AGEXT 4101

Extension Program
• According to Kelsey and Hearne (1949), an "extension program" is a statement of situation,
objectives, problems and solutions.
• According to the USDA (1956), an "extension program" is arrived at co-operatively by the
local people and the extension staff and includes a statement of:
✓ The situation in which the people are located;
✓ The problems that are a part of the local situation;
✓ The objectives and goals of the local people in relation to these problems; and
✓ The recommendations or solutions to reach these objectives on a long-time basis (may be
several years) or on a short-time basis (may be one year or less).
• Leagans (1961) says that an "extension program" is a set of clearly defined, consciously
conceived objectives or ends, derived from an adequate analysis of the situation, which are to
be achieved through extension teaching activity'.
• Lawrence (1962) says that an "extension program" is the sum total of all the activities and
undertakings of a county extension services. It includes:
(i) program planning process;
(ii) written program statement;
(iii) plan of work;
(iv) program execution;
(v) results; and
(vi) evaluation.

From the above definitions, it is clear that an extension program:

✓ Is a written statement;
✓ Is the end product of extension program planning;
✓ Includes a statement of situation, objectives, problems and solutions;
✓ Is relatively permanent but requires constant revision;
✓ May include long-term as well as short-term program objectives;
✓ Forms the basis of extension teaching plans;
✓ Has been drawn up in advance; and
✓ Has been built on the basis of content.

Extension program planning

Program planning is viewed as a process through which representatives of the people are
intensively involved with extension personnel and other professional people in four activities
(Boyle, 1965):
✓ Studying facts and trends;
✓ Identifying problems and opportunities based on these facts and trends;
✓ Making decisions about problems and opportunities that should be given priority; and
✓ Establishing objectives or recommendations for future economic and social development of a
community through educational program.
Principle of extension program-planning
The planning of an extension program is done on the basis of certain well recognized principles
which should be clearly understood & followed by extension workers. The main principles are:
✓ The program-planning should be based upon a careful analysis of a factual situation.
✓ In a good program-planning, problems for action are selected on the basis of recognized needs.
✓ A good program-planning determines objectives & solutions which are feasible & offer
satisfaction.
✓ The program should be permanent & flexible to meet a long-term situation, short-time
changes, & emergencies.
✓ A sound program should have both balance & emphasis.
✓ A good program has a definite plan of work.
✓ Program-planning is a continuous process.
✓ Program-planning is a co-ordinating process.
✓ Program-planning should be educational & directed towards bringing about improvement in
the ability of the people to solve their own problems individually and collectively.
✓ A good program-planning provides for the evaluation of results.

Importance of Extension Programme 1. Collection of facts

Planning 9. Reconsideration
Extension programmes are crucial for
spreading knowledge and skills. 2. Analysis of situation

Determining a Programme
Proper planning ensures effective 8. Evaluation Execution of a Programme.
implementation and sustainable impact.
3. Identification of problems

Understanding the Extension 7. Execution of the plan of work

Programme Planning Cycle
1. Needs Assessment 4. Determination of objectives
Identifying community needs the 6. Developing the plan of work
foundation for effective programme 5. Finding solutions to problems
design.A thorough needs assessment
helps to ensure the programme addresses
genuine community needs.
2. Goal Setting
Clear and measurable goals provide direction for the programme and enable the evaluation of its
success. Goals should be realistic and achievable within the programme's scope.
3. Program Implementation
The program should be implemented with the participation of the community. This ensures that
the program meets the needs of the community and that the community feels invested in its
success.
4. Monitoring and Evaluation
Regular monitoring and evaluation are crucial to track the progress of the program and identify
areas for improvement. This data helps to ensure that the program remains relevant and effective
Needs Assessment: Identifying Community Needs
✓ Community Surveys
Surveys can be used to gather quantitative data about comisunity needs. and priorities.
✓ Interviews
Interviews can be used to gather individual perspectives on community needs and challenges.
✓ Focus Groups
Focus groups can provide qualitative data about community needs and perspectives. They offer
in depth insights into
✓ Observation
Observation allows researchers to see community challenges.
Establishing Program Goals and Objectives
✓ Specific
Goals should be specific and clearly defined, not vague or general.
✓ Measurable
Progress toward goals should be quantifiable, allowing for objective assessment.
✓ Achievable
Goals must be realistic and attainable within the programme's resources and timeframe.
✓ Relevant
Goals should align with the identified needs of the community and contribute to broader
development objectives.
✓ Time-Bound
Goals should have clear deadlines for achievement, providing a sense of urgency and accountabi

