AEX 01 PRINCIPLESOF AGRICULTURAL EXTENSION AND COMMUNICATION

VIOLETO N. CORONACION Ph.D

Professor

MODULE 1
OVERVIEW

The basic philosophy of agricultural extension was established in the more highly
developed countries over the past century. Newly, formed nations, the rural population of
which formerly maintained a subsistence agriculture with limited industry, found it
essential to establish a better-balanced economy.
This led to a variety of rural services and institutions, including agricultural
extension service. Although the basic principles have evolved mostly in the more
advanced countries, much of the material included in this publication was prepared by
experts working in the developing countries and found to be effective there. Contents
include sections on the meaning of extension, extension programs, extension teaching,
extension administration and operation, international cooperation and relations, and a
bibliography. The primary audience to which this publication is directed is the
professional field extension worker and supporting staff of specialists and administrators
responsible for the effective operation of extension work in each country. Personnel in
departments of extension education may also find it of value in the preserve training of
future extension workers. In addition, government officials responsible for national
economic and social policy may obtain a clearer understanding of the role of agricultural
extension in national development.

This module is developed to help you understand the historical development of

agricultural extension worldwide and in the country.
 Lesson 1: Historical antecedence of agricultural extension
Lesson 2: The growth of agricultural extension in the developing and less
developed countries.
 Lesson 3: Extension programs of SUC’s, and private institutions

What are you expected to learn from this module?

At the end of this module, you are expected to:

 Understand the historical antecedence of agricultural extension.
 Discuss the growth and development of agricultural extension program in the
Philippines and other developing countries.
  Identify and compare the extension programs of the develop and less develop
country.
 Appreciate the role of extension to socio-economic, and environment
development.

Lesson 1 HISTORICAL ANTECEDENCE OF

AGRICULTURAL EXTENSION

ABSTRACTION:
The development of Agricultural extension was started with the establishment of
the institute of agriculture in 1905 through the leadership of the Food and Agriculture
Organization (FAO). Prior to World War II only developed countries in Europe, North
America, Australia, New Zealand had agricultural extension services. During and after
World War II foods and other vital agricultural products become critical to war-torn
countries and throughout the world where the growth of population was expanding and
alarming. The develop countries recognized the need of support to less developed
countries to improve and increase their agricultural production particularly in the rural
areas to improve the condition of their living and the capacity to produce competitive
agricultural products. These condition and situations gave way to strengthen agricultural
extension program in the world as strategy to support and modernizing agriculture
production, post production, and other services. (Maunder FAO-UN 1972)

THE MEANING OF EXTENSION

The term agricultural extension was first introduced in 1873 by Cambridge
University to describe a particular educational innovation . This was to take the
educational advantage of the university to the ordinary people , where they lived and
worked, the term extension was first coined in England not in America as often thought.
Within a decade or so the movement had spread to other institution in Britain, the
United States, and elsewhere. It is of interest to find that the first grants to the extension
movement from public funds in this case from English county councils, were for
extension lectures in agricultural science.

As the movement was taken up, its programs became adapted to meet the needs of the
people, the place and the time. In England, the first major change followed the
formation of the Workers' Educational Association in 1903 . The latter virtually took over
the university extension movement and adapted it to the now familiar W.E.A. tutorial-
class type of extension education.

The American extension movement started in the same basis as in England, from the
Universities and large public libraries. The first Director of Extension within the United
States (University of Chicago, 1892) was the Englishman named Moulton. He had been
one of Cambridge University’s original extension workers and in 1885 had documented
the first ten years of the extension movement the world's first real treatise in extension.
But, as with several other American Adult education movements of the 19 th century,
popular enthusiasm waned almost as quickly as it had grown. There was some revival
early in the next century, but it was largely by its agricultural and rural home programs
the extension made its major impact in the United States.

