1

Strategic Guide to Planning,

Implementation and Monitoring
Extension Program

Learning Modules in AG EXT 2 -

PLANNING, IMPLEMENTATION, MONITORING
AND EVALUATION OF EXTENSION PROGRAM
for BSA 4 Crop Science

First Semester, SY 2020-2021

ELLEN GRACE T. SOBERANO, MS

ALAN A. POSADAS, MA
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Foreword

ELLEN GRACE T. SOBERANO, MS

ALAN A. POSADAS, MA
Authors
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Acknowledgment
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Table of Contents

Page
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Unit 1 EXTENSION PROGRAM PLANNING: KEY

FEATURES FOR AN EFFECTIVE
1 EXTENSION INTERVENTION

Module Learning Outcomes

This module aims to:

1. Explain the basic concepts and activities in the planning stage.

2. Define an extension program and identify the necessary requirements to ensure its
successful implementation.
3. Cite the different principles that should be noted in planning stage.

Introduction

Planning

The basic concept of planing appears to be well accepted in our culture. It is

regarded as an integral and important dimension of our culture's rational value
orientation. Rational value orientation assumes a conscious systematic approach to
problem solving, i.e., problem definition, data gathering and choosing between
alternative ends and means on the basis of predetermined criteria. Almost everyone
accepts the premise that planning is important and necessary for individuals, for families
and for business organizations. The most effective planning effort would be that 'which
achieves the greatest degree of performance of the actions, motions or operations
implied by a set of planning concepts which depict the ideal process (Boyle, 1965).

Assumptions on Extension Planning

The concept of extension planning is based on a number of assumptions. Boyle (1965)
has listed the following assumptions in this regard:
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• Planning change is a necessary prerequisite to effective social progress for

people and communities.
• The most desirable change is predetermined and democratically achieved.
• Extension education programmes, if properly planned and implemented, can
make a significant contribution to planned change.
• It is possible to select, organize and administer a programme that will contribute
to the social and economic progress of people.
• People and communities need the guidance, leadership and help of extension
educators to solve their problems in a planned and systematic way.

Extension Programme Planning

Having described the concepts of planning and extension programme, now the stage is
set to examine the concept of extension programme planning. A few points need to be
explicated before attempting a definition.
1. Extension programme planning is a process:
The dictionary meaning of 'process' is 'any phenomenon which shows a continuous
change in time' or 'any continuous operation or treatment'. If we accept this concept of
process, we view events and relationships as dynamic, ongoing, ever-changing and
continuous. When we label something as a process, we also mea that it does not have a
beginning, an end, a fixed sequence of events. It is not static, at rest. The basis for the
concept of process is the belief that man cannot discover the structure of physically
reality; man must create it.
This definition of process suggests that 'a process is involved in which a series of actions
culminates in the accomplishment of a goal' (Boyle, 1965). Viewed in this way, the
concept of process involves a method, i.e., a process should be viewed as a sequential
set of steps or several systematically ordered steps of planning, the performance of
which leads to the accomplishment of a goal. In extension programme planning, the
immediate goal would be the development of a programme document.
The concept a person has of the extension programme planning process will affect
actions and mode of researching the process. Many programme-planning processes
take place at any particular time at different levels of the extension organization. For
example, programme planning occurs at the national level (five-year plans), at the state
level (state plans, annual plans of work) and at the block level. In fact, planning at the
block level is taking place when:
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• The long-time plan or projected plan is being developed;

• The schematic budget is being planned;
• The annual plan of work is being developed;
• Detailed plans for individual learning experiences are developed with a major
project.

2.Extension programme planning is a decision-making process.

Planning is basically a decision-making process- and so is extension programme
planning. In extension programme planning, scientific facts are put to value judgements
of the people through the implementation of a rational planning model in order to decide
a programme which will be carried out through the extension teaching activities.

3.Extension programme planning requires advance thinking:

If we could know 'where we are' and 'where we are to go' we could better judge 'what to
do' and 'how to do'. This statement lies at the heart of the nature of planning. Panning
does not take place in a vacuum or automatically. It has to be made to happen.The most
basic fact giving rise to planning is that effective rural development result from choice,
not from chance; it results from design, not from drift. Good extension programme
planning is an intellectual activity since it usually involves a study and use of facts and
principles. It requires knowledge, imagination and reasoning ability. It is a complex
exercise as it involves people their needs, their interests, useful technology, educational
process, analyzing a situation and making decision about what should be done,
determining useful actions, projecting the desired shape of things in future and several
other components, which are rarely simple.

4.Extension programme planning requires skill and ability on the part of planners:
Planning effective extension education programmes requires a number of high-level
professional skills. Needed abilities include understanding and skill in the following broad
areas:

• Understanding the nature and role of extension education organization.

• Knowledge and understanding of the technology related to the subject with which
the programme is concerned.
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• Ability to clarify the objectives of a programme and to so state them that they are
useful in guiding its execution.
• Skill at seeing the relationship between principles and practice.
• Skill at inquiry and human relationships.

5.Extension programme planning is built round content:

A programme regarding any extension activity can only be built on the basis of content.
Without some express purpose, there can be no planning. Extension programme
planning is build around available improved technology, the people, their resources,
problems, needs and interests.

