Fundamentals of Agricultural Extension Education
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The document discusses the objectives and process of extension education. The objectives are to assist people in discovering and analyzing their problems, developing leadership to organize groups to solve issues, disseminating useful research information, assisting with mobilizing and utilizing resources, and collecting feedback. The extension process involves 5 interrelated steps: (1) identifying problems and needs, (2) planning educational programs, (3) implementing educational activities, (4) evaluating impacts, and (5) feeding back lessons for improvement.
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Extension Programme Planning
This document discusses the fundamentals of agriculture extension education and program planning. It defines program planning as the process of making decisions about the direction and intensity of extension efforts to create social, economic, and technological changes. The key steps in program planning include identifying problems, selecting desired outcomes, assessing resources, implementing, and evaluating the program. An extension program is a statement of the situation, objectives, problems, and solutions, and requires constant revision. The process of extension involves five phases: analyzing the situation, setting objectives, teaching, evaluating teaching, and reconsidering.
Fundamentals of Agricultural Extension Education
The document defines key terms used in agricultural extension programme planning such as programme, planning, plan, aims, objectives, goals, problems, solutions, projects, and plan of work. It also outlines principles of extension programme planning such as programmes being based on analysis of past experiences and future needs, having clear objectives to satisfy important needs, fixing priorities based on resources and time, involving people and relevant organizations at local levels, and having plans of work with provision for evaluation and reconsideration.
Concept of extension education
The document discusses the concepts, philosophies, and principles of extension education. It provides several definitions of extension education from different scholars that emphasize educating adults and youth outside of formal school settings, inducing voluntary behavioral changes, and helping people solve problems. The nature of extension education is described as non-formal, two-way communication between experts and communities, voluntary participation, and respecting local culture. Mildred Harton's four principles that guide extension education philosophy are outlined, which focus on empowering individuals and families. Dahama's philosophy of extension also emphasizes self-help, people's participation, persuasion over compulsion, and voluntary behavioral changes.
Fundamentals of Agricultural Extension Education
Definition of Education, Type of education, scope of extension education and principals of extension education
Extension education
The document discusses key concepts in extension education, including definitions, objectives, principles, and importance. It defines extension education as dealing with creating and applying knowledge to bring about planned behavioral changes in people to help them improve their lives. The key objectives are to assist people in identifying and analyzing problems, develop leadership, and disseminate information to increase production, income, and social development. The principles outlined include starting with people's interests and needs, participation at the grassroots level, adapting approaches to local culture, and involving leaders. Overall, extension education aims to encourage adoption of new research techniques to raise agricultural production and standards of living in rural communities.
Fundamentals of extension
1) The document discusses the meaning, genesis, functions, and principles of extension and adult education. It traces the historical development of extension starting from the Irish famine in 1845 to key acts and programs established in India.
2) The second part covers key concepts in sociology and group dynamics including differences between urban and rural societies, major rural institutions, theories of social change and group formation.
3) The last part will cover community development and integrated rural development programs. It provides a high-level overview of the content that will be summarized across three key areas: extension principles and history, sociology concepts, and upcoming community development programs.
Extension Programme Planning
An agricultural extension programme involves a collaborative planning process between extension staff and local communities. It includes:
1) An analysis of the current situation and problems facing the local area
2) Objectives and goals determined by the community to address key problems
3) Recommended solutions and a plan of action to achieve objectives over the short and long-term.
The planning process is progressive, involving fact-finding, analysis, priority-setting, and establishing measurable objectives. It requires input from representatives of the people and is an ongoing process that is periodically evaluated and modified based on results.
Introduction of extension education
meaning of extension education, scope, definition,importance of extension education, and their objectives
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Extension Programme Planning
This document discusses the fundamentals of agriculture extension education and program planning. It defines program planning as the process of making decisions about the direction and intensity of extension efforts to create social, economic, and technological changes. The key steps in program planning include identifying problems, selecting desired outcomes, assessing resources, implementing, and evaluating the program. An extension program is a statement of the situation, objectives, problems, and solutions, and requires constant revision. The process of extension involves five phases: analyzing the situation, setting objectives, teaching, evaluating teaching, and reconsidering.
