Planning and development of agricultural extension programs
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The document discusses the planning and development of agricultural extension programs. It outlines that extension program planning is a continuous and cooperative process involving local people and extension personnel to identify problems, set objectives, and take action to achieve objectives. Key principles of program planning include addressing felt needs, joint participation, flexibility, simplicity, and evaluation. The planning process involves collecting facts, analyzing the situation, identifying problems, determining objectives, developing a plan of work, executing the plan, and determining progress. A six-phased model for program planning is also presented.
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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.
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There are 8 common extension approaches used by organizations worldwide: general, commodity specialized, training and visit, participatory agricultural, project, farming systems development, cost sharing, and educational institution. Each has different characteristics, assumptions about farmers, purposes, planning/implementation strategies, resource requirements, implementation strategies, and measures of success. The general approach is top-down and centralized, while participatory and farming systems are more decentralized and involve farmers. Commodity specialized and training and visit approaches focus on increasing specific crop yields. The project approach concentrates resources on a small area for a limited time.
Participatory extension.
This document discusses participatory extension approaches (PEA) as an alternative to the traditional transfer of technology (ToT) model for rural extension. It outlines some key characteristics of PEA, including integrating community mobilization, promoting farmer experimentation and capacity building, and facilitating equitable participation. PEA emphasizes joint learning among farmers, researchers, and extension agents and positioning farmers as decision-makers in the innovation process rather than passive recipients of externally-developed technologies. The role of extension agents shifts from teacher to facilitator of farmer-led analysis, planning, implementation and reflection.
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The document provides definitions, objectives, scope, principles, philosophy, and process of agricultural extension education. It defines extension as an educational process aimed at changing attitudes and behaviors through communication and mutual learning. The objectives are to help people identify and solve problems. The scope covers agricultural production, marketing, resource management, family living, youth, leadership, and community development. Key principles include cultural relevance, participation, interests/needs, and evaluation. The philosophy emphasizes self-help, cooperation, democracy, and voluntary participation. The educational process involves problem identification, goal-setting, teaching, and evaluation.
Approaches in Extenstion
This document discusses 8 common approaches to agricultural extension:
1. The general agriculture extension approach focuses on disseminating technologies to increase production and is centralized with priorities set nationally.
2. The commodity specialized approach concentrates on increasing production of a single crop through grouping related functions and requiring farmer cooperation.
3. The training and visit approach aims to increase crop production through rigorous training of agents and scheduled farmer visits to promote recommended practices.
4. The agricultural extension participatory approach gives farmer groups and local stakeholders more control and focuses on relevant, low-cost solutions through farmer participation.
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ATMA (Agriculture Technology Management Agency) is a registered society responsible for agricultural technology dissemination at the district level in Uttar Pradesh. It aims to decentralize decision making, increase farmer input, and improve coordination between research and extension activities. ATMA has a Governing Board that makes policies and a Management Committee responsible for planning and executing activities. It works to strengthen research-farmer linkages, coordinate different agricultural agencies, disseminate new technologies, and increase farmer ownership of the agricultural system. A case study describes how a farmer in Jharkhand increased her paddy yields from 16 to 82 quintals per hectare by adopting improved practices and technologies disseminated through ATMA.
Recommended
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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.
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Participatory extension.
This document discusses participatory extension approaches (PEA) as an alternative to the traditional transfer of technology (ToT) model for rural extension. It outlines some key characteristics of PEA, including integrating community mobilization, promoting farmer experimentation and capacity building, and facilitating equitable participation. PEA emphasizes joint learning among farmers, researchers, and extension agents and positioning farmers as decision-makers in the innovation process rather than passive recipients of externally-developed technologies. The role of extension agents shifts from teacher to facilitator of farmer-led analysis, planning, implementation and reflection.
Dimensions of Agricultural Extension
The document provides definitions, objectives, scope, principles, philosophy, and process of agricultural extension education. It defines extension as an educational process aimed at changing attitudes and behaviors through communication and mutual learning. The objectives are to help people identify and solve problems. The scope covers agricultural production, marketing, resource management, family living, youth, leadership, and community development. Key principles include cultural relevance, participation, interests/needs, and evaluation. The philosophy emphasizes self-help, cooperation, democracy, and voluntary participation. The educational process involves problem identification, goal-setting, teaching, and evaluation.
