FRM 72 LECTURE NOTES

I.INTRODUCTION
A. Overview and definition of extension, extension worker, Forestry extension and communication & other
related terms

Conventionally, extension has been regarded as a means of passing down to farmers techniques which
was believed to be beneficial to them without taking into account sufficiently the particular social or
environmental conditions of the area. In particular, too often, the indigenous skills, social structure and detailed
local knowledge of the people have been ignored in trying to transfer new skills or techniques to them.
Fortunately, extension is now being regarded as a much wider task of integrating indigenous and new skills or
techniques, derived from study or research, into an overall framework of discussion and co-operation between
the people and the extension organisation (FAO 1987). Extension work will continue to be the job of forestry
employees, and an increase in both their quantity and quality is needed.

Meaning of Forestry Extension

It is an organized program of information, education & service designed to promote favorable attitudes to, and
practices geared toward forest conservation. It is used to cover any situation in which local people are directly
and willingly involved in forestry activities from which they will derive some recognizable benefit within a
reasonable period of time.

It is a process of spreading forest consciousness among the public through different channels of communication.

-formally recognized by the Republic Act No. 3523 in 1960 which signaled the start of the first formal extension
& communication program in forestry
AN ACT TO AUTHORIZE THE UNIVERSITY OF THE PHILIPPINES TO CARRY OUT A PROGRAM OF PUBLIC
EDUCATION AND INFORMATION IN FORESTRY & TO PROVIDE THE NECESSARY FUNDS & LAND
RESOURCES FOR THESE AND OTHER PURPOSES

Purpose of the nationwide program of public education & information in forestry

- To provide for the dissemination of research findings on forestry, and
- to bring about general public appreciation of forest values.

Methods of Executing Forestry Extension

By information, it means the dissemination of forestry concepts, research results, technology advances through
various channels of communication.
By education, it refers to formal & informal trainings such as workshops, seminars, conferences, demonstrations
& other similar undertakings.
By service, means the technical and material assistance like seeds & seedling dispersal, forestry consultant
services, technical assistance.

Definition of Terms:
Agroforestry - a sustainable land management system that increases the total yield of the land, combines the
production of crops (including tree crops) & forest plants and/or animals simultaneously or sequentially on the
same unit of land, and applies management practices that are compatible with the cultural practices of the local
population.
Audio-visual Media - include movies, television,
Awareness stage – stage of learning the answers of what to know
Campaign – a series of actions planned to achieve a specific behavior by a specific group of people
Certificate of stewardship – refers to the document issued by the government pursuant to the stewardship
agreement.
Comics – the most preferred and effective print media in increasing knowledge changing attitudes and
influencing behavior of the people.
Community Based Forest Management Agreement (CBFMAs) are agreements between the DENR & the
participating POs. It has a duration of 25 yrs renewal for another 25 yrs, shall provide tenurial security &
incentives to develop, utilize & manage specific portions of forest lands pursuant to approved CRMF.
Community Resource Management Framework - is a strategic plan of the community on how to manage &
benefit from the forest resources on a sustainable basis. It describes the community’s long term vision,
aspiration, commitments & strategies for the protection, rehabilitation, development & utilization of forest
resources.
Community-Based Forest Management Program (CBFMP) is any forest development program which adopts
the Community-Based Forest Management Strategy. It bears the following principles: social equity, sustainability
& community participation in forest management & biodiversity conservation.
Evaluation – a formal review which attempts to quantify the success of a campaign.
Evaluation & decision stage – stage when the audience decides whether to accept or reject the newly learned
idea.
Externally sponsored forest management – forest management practices which have been set up by
outsiders. The norms and values in respect to both forest practices which have been set up by outsiders. The
norms and values in respect to both forest resources as well as proper management organizations are in such
cases often based on a different frame or reference from that of the community norms and values.
Community - is a social group of any size whose members reside in a specific locality, share gov’t, and
often have a common cultural and historical heritage (World Encyclopedia).
- a social, religious, occupational, or other group sharing common characteristics or interests
and perceived or perceiving itself as distinct in some respect from the larger society within which it
exists.
-
Extension agent - somebody employed by a state government to provide information to the public about
agriculture, health, or home economics (Microsoft Encarta 2009). And in the case of Forestry,
information about forest conservation and
Extension service - the process by which technology and innovation are transferred to an identified clientele
with the ultimate objective of improving their living conditions (World Encyclopedia).
Field day – a day/s in which an area containing successful upland farming practices is open to all people to visit.
Field trip – a group approach of communication which gives the farmer the change to see how a recommended
farm practice performs under conditions similar to their own.