Fundamentals of Agricultural Extension Education
The document defines key terms used in agricultural extension programme planning such as programme, planning, plan, aims, objectives, goals, problems, solutions, projects, and plan of work. It also outlines principles of extension programme planning such as programmes being based on analysis of past experiences and future needs, having clear objectives to satisfy important needs, fixing priorities based on resources and time, involving people and relevant organizations at local levels, and having plans of work with provision for evaluation and reconsideration.
Concept of extension education
The document discusses the concepts, philosophies, and principles of extension education. It provides several definitions of extension education from different scholars that emphasize educating adults and youth outside of formal school settings, inducing voluntary behavioral changes, and helping people solve problems. The nature of extension education is described as non-formal, two-way communication between experts and communities, voluntary participation, and respecting local culture. Mildred Harton's four principles that guide extension education philosophy are outlined, which focus on empowering individuals and families. Dahama's philosophy of extension also emphasizes self-help, people's participation, persuasion over compulsion, and voluntary behavioral changes.
Fundamentals of Agricultural Extension Education
Definition of Education, Type of education, scope of extension education and principals of extension education
Extension education
The document discusses key concepts in extension education, including definitions, objectives, principles, and importance. It defines extension education as dealing with creating and applying knowledge to bring about planned behavioral changes in people to help them improve their lives. The key objectives are to assist people in identifying and analyzing problems, develop leadership, and disseminate information to increase production, income, and social development. The principles outlined include starting with people's interests and needs, participation at the grassroots level, adapting approaches to local culture, and involving leaders. Overall, extension education aims to encourage adoption of new research techniques to raise agricultural production and standards of living in rural communities.
Fundamentals of extension
1) The document discusses the meaning, genesis, functions, and principles of extension and adult education. It traces the historical development of extension starting from the Irish famine in 1845 to key acts and programs established in India.
2) The second part covers key concepts in sociology and group dynamics including differences between urban and rural societies, major rural institutions, theories of social change and group formation.
3) The last part will cover community development and integrated rural development programs. It provides a high-level overview of the content that will be summarized across three key areas: extension principles and history, sociology concepts, and upcoming community development programs.
Extension Programme Planning
An agricultural extension programme involves a collaborative planning process between extension staff and local communities. It includes:
1) An analysis of the current situation and problems facing the local area
2) Objectives and goals determined by the community to address key problems
3) Recommended solutions and a plan of action to achieve objectives over the short and long-term.
The planning process is progressive, involving fact-finding, analysis, priority-setting, and establishing measurable objectives. It requires input from representatives of the people and is an ongoing process that is periodically evaluated and modified based on results.
Introduction of extension education
meaning of extension education, scope, definition,importance of extension education, and their objectives
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.
Extension education process, principles and philosophy
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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The document outlines several key principles of agricultural extension:
1. Extension works with rural people, not for them, to provide information and teach self-sufficiency. It is accountable to clients.
2. Extension must work with different target groups, as farmers have varying problems. Smallest and poorest farmers require particular attention.
3. Extension is a two-way link between researchers, agents, and farmers to ensure recommendations meet farmer needs.
4. Extension cooperates with other rural development organizations to avoid duplication and provide integrated programs.
Terminology, concept, level of extension education
This is very useful for the students pursuing their education in Agril Extension /Dairy Extension/Veterinary Extension/Home Science Extension/Fishery Extension
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This document discusses definitions and concepts related to agricultural extension. It provides several definitions of extension from different perspectives, such as technical assistance, technology transfer, non-formal education, and a process of effecting positive change. It also discusses key elements and dimensions of extension, including its educational, communication, behavioral, and income-generating goals. Additionally, the document outlines some concerns and challenges to effectively delivering extension services, such as wide geographic coverage areas, cultural differences, and poverty in rural communities. Overall, the document provides an overview of the field of agricultural extension.
Principles of extension
This document outlines 14 principles of extension education. The principles include:
1) Prioritizing the needs and interests of local people over the agent's own interests.
2) Accounting for cultural differences between agents and farmers.
3) Engaging grassroots organizations familiar with local issues.
4) Understanding and utilizing indigenous knowledge systems.
5) Promoting learning through practical experience and participation.