Approaches in Extenstion
This document discusses 8 common approaches to agricultural extension:
1. The general agriculture extension approach focuses on disseminating technologies to increase production and is centralized with priorities set nationally.
2. The commodity specialized approach concentrates on increasing production of a single crop through grouping related functions and requiring farmer cooperation.
3. The training and visit approach aims to increase crop production through rigorous training of agents and scheduled farmer visits to promote recommended practices.
4. The agricultural extension participatory approach gives farmer groups and local stakeholders more control and focuses on relevant, low-cost solutions through farmer participation.
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.
Extension system in india
It describe extension system in india detailly and also tells about some schemes related to extension system and kvk,orp,llp,tar,natp,atma,naip.
Agriculture technology management agency (ATMA)
ATMA (Agriculture Technology Management Agency) is a registered society responsible for agricultural technology dissemination at the district level in Uttar Pradesh. It aims to decentralize decision making, increase farmer input, and improve coordination between research and extension activities. ATMA has a Governing Board that makes policies and a Management Committee responsible for planning and executing activities. It works to strengthen research-farmer linkages, coordinate different agricultural agencies, disseminate new technologies, and increase farmer ownership of the agricultural system. A case study describes how a farmer in Jharkhand increased her paddy yields from 16 to 82 quintals per hectare by adopting improved practices and technologies disseminated through ATMA.
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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.
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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 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 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 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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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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The document discusses the process of extension program planning. It involves analyzing the situation and needs of clientele, determining program objectives and goals, selecting priority problems to address, and finding solutions. The basic steps include needs assessment, goal identification, determining objectives, and developing programs and activities. Effective program planning requires understanding principles, analyzing facts, selecting problems based on interests and needs, determining definite objectives and solutions, and having a written plan to guide implementation.
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This document discusses pluralism in agricultural extension systems. Pluralistic extension involves multiple providers of extension services, often with different funding sources and approaches. This can raise issues around coordination, roles, and competition/collaboration. The document provides examples of pluralistic extension in Ghana, the United States, and other countries. It also discusses reasons why multiple extension actors emerge and how pluralism affects extension management and implementation, such as the need for coordination between different groups.
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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.
New trends in extension
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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RAWE is an important tool in ensuring increased agricultural productivity, sustainability and environmental and ecological security, profitability, job security and equity. In India RANDHWA Committee (1992) recommended the rural agricultural work experience (RAWE) program for imparting quality, practical
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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.
Farming system approach
This document discusses farming system approaches (FSA). It defines FSA as an integrated set of farm activities and components that interact to maximize productivity and income sustainably. The document outlines the importance of understanding farmer needs and resources to develop modified FSA. It also discusses objectives like raising income, satisfying needs, and promoting diversification. The document recommends combining enterprises like agriculture with livestock, horticulture, and apiculture to improve sustainability.
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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 summarizes a farmer field day on water resource management held by the Balochistan Agriculture Project. It provides details on the objectives, target group, methodology and proceedings of the event.
30 farmers from villages in the Cham Union Council participated in the one-day workshop which aimed to introduce integrated water management techniques. Participants learned about identifying and analyzing water resource problems, developing management plans, and their roles in water conservation. The event used interactive techniques like group discussions and presentations. Farmers gained knowledge on efficient irrigation systems and managing water as an economic and social good.
Privatization of extension in india
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.
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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Attracting & Retaining youth in agriculture
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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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This document discusses writing for print media such as magazines, newspapers, and journals. It explains that a print article should provide a detailed account of a single topic to educate interested readers. An article has five key parts: a title to catch readers' interest, the author's identification, an introductory paragraph called the lead, the main body of the article, and a concluding summary. The title and lead are important to engage readers and set up the theme, while the main body thoroughly explores the topic and the summary recaps the main points.
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This document provides information about script writing for agricultural television programs in India. It discusses how television is an effective medium for educating rural populations. Two common farm television programs in India are "Savi Dharti" and "Mera Pind Mere Khet", which aim to provide useful agricultural information to farmers. The document outlines best practices for writing scripts, including clearly stating objectives, deciding on presentation format (talks, interviews, etc.), including an introduction and conclusion, planning indoor/outdoor shooting, and using a run down sheet to plan shots, audio/video, and lighting. The goal is to effectively communicate timely agricultural information to farmers to support their work.