Forest community – refers to forest occupants who are members of indigenous socio-cultural grouping.
Forest conservation – the ethical use of forest resources in the interest of human beings now living and those
in the future for their survival.
- the wise utilization of forest resources including renewal, protection, development, harvesting,
processing & maintenance of ecological balance.
Forestry extension -
Group communication – an approach used in communication designed to influence groups rather than
individuals.
Group contact – the method used in extension in which the extension agents have a contact with a specific
group of extension targets.
Group discussion – an interplay of talk and personalities of twelve of fewer people with an agreed aim of
exchanging ideas, making decisions or planning actions on selected topics.
Implementation stage – stage where the audience finally act, do or test the ideals, knowledge & practices
learned.
Incipient upland farming – the type of shifting cultivation in which the cultivators often have a little prior
knowledge of upland farming techniques and move into the upland as squatter or resettler.
Indigenous forest management – forest management practices which originate from within a community; these
practices are generated by internal initiatives within a local community on the basis of the prevailing norms
and values on forest resources.
Individual Contact – one-on-one contact with target clientele.
Informal Contacts – unstructured/unplanned meetings with target clientele. It might take place in the market,
streets, and local celebration.
Integrated area project – a large tract of public forest land settled by forest occupants which is designated as
such for reasons of diverse community needs with the end in view of providing social and other necessary
services in an interagency basis.
Integrated social forestry program – a program designed to maximize land productivity and enhance
ecological stability and to improve the socio-economic conditions of forest occupants and communities.
Interest stage – stage where audience develops the likeness to learn
Kaingin making – the shifting cultivation practices on land normally not suited to permanent crop production.
Landlord kainginero – a person who owned a wide tract of land in the public forest land actually tenanted to
upland farmers or tillers.
Lecture – verbal presentation of an organized body of information
Mass communication – an approach used in communication designed to increase the information seeking
behavior of farmers which include radio, newspapers, magazine, television, film, etc.
Mass contact – the method used in extension which is primarily employed in a situation in which extension
agents wish to communicate with the general public.
Maximization – a conservation measure which aims to avoid waste and increase the quantity and quality of
production from forest resources.
Method demonstration – the method of showing step by step procedure by acquiring knowledge or skill which
is usually accompanied with explanation.
Model Farmer – Farmer whose personal attitudes and farm practices are superior that his operation can serve
as model for others to follow.
Monitoring – continuing informal assessment of how the campaign is running.
Multiple crop farming – the system of upland farming in which two or more crops best suited to the land are
combined.
Next of kin – refers to the legitimate spouse, children, parents, brothers or sisters of a forest occupant who has
entered into stewardship agreement.
Pamphlet – a type of publication which usually deals with a specific subject matter.
Personal contact – the method used in extension in which the extension agents have an individual contact with
the extension targets.
Physical Technology – land use practice employed like agroforestry, silviculture, etc.
Primitive tribe – a group of endemic tribe living primitively as distinct portion of the people form a common
ancestor.
Print media - include bulletins, leaflets, pamphlets, circulars, news stories, feature articles.
Program participant – a forest occupant or community association which has entered into a stewardship
agreement and actively involved in the ISFP.
Project area – refers to a public forest land which is utilized by a specific, proximate, groupings of program
participants or prospective program participants.
Restoration – the most familiar conservation measure designed to correct past willful and inadvertent abuses
that have impaired the productivity of the resources base.
Result demonstration – the method of showing to the rural people that a new practice is applicable locally and
performs better than the old practice.
Reutilization – a conservation measure which aims to reuse waste materials after it has been cleaned and
reclassified.
Role Playing – a simulation in which a single and open-ended story/scenario is described and participants are
given roles to act our situation.
Seminar – a group approach of communication which aims to increase knowledge about something and
consequently influence farmers to adopt it.
Social Technology – refers to the various strategies of mobilizing people and communities to participate actively
in social forestry activities, like educational campaigns and community organization
Stewardship agreement - a contract entered into by and between an individual forest occupant and the
government allowing the farmer the right to peaceful occupation and possession over a designated area.
Substitution – a conservation measure which aims to use a common resource instead of a rare one when it
serves the same end.
Traditional forest management – forest management practices based on norms and objective from the past.
Tree farm – any small forest land or land purposely planted with tree crops.
Upland farmer - a farmer who engages in a diversified cropping system in order to survive under a very
unfavorable natural resource endowments.
B. Importance of Forestry extension in the sustainable management of forests, natural resources and in upland
development
Humans depend on the relationship with the environment for safety, health and survival (Foskett and
Foskett, 2004). Thus, sustainable management of forests, and natural resources, and taking care of our
environment are vital for human existence. There is no other important vehicle for expansion of forest
resources in any country, and a tool for forest resources conservation and development except forestry
extension. Previously, extension work focused on the production of tree seedlings which were distributed to
local people. But recently, extension policy of the government departments involved has gradually shifted from
the emphasis on nurseries to more education and facilitation of the farmers' own activities.
Forestry extension, as practiced by the community forester, is the art and science of converting
information from research and past experience to a practical level for use by local people who may not be
specifically trained in forestry techniques. It is a two-way process: the extensionist demonstrates proven
practices to the farmers, the farmers share their knowledge and field experience with the extensionist, and
jointly they work to identify problem areas and to seek solutions especially managing the forests sustainably. It
is an important tool to expand forest resources in a resources poor country, to protect its dwindling forest
resources, and to ensure optimum use of forest resources. Forestry extension which stemmed primarily from
the need to maintain both efficiency and equity in forestry development is considered as the "means" to
achieve the "ends" i.e. the adoption of forestry technologies by the villagers for their socio-economic
upliftment/improvement.

