AEX I – REVIEW NOTES/HAND OUT

EXTENSION
- A process of working with people in order to improve their livelihood by developing their abilities to direct
their own future development.
- Is a professional communication intervention deployed by an institution to induce change in voluntary
behaviors with a presumed public and collective utility.
- a function that can be applied to various areas of society. It operates in the industrial, health and
education sectors, as well as agricultural and rural development
- Is education and that its purpose is to change attitude and practices of the people with whom the
work is to change

Core concept of Extension:

- An educational process offered to persons in rural or out school communities
- An educational activity outside the usual school that involves formal institutions
- A method of non-formal education aimed at inducing behavioral changes
- An intervention
- Uses communication as leverage instrument
- Depends on voluntary change
- Deployed by institutions
AGRICULTURAL EXTENSION
- The application of scientific research and new knowledge to agricultural practices through farmer education.

HISTORICAL BACKGORUND OF EXTENSION

16TH Century – need for extension was felt in Europe
1728 – first society was said to be established in Scotland
1840 – “University Extension” was first used in Britain
1862 – Land Grant Universities was established in the US
1867 – 68 – First practical step towards extension took place when James Stuart gave lectures to women’s
associations and working men’s club
1873 – “Extension Education” was first introduced as an organized university function by Cambridge University in
England
End 0f 19th Century – Agricultural Extension became widespread in the US

HISTORICAL BACKGROUND OF EXTENSION IN THE PHILIPPINES

DATE/YEAR EVENT
Spanish Granjas Modelos/Model Farms (demonstration centers)
Regime
October 8, Beginning of Extension Work during the American Regime
1901
April 30, 1902 Bureau of Agriculture (BA) was established (divison doing extension programs)
July 10, 1910 Extension was separated from BA; Demonstration and Extension Division (DED) was created.
1923 DED was changed to Agricultural Extension Services (AES)
Home Extension Work (Division of Home Economics) started
Maria Y. Orosa founded the Home Extension Service
1929 Bureau of Animal Industry (BAI) and Bureau of Plant Industry (BPI) were created
1936 BPI and Home Economics Division were merged
Provincial Agricultural Extension Services was established thru Commonwealth Act No. 85;
Provincial Agriculturist position was also created.
1937 Livestock Extension Division in BAI was created
1947 Division of Plant Industry was made purely Research
1952 Bureau of Agricultural Extension (BAEx) was created thru RA No. 680
1963 Agricultural Land Reform Code was signed into law thru RA 3844
Agricultural Extension was renamed into Agricultural Productivity Commission (APC)
 1966 Rice and Corn program was created thru E.O. No. 64
1969 National Food and Agriculture Council (NFAC) was formed thru E.O. No. 183
November 1, 1972 APC was reverted to Department of Local Government and Communities (DLGC) thru P.D.
No. 970.
1982 Integrated Pest Management (IPM) was established thru E.O. No. 803
1987 Agricultural Training Institute (ATI) was created thru E.O. No. 116
1997 Agriculture and Fisheries Modernization Act (AFMA) was enacted thru R.A. 8435

LAND GRANT UNIVERSITY

- An institution designated by its state legislature or congress to receive the benefits of the Morill Acts
- Original mission is to teach agriculture, military tactics and the mechanic arts as well as classical studies so
members of the working classes can obtain liberal practical education.

 First Morill Act (July 2, 1862)

- Sponsored by Senator Justin Morill
- An act “Donating Public Lands to several states” which may provide colleges for the benefit of
agriculture and mechanic arts
 Second Morill Act (August 30, 1890)
- The goal was to expand the opportunities for people of color to access education
- Establish separate Land –grant institutions for Black students
 Hatch Act of 1887
- Named after Congressman William Hatch
- Gave federal funds (initially 15,000 dollars each) to state land-grant colleges in order to create a series
of agriculture experiment stations.
 Smith-Lever Act of 1914
- Authored by Sen. Hoke Smith and Rep. Asbury Lever
- Created Cooperative Extension Service associated with each land-grant institution to disseminate
information gleaned from the experiment station’s research.
-
JAMES STUART – Father of University Extension
DR. J. PAUL LEAGANS – Father of Extension
DR. K. N. SINGH – Father of Extension in the Indian Context