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This document discusses dairy development activities and technology transfer in Punjab, India. It provides background on the various organizations involved in dairy development like the Punjab Dairy Development Board and Punjab State Cooperative Milk Producers Federation. It then analyzes survey results from 600 dairy farmers which find that most receive little training and education. The document identifies farmers' main information needs and challenges with services. It provides recommendations to strengthen the dairy extension system through improved training, cooperation, and addressing issues like high input costs and exploitation by middlemen.
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The document discusses the agricultural extension system in India, including its history and objectives. It notes that agricultural extension was established to improve farmers' well-being through individual and cooperative efforts. A key milestone was the 1905 establishment of the Imperial Agricultural Research Institute at Pusa, which supported agricultural research and education. The document goes on to outline the extension systems of agricultural universities and Krishi Vigyan Kendras, which aim to improve education, research, and field extension to benefit farmers.
Practical 1 Audio visual aids
This document discusses audio-visual aids and their use in the adoption process. It defines audio, visual, and audio-visual aids and provides examples of each type. The objectives are to impart knowledge about different aids and how to prepare and use them. Various aids are described, including non-projected aids like posters, charts, and flashcards, and projected aids like slides and videos. The importance of aids in teaching and their role at different stages of the adoption process from awareness to adoption are covered. Guidelines for using aids alone or combined with other methods based on teaching objectives, subject matter, audience size, and other factors are provided.
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This document provides guidance on writing scripts for farm radio talks. It discusses that radio is an effective medium for informing and motivating rural audiences. When writing scripts, key points to consider include the audience's background and needs, selecting a relevant and practical topic, and collecting detailed information from reliable sources. The script should arrest listeners' attention, hold it by using local examples, clearly convey the information in the proper sequence, and fire listeners' imagination about applying the information. The script should be brief, clear, and written with empathy for the audience. When delivering the script, the speaker should rehearse, be conversational, repeat important points, and summarize at the end.
Capacity building
Extension personnel require training to improve their performance and acquire new knowledge, skills, and attitudes. There are different types of training courses including short-term and long-term courses as well as orientation training and on-the-job training. Training courses for farmers include those offered at the village, block, and district levels, as well as specialized training courses offered by Punjab Agricultural University.
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This document discusses factors related to success and failure. It states that success requires hard work, perseverance, sacrifice, and passion for your goals. Successful people are confident, have a vision, and focus on their strengths. Factors that can lead to failure include unwillingness to take risks, lack of persistence, seeking instant gratification, poor priorities, and greed. The document also lists rationalizing, inability to recognize opportunities, lack of discipline, poor self-esteem, and a fatalistic attitude as reasons for failure. Finally, it identifies accepting responsibility, striving for excellence, and thinking win-win as important factors for achieving success.
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This document discusses feedback in communication and its importance. It provides definitions of feedback and notes that feedback helps enhance adoption rates and understanding by promoting free communication. It identifies some difficulties in obtaining feedback, such as limitations of communication channels, shyness of receivers, and socioeconomic barriers. The document recommends several methods for encouraging feedback, such as not getting defensive, updating knowledge, and ensuring feedback is timely. Overall, the document emphasizes that feedback is important for removing barriers, facilitating action, rectifying errors, and improving the communication process.
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The document discusses the teaching and learning process. It defines teaching as providing situations for learning to occur, and learning as how a person changes their behavior through self-activity. It notes that learning takes place within the learner when they feel a need and work to fulfill and gain satisfaction from it. The key components of an effective teaching and learning situation are an instructor, learner, physical facilities, teaching equipment, and subject matter. It provides characteristics an instructor and learner should have, and factors the subject matter, physical facilities, and teaching equipment should address. Finally, it outlines the steps in the teaching-learning process as getting the learner's attention, interest, desire, conviction, action, and satisfaction.
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The document outlines the important traits and qualities of input dealers in supporting agricultural development. It discusses that input dealers must have sound subject knowledge, a desire to learn, be tactful, foresighted, and have a sympathetic attitude. Additionally, they should have an attractive personality, enthusiasm, courage, honesty, and the ability to organize. Key expected roles of input dealers include communicating new technologies to farmers, keeping updated on information, coordinating village organizations, and assisting villagers in obtaining supplies and government assistance.
