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.

1. Speaker: Abul K Azad
Ph.D. Scholar
Credit seminar on
Fundamentals
of
Extension

2. Flow of presentation
Part-I
Meaning, Genesis, Functions, Principles of extension
and Adult Education
Part-II
Sociology and Group Dynamics
Part-III
Community Development and Integrated Rural
Development Programmes
2

3. Part-I
Meaning, Genesis, Functions, Principles
of extension and Adult Education
3

4. Meaning of extension (Ex tension L.)
“Stretching out” of knowledge, skills, research
findings, innovation etc. to the end users.
According to Ensminger (1957), extension is education
and that its purpose is to change attitudes and practices
of the people with whom the work is done.
It is a system of working with farmers
Knowledge
resource Stakeholders
4

5. Origin of extension
The modern agriculture extension system goes back
to 1845 when the Irish famine was occurred
Genesis
 The term first originated in 1866 at England
 The word “extension” was coined by McCarthy
 In 1873 “Extension education” term first used by
Cambridge University, in 1876 by London University
and in 1878 by Oxford University
This term gave more practical shape at field level by
J.P. Leagans (Father of Extension) 5

6. Historical Acts in Extension
Land Grant- The Morrill Act of 1862
 Establishment of at least one college
in each state
 Objective to teach agriculture and the
mechanical arts without excluding
other scientific and classical studies.
Hatch Act of 1887
 Created an experiment/ Research
station at every land-grant college
6

7. In 1890 - second Morrill Act
 Provided funds to sustain
these colleges
Smith-Lever Act-1914
Cooperative Extension Service
Smith- Hughes Act 1917
Promoted vocational
agricultural training to the
farmers
7

8. History of Extension: An Indian Perspective
 Department of Revenue, Agriculture and commerce
started functioning during 1871
 Series of famines occurred in British India from 1875-
1901
 Forced British government to set up some commission
 Separated agriculture as an independent branch in 1881.
 Imperial Agricultural Services was constituted in 1906
(ceased in 1926)
 Govt. of India, 1919 made the Agricultural Development
become a state subject
8

9. On the recommendation of Royal commission on Agriculture
(1928), the formation of ICAR took place in 16 July, 1929
GMF Enquiry (1952) recommended – An Extension
organisation set up in rural areas
• Community Development (1952) and NES (1953)
 Establishment of first State Agricultural University in 1960
at Pantnagar on land grant pattern
 Creation of DARE in 1973
9

10. WHY Extension
Help to improve
economic growth of the farmers
management of natural resources
helps in capacity building
poverty alleviation
rural development
leadership development
educate them about recent technology(s)
Ultimate goal is the over all development of people
10
Way of High Young
Experts g(t)eneration
in Agriculture

11. Four Transfer of technology project of ICAR
National demonstration (1964)
Agricultural scientist demonstrate first time before
handover the technology to the farmers.
Initially AICRP on Maize 1957 was done.
Operational Research Project (1974-75)
Disseminate proven technology to the farmers field
KVK (1974)-Farm Science Centre
According to Mathur (2011), mandate of KVK is Three
folded A) Technology assessment and Refinement
B) Training C) Knowledge and Resources Centre
11

12. Lab to Land Programmes
 Launched in 1979 as a part of Golden Jubilee
Celeberation
Main objective
 Economic development of the farmers
All ICAR-TOT Programmes merged with KVK in 1st
April, 1992.
12

13. 13
Elements of Extension Service
Extension Agent
Good communication skills
Good technical knowledge
Teaching method
Demonstration
• Methods
• Results
• Types
Supporting Funds
Infrastructure

14. Relation between Extension and Education
Extension is an Educational process
Education is a process where a person changes his
behaviour in a desirable way which includes
knowledge skill and attitude
Types of Education according to Comb & Ahmad
(1974)-
a) Informal,
b) Formal and
c) Non-formal
14

15. Formal Education Extension/ Non formal
Starts with theory & ends with
practical.
Starts with practicals & ends in
theory later on.
Students study subjects Farmers study problems.
fixed curriculum offered. No fixed curriculum or course of
study
Class attendance is compulsory Participation is voluntary.
Teaching is mainly vertical. Teaching is mainly horizontal.
The teacher has more or less
homogeneous audience.
The teacher has a large &
heterogeneous audience.
It is rigid. It is flexible
Differences between
15

16. It has all pre-planned & pre-
decided programmes.
It has freedom to develop
programmes locally based on
needs & interests.
It is more theoretical. It is more practical & intended for
immediate application in the
solution of problems.
16
Tomorrow I want
everyone present
in the class.

