
 Kelsey and Hearne ( 1955) state that philosophy of extension
work is based on the importance of the individual in the
promotion of progress for rural people and for the nation.
 Extension Education work with the people to help them to
develop themselves, expressed in terms of everyday life,
which lead them in the direction of overall objectives. Some
will make progress in one direction while others will do so in
another direction. Progress varies with individual needs,
interests and abilities.
 Through this process the whole community improves, as a
result of co-operative participation and leadership
development.

1 24
 Kelsey and Hearne ( 1955) explained that “ the basic
philosophy of extension education is to teach people
“How to think, not what to think”.
 The extension specific job is furnishing the inspiration,
supplying specific advice and technical help and
counseling to see that the people as individuals, families,
groups and community work together as a unit in “
Blueprinting” their own problems, charting their own
causes, and that they launch forth to achieve their
objectives. Sound extension philosophy is always forward
looking. ( Kelsey Hearne , 1967)

1 25
 Ensminger (1962) state that philosophy of extension can
be expressed on the following lines:
1. It is an Educational Process, through which change is
made in K.A.S of the people.
2. Extension is working with all kinds of person to
answer their needs and wants
3. It is “ helping people to help themselves”.
4. It is “learning by doing” and “seeing is believing”.
5. It is development of individual , their society
6. Working together to expand the welfare
7. Extension is a two way-channel
8. Working in harmony with the culture
Dhama (1965) has also given almost same point

1 26
 Mildred Horton described four principles which
make philosophy of extension education:
 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.

1 27
 Shukla (1972) supported the philosophy Horton and
emphasized
“ Extension programme revolves around the individual,
the cultivator and we have to bring change in his KAS
understating , capacity and ability through persuasion
by educational means”
 Bhatnagar ( 1971) it is the activity of State govt. ( with
or without the help of other agencies) which provide
the farmers with technical know-how as a guide to
improved methods, in order to bring desirable changes
in their behaviour with the aim of attaining higher
production.

Functions of Extension
Extension System include: Public, private and NGOs that
transfer, mobilize and educate the people as distinct from a
service or a single institution that, traditionally, provides
advice only. So Extension system performed following set of
functions:
1. Transferring technology in multiple directions for
sustainable development
2. Transferring management to mobilize and organize
developmental activities by all communities
3. Transferring capacity to educate, build human resources
and capacity building of all stakeholders, market
intelligence, management and in negotiating financial,
input and market services.

Functions of Extension..cont….
1. Change in knowledge,
2. Change in skill,
3. Change in attitude,
4. Change in understanding,
5. Change in goal,
6. Change in action,
7. Change in confidence
To bring about desirable change in behavour
is the crucial function of extension

 Change in knowledge - means change in what people know. For
example, farmers
who did not know about ASMM , extension did not know IT
 Change in skill - is change in the technique of doing things. The
farmers learnt the
Pocess to make balance ration
 Change in attitude - involves change in the feeling or reaction
towards certain
Things/technology/POP. Favourable attitude
 Change in understanding - means change in comprehension. The
farmers realized
the importance of the ASMM in terms of economically profitable and
desirable
 Change in goal - is the distance in any given direction one is
expected to go during
a given period of time. Say increasing herd size/milk production in
a given period

 Change in action - means change in performance or doing things.
The farmers
who did not cultivate the HYV of fodder crop earlier cultivated it.
 Change in confidence - involves change in self-reliance. Farmers
felt sure that they
have the ability to maintain disease free herd.
 To bring desirable change in behaviour is the crucial function of
extension - For
this purpose, the extension personnel shall continuously seek new
information to make extension work more effective. The farmers
and home makers also on their own initiative shall continuously
seek means of improving their farm and home. 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 divers enterprises.

Scope of Extension Education
Scope: means space for action.
 Its scope is mostly dealing with the
problems concerning development
programmes.
 It teaches people how to do
something and to work out ways and
means to satisfy their own felt
needs.
 It teaches people how to recognize
and solve problems of development.

Scope of Extension Education.. Cont….
 It is an education of action in groups and mass, within a
democratic framework of society.
 It emphasizes the change of mental outlook of the people and
instills in them the ambition of higher standards of
development, and the will and determination to work for such
standards.
 So, in short, the scope of extension is to enable the people to
have high standard of development , so as to reach high living
standard of their own lives.
Scope of Extension is to enable the people to have high
standards of development so as to reach high living
standard of their own lives.

Scope and Use of Extension Education
Extension education effectively works in the following professional
areas
 Increasing agriculture and livestock production
 Youth development leadership development
 Community development
 promoting adult education
 etc

BASIC TERMS RELATED TO EXTENSION EDUCATION
Education :
Education is a life long learning processes by which a person living
in a social environment keeps on acquiring new knowledge, qualities
etc. and through acquisition of this knowledge brings about
continuous improvement in his social, national and international and
business.
Education is the production of desirable changes in knowledge
(things known), attitude (things felt) and skills (things done), either in
all (or) one or more of human behaviour

BASIC TERMS OF EXTENSIN EDUCATION
Informal Education
Informal Education is the
lifelong process by which every
person acquires and
accumulates knowledge, skills,
attitudes and insights from daily
experiences and exposure to
the environment at home, at
work, at play, radio, television,
papers and books, from friends
etc., - It is the never-ending
process .

