The document describes various models and systems of agricultural extension, including: 1. The conventional agricultural extension system, which aims to increase national production through farm visits. Problems include diluted efforts and farmers' interests being secondary to national interests. 2. The Training and Visit system, which aims to increase individual farm production through regular farm visits and extension worker training. It attempts to address problems of previous systems through improved organization, roles, and supervision. 3. University-led extension systems, with the objective of conducting educational programs to help solve problems. Extension is organized through land grant universities. 4. Commodity development systems focus on efficient production and marketing of high-value export crops through a parastatal

1. TOPIC 2
ANALYSIS OF VARIOUS MODELS
AND SYSTEMS OF AGRICULTURAL
EXTENSION

2. CONVENTIONAL AGRIC. EXT SYSTEM
• Conventional Agric. Ext. System is a broad
categorization that covers many general agricultural
extension organizations in the third world.
Objectives
• To increase national agricultural production, including
food crops, export crops and animal production
• Additional implied objectives are to increase farm
incomes and quality of life of the rural population

3. Organization
• It is normally organized under the Ministry of
Agriculture
• In addition to educational responsibilities,
extension personnel may be responsible for
carrying out most ministry programmes and
activities at the local level.
They become the local agricultural representatives
of the government rather than a full time
agricultural extension worker.

4. Clientele and Approach
Clientele
• Normally all farmers are the target of this kind of
approach.
Approach
• It relies heavily on home and farm visit and on the
decision of extension worker as to what to extend.

5. Problems
1. Diluted efforts
2. Lack of intensive supervision
3. Farmers are second to national interests.
Discussion
By referring to the article you have read, discuss
other problems of public or conversational
extension system

6. TRAINING AND VISIT SYSTEM
Objectives
• It is similar to the conventional model,
although the primary objective is to increase
individual farm production and income (they
are presented in a reverse form to the
conventional ones).
• The assumption is that if you improve farm
incomes and production you will automatically
increase the national agricultural production

7. Problems the T&V System attempts to
solve
• To improve the organisation of extension by
introducing a single, direct line of technical support
and administrative (support) control.
• To change the multi-purpose role of many extension
workers to clearly defined single-purpose role only
involving education and communication activities.
• To improve coverage by limiting the number of farm
families or households one extension worker is
expected to visit.
• To improve mobility by providing appropriate transport
so that each extension worker can regularly visit his or
her contact farmers.

8. Problems cont…
• To improve each extension worker’s technical skills and
knowledge by providing regular in-service training
sessions.
• To improve extension ties with agricultural research
through Subject Matter Specialists (SMS).
• To improve the status of extension personnel and
respect in the community.
• To reduce duplication of services that occurs when
extension is fragmented among different ministries.
•

9. Organization
• Is based on the total number of farm families that
one extension worker can reasonably expected to
cover.
• This number is affected by population density,
availability of roads, and cropping intensity and
diversity.
• The extension-farmer ratio may vary from 1: 1200
to 1: 1300 with an average of 1: 800
Clientele: All farmers but through “contact farmers”
whom will make about 10% of the community.

10. Approach
• Revolves around an intensive series of
fortnightly visits on a fixed schedule known to
farmers, supervisory and technical staff.
• The extension worker receives one day of
training each week.
• A fortnight is a unit of time equal to 14 days

11. Problems
Some major criticisms of the system include:
• Too top-down oriented and does not allow
enough farmers’ participation in programme
planning.
• It is too rigid in its schedule and it does not make
sense during slack seasons.
• It is too labour intensive, i.e. you need a lot of
extension workers.
• You also need a substantial number of SMS who
are normally lacking in developing countries.

12. TOPIC 4: AGRICULTURAL EXTENSION
ORGANIZED BY UNIVERSITIES
• A good example of this system is found in USA
also in Philippines and India.
• Federal, State and local government fund and
carry out extension work on a matching basis
through one or more Land –grant Universities
in each state.
• These systems are characterized by co-
operative relationships.

13. Objectives
• The primary objective is to conduct educational
programmes in selected subject matter areas to help
clientele solve problems in a way that is socially
desirable and personally satisfying.
Specific objectives include:
1. Improving efficiency of agricultural production
2. Improving farm incomes and rural welfare
3. Aiding young people to learn and develop through
“learning by doing” projects

14. Organization
• Extension is organised at a state level under
the state land grant universities. Therefore, all
extension personnel are staff members of the
university.
• There are essentially four types of extension
personnel

15. At local level
• Extension workers
• Extension Assistants (para-professionals)
• SMS at state level
At State or Regional level
• Supervisory personnel
 SMS are normally academic staff members who are involved in
teaching, researching and extension but with varying input of time.

16. Clientele
• All people who are interested in the subject matter.
Approach
• The approach is educational with an orientation to
using research to help people identify and solve
problems.
• One of the advantage of this system is that it is
relatively easy to maintain autonomy from political
forces and concentrate on educational, locally relevant
extension activities.