The Scottish Advisory Service is one of the oldest agricultural extension services in the
world. It was established around the turn of this century virtually in its present form as a
cooperative country /agricultural college national program. Concurrent agricultural
education and advisory movements developed in England, continental in Europe and
elsewhere in Australia. For example, as early as 1889 Queensland started a successful
dairy extension programmed based on the use of two 'mobile dairy extension unit . From
this innovation and from its description as extension it’s apparent that local thinking was
at least abreast of the then professional development .
With the tremendous development of rural extension work in the United States in the
following four decades, the term extension and some of the know how associated with
this work was again exported by the United States.. It should be noted that the original
educational content and philosophy, and wider concept of rural extension as a method
of assisting the development of farmers and farm families as well as of farms and farm
production, were also exported. The present importing countries include the United
Kingdom--for where the philosophy, term and practice of extension originally come .
The numerous changes in extension implemented in Europe in the post-war period
reflect the strong American Influence.

A further major modification should be noted. There is a definite trend, particularly in the
United States and Canada and most pronounced in the 'newly developing countries of
Asia and elsewhere, either for agricultural extension to broaden its subjects to be
closely integrated into a much wider programmed of extension or community
development including the agriculture and home demonstration programmed.

Extension in its broad sense may be defined as the extending of, or a service or
system which extend the educational advantages of an institution to a person
unable to avail themselves of them in a normal manner. In other words, all forms of
extension take education to the people. By definition ‘extension' and 'extension
education are synonymous. 'Agricultural extension' takes to the rural people that
form of educational assistance best suited to their needs .
On the other hand (Mauder 1972) define Agricultural Extension 'A service or
system which assists farm people through educational procedures in improving
farming methods and techniques, increasing production efficiency and income to
improve the condition of living and lifting the social and educational standards of
rural life.'
According to Savilelj 'the aim of all extension work is to teach people living in rural
areas how to raise their standard of living, by their own efforts, using their own
resources of manpower and materials with the minimum of assistance from
governments. By encouraging local leadership and a spirit of self-help extension
develops' civic pride and the progressive growth of the community.'
 Whatever difference in the definition and concepts of agricultural extension it
depends on the philosophies and attitude of extension advisory workers
themselves and on objectives of organization. The approach varies based on the
need of clients and the condition of their place, culture, tradition, and practices what
is important is the goal of extension is way to improve the condition of living of
clients should be achieved and teach them to be more independent is real extension
service.

The concept is now generally accepted that the role of extension is to help.
people to help themselves through educational means to improve their living . Extension
workers are interested in more concrete expression of purpose . Rural people want help
in solving their immediate problems while policy makers are concerned with the
contribution extension can make to national economic and social progress.

History of Extension and the Enabling / Disabling Environment for Extension in

the Philippines. (https://www.g-fras.org/en/world-wide-extension-study/94-world-wide-extension-
study/asia/south-eastern-asia/316-philippines.html#history) dowloaded March 19, 2021.

Sometime during the 333-year colonization of the Philippines by Spain from 1521 to
1854, the Spanish missionaries established “model farms” (Granjas Modelos), which
were later turned into “settlement farm schools”. In 1902, the United States established
the Bureau of Agriculture, within which the Division of Demonstration and Extension
Service was created in 1910. The Division was later expanded to cover farmers’
cooperatives, rural credit and animal insurance. Although Bureau of Plant Industry and
Bureau of Animal Industry were created in 1929 yet the Division of Demonstration and
Extension Service stayed within the former bureau. In 1936, under the Commonwealth
Act No. 85, the government established the provincial extension service along with the
staff comprising provincial agricultural extension supervisors and municipal agricultural
inspectors.

The government created the Bureau of Agricultural Extension (BAEx) in 1952 under the
Republic Act No. 680, which integrated agricultural extension services of the
Department of Agriculture and Natural Resources. The very next year, BAEx was given
a mandate, upon recommendation of the Bell Commission, to implement an agricultural
extension program covering farm management, home management and rural youth
development. In 1963, under the Republic Act No. 3844 (known as the Land Reform
Code), the BAEx was turned into the Commission on Agricultural Productivity, which
functioned under the Office of the President. The Commission promoted both
agricultural cooperatives and the land reform program. In 1967, under the Republic Act
No. 5185 (known as the Decentralization Act), followed by the Executive Order No. 128
the next year, the responsibility for delivering agricultural extension services was
handed over to the local government at a time when as many as 16 various government
agencies were involved in extension activities.