 Informal education is quite diverse from formal education and,
particularly, from non-formal education, although in certain
cases it is capable of maintaining a close relationship with both.
 It does not correspond to an organized and systematic view of
education; informal education does not necessarily include the
objectives and subjects usually encompassed by the traditional
curricula.
 It is aimed at students as much as at the public at large and
imposes no obligations whatever their nature.
 There generally being no control over the performed activities,
informal education does not of necessity regard the providing of
degrees or diplomas; it merely supplements both formal and
non-formal education.
Informal Education

Informal education for instance comprises the following
activities:
(a) -visits to museums or to scientific and other fairs and
exhibits, etc.;
(b) listening to radio broadcasting or watching TV
programmes on educational or scientific themes;
(c) - reading texts on sciences, education, technology, etc. in
journals and magazines;
(d) participating in scientific contests, etc.;
(e) attending lectures and conferences.
There are many instances of situations/activities
encompassed by informal education, from those that may
take place in the students’ homes - such as scientific or
didactic games, manipulation of kits, experiments, reading
sessions (biographies, scientific news, etc.) - to institutional
activities - lectures in institutions, visiting
museums, etc.
Informal Education

 It is easy to see that the higher the degree of systematization
and organization involved in informal education activities, the
nearer it will be to non-formal education.
 This is a relevant fact in as much as it suggests the possibility of
transition from informal to non-formal.
 We must ponder that, considered by itself, we cannot generally
assert whether an educative action belongs to the formal, to
the non-formal or to the informal universe. For instance, a visit
to a Science Museum may be an informal education instance if
arising from a personal and spontaneous decision by a student,
as it is not directly related to his scholastic activities.
 However, if such a visit is part of an established curriculum,
requiring from students a written report and including
assessments by the teacher, or tutor, then it will probably be
an activity associated to either the formal or to the non-formal
education.
Informal Education

Non-formal Education
Is an organised, systematic
educational activity carried on
outside in an organised, systematic
educational activity carried on
outside groups in the population,
including adults and children. E.g.:
adult education, vocational
education, functional literacy,
continuing education, extension
education etc.
Non-formal or further education occurs
when learners opt to acquire further
knowledge or skill by studying voluntarily
with a teacher who assists their self-
determined interests, by using an
organised curriculum, as is the case in
many adult education courses and
workshops.

Formal Education
Is highly institutionalized,
chronologically graded and
hierarchically structured, education
starting from primary school and
reaching upto university education
Formal education occurs when a teacher has
the authority to determine that people
designated as requiring knowledge effectively
learn a curriculum taken from a pre-established
body of knowledge…whether in the form of age-
graded and bureaucratic modern school systems
or elders initiating youths into traditional bodies
of knowledge

SI
No.
Formal Education Informal Education
1 Teacher as authority No teacher involved
2 Educational premises Non-educational premises
3 Teacher control Learner control
4 Planned and structured Organic and evolving
5 Summative assessment/
accreditation
No assessment
6 Externally determined
objectives / outcomes
Internally determined objectives
7 Interests of powerful and dominant
groups
Interests of oppressed groups
8 Open to all groups, according
to published criteria
Preserves inequity and sponsorship
9 Propositional knowledge Practical and process knowledge
10 High status Low status
11 Learning is applicable in a range
of contexts
Learning is context-specific
Differences between Formal and Informal Education

BASIC TERMS RELATED TO EXTENSIN EDUCATION
Teaching:
Teaching is a process in which certain
conditions are created so that a person
can learn something new from it.
Developing interest and will in a person's
heart and encouraging him to do a
particular work is known as teaching.
Learning:
Learning is a process in which a person
through his own experience and
capabilities bring about desired change in
his behaviour.

Extension Process
1. It means a curriculum, which has series of
activity. By passing through his process a person is
able to fulfill his desires.
2. Extension process is that of working with rural
people through out of school education along those
lines of their current interest and need which are
closely related to gaining a livelihood improving the
physical level of living of rural families and fostering
rural community welfare.

Training:
Training is a process through
which positive change is brought
about in working capacity of a
person. People are made capable
and suited for the modern
industrialized work through training
so that they can utilize the modern
highly developed techniques.
Without training, it is impossible for
a person to acquire required
capability to tackle new modern
situation and necessity.

Training:
Objective of Training is :
To achieve Effective performance
in activity/ activities
Purpose is: enable a person to
develop skill set for a given task

Extension service
refers to a program for
agricultural development
and rural welfare which
(usually) employees the
extension process as a
means of program
implementation.