Developing the Program Curriculum and Activities

1 Relevant Content: The curriculum should be relevant to the identified community needs and
address bey challenges
2 Variety of Methods: A variety of methods should be used in cater to different Iwaming styles,
keeping participants engaged.
3 Practical Application: Hands-on activities and demonstrations help to solidify learning and
promote practical application of knowledge
4 Community Involvement: The program should inve community members in the design,
implementation, exaluation of the curriculum and activities

Implementing the Extension Program

Resource Mobilization: Securing necessary resources, including kunding, personnel, materials,
and equipment, is essential for successful implementation.
Community Engagement: Active community participation is vital This fosters ownership and
ensures the program resonates with community needs
Coordination and Collaboration: Effective coordination among partners, stakeholders, and
community members is essential for seamless program delivery.

Monitoring and Evaluation of Program Success

Data Collection Evaluation Criteria Quantitative Program Reach
Data Analysis Surveys Analysis Interviews
Qualitative Participant Observations Impact on
Analysis Satisfaction Mixed Methods Community Needs

Adjusting the Program Based on Feedback

Feedback Collection: Gather feedback from participants, stakeholders, and community members
through surveys, interviews, and focus groups.
Data Analysis: Analyze the collected feedback to identify trends, patterns, and areas for
improvement.
Program Adaptation: Adjust the program's curriculum, activities, or implementation strategies
based on the feedback.
Continuous Improvement: Embrace a culture of continuous improvement, making ongoing
adjustments to ensure the program's effectiveness.

STEPS IN PROGRAMME PLANNING PROCESS

1. Collection of facts
2. Analysis of situation
3. Identification of problems
4. Determination of objectives and goals
5. Development plan of work and calendar of operations
6. Follow through plan of work and calendar of operations.
7. Evaluation of progress.
8. Reconsideration and revision of the programme

Effective Communication and Collaboration

1. Clear Communication: Use multiple communication channels to ensure that all stakeholders
are informed and engaged.
2. Open Dialogue: Foster open dialogue and feedback mechanisms to ensure that everyone's
voices are heard and respected.
3. Partnership Building: Develop strong partnerships with key stakeholders to leverage resources
and expertise.
4. Community Engagement: Involve community members in all stages of the program, from
planning to implementation and evaluation.

Sustaining the Extension Program over Time

Capacity Building: Empower community members with the skills and knowledge to manage and
sustain the program independently.
Community Ownership: Foster a sense of community ownership and responsibility for the
program's success.

Characteristics and Status of Rural Women in Bangladesh

• About 160 million population whereas half of itspopulation is women of which 80% live in rural
area.
• Imbalance sex ratio in the population where 106 men for 100 women (BBS, 2015).
• The socio-economic condition of women in Bangladesh is very low.
• Participation of men and women in development activities is not equal
• The devaluation of women labour in labour market also hinders women rights
• Of the 1.3 billion people living in poverty around the world, 70% are women. (Source: World
Revolution)
• Women do about 66% of the world's work in return for less than 5% of its income

❖Status has been ranked the lowest in the world on the basis of twenty indicators related to-
• health • marriage • children • education • employment • social equality

❑Women have limited role in-

❖ household decision-making,
❖Limited access and control over household resources (physical and financial assets),
❖low level of individual assets,
❖heavy domestic workloads,
❖restricted mobility and
❖inadequate knowledge and skills that leading to women’s vulnerability (Sebstad and Cohen
2002: 44).
❖Inequal job opportunity
❖Devaluation of women loabor force in labor market
❖Previously the women of Bangladesh have limited exposure in socio-econo-political arena,
negligible freedom of mobility, influence, autonomy and power of making even household
decisions.
❖With the passage of time the women are coming ou tof their house and involved in both indoor
and outdoor activities for their survival
❖Women in National parliament
❖Women in Local Government
❖Violence against women
❖Mobility
❖Purdah
❖Early marriage

Concept of Gender and their roles

• Gender Vs. Sex
Sex identifies biological differences between men and women. E.g. Women can give birth and
men provide sperm. Sex is universal (every nation, throughout history)
Gender identifies social relations between men and women. Gender is socially constructed. But
gender roles are dynamic and change over time. Then, What is the problem?