17. 17
Objectives of extension education
Objectives are expressions of the ends towards which our efforts are
directed
Types of Objectives
•Fundamental objectives (All inclusive growth)
E.g. Overall development of individuals
•General objectives (Functions of extension): More definite then
fundamental objectives and are directly associated with extension
services.
E.g. To increase the milk production in a village
•Specific or Working objectives: State directly and specifically
what is to be done.

18. 18
Philosophy of Extension Education
Philosophy word derived from Greek word Philos =
Knowledge and Sophia= Manner
According to Mildred Horton- 4 principles
 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.
Not “what to
think” but
“how to
think”

19. Functions of Extension Education
19
Action

20. 1. Principle of interest & need
2. Principle of cultural difference
3. Principle of participation
4. Principle of adaptability
5. The grass roots principle of organization
6. Principle of indigenous knowledge
Principles of Extension Education
20

21. 7. The leadership principle
8.The whole-family principle
9. Principle of co-operation
10. Principle of satisfaction
11. The evaluation principle
21
Sources: G.L Ray (2008)

22. Extension Educational Process (J.P. Leagans, 1967)
Involves 5 interlinked steps-
22

23. Teaching Learning Situation ( Leagans, 1961)
Learner
Instructor
Teaching Aids
Physical
Environment
Subject Matter
23

24. Steps Extension Teaching (Wilson and Gallup, 1955)
24
Make the people aware about
new idea
Stimulate their interest
Unfreezing the existing
behaviour and motivating people
Strong persuasion for action
Implementation of operation
Things fulfilled

25. Conventional V/s Distance Education (Mondal, 2013)
Correspondence education term
emerged in 1971
the name has been changed to
“Distance Education” in 1982.
“Distance education is a systematically
organized self-learning programme in
which printed materials are sent to the
students for study purpose”.
25

26. Differences
Conventional Educational Distance Education
Face to face, direct interaction Indirect communication by media
Suitable for transmitting norms,
values and attitude
Suitable for transmitting
information and limited skills
Locus of teaching is classroom Depends on learner
Compulsory attendance Self discipline & motivation
Labour intensive Capital intensive
Teacher-student ration- less Teacher -students ratio-High
26

27. The Ancient Greek times
while Alexander Knapp, a
German educator, originally
used the term andragogy in
1833.
Andragogy in Greek means
the man-leading in
comparison to pedagogy,
which in Greek means child-
leading
Andragogy is the
synonymous of Adult
Learning (M.S. Knowles)
Adult learning
27

28. Knowles’ 5 Assumptions Of Adult Learners
Self-Concept: As a person matures his/herself
concept moves from one of being a dependent
personality toward one of being a self-directed human
being.
Adult Learner Experience: As a person matures
he/she accumulates a growing reservoir of experience
that becomes an increasing resource for learning
Readiness to Learn: As a person matures his/her
readiness to learn becomes oriented increasingly to
the developmental task of his/her social roles
28

29. Orientation to Learning: As a personal matures his/her
time perspectives changes from one of postponed
application of knowledge to immediacy of application,
and accordingly his/her orientation toward learning
shifts from one of subject-centeredness to one of
problem centeredness
Motivation to Learn: As a person mature the
motivation to learn is become internal
29

30. Sociology and Group Dynamics
Part-II
30

31.  Study of human/individual in society/environment
 Sociology is the study of human relationships.
 In Latin, Socius means companion and In Greek, logos
means scientific study
 Auguste Comte-Father of Sociology.
 Rural sociology: Focuses on man living in rural areas.
 Urban sociology: Focuses on man living in urban areas.
 Tribal sociology: Focuses on man living in tribal areas.
Sociology
31

32. Community- continuous geographical area, sense of
belonging, sharing common values, norms, interests
Socialization-Process of conducting in society
Social System- set of interrelated units
Social Stratification- hierarchically arranged strata in
community
Social Mobility- movement of people among strata
Association-organizing for fulfilling common interests
Institution- crystallized mechanisms/ways in which
society meets its needs through social structures
32

33. Differences between Urban and Rural
Parameters Urban Rural
Contact with nature Lees Very much
Occupation Services, Businessman Agriculture
Size of the community Small Large
Density of population High Low
Homogeneity of
population
Less More
Social stratification Flexible Rigid
Standard of living High Low
Illiteracy Less More
Marriages Love Arrange
33

34. Major Institutions In Rural Society
Family
Religious
Government/Political
Educational
CULTURE: Complex which includes knowledge, belief,
art, mortals, law, customs and other capabilities and
habits acquired by the people as member of the society.
 Can be either materialistic (house, food, clothing) or
non-materialistic ( family, caste, education)
34

