CHAPTER 6

EXTENSION APPROACHES

Module 6.1. Concepts of Extension Approach

1. Module overview:
This module will present severalconcepts of extension approaches intended
for decision makers connected with agricultural development. Your understanding of
these concepts will lead to your better decision making and planning in the future
when you engage in agricultural extension.
2. Intended Learning Outcomes
At the end of this module, you must be able to :

1. Describe extension approach based on the different concepts (Cognitive)

2. Write a reflection paper on the importance of extension approach
(Psychomotor/Affective)
3. Take off
Activity: Film showing
Students will view a video clip of an extension approach. The teacher will
present the opening questions to elicit the overview of the topic.
Opening up questions:
1. Describe what is happening in the video clip.
2. Do you think the clients will be in interested in this extension activity?
3. Who are the main actors? Who transfers ASK and who are the clients?
4. Do you think the clients will be in interested in this extension activity?
Are there other approaches we can use?

4. Content Focus
Learning strategy: Brainstorming, Inquiry approach, Lecture/Discussion
Extension approach refers to the doctrine for an organization, which informs,
stimulates and guides such aspects of the organization as its structure, mission,
vision, leadership, its programs, strategies, its resources and linkages. An extension
approach influences the choice of the target audience, the resource requirements
and the allocation, their methodologies employed, and the results and impacts of
the extension efforts.
Developing a medium to exchange information is vital because it is necessary
to integrate information from researchers, farmers and extension agents to be able
to develop technologies that work.
According to several authors, confusion arises when talking about different
approaches to extension as different authors use different words in explaining the
concept (approaches/systems/models). Rivera (1984) used “system”, Worth (2002)
calls it “approach” Duvel (2004) refers to it as a “model”.
The meaning of an approach also differs. Leeuwis (2004), referred to an
extension approach as the basic planning philosophy that is being adopted by an
agricultural extension organization. This helps extensionists to understand the
fundamentals, concepts and functional methods of extension adopted to fulfill its
aims, especially in the planning phase.
Hagmann and Shultz (2000), explained an approach as a way in which
different guiding principles are applied in a specific situation to fulfill different
purposes and/or target specific development beneficiaries, whereas Bolinger, et al
(1994:11), see an approach as consisting of a series of procedures for planning,
organizing and managing the extension institution as well as for implementing
practical extension work by staff with technical and methodical qualification and
using the necessary and appropriately adapted means.
Teaching approachesare the styles of action within a system which embodies
the philosophy of the same system (Axinn,1977).
According to Martinez and Plopino (997) it is an organized and coherent
combination of strategies and methods to make rural extension effective in a certain
area.
Extension Approach is the essence of an agricultural system (FAO, 1988).
Essence is the sum of the intrinsic properties of a thing without which the thing
would cease to be what it is, and which are not affected by accidental modifications (
The New Lexicon Webster’s Encyclopedic Dictionary, 1991)
Extension approach (Axinn, 1988) defined as a style of action, embodying the
philosophy of an extension system which, by and large determines the direction and
 nature/style of the various aspects of that system, such as its structure, leadership,
program, methods and techniques, resources, and linkages.
No practical extension work can be described by simply listing its aims,
principles, structure or methods. It can only be described on the basis of the
interaction between its individual elements. Below is a more detailed explanation of
what we mean by approach to extension:
An approach to extension consists of a series of procedures for PLANNING,
ORGANIZING and MANAGING the extension institution as well as for IMPLEMENTING
PRACTICAL EXTENSION WORK. These procedures are adjusted to each other and
implemented by staff with technical and methodological qualifications and using the
necessary and appropriately-adapted means.
The bold-face printed adjectives in this definition make it clear that there is
no such thing as one overall best approach to extension. The best approach for a
concrete situation depends on:
a. the wider context in which extension is taking place and the value
concepts and principles which are common; - the objectives of the
extension activity;
b. the extension institution with its own value concepts and principles and its
form of organization - the target population with their value concepts and
principles and their forms of organization; and
c. the functions and procedures of extension based on the objectives and
principles of the extension institution and the target group.
To sum it up, Extension Approach:
*is an organized and coherent combination of strategies and methods
*is a series of procedures for planning organizing and managing an extension
institution
*Embodies the philosophy of a system and spells the doctrine of a system
*Includes styles of action which determines the direction and nature /style
of the various aspects of the system (e.g structure, leadership, program,
methods resources)
5. Enrichment Activity (Practical Exercise):
Learning Activity: Phillip 66 (by Team) or Individual Problem Solving
 Instruction:
Phillip 66: The class is grouped into 6 members each to discuss among themselves
and provide answers to what is being asked in 6 minutes. Write it on a Manila paper
and the rapporteur will present the answer(s) to the class.
Problem solving: Please analyze the scenario and write your answer in the journal.
Finish the task in 6 minutes.

