THE FIELD PRACTICE OUTLINE EXPERIENCE AT EXTENSION OFFICE,

RESEARCH, EXTENSION AND TRAINING, CENTRAL LUZON

STATE UNIVERSITY, SCIENCE CITY OF MUÑOZ
NUEVA ECIJA

JAN MARWIN Z. VILLAPANDO

Submitted to the Faculty of the Department of Agricultural

Extension Education and Rural Development, College of Agriculture, Central
Luzon State University in partial fulfillment of the requirement for the degree

BACHELOR OF SCIENCE IN AGRICULTURE

(Major in Agricultural Extension Education and Rural Development)

NOVEMBER 2018
 MAJOR PRACTICE IN AGRICULTURAL EXTENSION EDUCATION

by

JAN MARWIN Z. VILLAPANDO

INTRODUCTION

On-The-Job Training (OJT) entrails significant benefits that could give trainees

invaluable assets for achieving gainful employment. The training provides students the

opportunity to accurate sufficient knowledge and skills relevant to work habits necessary

to become competitive in the labor market. The training also assists individuals in

developing professionalism and interpersonal skills necessary for success in the

workplace.

OJT is work preparing that happens in the work put.. It is a piece of school

educational modules that plans to prepare and arrange understudies about the work and

their future vocation. It is critical not exclusively to show understudies their picked

profession yet to demonstrate understudies the truth about working.

 1
Undergraduate Major Practice Outline in Agricultural Extension Education to be presented as partial
fulfillment of the requirements for graduation with the degree of Bachelor of Science in Agriculture, Central Luzon
State University, to be conducted at Extension Office, Research Extension and Training, Central Luzon
State University, under the supervision of Milagros S. Diaz.
A constant supply of timely and appropriate information to this group of

agricultural information users will enhance the quality of information they provide to

farmers, researchers, and policy makers.

Agricultural extension officers communicate to farmers about agricultural

information on natural resources, animals, crops, on how best to utilize the farmland, how

to construct proper irrigation schemes, economic use and storage of water, how to combat

animal disease, and save on the cost of farming equipment and procedures. It is critical

that farmers fully comprehend this information and apply the advice with their

agricultural production.

On the other hand, Department of Agriculture Extension Education order

the College of Agriculture is responsible for agricultural extension activities of the

college. The students are taught to be efficient and effective extension agent upon

graduating for the college for their pursued job opportunities. Part of this activity is the

On-The-Job Training for students under the department.

The On-The-Job Training for graduating college student is considered as

challenging and at the same time an opportunity to gain knowledge and experiences. The

student trainees experience working with faculty and staff and other technical experts

from their assigned offices and agencies.

 The Extension Office is one of the core offices of the Research, Extension, and

Training (RET) department of CLSU. It is otherwise known as the University Extension

Program-Management Institute for Rural Development (UEP-MIRD). It represents the

unified and coordinated efforts of the university in reaching more development partners

such as state colleges and universities (SUCs), local government units (LGUs),

government organizations (GOs), non-government organizations (NGOs), and people’s

organization (POs).

The Field Practice Program of College of Agriculture places a great deal of value.

The Field Practice Program is really one significant parts of schooling. As a final

requirement for the degree Bachelor of Science in Agriculture Major in Agricultural

Extension Education Field Practice Program is conducted.

 APPROVAL SHEET

MAJOR PRACTICE OUTLINE

Major Practice Student : JAN MARWIN Z. VILLAPANDO

Major Area : EXTENSION EDUCATION

For the degree : BACHELOR OF SCIENCE IN AGRICULTURE

Approved:

NEMESIO V. TORRES _______________

Adviser Date Signed

NEMESIO V. TORRES _______________

Department Major Practice Coordinator Date Signed

MARIJOY M. BWENAVISTA _______________

Department Chairperson Date Signed

Recorded:

JAYSON J. JUAN _______________

College Major Practice Coordinator Date Signed
 Objectives of the Field Practice

The field practice shall provide students real work and life experiences through

actual field and office immersion. Specifically, it aims to:

a) Better understand skills, approaches and methods of extension.

b) Observe and demonstrate/use different models of techno-transfer

c) Practice and develop proper and appropriate work values in extension

management.

