A view towards teaching in extension.

1. TEACHING IN EXTENSION
DR. DEBASHIS DASH
PH.D. (AGRICULTURAL EXTENSION AND COMMUNICATION)
GBPUA&T, PANTNAGAR
EMAIL: DEBASHIS.AGEXT@GMAIL.COM

2. HISTORY OF GROWTH OF
EXTENSION
1867-68: 1st practical steps to give lectures to Women’s Associations and
Working Men’s Club by JAMES STEWATT
1866: Term EXTENSION was originated in England
1728:The first Society established for spread of academic knowledge of
agriculture through lectures and publications.

3. 1862: Morril Act was passed to start educational opportunities
for working men. Land grant Colleges were established.
1875: Philadelphia Committee was established to give “Out of
School Education” to keep rural people in rural areas
1873,1876,1878: University Extension was accepted by
Cambridge University, London University and Oxford University

4. 1914: Smith-Liver Act was enacted in which
cooperative extension services provided the
mechanism for new scientific truths.
1904: Seed Corn Trains were organized in Lowa for
widespread educational programme
1887: Experiment Stations and start of extension
work through demonstration, Farmers’ Institutes,
Printed bulletins and Correspondence Courses

5. THE STRUCTURE OF THE
LAND GRANT UNIVERSITY
TEACHING RESEARCH
EXTENSION
Morrill Act -1862 Hatch Act - 1887
Smith – Lever Act - 1914

6. EXTENSION IN SEVERAL
COUNTRIES
French: Vulgarization (Extension)
Dutch: Voorlitching (Lightening the Path)
German: Beratung (Advisory Work)
Spanish: Capacitation (Training and Capacity Building)
Persian: Tarvij and Gostaresh (To promote and to extend)
Indonesia: Penyuluhan (Give illumination in the dark)

7. EXTENSION AS:
Education
(Saville,1965;Mosher,1978;Supe,198
3)
Communication
(Rolling,1986;Van den Ban and
Hawkins, 1988)
Science
(Leagans,1961;Sinha,1972;Sinha,1980
)

8. EXTENSION AS EDUCATION:
Out-of-School, Non-formal Education, Form of Adult Education and problem
oriented education.
Education has no shape. It reflects the characteristics of society.
Aim of Extension Education: Overall development of man through appropriate
technologies
Bringing desirable changes in human behaviour.
Emphasis on Learning by Doing
Voluntary in nature.

9. GROWTH OF EXTENSION AS
DISCIPLINE:
Discipline in its own right dovetailing technologies in various areas.
As Communication Intervention: Convincing people towards change
As Participatory tool: more interactive and relevant
As tool for HRD: mobilize leadership, entrepreneurship and social
consciousness

10. DEVELOPMENT OF EXTENSION AS
DISCIPLINE:
The origin of extension education in India could
be traced back to food crisis (Singh and
Vijayaraghavan,1995)
Extension education was a practical subject first.
Branch of social science having biasness towards
technology
Highly rural oriented
Inter-disciplinary in nature.

11. TAXONOMY OF EXTENSION
EDUCATION ABROAD
Ohio State's Agricultural and Extension Education (AEE)
graduate program in the Department- Agricultural
Communication, Education, and Leadership (ACEL).
PennState College of Agricultural Sciences: Agricultural
and Extension Education
University of Idaho: Agricultural and
Extension Education

12. COLORADO STATE UNIVERSITY
Agricultural Extension Education (Degree)
Students interact and network with others across the
country who are in Extension or similar agencies.
Advisors help students design plans of study that
emphasize immediate career applicability.
Distance education allows working professionals to
obtain a degree without putting their careers on hold.

13. UTAH STATE UNIVERSITY
Agricultural Extension Education (Degree)
This degree allows students to specialize
in teaching, Extension/informal education,
and adult education.Most courses are available online. Most students
in the program take two classes (6 credits) per
semester. Students who follow this will be able
complete the program in approximately 2 years
(6 semesters)
https://aste.usu.edu

14. NC STATE UNIVERSITY
The Department of Agricultural and Extension
Education offers two types of Master's degrees.
Master's of Agricultural and Extension Education:
This degree does not require the writing of a
thesis; however all students must complete some
type of Master's Project.
Master of Science in Agricultural and Extension
Education -Students received 6 hours of credit
for writing a thesis. Upon completion of this
degree, the student may qualify for a Master's
level (M) teaching license if they have a teaching
emphasis.
http://harvest.cals.ncsu.edu/

15. DEVELOPMENT AS ACADEMIC
DISCIPLINE IN INDIA:
1st under
graduate
programm
e: Kolkatta
1955: 1st
ever Post-
graduate
program
me
started in
Bihar
Agril.
college
(Sabour)
1958:
Next Post
graduate
program
me after
Bihar in
Nagpur.
1961:Ph.D
programm
e in I.A.R.I
was
initiated
1963: PAU
started
post-
graduation
and
doctorate
degree
programm
e with
trained
faculty
from
abroad.

