Historical Perspective of Agricultural Extension

The Distant Origins

1800 BC- in Mesopotamia (present day Iraq), archeologists have clay of tablets of time
on which were inscribed advice on watching crops and getting rid of rats.

2nd-3rd century BC- Latin texts were written, frequently drawing on practical farming
experience, which aimed to help Roman landowner to maintain and improve their
estates and revenues.

In imperial china, dissemination of agricultural information

was a matter of concern to the state since it heavily relied on taxes and revenues from
landowner and tenants.

The Birth of Modern Agricultural Extension

1845 the first agricultural extension service came into existence as a result of the
outbreak of the potato blight in Ireland; the Earl of Clarendon wrote to the Royal
Agricultural Improvement Society of Ireland requesting assistance to help farmers
improve their cultivation of potatoes, information and education activities were used
instead of legislative authority.

1840 Use of the term university extension or extension of the university was first
recorded in Britain.

1867-1868 first practical steps were taken by James Stuart, Fellow of Trinity College in
Cambridge, give lectures to womens association and mens clubs in the North of
England; Stuart is often considered the Father of University Extension.

1872 Cambridge formally adopted the system.

1876 London University followed Cambridge.

1878 Oxford University followed the system.

1880 The work was referred to as the extension movement, i.e, the university
extended its use beyond the campus.
Agricultural Extension in the U.S

1890 The American Society for Extension of University Teaching was established.

1891 The University of Chicago and Wisconsin organizing extension program which led
to the establishment of Land Grant College and the formal establishment of
agricultural extension work which led to the development and establishment of
the Cooperative Extension

Agricultural Extension in Developing Countries

1940s-1960s Agricultural extension organizing were established in Latin America and

the Caribbean.

1960s-1970s Most extension organization were started in many African nations.

Agricultural Extension in the Philippines

1902 Granja Modelos served as a trial plot for the government and as demonstration
centers for farmers.

1910 Created within the Bureau was the Agricultural Extension Division; home
extension work mainly on food preservation was started in the Division of Organic
Chemistry of the Bureau of Science; Maria Y. Orosa founded the home extension
service.

1929 The Agricultural Extension Division was transferred to the Bureau of Plant
Industry.

1936 The provincial agriculture Extension service were established under the
Commonwealth Act No. 85.

Post- World War II

1949 The President of RP requested the US to send an Economic Survey Mission to

study the economic and financial problems of the country and to recommend measures
that will enable the country to become and remain self-reliant.

1950 the Bureau of Agriculture Extension was established through Republic Act 680.
Magsaysay Administration Reduced the rule of the BAE upon the creation of the
Philippines assistant on Community Development (PACD).

Garcia Administration Reduced the work of the PACD.

Macapagal Administration The BAE was renamed to Agricultural Productivity

Commission through RA 3844 and placed it under the Office of the President.

Aquino Administration Under the Reorganization Law of 1986 was merged with other
agencies under the Agricultural training Institute (ATI); in the Local Government Code of
1991 developed the extension function from the Department of Agriculture to the
Department of Local Government.

Ramos Administration from technology to participatory extension through the Gintong

Ani Program.

Erap Administration
AGRICULTURAL EXTENSION IN THE PHILIPPINES

Source : Sison, Obdulia., 1987

1565 The beginnings of extension work thru the Granjas Modelos or model farms that
were set up. They served as.

Experiment stations of the Spanish government

Demonstration centers for farmers

Towards end of 18th Century extension also had regulatory functions such as
supervision of tobacco fields and grading of tobacco leaves for export.

October 8, 1901 Beginning of extension work under the American regime.

April 30, 1902 Establishment of the Bureau of Agriculture under the Department of
Interior.

July 1910 Demonstration and Extension Division was created in the Bureau of
Agriculture making it the first formally organized government department implementing
extension and research programs.

July 10, 1919 The extension service organization was made a separate unit of the
Bureau of Agriculture as the Demonstration and Extension Division. Its expanded
operations included.

(NOTE: The College of Agriculture, University of the Philippines was established on

March 6, 1909)

July 10, 1919 The extension service organization was made a separate unit of Bureau
of Agriculture as the Demonstration and Extension Division. Its expanded operations
included.

Farmers cooperative organizations

Rural credit
Marketing
Animal insurance

Persons engaged in this work were called farm advisers.

1923 The name of the Division was changed to Agricultural Extension Service.

Other events that look place.

 Start of the Home extension work (later known as Division of Home
Economics) under the Division of Organic Chemistry of the bureau of
Science. Main service was on food preservation.
Miss Maria Y. Orosa founded the home extension service

1929 Bureau of Agricultural was reorganized. The Bureau of Animal Industry (BAI) and
the Bureau of Plant Industry (BPI) were formed. Both Bureaus continued to expand their
extension activities.