Gender roles
• Men and women have different roles in society.
• Men’s roles are considered productive and more important, while traditionally women’s roles
are considered passive and less important
• Men were considered responsible for taking care of the family financially.
• Men did not do household duties or childcare.
• Women were expected to be in charge of running the household.
• Mothers did the laundry, cooked the meals, and cleaned the rooms.
• They also took care of the children, giving them the care and attention that was required.
• women were often in charge of directing the nannies and dropping off or picking up from
daycare.
• Women were seen as more emotional than men, more likely and more encouraged to open up
about their feelings.

Women Empowerment
Empowerment refers to increasing the spiritual, political, social or economic strength of
individuals and communities. It often involves the empowered developing confidence in their
own capacities.Empowerment is probably the totality of the following or similar capabilities:
✓ Having decision-making power of their own
✓ Having access to information and resources
✓ Having positive thinking on the ability to make change
✓ Ability to learn skills for improving one's personal or group power.
✓ Ability to change others' perceptions
✓ Involving in the growth process and changes that is never ending and self-initiated
✓ formal and non-formal education, exposure to information media and spatial mobility are the
most influential factors that enhance women's empowerment.
✓ In contrast, the traditional beliefs, attitudes and practices are deeply entrenched in women's
lives that hinder their empowerment.
✓ To move forward, some concrete steps need to be undertaken by the major intervening
agencies, namely governmental organisations (GOs), non- governmentalorganisations
(NGOs), women's organisations (WOs) and other stakeholders (private initiatives, civil
society etc.) aimed at stimulating the process of female empowerment
✓ Empowerment of women concerns women gaining power and control over their lives
✓ It involves awareness raising, building self confidence, increased access and control over
resources and transforming structures and institutions which reinforce gender discrimination
and inequality

Strategies suggested for empowering women

✓ Providing education ✓ Enhancing political ✓ Conducting gender
✓ Imparting training participation and awareness-raising
✓ Providing micro-credit encouraging leadership campaigns
✓ Involving co-operatives abilities ✓ Establishing sexual and
✓ Exposure to media ✓ Formation of women's reproductive rights
✓ Ensuring participation in organisations ✓ Conducting research and
the labour force disseminating the results
Mechanisms of empowering rural women at household level
Donors Institutions
Governmental organisations
Non-governmental organisations
Women's organisations
Other stakeholders
Local actors: Community leaders, School teachers, Religious leaders, Local elite

Key initiatives
Education & training. Gender awareness through media, Self-help groups, Community initiatives
Women's Empowerment
Self-confidence, Freedom of choices, Resources
Power relations (Source:http://www.tropentag.de/2004/abstracts/fi

Women Empowerment
Empowerment is the capacity of women to be economically self-sufficient and self- reliant with
control over decisions affecting their life options and freedom from violence.
In the existing socio-cultural milieu of Bangladesh, embodied within the phrase of 'empowerment
is the concept of change

Pathway of Empowerment
• Material Pathways
In the material pathway to empowerment, women should experience changes in their access to
and control over material resources.
✓ Involvement in IGAS
✓ Ownership and control over resources/assets
✓ Ownership of productive and non-productive assets
✓ Members' control and use of their savings
• Perceptual Pathways
Under this perceptual pathway, researchers. attempted to look at women's perceptions of the
changes that had occurred in their well being since their involvement with BRAC, as well as male
perceptions of the positive and negative aspects of women's involvement in BRAC programmes.
✓ Women's well being
✓ Women's contributions to family welfare from the male point of view
• Relational/Power Pathways
Women's relational/power pathways to empowerment are highlighted in terms of their reduced
economic dependence on their husbands and their increased mobility and communications with
the outside world, both of which may be positively affected by their involvement with BRAC.
✓ Reduced economic dependence on husbands
✓ Mobility
✓ Continuum to measure women's empowerment

Mechanism of women empowering/How to empower?