17. Problems
• You need to have well established and
equipped institutions to carry out such a
mandate.

18. TOPIC 5
COMMODITY DEVELOPMENT AND
PRODUCTION SYSTEM
• This type of extension system is common
especially where you have export cash crops

19. Objectives
• Is to produce and market relatively high value
commodities efficiently and effectively
• Commodities grown primarily for export are
very important to a country because they
generate foreign exchange money.

20. Organization
• Is normally limited to a single commodity.
• Thus, a single parastatal body (semi – autonomous
public sector firm) frequently handles technology
development and transfer, as well as the marketing
function
• By controlling the marketing of the commodity it is
possible for the parastatal to provide;
 Research, extension, input supply, credit and marketing services to
farmers and
 Then recover the cost of these services from profits

21. Clientele
• Are frequently defined by particular ecological features
in a country where the commodity is produced
Approach
• Quality control is frequently the primary factor that
dictates the technology of production
• Thus, farmers have little choice but to use the inputs
and follow the technical recommendations given

22. Approach cont…
• The technology of production is usually well
established for these commodities; therefore the
farmer must follow the advice of the extension
worker.
• This approach is sometimes called “contract
extension”. The farmer has the contract to
produce the crop using recommended practices,
and the parastatal organization has a contract to
buy the crop at the specified price.

23. Problems
• You need extension workers for each
commodity.

24. TOPIC 6: INTEGRATED AGRICULTURAL
DEVELOPMENT PROGRAMMES
Objectives
• Generally production oriented aimed at
increasing food or agricultural output in the area.
Organisation
• All the institutional components that affect this
process must be co-ordinated and applied to
achieve increased agricultural production.
 They include production, marketing, research, credit and supply,
regulation (policies, prices etc.) and extension

25. Integrated Agricultural Development Programme
Clientele
• All farmers in the project area – since most of
them revolve around donor-assisted projects in a
particular geographical area.
Approach
• Special input supply, credit, extension, marketing
and other agri-services are made available in a
well co-ordinated approach.
• Extension plays a co-ordination role.

26. Problems
• Co-ordination of the various components is
normally very difficult to achieve perfectly.
• It is also very expensive to provide those
services.

27. Group assignment
Question
Read the ASDP phase II document and analyze
how the components of Integrated Agricultural
Development Programme (IADP) are covered by
the ASDP II. Also, highlight the manner in which
the components are coordinated
The assignment is due on 1st July 2021

28. TOPIC 7: INTEGRATED RURAL
DEVELOPMENT PROGRAMMES
Objectives
• Both social and economic.
For example, the introduction of appropriate new
technology to increase agricultural output, is
expected to produce the new income that will
support and enhance social objectives.

29. Organisation
• All of the institutional components that affect
this process (both social and economic) must
be co-ordinated and applied to achieve rural
development or community development.
For example, agriculture, health, education,
nutrition roads (communication) etc
Summary: Illustration

30. Clientele
• Mostly aiming at the rural poor
Approach
• Identification of a profitable package of technology that
can increase agricultural production and income.
• Also provision of other services needed for
development such as health centres, schools, roads etc.
• The rural poor should be involved in need assessment,
to identify their rural development priorities.
• Extension plays a facilitation role.

31. Problems
• It is a long process and a delicate one.
• Very rare to realise results in short-term.

32. TOPIC 8: FARMER FIELD SCHOOLS
• Began to be heard in Indonesia in 1990s
• Farmer Field Schools (FFS) offer another
approach to farmer-led extension
• They involve farmers in learning and
discovering for themselves relationships
between crops, pests, predators, soils and
water in their fields.
• Thus a strong element of research in the field
schools.

33. Main Characteristics of FFS
• A field School generally consists of about 15 to 30
farmers who are further subdivided into five or
six people for most of the field activities. Finally
these small groups share their experiences in an
organised plenary session
• It involves a group of farmers with common
interest and activities for the sake of improving
production and learning other production
techniques

34. Characteristics cont…
• It is more of a non-formal education process
based on farmers identified needs or
problems, knowledge, skills and experiences
• The fields plots used are normally offered to
the group by one of the participating farmer
• The field is the primary learning resource.
Thus, the curricula are determined by the field
conditions

35. Characteristics cont…
• The farmer-trainer’s role is to facilitate the
learning process and not to lecture. The main
concern is to encourage participation, group
cohesiveness and to provide opportunities for
self-discovery
• Usually participatory methods of analysis,
experimentation, decision-making and
implementation are used.

36. Role of the facilitator

37. Fundamental elements of FFS
Article by Kevin Gallagher

38. Selection of Participants

39. Leading issues in implementing FFS
Article by:
Henk van den Berg , Suzanne Phillips , Anne-
Sophie Poisot , Marcel Dicke & Marjon Fredrix