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2) Extension systems run by the Ministry of Agriculture and state departments.
3) Systems run by the Ministry of Rural Development and state departments.
4) Development work by voluntary organizations.
It then provides details on four major transfer of technology projects under the first line extension system: the All India Coordinated Project on National Demonstrations, Operational Research Project, Krishi Vigyan Kendra program, and Lab to Land Project. Krishi Vigyan Kendras were established in 1974 as grassroots institutions for training farmers and disseminating agricultural technologies.
Drought prone area prog
The Drought Prone Areas Programme and Desert Development Programme were launched in the 1970s to address problems faced by drought-prone and desert areas in India. The programs aimed to minimize adverse effects of drought/harsh climates on crop/livestock production and improve socio-economic conditions. They covered 961 blocks across 16 states and 235 blocks in 7 states respectively. Both programs were funded 75% by central government and 25% by states and implemented through district rural development agencies. While the programs had strengths like area-focused needs and infrastructure growth, weaknesses included poor implementation and lack of collaboration. Ongoing threats were corruption and political interference.
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The document discusses several Indian poverty alleviation programs: SGSY, SGRY, PMGSY, CAPART, DPAP, and DDP. It provides details on the objectives, target beneficiaries, implementation mechanisms, and funding structures of these various programs aimed at reducing poverty, increasing employment opportunities, and improving rural development.
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This document outlines several key principles of administration and problems that can arise. The principles discussed include hierarchy, span of control, unity of command, delegation of authority, responsibility, communication, flexibility, specialization, and centralization/decentralization. Some problems that can occur include failure to clarify relationships, delegate authority properly, giving authority without responsibility, multiple subordination, short-circuiting lines of authority, and giving extra-constitutional authority. Proper application of administrative principles and avoidance of these problems can help organizations function effectively.
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.
Organizational set up
The document summarizes the organizational structure of extension work in India from the national to family level. At the national level, the key organizations are the Ministry of Agriculture, ICAR institutes, agricultural universities, and KVKs. At the state level, the main bodies are agricultural universities, the directorate of extension education, and departments of agriculture. District and block levels have various agricultural officers. The role of panchayati raj institutions in agriculture and rural development is also outlined.
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Planning and development of agricultural extension programs
- 1. Planning and Development of Agricultural Extension Programs Presented by: Dr. Rajinder Kaur Kalra Professor cum Head (Retd.) Department of Extension Education PAU, Ludhiana
- 2. Extension Program planning a continuous and cooperative activity, involving – local people and extension personnel, where problems are identified, objectives are set forth and action is taken to reach the objectives
- 3. Importance of Extension Programme Planning Avoid wastage of resources Provide guidance Continuity Provide reliable information Institutional support
- 4. Leadership development Minimize conflicts Local Support Avoiding future problems
- 5. Principles of Program planning Principle of felt needs Principle of joint Participation Principle of flexibility Principle of simplicity Principle of coordination
- 6. contd… Principle of satisfaction Principle of practicability Principle of comprehensibility Principle of achievability Principle of evaluation
- 7. Program Planning Model 1. Collection of facts 2. Analysis of Situation 3. Identification of Problems 4. Determination of Objectives 5. Develop Plan of Work 6. Execute Plan 7. Determine Progress
- 8. Program Planning Process Sandhu (1994) suggested a six phased programme planning model: 1. Organisation for planning 2. Planning Process: Reach understanding regarding principles, procedure, roles and time schedule Analyse situation Determine objectives Select problems with due refard to priorities Find solutions
- 9. 3. Planned program Prepared a written statement of: Situation Objectives Problems, and Solutions
- 10. 4. Plan of work Prepare a plan of work containing information regarding: People to be reached Goals, dates and places Teaching procedure to be followed Duties, training and recognition of leaders Roles to be played by extension personnel, and Role to be played by other agencies
- 11. 5. Execution of plan of work Make advance arrangement for inputs and teaching aids Interpret the approved programme to the staff and people’s representatives 6. Evaluation of accomplishments Do concurrent evaluation Do ex post facto evaluation