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”.
15.2.1.1 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.
15.2.1.2 Kinds of need
People's needs usually can be classified into two categories:
· Felt or recognized needs.
· Unfelt or unrecognized needs.
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:
· 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.
15.4 Programme-Planning Process
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
15.4.1 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 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.
15.4.2 Analysis of the situation
After collecting facts, they are analysed and interpreted to find out the problems & needs of the people.
15.4.3 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.
15.4.4 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.
15.4.5 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.
15.4.6 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.
15.4.7 Evaluation
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.
15.4.8 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.