MAJOR PRACTICE IN UNIVERSITY EXTENSION CENTER, RESEARCH

AND EXTENSION, CENTRAL LUZON STATE UNIVERSITY,

SCIENCE CITY OF MUÑOZ, NUEVA ECIJA

ANTHONY PANERGO

An Undergraduate Major Practice Outline Submitted to the Faculty of the Department of

Agricultural Extension, College of Agriculture, Central Luzon State University,
Science City of Muñoz, Nueva Ecija, Philippines
in Partial Fulfilment of the Requirements
for the Degree of

BACHELOR OF SCIENCE IN AGRICULTURE

(Agricultural Extension)

APRIL 2021
APPROVAL SHEET
MAJOR PRACTICE OUTLINE
Major Practice Student : ANTHONY P. PANERGO

Major Area : AGRICULTURAL EXTENSION

For the Degree : BACHELOR OF SCIENCE IN AGRICULTURE

Title : MAJOR PRACTICE IN UNIVERSITY EXTENSION

CENTER, RESEARCH AND EXTENSION,
CENTRAL LUZON STATE UNIVERSITY,
SCIENCE CITY OF MUÑOZ, NUEVA ECIJA

Approved:

MILAGROS DIAZ, M.SC. __________________

ADVISER Date Signed

JOHNAH JEFFERSON S. MERCADO, MAB __________________

Department Major Practice Coordinator Date Signed

JANET L. SATURNO, M.Sc. __________________

Acting Department Head Date Signed

Recorded:

JOSEPH R. MENDOZA, M.Sc. _________________

College Major Practice Coordinator Date Signed
 INTRODUCTION

IMPORTANCE OF THE MAJOR PRACTICE

Agricultural extension assists farmers acquire the needed knowledge, attitude, and skills
to

improve their farming system, yield, and income. Through extension, new ideas,
information and

technologies developed by research and development agencies reach the users end. The
major

practice program provides a great opportunity for prospective students to gain experience
in a

particular field or industry and determine if they have an interest in a particular career or
gain

university module credits. It provides a unique and experience. Agricultural extension is

the

application of scientific research and knowledge to agricultural practices through farmer

education. Generally, agricultural extension can be defined as the “delivery of

information

inputs to farmers”. The role of extension services is invaluable in teaching farmers how
to

improve their productivity. Extension is also critical to move research from the lab to the
field

and to ensure a return on investment in research by translating new knowledge into

innovative

practices (Anderson & Gershon, 2007).

In Central Luzon State University (CLSU), students enrolled in Bachelor of Science in

Agriculture major in Agricultural Extension under the Department of Agricultural

Extension
 4

(DAE), College of Agriculture should conduct the major practice on their senior year.
This is

part of the curriculum and seeks to enable students hone their skills and practice as well
as

develop proper work attitude and values in order to prepare them for future extension
work.

Students are given the opportunities to learn and practice concepts, principle, and
methods of

agricultural extension and rural development to prepare them for engagement in their
public or

private extension system. It also hones students’ skills in planning, organizing, leading,

Objectives of the Major Practice

In general, the major practice is designed to immerse student to management

practices in agricultural extension, develop his competencies in the process, and promote

his competitiveness in the field.

In particular, the major practice is designed to enable student to:

1. Develop knowledge and skills in implementing extension programs and

projects;

2. Enhance knowledge and skills on various extension methods and agricultural

technologies;

3. Practice and develop desirable attitude and values in extension work; and

4. Identify problems met during the major practice and recommendations to

address said problems.

 5

Expected Outputs and Outcomes

The expected outputs are the following:

1. Completion of a 240-hour major practice in agricultural extension and

attendant requirement, the major practice report;

2. Developed knowledge and skills in agricultural extension methods, techniques

and strategies;

3. Developed proper work attitude and values in agricultural extension work; and

4. Enhanced competitiveness in agricultural extension work.

Time and Place of the Major Practice

The major practice student will be assigned at the University Extension Center,

Research and Extension, Central Luzon State University, Science City of Muñoz, Nueva

Ecija from August to October 2021, with a total of 240 hours to complete the requirement

for the major practice program.

