Dairy Extension Education PDF

Dairy Extension
Education
B. S. Meena
Dairy Extension Education
Writer
B. S. Meena
Dairy Extension Division
NDRI, Karnal
Index
Lecture Page No
Module 1: Basics of Dairy Extension Education
Lesson 1 History and concept of extension 4-8
education
Lesson 2 Objectives, functions and philosophy of 9-13
extension education
Lesson 3 Principles of extension education 14-16
Module 2: Extension and Rural development Programmes

Lesson 4 Pre-Independence extension and rural 17-22
development programmes
Lesson 5 Post-Independence extension and rural 23-31
development programmes
Lesson 6 First-line extension system of ICAR 32-36
Lesson 7 Innovations in field extension 37-40
Module 3: Extension Learning & Teaching Process

Lesson 8 Extension learning process 41-43
Lesson 9 Teaching process in extension 44-46
Lesson 10 Extension teaching methods 47-51
Lesson 11 Selection of extension teaching methods 52-57
Lesson 12 Audio-visual-aids 58-64
Module 4: Groups and Leadership

Lesson 13 Groups: Concepts and types 65-69
Lesson 14 Leaders and leadership 70-73
Module 5: Programme Planning

Lesson 15 Programme planning 74-79
Lesson 16 Five-Year Plans in India 80-84
Module 1. Basics of dairy extension education

Lesson 1
HISTORY AND CONCEPT OF EXTENSION EDUCATION
1.1 Introduction
It is said that Rome was not built in a day. Similarly, Extension was not master-minded by one
individual; rather it evolved through hard work of extension professionals around the world over
more than a century.
History of agricultural extension is intimately related to the development in technology. The
need for extension was felt in Europe and North America during the 18th century in the wake of
industrial development. To take advantage of science and technology to the doorsteps of the
farmers, agricultural societies were formed. The first society is said to be established in Scotland
in 1728 for the spread of knowledge of agriculture through lectures and publications.
The roots of extension education, however, can be traced back to 1840 when the term
“University Extension” was first used in Britain to take the knowledge to doorsteps of common
people. The first practical steps were taken in 1867-68, when James Stuart, fellow of Trinity
College, Cambridge, England gave lectures to women’s associations and working men’s club.
James Stuart is called as the father of “University Extension”. He approached the authorities of
University of Cambridge to organise extension lectures. The system was accepted by the
Cambridge as well as Oxford University in 1873. Dr. J. P. Leagans of USA is known as the
father of extension, whereas Dr. K. N. Singh is known as father of Extension in the Indian
context.
1.2 Growth of Agricultural Extension Education as a Discipline in India
The teaching of extension education at undergraduate level started in the year 1950 at the
College of Agriculture, Calcutta University. The first post-graduate teaching was launched in
1955, at Bihar Agricultural College, Sabour. Next was the post-graduate programme initiated at
the College of Nagpur in 1958. Further, creation of a separate Division of Agricultural Extension
at Indian Agricultural Research Institute (IARI), New Delhi with assistance from Ford
Foundation under the expert advice of legendary Dr. J. Paul Leagans was a landmark event in
the history of extension education. The Ph.D. programme in the discipline of extension was first
introduced at IARI in 1961. Subsequently, Punjab Agricultural University, Ludhiana, followed
with Master’s and Ph.D. Programmes in Agricultural Extension in 1961.
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At the same time, Division of Dairy Extension was established at National Dairy Research
Institute (NDRI), Karnal in May 1961 to undertake extension activities, besides teaching and
research in Dairy Extension. Research endeavours of the Division are in the areas of Information
and Communication Technologies, organizational behaviour, information management,
participatory technology development and impact studies of dairy innovations. The faculty has
also been engaged in human resource development through post-graduate and doctoral
programmes in Dairy Extension Education.
1.3 Conceptual Background
The National Commission on Agriculture (1976) appointed by the Government of India stated
the scope and jurisdiction of extension in the following terms: “Extension and Extension
education relate to the process of conveying the technologies of scientific agriculture to the
farmer in order to enable him to utilise the knowledge for better agriculture and better
economy”. This consists of provision for non-formal educational facilities through organised
extension services, introduction of agricultural education in schools and education through non-
degree institutional programme to impart vocational skills to the farmers for improving their
productive activities.
1.4 Definitions of Extension and Dairy Extension Education
Dairy Extension Education is a complex term which includes dairy, extension and education; so
it is necessary to understand the meaning of each word as defined by various authors.
1.4.1 Extension
1. The word Extension is derived from the Latin roots: “ex” meaning “out”; and, “tensio”
meaning “stretching”.
2. According to Rolling (1986), “Extension” refers to the actual work done by professional
extension agents at various levels of management; while “Extension Education” refers to the
body of knowledge concerning that work or practice.
3. “Extension” involves the conscious use of communication of information to help people
form sound opinions and make good decisions (Van den Ban & Hawkins, 1998).
4. Extension is everything that people who think of themselves as extensionists do as part of
their professional practice (Leeuwis, 2004).
1.4.2 Extension education
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1. “Extension Education” is a science, which deals with the creation, transmission & application
of knowledge designed to bring about planned changes in the behaviour-complex of people,
with a view to help them live better by learning the ways of improving their vocations,
enterprises & institutions (Reddy, 1993).
2. “Extension Education” is a science that brings about desirable changes in the behaviour of
the concerned persons through “educational methods”, so as to improve their general
standard of living with their own efforts. In fact, it deals with the designs & strategies of
‘transfer of technology’ to the concerned persons. In other words, what is taught to the
farmers is not “Extension Education”, though its knowledge is applied for the effective &
efficient communication of various programmes of change (Singh, 1994).
3. “Extension Education” is the process of teaching rural people how to live better by learning
ways to improve their farm, home and community institutions’ (Leagans, 1961).
4. “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. Several authors
defined extension in various ways emphasizing the importance of one or the other aspect of
extension (National Commission on Agriculture, 1976).
1.4.3 Dairy extension education
Dairy Extension Education is the process of educating dairy stakeholders how to live better by
learning ways to improve their farm, home and community institutions.
Dairy Extension Education is ‘helping people to help themselves’ in changing their behaviour
(knowledge, attitude and skill), in a desirable direction, in order to bring overall development in
an individual, his family, his community and thereby for the nation.
But the task developing an individual is not so easy. For this, an Extension Educator is to be a
teacher, guide, friend and philosopher to the villagers/dairy stakeholders. Thus, if one aspires to
be an Extension Educator, he must be processing an attitude and aptitude essentially demanded
by the profession (i.e. interest and ability to work for the villagers) in addition to having a sound
knowledge and understanding of the subject. Thus, it can be a challenging profession with a
satisfaction for the work done.
The Dairy Extension Education focuses on the applied dimension of education by extending and
applying knowledge and problem-solving to address individual and community issues in the
field of dairying. The foundation of Dairy Extension Education is responding to priority needs
by involving the dairy stakeholders.
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In India, the terms Community Development and Extension Education became more popular
with the launching of Community Development Programme in 1952 & with the establishment of
the National Extension Service in 1953. Since then, Community Development has been regarded
as a programme for an overall development of the rural people; whereas Extension Education
happens to be the mean to achieve this objective.
Extension Education is an applied behavioural science, the knowledge of which is applied to
bring about desirable changes in the behavioural complex of human being usually through
various strategies, programmes of change, and by applying the latest scientific & technological
innovations.
Extension Education has now developed as a full-fledged discipline, having its own philosophy,
objectives, principles, methods & techniques which must be understood by every extension
worker & others connected with the rural development. It might be mentioned here that
Extension Education, its principles, methods & techniques are applicable not only to agriculture
but also to veterinary & animal husbandry, dairying, fisheries, home science, health and family
planning. Based upon its application & use, various nomenclatures have been given to it, such as
agricultural extension, veterinary & animal husbandry extension, dairy extension, fisheries
extension, home science extension, public health extension, and family planning extension.
1.5 Differences between Formal Education and Extension Education
It may, however, be mentioned here that when Extension Education is put into action for
educating the rural people, it does not remain formal education. In that sense, there are several
differences between the two. Some of these differences are:
Table 1.1 Differences between formal education and extension education
Formal Education Extension Education
1. The teacher starts with theory & 1. The teacher (extension professional)
works up to practical. starts with practical & may take up
theory later on.
2. Students study subjects. 2. Clients study problems.
3. Students must adapt themselves to 3. It has no fixed curriculum or course of
the fixed curriculum offered. study & the clients help to formulate the
curriculum.
4. Authority rests with the teacher. 4. Authority rests with the clients.
5. Class attendance is compulsory. 5. Participation is voluntary.
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6. Teacher instructs the students. 6. Teacher teaches & also learns from the
clients.
7. Teaching is only through instructors. 7. Teaching is also through local leaders.
8. Teaching is mainly vertical. 8. Teaching is mainly horizontal.
9. The teacher has more or less 9. The teacher has a large & heterogeneous
homogeneous audience. audience.
10. It is rigid. 10. It is flexible.
11. It has all pre-planned & pre-decided 11.It has freedom to develop programmes
programmes. locally and they are based on the needs
& expressed desires of the people.
12. It is more theoretical. 12. It is more practical & intended for
immediate application in the solution of
problems.
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Module 1. Basics of dairy extension education
Lesson 2
OBJECTIVES, FUNCTIONS AND PHILOSOPHY OF EXTENSION EDUCATION
2.1 Introduction
The objectives of extension education are the expressions of the ends towards which our efforts
are directed. In other words, an objective means a direction of movement. Before starting any
programme, its objectives must be clearly stated, so that one knows where to go and what to be
achieved.
2.2 Objectives
The dictionary meaning of objective is something that one's efforts or actions are intended to
attain or accomplish; purpose; goal; target.
2.2.1 Fundamental objective
Fundamental objective of extension education is the overall development of the rural people.
The ultimate objective of dairy extension education is development of dairy stakeholders by
improving their living standards.
Agricultural extension in our country is primarily concerned with the following main objectives:
1. Dissemination of useful & practical information relating to agriculture, including improved
seeds, fertilizers, implements, pesticides, improved cultural practices, dairying, poultry,
fisheries, veterinary & animal husbandry, and food & nutrition.
2. Practical application of useful knowledge to farm & home.
3. Improvement in all aspects of the life of the rural people within the framework of the
national, economic & social policies involving the population as a whole.
2.2.2 General objectives of extension
The following are the general objectives:

1. To assist people to discover and analyze their problems and identify their needs.
2. To develop leadership among people and help them in organizing groups to solve their
problems.
3. To disseminate research information of economic and practical importance in a way people
would be able to understand and use.
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4. To assist people in mobilizing and utilizing the resources which they have or need from
outside.
5. To collect and transmit feedback information for solving management problems.
The main objective of dairy extension education is development of dairy stakeholders by
improving their quality of life (QoL).
2.3 Functions of Extension
Keeping the objectives in view, the function of extension is to bring about desirable changes in
human behaviour by means of education. Changes may be brought about in their knowledge,
attitude, skill, understanding, goals, action and confidence.
2.3.1 Change in knowledge
Change in knowledge means change in what people know. For example, a farmer who does not
know about paneer making technology, may know it through participation in extension
programme. Similarly, Extension Agent (EA) who does not know about Information Technology
(IT), comes to know of it after attending a training programme.
2.3.2 Change in attitude
Change in attitude involves change in the feeling towards any object, person, and thing. For
instance, the afore-said farmer developed a favourable attitude towards the paneer making.
Similarly, the EA developed a favourable attitude in the use of IT.
2.3.3 Change in skill
Change in skill is change in the technique of doing things. Quoting the afore-said example, the
farmer learnt the technique of paneer making which he did not know earlier. Similarly, the EA
learnt the skill of using IT.
2.3.4 Change in understanding
Change in understanding means change in comprehension. For example, the afore-said farmer
realized the importance of the milk processing (paneer making) and the extent to which it was
economically profitable and desirable, in comparison to the selling of raw milk. Similarly, the
EA understood the use of IT and the extent to which these would make extension work more
effective.
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2.3.5 Change in goal
Change in goal is the distance in any given direction one is expected to go during a given period
of time. For example, the extent to which the farmer exposed to paneer making technology
raised the goal in dairy farming, in terms of increasing milk yield of dairy animals. Similarly, the
EA set his goal of getting an improved practice adopted by the clients within a certain period of
time by using IT.
2.3.6 Change in action
Change in action means change in the way of doing things. The farmer who did not know paneer
making earlier, now has started making it. Similarly, the EA who earlier did not use IT in
extension programmes started using them.
2.3.7 Change in confidence
Change in confidence involves change in self-reliance and ability. The afore-said farmer felt
sure that he has the ability of making paneer at his own level. Similarly, the EA developed faith
on his ability to do better extension work. The development of confidence or self-reliance is the
solid foundation for making progress.
To bring desirable change in behaviour is the crucial function of extension. The farmers though
their own initiative, shall continuously seek means of improving their farm and farm families.
The task is difficult because millions of farm families with little education, scattered in large
areas with their own beliefs, values, attitudes, resources and constraints are pursuing diverse
enterprises. For this purpose, the extension personnel shall continuously seek new information
to make extension work more effective.
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Fig. 2.1 Functions of extension education
2.4 Philosophy of Extension Education
Philosophy literally means love for wisdom. Philosophy refers to the investigations about life
and its various components. It is, in fact, an integrated view on the right conduct or 'what ought
to be'. Thus, a man's view of 'What is right to do' indicates the kind of person he is. Such views
serve as motivation for action. They reflect foundations of man’s activities and the laws that
govern them. Why is it essential to know philosophy of extension? Since, philosophy is a system
of values and beliefs, knowledge of philosophy may guide one's work. It can become a tool for
improving practice and consistent work-behaviour. There would not be confusion or conflict
about the ultimate aim and approach of work. In any profession, one's conduct is sum of
personal values, experiences and life style. Thus, philosophy is a practical tool to provide
rationale for decisions. The principles on the other hand are thumb rules for action. There are
various approaches of extension work. The manner, in which extension work has been executed
around the world, has attracted criticism from scholars and onlookers. There is a need to devise
participatory approaches of extension work keeping the pious goals in view.
2.4.1 Genesis of philosophy
Philosophy owes its origin to the Greek words 'phileo' meaning love
and 'sophia' meaning wisdom. Thus, it literally means love for wisdom. In the early phases of its
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1. “Extension Education” is a science, which deals with the creation, transmission & application
of knowledge designed to bring about planned changes in the behaviour-complex of people,
with a view to help them live better by learning the ways of improving their vocations,
enterprises & institutions (Reddy, 1993).
2. “Extension Education” is a science that brings about desirable changes in the behaviour of
the concerned persons through “educational methods”, so as to improve their general
standard of living with their own efforts. In fact, it deals with the designs & strategies of
‘transfer of technology’ to the concerned persons. In other words, what is taught to the
farmers is not “Extension Education”, though its knowledge is applied for the effective &
efficient communication of various programmes of change (Singh, 1994).
3. “Extension Education” is the process of teaching rural people how to live better by learning
ways to improve their farm, home and community institutions’ (Leagans, 1961).
4. “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. Several authors
defined extension in various ways emphasizing the importance of one or the other aspect of
extension (National Commission on Agriculture, 1976).
1.4.3 Dairy extension education
Dairy Extension Education is the process of educating dairy stakeholders how to live better by
learning ways to improve their farm, home and community institutions.
Dairy Extension Education is ‘helping people to help themselves’ in changing their behaviour
(knowledge, attitude and skill), in a desirable direction, in order to bring overall development in
an individual, his family, his community and thereby for the nation.
But the task developing an individual is not so easy. For this, an Extension Educator is to be a
teacher, guide, friend and philosopher to the villagers/dairy stakeholders. Thus, if one aspires to
be an Extension Educator, he must be processing an attitude and aptitude essentially demanded
by the profession (i.e. interest and ability to work for the villagers) in addition to having a sound
knowledge and understanding of the subject. Thus, it can be a challenging profession with a
satisfaction for the work done.
The Dairy Extension Education focuses on the applied dimension of education by extending and
applying knowledge and problem-solving to address individual and community issues in the
field of dairying. The foundation of Dairy Extension Education is responding to priority needs
by involving the dairy stakeholders.
6 www.AgriMoon.Com
In India, the terms Community Development and Extension Education became more popular
with the launching of Community Development Programme in 1952 & with the establishment of
the National Extension Service in 1953. Since then, Community Development has been regarded
as a programme for an overall development of the rural people; whereas Extension Education
happens to be the mean to achieve this objective.
Extension Education is an applied behavioural science, the knowledge of which is applied to
bring about desirable changes in the behavioural complex of human being usually through
various strategies, programmes of change, and by applying the latest scientific & technological
innovations.
Extension Education has now developed as a full-fledged discipline, having its own philosophy,
objectives, principles, methods & techniques which must be understood by every extension
worker & others connected with the rural development. It might be mentioned here that
Extension Education, its principles, methods & techniques are applicable not only to agriculture
but also to veterinary & animal husbandry, dairying, fisheries, home science, health and family
planning. Based upon its application & use, various nomenclatures have been given to it, such as
agricultural extension, veterinary & animal husbandry extension, dairy extension, fisheries
extension, home science extension, public health extension, and family planning extension.
1.5 Differences between Formal Education and Extension Education
It may, however, be mentioned here that when Extension Education is put into action for
educating the rural people, it does not remain formal education. In that sense, there are several
differences between the two. Some of these differences are:
Table 1.1 Differences between formal education and extension education
Formal Education Extension Education
1. The teacher starts with theory & 1. The teacher (extension professional)
works up to practical. starts with practical & may take up
theory later on.
2. Students study subjects. 2. Clients study problems.
3. Students must adapt themselves to 3. It has no fixed curriculum or course of
the fixed curriculum offered. study & the clients help to formulate the
curriculum.
4. Authority rests with the teacher. 4. Authority rests with the clients.
5. Class attendance is compulsory. 5. Participation is voluntary.
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Extension work is based on the cultural background of the people with whom the work is done.
Improvement can only begin from the level of the people where they are. This means that the
Extension professionals has to know the level of the knowledge, & the skills of the people, methods
& tools used by them, their customs, traditions, beliefs, values, etc. before starting the extension
programme.
3.1.4 Principle of cultural change
Extension education starts with what the learner knows, has and thinks. With this in mind and with an
attitude of respect towards clients, the extension professionals must seek to discover and understand
the limitations, taboo and the cultural values related to each phase of programme so that an
accepatable approach could be selected in the locality
3.1.5 Principle of cooperation and people’s participation
Extension is a co-operative venture. It is a joint democratic enterprise in which rural people co-
operate with their village, block & state officials to pursue a common cause. Ultimately without the
cooperation of people the work cannot be successful and desired result cannot be achieved. The first
task of extension education is the cooperation of people and their participation in work. Extension
helps people to help themselves. Good extension work is directed towards assisting rural families to
work out their own problems rather than giving them ready-made solutions. Actual participation &
experience of people in these programmes creates self-confidence in them and also they learn more
by doing. People should realise that the task of extension education is their own task. Participation in
extension work generates confidence among people for the work. It is not essential that all the
members of the society should participate but Extension professionals should try for maximum
participation of people.
3.1.6 Principle of applied science and democratic approach
Extension education is based upon democratic principles. It is based on discussions and suggestions.
Discussions are held with the people on actual field conditions, so that they participate in work.
Extension professionals provide practical look to the scientific inventions so that farmers can easily
adopt them on their farm.
3.1.7 Principle of learning by doing
According to this principle, farmers are encouraged to learn by doing the work themselves and by
participating in it. When a person does a work, he gains practical knowledge and experiences the
difficulties. Extension professionals are able to understand the problems and provide proper guidance
to the farmers and thus, they are able to receive proper information/feedback.
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3.1.8 Principle of trained specialists
It is very difficult that extension personnel should be knowledgeable about all problems. Therefore, it
is necessary that specialists should impart training to the farmers from time to time.
3.1.9 Principle of adaptability in use of extension teaching methods
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. Teaching
methods should be flexible so that they can be properly applied on people according to their age
groups, educational background, economic standard and gender. In extension education, two or more
methods should be applied according to the principle of adaptability.
3.1.10 Principle of leadership
Extension work is based on the full utilisation of local leadership. The selection & training of local
leaders to enable them to help in carrying out extension work is essential to the success of the
programme. People have more faith in local leaders & they should be used to put across a new idea
so that it is accepted with the least resistance.
3.1.11 Principle of whole family
Extension work will have a better chance of success if the extension professionals have a whole-
family approach instead of piecemeal approach or separate & uninterested approach. Extension work
is, therefore, for the whole family, i.e. for male, female and children.
3.1.12 Principle of evaluation
Extension is based upon the methods of science, and it needs constant evaluation. The effectiveness
of the work is measured in terms of the changes brought about in the knowledge, skill, attitude, and
adoption behaviour of the people, not merely in terms of achievement of physical targets.
3.1.13 Principle of satisfaction
The end-product of the effort of extension teaching is the satisfaction that comes to the farmer and his
family members as the result of solving a problem, meeting a need, acquiring a new skill or some
other changes in behaviour. Satisfaction is the key to success in extension work. A satisfied
stakeholder is the best advertisement.
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Module 2. Extension and rural development programme
Lesson 4
PRE-INDEPENDENCE EXTENSION AND RURAL DEVELOPMENT PROGRAMMES
4.1 Introduction
About 65 percent population of the country is living in the economically undeveloped area.
Therefore, many evils such as illiteracy, superstitions, unhealthy practices etc. took roots in our
country. After Second World War or after independence, it was thought to settle all these
problems properly and so, many development programmes were reinvigorated. It is wrong to
declare that there was nothing done during slavery period. However, those works, which were
executed at that time, were very few in number according to the needs. Looking at a vast country
like India, during British rule some selected social workers had started some programmes of
rural development. The evolution of extension programme is described in two stages:
Stage I- Pre-Independence Era (1866-1947)
Stage II- Post-Independence Era (1947-1953)
4.1.1 Stage I. Pre-Independence Era (1866-1947)
During the pre-independence era, various attempts were made by the individual persons and
private agencies viz. Gurgaon project in Haryana by Mr. F.L. Brayne; Sriniketan Experiment in
Bengal by Sri Rabindra Nath Tagore; Servants’ of India Society, Pune, in Tamilnadu, Central
India (presently Uttar Pradesh and Madhya Pradesh); Sir Daniel Hamilton’s Scheme of Rural
Reconstruction at the Sunderbans in Bengal; Rural Reconstruction Work by Christian Missions
through Allahabad Agricultural Institute; The Christian College, Nagpur; Marthandam project
by Dr. Spencer Hatch under the auspices of YMCA; Sevagram experiment in Wardha by
Mahatma Gandhi; Adarsh Seva Sangh, Pohri, Gwalior; Indian Village Service in Lucknow and
Etawah in Uttar Pradesh by Mr. A.T. Mosher and Sarvoday Programme in Bombay province by
Sri B. N. Gupta.
It was during this period that the Department of Agriculture came into being in June 1871 under
the then Government of India, and by 1882, agricultural departments in most of the provinces
started functioning in skeleton form. Recognising the need for new and improved methods of
cultivation based on agricultural research, the then Government of India also set up an Institute
of Agricultural Research at Pusa in Bihar in 1905.
Table 4.1 Rural development programmes
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Year Place Person/agency
Scheme of Rural Reconstruction at the Sir Daniel Hamilton
1903
Sunderbans in Bengal
1920 Gurgaon project in Haryana Mr. F.L. Brayne
1920 Sriniketan experiment in Bengal Sri Rabindra Nath Tagore
Seva-gram experiment in Wardha in Shree Mahatma Gandhi
1920
Gujarat
Dr. Spencer Hatch
1928 Marthandam project in Kerala Young Men Christian
Association (YMCA)
Shree B.T. Krishnamachari
1932 Baroda village reconstruction project
Grow more food campaign Agricultural departments of

1942
state governments
Dr. W.H. Wisher
1945 Indian village service
Firka Vikas Yojana in Madras (now in Government of Madras

1946
Tamilnadu)
4.1.1.1 Scheme of rural reconstruction at the sunderbans in bengal
In 1903, Sir Daniel Hamilton formed a scheme to create model villages, in an area in Sunderban
(Bengal), based on cooperative principles. He organised one village of this type and set on
Cooperative Credit Society which functioned up to 1916. In the 1924, he organised a Central
Cooperative Bank and Cooperative Marketing Society and established a Rural Reconstruction
Institute in 1934.The institute provided training facilities in cottage and subsidiary industries.
4.1.1.2 Gurgaon project (1920)
In Gurgaon district, this programme of village development was the first one to be run by the
State. It was started by the Mr. F. L. Brayne. In 1920, Mr. Brayne had been appointed on the post
of Deputy Commissioner in Gurgaon district and he began this project of rural upliftment in his
district, which became famous as “Gurgaon Project”. The main objectives of this project were:
(1) To increase crop production, (2) to control extra expenditure, (3) to improve the health, (4) to
develop the feeling of women-education, and (5) home development work.
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Although this project got some success yet this scheme also could not survive more because this
project was also based upon the sentiments of F.L. Brayne and when he was transferred,
gradually this programme also stopped.
4.1.1.3 Shriniketan project (1920)
Shriniketan is situated about 100 km. away from Calcutta (Kolkata) in West-Bengal State. This
area was backward socially, economically and politically. Shri Ravindra Nath Tagore began this
project of village development in this area with the help of sociologist Shri L.M. Hurst. Shri
Tagore thought that if some villages were developed, the other villages will get inspiration and
the programme of village development will spread all over the country and thus the whole
country would be developed. Shriniketan Village Welfare Institute was established in 1920
whose main objectives were the following:
(1) To increase the knowledge of rural people.
(2) To help the rural people in establishing cottage industry.
(3) To inspire the people to follow new technology.
(4) Development of dairy farming.
(5) To create the feeling of co-operation.
(6) To arrange the facility of health and education.
(7) To create the feeling of rural leadership.
This Project, in the beginning, was started only in 8 villages but after some time this project was
extended to 15 villages. Shri Tagore was the landlord of all these villages. Being centralized
over Shri Tagore this Project could not survive after the death of Shri Tagore, and came to an
end after his death.
4.1.1.4 Seva-gram (1920)
Mahatma Gandhi was a great social worker. He knew very well that as long as Indian people are
suppressed, their society and their nation cannot progress. For ending this suppression, he began
this welfare project “SEVA GRAM”, establishing his Ashram in wardha, in 1920. The main
objective of this programme was to prevent the economic and social suppression of the people
and to create the feeling of patriotism among them and they must think that this is their own
country. For fulfilling this objective, Gandhiji made a programme, which became famous as
“Gandhian Constructive Programme.” The main objectives of this project were: (1) to use khadi
clothes, (2) to introduce Health Programme, (3) the programme of sanitation in the village, (4)
the programme of women welfare, (5) the programme of economic help, (6) to uplift the
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backward classes, (7) primary and adult educational programmes, (8) to improve the conditions
of poor people, (9) programme of social harmony, and (10) to popularise the mother tongue and
other national dialects.
For making his programme successful and effective, Gandhiji had established All India Village
Industry Association, All India Spinners Association, Hindustani Education Association and
Kasturba Gandhi Association etc. Gandhiji’s constructive programme was not followed
completely by majority because those things, which were made by machines, were more
beautiful and low-priced, and the common people could not be impressed. The single cause of
failure of Gandhiji’s programme was industrialization in the country.
4.1.1.5 Marthandam project (1928)
This project of rural development was initiated in the village Marthandam near Trivendrum of
Kerala State by Young Men Christian Association (YMCA) and Christian Church Association
under the direction of Dr. Spencer Hatch in 1928. This village was undeveloped economically
and the economic condition of the native majority was poor. Here, people used to cultivate only
paddy and coconut on some places. For exploiting this weakness, it was thought that some
developmental work should be done, so that the Christian faith could spread. Consequently Dr.
Hatch made agreement with YMCA and the Church for his work and initiated this project in
neighbouring village Marthandam.
The objectives of this project were also made on the basis as to how the public of this area could
become Christian. The main objectives of this project were:
a) Spiritual development
b) Mental development
c) Physical development
d) Social development
e) Economic development
This programme of Dr. Hatch remained for a long period because he had trained workers and the
local people were inspired to work themselves. As such this project was very successful in this
area. But the whole programme was centred on a person and after the death of Dr. Hatch, there
was a conflict on the question of leadership between YMCA and Church Association and due to
no economic advantage to the non-paid workers, this programme could not survive.
4.1.1.6 Baroda village reconstruction project (1932)
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Shree B.T. Krishnamachari in Baroda in the Gujarat State initiated this Project in 1932. This
Project Continued for a long period.
a) Objectives
· To improve the life style of rural people rapidly.

· To spread education and industrialization.
· To develop the necessary factors for the progress of agriculture.
b) Scope
· This Project was started in the district of Navsari in the Gujarat State.
· Many programmes such as gardening, poultry-farming, bee-keeping, spinning and
weaving were organized.
· Re-stabilization of ‘Panchayats’ and other programmes of village progress were
organized.
· The adult education had been extended.
c) Working System
· By personal education and contact by the village guides.

· To use the school teacher of village in the extension of programme.
· To use the traditional means of extension.
4.1.1.7 Grow more food campaign (1942)
This campaign, started in 1942, was continued after getting the independence. The main object
of this campaign was to fulfil the need of food, which had been created due to the Second World
War. This campaign was the first one to be organized on a national level. In this campaign, the
new seeds and chemical fertilizers were distributed among the farmers. Agricultural departments
of state governments organized this campaign.
a) Achievements
· After spending a lot of money, some problems were tackled in the end.
· The crop production increased due to new seeds and chemical fertilizers provided to the
farmers.
· From this campaign, the production of cotton and jute increased appropriately.
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b) Limitations
· Its work field was limited.