Extension education
Extension education aims to bring about desirable behavioral changes in people through strategies and programs using scientific innovations. It is an informal, voluntary, and flexible type of education without a fixed curriculum. The key features are bidirectional learning and freedom to develop local programs. Extension education is important as it helps farmers adopt innovations, study and solve rural problems, increase farm yields and standards of living, make communities better, and contribute to national development programs. The overall objective is to raise living standards in rural areas by teaching proper use of natural resources like land and water.
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This document discusses extension education, including its evolution, philosophy, principles, objectives, and definitions. It describes extension education as teaching activities conducted outside of universities to disseminate knowledge. The key principles are that extension education begins with rural people's current situation and involves them in program development. Extension education aims to teach people skills for self-reliance rather than dependence. It is linked to community development by focusing on community-led improvement efforts. Effective communication is also essential, involving clear transmission of messages through various channels to achieve understanding.
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This document outlines the syllabus for an agriculture extension program. It covers 10 units that include fundamentals of extension and communication, extension methods and farm journalism, information communication technologies, training and human resource development, research methodology, program planning and evaluation, extension management, entrepreneurial development, developmental strategies and issues, and gender sensitization and empowerment. Key concepts covered include extension approaches, communication skills, information technologies, training methods, research methods, program planning, management techniques, entrepreneurship, developmental programs, and gender perspectives.
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A clear idea about the principles of Extension Education utilized in the field of extension for years. A must study.
An overview on Extension
This document provides an overview of extension education, including:
1. The history of extension education began in the 1840s in Britain and spread to the United States in the late 1800s, focusing on serving farm families and communities. Extension education later expanded to other development sub-sectors in India.
2. Extension education involves using communication and education methods to help people improve their lives by forming opinions and making decisions that lead to better farming, home, and community practices. It aims to involve people actively in the development process.
3. Extension education differs from formal education in that it starts with existing practices, studies real problems, involves voluntary participation, and teaches through local leaders in a more horizontal and practical way tailored
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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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This document provides definitions, concepts, principles, objectives, and roles related to extension education. It begins by defining extension as the act of disseminating useful information and ideas to people. Extension education is defined as an educational process that provides rural people with knowledge of improved practices. The key principles of extension education discussed are cultural differences, grassroots organization, cooperation, participation, interest/needs, adaptability of teaching methods, leadership, training of specialists, satisfaction, family approach, evaluation, and applied science/democracy. The objectives are to educate people, develop leadership, open opportunities, and promote social/spiritual life. The roles and qualities of an effective extension worker are also outlined.
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This document discusses different types of education including formal, non-formal, and informal education. Formal education refers to institutionalized, graded education from primary to university levels. Non-formal education provides organized learning outside formal systems to meet specific needs. Informal education involves unstructured learning through daily experiences and exposure. Key differences between the types are curriculum, evaluation methods, orientation, problem-solving approaches, and place of teaching. The document is intended for teaching an extension education course at Kerala Agricultural University.
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Agricultural extension aims to disseminate useful agricultural information to farmers and help them apply new technical knowledge to solve problems. It involves three tasks: information sharing, helping farmers analyze and address issues, and assisting with problem-solving. Extension is based on principles of starting where people are currently at, gaining their confidence, addressing their needs, and involving them in the process. It also relies on linkages with local leaders to expand its reach and build farmer participation. The overall goal of extension is to catalyze and accelerate farmers' adoption of beneficial changes.
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This document provides an overview and guide for the course AEM 301 "Introduction to Agricultural Extension and Rural Sociology". The course is a one semester, two credit unit course for students of Agricultural Extension Management. It will cover 15 units across 3 modules. The course aims to stimulate interest in agricultural extension and rural sociology, outline their contributions to development, and recognize the importance of rural development. Upon completing the course, students will be able to define key concepts, discuss theories and strategies, and analyze institutions related to agricultural extension and rural sociology. Assessment will consist of tutor-marked assignments making up 30% of the grade and a final exam constituting the remaining 70%.
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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.
Extension education process, principles and philosophy
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.
Principle of agriculture extension By Mr Allah Dad Khan
The document outlines several key principles of agricultural extension:
1. Extension works with rural people, not for them, to provide information and teach self-sufficiency. It is accountable to clients.