 REVIEW OF RELATED LITERATURE

Meaning of Extension/Agricultural Extension/ Agricultural Extension Education

Extension is the application of scientific research results and new knowledge to

agricultural practices through farmer’s education. The “field of extension” now

encompasses a wider range of communication and learning activities organized for rural

people by educators from different disciplines including agriculture, marketing, health

and business (FAO, 2016).

Extension, are all the different activities that provide the information and services

needed and demanded by farmers and other actors in rural settings to assist them in

developing their own technical, organizational, and management skills and practices so as

to improve their livelihoods and well-being (GFRAS 2010).

Extension was conceived originally as a service to “extend” research base

knowledge to the rural sector to improve the lives of farmer. It thus includes components

of technology transfer, broader rural development goals, management skills, and non-

formal education. (O.M. Akinnagbe and A.R. Ajayi 2010)

Agricultural Extension and Training involves a web of interrelated educational

activities which aim primarily to raise the productivity of the whole natural resources

sector in a country, and are thus a central component in the broader rural/agricultural

knowledge system. The AET web includes different levels of agricultural and other

education. (Wingert, 2002).

 7

Agricultural Extension Education is closely related to training: it serves as a

channel for disseminating information about research and technology. In decisions about

farmers, such information leads to increased productivity and income. In effect, extension

is strategy for accelerating agricultural development. Agricultural Extension is the

function of providing need and demand-based knowledge in agronomic techniques and

skills to rural communities in a systematic, participatory manner, with the objective of

improving their production, income and (by implication) quality of life. Extension is

essentially education and aims to bring about positive behavioral changes among farmers

(Yuan Zhou, 2012).

Roles and importance of Extension/Agricultural Extension

A role may be defined as a set of norms, values and interaction patterns associated

with a given category of individuals. It is therefore, the job or function attached to a given

status. It can be clarified with the economic concept of division of labor, which states that

individuals work in different sectors of the economy. Agricultural extension service could

be the government agency or ministry responsible for promoting the adoption and

utilization of new scientific farming practices through educational procedures (Uwakah,

1984).

Extension services should be part of the decentralization and devolution agenda,

engaging full involvement of local government units and grass-root organizations. New

approaches such as Farmer Field Schools (FFS) and the Agricultural Knowledge and
 8

Information System (AKIS) have been developed. Direct farm level links are stressed

between researchers and farmers. More recently, the notion of extension as part of a

wider system has emerged. Sikira’s (2001)

Extension involves the promotion and marketing of new technologies to

prospective users and buyers. These agricultural technologies are products, process,

information and services. This is basically done by the business or private sector engaged

in marketing of agricultural production inputs like seeds, fertilizers, chemicals, and

agricultural machineries like tractors, threshers, reapers and combine harvester (Coloma,

2016).

Agricultural extension and advisory is one of the most researched and proven

techniques of improving yields and incomes for farmers. Trained agents visit

communities to ensure the dissemination of current best practice. (Agricultural Extension

program,2018).

Extensionists have received training which combines technical knowledge and

communication skills. They can apply this knowledge to help in improving farming, farm

yields and thereby reduce poverty (Neuchatel Group, 2008).

Agricultural Extension emphasizes decentralization, liberalization, privatisation,

and democratization, new actors are becoming involved in “extension” activities, public

spending on extension is shrinking and the aims of official development assistance are

becoming more focused, for change in extension services. (Neuchâtel Group 1999 and

2000).
 9

Meanwhile, during the American regime, the division of Demonstration and

Extension Service was created under the Bureau of Agriculture in 1910 to provide

extension services including cooperative farmers’ associations, rural credit and animal

insurance. Under the Commonwealth Government, Commonwealth Act No. 85 was

enacted in 1936 which created the provincial agricultural extension service. (Ani, P.A,

and Correa, A.B.,2016).

Agricultural extension is organized in many ways. Countries have set up different

types of agricultural extension systems based on purpose, context and external support.

Most agricultural extension services work in collaboration with agribusinesses, such as

seed, fertilizer, pesticides, and production credit, to focus on technology transfer.

Frequently, extension services emphasize advisory work by responding to requests from

farmers and agribusiness operators. Often, extension services support human resource

development and facilitate empowerment. (Swanson & Rajalahti, 2010).

