This document provides an overview of forest extension. It discusses extension as a non-formal education method aimed at bringing socially desirable changes in human behavior. It also defines key concepts like knowledge, skills, attitudes, and perception. The document then discusses the origins of extension education in England in the 1860s and how the concept has evolved. It describes extension as a service, process, and job to assist rural communities in utilizing their resources. Community development is discussed as closely related to extension education. Different approaches to extension practiced in Nepal are also summarized.

1. Forest Extension
Bishnu Devkota
M.Sc Forestry
Institute of Forestry
devkotabishnu@hotmail.com
B.Sc Forestry Entrance Preparation Class-2008 11 August 2008

2. Education
1. Formal 2. Non formal 3. Informal
Extension is Non Formal Education method aiming at bringing change
in HUMAN BEHAVIOUR (Knowledge, skill, attitude, experience) in
socially desirable direction.
Knowledge: What People Know?
Skill: What People can do?
Attitude: What people Think or Feel.
PERCEPTION: Psychological Process that affects an organism’s
behaviour. A stimulus that is not perceived has no effect on behaviours.
People behave on the basis of “what is perceived “rather than “what is”?
Introduction

3. Origin of Extension Education
England 1867/68: Cambridge and Oxford University.
In 1973 Cambridge university use Extension word to describe a particular
innovation. To take the educational benefits of the university to the ordinary
people in their working situation.
Vorhees (1984) is the first person to use the word Extension in
agriculture.
Concept
Extension can be taken as Service, Process and Job.
Service: Means of Programme Implementation
Process: Working with rural people through out of school education
Job: To assist people for utilizing their resources
“So Modern Concept of Extension Education is the means of achieving
Community Development” and its objective should focus on behavioural
change of People”

4. Community
Development
Home Science
Industrial
Development
Education
(F/N education)
Health and
Drinking water
Conservation of
Art and Culture Agriculture,
Livestock
Forestry/NRM
Transportation &
Communication
Fig; Extension Education and community development

5. Differentiation betn Ext. Education & com. development
Extension Education Community Development
1. Capacity building process of community 1. Activity for community welfare
2. It is a means. 2. It is an ends.
3. It is an activating force. 3. It is an objective.
3. Emphasis on individual. 3. Emphasis on cooperation
4. Emphasizes decision making for change
by individuals and families
4. Emphasizes decision making for change
by groups and representative of groups.
Similarities
-Both are educational process
-Both are democratic process
-Both are involvement/participation process.
Thus, Extension education and community development are two sides of the
coins.
Extension differs with the differentiation of individuals and groups depending
on their Personal interests, background and technical training.

6. Extension is
It is behavioural Science
It is applied science
Non school education process in which learner and teacher contribute themselves.
Applied behavioural Science
Development of individuals
Grassroots approach Cultural difference Participation
Interest and Need Satisfaction Leadership
Democratic approach Trained specialist Practice
Techno cultural Change Applied science & democracy
Self-help Whole family
Evaluation Adaptability in the use of teaching methods
Principle of Extension
Principal of

7. 1. Conventional Extension system: in Agriculture sector. JTA
were trained who further trained the progressive farmers.
2. Integrated Rural Development Project Approach (IRDP):
Multisectoral Projects are integrated. Emphasis on co-ordination and
inputs
3. Training and Visit (T& V) System: Training and visit to well informed
village level workers who visit farmers frequently and regularly with
relevant technological information.
4. Tuki System: Dolakha and Sindhupalchowk by Swiss government
aided Integrated Hill development Project (IHDP) in 1977.
Agricultural volunteer selection----- Training--------- Support to villagers and
working in their own field too
Approach of Extension Practiced in Nepal

8. 5. Farming System Research and Extension: exemplified
by Lumley Agricultural Centre since 1984/85. Action oriented research are
carried out with local people and finding are recommended.
6. Block Production Programme: Initiated by Integrated Cereal
Project (ICP) in FY 1982/83 in Parsa and Chitwan district.
Production in Block through sufficient technology and input and other will
see and adopt the technology.
7. Group Approach: working with the group to convince villagers.

