Field trips
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Field trip is a method in which a group of interested farmers accompanied & guided by an extension worker , goes on tour to see & gain first hand knowledge of improved practices in thier natural settings
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Basics of extension and its role in agricultural
This document discusses extension education, including its meaning, nature, scope, importance, and leadership. It defines extension as stretching out education to rural areas through non-formal means, with the goal of sustainable improvement in quality of life. Extension aims to develop human capabilities through changing knowledge, skills, attitudes, and behaviors. It is important as it respects individuals, speeds adoption of innovations, and provides feedback to researchers. Extension covers various disciplines and uses different approaches like decentralized and market-led models. ICT tools are also helping extension reach more farmers. The role of extension is to facilitate learning through demonstrations and participation.
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The document discusses new trends in agricultural extension, including a shift from top-down to bottom-up and production-led to market-led approaches. It outlines the need for market-led extension to help farmers understand market demands and consumer preferences in order to improve livelihoods. Examples of innovative market-led extension approaches provided include market intelligence, contract farming, and direct marketing. The challenges and dimensions of market-led extension are also summarized, along with some successful farmer entrepreneurs utilizing these approaches.
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The document discusses the privatization of agricultural extension services. It begins by providing context on the traditional public funding and delivery of extension, and how private and voluntary sectors have increasingly challenged this monopoly since the 1980s. Chile was the first country to test privatized extension services in 1978 as part of economic reforms. The document then discusses private extension models and services provided, as well as some advantages like increased efficiency and accountability, and disadvantages like potentially hampering free information flow. It also outlines challenges like addressing subsistence farmers and women in the rural workforce. Overall, the document examines the shift toward private extension internationally and in India.
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The document discusses the history of rural development approaches in India from the pre-independence era to modern times. It covers several key programs and initiatives:
1. The community development program launched in 1952 aimed to develop rural areas but failed due to uneven benefits, lack of priorities, and unqualified personnel.
2. The National Extension Service launched in 1953 had wider rural coverage at lower cost but also faced issues.
3. The Intensive Agricultural Development Program of 1960 aimed to increase food production through cooperatives but educational approaches and extension workers were lacking.
4. The Training and Visit system developed in 1974 coordinated research, training, and extension through regular farmer visits and worker training. It became widely used
Private extension
Through initiatives like e-Choupal, Tata Kisan Sansar, and Samriddhi Centers, various organizations aim to empower Indian farmers by providing access to market information, inputs, financial services, and education to help improve productivity and incomes. These programs establish local resource hubs that deliver agronomic advice, test soil/water, supply seeds/pesticides, offer insurance, and connect farmers to markets. The goal is to break cycles of poverty and enable rural prosperity.
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The document discusses different extension teaching methods used to communicate between instructors and learners. It categorizes methods according to their use (individual, group, mass contact), form (written, visual, telling, showing, doing), stage in the innovation-decision process (knowledge, persuasion, decision, implementation), learning process (attention, interest, conviction, action, desire, satisfaction), learning objectives (knowledge, skill, attitude), and adopter categories (innovation, early adopters, early and late majority, laggards). Some commonly used methods include farm and home visits, demonstrations, meetings, printed materials, and audiovisual aids.
Individual contact method in Extension Education
The document discusses various individual contact methods used by extension workers to communicate directly with farmers. It describes face-to-face meetings through farm/home visits and office calls, as well as indirect methods like telephone calls, letters, demonstrations, email, video calls, and correspondence courses. Both advantages and limitations are provided for each approach. The goal is to establish good relationships while overcoming challenges of covering many individual farmers.
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This document discusses extension education, including its meaning, nature, scope, importance, and leadership. It defines extension as stretching out education to rural areas through non-formal means, with the goal of sustainable improvement in quality of life. Extension aims to develop human capabilities through changing knowledge, skills, attitudes, and behaviors. It is important as it respects individuals, speeds adoption of innovations, and provides feedback to researchers. Extension covers various disciplines and uses different approaches like decentralized and market-led models. ICT tools are also helping extension reach more farmers. The role of extension is to facilitate learning through demonstrations and participation.
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The document discusses the history of rural development approaches in India from the pre-independence era to modern times. It covers several key programs and initiatives:
1. The community development program launched in 1952 aimed to develop rural areas but failed due to uneven benefits, lack of priorities, and unqualified personnel.