Forms/Types/Modalities of Extension of Extension Services

Extension services are the different programs/projects /recommendations, which

the extension service make available to their clientele through the use of extension

education process. An agricultural extension service encompasses all aspects of

agriculture. It includes the provision of timely information, the linking of farmers with

sources of farming inputs and credit facilities and most importantly, the provision of

education services to farmers. The mistake people have been making was that of limiting
 10

agricultural extension services to helping the farmers to procure their planting inputs and

other inputs needed on their farms; but people through hard experiences have come to

realize the fact that for any agricultural project or programed to succeed, agricultural

extensionists must be fully involved, so as to participate in all its activities from planning

to execution. Modern agricultural extension work in Nigeria today, covers a wide

spectrum of services, which include; improvement in production, marketing, storage,

processing, fish farming, agro-forestry, input supply and distribution, man-power

development, home economics/women in agriculture, irrigation, land management, farm

mechanization, erosion control, livestock management, human resources/development,

administration/management, programed planning and evaluation, youth development

programs etc (Anaeto, 2003).

The economies of most countries in the Organization of Eastern Caribbean States

(OECS) are dependent on farming, most of which is done mainly by small farmers in

mixed cropping systems. The government is also the main provider of extension services.

This study sought to assess farmers’ satisfaction with the extensions services and identify

areas for improvement. Some 462 farmers in five OECS countries were selected and

surveyed in 2013. A farmers’ satisfaction index was developed based on 26 statements in

a Likert-type scale, and used as the dependent variable. Data were analyzed using

STATA 9 and descriptive frequencies and multiple linear regression results were

presented. Results showed that farmers’ overall satisfaction with extension was moderate.

Farmers’ age, gender, education level, size of farm, number of parcels farmed, number of

extension visits received, and whether farmers operated on a full time or part time basis
 11

significantly influenced farmers’ level of satisfaction. Recommendations included: the

redefinition of target farmers, as well as the scope of extension programs for intervention

to meet these states’ food security goals; the improvement of the technical capacities of

extension officers; the expansion of group development work; and the increased use of

ICTs for information dissemination and the provision of ICT hardware for extension

staff.

The training of agricultural extension workers is an integral part of the overall

agricultural production process. It is the duty of agricultural extension agents to reach

farmers scattered around the country with useful and practical information for increased

agricultural production. In-service training of the extension agents is the call of the time

and training needs were assessed using model that designed around the skills of

individuals and groups need to be effective in the future and are used for making human

resources decisions. Through trained agricultural extension new agricultural technology

can easily and favorably be transferred to clientele. Training should not be conducted at

the time of sowing and harvesting time and lectures should be carried out during the

training sessions and choose time suitable for agricultural extension workers. Thus,

necessary steps should be taken to identify the unfelt needs of the agricultural extension

workers and strengthen their knowledge, skills and attitudes required for performing their

job efficiently (Al- Dulumi, 2011).

Asiabaka (2002) tried to look at Extension from modern perspective and thus,

explained it from the aim, which extension seek to accomplish; which is to teach both the

rural and urban clientele how to determine their problems and be able to rise to such
 12

problems using their own resources. He further explained Extension as having three

important dimensions namely; educational component, which involves changing the

behavior complex and attitude of the people, economic dimension, which includes;

increased income of the clientele, increased crop yield, better financial management,

better methods of food preservation, social dimension, which also includes; improved

health of the clientele, leadership development, better grooming, development co-

operation, increased zeal for development. He summarized that the clientele of extension

are not only farmers, rather other members of the citizenry who will benefit from the

extension service hence, extension education.

Challenges of Extension/Agricultural Extension

The challenges to agricultural extension in the early 21st century derive, on the

one hand, from the challenges that farmers and agriculture face in view of their ever-

changing social and natural environment, and, on the other hand, from the changes that

emerge within extension organizations themselves in connection with, for example, new

funding arrangements, developments in extension theory, and the emergence of new

computer-based communication technologies. Different people may have different ideas

about what is a challenge for agricultural sectors and/or extension. Thus, the challenges

we present are neither complete nor an absolute truth; they are open for debate.