C. Role of extension workers as agents of change

Chavangi and Zimmermann (1987) attempted to describe the role of the extension forester under the
following points:
Primary role of the extension forester
- to help people to express and communicate their problems and needs as they themselves perceive
them. It is often said that a problem well defined and stated is a problem half solved.
As farm forestry (or agroforestry) is an integral part of rural development, the role of the extension forester is to
explore how natural, human, and institutional resources in the community can be developed to bring about
rural development through tree planting.
Specific role of the extension foresters:
1. to assist the people to come up with their own solutions to the problems that have been identified. This
means that the role of the extension forester should be that of a motivator through participation. People
should be given a chance to participate actively in the different aspects of planning and implementation.
2. to provide individual and group encouragement and technical advice to farmers in their tree-planting
efforts.
3. to assemble and transmit existing knowledge, and to add his own knowledge. Farmers who have
practiced tree planting for a long time have considerable experience. This is knowledge that evolves
over time; there is no substitute for it, and the extension forester will do well to make full use of this
knowledge.
4. to build on what already works well, but also to prevent farm forestry in all its aspects from remaining
static.
5. Role of organizing meetings. These various meetings are useful as a forum for creating mass
awareness and for assessing general opinion or reaction to issues related to rural afforestation
6. Initiate projects which demonstrate the impact of forestry projects.
7. assume the role of the organizer of visits to the projects.
 8. to develop satisfactory working relationships with the many other organizations which are involved in
the promotion of rural forestry activities
9. act as a link between researchers and the practical needs of the people.
10. to make information available in a suitable form.
Source: http://apps.worldagroforestry.org/Units/Library/Books/Book%2006/html/12.1_the_role_of.htm?n=125