16. FOCUS ON THE TEACHING
COMPONENT
• FASTER SPREAD OF THIS DISCIPLINE TO MEET THE
INCREASING DEMANDS OF TEACHING DEPARTMENTS OF
AGRICULTURAL COLLEGES THAT GREW RAPIDLY IN THE
50'S AND 60'S ADVERSELY AFFECTED THE QUALITY OF ITS
CONTENT.
• SUBJECT HAS NO SOUND FOUNDATION
• QUALITY OF EDUCATION AND COURSE CURRICULUM WAS A
GREAT CONCERN

17. • IN 1967 A SEMINAR WAS ORGANISED AT IARI WHERE MODEL
SYLLABUS FOR UNDER-GRADUATE COURSES WAS
RECOMMENDED. NOTHING SIGNIFICANT WAS DONE FOR POST-
GRADUATE COURSES". (SINGH, 1981).
• A NATIONAL SEMINAR ON "ORIENTATION OF EXTENSION
EDUCATION CURRICULUM AND STRENGTHENING FUNCTIONAL
LINKAGES" ORGANISED AT CSAUAT, KANPUR IN 1981 WAS,
PERHAPS, THE FIRST ATTEMPT THAT TOOK STOCK OF THE
POST-GRADUATE CURRICULA AND SUGGESTED VARIOUS
MODIFICATIONS.

18. COURSES UNDERTAKEN IN
VARIOUS UNIVERSITIES FOR
TEACHING IN EXTENSION
• SHIATS (EXTENSION EDUCATION & RURAL DEVELOPMENT,
COMMUNICATION AND EXTENSION TEACHING METHODS,
METHODS OF EXTENSION RESEARCH AND EVALUATION,
PROCESS AND MEDIA OF COMMUNICATION, PROGRAMME
PLANNING, RURAL SOCIOLOGY FOR EXTENSION
EDUCATION, THEORY AND PRACTICE OF TRAINING,
AGRICULTURAL JOURNALISM, ADOPTION & DIFFUSION OF
INNOVATION, GROUP DYNAMICS AND LEADERSHIP,
ADMINISTRATION AND SUPERVISION IN EXTENSION
EDUCATION)

19. • UBKV, PUNDIBARI, COOCH BEHAR
(DEVELOPMENT PERSPECTIVES OF EXTENSION EDUCATION,
DEVELOPMENT COMMUNICATION AND INFORMATION
MANAGEMENT THROUGH E-EXTENSION, RESEARCH METHODS IN
BEHAVIORAL SCIENCES, DIFFUSION AND ADOPTION OF
INNOVATIONS, ENTREPRENEURSHIP DEVELOPMENT AND
MANAGEMENT IN EXTENSION, HUMAN RESOURCE DEVELOPMENT,
PARTICIPATORY METHODS FOR TECHNOLOGY DEVELOPMENT
AND TRANSFER, VISUAL COMMUNICATION, RURAL SOCIOLOGY,
EDUCATIONAL PSYCHOLOGY, GENDER SENSITIZATION FOR
DEVELOPMENT, BASIC IMAGING TECHNOLOGY, PERSPECTIVES OF
DISTANCE EDUCATION, MARKET-LED EXTENSION)

20. ADDITION OF SOME COURSES
SRI KARAN NARENDRA AGRICULTURE UNIVERSITY, JOBNER
(JAIPUR)
• DEVELOPMENT COMMUNICATION AND INFORMATION
MANAGEMENT
• E-EXTENSION
• VISUAL COMMUNICATION
• BASIC IMAGING TECHNOLOGY