· The campaign was deemed to be temporary hence the work was done.
· The economic help, the distribution of good seeds and fertilizers could be available only
on some places.
4.1.1.8 Indian village service (IVS-1945)
In 1945, under the guidance of Dr. W.H. Wisher, this service began in the village Agasoli,
District Aligarh in U.P. But, after the partition of the country, the village volunteer M.V. Siddiqi
Khan went to Pakistan and this centre was closed.
4.1.1.9 Firka vikas yojana (1946)
The government of Madras (now Tamil Nadu) decided to make efforts for the development of
villages at Firka level. The first programme began in 1946. Among Pre-Independence project,
this was the biggest project.
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growth, philosophy embraced all branches of knowledge. Later with growth of sciences, range
of subject matter dealt by it narrowed. However, philosophy concerns itself with the
fundamental questions about human existence and its place in the world. The purpose of human
life, its guiding values, forces of transformation, the way of knowing reality and deciding what
is right, etc. are the concerns of philosophy. It is a special system of knowledge dealing with
complex problems and question of life. The methods of inquiry in this case are indepth, logical,
rigorous and holistic. Thus, philosophy is a system of knowledge with its own methods of
inquiry to delve deep into the questions of human existence and laws in an integrated fashion.
Often people perceive philosophy as something abstract or vague. It is commonly held that
philosophy is the preserve of learned people or philosophers. This is not true. If philosophy is an
integrated view of life, every person needs values to decide what is right. Philosophy is
interwoven in daily life. Those who believe in eat-drink-and-be-merry follow a materialistic
view of life. Their activities are guided by it. There is a system of belief in every person's life.
Thus, one's perception of the purpose of life, ways to achieve goals, relationship between
various components of life, etc. becomes source-spring of all actions. The life styles and
activities of people are good indicators of philosophy of life, even though people holding them
may not consciously recognize so. So, everyone needs sets of values, perception of self and the
world to make sense of life's purpose. Such perceptions can become motive for committed
action. Thus, there is some link between philosophy and practice. There is, of course, need to
consciously recognise the value systems to resolve contradictory situations, Philosophy, then,
can become a working tool for improving practice.
The practical implication is that the 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.
13 www.AgriMoon.Com
Table 5.1 Community development
Year Programme/scheme Person/agency/ approach
Nilokheri
experiment
1948 (Mazdoor Manzil) Shree S. K. Dey
1948 Etawah pilot project Albert Mayer
Community Development
1952 CDP Programme
1953 NES National Extension Service
1954 CDB Community Development Block
Panchayati Raj Democratic
1957 Panchayati Raj Decentralization
Table 5.2 Technological development

1952 Key village Scheme Government of India
1960 IADP Intensive Agricultural District Programme
1964 IAAP Intensive Agricultural Area Programme
1963-64 ICDP Intensive Cattle Development Project
1966 HYVP High Yielding Variety Programme
1974 T&V Training & Visit System
1979 LLP Lab to Land Programme
1983 NAEP National Agricultural Extension Project
1986 TMO Technology Mission on Oilseeds
1998 NATP National Agricultural Technology Project
1999 TAR-IVLP Technology Assessment and Refinement –
Institute Village Linkage Programme
2000 ATIC Agricultural Technology Information Centre
2006 NAIP National Agricultural Innovation Project
Table 5.3 Other developmental programmes

1970-1971 SFDA Small Farmers’ Development Agency
1970-1971 MFAL Marginal Farmers’ and Agricultural Labourers
24 www.AgriMoon.Com
Programme
1970-1971 DPAP Drought Prone Areas Programme
1972-1973 PPTD Pilot Project for Tribal Development
1974 T&V Training and Visit Programme
1978-1979 IRDP Integrated Rural Development Programme
1979 TRYSEM Training of Rural Youth for Self-Employment
1980 NREP National Rural Employment Programme
Development of Women and Children in
1982 DWCRA Rural Areas
1989 JRY Jawahar Rojgar Yojana
5.1.2 Nilokheri experiment (1948)
Shree S. K. Dey, was the founder of the Nilokheri Experiment, when nearly 7000 displaced
persons from Pakistan and later integrated with the 100 surrounding villagesin to what came to
be rural-cum-urban township. It was built round the vocational training centrer Nilokheri, in July
1948. Shree Dey began this project using 1100 acre of swampy land spreading in the midst of
Karnal and Kurukshetra. Shree Dey went on to become the Union Minister of Community
Development in 1965. The scheme was also known as "Mazdoor Manzil" because of its
principle 'he who will not work, neither shall he eat'.
Under this programme, the main activities were a Vocational Training Centre run on co-
operative lines and the Colony had its own dairy, poultry, piggery, printing press, engineering
workshops, tannery and bone-meal factory. People were given vocational training of their choice
to run these Co-operative Enterprises. Rights for education and medical care for the sick were
also guaranteed.
5.1.3 Community development project (1952)
As a result of the Grow-More-Food Enquiry Committee Report and the successful experience of
the Etawah Project, 15 Pilot Projects were started in 1952 in selected states with the financial
assistance recieved from the Ford Foundation. Besides helping to increase agriculture
production and bettering the overall economic condition of the farmers, these projects were
meant to serve as a training ground for the extension persnnel. It was soon realised that for the
creation of an urge among the rural population to live a better life and to achieve permanent
plentitude and economic freedom in the villages, a much bolder and dynamic effort was called
for. It was recognized that the success of this new effort depended upon and whole hearted co-
25 www.AgriMoon.Com
operation of the beneficiaries, government officials and non-officials at every stage, the
education of rural masses in the technique of rural development and the timely provision of
adequate supplies of the needed inputs and other requirements.
For undertaking this new programme, the Government of India entered into an operational
agreement with the Government of the USA under the Technical Co-operation Programme
Agreement. Under this Agreement, 55 Community Development Projects were started in
different parts of the country on 2nd October, 1952 for three years.
The Projects covered nearly 25,260 villages and a population of 6.4 millions. Each project, in
turn, consisted of about 300 villages covering 400-500 square miles and having a population of
about two lakhs. The project area was divided into three development blocks, each comprising
100 villages and a population of 60,000 to 70,000. The development blocks, in turn, were
divided into groups of 5-10 villages, each group being in the charge of a multipurpose village-
level worker. The main aims of these projects were: to increase agricultural production by all
possible means, to tackle the problems of unemployment, to improve village communications, to
foster primary education, public health and recreation, to improve housing, to promote
indigeneous handicrafts and small-scale industries and to improve the villager's lot through their
own primary effort. In short, the programme aimed at achieving all-round socio-economic
transformation of the rural people.
5.1.4 Grow-more-food enquiry committee report (1952)
Though efforts were made to revitalize the Grow-More-Food Campaign, it was observed that the
system was not functioning properly and the cultivator's response to the programme was very
poor. As a result, the Government of India in 1952 appointed a committee known as the GMF
Enquiry Committee to examine the working of the Grow-More-Food Campaign.
The findings of this Committee revealed that the problem of food production was much wider
than the mere elimination of food imports and that agricultural improvement was a very
important part of a much wider problem of raising the level of rural life in the country. The
Committee came to the conclusion that it was only by bringing about an appreciable
improvement in the standards of rural life to make it fuller and richer that the rural masses could
be awakened to take interest in not only increasing agricultural production but also improving
their own conditions and creating a will to live better. The committee also pointed out that:
· All aspects of village life were interrelated,
26 www.AgriMoon.Com
· Improvement could be brought about by a number of detached programmes operating
independently,
· There was lack of unity of efforts,
· The available finances was not adequate
The rural community as a whole did not participate effectively in the campaign. In short, the
movement did not arouse nation-wide enthusiasm and did not become a mass movement for
raising the level of village life.
In its recommendations, the Committee proposed the formation of development block, each
consisting of 100 to 120 villages, and the appointment of revenue officers as development
officers or extension officers, assisted by technical officers for agriculture, animal husbandry,
co-ordination and engineering. For actual work in villages, the Committee suggested the
appointment of one village level worker for every five or ten villages. The Committee also
described broadly the functions of the extension service, the manner in which the extension
organisation would operate, the arrangements required in training of the required staff, the way
in which the non-official leadership should be associated with the work of village development
at the village, taluka, district and state levels. The need for setting up an independent
organisation on the suggestions made, the manner in which the assistance should be rendered to
the state governments as well as to villagers for development work, the role of the central and
state governments in this effort was also emphasized by the committee.
Based on these recommendations, the Planning Commission, which was set up earlier by the
Government of India to prepare a plan for development consistent with the available resources,
gave the highest priority to the development of agriculture and irrigation in the First Five-Year
Plan. The Commission fixed substantially high targets of internal production and decided, as
recommended by the Enquiry Committee, that the drive for food production should form part of
plans for overall agricultural development, and that agricultural improvement in its turn should
form an integral part of the much wider efforts for raising the level of rural life. The
Commission prescribed "Community Development" as the method for initiating the process of
transformation of the social and economic life of villages and "Rural Extension" as its agency.
5.1.5 National extension service (1953)
The National Extension Service was inaugurated on 2nd October 1953. The scheme of National
extension service was designed to provide the essential basic staff and a small fund for the
people to start the development work essentially on the basis of self-help. The operational unit
27 www.AgriMoon.Com
of this service was an N.E.S. block comprising about 100 villages and 60,000 to 70,000 people.
The N.E.S. blocks were later converted into community development blocks which had higher
budget provisions in order to take up more intensive development programmes. The pattern of
community development programme was further revised (modified with effect from 1st April
1958). According to this pattern, there were four stages:
· Pre-Extension Stage
· Stage I Blocks
· Stage II Blocks
· Post-Stage II Blocks
In this new set-up of community development blocks, all the nation-building government
departments were brought together; and in order to ensure co-ordination at the block level, a
new post of a Block Development Officer (BDO) was created. This officer is the co-ordinator of
the programme and team leader and is supported by 8 extension officers drawn from the
development departments, one each from the fields of agriculture, animal husbandry, co-
operative, panchayat, rural industry, rural development, social education and welfare of women
& children. Each normal block was provided with 10 village level workers and two gram
sevikas (lady VLWs).
Under this new set-up, the block is treated as an administrative unit for all the development
departments, and the village-level worker is the contact person between these departments and
the people.
5.1.6 Key village scheme (1952)
Key Village Scheme launched in August 1952 was the first systematic attempt to improve the
quality and productivity of cattle and buffaloes in the country. It was proposed with a view to
promote intensive cattle development in compact areas by utilising the limited quantity of high
quality breeding stock. Basic objective of the scheme is the rapid multiplication of crossbred
cattle for meeting the acute shortage of high quality animals by grading up of the indigenous
cattle population. Gradually it embraced all the major aspects of cattle development such as
superior breeding, castration of scrub bulls, fodder development, control of diseases,
maintenance of records, milk recording and marketing of livestock and livestock products.
5.1.7 Intensive agricultural district programme (1960)
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Module 2. Extension and rural development programme
Lesson 4
PRE-INDEPENDENCE EXTENSION AND RURAL DEVELOPMENT PROGRAMMES
4.1 Introduction
About 65 percent population of the country is living in the economically undeveloped area.
Therefore, many evils such as illiteracy, superstitions, unhealthy practices etc. took roots in our
country. After Second World War or after independence, it was thought to settle all these
problems properly and so, many development programmes were reinvigorated. It is wrong to
declare that there was nothing done during slavery period. However, those works, which were
executed at that time, were very few in number according to the needs. Looking at a vast country
like India, during British rule some selected social workers had started some programmes of
rural development. The evolution of extension programme is described in two stages:
Stage I- Pre-Independence Era (1866-1947)
Stage II- Post-Independence Era (1947-1953)
4.1.1 Stage I. Pre-Independence Era (1866-1947)
During the pre-independence era, various attempts were made by the individual persons and
private agencies viz. Gurgaon project in Haryana by Mr. F.L. Brayne; Sriniketan Experiment in
Bengal by Sri Rabindra Nath Tagore; Servants’ of India Society, Pune, in Tamilnadu, Central
India (presently Uttar Pradesh and Madhya Pradesh); Sir Daniel Hamilton’s Scheme of Rural
Reconstruction at the Sunderbans in Bengal; Rural Reconstruction Work by Christian Missions
through Allahabad Agricultural Institute; The Christian College, Nagpur; Marthandam project
by Dr. Spencer Hatch under the auspices of YMCA; Sevagram experiment in Wardha by
Mahatma Gandhi; Adarsh Seva Sangh, Pohri, Gwalior; Indian Village Service in Lucknow and
Etawah in Uttar Pradesh by Mr. A.T. Mosher and Sarvoday Programme in Bombay province by
Sri B. N. Gupta.
It was during this period that the Department of Agriculture came into being in June 1871 under
the then Government of India, and by 1882, agricultural departments in most of the provinces
started functioning in skeleton form. Recognising the need for new and improved methods of
cultivation based on agricultural research, the then Government of India also set up an Institute
of Agricultural Research at Pusa in Bihar in 1905.
Table 4.1 Rural development programmes
17 www.AgriMoon.Com
Year Place Person/agency
Scheme of Rural Reconstruction at the Sir Daniel Hamilton
1903
Sunderbans in Bengal
1920 Gurgaon project in Haryana Mr. F.L. Brayne
1920 Sriniketan experiment in Bengal Sri Rabindra Nath Tagore
Seva-gram experiment in Wardha in Shree Mahatma Gandhi
1920
Gujarat
Dr. Spencer Hatch
1928 Marthandam project in Kerala Young Men Christian
Association (YMCA)
Shree B.T. Krishnamachari
1932 Baroda village reconstruction project
Grow more food campaign Agricultural departments of

1942
state governments
Dr. W.H. Wisher
1945 Indian village service
Firka Vikas Yojana in Madras (now in Government of Madras

1946
Tamilnadu)
4.1.1.1 Scheme of rural reconstruction at the sunderbans in bengal
In 1903, Sir Daniel Hamilton formed a scheme to create model villages, in an area in Sunderban
(Bengal), based on cooperative principles. He organised one village of this type and set on
Cooperative Credit Society which functioned up to 1916. In the 1924, he organised a Central
Cooperative Bank and Cooperative Marketing Society and established a Rural Reconstruction
Institute in 1934.The institute provided training facilities in cottage and subsidiary industries.
4.1.1.2 Gurgaon project (1920)
In Gurgaon district, this programme of village development was the first one to be run by the
State. It was started by the Mr. F. L. Brayne. In 1920, Mr. Brayne had been appointed on the post
of Deputy Commissioner in Gurgaon district and he began this project of rural upliftment in his
district, which became famous as “Gurgaon Project”. The main objectives of this project were:
(1) To increase crop production, (2) to control extra expenditure, (3) to improve the health, (4) to
develop the feeling of women-education, and (5) home development work.
18 www.AgriMoon.Com
50 per cent for Scheduled Castes/Scheduled Tribes families and physically handicapped persons.
The objective of IRDP is to enable identified rural poor families to cross the poverty line by
providing productive assets and inputs to the target groups. The assets which could be in
primary, secondary or tertiary sector are provided through financial assistance in the form of
subsidy by the government and term credit advanced by financial institutions. The program is
implemented in all the blocks in the country as a centrally sponsored scheme funded on 50:50
basis by the Centre and State. The Scheme is merged with another Scheme named swarnjayanti
gram swarozgar yojana (SGSY) since 01.04.1999.
31 www.AgriMoon.Com
b) Limitations
· Its work field was limited.