Individual: Problem Solving. A team of researchers would like to disseminate the

technology they have developed (new breed of rice to local farmers). Assuming that
you are the Agriculture Extension Worker in that municipality, how would you lead
the team into applying the appropriate extension approach? Write at least 5
considerations.
6. Self Assessment: Completion Test
Fill-in the blanks providedbefore the answer with a word or phrase to complete the
sentence.
_________1. Three major tasks of _______is inform, stimulate and guidethe
organization as to its structure, mission, vision, leadership, its programs,
strategies, its resources and linkages.
_________2.An extension approach _______the choice of the target audience, the
resource frequirements and the allocation, their methodologies employed, and
the results and impacts of the extension efforts.
_________3. An extension approach enables the developing of a medium to
_______information from researchers, farmers and extension agents to be able to
develop technologies that work.
_________4. According to Leeuwis (2004), an extension approach embraces the
basic _______ philosophy for the extension activity.
_________5.Hagmann and Shultz (2000), explained an approach as a way in which
different guiding principles are applied in a specific situation to fulfil different
purposes and/or target specific development for _______.
_________6. Extension approach also refers to a series of _______ for planning,
organizing and managing the extension institution.
 _________7.Extension approach (Axinn, 1988) is defined as a style of action,
embodying the _______of an extension system
_________8.According to Martinez and Plopino (1997) extension approach is an
organized and coherent combination of strategies and methods to enhance
______of rural exension a certain area.
_________9.Extension approach determines the _______ and nature/style of the
various aspects of that extension activity such as its structure, leadership,
program, methods and techniques, resources, and linkages.
_________10. Foremost on the basis for selecting an extension approach is the
_______ of the extension activity.

7. Self-Reflect:
Reflection paper. Write your learning insights or thoughts in your personal journal.
1. Why is the choice of an extension approach an important task of an AEW? You may
present a scenario, an example, an organizer or a drawing.
Module 6.2 TYPES OF EXTENSION APPROACHES
1. Module overview:
Modernization and the rapidly changing context of agriculture has resulted in a
transformation. In this module, you will learn that agricultural development is
increasingly taking place in a globalized setting, which implies that domestic markets
alone no longer define demand. There is therefore a need for you as a learner to polish
your foresight since agricultural development is affected by technical, social, economic,
political. environmental issues, and a lot more issues. Over the years, perspectives on
the role of agricultural research for development have shifted considerably, moving
from linear Transfer-of-Technology (ToT) models in the 1960s to ‘Farmer First’ and
Farming Systems Research approaches in the 1980s and 1990s.