During early 1970s, the Ministry of Agriculture appointed Regional Directors of

Agriculture, delegating them substantial responsibilities. Community-based
organizations were strengthened and agricultural extension staff focused on technology
transfer for farming systems, institutional development and human resources
development. In 1984, under the Executive Order No. 967, the Ministry of Agriculture
was re-named as the Ministry of Agriculture and Food (MAF), with the broad mandate of
policy formulation for the development of crops, livestock, poultry and fisheries,
implementation of projects and programs, and provision of various services including
research and extension.

Since early 1990s, when the BAEx was devolved and responsibilities for extension were
given to the Local Government Units (LGU), the public extension service has been
seriously weakened. Extension constraints include a lack of recognition, absence of
proper leadership, disparities in staff salaries due to differing economic status of
municipalities, negligible operational funds, a lack of in-service training and career
development, frequent political interferences, and absence of program impact
assessment, leading to very low morale of the staff, something that most elected
politicians find hard to realize. It is no surprise that the reversal of extension devolution
is being debated, and one of the arguments is why should the responsibility for
extension not be transferred from the LGUs to the provincial governments.

Presently, the Philippines has a pluralistic pattern of extension. The service-providers

include central government, local government, academic institutions, NGOs, and private
companies.

Donors’ assistance to the Philippines has been declining. In 2004, the official
development assistance (ODA) was just € 722 million, with the top sector transport,
followed by agriculture (€117.4 million). The European Union was the biggest donor.
Other significant donors include Japan, World Bank, Asian Development Bank, AusAid,
USAID, Germany, Spain, Belgium and the Netherlands.

In terms of support to extension, the Food and Agriculture Organization of the United
Nations (FAO) implemented a two-year project TCP/PHI/0167 around 2002 which
focused on strengthening the devolved agricultural extension services. Recent projects
financed by the International Fund for Agricultural Development (IFAD), which primarily
aim at reducing rural poverty and involve extension are: Rural Microenterprise
Promotion Program (RuMEPP); Second Cordillera Highland Agricultural Resource
Management Project (CHARMP) with co-financing by the Asian Development Bank and
the OPEC Fund for International Development; and Rapid Food Production
Enhancement Program (RaFPEP) co-financed by the European Commission and FAO.
The Association of South-East Asian Nations (ASEAN) has also been assisting the
Philippines in developing its agriculture, food and fishery sectors. There were
cooperative activities in the area of extension as well. (https://www.g-fras.org/en/world-
wide-extension-study/94-world-wide-extension-study/asia/south-eastern-asia/316-
philippines.html#history) dowloaded March 19, 2021.

Major Institutions Providing Extension/Advisory Services

(https://www.g-fras.org/en/world-wide-extension-study/94-world-wide-extension-study/asia/south-eastern-
asia/316-philippines.html#history) downloaded March 19, 2021.

Public Institutions

Ministry of Agriculture and Food

Department of Agriculture
The Department of Agriculture, headed by the Secretary of Agriculture, is the national
level institution responsible for agricultural and fisheries extension. It has several Under-
secretaries heading various departments, and one of them is the Under-secretary for
Extension and Local Government Units Support & Infrastructure who has, among other
offices, the Agricultural Training Institute (ATI) directly under him/her to handle
agricultural and fisheries extension.

Agricultural Training Institute (ATI)

The ATI was established in 1987. It started with 10 training centers, but by 1989 it had a
total of 41 training centers located in various parts of the country. The centers included
seven Farmers’ Training Centers, nine Regional Fishermen’s Training Centers, and the
International Training Center on Pig Husbandry. In 1998, the Regional Fishermen’s
Training Centers were turned over to the Bureau of Fisheries and Aquatic Resources.
Also, the Farmers’ Training Centers were renamed as Provincial Training Centers. At
present, the ATI has 16 Regional Training Centers at various locations in addition to the
International Training Center on Pig Husbandry.

As the extension and training arm of the Department of Agriculture, the ATI performs its
mandate as an apex agency for a unified and efficient agriculture and fisheries
extension services. The vision of the ATI is leadership excellence in agricultural
technology and knowledge management for a more proactive and responsive extension
service.