Note: See also attached pdf file

D. Characteristics/Qualities of a Good Extension Worker

Effective forestry extensionists share a number of important qualities:

· Ability to understand the needs of the community
· Leadership qualities - ability to help organize and motivate others
· Trustworthiness and responsibility
· Effective communications skills
· Sensitivity to community concerns
· Technical knowledge, skills, and research ability - knowing where to find information
· Availability and accessibility to community
· Sense of humor
· Flexibility and adaptability to changing circumstances.
In addition to the above characteristics, an extension agent must have the insight and skills to determine the
most appropriate extension methods for the given situation
Source: http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0envl--00-0----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-
0-1-00-0--4----0-0-11-10-0utfZz-8-10&cl=CL1.6&d=HASHb1669db516271d3af777f8.3.3&gt=1

Note: See also attached pdf file

II. Theories, principles, goals & targets of IEC/extension

Programs & projects provide the disadvantaged people the opportunity to enhance their capabilities to
become empowered citizens (capable of making rational decisions pertaining to the improvement of their
livelihood, work productively & efficiency, & be a confident part of the mainstream society in their community) &
eventually, agents of social transformation.
In order to be effective, extension should be regarded as a process of integrating indigenous and derived
knowledge, attitudes and skills to determine what is needed, how it can be done, what local cooperation and
resources can be mobilized and what additional assistance is available and may be necessary to overcome
particular obstacles (FAO 1987).
2.1 General principles of extension
➢ Extension begins where the people are & in what they have.
➢ Extension activities should go to the members of rural families where they are
➢ Extension program should be based on people’s needs and decided by them
➢ Extension program is carried on either with groups of people or with individual
➢ Extension works with & through people
➢ People learn to do by doing
➢ The spirit of self-help is essential for democratic living
2.2 Specific principles of forestry extension
➢ The citizen is sovereign (free, independent, self-governing, self-determining) in democracy
➢ The forest is endowed with potential benefits for all citizens.
➢ The accomplishment of national goals and objective in forestry hinges largely on the voluntary mass
action & support of all individuals.
➢ A citizenry which is aware of the importance of forest resources to national building will strive to use or
enjoy these resources judiciously (carefully, thoughtfully, wisely) in order not to deprive others of the full
use or enjoyment of the same.
➢ A well-informed citizenry will be receptive to and respect & support forest conservation laws &
programs.
➢ All government programs directed towards forest conservation have greater chance of success when
coordinated at all levels.
2.3 Goals/objectives of forestry extension
The goals and objectives of forestry extension implicit in Republic Act No. 3523,
➢ Establish public understanding and awareness on the values of forests, and the related benefits
accruing to the nation and to the people.
➢ Create awareness of the fearsome catastrophies as a result from the destruction of the forests.
➢ Develop public respect for and support of the regulations, and practices relative to the protection and
development of forest resources.
➢ Disseminate knowledge of improved methods of forest resources management and industrial
technology derived from the interpretation of the results of research and intensive observations or
studies.
➢ Promote wise use of forest resources so that they make the maximum contribution to public welfare.
➢ Promote the need to encourage forest research and to improve forest resources management and to
promote industrial development in forestry.
2.4 Targets of forestry-community extension
➢ Internal publics – composed of extension agents of forestry & non-forestry government agencies, rural
development workers, & other forestry-interest groups. The aim is to improve their skills and
competencies as development workers.
➢ External publics – these are the people whose attitudes, values, knowledge and practices are to be
changed.
i. Policy makers & other government officials
ii. Lumber industries, loggers, processors & forestry business people
iii. Upland farmers (kaingineros), squatters
iv. Lowland farmers
v. Youths
vi. Rural folks
vii. Indigenous people
2.5 Pointers in building up effective extension service
➢ Extension must be closely related to research & cannot be divorced from it.
➢ There should be a unified system of forest extension.
➢ The extension service should function as a water pipe circulation system to facilitate the flow of
information from the top down and from the bottom, up.
➢ Forestry extension must be educational
➢ Extension worker must live in the rural area where they serve.
➢ The extension worker must be reasonably well-treated.
➢ Extension worker must be satisfactorily trained, both technically and socially to do the job required of
them.
➢ Extension worker must be provided with ample supply of materials.
 ➢ Local people must be involved in extension program planning
➢ Extension worker must assist the farmers in carrying an extension project to a successful conclusion.