9. COMMUNICATION
Source Message Channel Receiver Effect
Process of transferring an idea, skill or attitude from one person to another accurately and satisfactory.
Type of Communication
Communicator Communicatees
Elements in the communication process
Based on Form
1. Written Communication
2. Pictorial Communication
3. Spoken Communication
4. Gesture (signal) Communication
5. Communication with Self: Person engaged about something.
6. Communication through action
7. Communication through touch
8. Communication by Visual Symbols ( e.g Traffic light, eye sight)
9. Tele Communication

10. 1. Interpersonal Communication
2. Group Communication
3. Mass Communication
According to Use

11. Barriers to Interpersonal Communication
1. Pertaining to communicator/sender
2. Pertaining to message
3. pertaining to audience/Receiver
(sleeping participation)
4. Facilities and Services
5. Resources
Strategies for Effective Interpersonal Communication
1. Analysis of audience
2. Formulation of communication goals
3. Selection of communication methods and media
4. Message design
5. Planning communication activities and evaluation
Steps in formulating communication strategies

12. 1. Overcoming Differing Perceptions
2. Overcoming differing in Languages
3. Overcoming Noise
4. Overcoming Emotionality
5. Overcoming Inconsistent Verbal and Non verbal communication
6. Overcoming Mistrust
7. Focusing on the Burning Issues
8. Confirming Responses/Feedback Mechanisms
Techniques for overcoming the specific barriers:

13. 1. Aristotle Model
Speaker……… Speech……… audience
2. Shammon Weaver’s model
Source…… transmitter………signals………receiver……..destination
3. Westley and Maclean Model
Sender………….encoding…….channel………decoding………receiver
4. Liegan’s Model
Communicator…Message….channel…treatment…audience….Response of audience
5. Berlo’s Model
Communication source…Encoder…Message…Channel……..Decoder………Receiver
6. General or Simple Model
Source………..Message………….Channel………..Receiver……Effect
MODELS OF COMMUNICATION PROCESS

14. MOTIVATION:
Perception
Perception is defined as what an individual experiences at given time. It refers to
the process through which the individual receives, structures and interprets
information from the environment.
Motivation
Motivation refers to the psychological process that gives purpose and direction to
behavior.
Performance = f (ability x motivation)
Drives for Motivation
Biological drives
Psychological and social drives

15. Needs Drives Actions Satisfaction
Content Theory- need based
Stress the importance of drives or needs within the individual as
motives for individual’s action.
The content perspective stresses understanding the factors within
individuals that cause them to act in a certain way.
Eg. Maslow’s Hierarchy of Needs theory, Herzberg’s Two factor theory,
McGregor’s (X and Y) theory etc
Theory of Motivation

16. Maslow Need Theory
People always have needs and when one need is relatively fulfilled,
other emerges in a predictable sequence.
Individuals are motivated to fulfill a hierarchy of needs, with the need
for self-actualization at the top.
Maslow viewed human motivation as a hierarchy of five needs.
Maslow
Maslow’
’s
s Need Hierarchy
Need Hierarchy
Physiological
Most basic
need.
Safety
Consists of
the need to
be safe.
Love
The desire
to love and
be loved.
Esteem
Need for
reputation,
prestige, and
recognition
from others.
Self-
Actualization
Desire for
self-
fulfillment.

17. Herzberg’s Hygiene Approach (Two factor theory)
Theory of employee motivation based on satisfaction.
Hygiene factors (extrinsic) Motivational (intrinsic)
Company policy Personal growth
Supervision Work contact
Interpersonal relations Achievement
Working condition Recognition
Job security Responsibility
The motivational factors or satisfiers build high levels of motivation and
job satisfaction. However, if these conditions are not present, they do not
cause dissatisfaction.
Hygiene factors are necessary to maintain reasonable level of
satisfaction. These factors cause much dissatisfaction when they are not
presents, but do not provide strong motivation.