2. Lesson Title: TYPES OF EXTENSION APPROACHES

3. Intended Learning Outcomes
At the end of this module, you must be able to :

1. Describe the salient features of various extension approaches (cognitive)

2. Enhance your skills on selecting appropriate extension approach for use
in a certain extension activity; (psychomotor/affective)
3. appreciate extension approaches by writing a slogan for the best
approach you have selected . (Psychomotor/Affective)
4. Take off
Activity: Triad brainstorming
Instruction: Group yourselves into threes. Pictures of at least 4 extension
approaches will be posted on the board. Triads will draw lots on which picture to
take up. You write in metacardsyour answers to question posted on the board.
Afterwards, discussions on the answers on metacardswill be done.
Opening up questions:
- What is happening as shown in the picture.
- Who are involved?
- What is the atmosphere during the extension activity?
5. Content Focus
Learning strategy: Brainstorming, Inquiry Approach, Lecture/Discussion/Role
Playing/Group Dynamics/Field Visit
Efforts has been made by FAO to identify the major extension approaches for the
benefit of agricultural development decision makers. According to Axin (1988), these major
approaches are as follows;
 1. General agricultural extension approach.
In this approach, extension is carried out so that available and technology
and information could be communicated to farmers thereby improving farm
practices and productivity. This was implemented through a large number of field
staff assigned throughout the country using demonstration plots as a major
technique. The advantages are as follows: interprets national government policies
and procedures to local people; covers the whole nation; relatively easy to control by
the national government; relatively rapid communication from the ministry level to
rural people. The disadvantages are the following: lacks two-way flow of
communication; fails to adjust extension messages to different localities; field staff
not accountable to rural people; expensive and inefficient.
2. The commodity approach.
The assumption in this approach that the way to increase productivity and
production of as particular commodity is to group all functions relating to it under
one administration, including extension along with research, input supply, output
marketing and often prices. This is the system whereby extension only tackles one
type of produce. It is usually linked with all the other components of agriculture:
research, provision of inputs, marketing and credit. to emphasize production of one
specific crop or commodity generally grown for export such as tea, palm oil, rubber
or sugar or products for consumption such as milk. This is carried out by a large field
staff assigned throughout the country demonstration plots are a major technique.
Among the advantages of this approach are as follows (a) The technology tends
to fit the production problems and extension workers tend to bring appropriate
solutions; (b) coordination with research and marketing people, messages tend to
be delivered in a timely manner to producers; (c) closer management and
supervision; (d) easier to monitor and evaluate; and (e) relatively more cost
effective.
Disadvantages of the approach includes the following: (a) interests of farmers
may have less priority than those of the community organization; (b does not
provide advisory service to other aspects of farming; and (c) the problems of the
commodity organization promoting “its commodity” even in situations where it is no
longer in the national interest to be increasing production of that particular
commodity.
3. The training and visit approach.
The basic assumption of this approach are that, under the Department of
Agriculture extension services, the extension workers are poorly trained, lacking
supervision and logistic support and they do not visit and have contact with farmers.
The T&V System established in the 1980s by Daniel Benor is a system, which
was adopted to establish a series of management principles like regularly spaced
visits to a specific number of farmers who were chosen as contract farmers and who
then serve as passive disseminators of innovations to their neighbors. The Field
Extension Workers (FEW) or Village Extension Worker work with the farmer on demo
plots in a small area of the latter’s field and help him to adopt new ideas. Once
adoption is effected, the farmer expands the innovation to a larger area and so forth.
Field Extension Workers gather once a forthnight to be trained by Subject Matter
Specialists (SMS), present reports and queries/problems are raised and discussed.
Their supervisors check both quality of extension work and attendance of the FEWs.
Another important element of the system is the linkage with research and field trials,
to whom SMSs have access to enhance their know-how as a kind of in-service
training during their career.
The advantages are the following: pressure on governments to recognize a
large number of small agricultural extension units into one integrated service; brings
discipline to the system, VEWs become more up-to-date with information; closer
technical supervision. The disadvantages are: high long-tem costs to governments
due to expanding size of VEWs; lack of actual two-way communication; technology
that is relevant to the farmers is not integrated; lack of flexibility to change programs
as needs and interests of farmers change; field staff tires of vigorous, patterned
activities without appropriate rewards.
4. The agricultural extension participatory approach
The assumption here is that farming people have much wisdom regarding
production of food from their land but their levels of living could be improved by
learning more of what is known outside; that there is a reinforcing effect in group
learning and group action; that extension efficiency is gained by focusing on
important points based on expressed needs of farmers. The advantages are:
relevance or fit of the program; mutually supportive relationships which develop
among participants; less costly; stimulates increased confidence, awareness, and
activity among farm people. The disadvantages are: lack of control of program
from central government; difficulty of managing central reporting and accounting;
pressure people might bring on central units; people’s influence on personnel
management decisions like selection, transfer and promotion, and the like.
4. The project approach.
These are approaches implemented in a particular location or geographical
location or area in a specified period of time with outside forces infused. Some are
integrated in the sense that all concerns of the community are considered in the
extension program, based on the concept that the community needs and problems
area interrelated and therefore should be worked out together or simultaneously to
be more effective.
The idea is to develop a limited geographical area and tackle all aspects of
development including education, health services, community development, roads,
credit, housing and agriculture. This version is also limited in time and is usually a
very large financial effort, which has to be borne by some outside sponsor or
investor.
5. The farming systems development approach.
The assumption with this approach is that technology which fits the needs of
farmers, particularly small farmers, is not available and needs to be generated
locally. The purpose is to provide extension personnel with research results tailored
to meet the needs and interests of local farming system conditions.
This is implemented through partnership of research and extension
personnel and with local people, taking a systems approach to the farm; sometimes
involves several scientific disciplines, however, requires that research personnel go
to the farm, listen to farmers, and in collaboration with them, and the extension
personnel, understand the farm as a system. The advantages are: Some measure of
local control of program planning increases relevance of program content and
methods to needs and interests of clientele; higher adoption rates; effective
communication between local people and extension personnel; lower cost to central
 government and local people. The disadvantages are: Interests of farmers may have
less priority than those of the commodity organization; reporting and administrative
control is difficult to achieve since they may not fit the traditional listing of
commodities used by most government agencies who determine priority crops or
cutting edge technologies which have comparative economic advantage
commercially in the export market.
7. The cost sharing approach
The assumption here is that the programme is more likely situations and
personnel are more likely to serve local people's interests if part of the cost of
agricultural extension is paid locally. In other words, any non formal education is
more likely to achieve its goals if those who benefit from it share some part of the
costs; program would more likely fit to local situation; personnel would more likely
serve interests of client if costs are shared between “outside’ sponsors and “inside”
target groups; commitment of learners to participate if they pay some part of the
cost. The purposes of this approach are to help farm people learn those things they
need to know for self-improvement and increased productivity; to make funding of
agricultural extension affordable and sustainable both at central and local levels.
Since this is similar to participatory approach, the advantages and disadvantages of
these approaches are similar.
8. The educational institution approach.
In this approach, the assumption is that faculties or colleges of agriculture
have technical knowledge which is relevant and useful to farm people and are
therefore capable of implementing extension programs.