· The campaign was deemed to be temporary hence the work was done.
· The economic help, the distribution of good seeds and fertilizers could be available only
on some places.
4.1.1.8 Indian village service (IVS-1945)
In 1945, under the guidance of Dr. W.H. Wisher, this service began in the village Agasoli,
District Aligarh in U.P. But, after the partition of the country, the village volunteer M.V. Siddiqi
Khan went to Pakistan and this centre was closed.
4.1.1.9 Firka vikas yojana (1946)
The government of Madras (now Tamil Nadu) decided to make efforts for the development of
villages at Firka level. The first programme began in 1946. Among Pre-Independence project,
this was the biggest project.
22 www.AgriMoon.Com
spread of technologies. The national demonstrations were intended to show the superiority of the
demonstrations to the extension agencies.
6.3 Operational Research Project
The ORPs were initiated in 1974-75. It covered diverse topics like crop farming, mixed farming,
integrated pest management, plantation crops, post-harvest technology, improvement of diara
and char lands, land reclamation, arid land management, fisheries etc. The ORP demonstrated
latest agricultural technologies on the farmers' fields to influence the farmers as well as the State
extension agencies. It also studied the socio-economic, technological extension and
administrative barriers which were coming in the way of rapid transfer of technologies and
pointed out the same to the extension agencies.
The ORPs considered two kinds of problems: first the common agricultural problems affecting
the farming community requiring group or community action, e.g. plant protection and rodent
control; and secondly total resources development of the watershed area. Some of the ORPs
attempted to concentrate on the major problematic areas rather than either on a common subject
or the total resources development like enhancing agricultural as well as livestock production.
The ORPs were mainly implemented through the agricultural universities, the ICAR institutes
and the State departments of agriculture. Selected voluntary organizations with necessary
scientific background and support for rural/agricultural development also under took such
projects. Linkages of these projects with local and allied institutions were emphasized for
mutual interaction and multiplier effect.
6.4 Krishi Vigyan Kendra (Farm Science Centre)
The KVK project is sponsored by the ICAR and is implemented by the ICAR institutes, state
agricultural universities (SAU), selected voluntary organizations, public undertakings and some
state departments of the agriculture. The first KVK was established in 1974 at Pondicherry
under Tamil Nadu Agricultural University. At present, there are 602 KVKs in the country.
The priority for establishing KVKs is given to hilly areas, drought prone areas, forest areas,
coastal areas, f1oodprone areas, and areas dominated with tribal farmers, weaker sections, small
farmers' and landless labourers. The objective is to gradually cover the entire country with one
KVK in each district, priority being given the backward areas.
The head of the KVK is the Training Organizer/Programme Coordinator. Training
Associates/Subject Matter Specialists and Training Assistants form the core staff and are drawn
33 www.AgriMoon.Com
from the disciplines like agronomy, horticulture, livestock production, home science, fisheries
and extension education. There is a provision of having a total of 16 staff in each KVK. A
Scientific Advisory Committee (SAC) with representatives from the agricultural university,
ICAR, relevant Government departments, panchayat, progressive farmers etc. is formed for each
KVK for providing guidance on its working. Holding regular SAC meeting was found be an
essential condition for successful functioning of a KVK.
6.5 Trainers’ Training Centre
Trainers' Training Centres (TTC) were established in 10 specialized subjects, mainly in the
ICAR institutes for in-service training of the teachers/trainers of the KVKs and such other non-
degree level institutions. The centres offer in-service training courses for the trainers/instructors
of the extension training centres, farmers' training centres, agricultural schools, and teachers
dealing with work experience and vocational courses. However, these TTC were closed by the
ICAR during the year 1996.
6.6 Lab to Land Programme
The Lab to Land Programme (LLP) was launched by the ICAR in 1979 as a part of its -Golden
Jubilee celebration. The overall objective of the programme was to improve the economic
condition of the small and marginal farmers and landless agricultural labourers, particularly
scheduled castes and scheduled tribes, by transfer of improved technology developed by the
agricultural universities, research institute etc.
The programme was initiated with 5,0000 farm families over the whole country. It was
implemented by the agricultural universities, ICAR institutes, state departments of agriculture
and some selected voluntary organizations. No separate staff was provided for the programme.
Major thrust in the programme was to introduce the most appropriate technologies that would
help in the diversification of labour use and introduction of supplementary sources of income.
The programme had been in operation in a number of phases. Normally a phase ran for a period
of two years with a particular set of farmers.
With effect from April 1992, all first-line transfer of technology projects of the ICAR viz. ND,
ORP and LLP were integrated into KVKs. Accordingly, the mandates of KVKs were revised
and are as follows:
I. Collaborate with the subject matter specialists of the State Agricultural
Universities/scientists of the Regional Research Stations (National Agricultural Research
34 www.AgriMoon.Com
Table 5.1 Community development
Nilokheri
experiment
1948 (Mazdoor Manzil) Shree S. K. Dey
1948 Etawah pilot project Albert Mayer
Community Development
1952 CDP Programme
1953 NES National Extension Service
1954 CDB Community Development Block
Panchayati Raj Democratic
1957 Panchayati Raj Decentralization
Table 5.2 Technological development

1952 Key village Scheme Government of India
1960 IADP Intensive Agricultural District Programme
1964 IAAP Intensive Agricultural Area Programme
1963-64 ICDP Intensive Cattle Development Project
1966 HYVP High Yielding Variety Programme
1974 T&V Training & Visit System
1979 LLP Lab to Land Programme
1983 NAEP National Agricultural Extension Project
1986 TMO Technology Mission on Oilseeds
1998 NATP National Agricultural Technology Project
1999 TAR-IVLP Technology Assessment and Refinement –
Institute Village Linkage Programme
2000 ATIC Agricultural Technology Information Centre
2006 NAIP National Agricultural Innovation Project
Table 5.3 Other developmental programmes

1970-1971 SFDA Small Farmers’ Development Agency
1970-1971 MFAL Marginal Farmers’ and Agricultural Labourers
24 www.AgriMoon.Com
Programme
1970-1971 DPAP Drought Prone Areas Programme
1972-1973 PPTD Pilot Project for Tribal Development
1974 T&V Training and Visit Programme
1978-1979 IRDP Integrated Rural Development Programme
1979 TRYSEM Training of Rural Youth for Self-Employment
1980 NREP National Rural Employment Programme
Development of Women and Children in
1982 DWCRA Rural Areas
1989 JRY Jawahar Rojgar Yojana
5.1.2 Nilokheri experiment (1948)
Shree S. K. Dey, was the founder of the Nilokheri Experiment, when nearly 7000 displaced
persons from Pakistan and later integrated with the 100 surrounding villagesin to what came to
be rural-cum-urban township. It was built round the vocational training centrer Nilokheri, in July
1948. Shree Dey began this project using 1100 acre of swampy land spreading in the midst of
Karnal and Kurukshetra. Shree Dey went on to become the Union Minister of Community
Development in 1965. The scheme was also known as "Mazdoor Manzil" because of its
principle 'he who will not work, neither shall he eat'.
Under this programme, the main activities were a Vocational Training Centre run on co-
operative lines and the Colony had its own dairy, poultry, piggery, printing press, engineering
workshops, tannery and bone-meal factory. People were given vocational training of their choice
to run these Co-operative Enterprises. Rights for education and medical care for the sick were
also guaranteed.
5.1.3 Community development project (1952)
As a result of the Grow-More-Food Enquiry Committee Report and the successful experience of
the Etawah Project, 15 Pilot Projects were started in 1952 in selected states with the financial
assistance recieved from the Ford Foundation. Besides helping to increase agriculture
production and bettering the overall economic condition of the farmers, these projects were
meant to serve as a training ground for the extension persnnel. It was soon realised that for the
creation of an urge among the rural population to live a better life and to achieve permanent
plentitude and economic freedom in the villages, a much bolder and dynamic effort was called
for. It was recognized that the success of this new effort depended upon and whole hearted co-
25 www.AgriMoon.Com
operation of the beneficiaries, government officials and non-officials at every stage, the
education of rural masses in the technique of rural development and the timely provision of
adequate supplies of the needed inputs and other requirements.
For undertaking this new programme, the Government of India entered into an operational
agreement with the Government of the USA under the Technical Co-operation Programme
Agreement. Under this Agreement, 55 Community Development Projects were started in
different parts of the country on 2nd October, 1952 for three years.
The Projects covered nearly 25,260 villages and a population of 6.4 millions. Each project, in
turn, consisted of about 300 villages covering 400-500 square miles and having a population of
about two lakhs. The project area was divided into three development blocks, each comprising
100 villages and a population of 60,000 to 70,000. The development blocks, in turn, were
divided into groups of 5-10 villages, each group being in the charge of a multipurpose village-
level worker. The main aims of these projects were: to increase agricultural production by all
possible means, to tackle the problems of unemployment, to improve village communications, to
foster primary education, public health and recreation, to improve housing, to promote
indigeneous handicrafts and small-scale industries and to improve the villager's lot through their
own primary effort. In short, the programme aimed at achieving all-round socio-economic
transformation of the rural people.
5.1.4 Grow-more-food enquiry committee report (1952)
Though efforts were made to revitalize the Grow-More-Food Campaign, it was observed that the
system was not functioning properly and the cultivator's response to the programme was very
poor. As a result, the Government of India in 1952 appointed a committee known as the GMF
Enquiry Committee to examine the working of the Grow-More-Food Campaign.
The findings of this Committee revealed that the problem of food production was much wider
than the mere elimination of food imports and that agricultural improvement was a very
important part of a much wider problem of raising the level of rural life in the country. The
Committee came to the conclusion that it was only by bringing about an appreciable
improvement in the standards of rural life to make it fuller and richer that the rural masses could
be awakened to take interest in not only increasing agricultural production but also improving
their own conditions and creating a will to live better. The committee also pointed out that:
· All aspects of village life were interrelated,
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· Improvement could be brought about by a number of detached programmes operating
independently,
· There was lack of unity of efforts,
· The available finances was not adequate
The rural community as a whole did not participate effectively in the campaign. In short, the
movement did not arouse nation-wide enthusiasm and did not become a mass movement for
raising the level of village life.
In its recommendations, the Committee proposed the formation of development block, each
consisting of 100 to 120 villages, and the appointment of revenue officers as development
officers or extension officers, assisted by technical officers for agriculture, animal husbandry,
co-ordination and engineering. For actual work in villages, the Committee suggested the
appointment of one village level worker for every five or ten villages. The Committee also
described broadly the functions of the extension service, the manner in which the extension
organisation would operate, the arrangements required in training of the required staff, the way
in which the non-official leadership should be associated with the work of village development
at the village, taluka, district and state levels. The need for setting up an independent
organisation on the suggestions made, the manner in which the assistance should be rendered to
the state governments as well as to villagers for development work, the role of the central and
state governments in this effort was also emphasized by the committee.
Based on these recommendations, the Planning Commission, which was set up earlier by the
Government of India to prepare a plan for development consistent with the available resources,
gave the highest priority to the development of agriculture and irrigation in the First Five-Year
Plan. The Commission fixed substantially high targets of internal production and decided, as
recommended by the Enquiry Committee, that the drive for food production should form part of
plans for overall agricultural development, and that agricultural improvement in its turn should
form an integral part of the much wider efforts for raising the level of rural life. The
Commission prescribed "Community Development" as the method for initiating the process of
transformation of the social and economic life of villages and "Rural Extension" as its agency.
5.1.5 National extension service (1953)
The National Extension Service was inaugurated on 2nd October 1953. The scheme of National
extension service was designed to provide the essential basic staff and a small fund for the
people to start the development work essentially on the basis of self-help. The operational unit
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resources for self-reliant development and, in the process, reduce the cost to governments of
providing development assistance. People’s participation is also recognized as an essential
element in strategies for sustainable development of agriculture.
People’s participation should be viewed as an active process in which people take initiatives and
action that is stimulated by their own thinking and deliberation and which they can effectively
Influence. Participation is therefore more than an instrument of implementing government
projects. It is a development approach which recognizes the need to involve disadvantaged
segments of the rural population in the design and implementation of policies concerning their
well-being. While participatory approaches have been successful in many countries at
stimulating self--help activities at the local level, they can and should also be followed in the
design, implementation and evaluation of large scale projects.
7.4.1 Different participatory approaches
Participation aims at bringing about change in people’s attitude which is critical on the part of
the people involved towards their environment and adoption of interventions for agricultural
development. In recent years, there has been a lot of developments, in the use of participatory
approaches. Some of these approaches focus more on problem diagnosis, other are more
oriented to community empowerment, some concentrate on facilitating farmer-led research and
extension, while others are designed to get professionals in the field to listen to farmers. Some of
the these approaches are;
7.4.1.1 Rapid rural appraisal (RRA)
RRA is a social science approach that emerged in the early 1980s for applications in
development cooperation. In it, a multidisciplinary team makes use of simple, nonstandard
methods and the knowledge of local people to quickly elicit, analyze and evaluate information
and hypotheses about rural life and rural resources that are of relevance for taking action. RRA
techniques are an attractive alternative to conventional survey methods when the aim is not to
systematically capture precise figures, a typically time-consuming and cost-intensive
undertaking, but rather speedy and action-oriented assessment of local knowledge, needs and
potentials with an aim to elaborating strategies to resolve conflicts or investigate specific
problems. They are also suitable for shifting the focus of conventional surveys onto essential
aspects.
7.4.1.2 Participatory rural appraisal (PRA)
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PRA is a way of enabling local (rural and urban) people to analyze their living conditions, to
share the outcomes and to plan their activities. It’s a “handing over the stick to the insider” in
methods and action. The outsider’s role is that of a catalyzer, a facilitator and convenor of
processes within a community, which is prepared to alter their situation.
7.4.1.3 Participatory learning approaches (PAL)
PLA is an approach for learning and organizing participation of local communities and groups
for interacting with them, understanding them and learning from them. It helps in initiating a
participatory process, in sustaining it and in opening up vistas of avenues for participation. It is a
means of identifying and facilitating intended groups and evoking their participation and also
opening ways in which such groups can participate in decision-making, project design, planning,
execution and monitoring.
7.4.1.4 Participatory learning methods (PALM)
PALM uses the key RRA concepts, but emphasizes participation by village residents and the
function of the externals as catalysts and partners for self-determined development. The aim of
PALM is to go beyond “appraisal” and arrive at participatory analysis and a common
understanding of rural conditions. The focus is on learning from and with local people. In order
to avoid stimulating false expectations.
7.4.1.5 Agro-ecosystem analysis (AEA)
An agro ecosystem is created by the combination and inter reaction of ecological and
socioeconomic processes. Analysis of the diagrams gives rise to a table of the most important
factors influencing the “system properties”. The system properties are: 1) productivity (net
output of an evaluated product), 2) stability of productivity under normal conditions, 3)
sustainability of productivity under stress, and 4) equitable distribution of production and the
resources and inputs required to achieve it.
7.4.1.6 Participatory action research (PAR)
PAR is “learning-by-doing” approach in which the investigator places his/her knowledge at the
disposal of local groups. The following is expected of an action researcher: awareness of one’s
own limitations and value orientation; willingness to empathize with and share the problems and
needs of local people; knowledge of their history and political and economic situation. The
action researcher then engages in a dialog with the local groups, and works together with them
in small discussion groups to search for solutions to the their problems.
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Module 3. Extension learning and teaching process
Lesson 8
EXTENSION LEARNING PROCESS
8.1 Introduction
Dairy extension is an educational process for bringing desirable changes among the dairy
stakeholders, which involves both learning, & teaching and needs some tools or methods
commonly known as extension-teaching methods. It is, therefore, necessary here to understand
what is meant by learning, teaching & extension methods.
8.2 Extension Learning Process
Any change of behaviour which takes place as a result of experience may be called learning.
'Learning' is the process by which an individual, through his own activity, attains a change in his
behaviour (Leagans, 1961). It is an active process on the part of the learner. The essential role of
an extension worker is to create effective 'learning situations'. An effective learning situation
requires the following essential elements (Leagans, 1961):
Fig. 8.1 Elements of learning situation
8.2.1 Teacher (Instructor)
A successful teacher is the one who takes into account the following important considerations:
· Understands the nature of the learner and is in a position to evaluate his motives &
ability.
· Reacts appropriately to the feelings, emotions and attitudes of the learners.
· Is conscious of the fact that the learner responds to the whole gamut of learning situation.
· Is professionally alert.
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· Is well-composed even in the adverse conditions.
· Has the ability to maintain better human relations.
· Always makes efforts for his professional growth.
· Selects those experiences which suit to the abilities and needs of the learners.
· Should be close to masses and belong to the same groups for making dialogues easier.
8.2.2 Learners
They should have:

· Clear objectives regarding the use of the subject matter.
· Interest in the subject matter.
· Need for the subject matter.
· Ability to understand and opportunity to apply the subject matter.
· Physical and mental preparation.
8.2.3 Subject matter (contents)
The subject matter should fulfil the following conditions:

· Should be in the line with the needs and interests of the learners.
· Should be valid, authentic, factual and applicable.
· Should be well-organized.
· Should be at a level where it could be understood by the learners.
· Should be timely & appropriate.
8.2.4 Teaching methods
Subject matter cannot effectively be transferred without the help of suitable teaching methods
and aids. Proper selection and skilful handling of teaching methods and aids facilitate creation of
desirable learning situation. Teaching methods & aids should be:
· Readily available.
· In working conditions.
· Suitable to the subject-matter.
· Diversified, flexible and suited to the needs of the clients.
The following points need to be kept in mind while using extension methods for appropriate
involvement of different sense organs:
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Fig. 8.2 People remember the things
8.2.5 Physical facilities
Light, ventilation, chair and table arrangements, outdoor facilities, gardening & good land
escaping should be a satisfying and comfortable, if possible. The good teacher will make all
these arrangements prior to the meetings.
The teacher should skilfully manipulate the elements of the learning situations & provide
satisfactory learning experiences for the stakeholders. The main aim of the teacher is to bring
about a change in the behaviour of the learners with the help of a judicious combination & use
of different elements.
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Lesson 9
TEACHING PROCESS IN EXTENSION
9.1 Introduction
'Teaching' is the process of arranging situations in which the things to be learnt are brought to
the notice of the learners, their interest is developed & desire aroused, i.e. they are stimulated to
act. For example, if we want to teach the dairy farmers the use & advantages of milk processing
(Paneer), we do this by conducting demonstrations at the household levels, showing them how
to boil the milk and at what temperature citric acid is to be added, etc. Then, comparison of the
selling cost of paneer and raw milk is to be done to make them understand its benefits. After
seeing the beneficial effect of a paneer, the farmer is convinced & motivated for action to start
the processing of milk.
9.2 Teaching in Extension
The development and progress that we aim for is based on what we know, what we think, what
we actually did, and what we can do with our physical, technological and human resources. To
progress, we must not stop at the present conditions of living and must take the necessary
actions to improve them on a sustainable basis. In this process, we must identify and perpetuate
only the useful and successful developmental initiatives from the past, exercise concern only for
the promising developmental ideas in the present, and focus on all of these practices on
achieving a better and sustainable development for the future. Thereby, we gain the ability to
substitute the 'good and new' developmental ideas with the 'old and outdated' through learning.
Thus, learning is most effective when done under organized teaching.
Teaching is defined as an interactive process primarily involving classroom talk, which takes
place between teacher and pupil, and occurs during certain definable activities (Amidon, 1963).
9.3 Steps of Teaching
Teaching, in the context of extension and development, can be thought of as providing

purposeful direction through learning process. Teaching per se is not giving knowledge or skills
to people or communities, instead teaching is the process of providing opportunities to people or
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communities to produce relatively permanent change through their engagement in learning
experiences that are provided by teachers.
Fig. 9.1 Steps in extension teaching (Wilson and Galup, 1955)
9.3.1 Attention
Attention is the starting point to arouse the interest of the learners. Research suggests that the
attention of people is attracted by various senses in the following proportions (Reddy, 1998):
Table 9.1 Attention of people through various sense organs
The famous extension saying is, seeing believes. Thus, seeing and hearing are the major senses
involved to attract attention and enhanced learning.
9.3.2 Interest
Once attention is captured, instructors and/or extension professionals can bring the audience's
attention to developmental needs and arouse their interest in further consideration of ideas.
Extension professionals should make them understand how development contributes to the
overall well-being of the community.
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9.3.3 Desire
It concerns about the continuation of the audience's interest in the developmental ideas or better
practices, until that interest becomes a desire, or, a motivating force.
9.3.4 Conviction
In this step, people know what action is necessary and just how to take that action. Extension
professionals also ensure that people visualize the action in terms of their own situations and
acquire confidence in their own ability to participate in the people-centred developmental
initiatives.
9.3.5 Action
Unless this conviction is converted into action, the efforts of extension for development will go
unrewarded. It is the job of extension professionals to make it easy for the people to act. For
example, if the adoption of a new high yielding cattle breed is the action needed by farmers, that
breed should be made available within the reach of farming communities, along with other
recommended package of practices. If the action does not quickly follow desire and conviction,
the new idea may fade away. Therefore, this phase should never be ignored.
9.3.6 Satisfaction
Satisfaction is the end product of extension teaching process. Follow up action(s) by extension
professionals helps people to learn and evaluate the development progress. The saying, satisfied
customer is the best advertisement, also applies to extension and development work. Satisfaction
helps the people to continue developmental work with increased attention, interest, desire,
conviction and action.
The six steps in teaching discussed as above, often blend with each other. As an extension
professional, you need to arrange the learning situations in all the six teaching steps with the
help of suitable extension teaching methods and audio-visual aids. Various teaching methods
and audio-visual aids are not equally suited for every step in teaching. Every method and aid
under certain circumstances makes a contribution to each step. It depends on the extension
professional how he handles the situation.
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spread of technologies. The national demonstrations were intended to show the superiority of the
demonstrations to the extension agencies.
6.3 Operational Research Project
The ORPs were initiated in 1974-75. It covered diverse topics like crop farming, mixed farming,
integrated pest management, plantation crops, post-harvest technology, improvement of diara
and char lands, land reclamation, arid land management, fisheries etc. The ORP demonstrated
latest agricultural technologies on the farmers' fields to influence the farmers as well as the State
extension agencies. It also studied the socio-economic, technological extension and
administrative barriers which were coming in the way of rapid transfer of technologies and
pointed out the same to the extension agencies.
The ORPs considered two kinds of problems: first the common agricultural problems affecting
the farming community requiring group or community action, e.g. plant protection and rodent
control; and secondly total resources development of the watershed area. Some of the ORPs
attempted to concentrate on the major problematic areas rather than either on a common subject
or the total resources development like enhancing agricultural as well as livestock production.
The ORPs were mainly implemented through the agricultural universities, the ICAR institutes
and the State departments of agriculture. Selected voluntary organizations with necessary
scientific background and support for rural/agricultural development also under took such
projects. Linkages of these projects with local and allied institutions were emphasized for
mutual interaction and multiplier effect.
6.4 Krishi Vigyan Kendra (Farm Science Centre)
The KVK project is sponsored by the ICAR and is implemented by the ICAR institutes, state
agricultural universities (SAU), selected voluntary organizations, public undertakings and some
state departments of the agriculture. The first KVK was established in 1974 at Pondicherry
under Tamil Nadu Agricultural University. At present, there are 602 KVKs in the country.
The priority for establishing KVKs is given to hilly areas, drought prone areas, forest areas,
coastal areas, f1oodprone areas, and areas dominated with tribal farmers, weaker sections, small
farmers' and landless labourers. The objective is to gradually cover the entire country with one
KVK in each district, priority being given the backward areas.
The head of the KVK is the Training Organizer/Programme Coordinator. Training
Associates/Subject Matter Specialists and Training Assistants form the core staff and are drawn
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from the disciplines like agronomy, horticulture, livestock production, home science, fisheries
and extension education. There is a provision of having a total of 16 staff in each KVK. A
Scientific Advisory Committee (SAC) with representatives from the agricultural university,
ICAR, relevant Government departments, panchayat, progressive farmers etc. is formed for each
KVK for providing guidance on its working. Holding regular SAC meeting was found be an
essential condition for successful functioning of a KVK.
6.5 Trainers’ Training Centre
Trainers' Training Centres (TTC) were established in 10 specialized subjects, mainly in the
ICAR institutes for in-service training of the teachers/trainers of the KVKs and such other non-
degree level institutions. The centres offer in-service training courses for the trainers/instructors
of the extension training centres, farmers' training centres, agricultural schools, and teachers
dealing with work experience and vocational courses. However, these TTC were closed by the
ICAR during the year 1996.
6.6 Lab to Land Programme
The Lab to Land Programme (LLP) was launched by the ICAR in 1979 as a part of its -Golden
Jubilee celebration. The overall objective of the programme was to improve the economic
condition of the small and marginal farmers and landless agricultural labourers, particularly
scheduled castes and scheduled tribes, by transfer of improved technology developed by the
agricultural universities, research institute etc.
The programme was initiated with 5,0000 farm families over the whole country. It was
implemented by the agricultural universities, ICAR institutes, state departments of agriculture
and some selected voluntary organizations. No separate staff was provided for the programme.
Major thrust in the programme was to introduce the most appropriate technologies that would
help in the diversification of labour use and introduction of supplementary sources of income.
The programme had been in operation in a number of phases. Normally a phase ran for a period
of two years with a particular set of farmers.
With effect from April 1992, all first-line transfer of technology projects of the ICAR viz. ND,
ORP and LLP were integrated into KVKs. Accordingly, the mandates of KVKs were revised
and are as follows:
I. Collaborate with the subject matter specialists of the State Agricultural
Universities/scientists of the Regional Research Stations (National Agricultural Research
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Project) and the State extension personnel in 'on-farm testing', refining and documenting
technologies for developing region specific sustainable land use systems.
II. Organize training to update the extension personnel with in the area of operation with
emerging advances in agricultural research on regular basis.
III. Organize long term vocational training courses in agriculture and allied vocations for the
rural youths with emphasis on 'learning by doing' for generating self-employment through
institutional financing and on-and off-campus training courses for the farmers with a view to
increasing production on their farms.
IV. Organize front-line demonstrations in various crops to generate production data and
feedback information.
Over the years, the KVKs emerged as a national network of training organization at the base
level for imparting improved knowledge and skills to the farmers, farm women, rural youth and
extension functionaries.
6.7 Technology Assessment and Refinement (TAR) - Institution Village Linkage

Programme (IVLP)
In 1995, the ICAR launched this innovative programme and the objectives are to:
I. Introduce technological interventions with emphasis on stability and sustainability along
with productivity of small-farm production systems.
II. Introduce and integrate the appropriate technologies to sustain technological
interventions and their integration to maintain productivity and profitability taking
environmental issues into consideration in a comparatively well-defined farm production
system.
III. Introduce and integrate the appropriate technologies to increase the agricultural
productivity with marketable surplus in commercial on and off farm production system.
IV. Facilitate adoption of appropriate post-harvest technologies for conservation and on-farm
value addition of agricultural products, by-products and waste for greater economic
dividend and national priorities.
V. Facilitate adoption of appropriate technologies for removal of drudgery, increased
efficiency and higher income of farm women.
VI. Monitor socio-economic impact of the technological intervention for different farm
production systems.
VII. Identify extrapolation domains for new technology/technology modules based on
environmental characterization at meso and mega level.
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topics, such as planning a model village, showing high-yielding breeds of cattle and buffaloes,
new agricultural implements and the best products of village industries.
10.2.2.6 Campaign
Campaign is used to focus the attention of the people on a particular problem, e.g. milk
adulteration, vaccination and prevention of animal diseases, tick control etc. Through this
method, maximum number of farmers can be reached in the shortest possible time. It builds up
community confidence and involves the people emotionally in a programme.
10.2.2.7 Field tour
Conducted tours for farmers are used to convince them and to provide them with an opportunity
of seeing the results of new practices and products, skills, etc. and to give them an idea
regarding the suitability & application of these things in their own area. Such tours may also be
arranged to enable the rural people to visit places & institutions (connected with the problems of
rural life), such as research institutions, training institutions, agricultural universities, model
villages, areas of advanced developments, leading private farms, exhibitions, and agricultural &
cattle fairs/dairy mela.
10.2.2.8 Print media
Newspapers, magazines, bulletins, leaflets, folders, pamphlets and wall news-sheets are another
set of mass media for communicating information to a large number of literate people. They are
used for communicating general & specific information on a programme of technology or a
practice. Small folders, leaflets & pamphlets are used to give specific recommendations about a
practice, such as clean milk production, vaccination schedule, detection of milk adulterants, etc.
10.2.2.9 Radio
It is one of the most powerful media of communication. It is a mass medium of communication

