LESSON 6: EXTENSION AND EDUCATION

The educator must also be a learner

• Farmers already have a lot of knowledge about their environment and farming system; they couldn't
survive if they didn't.
• Extensions must build on knowledge that already exists.
• Therefore, the extension agent needs to learn as well as teach.
• They must learn what farmers already know about agriculture
Learning requires motivation
• There must be a desire to learn. Adults find it more difficult than children to grasp new ideas and
information.
• Farmers may choose not to learn and may choose not to listen to extension agents.
• People do not learn unless they feel that learning will lead to them being able to satisfy a need or want.
Food and drink are necessities that are necessary for life, along with starting and raising a family and
finding safe living conditions that provide the family with protection and shelter from danger and discomfort.
Dialogue and practice are important for learning
➢ An extension worker tells a group of farmers how to thin out crops to improve yields. He then leaves,
thinking the farmers have learned new skills. He returns a few weeks later to find that none of the farmers
have thinned their crops and that they have only a very vague idea of what he told them.
➢ The extension agent should not be surprised. Farmers do not learn much from direct speech and soon
forget most of what they hear. But if they are given the opportunity to ask questions but new information in
their own words and discuss it with an extension agent, they will learn and remember much more.
➢ Furthermore, when a new practical skill is taught, farmers must have a chance to practice it. The
extension agent can then correct any initial mistakes and the farmer will gain confidence to use the new
skill.
➢ The extension agent's task was seen to be educational. Farmers and their families need to learn new
skills, knowledge and practices to improve their farming and other productive activities. As they do so, they
develop new attitudes towards agriculture and new practices and extension itself; this in turn affects their
future behavior.
➢ However, extension agents must also be prepared to learn from farmers about how they farm and keep
up to date with relevant developments in agricultural knowledge. In this extensional educational work, the
agent should be aware of several principles of learning.

LESSON 7:MANDATES AND INTERRELATIONSHIP OF THE DIFFERENT FUNCTIONS OF A

COLLEGE/UNIVERSITY
What is the purpose of higher education?
1. Communities dedicated to the learning and personal development of their students (the 'liberal' theory);
2. Sources of expertise and vocational identity (the 'professional formation' theory);
3. Creators, testers, and sites for the evaluation and application of new knowledge (the 'research engine'
theory, with an important corollary – the 'business and industry services' theory);
4. Important contributors to society and nations (the 'civic and community engagement' theory).
The Four Vital Mandates of a State College/University in the Philippines are the following:
1. instruction 3. extension 2. research 4. Production
INTERRELATIONSHIP OF THE DIFF. FUNCTIONS OF A COLLEGE/UNIVERSITY
1. INSTRUCTION:
• The instruction function of a professor becomes more relevant and meaningful if the results and
outcomes of research and extension are integrated into the learning experiences of students.
• The role of universities as repositories and generators of knowledge
• The obligation to equip graduates so that they can obtain viable employment
• The obligation to offer rational and timely criticism in areas of public policy and social and
economic life
2. RESEARCH:
• Research, basic or applied, is an obligation of a professor. However, research becomes a useless
and expensive exercise if it is not disseminated in terms of technology to students and end-users in
the surrounding communities through the extension arm of the university.
• Research is a quest for information. This is a way of finding a solution to a specific problem.
• In Research, the Technology generators are the research institutions
• Research is the fuel that powers the engine of new technology and the development derived from
it.
3. EXTENSION:
 • Extension is part of the knowledge generation, development, and utilization continuum (RDE); the
downstream part of the spectrum which links scientific research with farmers and actual production.
• Extension is responsible for providing information and non-formal educational services to people
about new technologies outside the university.
• Extension is an intervention focused on education and training.
What is the relationship between RESEARCH AND EXTENSION?
• Extension and research are like Siamese Twins. They have a lasting relationship born out of their need
for each other. Without research, extension is likened to a hollow drum. Without the extension, research is
like a fruitless tree.
• It is a planned program of bringing the results of agricultural research and technology to the farm.
4. PRODUCTION:
• Agricultural technology is a product of research, when it is tested and found good, it is shared with
the farmers through extension.