Other Approaches according to Haverkort and Rolling (1984) as cited by Martinez and
Plopino (1997) areas follows:
1. Scheme approach
This is an organized and coherent combination of extension methods and
strategies aimed at reinforcing the rules and regulations of a scheme. It is under one
management. (e.g. collective farms and plantations such as La Frutera, irrigarion
schemes and resettlement schemes)
2. Functional Group or Team approach.
This approach aims to work withparticular groups of people joined together
to achieve a shared goal. Change in the behavior of the group members is carried out
by mobilization, organization, training, technical and resource support, and special
efforts to consolidate and replicate the results.

3. Farmers' organization approach (Cooperative approach).

This approach utilizes independent self-managed and in most cases
permanent organizations such as farmers' association or cooperatives. Organizations
are organized for social/economic development. The farmers themselves hire
specialists in agricultural technology as well as agricultural economists through their
professional organizations. They pay a fee as membership to the professional
organization and they benefit from advice and farm visits.
4. Target category approach.
This approach offers specific ideas or information to selected groups in a
population rather than to the whole farming population. Groups are formed based
on needs, interests, goals or characteristics. (e.g. CIMMYT)
5. Technical Change Approach
This is also known as "top-down-approach" which is the most popular
approach in extension work. It aims at maximum adoption of techno-innovations
developed at regional or national-based research stations and laboratories. (e.g.
Integrated pest management)
6. Agricultural Innovation Systems (AIS), which builds on systems thinking. Systems
thinking is an approach to probing and dealing with the complex situations that
actors face in a particular sector – looking at the whole and making links between
the various parts. Systems are defined as “relationships and linkages among
elements within arbitrary boundaries for discourse about complex phenomena
to emphasize wholeness, interrelationships and emergent properties” (Röling
1992). Re-orienting the dynamics of systems in favour of realizing desirable
outcomes is essentially about changing the way people interact with each other
and respond to their changing environment. (Leeuwis et al 2014). The focus on
actors, their perspectives, their intentions, and their interrelationships within the
 wider context makes it a useful approach for dealing with the complexity in
which smallholder farmers operate.