2. The National Extension Service launched in 1953 had wider rural coverage at lower cost but also faced issues.
3. The Intensive Agricultural Development Program of 1960 aimed to increase food production through cooperatives but educational approaches and extension workers were lacking.
4. The Training and Visit system developed in 1974 coordinated research, training, and extension through regular farmer visits and worker training. It became widely used
Private extension
Through initiatives like e-Choupal, Tata Kisan Sansar, and Samriddhi Centers, various organizations aim to empower Indian farmers by providing access to market information, inputs, financial services, and education to help improve productivity and incomes. These programs establish local resource hubs that deliver agronomic advice, test soil/water, supply seeds/pesticides, offer insurance, and connect farmers to markets. The goal is to break cycles of poverty and enable rural prosperity.
Extension teaching methods
The document discusses different extension teaching methods used to communicate between instructors and learners. It categorizes methods according to their use (individual, group, mass contact), form (written, visual, telling, showing, doing), stage in the innovation-decision process (knowledge, persuasion, decision, implementation), learning process (attention, interest, conviction, action, desire, satisfaction), learning objectives (knowledge, skill, attitude), and adopter categories (innovation, early adopters, early and late majority, laggards). Some commonly used methods include farm and home visits, demonstrations, meetings, printed materials, and audiovisual aids.
Individual contact method in Extension Education
The document discusses various individual contact methods used by extension workers to communicate directly with farmers. It describes face-to-face meetings through farm/home visits and office calls, as well as indirect methods like telephone calls, letters, demonstrations, email, video calls, and correspondence courses. Both advantages and limitations are provided for each approach. The goal is to establish good relationships while overcoming challenges of covering many individual farmers.
Training and visit system
This professional system of extension is based on frequent training of extension workers and regular field visits for onward guiding the farmers in agricultural production and raising their income by providing appropriate plans for country development.
Privatization of extension
The document discusses the privatization of agricultural extension in India. It notes that the current public sector system faces issues like poor coordination, lack of resources, and inability to meet diverse farmer needs. Privatization is presented as an option to address these issues by complementing public extension. Private extension stakeholders could include consultants, firms, progressive farmers, organizations, agribusinesses, and media. Approaches to privatization include farmers paying fees, levies on products, or membership fees. Strategies proposed are commercializing services, public-private partnerships, and gradual withdrawal of public extension. Advantages include tailored advice and accountability, while disadvantages are exclusion of small farmers and potential exploitation.
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This document outlines key principles of agricultural extension. It discusses collecting information about community problems and resources through surveys. It emphasizes setting realistic objectives that satisfy the community and result in behavioral and economic changes. It also stresses teaching research-based solutions relevant to the community and evaluating outcomes through re-surveys to measure success and identify deficiencies. The extension program should be reconsidered based on evaluation results, with problems identified becoming the starting point for the next phase.
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Market-led extension focuses on identifying customer needs before offering services. It is demand-driven, client-oriented, and aims to provide high returns for farmers. Agricultural extension personnel play key roles like conducting SWOT analyses of markets, organizing farmer groups, establishing marketing linkages, and acquiring market intelligence. Challenges include the large size of extension systems, integrating information technology, diverse farm conditions, and improving market intelligence and extension reforms. Effective market-led extension produces based on demand, works with efficient farmer groups, uses various market information sources, and improves communication within marketing channels. Reforms are needed to empower farmers with market knowledge and provide competitive marketing options and infrastructure investments.
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This document provides details about a lecture on extension teaching methods, including:
- Extension teaching methods are devices used to create communication between extension workers and rural communities. They include individual methods like farm visits and demonstrations, group methods like meetings and exhibits, and mass methods like radio and newspapers.
- For methods to be effective there must be clear learning objectives, experiences, and a variety of approaches to accommodate different learning styles.
- Methods are classified by their scale (individual, group, mass), format (written, spoken, audiovisual), and emerging technologies are opening new information dissemination options for extension services.