Moreover, challenges can often be associated with threats. Our use of the word

‘challenge’ is deliberate, because we feel it is often more productive to deal with

 13

problems and threats in a pro-active way, rather than to run away from them or go into a

defensive mode.( Leeuwis. C.,2004)

The current agricultural extension system heavy pressure and criticism being outdated

and pathetic. In these circumstances there is need to develop agricultural extension

policies to revitalize the agricultural extension system. The main obstacles, which are

being faced by Extension Field Staff (EFS) in the country are insufficient funds, non-

availability of proper transportation service to approach the farmer, large jurisdiction area

of frontline extension worker. (Muhammad Yaseen, Xu Shi, Yu Wen, and Sadia Hassan

2015).

Extension as technical activities carried out by one or more organizations, but as a

complex of long-term, multi-activity endeavors implemented by networks of country

institutions in multiple locations whose objectives and goals derive from indigenous

policy choices. All of these endeavors revolve around the farmer or more broadly around

the rural population providing a menu of options for innovation, information, and

investment. This view of extension programs as long-term actions implemented by a

network of institutions implies that not only have public sector responsibilities not

diminished with the advancement of multiple providers, but that they have grown. New

realities require policy and institutional changes relating to the allocation of

responsibilities and resources among providers, the coordination of the components of the

system, and accountability of these different parts. (William M. Rivera, Gary Alex 2004).
 14

‘Endangering’ agricultural extension requires the recognition of differences in

power, roles, responsibilities and capacities. The content provided by extension services

does not necessarily take into account these different needs. (Giz, 2013).

The New Extensionist Concept

In principle, the economic analysis of extension projects is no different from that

applicable to any investment appraisal although there are inevitably many challenges to

be faced in valuing and attributing benefits appropriately, and critics of much practice

argue that many of the measurements and assumptions typically made are less than

realistic, even if sometimes claimed to be conservative. For projects that deliver

agricultural knowledge products to producers, various focused considerations can be

taken, as reviewed by Mardia, Byerlee and Anderson (2001).

In order to enable the effective processes of technology generation and access to

technology, smallholders are required to seek diverse sources of information, evaluate

what they receive, and as users of technologies this demand greater knowledge about

their ecosystem. Establishing systematic linkages between research, extension and rural

households is an effective means of generating technologies appropriate for these

conditions. Linkages involving rural households to set the research agenda helps ensure

that new technologies are not only technology viable but indeed address priority

problems perceived by the rural households who are the ultimate users of technology

solutions. Kulindwa’s (2008)

 15

New Extensionist comes from the increasing realization that the existing EAS

need new capacities to respond effectively to the new challenges in agricultural

development such as declining water availability, increasing soil degradation, and

changing and uncertain climate and markets. The extension landscape has also undergone

changes, becoming more pluralistic with the increasing participation of the private sector

(dealing with agro-inputs, agribusiness, financial services), non-governmental

organizations (international as well as local); producer groups, cooperatives and

associations; consultants (independent and those associated with or employed by agri-

business/producer associations) and ICT-based services. All these brought additional

manpower and resources for EAS and also brought new knowledge, skills, and expertise.

(Rasheed Sulaiman V Kristin Davis 2012).

Extension methods

• The approach of service delivery

• Supply-driven, demand-driven, participatory vs. top-down

• Providers of extension services

• Funders of services

Models of extension services defined by:

Traditional supply-driven: Provided and financed by government & donors.

Demand-driven, participatory & pluralistic extension services: Financed by government,

donors &
 16

other funders and provided by public, NGOs & private providers. Private extension
services:

Provided by private extension agents & financed by cooperatives; farmers, NGOs,

NGOs: Financed

by NGOs, provided by private or public agricultural extension agents (AEA) (Feder, et

al., 2004).

Among the different methods of extension that have been tested, the Farmer Field School
model has

been accepted as a good methodology because it is participatory. For example, a

participatory seed

selection and multiplication project in Nepal using new varieties of crops increased yields
by about

45% and improved stability in household food access. A

special feature of this project was that it reached poor and female-headed households and
lower-

caste households much better than the regular extension services. Likewise, farmers in
PRC, India,

and Pakistan were reported to have used less pesticides and better practices after a
training

program on the integrated pest management of cotton. A surprising observation was the
lack of

diffusion effect from trained farmers to their neighbors. A similar insignificant diffusion
of

knowledge to other farmers who reside in the same village as the trained farmers was
reported in Indonesia (Feder, et al., 2004).