21. SUBJECT MATTER COVERAGE IN MASTER’S LEVEL IN
12 UNIVERSITIES
(APAU,AU,CSAUAT,IARI,IGKV,JNKV,KAU,OUAT,PAU,
POKV,TNAU,TNVASU)
{REFERENCE:HTTP://WWW.NCAP.RES.IN}
• EXTENSION EDUCATION FUNDAMENTALS (CONCEPTS,
OBJECTIVES, PRINCIPLES)
• RURAL DEVELOPMENT PROGRAMMES
• PROGRAMME PLANNING AND EVALUATION
• DIFFUSION AND ADOPTION OF INNOVATIONS
• GROUP DYNAMICS
• LEADERSHIP
• RURAL YOUTH

22. • COMMUNICATION FUNDAMENTALS (MODELS,TYPES,ELEMENTS
ETC)
• EXTENSION METHODS
• AUDIO-VISUAL AIDS
• PHOTOGRAPHY
• AGRICULTURAL-JOURNALISM
• INFORMATION MANAGEMENT
• TRAINING FOR HRD

23. • ADMINISTRATION/MANAGEMENT
• RESEARCH METHODOLOGY
• SOCIOLOGY AND PSYCHOLOGY
• EDUCATIONAL PSYCHOLOGY
• SOCIAL CHANGE

24. COURSES INCLUDED IN PH.D:
• ADVANCED SOCIAL RESEARCH METHODS
• AGRICULTURAL COMMUNICATION
• EXTENSION TRAINING
• DYNAMICS OF SOCIAL CHANGE
• THEORY CONSTRUCTION/ SCALING TECHNIQUES
• DYNAMICS OF RURAL LEADERSHIP
• DEVELOPMENT ADMINISTRATION

25. GAPS IN EXTENSION TEACHING
CURRICULUM
• REPETITION OF THE UG CURRICULA.
• POST-GRADUATES IN EXTENSION EDUCATION HAVE NO
DISTINCTIVE QUALIFICATION TO MAKE HIM DISTINCT AS THEY
ARE NOT EXPOSED TO ADVANCED TRAINING IN EXTENSION
EDUCATION.
• THE EXTENSION CONTENT AT THE UG LEVEL ARE LESS
IN PROGRAMS SUCH AS VETERINARY, FISHERIES ETC. EVEN
WITHIN THE SAME UNIVERSITY COMPARED TO AGRICULTURE.

26. CONT…..
• LACK OF FOCUS: STATIC NATURE OF THE CURRICULUM,
LACK OF A CLEAR PERCEPTION ON THE NATURE OF SKILLS
NEEDED TO TACKLE THE EMERGING PROFESSIONAL NEEDS
AND CHALLENGES.
• ABSENCE OF SPECIALIZATION IN COURSES LIKE EXTENSION
MANAGEMENT ,DEVELOPMENT COMMUNICATION, HUMAN
RESOURCE MANAGEMENT AND TRAINING.

27. NATIONAL CENTRE FOR AGRICULTURAL ECONOMICS
AND POLICY RESEARCH,
NEW DELHI
THE NCAP WORKSHOP FOUND THE DEVELOPMENT OF FOLLOWING
COMPETENCIES AS ESSENTIAL FOR AN M.SC IN AGRICULTURAL EXTENSION:
• PARTICIPATORY EXTENSION METHODOLOGIES
• PROGRAMME DEVELOPMENT
• MONITORING AND EVALUATION
• MODERN COMMUNICATION AND INSTRUCTIONAL TECHNOLOGIES
• MEDIA PRODUCTION
• APPLICATION OF COMPUTERS IN EXTENSION
• MANAGEMENT OF EXTENSION ORGANIZATIONS
• HUMAN RESOURCE MANAGEMENT
• MODERN TRAINING METHODS
• EXPERIENTIAL LEARNING METHODS
• ORGANIZATION AND MANAGEMENT OF NGOS
• ENTREPRENEURSHIP DEVELOPMENT

28. CONCLUSION
• IMPROVED FARMING TECHNOLOGIES SHOULD BE A PART OF
EXTENSION TEACHING.
• TRAINING, MULTIPLE TEACHING TOOLS AND EFFECTIVE
MANAGEMENT TOOLS SHOULD BE WELL DEVELOPED.
• CONTINUED ADOPTION OF BEST TEACHING PRACTICES
AVAILABLE.
• HANDS ON EXPERIENCES SHOULD BE INCORPORATED INTO
THE EDUCATIONAL PROGRAMME.

29. THANKS