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The document summarizes the major organizational systems working for rural development in India. It discusses the four main streams: 1) ICAR institutes and agricultural universities, 2) Ministry of Agriculture extension systems, 3) Ministry of Rural Development extension systems, and 4) voluntary organizations. It then provides details on several key extension programs established by ICAR, including National Demonstrations (1964), Operational Research Projects (1972), Krishi Vigyan Kendras (1974), Lab to Land programs (1979), Frontline Demonstrations, and Technology Assessment and Refinement programs. It discusses the objectives and roles of these various extension programs.
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The document discusses the philosophy of extension education. It provides definitions of philosophy and discusses key thinkers in the philosophy of extension education. Kelsey and Hearne believed extension education should teach people how to think, not what to think. Ensimger's concept was that extension is an educational process that causes behavioral changes and helps people help themselves through learning by doing. Dahama's concept was that extension is based on self-help, seeing people as the greatest resource, cooperation, democracy, two-way knowledge sharing, interest through seeing and doing, voluntary participation, persuasion, attitudes and values of people, and is an ongoing process. The conclusion is that extension philosophy is based on the importance of individuals and cooperation to help rural
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The document summarizes India's agricultural extension systems. It discusses four major organizational streams that work for rural development: ICAR institutes and universities, state agriculture departments, rural development departments, and voluntary organizations. It then provides details on several specific extension programs established by ICAR, including National Demonstrations (1964), Operational Research Projects (1972), Krishi Vigyan Kendras (1974), Lab to Land (1979), and Frontline Demonstrations. It describes the objectives and roles of these various extension initiatives in demonstrating and disseminating new agricultural technologies to farmers.
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The document discusses the privatization of agricultural extension in India. It notes that the current public sector system faces issues like poor coordination, lack of resources, and inability to meet diverse farmer needs. Privatization is presented as an option to address these issues by complementing public extension. Private extension stakeholders could include consultants, firms, progressive farmers, organizations, agribusinesses, and media. Approaches to privatization include farmers paying fees, levies on products, or membership fees. Strategies proposed are commercializing services, public-private partnerships, and gradual withdrawal of public extension. Advantages include tailored advice and accountability, while disadvantages are exclusion of small farmers and potential exploitation.
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This document outlines key principles of agricultural extension. It discusses collecting information about community problems and resources through surveys. It emphasizes setting realistic objectives that satisfy the community and result in behavioral and economic changes. It also stresses teaching research-based solutions relevant to the community and evaluating outcomes through re-surveys to measure success and identify deficiencies. The extension program should be reconsidered based on evaluation results, with problems identified becoming the starting point for the next phase.
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This document discusses factors that influence the selection and combination of extension teaching methods. It outlines 8 key factors to consider: 1) the audience's individual differences, size, knowledge and adoption stage; 2) the teaching objective like knowledge, attitudes or skills; 3) the complexity of the subject matter; 4) the stage of extension organization; 5) the size of the extension staff; 6) available communication media; 7) the relative cost of methods; and 8) an extension worker's familiarity with methods. It also notes that using a combination of methods through repetition in different ways is most effective for influencing behavior change according to studies in the US and India.
Post Independent programme firka development, etawah pilot project, nilokheri...
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Market led extension
Market-led extension focuses on identifying customer needs before offering services. It is demand-driven, client-oriented, and aims to provide high returns for farmers. Agricultural extension personnel play key roles like conducting SWOT analyses of markets, organizing farmer groups, establishing marketing linkages, and acquiring market intelligence. Challenges include the large size of extension systems, integrating information technology, diverse farm conditions, and improving market intelligence and extension reforms. Effective market-led extension produces based on demand, works with efficient farmer groups, uses various market information sources, and improves communication within marketing channels. Reforms are needed to empower farmers with market knowledge and provide competitive marketing options and infrastructure investments.
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extension teaching methods are means to use to teach the farmers and the students. The choice and use of these methods depends upon the type of message to be imparted or delivered, size of the audience and their attributes. combination of extension teaching methods experienced to be more effective.
EXTENSION_TEACHING_METHODS_(1)[1].ppt
This document provides details about a lecture on extension teaching methods, including:
- Extension teaching methods are devices used to create communication between extension workers and rural communities. They include individual methods like farm visits and demonstrations, group methods like meetings and exhibits, and mass methods like radio and newspapers.
- For methods to be effective there must be clear learning objectives, experiences, and a variety of approaches to accommodate different learning styles.