18. Assumption: People are classified into two types
X - Lazy by nature
Y – Hardworking by nature
Theory X and Y
The X is described as the traditional theory of workers, behavior. Managers, who
believe in theory x, enforce work regulation strictly to make the employee work.
Theory Y assumes that people should be given the chance to interact, feel
important and be creative in constructive way.
Compulsion and threat, close supervision and tightly control of behavior.
(People work for the sake of money and also to ensure not to loose the job, Military
case: never makes reply of the order nor ask any reason as why?, just do or die.
Fear and Punishment Theory

19. Performance and satisfaction on what individual expects from the proposed
performance
Individual’s motivation to perform is dependent upon his particular goals and his
perception of performance as a path to the attainment of these goals.
- Effort-Performance Expectancy
- Performance-Reward Expectancy
Vroom's Expectancy Theory

20. It involves the offer of some reward and good working conditions to
motivate people to work better and harder; their demands are satisfied.
Assumption- people are motivated to work the extent to which they are
rewarded. “Give a man more money and he will produce more”
Satisfaction with monetary rewards is not a sufficient motivation.
Reward Theory

21. Learning Theory
1.Stimulus Response Theory: Also called as connectionist theory. Stimulus
causes response. Stimulus is anything that can be sensed and perceived or
organism’s environment.
Assumption:
Learner should be active: Learning by doing.
Frequency of repetition
Reinforcement is important: reward and punishment.
Law of readiness
Law of exercise
Law of effect
Law of belonging
2. Cognitive theory: Stimulus (S), Organism (O) and Response (R). It is the
man’s perception or understanding of the stimulus that shapes his behaviour not
he stimulus alone.
3. Motivation theory: want, need, desire, aspiration, wish, aim, ambition, goal
lead to certain activity and finally learning.

22. Satisfaction
Conviction
Desire
Interest
Attention
Fig; Step in Teaching Process (WILSON and GALLOP)

23. Written form: Letters, circulars, reports
Spoken/Audio form: Meetings both formal and non-formal, home visit, office
call, Radio etc.
Visual form: Demonstration, exhibition, posters, charts, slides,
motion pictures and other visual aids.
Audio and Visual form : Film, Movie, Documentary
EXTENSION / TEACHING METHODS
Classification according to use
Individual contact: e.g. home visit, personal contact
Group contact: e.g group meeting, workshop, seminars.
Mass contact: assembly, rally, theatre
Classification according to Form

24. 1. The audience
Individual and collective differences
Size of audience
2. The teaching objective
3. The subject matter
4. The stage of development of extension organization
5. The availability of communication of media
6. The relative cost of method
7. Extension worker’s familiarity
Factors influencing the selection of extension method

25. Individual Approach
Farm and Home visits Office calls Result demonstration
Personal letters Electronic mail Informal contacts
Telephone calls
Group Approach
Group meeting/discussion Training leaders Lectures
Field trips/tour Contests Seminars
Demonstration (Result Demonstration and Method Demonstration
Mass Approach
Television and Radio Films and slides Posters and Pamphlets
Films Exhibitions Circular letter
Newspapers and Bulletins Leaflets etc.

26. Comparison among three Extension Approaches
Characteristics Individual Approach Group Approach Mass Approach
coverage Low coverage Reasonable coverage Large coverage
Dissemination Rate Slow Medium Fast
Same message to all
receivers
Inaccurate (mouth to mouth
distortion)
Group to group difference Accurate
Feedback Two-way traffic,
Face to face
Two-way traffic
Face to face
One way traffic Feedback
difficult
Possibility for adjusting
message to audience
Can be directed easily at a selected
audience
Can easily be directed at a specific
audience by selection and recruitment
of group members
Can not be tuned to the needs
of specific receivers
Cost Expensive Medium cheap Cheap
Possibility for audience to
ignorance
Low Relatively low High
Possible effect Attitude formation and change Attitude formation and change Knowledge change
Target group Usually aimed at more progressive
farmers
Can be directed at specific targets such
as less progressive farmers
Can be for everybody
Knowledge about the
audience
More Easy Medium Difficult

