EXTENSION PROGRAMME DEVELOPMENT

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Extension Program Visits

 What programs did you visit?

 Were the goals obvious?
 How did the audience respond?
 Was the program based on an expressed need or part
of an overall program initiative, or could you tell?
 Did the program achieve the goals, if so how do you
know?
 Other observations?
 Did you learn or experience anything unexpected?
EXTENSION PROGRAMME
DEVELOPMENT

a continuous processes which includes planning a

programme
preparing a plan of work and teaching plan, taking
action to carry out the plans and determining and
reporting accomplishments

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ASSUMPTIONS IN EXTENSION PROGRAMMING

 That prevailing living conditions and ways of

making a living are not what they ought to be
and that something different can and should
prevail
 That it is possible to select, organize and
administer certain resources of technology,
personnel, teaching methods and physical
facilities to help people achieve more desirable
ways of living, and of making a living

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Assumptions…….

 That people need the guidance of professional

leaders possessing the knowledge and skills
necessary to help them learn to solve their
problems
 That change is necessary prerequisite to progress
 That people will continue their present ways of
thinking until they have new experiences
influencing them to reject present modes of
behavior and to adopt new ones

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Assumptions……

 That to cause people to accept new modes of

thinking and acting requires better incentives to
adopt recommended practices than are offered by
continuing with present ones
 That progress is made only when someone has
ideas about a better way and has the skill,
courage and opportunity to try them out
 That progress requires change, but all changes
need not necessarily result in progress

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Assumptions…..
 That the most effective teaching and learning result from
choice, not chance; from an intent to teach and learn
under the most desirable conditions that can be created
 That educational changes in people are prerequisite to the
attainment of other changes in a free society
 That the primary objectives of extension programming
and teaching is to help each individual, each family and
each community achieve the highest standard of living
economically, socially, aesthetically and morally by
means of aided self-help through extension education

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 FRAMEWORK FOR PROGRAMME DEVELOPMENT IN MINNESOTA COOPERATIVE EXTENSION
WORK

•Prepare
annual plan
of work
•Plan a long •Implement
range program the plan

•Determine their need •Evaluate

and goals •Identify and
and involve report
relevant
people

•Understand the extension organization

•Recognize social economic, political & educational forces

 Four origins of extension system

Educational Experimental
institutions stations
(Univ., College School) (central, provincial,
district, local)

Agricultural
Extension

Farmers’ Governmental
organizations
(central, provincial,
(society, co-op, union) district, local)

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A type (USA, Germany,
India)
Educational Institutions
Teaching Extension

Research

Governmental supports
(financial)

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 B type (Denmark, RRC)

Farmers’ organization Extension

Experimental
stations

Governmental
supports

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C type (a great majority
countries, developed and
developing)
Government

Extension
Experimental
stations

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 D type (United Kingdom)

Private
Corporation Extension
(Consultant)

Experimental
stations

Governmental
support (partly)

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 •P E T A N I ~ KELOMPOK TANI ~ PELAKU AGRIBIS

•ORGANISASI •PENYULUHAN •SISTEM

•PETANI •AGRIBISNIS

•PENDIDIKAN •PENELITIAN •PELATIHAN

•DEPARTEMEN PERTANIAN
•Fungsi :
 Pengaturan/Perencanaan (Makro)
 Pelayanan & Pengawasan
 Penyuluhan & Pendidikan
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SISTEM PENYULUHAN PERTANIAN di Indonesia (Margono

•PETANI ~ KELOMPOK TANI ~ PETANI ~ PELAKU AGRIBIS

•PENYULUH LAPANGAN
•Kelembagaan/ (Sub-professional)
•Kelembagaan
Organisasi Sistem Agribis
Petani
•PENYULUH AHLI
(Professional)

•SUMBER INFORMASI

• PENDIDIKAN • PENELITIAN • PELATIHAN

(Sub-prof. & Prof.) (Teknologi, Sosek,
Pasar)
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MODEL-MODEL PERENCANAAN
PROGRAM PENYULUHAN

Copyright 1996-2001 © Dale Carnegie & Associates, Inc. •10/1/2018 •16

Perencanaan program model Pesson (1966)

Evaluasi

4
Penetapan tujuan
P P 5
E E Penyusunan
Identifikasi masalah rencana kerja
R L
3 E A 6
N K Pelaksanaan
Analisis situasi C S rencana kerja
A A
2 N
A
N
A
7
Pengumpulan fakta Penentuan kemajuan
A A
1 N
Rekonsiderasi
N

8
Evaluasi
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Perencanaan program model Raudabaugh (1967)

3 Pengembangan
Penentuan tujuan rencana kerja
2 4
Pelaksanaan rencana
kerja

Identifikasi masalah 5
1 Penetapan kemajuan

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Perencanaan Program Model Leagans (1955)

Rencana Pengajaran

Tujuan 3 Evaluasi
Pemecahan
masalah
2 4
Situasi dan Rekonsiderasi
masalah
1 5

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 Perencanaan Program Model Federal Extension Service

Penetapan tujuan
Identifikasi masa- Penyusunan renca-
lah 4 na kerja
3 5
Analisis situa- Pelaksanaan ren-
si cana kerja
Pengumpulan data2 6 kemaju-
Penentuan
an kerja
Rekonsiderasi
1 7
8

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Perencanaan program model KOK (1962)

Penetapan tujuan & ruang lingkup

permasalahan
Penetapan alter-
natif pemecah- 5 Pengembangan
an masalah rencana kerja
Identifikasi 4 Pelaksanaan
6
masalah rencana kerja
Analisis situasi Evaluasi
3
Survai Rekonsiderasi
7

2 8

1 9

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 Perencanaan program model Kelsey & Hearne (1963)

Program yg telah Rencana kerja

direncanakan 5
4

Proses perencanaan Pelaksanaan

3 rencana kerja
6
Organisasi perencana Usulan
2 penyempurnaan
7
Analisis situasi
1
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 EVALUATION
 A process of collecting information as a basis
for making decision, forming judgement, and
drawing conclusions

Casual Scientific
everyday research
evaluations

Casual Self- Do-it-

everyday checking yourself Extension Scientific
evaluations evaluations evaluations studies research

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