6.Extension programme planning is a social action process:

Extension programme planning involves interaction and the decisions so taken in the
form of a programme affect others. Interaction assumes some type of communication
between two or more people in the planning process. So when the extension staff
involving specialists and people's representatives decides on the programme content for
extension teaching for the coming year, it is involved in social planning. In this process,
the scientific data is put to value judgements so as to decide the intended direction of
change and also the appropriate methods to be used to reach these goals. Further, the
resultant programme has many social consequences in terms of interaction with other
people, e.g., to inform them, educate them, persuade them, in order to introduce
improved technology into their minds and actions.

7.Extension programme planning is a collaborative effort:

Extension programme planning is a collaborative effort involving identification,
assessment, evaluation of needs, problems, resources, priorities and solutions.

8.Extension programme planning is a system:

Extension programme planning is a system as its procedures and processes are
interrelated, ordered and linked progressively to form a collective whole. It includes
several subprocesses, such as planning, designing, implementing, evaluation etc.
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9.The end-product of extension programme planning is an extension programme:

The first consideration for anyone who is to concern himself with a process or set of
procedures for planning is to clearly identify the primary purpose of the planning process
to be developed. Many have suggested that the purpose of planning is for educating
those who participate. According to Vanderberg (1965), 'the primary purpose of any
planning, first and foremost is that of developing a sound, defensible and progressive
course of action or plan. In the process followed, many other benefits might accrue, such
as the education of participants, but we want a plan which can and will be used'.

Extension programme planning defined

Having said that extension programme planning is a social action, decision-

making, inter actional process in which advance thinking is needed for identifying the
needs, interests and resources of the people through educational means to prepare a
blueprint for action we are now ready to formally define this concept. However, it
appears appropriate here to first list some of the definitions of extension programme
planning as given in the literature.

1.Programme planning is viewed as a process through which representatives of the

people are intensively involved with extension personnel and other professional people
in four activities (Boyle, 1965):

• Studying facts and trends;

• Identifying problems and opportunities based on these facts and trends;
• Making decisions about problems and opportunities that should be given priority;
and
• Establishing objectives or recommendations for future economic and social
development of a community through educational programmes.

2.This are the process whereby the people in the country, through their leaders, plan
their extension programme. Country and state professional extension staff members
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assist in this process. The end-result of this process is a written programme statement
(Lawrence, 1962).
3.Extension programme planning is the process of determining, developing and
executing programmes. It is a continuous process, whereby farm people, with the
guidance and leadership of extension personnel, attempt to determine, analyse and
solve local problems. In this, there are three characteristics:

• What needs to be done;

• When it should be done; and
• How it should be done (Musgraw, 1962).

4.An organized and purposeful process, initiated and guided by the agent, to involve a
particular group of people in the process of studying their interests, needs and problems,
deciding upon and planning education and other actions to change their situation in
desired ways and making commitments regarding the role and responsibilities of the
participants (Olson, 1962).
An analysis of these and other definitions of extension programme planning implies that
it:

• Is a decision-making, social process;

• Involves advance thinking;
• Is a progressive step-by-step process;
• Uses educational means in defining the goals and situations;
• Is built around improved technology, people, their needs, interests, resources,
values, attitudes and skills; and
• The end-product is a written statement of situation, problems, objectives and
solutions.
• Thus extension programme planning may be defined as:
• A decision-making, social-action process in which extension educationists
involve people's representatives,
• To determine their needs, problems, resources and priorities,
• In order to decide on an extension programme consisting of situation analysis,
problems, objectives and solutions,
• Which will form the basis of extension teaching plans for a given period.
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Rationale of programme planning

1.Progress requires a design: Effective education is a result of design not drift; it

results from a plan-not from trial and error. The experience of workers in education and
in other educational agencies has been that progress is made most effectively when a
plan of action is set forth and followed. The pay-off for educational effort comes when
people change their behaviour to improve their situation. These results come most
rapidly when careful planning is done and when effective teaching methods are used.

2.Planning gives direction: There are no tests for directing the people's learning in
extension. This arguments the difficulty of designing a plan and underscores the fact that
planning is one of the most important jobs of extension workers.
In planning or constructing a course of study, the teacher should be guided by five major
factors: (1) the purpose for which the course is offered, its aims; (2) the characteristics
and needs of those who are to take the course; (3) the educational environment of these
persons; (4) the sources of information available; and (5) the requirements or demands
of the vocation or other uses to which the learning is to be put. These factors apply to
the development of extension programmes as well as to the curriculum of the public
schools. The factors that apply to the study of a situation will be considered more closely
a little later.

3.Effective learning requires a plan: There must be consciously directed effort on the
part of the teacher to give guidance to the learning process. The direction of this
teaching effort can best be stated in terms of objectives. They must be developed with
the people to be taught and must be capable of attainment by and with the people
concerned.

4.Planning precedes action: The results of an action are dependent on the following:
adequacy of analysis of the problems, situation of objectives and involvement of the
people. Through the planning process, questions such as these are posed:
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i. What information do farm men and women need most?

ii. Which kind of information shall be extended?
iii. What information shall be extended first?
iv. How much time shall be devoted to this line of work?
v. How much effort shall be devoted to this line of work?
The answers to these questions lie in the programme planning process.
Kelsey and Hearne (1949) have given the following rationale for a planned extension
programme .According to them, sound extension programme planning:

1. Is based on analysis of the facts in the situation;

2. selects problems based on needs;
3. determines objectives and solutions which offer satisfaction;
4. reflects performance with flexibility;
5. incorporate balance with emphasis;
6. envisages a definite plan of work;
7. is a continuous process;
8. is a teaching process;
9. is a coordinating process;
10. involves local people and their institutions; and
11. provides for evaluation of results.