The ATI’s mission is to coordinate diversified agricultural extension delivery systems for
the local government sector and other stakeholders to facilitate the flow of information
on technology and other services such as fund management, network establishment
and systems for standardization and certification of extension providers that can
empower the farmers and fisherfolk to become more globally competitive

The goals that guide the ATI in performing its duties are as follows:

 Improving the quality of knowledge products and services;

 Enhancing AFE stakeholders’ capabilities;
 Strengthening partnerships in advancing excellence in extension delivery;
 Broadening stakeholders’ capacity in climate change adaptation and anticipation;
 Improving quality of AFE governance

Local Government Units (LGUs)

Under decentralization in the Philippines, all administrative divisions under the regional
level are considered as LUGs, administratively under the Department of the Interior
and Local Government . The number of LGUs varies from four to six in each of the 15
regions of the country depending on the size and economic situation of the region.
Under the Republic Act 7160 also known as the Local Government Code of the
Philippines, the municipal governments have been given powers to provide agricultural
and fishery extension services according to the Act’s Section 17.2 which states:  

“Extension and on-site research services and facilities related to agriculture and fishery
activities which include dispersal of livestock and poultry, fingerlings, and other seeding
materials for aquaculture; palay (rough rice), corn, and vegetable seed farms’ medicinal
plant gardens; fruit tree, coconut, and other kinds of seedling nurseries; demonstration
farms; quality control of copra and improvement and development of local distribution
channels, preferably through cooperatives; inter-barangay irrigation system; water and
soil resource utilization and conservation projects; and enforcement of fishery laws in
municipal waters including the conservation of mangroves”.

State Universities and Colleges / Private universities

 Republic Act 7722, otherwise known as The Commission on Higher Education

mandates institutions of higher learning like State Universities and Colleges (SUCs) to
respond to the call for societal transformation. The aim is to serve the poorest of the
poor, the less privileged, the deprived and the oppressed. (Elman1998)

In order to serve and improve community life, SUCs offer a wide variety of extension
programs and services. These are designed primarily to increase the security of
livelihood, alleviate poverty, reduce illiteracy, improve health and nutrition, creates a
system of governance that promotes supports and sustains human development and
protecting and preserving the environment (Bidad et.al 2010)
Private sector

There are no established private extension services in the Philippines. However, agri-
business companies have been undertaking certain types of extension activities purely
in the interest of promoting their products (such as farm inputs) and services (such as
export and import of agricultural items). Two examples of such private companies are
Tagum Agricultural Development Company, Inc. and Victory Global Fullharvest
Fertilizer Philippines.

Non-governmental organizations

There are a large number of local NGOs in the Philippines involved in a variety of
development activities like rural community development covering agricultural aspects
including extension. The Bohol Integrated Development Foundation, Inc. has prepared,
in collaboration with the Japan International Cooperation Assistance (JICA), the
Directory of Philippine NGOs and Development Organizations which is available at:
www.jica-ngo.ph/resources/JICA%20NGO%20DIRECTORY.pdf .

Farmers-based associations, cooperatives and societies

EVALUATION:
1. Discuss the contribution of Agricultural Extension program in the following

1.1 Knowledge, skills and attitudes of famers and other clients?

1.2 Level of Agriculture Production
1.3 Countryside or rural areas development?
1.4 Food security and sustainability issues
1. 5. Environment Protection and conservation.

References Campiseño, Salvador Y. (2004) “

The Partnership Initiatives of Government and NonGovernment Organizations In
Zamboanga del Norte, Mindanao, Philippines:
Basis For A Development Program”. Central Visayas Polytechnic College, Dumaguete
City. Geronimo, Marites C. (2006). “
The Involvement of Teacher Education Graduates in Community Development
Activities”. Philippine Normal University, Alicia, Isabela. Elman, Nichol.(1998).
“The Commission on Higher Education State of Extension Service in Philippine
Institutions of Higher Learning”. http://en. Wikipedia.org./wik/sustainable dev.
http://www.uniscf. Or/huset/gg/governance