27. Statistics that supports the arrangement for a combination of extension methods
People retain 10-15% of what they read
People remember 20-25% of what they hear
People keep in mind about 30-35% of what they have seen
People remember 50% and more of what they have seen and Heard
People retain 90% of what is taught, if all the senses are influenced.
Experience and Research have shown that the following figures are generally valid.
People learn
1% through taste
1.5% through touch
3.5% through smell
11.0% through hearing
83.0% through sight
People remember
 20% of what the hear
 30% of what they see
 50% of what they say
 90% of what they say and do
Integrated Approach in Extension

28. Adoption and Diffusion of Innovation
Innovation is an idea, practice or object perceived as new by an individual. To put
it other way, by innovation, we mean a new way of doing something.
Diffusion is dissemination or spread of a new idea. It is the process by which
innovations spread to the members of a social system.
Adoption is a decision to make full use of a new idea. Adoption process is the
mental process through which an individual passes from hearing about an
innovation to final adoption
Adoption Process
1. Awareness stage 2. Interest stage 3. Evaluation stage 4. Trial stage
5.Adoption stage

29. Innovativeness and Adopter Categories
1. Innovators: First individuals to adopt a new idea. They are known as
experimenters as they always try out new ideas before any one else in their
community. 2.5% of the individuals to adopt an innovation
2. Early adopters: People who do not test the innovation first hand, but are
quickest to use the already tried ideas in their own situation. They follow motto, “Be
not the first by which the new is tried, not the last to lay the old aside”. They
comprise 13.5% in the community.
3. Early Majority: Early majority adopt new ideas just before the average
members of social system. 34 % of individuals fall under this category.
4. Late Majority: The late majority adopt the new ideas just after the average
member of a social system. 34% people are in this category.
5. Laggards: Laggards are the last to adopt an innovation in the community. They
comprise 16% in the community.

31. Monitoring and Evaluation
Monitoring
Continuous or periodic review and observation of activities at every level
of the hierarchy of the implementation of an activity to ensure that delivers,
work schedule, targeted outputs and other required actions are proceeding
according to plan.
Supervising, observing and testing activities and appropriately reporting
to responsible individuals. It provides an ongoing verification of progress
toward achievement of objectives and goals.
On-going process of reviewing a program's activities to determine
whether set standards or requirements are being met.
Objectives of Monitoring
To check if work is proceeding to set targets and record this data
systematically
To provide feedback during project implementation and to solve problems
To help in control of project activities.
To maintain the control over the resources and uses.
To study the status and efforts of the project in short term basis

32. Process for determining the relevance, efficiency, effectiveness and impact
of activities/programs in the light of their objectives.
Process of reviewing the overall efficiency (did we do the right thing?),
effectiveness (is the way we did what we did the best possible way?) and
economy (did we get the best possible value for what we invested?)
Process of judging the quality, value or worth of a program.
Process of determining whether an item or activity meets specified criteria.
Evaluation essentially answers three questions: what has changed; what
caused changed; and is the change what was originally intended?
Evaluation
To measure project activities and impact.
To check the assumption that project inputs and activities, in fact,
contribute to achievement of project objectives
To help manager/extension worker make decision to follow up projects.
Objectives of Evaluation
Participatory Monitoring and Evaluation is a process which allows continuous
monitoring and evaluation of planned activities to access the inputs.

33. Formative and Summative Evaluation
Formative; to identify and remedy shortcomings during the development stage
and it provides information for the improvement of program while it is in process
Summative; It provide an overall picture of the results achieved. It is carried out
the end of the program.
Informal and Formal evaluation
Informal: Ordinarily
Formal: Systematic
Internal and External evaluation
Internal: from own staff and institute
External; from outsiders and other institute
Qualitative and Quantitative Evaluation
Qualitative: Uses non numeric data
Quantitative: Uses numeric data
Types