LESSON 8: TECHNOLOGY AND OTHER SOURCES OF INFORMATION

WHAT IS A TECHNOLOGY?
SUBJECT MATTER/TECHNOLOGY
• theoretical knowledge of the industry and the industrial arts, the application of science to the arts, that
branch of ethnology that treats the development of the arts
• the application of scientific knowledge for practical purposes, especially in industry.
• Technology is a body of knowledge devoted to creating tools, processing actions, and extracting
materials.
SOUNDNESS OF A TECHNOLOGY:
ENVIRONMENTALLY SOUND - The technology helps maintain ecological balance, and does not have
harmful environmental consequences
TECHNICALLY SOUND - The technology that has shown goodness or is better than the existing
practice/product ECONOMICALLY VIABLE – If the magnitude of expected benefits; like increased net
income, more employment, and higher foreign exchange earning saving; are sustainable
The technology is categorized as;
a. Component Technology
b. Package of Technology
TECHNOLOGY/KNOWLEDGE SYSTEM
a. TECHNOLOGY GENERATION: - This consists of planning, administration, and implementation of
research activities that develop, assess, adapt, and test improved agricultural technology for farmers and
other users. In the public sector, these tasks, as well as come dissemination work, are carried out by
agricultural research organizations.
b. TECHNOLOGY TRANSFER: - It further evaluates and adapts research outputs for users and then widely
disseminates the knowledge and inputs to different target adopters.
c. TECHNOLOGY UTILIZATION: - This component encompasses the users of the agricultural technology,
mainly farmers. User awareness, adaptation, and adoption of improved technology from various sources
affect farm-level productivity and profitability, and economic growth at the national level. Interaction and
feedback between users and research and transfer organizations improve cooperation and the relevance of
technology.
d. AGRICULTURAL POLICY: - This relates to government development goals and strategies, market and
price policies, and the levels of resource investment in the system.
Factors that can Impede or Influence the Flow of Technology and Information in the Agricultural Technology
System:
MACROFACTORS
Agro-ecological
• Differences in temperatures, rainfall, soil types, evapotranspiration, etc. are reflected in the diversity of
farming conditions and production systems.
PoliticalEconomic
• The percentage of resource-poor smallholder farmers influences the type of technology to be transferred.
• High turnover of top managers undermines management experience and continuity in leadership.
Socio-cultural
• Language differences and illiteracy can impede communication with improved technology.
• The division of labor between sexes can differ along cultural lines and influence the nature of farming
systems in different regions.
Policy
• Policy-making bodies of the government set development goals and objectives, such as:
 - achieving food security and surplus agricultural production to stimulate economic growth, or providing
health care or education for rural development.

Infrastructure
• Farmers in the areas that cannot be reached by road, or transport vehicles are difficult to reach with
improved technology, and they will have problems transporting inputs and farm produce.
• Farmers' access to mass media such as publications, radios, or television may be limited, thus, reducing
options for communicating messages.
INSTITUTIONAL
Research
• These include lack of financial resources, acute shortages of well-trained scientists, lack of farmer
feedback to ensure the relevance of research results, lack of access to external sources of knowledge,
inadequate research facilities and equipment, low staff morale, and inadequate operating budgets, staff
incentives, and remuneration.

OTHER SOURCES OF INFORMATION:

• Research Institutions, Government Agencies involved in technology generation (i.e. Department of
Agriculture, along with its bureaus and other divisions) and Private and Public Institutions/agencies
AGRICULTURAL KNOWLEDGE SYSTEM (AKS):
Agricultural Knowledge System (AKS) – a collection of actors, such as researchers, advisors, and
educators, working primarily in agricultural knowledge institutes. The emphasis is on the actors and the role
of formal knowledge production in national agricultural research systems (NARS). This knowledge is then
transferred to the agricultural sector through agricultural extension services and education (Rudman, 2010).
Agricultural Knowledge and Innovation Systems (AKIS) is used to describe the whole knowledge
exchange system: the ways people and organisations interact within a country or a region. AKIS can
include farming practice, businesses, authorities, research, etc.
AKS AS TECHNOLOGY / KNOWLEDGE SYSTEM
Consist of 4 components:
a. Technology Generation - Technology generation has the same function as applied research, where the
knowledge accumulated from basic science research is organized, interpreted, reformulated and translated
into technology. Technology testing refers to verifying the results of new technology in the field to obtain
early feedback.
b. Technology Transfer - Technology transfer (TT), or transfer of technology (TOT), is an integral part of the
extension process involving the transfer and spread of technical innovation and know-how to the farming
population
c. Technology Utilization - refers to the proficiency in applying technological resources to achieve
instructional goals in a given learning situation.
d. Agricultural Policy - Agricultural policy is concerned with the relations between agriculture, economics,
and society. Land ownership and the structure of farm enterprises were traditionally regarded as primarily
social problems.