Expected Outputs

The expected outputs of the major practice are the following:

a) Enhance knowledge and skills, extension approaches and methods.

b) Improve knowledge and skills in the field of Agricultural Extension

c) Increase understanding of different models of techno-transfer
 Time and Place of the Field Practice

The Field Practice student will be assigned in the University Extension Office

under the direct supervision of Nemesio V. Torres. The Office is located in the Research,

Extension and Training Building, Central Luzon, State University, Science City of

Muñoz, Nueva Ecija. The field Practice will start on June to August 2019 with a total of

400 hours to complete the requirement of the Field Practice program.

 REVIEW RELATED LITERATURE

Intangible components like knowledge, technological capabilities and skills, constitute a

major determinant of a firm’s competitiveness and can be viewed as production factors.

(Knowledge Transfer Management: Studying the Actual Process. 2014 ).

What is Extension?

Extension workers, managers or practitioners of extension at different levels can

be found in various agencies whether public or private. Their mandates or major

functions vary from agency to agency depending on the nature of agency--- school or

academic institution, research, bank, business, health, marketing, religious, sports and

cultural environmental and many other areas. The following are the varied concepts and

nature of extension and agricultural extension: (Coloma,2016).

What is Agricultural Extension?

Agricultural extension is a general term meaning the application of scientific

research and new knowledge to agricultural practices through farmer education

(Kent,2016).
Extension as a Job/Work: Technology-Transfer

Extension is the job/task of disseminating and teaching new knowledge, skills,

and information from the extension worker to target clientele. In agriculture and related

fields, it involves the transfer of technologies from the research agencies to target users

whether farmers, traders, processors, and businessmen (Coloma,2016).

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).

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 as Form of Non-formal Education

Extension refers to the system(s) that facilitate the access of farmers, their

organizations and other market actors to knowledge, information and technologies,

facilitate their interactions with partner in research, education, and agribusiness, and other

relevant institutions; assist them to develop their own technical, organizational and

management skills and practices (Chaunan,2010).

Extension is an informal educational processes directed toward the rural

population. This process offers advice and information to help them solve their problems.

Extension also aims to increase the efficiency of the family, increase production and

generally increase the standard of living of the farm family (FAO, 2016).

Implications for Extension Officers

The shift in thinking described above also led to the emergence of an additional

role of extension officers as facilitators or ‘innovation brokers’ (Klerkx and Lewis,

2009;Leeuwis and Aarts, 2011).

Such a role includes bringing together actors and facilitating their interaction, so

as to co-create knowledge and innovation. This expands the function of extension officers

from that of an intermediary between research and farmers to that an intermediary that

creates and facilitates many-to-many relationships (Klerkx and Gildemacher, 2012).

 The concept of demand-led extension whereby information, advice and other

services are tailored to the needs and demands of the farmers has become well accepted

among scholars and practitioner. However, to a large extent, both participation and

demand-led services appear to be institutionalized in rhetoric only (Rivera and Sulaiman,

2009; Devaux et al.,2009).

In reality, there are still many programs that provide information derive from

other stakeholders’ assumptions of farmers’ needs, instead of being based on what

farmers themselves express. Paternalistic delivery methods and prescriptive structures

abound. Participation is often merely seen as an instrument instead of a guiding principles

that underpins all activities (Pyburn and Woodhill, 2014).

Capacity Building and Incentives for Extension Officers

Extension officers often lack opportunities for training and capacity development.

However, assuming a facilitating and brokering role to co-create knowledge with farmers

is challenging and can only be done if extension officers are properly trained. Incentives

should promote more collaboration between extension officers, farmers and other actors

and encourage multi-directional flows of knowledge formation. This also requires

attitudinal changes in extension officers who often times carry with them into the field a

mentality of being an ‘authority’ to teach farmers (Kibikwa et al.,2009).

Principles and Processes that Strengthen Quality of Information

Knowledge is co-created through interactive processes among stakeholders,

including extension workers, researchers, private-sectors, NGOs, and/or farmers

(MEAS,2015).

Demand-Driven Extension: Agricultural Services and Decentralisation

Agricultural extension services across Africa are undergoing radical change.

Drivers for change include: concerns to make services more accountable to users, the

emergence of multiple extension providers, and economic considerations. At the same

times they are moves towards more decentralized government in a number of states.

Decentralization should enable more agricultural services to be more demands-driven,

with decision-making moving closer to people using the services. It also opens up the

possibility for increased involvement by a much wider range of local stakeholders-

moving away from the top-down system of decision-making that have operated for the

last 60 years. But experience from two countries show that these processes are far from

completes (Poulton and Argwings-Kodhek, 2010).