Thus it could be said that planning programmes is an integral part of the

development process and ensures better and efficient utilization of resources,
accountability and human development.

Principles of programme planning

After a critical analysis of the programme planning principles available in extension
literature, some applicable principles in the country are given below:

1. Extension programme planning is based on analysis of the facts in a situation

It is important to take into account the conditions that exist at a particular time. This
implies that factors such as land, crops, economic trends, social structure, economic
status of the people, their habits, traditions and culture, in fact, everything about the area
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in which the job is to be done and its people, may be considered while planning an
extension programme for an area. These factors may be viewed in terms of established
long-term objectives and rural policy. The outcome of previous plans should also be
reviewed and results utilized.
Brunner and Yang (1949) argue that there is no greater mistake than to assume that
technical know-how alone will solve the problems of the farmers. They say that no
programme or even technique can achieve the desired results when not in harmony with
the culture of the people. 'Extension knows, if need be, the surer way is to effect cultural
change by the slow but certain process of education.

2.Extension programme planning selects problems based on people's

interests and needs.
Sound programme building selects problems based on people's needs. It is
necessary to select these problems which are most urgent and of widest concern.
Choice of problems must be from among those highlighted by an analysis of the
facts regarding what are felt as unfelt needs. To be effective, extension work must
begin with the interests of the families. It must meet interest and use them as a
spring-board for developing further interests. It is common knowledge that people
join together because of mutual interests and needs.
Brunner (1945) said that an extension programme must meet the felt needs of the
people. Leagans (1961) has recommended that the extension workers adopt the
subject matter and teaching procedure to the educational level of the people, to their
needs and interests, and to their resources.

3.Extension programme planning determines definite objectives and solutions

which offer satisfaction
In order to hold interest, we must set working objectives and offer solutions which are
within reach and which will give satisfaction on achievement. This is related to
motivation for action. People must see how they or their communities are going to
benefit from the proposed solutions. Very often the simplicity or dramatic effect of the
practice recommended is the most potent factor in its wide adoption. Further, if there
is to be progress and not more evolution in the development of man, the objectives
must be periodically revised in view of the progress made. In other words, as
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changes occur, objectives need to be re determined to allow for even further

progress to be realized.
4.Extension programme planning has permanence with flexibility
Any good programme must be forward looking and permanent. Permanence means
anticipating years of related and well organized effort. Along with this lower process,
which both follow and makes a long-term trend, experience has shown that particular
items will need to be changed to meet unforeseen contingencies or emergencies.
Without flexibility, the programme may not, in fact, meet the needs of the people. A
programme should be prepared well in advance of its execution but not too far ahead
of time. Ordinary events may subject it to change in part though not in total. It
is obvious that an extension programme must be kept flexible to meet the changing
needs and interests of the people.

5.Extension programme planing has balance with emphasis

A good programme should cover the majority of people's important interests. It must
be comprehensive enough to embrace all groups, creeds and races at all levels and
community, block, state, national and international problems. It is futile to deal with
only one phase of life in a community as an end in itself. At the same time, a few of
the most important or timely problems should be chosen for emphasis. To avoid
scattered effort, something must stand out. Decisions must be made as to which of
the needs are most urgent. The next consideration in choosing items for emphasis is
to promote efficiency by permitting a good distribution of time and effort throughout
the year. Too many things carried out simultaneously will divide either the worker's or
the people's attention.

6. Extension programme planning has a definite plan of work

No matter how well a programme is thought through, it is of no use unless carried
out. This implies good organization and careful planning for action. A plan of work is
an outline of procedure so arranged as to enable efficient execution of the entire
programme. It is the answer to what, where, when and how the job will be done. In
carrying out programme plans, different leaders and groups may work on various
phases, i.e., the women in the community may work on one segment, the men on a
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second segment and youth-club members on a third. Organization should be used

as a tool to accomplish these purposes, never as an end in itself.

7. Extension programme planning is an educational process

The people who do the planning may participate in local surveys and neighbourhood
observations. This provides an opportunity for them to learn more about their own
community and area and increases their interest. The extension worker has the
responsibilities of providing local leaders with the knowledge, skills and attitudes they
must have if they are to help in educationally serving the people. Essentially, learning
takes place through the experiences the learner has and the responses he makes to
the stimuli of his environment. The experience gained in finding facts, analyzing
situations, recognizing problems, stating objectives and thinking of possible solutions
and alternatives should make for a better and more effective learning environment.
The extension personnel should remember this fact and provide opportunities for the
effective participation of local people in programme planning.