✓ Involve in IGAS
 ✓ Participate/invlove in politics and its programmes
✓ Participate in LGis
✓ Participate in training programmers
✓ Reserve position in different NBDs
✓ Social movement
✓ Others........

Gender...

Gender indicates the characteristics, positions and roles of man and woman in all social
relationships.

Gender and its related issues

"Gender refers to the socially constructed characteristics of women and men, such as norms, roles,
and relationships of and between groups of women and men. It varies from society to society and
can be changed."
In general terms, "sex" refers to the biological differences between males and females, such as
the genitalia and genetic differences.

Gender needs
• Practical gender needs relate to basic needs like. shelter, water, work, etc and these needs if
not met lead to inequalities. For example, women (unlike men) would have to travel long
distances to get water for their families
• Basic/Pratical gender needs often related to shortage in working and living conditions such as:
foods, water, living place, income, health care and work. If these needs are met, life of
men/women would be improved without being influenced to labor distribution as well as the
dependent position of the women in the society

Women's 3 main roles (paid & unpaid)

Productive role (Farming. producing): referring to the production activities that women do for the
market and for their family to generate income (paid by money or products)
Reproductive role (house chores/ caring for family): Referring activities to caring and maintaining
the basic needs of family and its member such as: food, shelter, education, healthcares reproduce
production taking care of potential workforce
Community management role Referring to the activities that women do to ensure the supply of
resources at community level as an estended rule of reproductive role (rituals, ceremony
celebration community services activities)

Gender roles (In general)...

Gender roles can be defined as the behaviors, values, and attitudes that a society considers
appropriate for both male and female.

Women roles
Women are supposed to have "clean jobs" such as secretaries, teachers, and librarians
Women are nurses, not doctors
Women are not as strong as men
Women are supposed to make less money than men
The best women are stay at home moms
Women don't need to go to college
Women don't play sports
Women are not politicians
Women are quieter than men and not meant to speak out told
Women are supposed to be submissive and do as they are
Women are supposed to cook and do housework
Women are responsible for raising children
Women do not have technical skills and are not good at "hands on" projects such as car repairs
Women are meant to be the damsel in distress; never the hero
Women are supposed to look pretty and be looked at
Women love to sing and dance
Women do not play video games
Women are flirts
Women are never in charge

Men Roles (in General)........

All men enjoy working on cars
Men are not nurses, they are doctors
Men do "dirty jobs such as construction and mechanics;
Men do not do housework and they are not responsible for taking care of children
Men enjoy outdoor activities such as camping, fishing, and hiking
Men play sports
Men are in charge; they are always at the top As husbands, men tell their wives what to do
It is always men who work in science, engineering, and other technical fields
Men do not cook, sew, or

Gender Mainstreaming ....

Process of assessing the implications for women and men of any planned action, including
legislation, policies or programmes, in any area and at all levels.
GMS is the process towards achieving gender equality

Key Elements of Gender Mainstreaming

✓ Gender Equality ✓ Fairness and justice
✓ Gender equity ✓ Increasing opportunity of women and men
✓ Gender empowerment to control their lives
✓ Equality of outcomes

Gender mainstreaming strategies are:

✓ Strengthening political will for addressing gender inequality
✓ Increase the number of women in decision making positions. Incorporating gender concerns
in government planning and budgetary process
✓ Engendering the planning cycles of sectoral ministries and capacity development programmes
Integrating gender concerns in the Ministries' human resources management and development
policies and practices and
✓ Build linkages and collaboration between government and NGOs for advancement of gender
equality

Equality: The assumption as that everyone benefits from the same supports. is equal treatment.
Equity: Everyone gets the supports they need affirmative action thus producing equity
Justice: 3 can see the the game accommodations because the cause's) of the inequity was
addressed. The systems barrier been removed