- Methods are classified by their scale (individual, group, mass), format (written, spoken, audiovisual), and emerging technologies are opening new information dissemination options for extension services.
Effective Farm/Home visits
Farm and home visits are an effective extension method for disseminating knowledge to farmers. Such visits involve face-to-face meetings between extension agents and clients at their farm or home. To make visits effective, planning, execution, and follow up are important. Planning includes setting an appointment, clear purpose, and technical preparation. Making the visit means being punctual, starting positively, encouraging discussion of problems and solutions, demonstrating skills, and taking notes. Follow up requires recording notes, supplying requested information, assisting with unsolved problems, and arranging future visits. Farm and home visits provide direct, intensive contact between agents and farmers to collect information and increase confidence through practical problem solving.
Extensionsystem in india
The document summarizes the major organizational systems working for rural development in India. It discusses the four main streams: 1) ICAR institutes and agricultural universities, 2) Ministry of Agriculture extension systems, 3) Ministry of Rural Development extension systems, and 4) voluntary organizations. It then provides details on several key extension programs established by ICAR, including National Demonstrations (1964), Operational Research Projects (1972), Krishi Vigyan Kendras (1974), Lab to Land programs (1979), Frontline Demonstrations, and Technology Assessment and Refinement programs. It discusses the objectives and roles of these various extension programs.
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The document discusses Farmer Field Schools (FFS), which are groups of farmers who regularly meet during crop cycles to study agricultural topics hands-on in farmers' fields. FFS are facilitated by skilled farmers or experts and follow principles of experiential learning. The key objectives of FFS include growing healthy crops, conserving natural enemies, conducting field observations, making farmers competent, and reducing costs. FFS operate with weekly farmer meetings during seasons where participants manage learning plots and experiments. They emphasize building farmers' abilities to draw their own conclusions through experimentation.
Philosophy of extension
The document discusses the philosophy of extension education. It provides definitions of philosophy and discusses key thinkers in the philosophy of extension education. Kelsey and Hearne believed extension education should teach people how to think, not what to think. Ensimger's concept was that extension is an educational process that causes behavioral changes and helps people help themselves through learning by doing. Dahama's concept was that extension is based on self-help, seeing people as the greatest resource, cooperation, democracy, two-way knowledge sharing, interest through seeing and doing, voluntary participation, persuasion, attitudes and values of people, and is an ongoing process. The conclusion is that extension philosophy is based on the importance of individuals and cooperation to help rural
Participatory technology development
PTD deals with natural resources management by strengthening the local indigenous specialists and their communities to carry out experiments in becoming more sustainable and self reliant through drawing on their local resources.
Agriculture Extension system
The agricultural extension system in India plays a key role in enhancing food production and shifting focus from only production to also commercial farming and agribusiness. The system involves policies and programs from the central government and state-specific development programs. The ICAR is the national body that supports research and technology transfer models. State agricultural universities also develop extension models. Voluntary organizations implement extension projects. The system bridges research centers and farmers through extension personnel.
Extension system in India
The document summarizes India's agricultural extension systems. It discusses four major organizational streams that work for rural development: ICAR institutes and universities, state agriculture departments, rural development departments, and voluntary organizations. It then provides details on several specific extension programs established by ICAR, including National Demonstrations (1964), Operational Research Projects (1972), Krishi Vigyan Kendras (1974), Lab to Land (1979), and Frontline Demonstrations. It describes the objectives and roles of these various extension initiatives in demonstrating and disseminating new agricultural technologies to farmers.
Tillage
Tillage is the mechanical manipulation of soil to provide favorable conditions for crop production. It involves operations like ploughing, harrowing, and weed control. The objectives of tillage are to prepare a seedbed, add nutrients and organic matter to soil, aerate the soil, control weeds, and increase water holding capacity. Primary tillage like ploughing is used to open up land for crop production while secondary tillage implements such as disc harrows and cultivators are used for finer soil operations after primary tillage. Different tillage implements are made of materials suitable for their various components and functions.