III. Tools and Methods of Extension and Communication

3.1 Effective methods & tools in delivering extension services
a. Mass Contact – Use of mass media to reach the target audience.
i. Print media: bulletins, leaflets, pamphlets, circulars, news stories, feature articles.
ii. Audio Media: radio, cassette-tape recorders
iii. Audio-visual Media: movies, television, slides w/ narration
v. Cellphones & internets
b. Group Contact – information is presented to group who discuss, exchange ideas and make action.
This is done through:
i. Method demonstration – short time demonstration to show how something is done step by
step. The extension worker show how to carry out a single operations.
ii. General Meetings
iii. Informal Group Discussion
iv. Lecture – verbal presentation of an organized body of information
v. Field trips – a group travels to other locations to observe conservation practices.
vi. Field day – a day/s in which an area containing successful upland farming practices is open
to all people to visit.
vii. Role Playing – a simulation in which a single and open-ended story/scenario is described
and participants are given roles to act on situation.
viii. Seminar-workshop – directed activities
c. Individual Contact – one-on-one contact with target clientele.
i. Farm/Home Visits
ii. Official call – where initiative to ask information comes from farmers/callers
iii. Personal letters
iv. Informal Contacts – unstructured/unplanned meetings with target clientele. It might take
place in the market, streets, and local celebration.
d. Through Model Farmer
Farmer whose personal attitudes and farm practices are superior that his operation can serve
as model for others to follow.

3.2. Factors to be considered in using the tools and methods of community extension
a. Audience – kind of people, their education, abilities, needs, location, etc.
b. Problem areas – identify the problem situation of the concerned audience