and can reach a large number of people at any given time involving the least expense. Extension
professionals use the radio for communicating information on new methods & techniques,
giving timely information about the control of animal diseases such as foot & mouth disease
(FMD), animal pests, weather, market news, etc. For this purpose, talks, group discussions, folk-
songs, dialogues & dramas are usually broadcast. There are radio programmes broadcast by All
India Radio (AIR), FM (frequency modulated) radio, community radio, etc.
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on the research-extension strategies given in the SREPs, block/district level plans are developed
by ATMA institutions. The State Extension Work Plan developed at state level is a consolidated
activity-wise plan incorporating all the district level plans and the state level activities. In order
to provide needed Human Resource Development (HRD) support in the innovative areas of
extension delivery, State Agricultural Management and Extension Training Institute (SAMETI)
has also been established in each state.
7.3 Farmer Field Schools - A New Participatory Approach
The farmer field school is a form of adult education, which evolved from the concept that
farmers learn optimally from field observation & experimentation. FFS is a tool to build
capacities of farmer groups through participatory approach for promoting sustainable
agricultural development, managing crop eco system, to make them better decision makers in
sustainable use of resource at the cropping, farming & watershed levels.
The term “Farmer Fields Schools” came from the Indonesian expression Sekolah Lapangan
meaning just field school. The first Farmer Field School was established in 1989 in Indonesia for
control of Brown Plant Hopper pest in rice through Integrated Pest Management (IPM).
Although Farmer Field Schools were designed to promote IPM, empowerment has an essential
feature from the beginning. The curriculum of the FFS was built on the assumption that farmers
could only implement IPM once they had acquired the ability to carry out their own analysis,
make their own decisions and organise their own activities. The empowerment process, rather
than the adoption of specific IPM techniques, is what produces many of the developmental
benefits of the FFS.
7.4 Participatory Extension Approaches
Participatory extension provides a framework for extension staff to participate with village
Communities in facilitating development planning and activity implementation. This approach
ensures the extension response becomes community driven and assist village communities
implement their planned activities with routine monitoring and evaluation of activities and
development progress. Importantly, as the name implies, the extension process is seeking
maximum participation from women and men from all groups within the target village
communities. People’s participation implies the active involvement in development of the rural
people, particularly disadvantaged groups that form the mass of the rural population and have
previously been excluded from the development process. FAO experience has shown that
through participatory programmes and activities it is possible to mobilize local knowledge and
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Lesson 11
SELECTION OF EXTENSION TEACHING METHODS
11.1 Introduction
Dairy extension has its roots in researches related to dairy and animal husbandry sciences, but
the method of sharing this information with stakeholders depends on a social sciences process.
The major role of extension professionals in this process is to educate the dairy stakeholders.
Hence, it is his responsibility to provide better learning situations so that learners can learn
effectively. No single technique alone is suited to all situations. Therefore, a combination of
suitable teaching methods may be employed to do the needful, some of which are being
discussed below:
11.2 Methods for Getting Attention
To provide learning experiences for people, extension professionals must get their clients’
attention. This is the fundamental stage for successfully making the ideas enter the minds of
people, and it requires planned and frequent use of a variety of teaching methods, viz. pictures,
demonstrations, news, success stories, survey results, slogans, posters, radio talks, cartoons,
displays, exhibits, etc.
11.3 Methods for Developing Interest
The amount and direction of developmental accomplishments of extension teaching are largely
determined by the interests of the people. Learning without interest does not take place to any
appreciable degree. People who are interested in solving developmental problems acquire more
information about them. Interest usually represents the objectives or goals of an individual.
Development means comparatively little to people until they are able to connect it to their
interests.
The factor of interests tends to control the influence of extension education, because only those
people who are interested will take part in developmental activities. The methods that are useful
in developing people's interest are: meetings, radio talks, publications, tours, result
demonstrations, photographs, charts, etc.
11.4 Methods for Developing Confidence
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Development and maintenance of confidence should be parallel to all other changes in people's
attitudes and behaviour. Confidence is the key to achieve results from extension education,
because action taken by people is voluntary. Confidence of the client corresponds to the
goodwill of the extension professionals. Once broken, confidence is difficult to restore, either in
oneself, or in the community as a whole. It is, therefore, necessary for extension professionals to
safeguard the factor of confidence in all the steps of teaching. In an ideal extension teaching,
confidence should grow in intensity, as desire is created and followed by action and satisfaction.
Methods that are useful in developing and maintaining confidence are: economical and practical
recommendations, readily adoptable developmental practices, widely seen demonstrations, and
personal visits.
11.5 Methods for Creating Desire
Desire has a definite focus, unlike attitudes and interests which are general, which is specific to
the objects to which it is attached. Desire comes only when a developmental idea, or
intervention, suggested by extension professionals is considered favourable by people. It may be
noted here that desire is an outgrowth of interest and confidence.
In creating desire, appeal to the feelings and emotions of people should be employed to support
the interest they already have. A desire is a want, and to make that want to be felt and to satisfy
the want, the right teaching methods must be used to stimulate feelings and emotions, viz.
exhibitions, demonstrations, pictures, working models. For example: solar water heating
devices, circulars suggesting benefits, 'before' and 'after' pictures that demonstrate development,
and actual development results presented in all possible ways.
11.6 Methods to Ensure Action
Action follows desire. If action does not follow soon after the desire has been created, the desire
soon fades away and people continue as before. Consequently, a variety of extension teaching
methods must be planned and used to ensure action that result in development. The methods
useful for promoting action are: use reminders; ensure the participation of leaders in
development work; cooperative action; success stories and radio talks about & by people taking
action.
11.7 Methods for Maintaining Satisfaction
Satisfaction depends upon the confidence, pride and success as a result of adoption of
developmental initiatives. After a developmental practice has been adopted by people, it is
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important to remain in touch with them till they experience real satisfaction and continue with
the practice. Continuation of the practice and recommendations to others is an indication of
satisfaction. Methods that are useful in maintaining satisfaction are: personal contact, whenever
possible; timely hints; showing the value of results; giving more information; and publicity in
media.
11.8 Factors for Selection of Extension Teaching Methods
No single "rule-of-thumb" can be given for the selection and use of the various extension
methods for ensuring success in all situations. On one hand, the individual contact methods
furnish the most direct opportunities for influencing people effectively; on the other hand all
other methods of group and mass procedures are dilutions or compromises created by the
pressure of necessity. We must reach more people, teach them more often, and keep down the
cost per contact. In order to get most effective results the extension professionals should: select
the appropriate methods; have a suitable combination of the selected methods and; use them in
proper sequence, so as to have repetition in a variety of ways. For doing this, a number of factors
should be considered, such as:
11.8.1 Audience
Based upon the principle of sine qua non, it is imperative that the instructors must be aware of
the type of audience they are going to interact with. In addition, size of the audience coupled
with level of their educational qualification also contributes significantly as a factor influencing
the choice of extension teaching methods. For instance, group discussion cannot be used
effectively when the number of participants exceeds thirty; method demonstration can be used
for a relatively small audience, while lecture meetings can be used for large audiences.
11.8.2 Teaching Objective
Before starting the selection process for identifying suitable methods, the objectives of the
whole process must be very clear in minds of the instructor as well as learners. In this regard,
some specific queries need to be addressed: do you want to think about a change in thinking or
knowledge or in attitude or feeling or in action or skill? If you want merely to inform or
influence a large number of people slightly, you should use mass media. If you want to influence
a relatively small number of people to make maximum improvements, resort to individual
contact methods. If you want to change attitude or arrive at a consensus of opinion, arrange
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group discussion or work through village leaders. If you want to teach a skill, use the method
demonstration.
11.8.3 Subject matter
Where the new practice is simple or familiar (i.e., similar to those already being followed) the
news article, radio or circular letter will be effective, whereas complex or unfamiliar practices
will require face-to-face contacts, written materials and audio-visual aids.
11.8.4 Stage of development of extension organization
In the initial stages of extension, result demonstrations will be necessary to gain confidence of
farmers. But if extension work is already well established and the farmers have confidence in
extension services, result demonstrations may not be necessary and local illustrations of
adoption by village leaders will suffice,
11.8.5 Availability of communication media
The availability of certain communication media (i.e. news papers, telephones, radio etc.) will
also have a direct bearing on the extent to which these methods can he used.
11.8.6 Relative cost of the method
The relative cost of the method (i.e., the amount spent on extension teaching in relation to the
extent of practices changed) is also an important consideration in their selection and use.
11.8.7 Extension professionals’ familiarity with extension methods
An extension professional’s familiarity with, and skill in the use of, several extension methods
will also influence his choice and use of the methods.
11.9 Considerations in the selection of extension teaching methods
The following guidelines are helpful in the selection of suitable extension teaching methods:
11.9.1 Educational level of the audience
· For illiterates - Personal visits.

· For educated - Written materials.
11.9.2 Size of the audience

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· For less than 30 - Lecture, Group discussion.
· For more than 30 - Mass methods.
11.9.3 Teaching objective
· To bring awareness - Mass methods.

· To change attitude - Group discussion.
· To impart skill - Demonstration.
11.9.4 Subject matter
· To prove value of a recommended practice - Result demonstration.

· To teach a new skill, or an old one in an improved way – Method demonstration.
· To disseminate simple technology - News article.
· To teach a complex technology -Face-to-face contact with audio visual aids.
11.9.5 Extension organization's credibility
· New organization, yet to gain confidence of people – Result demonstration.

· Well established organization with proven success- Circular letter.
11.9.6 Size of extension staff
· Few staff members - Group and mass contact methods.

· Large number of staff - Individual contact methods.
11.9.7 Availability of media
· For creating awareness and reinforcement of ideas - Television, radio, News paper.
11.9.8 Time of dissemination
· Emergency for individual - Phone call.

· Emergency for a group of people, or a large number of people - Radio, television, public
address system.
Relative cost, familiarity of the extension professionals with teaching methods, the needs of the
people, time period the extension programme has been going on in the area, availability of
physical facilities, and weather conditions are some of the important factors to be considered
while selecting extension teaching methods. Here, one thing is worth mentioning that apart from
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all afore-mentioned teaching methods for specific categories, there are certain methods which
can be universally applied irrespective of any other distinctive feature/factor, viz. radio,
television, films, etc.
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Lesson 12
AUDIO-VISUAL-AIDS
12.1 Introduction
There are a number of audio-visual aids that could be used in our day-to-day life. This unit will
focus on selected audio-visual aids that are normally available and accessible to the users. The
term audio-visual aid refers to anything that an extension professional uses to help to convey the
message when communicating with his clientele. The spoken words are the main
communication tools. However, when the extension professional is speaking to a large village
meeting or discussing a problem in a field with a group of farmers, its impact and effectiveness
can be greatly enhanced by the use of suitable audio-visual aids. Audio-visual aids are
instructional devices through which the messages can be heard and seen, simultaneously.
'The best way to peoples' heart is through their stomach, but the best way to their brain is
through their eyes and ears'- An old proverb
12.2 Audio-visual aids
· An audio aid is an instructional device in which the message can be heard but not seen.
· A visual aid is an instructional or communicating device in which the message can be
seen but not heard.
· An audio-visual aid is an instructional device in which message can be heard as well as
seen.
Strictly speaking, no teaching method is complete without talk/speech. It must be remembered

that audio-visual aids can only supplement the teacher, but cannot supersede & replace/supplant
him.
12.3 Dale’s Cone of Experience
Dale’s Cone of Experience is a model that incorporates several theories related to instructional
design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more
information by what they “do” as opposed to what is “heard”, “read” or “observed”. His
research led to the development of the Cone of Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action learning”. The cone of experience as
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· Is well-composed even in the adverse conditions.
· Has the ability to maintain better human relations.
· Always makes efforts for his professional growth.
· Selects those experiences which suit to the abilities and needs of the learners.
· Should be close to masses and belong to the same groups for making dialogues easier.
8.2.2 Learners
They should have:

· Clear objectives regarding the use of the subject matter.
· Interest in the subject matter.
· Need for the subject matter.
· Ability to understand and opportunity to apply the subject matter.
· Physical and mental preparation.
8.2.3 Subject matter (contents)
The subject matter should fulfil the following conditions:

· Should be in the line with the needs and interests of the learners.
· Should be valid, authentic, factual and applicable.
· Should be well-organized.
· Should be at a level where it could be understood by the learners.
· Should be timely & appropriate.
8.2.4 Teaching methods
Subject matter cannot effectively be transferred without the help of suitable teaching methods
and aids. Proper selection and skilful handling of teaching methods and aids facilitate creation of
desirable learning situation. Teaching methods & aids should be:
· Readily available.
· In working conditions.
· Suitable to the subject-matter.
· Diversified, flexible and suited to the needs of the clients.
The following points need to be kept in mind while using extension methods for appropriate
involvement of different sense organs:
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Designations that bear no physical resemblance to the objects or ideas for which they stand.
These are used together with every other material on the “Cone of Experience”.
12.4.2 Visual symbols
Visual symbols involve reproducing real situations, chalkboard and overhead projector (the most
widely used media), help students see an idea, event, or process. Examples are flat-makes,
chalkboards, sketches, bulletin, boards, flash cards, flannel graphs. Types of such visual symbols
could be:
a) Non-projected: (for individual use) e.g. photographs, illustrations.
b) Projected: (for group use) e.g. photographs & illustrations-used in opaque projector, sides,
filmstrips.
12.4.3 Recordings, radio
i. Recordings: On disc, tape or wire, as it offers wide scope for recording continuously, use
the matter, erase it & re-use the conversations recorded.
ii. Radio: It is a mass medium or mass contact medium. It facilitates dissemination of
information to a large and heterogeneous group of clientele.
12.4.4 Motion pictures or films
These are silent pictures or combination of sight and sound.
12.4.5 Exhibitions
Exhibitions are planned display of models, specimen’s, charts, posters etc. presented for public
view for information, advertising or entertainment.
12.4.6 Field-trips/Farm & home visits
These are face-to-face types of individual contact methods employed by the extension
professionals to interact with the farmer or members of his family on the farm or at his home for
specific purpose connected with extension.
12.4.7 Demonstrations
Methods of teaching designed to show by example the practical application of an established

fact or group of related facts. In other words, it is a way of showing people the worth of an
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improved practice, whose success has already been established.
12.4.8 Dramatized experiences
Participating in a reconstructed experience e.g. dramas, puppet shows.
12.4.9 Contrived experience
A contrived experience may be construed as an edited version of reality, which is differing in

nature from the original in size or in complexity or in both e.g. models of animals, mock-ups of
machinery, objects, specimens.
12.4.10 Direct, purposeful experience
It is the unabridged version of life, itself, with three elements: directness, purposefulness, and
responsibility for the outcome e.g. ploughing, cultivation of fodder crop, etc.
The use of audio-visual aids in extension teaching is based on the principle that one must see
and try to do, along with hearing, in order to go through all the six steps in the extension
teaching learning process.
12.5 Seven R’s of Audio-Visual Aids
· Right aid
· Right place
· Right way
· Right time
· Right people
· Right message
· Right Extension personnel
12.6 Functions of Audio-Visual Aids
· Convey meaning clearly

· Capture attention, arouse and sustain interest
· Enhance the correctness, clarity and effectiveness of the idea and skills being
transferred
· Help in learning more, faster, and with thoroughness
· Help in remembering for a longer period
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· Reach more people, irrespective of their level of literacy or language
· Save the instructor's time
· Reduce the possibility of misinterpreting concepts
· Clarify the relationship between material objects and concepts
· Supplement the spoken word - the combination of audio and visual stimuli is
particularly effective since the two most important senses are involved
· Highlight the main points of the message clearly.
12.7 Limitations of Audio-Visual Aids
· Learners may sometimes form distorted impressions, unless audio-visual aids are
supplemented with required explanations
· They may tempt the instructor to narrow down his teaching to only a few big ideas,
not giving the complete picture of a subject
· Some instructors acquire the mistaken notion that they have little to do when audio-
visual aids are used.
12.8 Important Audio-Visual Aids
Audio-Visual aids are supporting materials & they alone cannot generate learning. They should
be considered only a tool that helps to do a job in a better way. Visual aids are of different types.
The following are the more commonly used ones in India:
12.8.1 Posters
A good poster creates awareness & interest among the people. It inspires & takes people towards
action. It consists of 3 main parts. The first usually announces the purpose or the approach, the
second sets out conditions, & the third recommends action. A poster should be bold enough to
attract attention of the people, & should communicate only one idea at a time. It should have
simple letters which are clear & forceful. The size of a poster should not be less than 50 X 75
cm.
12.8.2 Flannel graphs
Flannel graphs serve as a good teaching aid when a piece of sandpaper is fixed to the back of a
picture, a photograph, a letter, etc. They can be made to adhere easily to a piece of thick flannel
cloth, fixed on a board. They are used as an aid for group methods like informal talks or lectures.
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12.8.3 Flash cards
Flash cards are a set of small compact cards approximately 30 to 45 cm. in size, and are used to
bring home an idea, such as the benefits of a smokeless chulha, the rearing of cross breed cows,
compost-making and other practices. Pictures on the theme are drawn on these cards in a logical
sequence, which are then flashed before the audience. Upon seeing them, the villagers are able
to follow a story more easily.
12.8.4 Puppets
Puppets are very popular and especially suitable for village situations. Puppet shows can be
effectively organised to gather the rural people. For a puppet show, a short story, brief scenes
and quick dialogues are necessary. Such shows can teach a lesson about any specific topic like
animal health, literacy, or home-making.
12.8.5 Models
Models create a sense of realisation in a person. Models of new farm equipments, compost pits,
sanitation devices and animals are mostly prepared for those people who are not in a position to
see them in the actual form. They are used to create interest, promote understanding and
influence the people to adopt a certain practice.
12.8.6 Bulletin-boards
A bulletin-board can serve the purpose of making announcements, displaying events of short
duration & photographs of local activities. The information should be written in simple
language.
12.8.7 Photographs
They are a very simple visual aid. Good photographs show some action & catch the feelings &
emotions of the people. They are so arranged that they tell a story. They are displayed on a
bulletin-board at a common meeting-place where a large number of people can see them. They
should be clear & bold in composition with proper captions. One good picture is perceived as
equivalent to 1000 words.
12.8.8 Cultural programmes
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communities to produce relatively permanent change through their engagement in learning
experiences that are provided by teachers.
Fig. 9.1 Steps in extension teaching (Wilson and Galup, 1955)
9.3.1 Attention
Attention is the starting point to arouse the interest of the learners. Research suggests that the
attention of people is attracted by various senses in the following proportions (Reddy, 1998):
Table 9.1 Attention of people through various sense organs
The famous extension saying is, seeing believes. Thus, seeing and hearing are the major senses
involved to attract attention and enhanced learning.
9.3.2 Interest
Once attention is captured, instructors and/or extension professionals can bring the audience's
attention to developmental needs and arouse their interest in further consideration of ideas.
Extension professionals should make them understand how development contributes to the
overall well-being of the community.
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Module 4. Group and leadership
Lesson 13
GROUPS – CONCEPTS AND TYPES
13.1 Introduction
From the birth to death an individual associates with groups in some ways or other. Group
influences his attitudes, thinking and behaviour throughout his life.
A group consists of two or more people who interact with one another and recognize themselves
as a distinct social unit. The definition is simple enough, but it has significant implications.
Frequent interaction leads people to share values and beliefs. This similarity and the interaction
cause them to identify with one another. Identification and attachment, in turn, stimulate more
frequent and intense interaction. Each group maintains solidarity with all other groups and other
types of social systems. Groups are among the most stable and enduring social units. They are
important both to their members and to the society at large. Through encouraging regular and
predictable behaviour, groups form the foundation upon which society rests. Thus, a family, a
village, a political party, a trade union, etc. are the examples of group.
13.2 Definition
A group is a unit of two or more people in reciprocal interaction or communication with each
other. Certain premises, or considerations and characteristics basic to understanding of the
concept of groups are as follows:
· Groups do not form by mere plurality of numbers. Communication and interaction is
essential. Two persons can be physically close to one another, in fact seated next to each
other and yet not form a group. On the other hand, two other persons, living miles apart,
talking to each other over telephone may form a group and of, perhaps, sharing a very
intimate kind of relationship. The difference is in terms of interaction and communication.
· While communication and interaction are essential, it must be reciprocal. One-way
communication does not constitute group interaction. People in a group must influence each
other on the psychological plane, although the influence may not be equal. Further, this
communication need not be face-to-face, but it may be through telephone, letter, radio or
other suitable communication media like internet. Physical proximity, then, is not a
determining factor in group formation.
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· Groups may be long-lived or of brief duration. They exist only as long as there is reciprocal
psychological interaction. Groups cease to exist when active relations between the minds of
the two groups and organizations comprise a basic part of virtually every arena of modern
life.
Similarly, a social group is a collection of people who interact with each other and share
similar characteristics and a sense of unity. At the same time, a social category is a
collection of people who do not interact but who share similar characteristics. For example,
women, men, the elderly, and high school students all constitute social categories. A social
category can become a social group when the members in the category interact with each
other and identify themselves as members of the group.
A social aggregate is a collection of people who are in the same place, but who do not
interact or share specific characteristics.
Fig. 13.1 Widening group contact
13.2.1 In-groups, out-groups, and reference groups
In Group: An in-group is a social unit an individual belongs to, interacts with, and shares a sense
of “we-ness” with.
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Out Group: An out-group, on the other hand, is a social unit or group of people that an
individual neither belongs to nor identifies with. The construction and maintenance of
boundaries (physical or symbolic) are the primary ways by which groups establish what it means
to be “in” and, by contrast, what it means to be “out.”
To some extent, every social group creates boundaries between itself and other groups, but a
cohesive in-group typically has three characteristics:
Members use titles, external symbols, and dress to distinguish themselves from the out-
group.
Members tend to clash or compete with members of the out-group. This competition
with the other group can also strengthen the unity within each group.
Members apply positive stereotypes to their in-group and negative stereotypes to the
out-group.
Reference Group: A reference group is a concept referring to a group to which an individual or