Upcoming Approaches in extension include Farmer Field Schools;Multi-input

approaches; Innovation Platforms; Gender-sensitive approach to extension and
market driven value chain-approach

Approaches in extension vary but common on these aspects:

1. All employ non-formal education procedures.
2. All have contents related to agriculture.
3. All seek to improve the standard of living of the rural people.

6. Enrichment Activity (Practical Exercise):

Learning Activity: Role Playing : group into 8-member teams.
Instruction:
The class will group into 8 members. Each group will select one approach
and present a scenario using the approach.
7. Self Assessment: Multiple choice
Instruction: Write the letter of the correct answer on the blank provided before the
number.
____1.Which extension approach assumes that management controls most of
production factors?a. conventional approach c. functional approach
b.commodityapproach d. technical change approach
____2. Which extension approach aims to work with particular groups of people
joined together to achieve a common goal?
a. conventional approach c. functional approach
b.commodityapproach d. technical change approach
____3. Which approach provides personnel with research results tailored to meet the
needs and interests of local farming system conditions?.
a. commodity approach c. The General Agricultural Extension Approach
b. functional approach d. farming systems development approach.
____4.An extension approach which uses independent, self-managed and in most
 cases permanent organization.
a. commodityb. farmers organization c. target groupd. functional
____5.What extension approach uses specific ideas or information to selected
groups in a population rather than the whole farming population?
a. . target group approach c. farmers organizationapproach
b. functional approach d. farming systems development
approach.
____6. The extension content is limited to technical and administrative or marketing
aspects of the production of a certain product. Which approach was used?
a.target group c. farmers organization
b. commodity approach c educational institution approach
____ 7. In which approach was there a need for large number of field staff assigned
throughout the country and under the control of the national government?
a. commodity c. Farming systems development approach.
b. functional d. The General Agricultural Extension approach.
____8. Which approach assumes that faculty in colleges of agriculture have relevant
and useful knowledge and can therefore implement extension program?.
a. farmers organization approach b. General Agricultural Extension
Approach b.educational institution approach d. farmers organization approach
____9. Which approach provides personnel with research results tailored to meet
the
needs and interests of local farming system conditions?.
a. commodity b. General Agricultural Extension Approach
b. functional d. farming systems development approach.
___10. In which approach do clients or participant provide inputs such as seeds, labor
or farm animals as their counterpart in the implementation of the project.
a. b. cost sharing approach c. farmers organization approach
b. functional approach d.educational institution approach

Self-Reflect:
Reflection paper. Write your learning insights or thoughts in your personal journal.
2. Why is the choice of an extension approach an important task of an AEW? You may
present a scenario.
 CHAPTER 7
EXTENSION TEACHING METHODS

MODULE 7.1 FACTORS TO CONSIDER IN CHOOSING EXTENSION TEACHING METHODS

1. Module overview:
Basically, the learner/client decides on whether he would want to learn or
not. The extensionists task is to facilitate or provide learning conditions to influence
or motivation for learning to take place. This module will present several
considerations that will enable you, as the extensionists to choose the best or most
appropriate extension teaching method to use to get the most effective results.

2. Intended Learning Outcomes

At the end of this module, you must be able to :

1. Identify the factors to consider in choosing which extension method to use.

2. Describe the importance of considering these factors for the success of extension
activity.

3. Take off
Activity: Simulation
Student volunteers to present two scenarios.
Group 1-present a scenario wherein an extensionist handles OSY group.
Group 2present a scenario wherein an extensionist handles an adult group
Opening up questions for discussion:
5. Can you spot the difference between the teaching methods given to the two
groups?
6. Were the methods used appropriate? Why /why not?

4. Content Focus
At the end of this module, you must be able to :

3. Describe the extension methods as tools for transfer of technology

4. Choose the appropriate the method for a certain type of extension activity
 5. Write a reflection paper on how the choice of an extension method would contribute to
the success of an extension activity.