3.3 Communication in Community/Forestry Extension

a. Meaning of communication
We have been practicing communication since we were born. We have been used to it that nobody
dares to ask what communication really means. The word communication was taken from the latin word
“communis” which means common. When we communicate we are trying to share information, an idea, or an
attitude. When we talk to upland farmers that forest destruction would result to floods, soil erosion & drought,
we are in effect sharing with them an information or knowledge which we have.
- Can best be summarized as the transmission of a message from a sender to a receiver in an understandable
manner
b. Types of communication
i. Interpersonal Communication – communication between a small group of individuals, typically in a
face to face setting, where participants engage in minimally restricted dialogue with each other
ii. Non-verbal communication - refers to the ways in which beings convey information about their
emotions, needs, intentions, attitudes, and thoughts without the use of verbal language. It is the
transmission of messages or signals through a nonverbal platform such as eye contact, facial
expressions, gestures, posture, and body language
iii. Written Communication - means the sending of messages, orders or instructions in writing through
letters, circulars, manuals, reports, telegrams, office memos, bulletins, etc. It is a formal method of
communication and is less flexible.
iv. Oral communication - communicating with spoken words. It's a verbal form of communication where
you communicate your thoughts, present ideas and share information. Examples of oral communication
are conversations with friends, family or colleagues, presentations and speeches
c. Elements, Process, and channels of communication
The elements are: source, message & receiver of the message. These 3 elements are always
present and are already enough to complete the cycle of the communication process. However, if you are
using a device or channel then, the elements become 4, hence the elements are: the source, message,
channel, and the receiver.
Communication Process (Source: http://www.ques10.com/p/13398/what-is-communication-explain-the-
process-of-commu/)
Process # 1. Sender:
Communication starts with the sender, who is the initiator of the message. After generating an idea, the
sender encodes it in a way that can be comprehended by the receiver. Encoding refers to the process by
which the sender translates his thoughts into a series of verbal and non-verbal actions that he feels will
communicate the message to the intended receiver. For example, translating the thought into any language.
Process # 2. Transmission:
The information that the sender wants to communicate is transmitted over a channel through which the
message travels to the receiver. A channel connects the sender to the receiver. Channels for communication
may include a memorandum, a computer, a telephone, a telegram, or a television.
The choice of a channel depends on the communication situation. For instance, when dealing with
confidential information, direct face-to-face interaction or a sealed letter are more effective channels than a
telephone conversation.
Process # 3. Noise:
Noise is anything that has a disturbing influence on the message. Since noise hinders communication,
the sender should choose a channel that is free from noise. Noise may occur at the sender’s end, during
transmission, or at the receiver’s end.
Examples of noise include:
i. Ambiguous symbols that lead to faulty encoding
ii. A poor telephone connection
iii. An inattentive receiver
iv. Faulty decoding (attaching the wrong meaning to the message)
v. Prejudices obstructing the poor understanding of a message
 vi. Gestures and postures that may distort the messag
Process # 5. Receiver:
The receiver is the person to whom the message is transmitted. In order to decode the message, the
receiver has to be ready to receive the message. That is, the receiver should not be preoccupied with other
thoughts that might cause him to pay insufficient attention to the message. Decoding refers to the process of
translation of symbols encoded by the sender into ideas that can be understood.
Communication can be considered effective only when both the sender and the receiver attach similar
meanings to the symbols that compose the message. For example, a message in technical jargon requires a
recipient who understands such terms. Communication is not complete unless it is understood by both the
sender and the receiver.
Process # 6. Feedback:
A message generated by the receiver in response to the sender’s original message is known as
feedback. Feedback is necessary to ensure that the message has been effectively encoded, transmitted,
decoded and understood.
It helps a sender evaluate the effectiveness of his message, so that he can modify his subsequent
messages. Feedback also confirms whether there has been any change in the behavior of the individual or in
the organization as a result of communication.
Channels of communication
Print media- includes the daily newspapers, weekly magazines, journals, bulletins, leaflets & others of
general circulation,
Audio media – includes radio
Audio-visual - movies, television, films, documentary films & slides projection accompanied by
narration.
Displays & exhibits includes pictorials and other materials.
Internet & cellular phones
Channels appropriate for our purposes in community extension
All of these are effective in contributing to learning of facts & to attitude & opinion change. Their relative
effectiveness in any given case seems to depend chiefly on the nature of the audience & of the material being
presented.
However, experts said these:
i. Communication to the ear results in more retention of simple & brief materials than does
communications to the eye.
ii. Combined use of communication to the ear and to the eye results in more retention of simple & brief
materials than the use of either method alone.
iii. Reading skill of the audience is the critical factor in the relative amount of retention resulting from
aural and from visual presentations of lengthy & complex materials. A person with adequate reading
skill will profit, in trying to master this kind of material, from being able to set his own pace, repeat at
will, & use diagrams and pictures.
iv. For person with adequate reading skills, print is more likely to make for a critical and discriminating