Decentralization and Demand-Driven Services: The Malawi Experience

Malawi’s extension policy (developed in the line with the decentralization

process) proposes a bottom-up and participatory strategy for planning interventions, and

calls for demands driven services from different providers to range wide extension needs.

Individual farmers request services from extension workers (the poor and marginalized

are at a disadvantage), and new village, area and district stakeholders panels-including

farmers associations, small farmers, traditional leaders, agribusiness and NGOs identify

extension priorities, which are then fed upwards to inform planning processes

(Chinsinga,2010).

Quality of Content in Agricultural Advisory and Extension System

Agricultural extension services can perform better if they are well managed and

accountable to farmers, and if they meet the needs of diverse farmers who engage in

varied and complex farming systems. The goal of service delivery is to enable small

farmers to make better informed decisions related to improving their agricultural

practices and livelihoods (Birner and Anderson 2007).

Working with Farmer Organization

Farmers are seldom involved in governance of research organizations, particularly

in budget allocation and setting priorities for R&D apart from often token consultations.

Farmer organizations have a critical role to play in voicing demand for technology
research and development. Yet political clout of farmers organization is hugely variable,

as is public sector responsiveness farmers demands (Scoones and Thompson, 20009).

METHODOLOGY

This portion contains the framework of the field practice, strategies in

implementation (preparation phase, implementation phase and completion phase) and

background of the cooperating agency.

Inputs Process Outputs

Increased in knowledge in
CLSU-College of OJT Experiences in CLSU methods and techniques
Agriculture Extension Office Techno-demo
Project Enhance knowledge in
Department of
conducting training and
Agricultural Extension Preparation phase seminar, and technology
Education and Rural Preparation of OJT requirements transfer
Development (DAEER) (workplan, certificate of first aid,
OSA certificate, outline preparation)
Increased knowledge in
Field practice student
field monitoring
Implementation of activities
Training and seminar
Technology transfer
Field monitoring
Cooperating
Agency
Completion
Preparation
(CLSU of narrative report or
Extension
the manuscript
Office)
Outcomes
Developed skills to make the student competitive in
terms of agricultural extension

Enhance knowledge and skills, extension

approaches and methods.

Improve knowledge and skills in the field of

Agricultural Extension

Increase understanding of different models of

techno-transfer
 Figure 1. Framework of the Field Study

Figure 1 shows the framework of the field practice anchored on the system’s

model. The inputs refer to the requesting or sending institution particularly the College of

Agriculture. The Department of Agricultural Extension Education and Rural

Development will perform the necessary selection, screening and preparation of the

senior BSA students major in Agricultural Extension Education.

The cooperating agency shall be selected based on the criteria used by the

department such as: accessibility, competency, programs and projects, manpower and

commitment to train field practice students. The cooperating agency and filed practice

supervisor shall be oriented on the major areas where students shall be exposed such as

technology transfer, research in extension, IEC material production, extension

management and other relevant activities, which are possible during the field practice

duration.

The field practice experience shall increase senior students in the following: a)

increase in knowledge and information in the various fields or areas in extension; b0

increase in knowledge and skills in selecting and using appropriate extension approaches

and methods; and c) develop positive work attitudes and values in Agricultural Extension

works, rural communities and the environment.

 All these experiences and target outputs shall contribute to the total development

of future professional agriculturist.

Strategies of Implementation

Preparation Phase. The department shall send letter of request to the selected

cooperating agency. The cooperating agency shall respond to the request and schedule

the duration of the field practice

Implementation of Field Practice. The student shall report to the cooperating

agency on the approved date and start of the field practice. The Field Practice Supervisor

shall orient the students on the field practice policies, requirements and grading system.

Work plan of the field practice student shall be prepared in accordance with the

current programs and projects of the office. Regular or weekly monitoring of the

student’s activities shall be done. Coaching and mentoring shall be done in partnership

with the Extension Office personnel.

Completion Phase. The student shall prepare the field practice narrative report following

the approved format and guidelines of the department. Final presentation of the field

practice narrative report shall be done on scheduled dates by the department.

 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 Program under Extension Office. 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 her 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.

