Concept of Extension
The use of 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 by other educational institutions in England and in other countries. The Term Extension Education was first used in 1873 by Cambridge University to describe this particular education innovation.
Meaning;
Extension word is derived from the Latin root ‘ex’ meaning out and ‘tension’ meaning stretching.
Extension is that type of education which is stretched out to people in the rural area far and near, beyond the limits of educational institutions to which the formal type of education is usually confined.
Education is an integral part of extension. Because of this, and because of the fact that extension is pursued in agriculture and many other disciplines to educate, motivate and change the behaviour of the people, this particular branch of science is also known as extension education.
Definition of Extension Education
- Extension 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 in production, management, conservation and marketing. by National Commission on Agriculture (1976)
- Extension Education is the process of teaching rural people how to live better by learning ways to improve their farm, home and community institutions. By Leagans (1961)
- Extension is education and that its purpose is to change attitude and practices of the people with whom the work is done. – Ensminger (1957)
- Extension Education is a science, which deals with the creation, transmission & application of knowledge designed to bring about planned changes in the behavior complex of people, with a view to help them live better by learning the ways of improving their vocations, enterprises &institutions. by Reddy (1993)
Scope of Extension Education
Extension appears to have unlimited scope in situations where there is need for creating awareness among the people and changing their behavior by informing and educating them.
Kelsey and Hearne (1967) identified nine areas of programme emphasis, which indicate the scope of agricultural extension.
- Efficiency in agricultural production.
- Efficiency in marketing, distribution and utilization.
- Conservation, development and use of natural resources.
- Management on the farm and in the home.
- Family living.
- Youth development.
- Leadership development.
- Community development and rural area development.
- Public affairs.
The following statements will further amplify the scope of extension.
- Extension is fundamentally a system of out-of-school education for adults and youths.
- It is a system where people are motivated through a proper approach to help themselves by applying science in their daily lives, in farming, home making and community living.
- Extension is education for all village people.
- Extension is bringing about desirable changes in the knowledge, attitudes and skills of people.
- Extension is helping people to help themselves.
- Extension is working with men and women, boys and girls, to answer their felt needs and wants.
- Extension is teaching through “learning by doing” and “seeing is believing”.
- Extension is working in harmony with the culture of the people.
- Extension is a two-way channel; it brings scientific information to village people and it also takes the Problems of the village people to the scientific institutes for solution.
- Extension is working together (in groups) to expand the welfare and happiness of the people with their own families, their own villages, their own country and the world.
- Extension is development of individuals in their day-to-day living, development of their leaders, their society and their world as a whole.
Extension Educational Process
An effective extension educational programme involves five essential and interrelated steps. This concept of the extension educational process is intended only to clarify the steps necessary in carrying out a planned educational effort. The sequence of the steps is discussed on the basis of concept developed by Leagens (1967)
First step: (Situation). The initial step involves gathering and analyzing information about the community. This includes understanding the people, their livelihoods, and the broader economic, social, and environmental context. Data collection methods such as surveys and community engagement are used to identify local needs and available resources.
Second step: (Objective) he next step involves identifying achievable goals for the community. These goals should be collaboratively determined with community members and clearly defined. They should focus on desired behavioral changes and measurable outcomes that will improve the community’s well-being.
Third step: (Teaching) This stage involves determining the content and delivery methods. It requires selecting relevant research-based information that addresses the community’s needs and choosing appropriate teaching strategies and materials to effectively share this knowledge.
Fourth step: (Evaluation) This stage involves assessing the program’s effectiveness in achieving its goals. This includes conducting follow-up surveys to measure changes in behavior, knowledge, and practices. Evaluation results help determine the program’s success and identify areas for improvement.
Fifth step: (Reconsidering) The final step involves reviewing the entire extension program based on evaluation findings. Issues identified during evaluation are used as a starting point for the next program cycle, unless new challenges or opportunities emerge. Together with the community, new objectives are set to address ongoing needs.
Objectives of Extension Education
Objectives are end towards which our efforts are to be directed. More specific objectives of extension education are;
- To assist people to discover and analyze their problems and identify their felt needs.
- To develop leadership among people and help them in organizing groups to solve their problems.
- To disseminate research information of economic practical important in a way people would be work and understand.
- To assist people in mobilizing and utilizing the resource which they have and which they need from outside.
- To collect and transmit feedback information for solving management problems.
Principles of Extension Education
- Principle of need and interest
Effective extension work is grounded in the unique needs and interests of the target population. This principle acknowledges the diversity of communities, with varying priorities at individual, village, district, and state levels. Consequently, a one-size-fits-all approach is ineffective.
- Principle of grass root level
For extension programs to be successful, they must be driven by the community itself. Local people should be actively involved in planning, implementing, and evaluating projects. This ensures that programs align with local needs and conditions.
- Principle of cultural difference
Successful extension programs must be rooted in an understanding of the target community’s culture. Recognizing the inherent differences between extension workers and rural populations is essential. To effectively implement programs, extension professionals must gain a deep understanding of local knowledge, skills, practices, customs, beliefs, and values. This cultural awareness is fundamental to building trust and ensuring program relevance.
- Principle of Indigenous Knowledge
People everywhere have indigenous knowledge system which they have develop through generation of work experience and problem solving in their own specific situation. The indigenous knowledge systems encompass all aspect of life and people considered it essential for their survival.
- Principle of cooperation and people’s participation
Extension education’s primary goal is to foster community involvement. It’s about equipping people to identify and solve their own problems rather than providing ready-made solutions. By working collaboratively, extension programs can empower rural communities to achieve self-reliance and sustainable development.
- Principle of cultural change
Effective extension work requires a deep understanding of the cultural context. Extension professionals must identify and respect cultural norms, beliefs, and practices to successfully introduce new ideas or technologies. This involves recognizing potential barriers such as taboos or limitations that might hinder program adoption and adapting strategies accordingly.
- Principle of adaptability
People differ from each other, one group differs from another group and conditions also differ from place to place. An extension programme should be flexible, so that necessary changes can be made whenever needed, to meet the varying conditions. Extension professionals should have knowledge of extension methods so that they can select proper method according to the condition.
- Principle of leadership
To ensure the success of the program, it’s crucial to select and train local leaders who can assist in carrying out extension work. The community tends to trust local leaders more, making them effective in introducing new ideas with minimal resistance.
- Principle of Whole Family
Extension work is more likely to succeed when professionals adopt a whole-family approach, rather than a fragmented or disengaged one. This means that extension efforts should be directed at all members of the family—men, women, and children—rather than focusing on individual members separately.
- Principle of Evaluation
The effectiveness of the work is assessed based on the changes it brings in people’s knowledge, skills, attitudes, and adoption behaviors, rather than solely on the accomplishment of physical targets.
- Principle of satisfaction
The ultimate goal of extension teaching is the satisfaction experienced by the farmer and their family members from solving a problem, meeting a need, acquiring a new skill, or undergoing other positive behavior changes. Satisfaction is crucial for success in extension work, as a satisfied stakeholder serves as the best endorsement.