NATURE AND/DIMENSIONS OF EXTENSION

DIMENSION DESCRIPTION
Altruistic Extension is aimed at HELPING farmers
Educational Extension is a NON-FORMAL method of adult education
Communication Extension is a communication intervention; knowledge of basic communication process
and its dynamics must be adequately understood by the extension professional.
Behavioral Extension is aimed at inducing behavioral changes.
Technology Extension helps in the transfer of technology; identify technologies appropriate to the
clientele.
Research Extension aims at linking research with farmers.
Input Requires that extension professionals be knowledgeable of technical inputs.
Income Extension is aimed at increased income for the farmer thru increased production and
productivity.
Management Requires that the extension professional be a good manager.

PHILOSOPHY – a “view of life”; what OUGHT TO BE and its components of WHAT IS and HOW TO BRIDGE THE GAP between “what is”
and “what ought to be.”; a guide to a person’s actions.

Structure of Philosophy

 BELIEFS – one’s mental convictions, view of the world or acceptance of something true or actual.
 ETHICS – basic principles of right and wrong.
 VALUES – something regarded as desirable.
Philosophy of extension – includes the set of beliefs and principles that serves as basis for making decisions and judgements in the field of
extension.

EXTENSION PHILOSOPHIES
- Rural people are capable, intelligent, and desirous of receiving information
- Extension starts where the people are and with what they have
- The classroom is where the people are
- People learn to do by doing.
- Extension works with and through the people.
- Education is carried on either with groups of people or individual.

 Importance of extension philosophies

 Establishes parameters in the field of extension
 Help extension professionals judge whether the programs, values or educational
approach is extension or not
 Tells “why we do what we do”
 Makes extension professionals aware of their values

OBJECTIVES OF EXTENSION
- Development of the people
- Act as intermediary between agricultural development institutions and target groups.
- Aid in the transfer and adaptation of research results.
- Establish new institutions that can influence the whole agricultural production system.
- Mobilize all necessary resources in extension work.

EXTENSION PRINCIPLES
- Extension work must be based on the needs and interests of the people.
- Economic necessity – serves the economic objectives of the nation.
- Extension is an educational process which aims to teach rural people how to improve their level of living.

EXTENSION TERMINOLOGIES

COUNTRY EXTENSION MEANING

TERMINOLOGY
Dutch/Netherlands Voorlichting Lighting the path ahead
Indonesia Penyuluhan Lighting the way ahead with a torch
Malaysia Perkembangan Education, the way USA interprets it
Austria Forderung “Furthering” or stimulating one to go in a desirable direction
France Vulgarisation Simplification of the message for the common man
Spain Capacitacion Improving people’s abilities, normally through training
USA Extension Education; influencing people to change their behavior.
Germany Beratung Advisory work
Aukflarung “Enlightenment”
Erzhienhung Education; to teach people to solve their problem themselves

EXTENSION AS AN INTERVENTION
 Intervention – systematic effort to strategically apply resources to manipulate seemingly causal elements in
an on-going social process so as to permanently re-orient that process in directions deemed desirable by
the intervening party.
 Types of intervention
a. Technical/instrumental (DO TO)
b. Strategic (DO FOR)
c. Communicative (DO WITH)

METHODS OF INFLUENCING HUMAN BEHAVIOR

METHOD NATURE/DESCRIPTION
Compulsion/Coercion Partly forcing somebody to do something; has
power/authority
Exchange Exchange of goods and services between individuals or
groups
Openly influencing farmer’s knowledge level and Farmer can solve his/her own problem if he/she has
attitude more knowledge or has changed his/her attitudes
Manipulation Influence farmer’s knowledge and attitude without
farmer being aware of it.
Providing service May involve taking over certain tasks from farmers
Changing farmer’s social and/or economic structure Possible when we consider changes in these structure
desirable, we have the freedom to work toward these
changes and we are in a position to do this either
through power or by conviction.