8. Extension programme planning is a continuous process

Since programme planning is viewed as an educational process and since education
is seen as a continuous process, therefore it logically holds that extension
programme planning is a continuous process. There is no question of exhausting
new knowledge, either in the subject matter with which we deal or in the methods of
teaching. With the constant flux of agricultural technology, extension education is
faced with an increasingly more difficult job as it tries to serve the needs and
interests of the people. Sutton (1961) said that extension in a changing society must
adjust and plan for the future to serve the needs of people. He set forth five steps
within might be useful in making necessary adjustments:
i. Keep choice to the people
ii. Be flexible and ready to grasp with firmness new problems as they arise.
iii. Work with people in seeking practical solutions to their problems.
iv. Keep abreast of technological and social change.

• Close the gap between research discovery and practical application.

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It is obvious that tomorrow's problem will not be the same as today's. So

extension must make periodic adjustments in its plans to meet the changing problems.
Extension must also be alert to the change that is going on in Science and Technology.
With new technology, solutions to problems change. It is therefore necessary to view
extension programme planning as a continuous process though its recurrence is cyclic.

9.Extension programme planning is a co-ordinating process

Extension programme planning finds the most important problems and seeks agreement
on definite objectives. It coordinates the efforts of all interested leaders, groups and
agencies and considers the use of resources. It obtains the interest and co-operation of
many people by showing them why things need to be done. This is important in working
with people. Within the extension organization, the block staff may work together on an
integrated programme, each member devoting part of his energy to appropriate phases.

10.Extension programme planning involves local people and their institutions

Involvement of local people and their institutions is very essential for the success of any
programme for their development. People become interested and give better support to
the programme when they are involved in the planning process. So, extension
programmes should be planned with the people and not for them.

11.Extension programme planning provides for evaluation of results

Since extension programme planning involves decision-making procedures, so
evaluation is important in order to make intelligent decisions aimed at achieving the
stated objectives. Matthews (1962) pointed out that extension progarmme planning and
evaluation go together. Kelsey and Hearne (1949) have said that all other principles of
programme building are related to evaluation.
Effective evaluation will, of course, depend on clear objectives, knowing which people
we are trying to teach and having records of the results in terms that reflect changes in
their action. Starting a programme with the intention of engaging in a careful evaluation
at the close of a specific period has a salutary effect on all the intermediate processes.
However, provision has to be made both for concurrent and ex-post facto types of
evaluation.
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Unit EXTENSION PROGRAM PLANNING MODEL

EXTENSION PROGRAMME PLANNING MODEL

Sandhu (1965) developed a model for planning extension and rural development
programmes. This model has six phases with a number or steps to be followed under
each phase.

Figure 1. Extension Program Planning Model

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Planning Process Involves

1. Reaching, Understanding regarding principles, procedures, roles and time
schedules
2. Analysis situation
3. Determining programme objective
4. Selection problems
5. Finding solution

The various phases and steps involved in this model are:

Organisation for Planning

I. Planning Process
1. Reach understanding regarding principles, procedures, roles and time schedule.
2. Analyse situation.
3. Determine objectives.
4. Select problems with due regard to priorities.
5. Find solutions.
II. Planned Programme
Prepare a written statement of:
i) situation
ii) objectives;
iii) problems; and
iv) solutions.
III. Plan of work
Prepare a plan of work containing information regarding:
i) people to be reached;
ii) goals, dates and places;
iii) teaching procedures to be followed;
iv) duties, training and recognition of leaders;
v) roles to be played by extension personnel; and
vi) roles to be played by other agencies.
IV. Execution of plan of work
i) Make advance arrangement for inputs and teaching aids.
ii) Interpret the approved programme to the staff and
people's representatives.
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iii) Carry out the planned programme, phase by phase, in a co-

ordinated manner.
V. Evaluation of accomplishments
i) Do concurrent evaluation.
ii) Do ex-post facto evaluation.

Organization for Planning

The concept of involving potential clientele in the planning of extension
programmes has received widespread acceptance. Involvement of people in making
decisions about educational objectives not only results in better decisions about
educational objectives, but also speeds up the process of educational change. By
participating in the analysis of the local situation, the people's representatives are better
informed and are better prepared for positive action.

The following conditions should be met in order to ensure that a good organisation has
been set up
1. All social systems and special interest groups are identified.
2. Members of the planning committee represent all major interest groups, various
economic and social levels of people, major vocations of the locality and other important
elements in the area.
3. Each member of the planning committee clearly understands
a) the purpose of the group;
b) how the group should function in attaining its purpose; and
c) his individual role as a member.
4. Members of the planning committee have been elected, nominated or co-opted by
appropriate democratic procedures.
I. Planning process
1. Reaching understanding regarding principles, procedures, roles and time
schedule
It is necessary that all staff and the people's representatives are familiar with the
principles and procedures of programme planning for the purposes of clarity and
uniformity of action.
The following conditions should be met in order in fulfil the spirit of this step:
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i). A clearly defined statement of purpose and roles of each member is given by the
planning committee.
ii). The block, district and state level extension workers and programme planning
committee members have understood :
a) the roles of extension workers in programme planning;
b) the role of programme planning committee members;
c) the purpose of programme planning;
d) the scope of extension's educational responsibilities;
e) the procedures to be followed;
f) the principles to be kept in view; and
g) the time schedule to be followed.
2. Analyze situation
Situation analysis involves collection, analysis and interpretation of the existing
facts. Good planning depends on the availability of adequate and reliable data and
scientific elaboration and interpretation of the same.
The following criteria should be met in order to ensure that this step has been
adequately followed.