METHODOLOGY

Major Practice Framework

 17

The major practice framework is provided in Figure 1. Based on the logic model

posited by the WK Kellog Foundation (2004), the framework provides a road map of the

field practice. It shows what the major practice will do and what it is to accomplish. It

shows the logical relationships among the resources, activities, and results as they relate

to the field practice goal. The framework consists of basic elements, namely: inputs,

processes, outputs, and outcomes. The inputs came from two sources, namely DAE, and

the student. DAE’s inputs are the major practice procedure and guidelines as well as the

major practice coordinator and the adviser who are responsible for supervising and

monitoring the student’s field practice. The student’s inputs will be his/her time, talent,

and energy.

The process consists of the sequence of activities to be followed before, during,

and after the field practice implementation. Before the major practice, pre-deployment

orientation will be done by the major practice coordinator and major to brief students on

the field practice objectives, guidelines, and mechanics. The activity also serves as a

means to remind and update students on the tools and values of agricultural extension.

During the major practice, the students will be immersed and engaged in the University

Extension Center operation and extension activities.

He /She will document his/her extension activities and observations. After the

major practice, the student will prepare and present her major practice report or

manuscript and submit the final version of that manuscript for approval.The major

practice’s output will be in terms of the students having: completed the 240-hour major
 18

practice, engaged in University Extension Center operation and extension activities, and

had his/her major practice report approved.

Figure 1. Conceptual Framework of the Major Practice

 DESCRIPTION AND SCHEDULE OF ACTIVITIES

Orientation of the Field Practice

Orientation will be conducted to familiarize the student with the different program

components of the University Extension Center. The student’s theoretical knowledge in

extension program will be put in practice by participating in actual operation being done

in the program under the supervision of his adviser and project leader. Prior to conduct a

major practice, the supervisor and leader will assign the practitioner into different

program activities which are necessary in extension program. The activities cover the

following disciplines or categories.

● TECHNOLOGY PROMOTION

The University Extension Center promotes new, economically- viable,

technically-sound, socially-acceptable and environmentally-friendly technologies and

innovations, both technical and social, generated by various R&D centers. It conducts

extension and community development 2activities together with LGUs and field units of

regional or national agencies and private institutions. Assist clients to have fast access to

source of information, technologies and other services.

● CONTINUING EDUCATION

The office fosters human or learner-centered models of capability enhancement

and knowledge acquisition. It accesses clients training need’s, develops, implements and

evaluate trainings. It taps the expertise of faculty and staff of CLSU and personnel of
 20

other GOs including LGUs, NGOs and Pos. it packages training manuals, proceedings

and other materials as part of the over-all program management.

● APPLIED COMMUNICATION

The office packages, produces and reproduces popular IEC materials on

recommended agricultural technologies and other development information. The IEC

materials are made accessible to extension clients in print, broadcast and other electronic

formats.

● SPECIAL THRUST AND LINKAGES PROJECTS

The office implements contracted or commissioned projects by external local,

national or international agencies. A memorandum of agreement is executed to specify

the roles and functions of all parties involved, project budget, and deliverables. Specific

time frame and officials responsible are identified and appointed by University President.
 21

Proposed Program of Activities

MONTH
ACTIVITY 1 2 3 4 5 6
Preparation of major practice outline X X
Orientation of student on major X
practice
Conduct of major practice
● Planning and conduct of
extension activities:
-Techno demo farm setting up x x
-Training x x
-Information Packaging x x
-Advisory Services x x
-Extension Research x x
-Other Activities
● Documentation, monitoring and x x
evaluation of activities
● Preparation, presentation, x X
finalization, and submission of
manuscript
 LITERATURE CITED

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Approaches in Nigeria. IDOSI Publications

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India. Global Journal of Emerging Market Economies. Pg. 6

Uwakah C.T. (1984). Programs and opportunities in agricultural Extension Education. A

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Sikira A.N. (2001). Attitudes of extension staff towards decentralization of extension

services to the local government: The case Morogoro and Tabora Municipalities.
Dissertation for Award of MSc Degree in Agricultural Education and Extension
of Sokoine University of Agriculture. Morogoro, Tanzania. Pg.7

Coloma, P.S. (2016). Lecture Handout in Agricultural Extension Education 135.