another group is compared. Sociologists call any group that individuals use as a standard for
evaluating themselves and their own behavior a reference group.
13.2.2 Primary and secondary groups
Groups play a basic role in the development of the social nature and ideals of people.
Primary groups are those in which individuals intimately interact and cooperate over a long
period of time. Examples of primary groups are families, friends, peers, neighbors,
classmates, sororities, fraternities, and church members. These groups are marked by
primary relationships in which communication is informal. Members of primary groups have
strong emotional ties. They also relate to one another as whole and unique individuals.
In contrast, secondary groups are those in which individuals do not interact much. Members
of secondary groups are less personal or emotional than those of primary groups. These
groups are marked by secondary relationships in which communication is formal. Members
of secondary groups may not know each other or have much face-to-face interaction. They
tend to relate to others only in particular roles and for practical reasons. An example of a
secondary relationship is that of a producer/seller and consumer.
Primary relationships are most common in small and traditional societies, while secondary
relationships are the norm in large and industrial societies. Because secondary relationships
often result in loneliness and isolation, some members of society may attempt to create
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primary relationships through interactions among fellow members. This does not mean,
however, that secondary relationships are bad.
Table 13.1 Difference between primary and secondary group
Sl. No. Primary Groups Secondary Groups

1 Small size (often less than 20 or 30 Large size
persons)
2 Personal and intimate relationships Impersonal and aloof
among members relationships among members
3 More face-to-face communication Less face-to-face communication
4 Permanency in nature Temporary in nature
5 Members are well-acquainted and Members are not well-acquainted
have a strong sense of loyalty' or "we" and anonymity prevails
feeling; a strong amount of group
pressure is present
6 Informality is most common; the Formality prevails. Group often
group usually does not have a name, has a name, offices, and a regular
offices or a regular meeting place meeting place
7 Group decisions are more traditional Group decisions are more rational
and non-rational and the emphasis is on efficiency
In urban societies, secondary relationships are more as compared to the rural society. Primary
groups like friends and relatives, directly influence the behaviour of the individual. The
impersonal nature of relationship in the secondary group makes up for the absence of the
bondage which the primary relations have.
13.2.3 Formal and informal groups
This is a classification of groups according to the mode of organization and functioning of the
group.
Formal groups: As the name indicates the formal groups have procedures of functioning. These
groups have: a name or title; selected and titled officers; a written purpose and; a regular,
common, meeting time and place. The formal groups such as village councils, farmer’s societies
and school committees have definite rules of operation.
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Informal groups: Informal groups like friends, group of a neighborhood do not have any such
characteristics. There is no organization or rules. The members have maximum freedom to think
and act.
The more people who join a group, the less personal and intimate that group becomes. In
other words, as the group increase in size, its members participate and cooperate less, and
are more likely to be dissatisfied. A larger group's members may even be inhibited, for
example, from publicly helping out victims in an emergency. In this case, people may feel
that because so many others are available to help, responsibility to help is shifted to others.
Similarly, as the group increases in size, its members are more likely to engage in ‘social
loafing’, in which people work less because they expect others to take over their tasks.
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Module 4. Group and leadership
Lesson 14
LEADERS AND LEADERSHIP
14.1 Introduction
Leader is a person who rules or guides or inspires others.

The objective of the rural development programme is to develop peoples' participation.
Therefore, it is essential to encourage and train village leaders who will develop effective
working relationships with the rural people. The well-recognized method of working with the
rural people is through these leaders. The leaders may be good or bad; progressive or
constructive but they guide village thinking and lead them to action. The formal and informal
village groups function through these recognized leaders. There are limitations in working alone
by the extension professional. If he relies on individual contact, then he cannot greatly multiply
his efforts. If he works through village leaders, then the ideas spread quickly among the group
and village.
Some of the concepts of leadership are as follows:
· Leadership is the process of directing the behavior of others towards the accomplishment
of some common objectives.
· Leadership is influencing people to get things done to a standard and quality above their
norm and doing it willingly.
· Leadership is a process by which a person influences others to accomplish an objective
and directs the organization in a way that makes it more cohesive and coherent.
Leaders carry out this process by applying their leadership attributes, such as beliefs, values,
ethics, character, knowledge, and skills. Although your position as a manager, supervisor, lead,
etc. gives you the authority to accomplish certain tasks and objectives in the organization, this
power does not make you a leader, it simply makes you the boss. Leadership differs in that it
makes the followers want to achieve high goals, rather than simply bossing people around.
Good leaders are made not born. If you have the desire and will power, you can become an
effective leader. Good leaders develop through a never-ending process of self-study, education,
training, and experience. This guide will help you through that process.
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To inspire our workers into higher levels of teamwork, there are certain things which we must
be, know, and, do. These do not come naturally, but are acquired through continual work and
study. Good leaders are continually working and studying to improve their leadership skills; they
are NOT resting on their laurels.
Bass' theory (1989 & 1990) of leadership states that there are three basic ways to explain how
people become leaders. The first two explain the leadership development for a small number of
people. These theories are:
· Some personality traits may lead people naturally into leadership roles. This is the Trait
Theory.
· A crisis or important event may cause a person to rise to the occasion, which brings out
extraordinary leadership qualities in an ordinary person. This is the Great Events Theory.
· People can choose to become leaders. People can learn leadership skills. This is the
Transformational Leadership Theory. It is the most widely accepted theory today and the
premise on which this guide is based.
14.2 Qualities of a Good Leader
Here are some of the qualities which can make an individual a good leader:
· A leader should be commendable and exemplary. A good leader should be trustworthy so
that people can follow him. He should live his life with honesty and integrity. He should
live a life such that nobody can question his character.
· A good leader is always enthusiastic about the cause of the people. He must have the
capability to see what is good or bad for the people in the long run. He approaches a
problem in a holistic manner and never believes himself different from his people and
subject.
· A leader believes in discipline. He follows an orderly manner and routine but still he is
tolerant. He takes decision keeping emotions and personal matters aside.
· A leader has excellent logical and analytical skills. He looks each and every aspect of the
situation before arriving to any decision and never loses his temper in difficult situations.
He should think positively in each and every situation.
· A leader should always focus towards his goals, what he has envisioned for and promised
to his people. He should take each and every decision keeping in mind the people and his
subject.
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· A great leader is proactive and committed to excellence. He always maintains high
standard and acts as an idol for his followers. His personal and public life both are
remarkable and stain-free.
· A leader inspires his team to achieve target and lead them to success. He brings best out
of them in the time of crisis also.
· A good leader is the one who can give people voice and direction.
· A leader should be tolerant of uncertainty and should always remain tranquil, composed
and persistent to his goals.
· A good leader always keeps a cool head in times of crises and finds solutions to get
everybody out of any difficult situation.
14.3 Types of Leader or Leadership style
Leadership style is the manner and approach of providing direction, implementing plans, and
motivating people. Kurt Lewin (1939) led a group of researchers to identify different styles of
leadership. This early study has been very influential and established three major leadership
styles. The three major styles of leadership are (U.S. Army Handbook, 1973):
¶ Authoritarian or autocratic
¶ Participative or democratic
¶ Delegative or Free Reign
Although good leaders use all three styles, with one of them normally dominant, bad leaders
tend to stick with one style.
14.3.1 Authoritarian (Autocratic)
This style is used when leaders tell their employees what they want done and how they want it
accomplished, without getting the advice of their followers. Some of the appropriate conditions
to use it are when you have all the information to solve the problem, you are short on time, and
your employees are well motivated.
Some people tend to think of this style as a vehicle for yelling, using demeaning language, and
leading by threats and abusing their power. This is not the authoritarian style, rather it is an
abusive, unprofessional style called “bossing people around.” It has no place in a leader's
repertoire.
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The authoritarian style should normally only be used on rare occasions. If you have the time and
want to gain more commitment and motivation from your employees, then you should use the
participative style.
14.3.2 Participative (Democratic)
This style involves the leader including one or more employees in the decision making process
(determining what to do and how to do it). However, the leader maintains the final decision
making authority. Using this style is not a sign of weakness, rather it is a sign of strength that
your employees will respect.
This is normally used when you have part of the information, and your employees have other
parts. Note that a leader is not expected to know everything — this is why you
employ knowledgeable and skillful employees. Using this style is of mutual benefit — it allows
them to become part of the team and allows you to make better decisions.
14.3.3 Delegative or Laissez faire (free reign)
In this style, the leader allows the employees to make the decisions. However, the leader is still
responsible for the decisions that are made. This is used when employees are able to analyze the
situation and determine what needs to be done and how to do it. You cannot do everything! You
must set priorities and delegate certain tasks.
This is not a style to use so that you can blame others when things go wrong, rather this is a style
to be used when you fully trust and confidence in the people below you. Do not be afraid to use
it, however, use it wisely!
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Module 5. Programme planning
Lesson 15
PROGRAMME PLANNING
15.1 Introduction
Programme development is an on-going dynamic process that extension professionals intuitively

follow as they plan, implement and evaluate their educational programmes. The process is not
confined to a five-year planning cycle. It is applied on a small scale as an individual workshop is
being developed, on a larger scale as a series of programmes are being developed around a
single priority and on an even larger scale at district level and state level wide team sets
priorities and defines a plan of action for a five-year period. The basic principles remain the
same, only the scope is different. The gap between the situation and objective is the area of
needs. This area becomes well-defined after the situations and the objectives are determined by
the leaders, extension professionals and specialists.
15.2 Need and Interest
15.2.1 Need
Need is what one desires. It is lack of something. Need is the difference between "what is” and
“what ought to be”.
15.2.2.1 Characteristics of need
· Expressed in terms of behaviour in a particular direction.

· Periodical or sporadic. At times, they are very active and actually felt. At other times,
not so active; often dormant.
· Often interrelated (They seldom operate singly. Usually expressed in groups).
· Needs often conflict with one another, and this sets up priorities. e.g., drowning man
forgets all other needs except the need for air.
15.2.2.2 Kinds of need
People's needs usually can be classified into two categories:

· Felt or recognized needs.
· Unfelt or unrecognized needs.
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15.2.2 Interest
Interest may be defined as a desire on the part of an individual to learn, study or gain more
information and skill about some field or subject matter that he thinks of value to him.
15.3 Concept, Objectives and Principles of Programme Planning
Programme planning is a procedure of working with the people in an effort to recognise

unsatisfactory situations or problems and to determine possible solutions or objectives and goals.
15.3.1 Programme
An extension programme is a statement of situation, objectives, problems and solutions (Kelsey

and Hearne, 1949).
15.3.2 Planning
Planning is designing a course of action to achieve ends.
15.3.3 Programme planning
Programme planning is the process whereby the people in the country through their leaders’
plans their extension programme, country and state professional extension staff member assist in
this process (Lawrence,1962).
The first step in any systematic attempt to promote rural development is to prepare useful
programmes based on people’s needs. The development of such programmes, which harmonize
with the local needs as the people see them and with the national interests with which the
country as a whole is concerned, is an important responsibility of extension personnel at all
levels-national, state, district, block & village.
Programme planning is the process of making decisions about the direction & intensity of
extension-education efforts of extension-service to bring about social, economic & technological
changes.
15.3.4 Objectives of programme
The general objective of having an extension programme is to influence people to make changes
in their way of life and making a living. The assumption is that there is a need for change and if
people are not aware, it is necessary to make them aware of this; and to develop their needs.
According to Kelsey and Hearne (1967), the following are reasons for having a programme:
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· To ensure careful consideration of what is to be done and why.
· To furnish a guide against which to judge all new proposals.
· To establish objectives toward which progress can be measured and evaluated.
· To have a means of choosing the important (deep rooted) from incidental (less important)
problems; and the permanent from the temporary changes.
· To develop a common understanding about the means and ends between functionaries
and organizations.
· To ensure continuity during changes of personnel.
· To help develop leadership.
· To avoid wastage of time & money and promote efficiency.
· To justify expenditure and to ensure flow of funds.
· To have a statement in written form for public use.
15.3.5 Principles of extension programme planning
Extension programmes have the definite purpose of improving rural life through individual,
group and community action. Extension programme planning has certain principles which holds
good irrespective of the nature of the clientele and the enterprises they may be pursuing, viz.:
· Extension programmes should be based on an analysis of the past experiences,
present situation and future needs.
· Extension programmes should have clear and significant objectives which could satisfy
important needs of the people.
· Extension programmes should fix up priority on the basis of available resources and time.
· Extension programmes should clearly indicate the availability and utilization of
resources.
· Extension programmes should have a general agreement at various levels.
· Extension programmes should involve people at the local level.
· Extension programmes should involve relevant institutions and organization.
· Extension programme should have definite plan of work.
· Extension programme should provide for evaluation of results and reconsideration of the
programme.
· Extension programmes should provide for equitable distribution of benefits amongst the
members of the community.
15.6 Programme-Planning Process