2. Extension must work with different target groups, as farmers have varying problems. Smallest and poorest farmers require particular attention.
3. Extension is a two-way link between researchers, agents, and farmers to ensure recommendations meet farmer needs.
4. Extension cooperates with other rural development organizations to avoid duplication and provide integrated programs.
Terminology, concept, level of extension education
This is very useful for the students pursuing their education in Agril Extension /Dairy Extension/Veterinary Extension/Home Science Extension/Fishery Extension
Unit i context of extension
This document discusses definitions and concepts related to agricultural extension. It provides several definitions of extension from different perspectives, such as technical assistance, technology transfer, non-formal education, and a process of effecting positive change. It also discusses key elements and dimensions of extension, including its educational, communication, behavioral, and income-generating goals. Additionally, the document outlines some concerns and challenges to effectively delivering extension services, such as wide geographic coverage areas, cultural differences, and poverty in rural communities. Overall, the document provides an overview of the field of agricultural extension.
Principles of extension
This document outlines 14 principles of extension education. The principles include:
1) Prioritizing the needs and interests of local people over the agent's own interests.
2) Accounting for cultural differences between agents and farmers.
3) Engaging grassroots organizations familiar with local issues.
4) Understanding and utilizing indigenous knowledge systems.
5) Promoting learning through practical experience and participation.
Extension education
Extension education aims to bring about desirable behavioral changes in people through strategies and programs using scientific innovations. It is an informal, voluntary, and flexible type of education without a fixed curriculum. The key features are bidirectional learning and freedom to develop local programs. Extension education is important as it helps farmers adopt innovations, study and solve rural problems, increase farm yields and standards of living, make communities better, and contribute to national development programs. The overall objective is to raise living standards in rural areas by teaching proper use of natural resources like land and water.
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This document discusses extension education, including its evolution, philosophy, principles, objectives, and definitions. It describes extension education as teaching activities conducted outside of universities to disseminate knowledge. The key principles are that extension education begins with rural people's current situation and involves them in program development. Extension education aims to teach people skills for self-reliance rather than dependence. It is linked to community development by focusing on community-led improvement efforts. Effective communication is also essential, involving clear transmission of messages through various channels to achieve understanding.
Factor determining the effective communication
The effectiveness of communication is determined by several factors: it is a two-way process that requires interaction between the communicator and receiver; the symbols and language used must be accurate and skillfully conveyed; and cultural values, social organizations, and the environment created by the communicator also influence effectiveness. Proper organization, cooperation, participation, and evaluation are essential to ensure the communication's objectives are met and it is improved over time.
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This document outlines the syllabus for an agriculture extension program. It covers 10 units that include fundamentals of extension and communication, extension methods and farm journalism, information communication technologies, training and human resource development, research methodology, program planning and evaluation, extension management, entrepreneurial development, developmental strategies and issues, and gender sensitization and empowerment. Key concepts covered include extension approaches, communication skills, information technologies, training methods, research methods, program planning, management techniques, entrepreneurship, developmental programs, and gender perspectives.
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This document provides an overview of extension education, including:
1. The history of extension education began in the 1840s in Britain and spread to the United States in the late 1800s, focusing on serving farm families and communities. Extension education later expanded to other development sub-sectors in India.
2. Extension education involves using communication and education methods to help people improve their lives by forming opinions and making decisions that lead to better farming, home, and community practices. It aims to involve people actively in the development process.
3. Extension education differs from formal education in that it starts with existing practices, studies real problems, involves voluntary participation, and teaches through local leaders in a more horizontal and practical way tailored
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
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This document provides definitions, concepts, principles, objectives, and roles related to extension education. It begins by defining extension as the act of disseminating useful information and ideas to people. Extension education is defined as an educational process that provides rural people with knowledge of improved practices. The key principles of extension education discussed are cultural differences, grassroots organization, cooperation, participation, interest/needs, adaptability of teaching methods, leadership, training of specialists, satisfaction, family approach, evaluation, and applied science/democracy. The objectives are to educate people, develop leadership, open opportunities, and promote social/spiritual life. The roles and qualities of an effective extension worker are also outlined.