SI No. Formal Education Extension Education
1 Starts with theory & works
up to practice
Starts with practices & may
take up theory later on
2 Students study subjects People study problems.
3 Fixed curriculum offered No fixed curriculum or course
of study &people help to
formulate the curriculum
4 Authority rests with the
teacher
Authority rests with the people
5 Attendance is compulsory Participation is voluntary
6 Teacher instructs the
students
Extension worker teaches &
also learns from the people
Differences between Formal and Extension Education

SI .
No.
Formal Education Extension Education
7 Teaching is only
through instructor
Teaching is also through local leaders
8 Teaching is mainly
vertical
Teaching is mainly horizontal
9 More or less
homogeneous
audience
Heterogeneous audience
10 Rigid Flexible
11 Pre-planned & pre-
decided
Freedom to develop programmes locally
based on the development needs &
expressed desires of the stakeholders of
development
12 More theoretical More practical and & intended for immediate
application in' the solution of problems.
Differences between Formal and Extension Education

Andragogy (Adult Education)
& Pedagogy

Andragogy
Andragogy
 Greek word "anere" for adult and "agogus"
the art and science of helping students learn
Andragogy is the art and science of helping
adults learn. Or "an emerging technology for
adult learning." (Knowles 1970)
His four andralogical assumptions are that
adults:
1) move from dependency to self-
directedness;
2) draw upon their reservoir of
experience for learning;
3) are ready to learn when they
assume new roles; and
4) want to solve problems and apply
new knowledge immediately.

Andragogy
Knowles, et al (2005), defines the
six principles of Andragogy as:
“(1) The learners need to know,
(2) Self-concept of the learner,
(3) prior experience of the learner,
(4) readiness to learn,
(5) orientation to learning, and
(6) motivation to learn”

Andragogy
It the methods or techniques used to teach adults.
 It is a "learner-centered/directed."
 It shifts the focus from the teacher to the learner. Adults learn
best when they have control over their learning.
Andragogy consists of learning strategies focused on adults. It is
often interpreted as the process of engaging adult learners with the
structure of learning experience.
The terms andragogy was used first by the German educator
Alexander Kapp in 1833 in his book,Platon’s Erziehungslehre (Plato’s
Educational Ideas). The term he used was andragogik

Andragogy
Andragogy asserts that adults learn
best when:
1. They feel the need to learn
2. They have some input into what,
why, and how they learn
3. The learning’s content and
processes have a meaningful
relationship to the learner’s past
experience.
4. Their experience is used as a
learning resource.
5. What is to be learned relates to the
individual’s current life situation and
tasks.
6. They have as much autonomy as
possible

Andragogy…cont
7. The learning climate minimizes anxiety and encourages freedom
to experiment.
8. Their learning styles are taken into account.
9. There is a cooperative learning climate
10. We create mechanisms for mutual planning
11. We arrange for a diagnosis of learner needs and interests and
enable the formulation of learning objectives based on the
diagnosed needs and interests
12.We design sequential activities for achieving the objectives

Pedagogy
Pedagogy
 is the study of being a teacher or the process
of teaching. The term generally refers to
strategies of instruction, or a style of
instruction.
 "Pedagogy" literally means "leading children."
 literally means the art and science of
educating children and often is used as a
synonym for teaching. More accurately,
pedagogy embodies teacher-focused
education.
 Pedagogy can also be thought of as "teacher-
centered or directive"
 Pedagogy refers to the teaching of children
and the teacher is the focal point

Principle of Learning Principle of Teaching

Pedagogy
Pedagogy is the stuff of teachers’ daily lives.
Put simply it’s about teaching. But we take a
broad view of teaching as a complex activity,
which encompasses more than just
‘delivering’ education. Another way to explain
it is by referring to:
•the art of teaching - the responsive,
creative, intuitive part
•the craft of teaching - skills and
practice
•the science of teaching - research-
informed decision making and the
theoretical
underpinning/foundation/keystone.

Pedagogy
Pedagogy is also occasionally referred to as the
correct use of instructive strategies. For example,
Paulo Freire referred to his method of teaching
adult humans as "critical pedagogy".
In correlation with those instructive strategies
the instructor's own philosophical beliefs of
instruction are harbored and governed by the
pupil's background knowledge and experience,
situation, and environment, as well as learning
goals set by the student and teacher.

Pedagogy
 The term Pedagogy is traditionally
used to describe the teacher and
student relationship, and is
generally thought of as adult to
child.
 Pedagogy represents a more rigid
power relationship, where the
teacher has the knowledge and the
child (student) needs this
knowledge.
 The teacher will attempt to educate
the child with very little
consideration for what the child
already knows.

Lecture 4 objectives, philosophy, fucntion, scope and use , basic term of extension education, formal & ext educaiton pedagogy,androgogy

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