• Facts needed to evaluate the accomplishment of the previous year's programme

are collected.
• Local facts needed to define correct and projected needs and interests and
problems of the area are assembled
• The basic facts assembled and collected about background information are
analysed and interpreted.
• The major needs and problems of the area, which are within the scope of
extension’s educational responsibility, are identified through needs assessment.

Needs assessment - involves all people concerned with an educational system:

learners, educators, staff, community residents, community and political leaders,
concerned citizens, agencies organizations and businesses.

5 categories of needs assessment methods:

1. Survey method - widely used and have the potential to represent all people
in a community.
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- may be conducted by telephone, mail, face-to-face, or through a drop-

off/pick-up distribution system.
2. Social indicators - are demographic or statistical data that describe the size
and characteristics of population groups.
Social indicators include: census data, vital statistics, welfare system input and output
data, housing data, vital
statistics, welfare system input and output data, housing data,
government and manufacturing statistics,
marriage, death, and health statistics, and other agency or organizational
data.
3.Group Process
People who are involved in determining priorities, may gain acceptance for the programs
that result.
3 major reasons for involving people in needs assessment:
1.To mobilize support and to overcome resistance
2.To identify solutions for needs and problems
3.To provide an educational experience through participation in planning

4.Futuring methods of needs assessment are used for long-range or strategic

planning.
- proactive and often determined by factors external to the program
planner.
Several futuring methods include:
a.future wheel
b. scenario building
c. decision tree
d. simulations and games
e. cross-impact analyses
f. trend extrapolation

5.Causal Analysis - may be used to look beyond the needs to analyze

causes.
- helps the educator avoid making incorrect assumptions or
conclusions.
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- one way to use causal analysis involves having a planning group

examine the causes of problems before identifying possible
solutions.

Focusing on critical needs ensures that limited resources of time, money,

and expertise are used effectively to help people. The results of needs assessment enable
the educator to complete a situational analysis. Each community and audience is
composed of a complex set of circumstances. Situational analysis, the description of the
setting and circumstances, enables the educator to understand the environment for
programming more completely.

A checklist for evaluating a situational analysis is provided by Forest and

Baker (1994, p.88):
1. Describe the current condition
2. Identifies the need, problem, opportunity, or emerging issue
3. Includes support data and documentation of need
4. Includes indicators of severity/scope of need
5. Includes benchmark data against which later impact measurements can
be compared
6. Establishes clear reasons and justifications for program
7. Describes primary audience(s), numbers, and geographic locations
8. Indicates a gap between “what is” and “what could be”
9. Indicates needed research

Setting Program Priorities

To ensure effectiveness of Extension work, the Extension educator must

be sure that programs and activities are accomplishing the right ends and
addressing the real needs of people. Often many needs are identified without a
clear picture of their relative importance or ranking. The process of establishing
priorities is ongoing in the Extension educator’s daily work. It is easy to become
overloaded with programming activities that may not relate to high-priority goals.
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Extension educators must balance pressures from many sources:

1. Extension organization itself
2. Local clientele
3. Political leaders
4. Co-workers
5. Society
6. Individual professional goals

Priorities must be established in every stage of the program-planning process:

1. Defining target audiences
2. Identifying needs
3. Determining methods and strategies
4. Implementing daily actions to achieve program goals

5 important reasons for priority setting:

1. Priority setting is critical to help direct program action to the changing needs of
people. Extension has limited resources in time, money and personnel to address
problems and issues.
2. Priority setting helps us to work proactively to prevent future problems or crises.
By having knowledge about the past and research that identifies new solutions to
problems, Extension programs can anticipate problems and help individuals and
communities take action to avoid crises.
3. Priority setting is important for establishing credibility and accountability with
program stakeholders. Extension is increasingly being held accountable for
program results by those providing funding: local government, national
government, and granting agencies.
4. The job of the Extension professional is easier if clear cut priorities are established.
A common concern of Extension professionals is, “there is so much to do and not
enough time to get it done! I can’t possibly add one more activity to my calendar.”
For individuals to maintain physical and emotional wellness, a sense of priorities
and limits needs to be established.
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5. Setting priorities helps with the process of allocating resources at the local and
national level. If priorities are determined, limited resources can be used more
effectively.

Identifying Target Audience and Capabilities

Why not design generic programs for use with anyone and everyone? People have
different needs and wants concerning programming based upon many factors. Age,
educational level, socio-economic status, language, disability, ethnicity, cultural patterns,
and occupation are a few of these factors. Educational programs will more effectively
address the needs of individuals when designed with the specific audience in mind.

Several key questions are helpful in targeting audiences in program planning.

1. Who are the people affected by this problem or issue? What different audiences
need to be addressed?
2. What are the specific characteristics of the audience that impact how to plan and
deliver programs?
Examples:
- dual wage-earner parents of preschoolers may not be available for daytime
parenting programs but would participate in an evening or work-site program.
- limited income families may not be able to afford to send several children to an
overnight camp but a day camp may be more economical.
3. What skills/strengths might this target audience have that programming can further
develop and/or enhance?
Example: a parenting program for single parents could include participants’
success strategies for building
support networks.
4.What social, cultural, economic, or environmental changes should occur in this
situation? Are these changes possible and realistic for this audience?
Example: Is an international program to develop youth cultural awareness
realistic if no plans are included to obtain financial support for interested youth? Is it
feasible to teach farmers to recalibrate sprayers in one hands-on workshop?
5.What timing factors are important to consider for various groups?
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Example: Would grain farmers attend an estate planning workshop during

planting season? Would attendance be affected at a teen leadership camp planned the
same weekend as many local high school graduation ceremonies?

3. Determine objectives
It is essential in the programme planning process that before deciding on the
projects to be undertaken, basic objectives of the programme are determined by the
villagers in consultation with the extension staff.
The following conditions or qualities will exist when objectives have been determined
adequately and properly

• Objectives have been determined relating to major problems, need and/or

interests as determined by the programme planning committee.
• Both immediate and long-term objectives have been determined.

Writing Program Objectives

Precise statements defining what program participants should do upon completion

of the program is an important element of planning. Objectives should be prepared to
reflect the levels of development program participants are striving toward. One
program may have several objectives at different levels. Precise program objectives
serve as the criteria on which to base evaluation. Objectives may target participation
of people, reactions of people, knowledge gain, attitude change, skill development,
changed aspirations, change in practices used, and ideally, long-term behavioral
change. Effective educators include representatives of the target audience when
developing realistic and meaningful program objectives. Additional appropriate
objectives may become apparent during the process of program implementation and
can be added at that time.

4. Select problems with due regard to priorities

Selection of problems to be tackled will involve identification, classification and
selection with due regard to priorities. Identification of problems will be done on the basis
 26

of situation analysis. Once the problems have been identified, it is desirable that they be
properly classified into the following categories:

• Problems which can be solved by the people themselves with no outside

financial aid.
• Problems which can be solved by the people
• Problems which can only be solved with the help of Government funds

The following conditions will exist when the requirements of this step have been
adequately met:

• Of the identified problems, the most felt and of widest concern are selected by
the extension agents and people's representatives.
• Selected problems are related to the family, community block and situation.
• For tackling the selected problems, the time is scheduled on greatest priority
basis

5. Find solutions to problems

The Village Level Workers at the village level and the concerned Extension
Officer at the block level are two most important functionaries who advise the village
families and the village institutions regarding solutions to their problems. The other
Extension officials at various levels may join with the team in finding solutions to
problems. Experiences of the farmers and suggestions of the specialists will help in
arriving at a joint decision.

II. Planned Programme

As Leagans (1961) pointed out, it is of utmost importance that the staff and the
people in each area not only develop an extension programme, but also prepare the
programme in a written form that is readily understood and is suitable for obtaining
approval and use as a guide for officials and non-officials.
The problems should be stated from the viewpoint of the farm, the home and the
community. They should not be stated in terms of solutions. The objectives should also
be stated at a lower level in specific and measurable terms. They should include details
about the learners to be reached subject matter to be taught and the behavioral changes
 27

to be effected. The objectives may also be stated from the point of view of the extension
organisations and the extension public.
The following conditions will be met in order to have a good programme statement :

• The written programme should be suitable for use by the staff, planning groups
and other individuals or groups concerned with the programme.
• It should clearly state the important problems or needs identified by the staff and
the people in the programming process.
• It should specify the subject mater related to each objective that is highly
significant to the people, socially or economically or both.
• It should be used as the basis for developing annual plans of work.

III. Plan of Work

Preparing a plan of activities directed towards solving selected problems is an
important step. A plan of work is the listing of activities by which the objectives already
decided upon are to be achieved.
The following conditions should exist in a good plan

• The plan of work is in written form.

• It has been developed co-operatively by the extension workers and people's
representatives.
• It identifies the specific educational job to be done.
• The plan indicates for each educational job.
o How it will be done
o When it will be done
o Where it will be done
o Who will do it
o What people are to be reached
• The subject matter is appropriate considering the people's level of interests,
knowledge, attitude and available time and technology.
• The plan provides for the needed training of extension workers and leaders.
• Specific changes to be achieved or evidence of accomplishment are indicated
clearly.
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IV. Implementation Phase

1. Make advance arrangement for inputs and teaching aids
The conditions to meet the requirements of this step are

• Realistic needs of inputs such as fertiliser, seeds, credit facilities etc. have been
worked out jointly by the areas extension staff and the Panchayat Raj institutions.
• Needed inputs have been procured well in time and stocked at proper places.
• Teaching aids to be used by the extension workers have been prepared and/or
procured in sufficient quantity, well in time.

2. Interpret the approved programme to the staff and the people's representatives.
The following criteria will be met to ensure that this step has been adequately
undertaken

• The approved programme has been explained adequately.

• The plan of work has also been explained adequately.
• They have been explained to all the block staff, all the people's representatives
and other important leaders.

3. Carry out the plan of work

The approved programme should be carried out, step by step, according to the
plan of work and in a co-ordinated manner. The success of a programme depends on
the methods used to implement it.
It should be ensured that -

• the plans for coordination including calendar of activities within and outside
extension agency system
• the techniques, methods and materials vary appropriate to the situation and
clientele
• the subject matter used was appropriate considering the people and their
objectives
• the plans for shared responsibilities were followed.

V. Evaluation of Accomplishments
Concurrent and ex-post facto review of progress towards the objectives is an
essential phase of extension programme planning. This keeps the extension agency on
 29

the right track and helps in differentiating means from ends. Evaluation of the activities
should be undertaken jointly by the extension staff and the people's representative
organisations at different levels.
Conditions that will exist when this guideline is met are as under

• Evaluation plans were developed for each of the phases of the programme to be
evaluated as indicated in the annual plan of work.
• A report of accomplishments and implications was made to the extension
governing group. The governing group in projecting their plans for extension
activities gave the findings from the report of accomplishments and implications.

Extension Evaluation
Extension programmes are mostly funded with public money and are planned and
implemented by an organization, which in most cases is a department of a government.
In order to justify the appropriation of public funds and continuing support from the
people, it is necessary that their management as well as impact be properly and
adequately evaluated from time to time. How, to evaluate management, achievements
and failures of these programmes has been a challenge to extension workers right from
the time when planned extension programmes were introduced. However, 'it was when
Tyler's (1950) philosophy of educational evaluation became a part of extension
education that educational evaluation became a part of extension education that the
pattern of extension educational evaluation took a more usable, understandable form'
(Sabrosky, 1966).
The word 'evaluation' has its origin in the Latin word "valere" meaning to be strong or
valiant. Its dictionary meanings are the determination of the value, the strength or worth
of something, an appraisal, an estimates of the force of or making a judgment of
something.

Evaluation as applied to the field of extension education, may be defined as "a process
of systematic appraisal by which we determine the value, worth or meaning of an activity
or an enterprise". It is a method for determining how far an activity has progressed and
how much further it should be carried to accomplish objectives'. Thus to an extension
worker evaluation means determining the results of his extension programmes in order
to know the extent to which objectives have been achieved and why and what changes
 30

would be needed in case the programme is planned again, or in its implementation.

Tyler (1950) developed two basic notions regarding educational evaluation, which
equally apply to extension evaluation. These notions are that the process of evaluation
(i) is essentially a process of determining behaviour of the people covered under the
programme and (ii) the process of determining the degree to which these behavioural
changes are actually taking place. Thus extension evaluation may be said to be a
process for determining behavioural changes of people resulting from extension
programmes. Once evaluation became an integral part of the extension education
process, extension managers started applying this process to evaluate programme
planning, management and implementation aspects of extension programme.

Definitions of evaluation
More specific definitions of evaluation are given by persons involved in rural
development programmes. While most of these definitions refer specifically to the
assessment of the results of programmes of extension education, they can also be
applied to the training aspect of such programmes. Some definitions of evaluation are:

o It is a process, which enables the administrator to describe the effects of

his programme and thereby make progressive adjustments in order to
reach his goal more effectively (Jahoda and Barnit, 1955).
o Programme evaluation is the determination of the extent to which the
desired objectives have been attained or the amount of movement that
has been made in the desired direction (Boyle and Johns, 1970).
o Programme evaluation is the process of judging the worth or value of a
programme. The judgement is formed by comparing the programme
should be (Steele, 1970).
o Evaluation is the process of delineating, obtaining and providing useful
information for judging decision alternative (Stufflebeam, 1971).
o Evaluation is a co-ordinated process carried on by the total system and its
individual subsystem. It consists of making judgments about a planned
programme based on established criteria and known, observable
evidence (Boone, 1985).

Nature of evaluation
1.Evaluation is not measurement: Evaluation is an integral part of extension
 31

education. All aspects of extension work need evaluation. Evaluation does not mean
mere measuring of achievements, which is usually done after the programme is
executed. Extension being an educational process, it is necessary to evaluate
management of the programme and methods used, achievements accomplished in line
with the objectives and also to determine the reasons for success or failure.

2.Evaluation is not exactly scientific research:

When we think of evaluation as a process of collecting information as a basis for making

decisions, forming judgments and drawing conclusions, we realize it has much in
common with scientific research. But there is a great difference between our casual
everyday evaluation and scientific research. However, the difference is a matter of
degree rather than kind. Casual everyday evaluation can be placed at one end of the
scale and scientific research at the other end. There are five locations on the scale with
no sharp lines of distinction, i.e., casual everyday evaluation, self-checking evaluation,
do-it yourself evaluation, extension evaluation studies and scientific research.
 32

Figure 2. Paradigm on Stages in the Innovation-Decision Process

Types of evaluation

o Self-evaluation: This is to be carried out by every worker as a matter of

routine. This requires the self-critical attitude which is so essential for
extension work. By this self-critical attitude, the chances of an extension
worker growing and continuously improving his professional competency
become greater.
o Internal evaluation: Evaluation carried to by the agency responsible for
the planning and implementation of the programme. Some of the other
methods for internal evaluation are: systematic use of diaries and reports
of workers, planned visits of staff members to work spot, use of special
questionnaires and proforma for observation and inquiry etc.
o External evaluation: Evaluation conducted by a person or a committee
outside the area of operation. One of the strong features of the Indian
Community Development Programme is that simultaneous with its start
an independent agency, namely the Programme Evaluation Organization,
was established.

Evaluation can also be classified into (i) concurrent and (ii) ex-post facto
evaluation.