Extension education & rural development
This document discusses different types of education including formal, non-formal, and informal education. Formal education refers to institutionalized, graded education from primary to university levels. Non-formal education provides organized learning outside formal systems to meet specific needs. Informal education involves unstructured learning through daily experiences and exposure. Key differences between the types are curriculum, evaluation methods, orientation, problem-solving approaches, and place of teaching. The document is intended for teaching an extension education course at Kerala Agricultural University.
Introduction to agricultural extension A Lecture By Mr Allah Dad Khan
Agricultural extension aims to disseminate useful agricultural information to farmers and help them apply new technical knowledge to solve problems. It involves three tasks: information sharing, helping farmers analyze and address issues, and assisting with problem-solving. Extension is based on principles of starting where people are currently at, gaining their confidence, addressing their needs, and involving them in the process. It also relies on linkages with local leaders to expand its reach and build farmer participation. The overall goal of extension is to catalyze and accelerate farmers' adoption of beneficial changes.
History of Agricultural Extension in the world and in Africa
This document provides an overview and guide for the course AEM 301 "Introduction to Agricultural Extension and Rural Sociology". The course is a one semester, two credit unit course for students of Agricultural Extension Management. It will cover 15 units across 3 modules. The course aims to stimulate interest in agricultural extension and rural sociology, outline their contributions to development, and recognize the importance of rural development. Upon completing the course, students will be able to define key concepts, discuss theories and strategies, and analyze institutions related to agricultural extension and rural sociology. Assessment will consist of tutor-marked assignments making up 30% of the grade and a final exam constituting the remaining 70%.
Participatory Educational Planning
This document discusses people-empowered planning in education. It defines key terms like empowerment, community participation, planning, and participatory planning. It explains that participatory planning in education involves representatives from students, teachers, administrators, decision-makers, parents/guardians, and organizations. The planning process should include briefing local leaders, conducting orientation sessions, forming committees, and creating simple manuals and plans. Benefits of participatory planning include increased relevance and quality of education, while doubts relate to efficiency, conflict, and loss of authority. Beneficiary participation in projects ranges from consultation to collaboration to full enterprise.
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12156430.ppt
This document discusses leadership training and development in the context of agribusiness. It begins by distinguishing between leadership and management, noting that leaders effect positive change while managers focus on controlling and problem-solving. It then covers various theories and styles of leadership. The document also discusses agriculture and agribusiness, characteristics of agribusiness leaders, and the roles of agricultural extensions and farmer organizations. It provides steps for establishing and strengthening farmer organizations. The overall aim is to empower individuals and organizations in agribusiness through leadership development.
CNE.pptx
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
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- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
Role of nurse in research nd leadership,management
This document discusses the roles of research, leadership, and management in nursing. It defines research as a systematic process of examining topics to develop new knowledge. Leadership is defined as influencing others to achieve common goals, and management involves planning, organizing, and controlling resources to achieve objectives. The document outlines the need for research, leadership, and management skills in nursing to improve patient care, build the nursing knowledge base, and effectively deliver healthcare services. Nurses have responsibilities related to all three areas to enhance the nursing profession.
Objective concept
This document discusses objectives, goals, aims, and targets in extension education. It defines each term and explains their significance. Objectives provide direction and help determine goals and targets. Clear objectives also help with program development, evaluation, and worker roles. Objectives can be classified in different ways such as by topic, timeframe, or audience. The document outlines levels of objectives from broad fundamental goals to specific working objectives. It provides criteria for setting good objectives and principles that should guide extension education programs.
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- 1. Fundamentals of Agriculture Extension Education (Objectives and Process of Extension Education) Dr Surendra Kumar Rai Assistant Professor (Agriculture Extension) College of Agriculture, Balaghat, JNKVV(Jabalpur)
- 2. Objective of Extension Objectives are end towards which our efforts are to be directed. More specific objectives of extension education are: •To assist people to discover and analyze their problems and identify their felt needs. •To develop leadership among people and help them in organizing groups to solve their problems.
- 3. •To disseminate research information of economic practical important in a way people would be work and understand. •To assist people in mobilizing and utilizing the resource which they have and which they need from outside. •To collect and transmit feedback information for solving management problems.
- 4. Extension Educational Process An effective extension educational programme involves five essential and interrelated steps.
- 5. Thank You