I.TECHNOLOGY PROMOTION

The Extension Office 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 activities together with LGUs and field units of regional or
national agencies and private institutions. Assists clients to have fast access to source of

information, technologies and other services.

II.CAPABILITY BUILDING

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

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

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

III. 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.

IV. SPECIAL 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.

Proposed Program Of Activities

ACTIVITIES NO DEC JAN FEB MAR APR MAY

V

Preparation of the outline X

Outline Presentation

Preparation of requirement X
for field practice

Orientation in Extension X
Office regarding operation
and program components

Preparation of training X X X X X
materials/kit

Facilitate trainings X X X X X

Involvement in Techno- X
Promotion
 Promotion of aerobic rice/ X

Promotion of goat X
production technology

Involvement in IEC X X X X
material

Assist in conducting X
meeting with IPs

PERSONAL INFORMATION

NAME : Jan Marwin Z. Villapando

DATE OF BIRTH : Febuary, 18, 1998

PLACE OF BIRTH :Atimonan, Quezon

HOME ADDRESS : Brgy. Buhangin, Atimonan Quezon

RELIGION : None

CITIZENSHIP : Filipino

SEX :Male

CONTACT NUMBER : (0927) 428 0093

PARENTS :Elizabeth Villapando

:Cornelio Villapando
In Case of Emergency Please Notify:

Name : Elizabeth Villapando

Address : Brgy. Buhangin, Atimonan Quezon

Relationship : Mother

Contact Number : (0905) 426 6198

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Driven? The Case of India’s Agricultural Extension Policy. IFPRI Discussion
Paper 00729, Washington D.C.

CHAUNAN, J. 2000. Agricultural Extension Education. Capability Building: Key to

Agricultural Extension Survival. Scholar Journals of Agriculture and Veterenary
Sciences.

CHINSINGA, J. 2010. The Limits of Decentralized Governance: The Case of Agriculture

in Malawi. Future Agriculture Policy Brief 33, FAC.

COLOMA P.S. 2016. Lecture Handout in Agricultural Extension Education 135.

Unpublished.

DEVAUX, A., HORTON, D., VELASCO, C., THIELE, G., LOPEZ, G., BERNET, T.,
REINOSO, I. and ORDINOLA, M. 2009.Collective Action for Market Chain
Innovation in the Andes. Food Policy, 34, 38-39
FOOD AND AGRICULTURE ORGANIZATION (FAO). 2016. Agricultural Extension .
Retrieved from www.fao.org on June 10,2016

KNOWLEDGE TRANSFER MANAGEMENT: STUDYING THE ACTUAL PROCESS. 2014. Giannis

Tselekidisa Apostolos Rafailidisb.

FOOD AND AGRICULTURE ORGANIZATION (FAO).2016. Application of

Agricultural Education. Retrieved from www.fao.org on June 10,2016.

KIBIKWA, P., WALS, A.E.J. and NASSUNA-MUSOKE, M.G. 2009.Competence

Challenges of Demand-led Agricultural Research and Extension in Uganda. The
Journal in Agricultural Education and Extension, 15(1), 5-19

KLERKX, L. and LEEUWIS, C. 2009. The Emergence and Embedding of Innovation

Brokers at Different Innovation System Levels: Insight from the Dutch
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860.

KLERKX, L. and GILDEMACHER, P. 2012. The Role of Innovation Brokers in

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LEEUWIS, C. and AARTS, N. 2011.Rethinking Communication in Innovation

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MANFRE,C., RUBIN, D.,ALLEN, A., SUMMERFIELD, G., COLVERSON, K. and

AKEREDOLU, M. 2013. Reducing the Gender Gap in Agricultural Extension
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MEAS Discussion Paper 2.
MEAS 2015.Gossary. Accessed 27 October 15, Retrieved from http://www.meas-
extension.org/home/glossary

POULTON, J.C. and ARGWINGS-KODHEK,G. 2010. Agricultural Services and

Decentralization in Kenya Future Agricultures Policy Brief 035 FAC.

PYBURN, R. and WOODHILL, J. (eds.) 2014.Dynamics of Rural Innovation- A primer

for emerging professionals.LM Publishers, Arnhem.

RIVERA, W. and SULAIMAN, R.V. 2009. Extension: Object of Reform, Engine for
Innovation. Outlook in Agriculture 38(3), 267-73

SCOONES, I. and THOMPSON, J. 2009. Farmer First Revisited: Innovation for Agricultural
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