LESSON 9: ATTRIBUTES OF TECHNOLOGY

Attributes of Innovations and Rate of Adoption Rogers (2003) described the innovationdiffusion process as “an
uncertainty reduction process” (p. 232), and he proposes attributes of innovations that help to decrease uncertainty
about the innovation.
Attributes of innovations include five characteristics of innovations:
(1) relative advantage, (2) compatibility, (3) complexity, (4) trialability, and (5) observability.
A preventive innovation is a new idea that an individual adopts now to lower the probability of some unwanted
future.
However, incremental innovations provide beneficial outcomes in a short period.
COMPATIBILITY
– This is the degree to which the farmer perceives an innovation to be consistent with his sociocultural values and
beliefs, with previously introduced ideas and felt needs.
COMPLEXITY
– This is the degree to which farmers can understand and follow an innovation
-Rogers (2003) defined complexity as “the degree to which an innovation is perceived as relatively difficult to
understand and use” (p. 15)
TRIALABILITY - This is the degree to which an innovation may be experimented with or tried on a small scale. -
According to Rogers (2003), “trialability is the degree to which an innovation may be experimented with on a limited
basis” (p. 16)
OBSERVABILITY
- This is the degree to which the results of an innovation are visible or observable to the farmers.
- Rogers (2003) defined observability as “the degree to which the results of an innovation are visible to others” (p.
16)

LESSON 10: TECHNOLOGY DIFFUSION AND THE ADOPTION PROCESS

ADOPTION - a process by which a farmer (clientele) is exposed to, considers, and finally rejects or practices a
particular innovation (Mosher, 1978). It occurs at the individual level.
The Stages of the Adoption Process, Its Meaning, Extension Methods, and Learning Processes Used
AWARENESS OR KNOWLEDGE - Through the gradual accumulation of knowledge, becoming aware of new ideas
INTEREST OR PERSUASION -A stage in the adoption process wherein the farmer would seek further information
about the innovation.
EVALUATION OR DECISION -The extension program must determine the extent to which the desired program results
have been achieved on how this information may be used for improving extension.
TRIAL OR IMPLEMENTATION -The farmer’s technical and management skills should be the main area to be targeted.
ADOPTION OR CONFIRMATION OR REJECTION -The stage of the adoption process wherein the farmers would reject
or apply the technology on a large scale in preference to old methods.
INNOVATION - idea, practice, or an object perceived as new by an individual - changed practice or an improved
variety, technology or practice
DIFFUSION - the total process by which an innovation spreads out among farmers until a large number has adopted
it. Diffusion of innovation takes place if it is possible to try the idea on a small scale first.
INNOVATION-DIFFUSION MODEL – “reconceptualized” adoption process. The process through which an individual
passes from first knowledge of innovation to adoption or rejection, to implementation of new ideas, and to confirm
the decision
THE INNOVATION-DECISION PROCESS:
THE KNOWLEDGE STAGE The innovation-decision process starts with the knowledge stage. In this step, an individual
learns about the existence of innovation and seeks information about the innovation.
THE PERSUASION STAGE The persuasion step occurs when the individual has a negative or positive attitude toward
the innovation, but “the formation of a favorable or unfavorable attitude toward an innovation does not always lead
directly or indirectly to an adoption or rejection.
THE DECISION STAGE At the decision stage in the innovation-decision process, the individual chooses to adopt or
reject the innovation,
THE IMPLEMENTATION STAGE At the implementation stage, innovation is put into practice. However, an innovation
brings the newness in which “some degree of uncertainty is involved in diffusion”,
THE CONFIRMATION STAGE The innovation decision already has been made, but at the confirmation stage, the
individual looks for support for his or her decision.
CHARACTERISTICS OF THE CHANGE AGENT:
1. Credibility – competency, trustworthiness, and dynamism of change agent
2. Homophily – rapport with clients, sense of belongingness
3. Personality Traits – intelligence, emphatic ability, commitment, resourcefulness, concern for farm people, ability to
communicate, persuasiveness, and development orientation.
METHODS FOR INFLUENCING HUMAN BEHAVIOR:
1. Advice - recommendation regarding a decision or course of conduct
2. Compulsion or coercion - an irresistible persistent impulse to perform an act
3. Exchange - the act of giving or taking one thing in return for another
4. Manipulation - to treat or operate with or as if with the hands or by mechanical means especially in a skillful
manner
5. Openly influencing farmer’s level and attitude - the power or capacity of causing an effect in indirect or intangible
ways
6. Providing means - to have an intended purpose
7. Providing service - contribution to the welfare of others
8. Changing farmer’s social and/or economic structure - to give a different position, course, or direction
INNOVATIVENESS - Innovativeness is described in the Merriam-Webster dictionary as “the skill and imagination to
create new things”, which speaks to the duality of the attribute but just scrapes the surface of the importance of
innovativeness to business growth and sustainability.
MODERNIZATION - Modernization refers to the transitional process of moving from “traditional” or “primitive”
communities to modern societies.
INDIVIDUAL INNOVATIVENESS is defined as developing, adopting or implementing an innovation.
five adopter categories:
(1) innovators (venturesome)
 Adventurous, eager for new ideas, risk taker.
 Controls considerable amount of financial resources to absorb possible losses due to
unprofitable innovations.
(2) early adopters (respect)
• More integrated part of the local system: localities.
• Greatest degree of opinion leadership in most systems.
(3) early majority (deliberate)
• Adopts new ideas just before the average member of a system.
• Interacts frequently with peers.
(4) late majority (skeptical)
• Adopts new ideas just after the average member of a system.
• Adoption is the result of economic necessity and/or pressure from peers.
(5) laggards (traditional)
• The last to adopt an innovation.
• No opinion or leadership.
• The most localite.
EXPLANATIONS FOR REJECTION / ADOPTION OF TECHNOLOGY
1. ‘ND VIDUAL-BLAME Hypothesis - the tendency to blame the person and the. tendency to blame the system, such
that. university students in social science will be.
2. ‘SYSTEM-BLAME’ Hypothesis - System-blamers argue that societal conditions are the primary source of social
problems.
3. ‘PRO-NNOVATION’ Bias - the belief that an innovation should be adopted by whole society without the need of its
alteration.

