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.

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

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.

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 & works up to practical.

1.     The teacher (extension professional) starts with practical & may take up theory later on.

2.     Students study subjects.

2.     Clients study problems.

3.     Students must adapt themselves to the fixed curriculum offered.

3.     It has no fixed curriculum or course of 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.

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 homogeneous audience.

9.     The teacher has a large & heterogeneous audience.

10. It is rigid.

10.   It is flexible.

11. It has all pre-planned & pre-decided programmes.

11.It has freedom to develop 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.