35. Social change
Social change is a process of an alteration in
material and non material culture of society.
Changing of shapes or forms of social
environment
Types
Structural
Functional (behavioural changes)
Cultural changes
35

36. Theories of causationTheories of causation
Theories of Direction
of change
Deterministic theory
Functionalism
Conflict theory
Technological theory
Evolutionary theory Theory of deterioration Cyclical theory
Unilinear
theory
Universal
theory
Multilinear
theory
Theories
36
Source: Singh, 2005

37. Theories of Causation
Geographical
determinism
Biological
determinism
Economical
determinism
Cultural
determinism
37
Deterministic theory (Karl Marx)

38. Functionalism
Balanced system of institution serving to maintain the society
1. Adjustment to external disturbances such as a recession in world
trade.
2. Structural differentiation in response to problems within the
system, e.g., electoral reforms in response to political unrest.
3. Creative innovations within the system,
e.g., scientific discov­eries or technological advances.
Van den Berghe states that according to functional theory
change may come from three main sources:
38

39. Conflict theory
Conflict is a necessary condition for change.
Karl Marx emphasized on economic conflict while Max
Weber emphasized on conflicts about power.
39

40. Technological theory
An important factor of social change
Any change in technology would
initiate a corresponding change in the
arrangement of social relationships.
Limitations
Technological change alone can
produce social changes of all
types.
Nor technological change is
always a necessary condition for
other social changes. 40

41. (Direction of Change) Evolutionary Theory
Assumptions of this theory can be summarised as
follows:
Change is inevitable and natural.
Change is gradual and continuous.
Change is sequential and in certain stages.
All successive stages of change are higher over
preceding stage, i.e., evolution is progressive.
Stages of change are non-reversible.
Forces of change are inherent in the object.
The direction of change is from simple to complex.
All societies pass through same stages of
development. 41

42. Evolutionarytheories
Unilinear theory – Society moves to a
higher level of civilisation in a linear
fashion as propounded by Auguste
Comte
Universal theory - Every society does
not necessarily go through the same
fixed stages of development.
Multilinear theory - account for
diversity and identifies different
sequential patterns for different
culture or types of cultures.
42

43. Theory of deteriorationTheory of deterioration
This theory explains that social change has taken place
in the negative direction. It avoids the positive impact
of social change.
Social change is associated with deterioration.
43

44. Different
versions of
cyclical
theory
Vacher de Lapouge – Race is the most important
determinant of culture. Civilisation will progress,
only if the society is composed of individuals from
superior races.
Sorokin concluded that civilizations fall into
three major types – ideational, idealistic and
sensory.
Vilfredo Pareto propounded that societies pass
through the periods of political vigour and decline.
The society consists of two types of people –
Rentiers and Speculators 44

45. What is
leadership?
Leading people
Influencing people
Commanding people
Guiding people
45Maclver and Page, 1977

46. Types of Leadership Style
46

47. Change Leadership
47

48. Theories of Leadership
48

49. Factors Affecting Style
49

50. Group Dynamics
The social process by which people interact
with one another in groups is called group
dynamics
Mandatory in group
Persons must satisfy the following conditions:
People must interact with one another,
People must be psychologically aware of one
another, and
People should perceive themselves to be a
group. 50

51. Types of Social Groups
Primary and secondary groups (Cooley)
Formal and informal groups
In group and out group (Summer): contrast
between “they and we”
Horizontal and vertical group (Sorokin)
Involuntary and voluntary group
Delegate and reference group
51

52. Primary group Secondary group
Small size often < 20- 30 Large
Personal and intimate
relationship
Impersonal and aloof
More face to face
communication
Little
Permanency for long time Temporary period of time
Ex: Family, group of close
friends
Cooperative, Society, Council
52

53. Theories of Group Dynamics (yourarticle library, 2016 )
Propinquity Theory
Individuals affiliate with one another because of
spatial or geographical proximity
In an organization, employees who work in the same
area of the plant or office would more probably form
into groups than those who are not physically located
together. The propinquity theory explains a basic
factor, i.e., proximity of people at the work place
which leads to formation of groups.
53

54. Homans Theory
 “The more activities persons share, the more
numerous will be their interactions and the stronger
will be their shared activities and sentiments: and the
more sentiments persons have for one another, the
more will be their shared activities and interactions
54

55. Balance Theory
The theory as proposed by Theodore Newcomb states
that “persons are attracted to one another on the
basis of similar attitudes towards commonly relevant
objects and goals.
 There must be a balance in the relationship between
the group members for the group to be formed and for
its survival.
 Both propinquity and interaction play a role in the
balance theory.
55