LESSON 11: COMMUNICATION IN EXTENSION

Communication is a dynamic process, ever-changing, and unending. It helps the different actors to become aware of
problems that require a government policy and helps them to define these problems as clearly and as accurately as
possible.
COMMUNICATION – is derived from the Latin word “communism,” which means common (establishment of
commonness between the receiver and the source.
COMMUNICATION is:
• the transfer of information and understanding from one person to another person.
• the way of reaching others with ideas, facts, thoughts, and values,
THE MODELS OF COMMUNICATION:
1. ARISTOTLE'S MODEL OF COMMUNICATION Aristotle was the Greek philosopher and was the first to take an
initiative and design the model of communication.
2. HAROLD LASSWELL’S MODEL OF COMMUNICATION It was developed by communication theorist Harold D.
Lasswell in 1948. Also known as the action model or linear model.
3. SHANNON-WEAVER’S MODEL OF COMMUNICATION This model was initially designed to improve technical
communication but was later used to describe different fields of communication.
4. WESTLEY AND MCLEAN’S MODEL OF COMMUNICATION In 1957 this model was proposed by Bruce Westley
and Malcolm Mclean. This model explains a strong relation between responses from surroundings and the
process of communication.
5. BERLO’S MODEL OF COMMUNICATION In 1964, David Berlo developed this model from Shannon and
Weaver’s model. Berlo’s communication process is a simple application for person to person.
6. 6. OSGOOD SCHRAMM MODEL OF COMMUNICATION In 1954 Osgood Schramm gave this model based on
the theory that communication is a twoway process that includes sender and receive
 7. DANCE HELICAL MODEL OF COMMUNICATION This Helical model was proposed by Frank Dance in 1967. He
thought of a communication process as similar to Helix.
8. LEAGANS’ MODEL OF COMMUNICATION Leagans, in 1961, defined communication as a process by which two
or more individuals exchange ideas, facts, feelings, and impressions in a way that they can gain a clear
understanding and use of the message.
1. Elements of Communication
• SOURCE – a person (group of persons, an organization, an agency, institution, etc.) sending out his idea.
• MESSAGE – An idea being shared between two or more persons. This idea may be in the form of skills, new
knowledge, or favorite attitudes.
• RECEIVERS – another person receiving the idea. They are the targets of communication.
• CHANNEL – the method by which the idea is conveyed. It may be verbally expressed either orally or in
print, or it may be sent through illustrations, pictures, etc.
• EFFECT – the desired goal of communication planned by the source that would bring about a positive
change in behavior on the part of the receiver.
LANGUAGE BARRIERS Language and linguistic ability may act as a barrier to communication. However, even when
communicating in the same language, the terminology used in a message may act as a barrier if it is not fully
understood by the receiver(s).
PSYCHOLOGICAL BARRIERS The psychological state of the receiver will influence how the message is received. For
example, if someone has personal worries and is stressed, they may be preoccupied with personal concerns and not
as receptive to the message as if they were not stressed.
PHYSIOLOGICAL BARRIERS Physiological barriers may result from the receiver’s physical state. For example, a receiver
with reduced hearing may not grasp the entirety of a spoken conversation, especially if there is significant
background noise.
PHYSICAL BARRIERS An example of a physical barrier to communication is the geographic distance between the
sender and receiver(s).
ATTITUDINAL BARRIERS Attitudinal barriers are behaviors or perceptions that prevent people from communicating
effectively. Attitudinal barriers to communication may result from personality conflicts, poor management, resistance
to change, or a lack of motivation.
THE FIVE (5) LEVELS OF COMMUNICATION:

1. VERBAL
2. PHYSICAL
3. AUDITORY
4. EMOTIONAL
5. ENERGETIC
THE ART OF LISTENING:
“If we were supposed to talk more than listen, we would have been given two mouths and one ear.” - Mark Twain
LISTENING SKILLS:
• Active Listening
• Responding
• Paraphrasing
Stages of the Listening Process:
• Hearing
• Focusing on the message
• Comprehending and Interpreting
RESPONDING: