EXT 211: Notes up to Principles of Extension Education | Dr. M.

HASHIM

EDUCATION

Meaning of Education

• Broad meaning of education is that it is a life-long process of modification of behaviour

through every experience of life. In this sense, education is imparted to any one by any
one, at any time, at any place and any way, it aims at the total development of the
person.

• In a narrow sense, education means the training that is given within the four walls of an
educational institution during a particular period of time to attain prescribed purposes
and objectives.

Definitions of Education

• According to Swami Vivekanand-“Education is the manifestation of perfection

already in man.”

• Aristotle has defined education as the “Creation of a sound mind in a sound body.”

• According to Mahatma Gandhi- “Education is an all round drawing out of the best in
child and man-body, mind and spirit.”

Types of education

There are three types of education. Coombs and Ahmed (1974) drew the distinction
between these three types of education as follows:

• Informal education is the lifelong process by which every person acquires and
accumulates knowledge, skills, attitudes and insights from daily experiences and
exposure to the environment at home, at work, at play etc.

• Formal education is the highly institutionalized, chronologically graded and

hierarchically structured education system, spanning lower primary school and upper
reaches of the university.

• Non-formal education is an organized, systematic, educational activity carried on

outside the framework of the formal system to provide selected types of learning to

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particular sub-groups in the population, adults as well as children according to their

needs. Example: Extension education

Differences between Formal education and Extension Education

Formal education Extension education

Teaching is largely confined to the premises Teaching is largely outside the four walls of
of the institution. the institution.
The learners are homogeneous with common The learners are heterogeneous and have
goals. diverse goals.
Strict adherence to institutional norms and no Freedom and choice of subject matter left to
free choice for the learners. the learners.
There is a fixed curriculum, after completion There is no fixed curriculum. It is flexible
of which the students are examined and depending on the needs of the learners. No
degrees are awarded. examinations are held and no degrees are
awarded.
Knowledge flows from teacher to the The extension agent also learns from those
learners. whom he or she teaches.
The teacher only instructs the students. The extension agent teaches a great deal
through local leaders.
Formal education starts with the theoretical Extension education starts with practical
and works up to the practical. situation of the learners in which they live
and work, and develops into theoretical or
basic understanding of them.

Key elements in Non-formal education

1. Learner centered

2. Variety, options and flexibility in curriculum

3. Informal human relationships are essential

4. Reliance on local resources

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5. Educational content and methodology are directly related to learners lifestyle and have
immediate use.

6. Less bureaucratic and more decentralized

EXTENSION EDUCATION

Meaning of Extension Education

The word extension is derived from the Latin roots 'ex' - meaning 'out' and 'tensio'
meaning 'stretching'. Stretching out is the meaning of extension. Extension is that type of
education which is stretched out to the people in rural areas and it is not confined in educational
institutions like schools, colleges and universities.

Term ‘Extension’ originated in England in 1866 with a system of university extension

which was taken up first by Cambridge and Oxford Universities and later on by other
universities of England and in other countries. In 1873 term ‘Extension Education’ was used
by Cambridge university to describe this particular educational innovation.

Definitions of Extension Education

According to Ensminger (1957): Extension is education and that its purpose is to change the
attitude and the practices of the people with whom work is done.

According to Ray(2011): Extension may be defined as the science of developing capability of

the people for sustainable improvement in their quality of life. The main aim of extension is
human resource development.

According to Leagans(1961): Extension education is an applied science consisting of the

contents derived from research, accumulated field experiences and relevant principles drawn
from behavioural sciences synthesized with useful technology into a body of philosophy,
principles, contents and methods focused on the problems of out of school education for adults
and youth.

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Philosophy of Extension

Philosophy is the pursuit of wisdom, a body of general principles or laws of a field of

knowledge. Philosophy of a particular discipline would furnish the principles or guidelines
with which to shape or mould the programmes or activities relating to that discipline.

According to Kelsey and Hearne (1967) the basic philosophy of extension education is
to teach people how to think, not what to think. Extension's specific job is furnishing the
inspiration, supplying specific advice the technical help, and counseling to see that the people
as individuals, families, groups and communities work together as a unit in "blueprinting" their
own problems, charting their own courses, and that they launch forth to achieve their
objectives. Sound extension philosophy is always forward looking.

According to Ensminger (1957), the philosophy of extension can be understood as follows:

i. It is an educational process. Extension is changing the attitudes, knowledge and skills

of the people.

ii. Extension is working with men and women, young people, boys and girls to answer
their needs and their wants. Extension is teaching people what to want and ways to
satisfy their wants.

iii. Extension is ‘helping people to help themselves’

iv. Extension is ‘learning by doing’ and ‘seeing is believing’

v. Extension is development of individual, their leaders, their society and their world as a
whole.

vi. Extension is working together to expand the welfare and happiness of people.

vii. Extension is working in harmony with the culture of the people.

viii. viii. Extension is living relationship, respect and trust for each other.

ix. ix. Extension is two way channel; and

x. x. Extension is a continuous, educational process.

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Scope of Extension

According to Kelsey and Hearne (1967), following points elaborate the scope of extension

1. Efficiency in agricultural production.

2. Efficiency in marketing, distribution and utilization.

3. Conservation, development and use of natural resources.

4. Management on the farm and in the home.

5. Family living.

6. Youth development.

7. Leadership development.

8. Community development and rural area development.

9. Public affairs.

Functions of Extension

• Change in knowledge: It means change in what people know. For example, farmers
who did not know of a recent HYV crop came to know of it through participation in
extension programmes.

• Change in skill: It means the change in techniques of doing things. The farmers learnt
the technique of growing the HYV crop which they did not know earlier.

• Change in attitude: It involves change in the feeling or reaction towards certain things.
The farmers developed a favourable attitude towards the HYV crop.

• Change in understanding: It means change in comprehension. The farmers realized

the importance of the HYV crop in their farming system and the extent to which it was
economically profitable and desirable, in comparison to the existing crop variety.

• Change in goal: It means the extent to which the farmers raised their goal in crop
production. Say, increasing crop yield in a particular season by five quintals per hectare
by cultivating the HYV crop.

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• Change in action: It means change in performance or doing things. The farmers who
did not cultivate the HYV crop earlier cultivated it.

• Change in confidence: It involves change in self-reliance. Farmers felt sure that they
have the ability of raising crop yield.

Extension Education Process

Extension education process is a participatory process and involves five essential and
interrelated steps. The sequence of steps is discussed on the basis of the concept developed by
Leagans (1967):

1. Situation
2. Objectives
3. Teaching
4. Evaluation
5. Reconsideration

TEACHING

3
OBJECTIVES
2 4
EVALUATION

SITUATION 1 5 RECONSIDERATION
First step: The first step consists of collection of facts and analysis of the situation.
Facts about the people and their enterprises; the economic, social, cultural, physical and
technological environment in which they live and work. The responses obtained are to
be analyzed with the local people to identify the problems and resources available in

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the community. For example, after a survey in a community and analysis of the data,
the problem was identified as low income of the farm family from their crop production
enterprise.

Second step: The next step is deciding on realistic objectives which may be
accomplished by the community. A limited number of objectives should be selected
by involving the local people. The objectives should be specific and clearly stated, and
on completion should bring satisfaction to the community. Objectives should state the
behavioural changes in people as well as economic and social outcomes desired.

In the example, the problem was identified as low income from the crop production
enterprise. A deeper probe into the date revealed that low income was due to low yield
of crops, which was attributed to the use of local seeds with low yield potential,
application of little fertilizer and lack of protection measures. By taking into
consideration the capacity and competency of the people in the community and the
availability of resources, the objective was set up to increase the crop yield by 20 per
cent within a certain period of time. It was estimated that the increased yield shall bring
increased income, which shall enhance the family welfare.

Third step: The third step is teaching, which involves choosing what should be taught
(the content) and how the people should be taught the methods and aids to be used. It
requires selecting research findings of economic and practical importance relevant to
the community, and selection and combination of appropriate teaching methods and
aids.

Based on the problems identified in the particular example, technologies like use of
HYV seeds, application of fertilizer and plant protection chemicals were selected as
teaching content. Result demonstration, method demonstration, farmers' training and
farm publications were chosen as teaching methods, and tape recorder and slides were
selected as teaching aids.

• Fourth step: The fourth step is evaluating the teaching i.e, determining the extent to
which the objectives have been reached. To evaluate the results of an educational
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programme objectively, it is desirable to conduct a re-survey. The evidence of changed

behavior should be collected, which shall not only provide a measure of success, but
shall also indicate the deficiencies, if any.

In the example, the re-survey after the fixed period of time, indicated that the
crop yield had increased by 10 percent. It, therefore, indicated that there was a gap of
10 per cent in crop yield in comparison to the target (objective) of 20 per cent fixed
earlier. The re-survey also indicated that there had been two important deficiencies in
carrying out the extension educational program, such as, there was lack of proper water
management and the farmers could not apply the fertilizer and plant protection
chemicals as per recommendation due to lack of funds.

• Fifth step: The fifth step is re-consideration of the entire extension educational
programme on the light of the results of evaluation. The problems identified in the
process of evaluation may become the starting point for the next phase of the extension
educational programme, unless new problems have developed or new situations have
arisen.

After re-consideration of the results of evaluation with the people, the following
teaching objectives were again set up. For example, they were, training the farmers on
proper water management practices and putting up demonstrations on water
management. The people were also advised to contact the banks for obtaining
production credit in time to purchase critical inputs.

Objectives of Extension Education

• To assist people to discover and analyze their problems and identify the felt needs
• To develop leadership among people and help them in organizing groups to solve their
problems
• To disseminate research information of economic and practical importance in a way
people would be able to understand and use

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• To assist people in mobilizing and utilizing resources which they have and which they
need from outside
• To collect and transmit feedback information for solving management problems

Principles of Extension Education

• Principles are the generalized guidelines which form the basis for decision and action
in a consistent way.

 Principle of cultural difference

Grass roots principle
Principle of Indigenous knowledge
Principle of interest and need
Principle of learning by doing and seeing is believing
Principle of participation
Whole family principle
Principle of leadership
Principle of adaptability
Principle of satisfaction
Principle of evaluation

Principle of cultural difference

• There is a cultural difference between the extension worker and the farmer. Differences
exist between the groups of farmers also. The differences may be in their habits,
customs, values, attitudes and way of life. Extension work, to be successful, should
consider this cultural difference while approaching the people in a community.

Grass roots principle

• For extension work to be effective and realistic, it must spring out from below and
spread like grass. Extension programmes should start with local groups and
organizations, local situations and local problems. It must fit to the local conditions.

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Extension work should start with where people are and what they have. Change should
start from the existing situation.

Principle of Indigenous knowledge

• People in every society have indigenous knowledge systems which they have
developed through generations of work experience and problems solving in their own
situations. The indigenous knowledge systems encompass all aspects of life and people
consider it essential for their survival.

Instead of ignoring indigenous knowledge systems as outdated, the extension agent

should try to understand them and their consequences in the life of the people, before
proceeding to recommend something new to them.

Principle of interest and need

• Extension work must begin with the interests and needs of the people, needs that are
felt by the people; needs that can be fulfilled with the available resources; and the needs
that should be fulfilled first.

Principle of learning by doing and seeing is believing

• Extension work should be based on the principle of learning by doing and seeing is
believing for changing people’s behaviour (knowledge, skill and attitude) and building
their confidence. Learning by doing is most effective in changing people's skill. Seeing
is believing is effective in changing people’s attitude.

Principles of participation

• Most people of the village community should willingly cooperate and participate in
identifying the problems., planning of projects for solving the problems and
implementing the projects in getting the desired results.

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Whole family principle

• Family is the unit of any society. All the members of the family have to be educated
and developed simultaneously involving all of them in extension education programme.

• The target of extension work should, therefor be the family. That is, developing the
family as a whole, economically and socially. Not only the farmers, the farm women
and farm youth are also to be involved in extension programmes.

Principle of leadership

• Identifying different types of leaders and working through them is essential in

extension. Local leaders are the custodians of local thought and action. The
involvement of local leaders and legitimization by them are essential for the success of
a programme.

Principles of adaptability

• Extension work and extension teaching methods must be flexible and adapted to suit
the local conditions. It is necessary because the people, their situation, their resources
and constraints vary from place to place and time to time

Principle of satisfaction

• The end product of extension work should produce satisfying results for the people.
Satisfying results reinforce learning and motivate people to seek further improvement.

Principle of evaluation

• Evaluation is the assessment of the objectives fulfilled in implementing a course of

action. There should be a continuous in-built method of finding out the extent to which
the results obtained are in agreement with the objectives fixed earlier. Evaluation should
indicate the gaps and steps to be taken for further improvement.

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