reception of communication, sound for an emotional and suggestible reception.
 v. Face-to-face discourse is a more effective instrument of persuasion than is transmitted voice, which
is in turn more effective than print.
d. Strategies on how to arouse action among the receiver or listeners
First – The message must be so designed & delivered so as to gain the attention of the intended destination.
The message must be timely & should be equipped with clues which will appeal to the receiver’s interest.
Second, the message must employ signs which refer to experience common to source & destination so as to
“get the meaning across.” Talk in terms of the experiences of the destination.
Third, the message must arouse personality needs in the destination & suggest some ways to meet those
needs. Thus advertisement commonly appeal to one of our personality needs, the needs for security, status,
love, belongingness, etc. The message can try to control the resulting action by suggesting what action to
take. Thus, an advertisement usually tells you to buy, what & where.
Fourth, the message must suggest a way to meet those needs which is appropriate to the group situation in
which the destination find himself at a time when he is moved to make the desired response.
How would you know that your message has aroused the interest of the listeners or that it has spurred them
into action?
You may know it in terms of the so-called feedback. A feedback can be in the form of letter, a relayed
information, or a definite action. However, feedbacks do not come easily. Very few people take the trouble to
writing a letter the source of the message of other people what they think about the message. The feedback
may not even come within one’s lifetime.
e. Major stages in changing attitudes and values of clientele groups
a. Awareness stage – stage of learning the answers of what to know
b. Interest stage – stage where audience develops the likeness to learn
c. Evaluation & decision stage – stage when the audience decides whether to accept or reject the
newly learned idea.
d. Implementation stage – stage where the audience finally act, do or test the ideas, knowledge &
practices learned.
Adoption of Appropriate Extension Strategy
Policies of forestry extension program
It may be desirable to establish clear policies regarding the following issues prior to starting the planning of
new forestry extension programs (Clark 1982):
Active participation of the people, particularly the disadvantaged rural poor, women and youth, in planning,
implementation and evaluation through existing rural community institutions (i.e. local councils, cooperatives,
farmers’ associations) rather that attempting to organize separate forestry extension bodies.
Special extension activities through groups of the rural poor, including the reservation of inputs and services for
them.
Personnel management policies, which encourage the delegation of authority and responsibility for forestry
extension to front-line forestry extension staff and representative local rural institutions (field extension staff to
be accountable to the people).
Close cooperation between forestry extension personnel and agricultural/rural development extension
personnel.
Recognition of the essential role of a receiving/utilizing system for the rural poor to facilitate the proper
functioning of the delivery system of government particularly for the disadvantaged rural people.
Ensuring that extension workers are not required to perform any regulatory functions.
Ensuring strong linkages and feedback between forestry research and forestry extension.
Involvement of the NGO sector, including private enterprises, in the design, implementation and evaluation of
forestry extension activities.
With the adoption of new forestry policy of Bangladesh in 1994, people’s participation is encouraged as one of
the strategy of forestry development in the country.
Approaches of forestry extension program
There are two approaches that could be used for forestry extension namely: top-down approach and bottom-
up/participatory approach. Bottom-up approach is important for any effective implementation of forestry
extension program. In bottom-up approach the target beneficiaries are consulted prior to program planning -
their needs, problems and aspirations are taken into consideration in the planning. The comparative
advantages and disadvantages are discussed below.
TOP-DOWN APPROACH
Top-down approach: The top-down approach is simply one-way information delivery system. The way flow of
information reinforces the hierarchical relationship between the extension agent ant the client. It also foresters
and encourages superior attitudes on the part of extension agents. De Vries (1980) summarizes this in
examining the assumption of underlying the traditional top-down extension approach.
Extension agent teaches, farmers are taught;
Extension agent knows everything; farmers know nothing;
The agent thinks, the farmers are thought about;
The agent is active; farmers are passive;’
The agent confuses authority of knowledge with his own professional knowledge’
The agent chooses program content; and
The agent assumes teaching leads to learning.
This approach is also known as "blue-print" or "pre-determined" approach. Since this is a government program,
there is a danger that people/villagers may not fully understand and support.
Bottom-up approach or Participatory Approach: The organization must not be used just to sell the
government’s viewpoints. Rather, activities should be designed to reflect the needs, aspirations, problems and
cultural transitions of the people, as perceived by themselves so that they become motivated in sound forestry
activities (Clark 1982). In contrast to conventional extension (top-down), the bottom-up approach is
characterized as follows.
Participation of local users in early stages of planning and development;
Extension agent role is a facilitator rather than teacher;
The two-way information flow system; and
Using bottom-up approach, both farmers and agents are active, both are involved in learning, and farmers
participate in the selection of the program content.
An example of "participatory" planning exercise of a forestry extension activity would be the establishment of
village forest nurseries in consultation with the villagers prior to actual establishment (Magno 1986).
http://www.fao.org/3/XII/0346-
A1.htm#:~:text=It%20is%20an%20important%20tool,and%20equity%20in%20forestry%20development.