Evaluate programme planning

As a result of experience, theory, research and experimentation, much
information has been accumulated about how an extension programme should be
planned. Progress in science and technology and the broadening of extension's clientele
with the accompanying great variation in needs and interests have made the scientific
planning of extension education programmes more important than ever before. There is
considerable agreement on certain criteria which, if followed, make for successful
extension programme planning at different levels. These criteria represent the ideal with
which to compare our practices and procedures or programme planning. Some of the
steps needed top evaluate or programming function in view of these criteria include:
 33

i. Identify the evidence needed to form a judgement about each criterion.

ii. Specify the methods that will be used to obtain the evidence, such as personal
observation, personal interview or through a systematic survey.
iii. On the basis of the evidence gathered, judge whether or not each criterion is
being adequately satisfied in the programme planning activities.

Extension evaluation process

There are several models of evaluation available in the literature. However, a very
simplified version of most of these models may be quite workable for evaluating
extension programmes since, as Bhatnagar (1987) has pointed out, any extension
evaluation process has to be based on certain assumptions. For example, if some inputs
are provided in the form of a programme, specific outputs can be expected and if these
outputs happen, then the purpose of the programme can be achieved; if the purpose is
achieved, then the development goal is realised. This means that evaluation has to be
so designed that the quality types and adequacy of the input measures, outputs and
their impact in achieving the programme objectives have to be evaluated systematically.
Steps involved in an extension programme evaluative process may be as follows:
i) Formulate evaluation objectives
Specific objectives to be achieved through the evaluative process must be clearly and
adequately identified and started. All further efforts should be knit around these
objectives.
ii) Classify programme objectives

It is assumed that each extension programme, when formulated and implemented, will
have specific well-defined objectives. Since evaluation is basically a process of
determining the extent to which various extension teaching activities were organized and
managed and the extent to which they contributed to achieving the goals, programme
objectives must be clearly understood and if necessary, further broke down into
measurable terms. This is a crucial step as all further efforts will be directed towards
collecting evidence related to these objectives.

iii) Identify indicators

To identify indicators or the kind of evidence necessary to evaluate achievement in
 34

relation to specified programme objectives, it is necessary that specific beneficiaries of

the programme be identified, the kind of behavioural changes expected in them be
clearly stated, and the kin of learning experiences expected to be provided to them
spelled out, together with the level of management to be achieved for provided those
learning experiences are specified. Once this is done, identification of specific indicators
to measures the achievements will not be difficult.
iv) Decide the kind of information needed
Once the indicators for evaluating the management and performance of a programme
have been indicated, specific information to be collected may be worked out. Since there
is usually more information than an extension worker can collect, he has to be very
discriminating about the kind and amount of information that should be collected. Timing
for collection of information may also need to be specified.
v) Sampling
The purpose of sampling is to take a relatively small number of units from a population in
such a way that the evidence collected from them becomes representative evidence of
the entire population. Although there are several sampling methods, perhaps stratified
sampling procedures may be most suitable for extension evaluation studies a they allow
inclusion of all interested groups and ensure enough heterogeneity in the sample.
vi) Decide the design of evaluation
An ideal design of evaluation may be an experimental one. This would allow separating
the effect of the programme from other factors, by setting control and treatment groups.
Several experimental designs, such as one-group pre-test-post-test design, static groups
comparison, pre-test, post-test control group design, Solomon four-group design,
longitudinal study design, etc. are available in literature and can be used. However, in
actual practice, extension progammes are seldom run in a way that allows an
experimental design of evaluation. In Pilot Projects, it might be possible to use an
experimental design of evaluation. By and large, a survey method is use. This method
can be used for evaluating ongoing progress or as an ex-post facto evaluation of the
programme after it has completed its tenure.
vii) Collection and analysis of evaluation evidence
There are many methods for collecting information for evaluative purposes, such as the
mail questionnaire, personal interview, distributed questionnaires, group interviews, case
studies, systematic field observations, systematic study of secondary data etc. Selection
of the right kind of data collection method will depend on the objectives of the evaluation,
 35

kind of information needed, time and resources available and the type of respondents
from whom information is to be collected.
However, whatever the method used, a specific questionnaire or interview schedule or
data recording sheet must be developed with care. Once the data is collected, it must be
tabulated, summarized and analyzed with adequate care. This step should not be
rushed. To avoid delay, however, analysis may be done with the help of a computer.
viii) Interpretation of the results in a proper way
It is a very crucial as evaluation results can be missed also. Once tentative
generalizations are arrived at, it may be appropriate and they are informally discussed
among the interpreters as well as with programme planning and implementation officials,
so that the results of evaluation are put in a proper perspective. The evaluation results
must clearly state the achievements, failures and future adjustments needed. A written
report of the evaluation findings should be prepared and made available to all
concerned.

REFERENCES

Blackburn, D. 1994. Extension Handbook: process and practices. 2 nd ed. Thompson

Educational Publishing, Inc., Canda.

Davis, K., S.C. Babu and C. Ragasa. 2020. Agricultural Extension: Global Status and
Performance in Selected Countries. Washington, DC. International Food Policy
Research Institute https://doi.org/10.2499/9780896293755.

Douglah, M. 1998. Developing a Concept of Extension Program Evaluation. G3658-7

Program Development and Evaluation. Cooperative Extension of Wisconsin
University, Cooperative Extension Publishing.

Van den Ban, A.W. and R.K. Samanta, eds. 2006. Changing Roles of Agricultural
Extension in Asian Nations. BR Publishing Corporation, New Delhi, India.
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