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.

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.

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.

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 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.