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Program development involves: analyzing the situation or context; setting objectives/priorities
and; designing an action plan; implementing the plan; evaluating inputs, outputs, outcomes, and
reconsider the weak and strong points of the programme.
The process of extension, as applied to development programmes, involves five essential phases
(SOTER) i.e. Analyzing the Situation, Objectives or Goals to be Accomplished, Teaching,
Evaluating the Teaching, Reconsidering (J.P.Leagans, 1961). These steps are intended only to
clarify the necessary actions in carrying out a planned extension educational effort.
The program development process is on-going and continuous. Each educational initiative,
workshop or event we carry out modifies the initial situation. As a consequence, any plan of
action continues to evolve and change as the situation or context changes.
Fig. 15.1 Steps of programme planning
15.6.1 Collection of facts
Sound plans are based on availability of relevant & reliable facts. This includes facts about the
village people, physical conditions, existing farm & home practices, trends & outlook. Besides,
other facts about customs, traditions, rural institutions, peoples' organisations operating in the
area, etc. should be collected. The tools & techniques for collecting data include systematic
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observations, a questionnaire, interviews & surveys, existing governmental records, census
reports, reports of the Planning Commission, Central Bureau of Statistics, and the past
experiences of people.
15.6.2 Analysis of the situation
After collecting facts, they are analysed and interpreted to find out the problems & needs of the
people.
15.6.3 Identification of problems
As a result of the analysis of facts, the important gaps between 'what is' & 'what ought to be' are
identified and the problems leading to such a situation are located. These gaps represent the
people’s needs.
15.6.4 Determination of objectives
Once the needs & problems of the people have been identified, they are stated in terms of
objectives & goals. The objectives represent a forecast of the changes in the behaviour of the
people and the situation to be brought about. The objectives may be long-term as well as short-
term, and must be stated clearly.
15.6.5 Developing the plan of work
In order to achieve the stated objectives & goals, the means & methods attaining each objective
are selected; and the action plan, i.e. the calendar of activities is developed. It includes the
technical content, who should do what, and the time-limit within the work will be completed.
The plan of work may be seasonal, short-term, annual or long-term.
15.6.6 Execution of the plan of work
Once the action plan has been developed, arrangement for supplying the necessary inputs,
credits, teaching aids, extension literature etc. has to be made and the specific action has to be
initiated. The execution of the plan of work is to be done through extension methods for
stimulating individuals and groups to think, act and participate effectively. People should be
involved at every step to ensure the success of the programme.
15.6.7 Evaluation
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It is done to measure the degree of success of the programme in terms of the objectives & goals
set forth. This is basically done to determine the changes in the behaviour of the people as a
result of the extension programme. The evaluation is done not only of the physical achievements
but also of the methods & techniques used and of the other steps in the programme planning
process, so that the strong & weak points may be identified and necessary changes may be
incorporated accordingly.
15.6.8 Reconsideration
The systematic and periodic evaluation of the programme will reveal the weak and strong points
of the programme. Based on these points, the programme is reconsidered and the necessary
adjustments & changes are made in order to make it more meaningful & sound.
Programme planning is not the end-product of extension activities, but it is an educational tool
for helping people to identify their own problems and make timely & judicious decisions. From
the above mentioned cycle, it is clear that the planning of an extension programme comprises a
logical series of consecutive steps. The first 4 steps form the programme-phase. The steps 5-7
form the action-phase. The step 8, i.e. reconsideration, joins the 2 phases together, where it
leads to the fact-collecting step, thus beginning once more the never ending or continuous
process of planning the extension programme.
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Module 5. Programme planning
Lesson 16
FIVE-YEAR PLANS IN INDIA
16.1 Introduction
Plans need not be made for nuts and bolts, but are essential to prevent future bottlenecks. If
enough cushions are provided for the future, the economy will grow smoother and faster. The
importance of plan is that when you design it before you implement it; you have a better chance
of eliminating design flaws from the beginning. If you start out coding and later on figure out
you have a design flaw, it is extremely painful to go back and re-implement everything. Certain
software engineering experts have estimated that it can cost up to 10x more (time and money) to
fix a design problem in the later stages of software development than in the early stages.
16.2 Five-Year Plans
The five-year plan in India is framed, executed and monitored by the Planning Commission of
India, which is headed by the Prime Minister. Currently, India is in its 11th five-year plan. A
glimpse of the five-year plans of our country, along with the respective objectives in each plan,
is as under:
16.2.1 1st Plan (1951-56)
· The first five-year plan was presented by Jawaharlal Nehru in 1951. The First Five-Year
Plan was initiated at the end of the turmoil of partition of the country. It gave importance to
agriculture, irrigation and power projects to decrease the countries reliance on food grain
imports, resolve the food crisis and ease the raw material problem especially in jute and
cotton. Nearly 45% of the resources were designated for agriculture, while industry got a
modest 4.9%.The focus was to maximize the output from agriculture, which would then
provide the impetus for industrial growth.
· Though the first plan was formulated hurriedly, it succeeded in fulfilling the targets.
Agriculture production increased dramatically, national income went up by 18%, per capita
income by 11% and per capita consumption by 9%.
16.2.2 2nd Plan (1956-61)
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modified by Sheal (1989) provides a linkage between learning, activity and participant
involvement.
Fig. 12.1 Diagram for Dale’s cone of experience
Fig. 12.2 Cone of experience as modified by Sheal (1989)
Between the two extreme of ‘reading’ and ‘doing the real thing’ are a number of other ways
through which people learn. As one moves downwards from the principle of the cone, increased
involvement, and learning occur.
12.4 Types of audio-visual aids
12.4.1 Verbal symbols

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At the time of initiating the fourth plan it was realized that GDP growth and rapid growth
of capital accumulation alone would not help improve standard of living or to become
economically self-reliant. Importance was given to providing benefits to the marginalized
section of the society through employment and education.
Disbursement to agricultural sector was increased to 23.3% .Family planning programme
was given a big stimulus.
The achievements of the fourth plan were below targets. Agriculture growth was just at
2.8% and green revolution did not perform as expected. Industry too grew at 3.9%.
16.2.6 5th plan (1974-79)
As a result of inflationary pressure faced during the fourth plan, the fifth plan focused on
checking inflation. Several new economic and non-economic variables such as nutritional
requirements, health, family planning etc were incorporated in the planning process.
Investment mix was also formulated based on demand estimated for final domestic
consumption.
Industry got the highest allocation of 24.3% and the plan forecasted a growth rate of 5.5%
in national income.
The fifth plan was discontinued by the new Janata government in the fourth year itself.
16.2.7 Annual plan (1978-1980)
The Janata Government ended the fifth five year plan one year earlier to its term i.e. only within
four years span (1974-78) and introduced a new plan since April 1, 1978. This plan was named
as the Rolling plan. Rolling plan period was 1978-1980. In the first phase of this rolling plan, the
sixth plan was initially started for 5 years (1978-83) on April 1, 1978. In 1980, the sixth plan
(rolling plan) prepared by the Janata Government was abandoned by the congress Government
and a new sixth plan was introduced for the period 1980-85.
16.2.8 6th plan (1980-85)
The Janata government moved away from GNP approach to development, instead sought
to achieve higher production targets with an aim to provide employment opportunities to
the marginalized section of the society. But the plan lacked the political will.
The Congress government on taking office in 1980 formulated a new plan with a strategy
to lay equal focus on infrastructure and agriculture.
The plan achieved a growth of 6% pa.
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16.2.9 7th Plan (1985-90)
The first three years of the seventh plan saw severe drought conditions, despite which the food
grain production rose by 3.2%. Special programmes like Jawahar Rozgar Yojana were
introduced. Sectors like welfare, education, health, family planning, employment etc got a larger
disbursement.
16.2.10 Annual plan (1990-1992)
This period was of political instability hence, no five year plan was implemented during the
period; only annual plans were made for the period between 1990 and 1992. The country
faced severe balance of payment crisis.
16.2.11 8th plan (1992-97)
The eighth plan was initiated just after a severe balance of payment crisis, which was
intensified by the Gulf war in 1990. Several structural modification policies were brought
in to put the country on a path of high growth rate. They were devaluation of rupees,
dismantling of license prerequisite and decrease trade barriers.
The plan targeted an annual growth rate of 5.6% in GDP and at the same time keeping
inflation under control.
16.2.12 9th plan (1997-2002)
It was observed in the eighth plan that, even though the economy performed well, the gains did
not percolate to the weaker sections of the society. The ninth plan therefore laid greater impetus
on increasing agricultural and rural incomes and alleviates the conditions of the marginal
farmers and land less labourers.
16.2.13 10th plan (2002-2007)
The aim of the tenth plan was to make the Indian economy the fastest growing economy in
the world, with a growth target of 10%.It wanted to bring in investor friendly market
reforms and create a friendly environment for growth. It sought active participation by the
private sector and increased FDI's in the financial sector.
Emphasis was laid on corporate transparency and improving the infrastructure.
It sought to reduce poverty ratio by 5 percentage points by 2007and increase in literacy
rates to 75 per cent by the end of the plan.
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Increase in forest and tree cover to 25 per cent by 2007 and all villages to have sustained
access to potable drinking water.
16.2.14 11th plan (2007-2012)
The eleventh plan has the objective to increase GDP growth to 10%.
Increase agricultural GDP growth to 4% per year to ensure a wider spread of benefits.
Create 70 million new work opportunities. Augment minimum standards of education in
primary school.
Reduce infant mortality rate to 28 and malnutrition among children of age group 0-3 to half
of its present level. Ensure electricity connection to all villages and increase forest and tree
cover by five percentage points.
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REFERENCES
Adams, M.E. 1982. Agricultural Extension in Developing Countries. Longman, Singapore Publ.
Blackburn, D. J., and Vist, D. L. 1984. Historical Roots and Philosophy of Extension. In D. J.
Blackburn (Ed.), Extension handbook, University of Guelph, Guelph, Ont., Canada.
Burton, E.S., Robert, P.B. and Andrew, J.S. 1997. Improving Agricultural Extension – A
Reference Manual. FAO, Rome.
Chouhan, J. (2006). Communication and Extension Management. Anjali Prakashan, Kanpur.
Dahama, O.P. and Bhatnagar, O.P. 1987. Education and Communication for Development.
Oxford & IBH.
Farrington, J., Pal, S., Sulaiman, R. V. 1998. Improving the Effectiveness of Agricultural
Research and Extension in India, Policy Paper 8, NCAP, New Delhi.
Hayward, J. 1990. Agricultural Extension: The World Bank's Experience and

Approaches. In FAO Report of the Global Consultation on Agricultural Extension (p. 115-134).
Rome: FAO.
Jha, D. and Kandaswamy, A. (Eds). 1994. Decentralising Agricultural Research and Technology
Transfer in India. ICAR, New Delhi.
Kumar, B. and Hansra, B.S. 2000. Extension Education for Human Resource Development.
Concept Publishing Company, New Delhi.
Macklin, M. 1992. Agricultural Extension in India. Technical Paper 190, World Bank,
Washington, D.C.
Mook, B. T. 1982. The world of the Indian Field Administrator.Vikas Publishing House. New
Delhi.
Moris, J. 1991. Extension Alternatives in Tropical Africa.Overseas Development Institute,

London.
Owen, E., Kitalyi, A., Jayasuriyia, N. and Smith, T. (Ed). 2005.Livestock and Wealth Creation –
Improving of the Husbandry of Animals kept by Resource Poor People in Developing Countries.
Nottingham Univ. Press, UK.
Ray, G.L. 1991. Extension Communication and Management. Naya Prokash, Calcutta
Reddy, A.A. 1993. Extension Education. Shree Laxmi Press, Bapatla, Andhra Pradesh.
85 www.AgriMoon.Com
Local cultural programmes, such as folk-songs & dramas, are used as an effective medium of
communicating the message of development programmes. Dramatization of a theme or story
creates a lively interest among the audience. Folk-songs & dances related to the subjects of local
interest & importance, when acted on the stage, bring them home more forcefully.
For an effective use of extension teaching methods, it is not enough to know these methods and
their techniques. What is more important is the appropriate selection of a method or
combination of methods for a particular situation. In fact, when a farmer is exposed to a new
idea for several times by different methods or a combination of methods, he is likely to accept it
more quickly. Farmers learn about new practices through several stages. These stages are
known as:
· Awareness stage - when a person comes to know of a new practice but lacks the complete
information.
· Interest stage - when he becomes interested in a new idea & wants to know more about it.
· Evaluation stage- when he mentally applies the new idea to his present situation &
evaluates it.
· Trial stage- when he applies the new idea or practice on a small scale in order to
determine its utility under his own situation.
· Adoption stage- when he decides to continue the full use of the practice. Thus, it is the
cumulative effect on people through exposure to an idea repeatedly that result in action.
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Dairy Extension

Module 2: Extension and Rural development Programmes

Module 3: Extension Learning & Teaching Process

Module 4: Groups and Leadership

Module 5: Programme Planning

Module 1. Basics of dairy extension education

1.2 Growth of Agricultural Extension Education as a Discipline in India

1.3 Conceptual Background

1.4 Definitions of Extension and Dairy Extension Education

1.4.2 Extension education

1.4.3 Dairy extension education

1.5 Differences between Formal Education and Extension Education

Module 1. Basics of dairy extension education

2.2.1 Fundamental objective

2.2.2 General objectives of extension

The following are the general objectives:

2.3 Functions of Extension

2.3.1 Change in knowledge

2.3.2 Change in attitude

2.3.3 Change in skill

2.3.4 Change in understanding

2.3.6 Change in action

2.3.7 Change in confidence

Fig. 2.1 Functions of extension education

2.4 Philosophy of Extension Education

1.4.3 Dairy extension education

1.5 Differences between Formal Education and Extension Education

3.1.4 Principle of cultural change

3.1.5 Principle of cooperation and people’s participation

3.1.6 Principle of applied science and democratic approach

3.1.7 Principle of learning by doing

3.1.9 Principle of adaptability in use of extension teaching methods

3.1.10 Principle of leadership

3.1.11 Principle of whole family

3.1.12 Principle of evaluation

3.1.13 Principle of satisfaction

Module 2. Extension and rural development programme

4.1.1 Stage I. Pre-Independence Era (1866-1947)

Grow more food campaign Agricultural departments of

Firka Vikas Yojana in Madras (now in Government of Madras

4.1.1.1 Scheme of rural reconstruction at the sunderbans in bengal

4.1.1.2 Gurgaon project (1920)

4.1.1.3 Shriniketan project (1920)

4.1.1.4 Seva-gram (1920)

4.1.1.5 Marthandam project (1928)

4.1.1.6 Baroda village reconstruction project (1932)

· To improve the life style of rural people rapidly.

· By personal education and contact by the village guides.

4.1.1.7 Grow more food campaign (1942)

· Its work field was limited.

4.1.1.8 Indian village service (IVS-1945)

4.1.1.9 Firka vikas yojana (1946)

Table 5.2 Technological development

Year Programme/scheme Person/agency/ approach

Table 5.3 Other developmental programmes

Year Programme/scheme Person/agency/ approach

5.1.2 Nilokheri experiment (1948)

5.1.3 Community development project (1952)

5.1.4 Grow-more-food enquiry committee report (1952)