Professional Documents
Culture Documents
Principles of Extension Education
Principles of Extension Education
‘ex’ meaning
‘out’
Extension
‘tensio’
meaning
‘stretching’
Extension education is stretching out to the people who are beyond the limits of
educational institutions
FEATURES
• Starts with practical problem of the learners and may take up theory later on
• Has no fixed curriculum. It has to be designed as per the requirements of the farmers
• Knowledge flows from both teacher to learners and from learners to teacher
• The extension agents/workers teach a great deal through local leaders/progressive farmers
• Flexible in nature
CONCEPT OF EXTENSION EDUCATION
Leagans (1961) defines Extension Education is an applied science consisting of content derived
from research, accumulated field experiences and relevant principles drawn from the
behavioural sciences synthesized with useful technology in to a body of philosophy, principles,
contents and methods focused on the problems of out-of-school education for adults and youth
The National Commission on Agriculture (1976) explains extension education as an out-of school
education and services for the members of the farm family and others directly or indirectly
engaged in farm production, to enable them to adopt improved practices on production,
management, conservation and marketing.
2. The development may take place at any stage of their lives, if they are provided with
adequate and appropriate learning opportunities.
3. Adults are not interested in learning only for the sake of learning. They are motivated
when new learning provides opportunities for application, for increased productivity
and improved standards of living.
5. Given the required knowledge and skills, people are capable of making optimal
choices for their individual and social benefits.
PHILOSOPHY OF EXTENSION EDUCATION
• The end product of extension work should produce satisfying results for the people.
5. Principle Satisfying results reinforce learning and motivate to seek further improvement
of
satisfaction
• People believes in local leaders, and work on their advice. Identifying different
types of leaders and working through them is essential for extension. The local
6. Principle leaders are to be trained, and used extensively in the extension programme.
of leadership
7. Principle of grass roots 8. Principle of democratic 9. Principle of culture
approach approach difference
• Extension programmes • The extension work is • There is cultural difference
should start with local democratic both in between the extension
groups, local situations and philosophy and practice. It agents and the farmers.
local problems. Extension believes in persuasion and Differences also exist
work should start with discussion. The people are between group of farmers in
where people are and what provided with number of different parts of the
they have. Change should choices and they are free to country in their customs,
start from the existing adopt or not to adopt. values, beliefs, attitude and
situation. The objective of way of life. Extension
starting the extension programme must be carried
programme with local out in harmony with the
people is to demonstrate prevailing culture for better
the value of new practice or acceptance and results.
programmes so that more
and more people would
participate
10. Principle of indigenous knowledge- People have been solving their problems by
application of indigenous knowledge since generations. These knowledge have been part of
their social system and people consider it essential for their survival. The extension agent,
instead of ignoring the importance of indigenous knowledge, should understand them and
their ramification in the life of the people and develop extension programme accordingly.
11. Principle of whole family approach- Household is considered as unit of intervention for
development. So, extension programme should be developed in such way that it encourages
the participation and involvement of entire family members. The goal of development is
difficult to achieve without educating the whole family- the male member, the female
member and children.
The fourth step is evaluating the teaching, i.e. determining the extent to
which the objects have been fulfilled. This will also be a test of how
accurately and clearly the objectives have been stated and what
methodology adopted to reach the goals.
The fifth step is the reconsideration of entire extension educational programme on
the light of results of evaluation. This step consists of a review of previous efforts
and results which reveal a new situation. If this new situation shows the need for
further work, then the whole process may begin again, with new or modified
objectives.
GENESIS
The use of the term ‘extension’ originated in England in 1866 with a system
of University extension which was taken up by first by Cambridge and
Oxford Universities and later on by other educational institutions in
England and other countries
In India, the terms community development and extension became more
popular with the launching of Community Development Projects in 1952
and with the establishment of the National Extension Service in 1953.
SCOPE OF EXTENSION EDUCATION IN LIVESTOCK SECTOR
It includes all activities of rural development. So extension programmes should be dynamic and flexible
Increasing efficiency in
Youth development Leadership development
livestock production
Increasing efficiency in
marketing, distribution and Community and rural
Better family living
utilization of all livestock development
inputs & outputs