56. Exchange Theory
 based on reward-cost outcomes of interactions.
 To be attracted towards a group, a person thinks
in terms of what he will get in exchange of
interaction with the group members.
 There is an exchange relationship in terms of rewards
and costs of associating with the group.
56

57. STAGES OF GROUP FORMATION
Members
get to know
each other &
set ground
rules
Members
come to
Resist
Control by
group
Leaders &
Show
hostility
Members
Work
Together
developing
Close
Relationships
& feelings of
Cohesiveness
Group
members
work
towards
Getting
their jobs
done
Group
may
disband
either
after
meeting
their goals
or because
members
Leave
Stage I
Forming
Stage II
Storming
Stage III
Norming
Stage IV
Performing
Stage V
Adjourning
57

58. Farming system approach (1970s)
Extension approach in which
generation of appropriate and
location specific technology
through farmers participation
and farmer-scientist
interaction to improve the
economic condition of
stakeholders.
57
Singh, 2005

59. Rationale
Top-down approach- single package of practice were
recommended for each situation
 Ignorance of farmers as a decision maker
 Technology dissemination irrespective of farmers
locally available resources
Characteristics
1. farmer based
2. problem solving
3. comprehensive
4. dynamic
5. interactive
6. interdisciplinary
58

60. How to do FSR
59

61. Community Development and Integrated
Rural Development 61
Part-III

62. What is…
Rural: As per the Webster’s dictionary rural means “open
land” and according to the United States census rural
includes all persons living outside urban area and who live
on farm. Agriculture is generally the main occupation in
rural areas.
Community: A community is a group of people, who live in
a common geographical area and have an interest in each
other for the purpose of making a better living.
Development: It is a gradual growth with sequential phases
of change. It is socio-economic progress or over all growth
in desirable changes in all sectors of rural life.
62

63. It is a continuous social process
for change by participating in
identification of problems,
solutions, planning and action.
Origin of Community
Development:
Etawah pilot project (1948) was
basically for rural and model of
community development project.
Pioneered by Albert Mayer
Community Development

64. Main objectives
 To achieve enhanced production and
productivity in the rural areas
 To bring about a greater socio-economic
equity
 To bring about a spatial balance in
social and economic development
 To bring about improvement in the
ecological environment so that it may be
conducive to growth and happiness
 To develop broad based community
participation in the process of
development. 63

65. Relationship building
Process development
The consolidation of structure and mechanism
(implementation of action)
65
Stages in Community Development

66. Programmes for rural Development
Pre-Independents
Sriniketan
 Rabindra Nath Tagore, 1921 Kaligram Pargana, West
Bengal
 Aimed at making villagers self reliant and helping people
to develop their own resources.
Marthandam Project
 Kanya Kumari district in Tamil Nadu
 Dr. Spencer Hatch, 1921, YMCA
 5 sided programme – Spiritual, Mental, Physical,
Economical and Social development 65

67. Gurgaon Project
 F.L Brayne, Deputy Commissioner of the Gurgaon district
Haryana, 1927- Village Guide concept
Baroda Rural Development Project
 Raja Sir T. Madhav Rao, a minister of state of Baroda
 Started Rural Reconstruction Centres (RRCs) in 1932
Rural Reconstruction Project
 Started by Mahatma Gandhi - Sevagram, 1936
66

68. Firka Development Scheme (1946)
 Madras Province, For the economic
development of villages by promoting khadi and
village industries
Nilokheri Project Refugee Rehabilitation Project-
Started in 1943 and became fully operational in
1948
 Mazdoor Manzil – aimed at self sufficiency for
the rural cum urban township.
67

69. Etawah Pilot Project
 Etawah, Uttar Pradesh in 1948 -Albert Mayor
 Intensive all-round development work in a
compact area- Forerunner of the CD Project
 multipurpose concept of village level worker
69

70. Post-independent
Community Development
1.Community development Programme (1952)
2.NES - 1953
3.CDB - 1954
4.Panchayat Raj System-1957
Technological Development
1.IADP -1960
2.IAAP- 1964
3.ICDP-1964-65
4.HYVP-1966
70

71. Development with social justice
•SFDA-1970-71
•MFDA-1970-71
•DPAP-1970-71
•T& V-1974
•IRDP-1978-79 (2nd
1980 covered entire nation)
•TRYSEM- 1979
•NREP-1980
•DWCRA-1982
•NAEP-1983
•TMO-1986
71

72. • JRY-1989
• EAS-1993
• SFAC-1994
• SGSY-1999
Infrastructural Development
• NATP-1998
• PURA-2004
• NAIP-2006
• MNNREGA-2005
72

73. Thank you for your
patience