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,,

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from www.fao.org on June 10,2016

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publications# (accessed 19 July 2011

Ani, P. A., Correa, A.B. (2016). Agricultural Extension Policies in the Philippines:
Towards Enhancing the Delivery of Technological Services: AGRICULTURAL
EXTENSION POLICIES IN THE PHILIPPINES: Colonization period Retrieved
from http://ap.fftc.agnet.org/ap_db.php?id=664&print=1 on March 18, 2018

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Mobilising the Potential of Rural Advisory Services. GFRAS Brief 1, October
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Eschikon 28, 8315 Lindau, Switzerland. www.gfras.org/en/knowledge/gfras-
publications# (accessed 19 July 2011)

Anaeto, C.F. (2003). Concept of Rural Development in Nigeria: Issues, Prospects,

Problems and Solutions. The Nigerian Academic forum. Pg. 8-9
 23

Agricultural Extension Program. (2018). Retrieved from https://www.dimagi.com/

sectors/agricultural-extension-programs?/ on April 1, 2018

Neuchăatel Group. (2000). Guide for Monitoring, Evaluation and Joint Analyses of
Pluralistic Extension Support. Lindau: Neuchâtel Group.
www.g-fras.org/fileadmin/UserFiles/Documents/Frames-and-guidelines/M_E/
Guide-for-Monitoring-Evaluation-and-Joint-Analysis.pdf (accessed 6 June 2011).

Neuchăatel Group. (1999). Common Framework on Agricultural Extension. Lindau:

Neuchâtel Group. Nwww.g-fras.org/fileadmin/UserFiles/Documents/Frames-and-
guidelines/ New-paradigms/Common-Framework-on-Agricultural-Extension.pdf
(accessed 6 June 2011).

(Journal of International Agricultural and Extension Education 2014).

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Extension education development in Iraq as the contemporary global trends
Master’s Thesis, Institute of Research and Study Arabic, Egypt.
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Practitioners. Pg. 9
eeuwis, C. (2004). Communication for Rural Innovation Rethinking Agricultural
Extension: Challenges for agricultural extension practice Retrieved from
http://www.modares.ac.ir/uploads/Agr.Oth.Lib.8.pdf on April 1, 2018
Muhammad, Y., Xu, S., Yu, W., and Sadia, H. (2015). Policy Challenges to Agricultural
Extension System in Pakistan. Agricultural Information Institute, Chinese
Academy of Agricultural Sciences(CAAS), No. 12 Zhongguancun SouthStreet,
100081 Beijing, China.

Rivera, W. and Alex, G. (2004). The continuing role of government in pluralistic

extension system. J. International Agricultural and Extension Education, 11(3):
41-52.

Geselleschaft Fur Internationale Zusammenarbeit (GIZ). (2013). Gender and Agricultural

Extension.Deutsche Geselleschaft Fur InternationaleZusammenarbeit (GIZ).Bonn
and Eschborn, Germany.

Maredia, M., Byerlee, D. and Anderson, J.R. (2001), “Ex post Evaluation of Economic
Impacts of Agricultural Research Programs: A Tour of Good Practice”, In The
Future of Impact Assessment in the CGIAR: Needs, Constraints and Options,
Proceedings of a Workshop Organized by the Standing Panel on Impact
Assessment (SPIA) of the Technical Advisory Committee (TAC), 3-5 May 2000,
 24

FAO, Rome, Annex 3, pp. 5-42, a version available on the web at:
http://www.cgiar.org/tac/spia/maredia.pdf.

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marketing system development programme in Arumeru District, Tanzania.
Dissertation for Award of MSc Degree in Agricultural Economics of Sokoine
University of Agriculture. Morogoro, Tanzania. Pg. 11

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Capacities to Strengthen Extension and Advisory Service. Global Forum for Rural
Advisory Service. Pages 2\
 Personal Information Sheet

Name : Anthony p. panergo

Date of Birth : January 11, 1998

Place of Birth : agoo la, union

Home Address : sinipit bubon san jose city nueva ecija

Religion : born again Christian

Citizenship : Filipino

Civil Status : Single

Sex : Male

Parents : Mario panergo

: cerelina panergo
Contact Number: 09770441951