ANDRAGOGY
- Art and science of adult learning
- Refers to any form of adult learning
- The concept was brought by Malcolm Knowles (American educator and theorist)
ANDRAGOGY VS. PEDAGOGY

PEDAGOGY ANDRAGOGY
Youth/child learning Adult learning
Dependent learners Independent learners
Learners have little or no experience to share Learners are experienced
Learners learn whatever the curriculum offers Contents are based on the learner’s need
Techer-centered Lerner-centered
Curriculum-oriented Goal-oriented

PRINCIPLES OF ANDRAGOGY
1. Involved adult learners
2. Adult learner’s experience
3. Relevance and impact to learner’s lives
4. Problem-centered
ASSUMPTIONS OF ADULT LEARNING
1. Need to know – adults need to know why they need to learn something
2. Self-concept – adults becoming more self-directed and independent as he/she matures
3. Experience – learners have a wealth of life experiences that they bring with them into new learning
experiences.
4. Readiness to learn depends on need
5. Problem centered focus – learners need to see the immediate application of learning.
6. Internal motivation – self-esteem, better quality of life, self-actualization, etc.
EXTENSION APPROACHES
 Approach – enlightened viewpoint toward teaching/technology promotion; provides sound and orientation to the whole process of teaching/techno promotion where the selection is just a
APPROACH
General Agricultural
Extension Approach (GAEA)
Commodity Specialized
Approach (CSA)
Project Approach (PA)
part of it.
BASIC MEASURE OF
GENERAL NATURE IMPLEMENTATION ADVANTAGE (S) DISADVANTAGE (S)
ASSUMPTION SUCESS
Transfer of Technology and Carried by a large number Interpret national government Lacks two-way flow of Increase in the
Technology information are of field staff assigned policies and procedures to the communication national production of
available but are not throughout the country. local people. the commodities being
being used. Fails to adjust emphasized in the
Controlled by the Covers the whole nation extension messages national program.
government. to different localities
Relatively rapid communication
from the ministry level to rural Expensive and
people inefficient
Highly specialized The way to increase Controlled by the - Higher salary incentives -Interests of farmers Increase in yield and
productivity and commodity organization -Closer management and may have less priority total production of the
Focuses on one production is to supervision -Does not provide crops being
export crop or one concentrate on one Carried by a large number -Fewer farmers per extension advisory service to emphasized.
aspect of farming particular crop. of field staff assigned worker other aspects of
throughout the country. -Easier to monitor and evaluate farming
Utilization of a -Relatively more cost-effective -Commodity
particular agri input -Technology tends to fit the organization maybe
production problems promoting its
commodity longer than
it should be.
Demonstrate within Better results can be Controlled by outsiders with -Focus enables evaluation of -Too short time period Increase in yield and
the project area what obtained in a central government, donor effectiveness and sometimes -Money provided tends total production of the
can be accomplished particular location, agency or combination. quick results to be more than what crops being
on a relatively short during a specified -Novel techniques and methods is appropriate. emphasized.
period of time period of time Includes a project can be used and experimented -Double standard
management staff, with within the limits of the -When money ends,
Test the validity of allowances, transportation, project project extension
alternative extension facilities and equipment. -Flow of good ideas from the programs most often
methods project to areas outside the end also.
project
Farming Systems Interdisciplinary Technology which fits Partnership of research and -Local control of the program -Some degree of
Development Approach approach the needs of the extension personnel with planning difficulty in working in
(FSDA) farmers is not the local people/. -Higher adoption rates a multi-disciplinary
available and needs -Effective communication team
to be generated between local people and -No quick results in
locally extension personnel technology
-Lower cost to central development
government and local people.
Training and Visit (T&V) Highly disciplined and Extension personnel -Centralized -Brings discipline to the system -Needs high number of
patterned with fixed are poorly trained, -What to teach and when to -Extension workers become personnel