Extension Teaching methods are tools and techniques used to create situations in
which communication can take place between the extensionist and the target group. The
purpose is to extend or transfer new knowledge and skills to clients by arousing their
interest and helping them experience successfully and eventually adopt the new practice.

Categories of Teaching Methods and Techniques

Methods of extension are categorized into three categorized as individual extension

methods, group methods and mass media.

1. Individual Extension methods is an excellent way of providing information required by

certain clients to solve certain problems. It also gives the extensionists a chance to
understand the needs of the farmer especially during individual. Because he shows interest
in the farmer and gets to know his e extension agent can increase the farmer’s trust in him
by showing interest in the farmer as a person, his situation and his ideas.

However, several disadvantages for individual methods include high costs in terms
of travel and time, only few or small proportion of clients , and possibility of giving incorrect
information or remedy will be difficult to address at once.

1.1. Personal Interview: mostly done to collect important data and for participatory planning
of extension program.
1.2. Individual Farm Visit: although costly, it is usually used to teach specialized skill
efficiently. Indispensable when the skill must be taught efficiently.

2. Group Methods – offers greater interaction among farmers themselves and greater
opportunity for exchange of useful experiences which may influence groupbehavior and
norms. Group methods , though more costly than mass media can be used to obtain
feedback that is valuable in attaining the objectives.
2.1. Discussion: Effective to gather information on opinion, attitude change and decision-
making. Requires between 5 and 15 participants and is a very difficult activity to plan
and manage.
2.2. Group Meeting/Lecture/Talk: Very commonly used but only effective to transfer
theoretical knowledge. Can be used for groups from 15 to 40, if one wishes to be able
 to manage the meeting with audience participation and not a one-way type of
communication.
2.3. Method demonstration: Very much in use but can only serve to transfer theoretical
knowledge. It is the twin brother of the lecture but the visual aids are the real objects.
2.4. Result demonstration: The object shown to farmers of results obtained in the field
compared to traditional practices enhances interest and may change attitudes for
instance as related to the use of fertilizers, etc.
3. Mass media – makes people aware of innovations and stimulating their interest. It
functions in the society in several ways (1) Setting the agenda of important discussion
topics; (2) Transferring knowledge; (3) Forming and changing opinions; and (4) Changing
behavior.
3.1. Media combinations and use of audio visual aids - Different media combinations can be
organized with the use of audio-visual aids to support talks and group discussions.
Audio-visual media can serve two different functions: 1) improve the process of
information transfer (mainly a cognitive process) and 2) Develop or strengthen the
motivation to change ( in the first place, an emotional process).
3.2. Use of folk media – include the use of theatre plays, songs, puppet shows, story tellers
and other traditional forms of entertainment. It appeals to the emotions of members of
the audience, who identify themselves with the players.
3.3. Use of modern information technology- the development of computers and
improvement in telecommunications offer farmers many new opportunities to obtain
technical and economic information quickly and use it effectively for their decision-
making.
4. Learning Activity:
Simulation and Problem Solving
Instruction:
The class is grouped into 3 groupsand simulate an extension activity wherein
they are going to transfer knowledge/technology using the extension
teaching method they selected through drawing lots.

1. Self Assessment: Completion Test

Write the letter of the correct answer before the number.
__1.Extension teaching methods which reaches a large number of people at lesser
cost.
 a. Mass method b. group method c. individual d. all of the above

__2.This one is the fastest and most powerful means of mass communication that
reaches all cultural levels.
a. radio b. computer c. newspaper d. educational
campaign

__3.Can transmit information directly to a large audience via land-based transmitter,

satellite and cables.
a. Display b. film slides c. televesion d. overhead
projector

__4.Extension teaching method which involves contact with substantial or related

groups of people.
a. mass method b. group method c. individual method d. none of these

__5.The most universally used extension teaching method

a. Individual method b. group method c. mass method d. automated method

2. Self-Reflect:
Reflection paper. Write your learning insights or thoughts in your personal journal.
3. Why is the choice of an extension method an important task of an AEW? You may
present a scenario.