Cyber extension
This document discusses cyber extension in agriculture. It defines cyber extension as an information exchange mechanism over cyber space through telecommunication means. It outlines some key milestones in cyber extension such as the establishment of ARIS in 1995 and Agrisnet in 1997 to provide agricultural information to farmers. The document also discusses various tools and approaches used in cyber extension like agriculture portals, email, video conferencing, expert systems, and call centers. It highlights advantages like lower costs and wider reach compared to traditional extension. However, it also notes challenges including information not being in local languages, lack of internet access in remote areas, and illiteracy among farmers.
Wind Erosion.pptx
Wind Erosion
Effects of Wind Erosion
Factors Affecting Wind Erosion
Mechanics of Wind Erosion
Estimation of Soil Loss Due to Wind Erosion
Wind Erosion Control Measures
Wind Breaks
Shelter Belts
Balance sheet & Income statement
This document provides information on balance sheets and income statements for farms. It defines key terms like assets, liabilities, current assets, fixed assets, operating expenses, fixed expenses, and various financial ratios. It includes a hypothetical example of a farm's balance sheet showing assets of Rs. 9,75,500 and liabilities of Rs. 2,54,600, giving a net worth of Rs. 7,20,900. It also includes an example income statement for the same farm showing a gross income of Rs. 74,000 and net farm income of Rs. 29,200. Key financial ratios for the farm are also presented.
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- 2. To, Dr. Golya naik sir Dpt. of Agriculture Extension College of sericulture Chintamani FROM, Koushalya t n 3rd Bsc(Agri) College of sericulture Chintamani
- 4. CONTENTS Definition Introduction Purpose Stages of field trips Advantages Limitations
- 6. FIELD TRIPS • Field trip is a method in which a group of interested farmers accompanied & guided by an extension worker , goes on tour to see & gain first hand knowledge of improved practices in thier natural settings
- 7. • Farmers observe & discus one or more improved practices that each of the farmers visited has introduced • This method helps in convince farmers by providing them an opportunity to observe a practices already adopted in an actual situation
- 8. • They are also able to discus its implications with the adopter & its possible adoption under their own situation . • Smaller groups should generally be preferred to larger ones.
- 9. PURPOSE •To stimulate • Interest , • Conviction Action (in respect of specific practice)
- 10. To impress • the group about the feasibility & utility of a series of related practices.
- 11. To induce • A spirit of healthy competition by showing others accomplishment
- 14. Pre-Trip Stage • Administration • Instruction.
- 15. • Administration component involves all of the steps taken by the field trip organizer to arrange the logistics of the field trip.
- 16. • Securing permission from appropriate administration • Organizing transportation to and from the field trip location
- 17. • Contacting the field trip location to verify the schedule and activities, Unfortunately, many field trip organizers only focus on administrative concerns during the pre-trip stage of field trip planning.
- 18. Although the activities of the administration component are important, if organizers only focus on logistics, a major segment of the pre- trip stage is missing and field trips may not be educationally successful
- 19. Trip Stage The second stage of a successful field trip is the trip itself. Two components should be addressed during this stage: • the role of the participant and • the role of the organizer.
- 20. • The role of the participant is accomplished by establishing a field trip agenda and sharing this agenda and field trip objectives with the participants.
- 21. • A suggested agenda for a field trip starts with a brief amount of free time for individuals to explore the field trip site on their own. • This open exploration may not be appropriate in all locations.
- 22. Post-Trip Stage • The third and final stage of a successful field trip is the post-trip stage. • Like the stages before it, this stage also contains two components: Debriefing Culminating activity.
- 23. • Debriefing session, • participants should be encouraged to share and discuss their experiences during the field trip. • This could include sharing and discussing data or results of assigned small group activities
- 24. • As well as sharing feelings about specific aspects of the trip or overall impressions • Participants should also be given an opportunity to identify and discuss problems encountered during the field trip.
- 25. Culminating activity • This activity should give participants an opportunity to apply the content knowledge they gained during the field trip. • They can be whole or small group experiences.
- 26. • Both the debriefing and culminating activity should occur as soon after the trip as
- 27. ADVANTEGES • Participants gain first hand knowledge • Percentage of exposure is high • Widens the vision • They provide unique opportunities for learning that are not available within the four walls
- 28. LIMITATION • Costly • Difficult to fix up season & time suitable for all
- 29. Reference • Extension Communication and Management _G.L.Ray • Internet source