schedules for training not up-to-date and teach is decided upon by more up-to-date with -Costs tend to be very
of extension workers tend not to visit professionals information. high
and visits by farmers. -Program planning follows -Closer technical supervision. -Dependent on central
extension workers to cropping pattern of priority resources
farmers crops. -Needs more
adequate
transportation
capability for field
personnel.
-Technology relevant
to farmers not
integrated.
Cost-Sharing Sharing of costs Any non-formal Shared by various levels -Local people tend to have More difficult for Farmer people’s
education program is paying the cost. strong voice in program planning central government to willingness and ability
more likely to -Higher adoption rates control either program to provide some share
achieve its goals if -Lower cost to central or personnel. to the cost.
those who benefit government and local people
from it share some -Effective communication
part of the cost between local people and
extension worker.
Agricultural Extension Participatory There is a reinforcing Features many meetings -Relevance or fit of the program -Lack of control of Continuity of local
Participatory Approach effect in group and discussions of farmers’ -Mutually supportive program from central extension
(AEPA) learning and group problems relationships government organizations and the
action -Less costly -Difficulty of managing benefits to the
Exploring situations with -Stimulates increased reporting and community
Extension efficiency extension officers confidence, awareness and accounting.
 is gained by focusing activity among farm people. Extent of participation
on important points of key stakeholders in
based on expressed program planning and
needs of farmers. implementation.
Educational Institutional Uses education Academe/Educational
Institutions Institutions.
EXTENSION AS A UNIVERSITY FUNCTION
 SUC’s mandated functions
a. Instruction (“primus inter pares”)
b. Research
c. Extension (provides conscience to research)
 BU extension function legal bases:
1. Industry 4.0 (Fourth industrial revolution) – strengthening university excellence networks
2. 2030 UN Sustainable Development Agenda – far-reaching and people-centered goals and targets with
emphasis on human development.
3. ASEAN integration 2015 – HEIs shall contribute in achieving competitiveness by assisting producers,
processors and traders.
4. R.A. No. 11293 (Philippine Innovation Act) – educational institutions as drivers of programs that
stimulates innovation literacy and skills development.
5. R.A No. 9710 (Magna Carta of Women) – Gender and Development Program
6. Philippine Higher Education Reform Agenda 2017 – HEIs and SUCs “to be in full service of national
development” to perform strategic role in Philippine Development Plan.
7. R.A. 7722, CHED Order No. 02, Series of 2011 – recognition for personnel’s productivity and extra
ordinary performance, efficient delivery of services and outputs shall be encouraged.
8. R.A. 8435 (Agriculture and Fisheries Modernization Act of 1997) – stipulates that extension programs of
state universities and colleges shall focus on the improvement of LGU capability in extension service.
9. R.A. 8292 (Higher Education Modernization Act) – allows SUCs to establish extension center to promote
development.
10. R.A. 5521 – an act establishing the Bicol University with its mission “to give professional and technical
training and provide advanced and specialized instruction in literature, philosophy, the science and the
arts”
EXTENSION DELIVERY SYSTEM (EDS)
- Organized mechanism to bring the required knowledge, skills and when necessary, material resources that
the farmer and his/her family need in their quest for an improved quality of life.

 Components of EDS
1. Research System
 Research – creative and systematic work undertaken to increase the stock of knowledge.
2. Change System
 Change agent – acts as catalyst for the change management process.
3. Client System
 The people affected by or involved in the development and implementation of a program to
address an identified problem.
THE CHANGE AGENT
 Roles and function of extension agent/extension worker
- Initiator of change
- Source of knowledge and technology
- Special teacher
- Organizer and coordinator
- Researcher
- All-purpose person

 Qualities of an Extension worker

- Empathy
- Interest
- Commitment
- Reliability
- Patience
- Initiative
- Leadership
- Ingenuity
- Prudence
- Judgement
- Good public relation