1936 Commonwealth Act 85 was passed. It established the provincial extension

services financed by the provincial and municipal governments. Some significant
results:

A broader and more comprehensive agricultural system emerged

Extension service in the Philippines became a serious organized
business.
The positions of Provincial Agriculturists were created
Farm advisers were now called extension agents.

Some Constraints

The home economics group were in The Plant Utilization Division of the
BPI
Insufficiency of funds
Unsystematic, scattered, and decentralized agricultural extension service.

No date Enactment of Commonwealth Act 649 which increased the budget for
extension work.

1942-1945 Japanese Occupation

Home economics and agricultural extension work, particularly in the

provinces suffered drawbacks. Extension work was paralyzed.

1947 The home Extension Unit of the Plant utilization Division of the BPI was fused with
the Agricultural Extension of the Bureau.

1950 Upon request of the President of the Philippines to the President of the USA to
send to the Philippines an Economic Survey Mission to consider financial problems of
the country and to recommended measures that will enable the Philippines to become
and remain self-supporting, The Bell Survey Mission came to the Philippines. Its
recommendation among others:
 The consolidation of the scattered extension organization in the different
Bureaus (BPI, BAI, bureau of Soils, Bureau of Forestry, and Bureau of
Fisheries) into one bureau that would adequately extend information to
farm families on improved methods of farming, homemaking, and rural
organization.

July 1952 Creation of the Bureau of Agricultural extension (BAEx) through RA no. 680
enacted by the Congress of the Republic of the Philippines. This was in response to the
bell Missions recommendation. All the extension activities of the department of
Agriculture and Natural Resources became the responsibility of BAEx.

August 8, 1963 The BAEx was renamed Agricultural Productivity Commission (APC)
placed under the office of the President. Under the APC, the Agricultural tenancy
Commission was organized as a separate office.

. The APC, the Land Authority, the Agricultural Credit Administration, and the Land
Bank were placed at the Crest of the land reform program.

Positive Consequence. A concentrated technical assistance because of the

learning up of agriculturist, home demonstrators, and 4-H club officers in carrying out
the responsibility in the integrated national land reform program.

Negative Consequence. It revived all intra-departmental jealousies.

Resentments arose from other agencies that were covered by the program.

No Date creation of the Rice and Corn Authority (RCA) through Executive Order No. 62.
RCA extended credit for seeds, pesticides, and harvesting. It also had a fertilizer
subsidy program for participating farmers.

1965 Reconceptualization of the rice self-sufficiency program to include rice production,

marketing, and distribution and the consolidation, integration, and concentration of
government as well as private sector resources.

1969 The National Food and Agriculture Council (NFAC) emerged by Virtue of
Executive order No. 183. It was given full control of the food production program and so
controlled a large portion of funds for agriculture and the funding from the U.S
Administration for international Development (USAID). The NFAC assumed a major
responsibility for overseeing the effective delivery of the agricultural extension services
for the entire country.

1972 Declaration of Martial Law. Several organizations changes affecting agricultural

extension took place.
 Presidential Decree No. 1 and presidential Letter of Implementation ( Nov.
1, 1982) reverted the APC to its original name, BAEx.
Functions and personnel in cooperatives were transferred to the
Development of Local Government and Community Development
(DLGCD).
PD 970 abolished the bureau of farm management of the Department of
Agrarian Reform and transferred its extension function to the BAEx.

July 1, 1973 BAEx was again placed under the DA. Also, the Abaca and other Fibers
Board was fused with the BAEx.

1977 the World Bank Mission was requested by The Philippine government to appraise
the countrys agricultural extension service. Results.

1978 Ministry-wide regional officers were created in the Ministry of Agriculture by virtue
of PD 1579. With this structural set-up 12 ministry-wide Regional Directors and 24 Asst.
Regional directors (one for livestock and one for crops in each region) were appointed.
This was followed by the designation of 75 Provincial Agricultural Officers in 1980.

1982 By virtue of E.O 803, the province under the leadership of the governor was
designated as the political unit of management for inducing agricultural development,
coordination and supervision of operation of the various agencies involved in the
delivery of agricultural services. This means the provincial government were
empowered to have their own extension services as provided for in R. A.No. 5185
(1967) known as the Decentralization Act.

The Organizational Structure for the Implementation of the Integrated Agricultural

Extension program

The Regional Director were directly under the Minister of Agriculture

The Regional Director directly supervised the provincial Agricultural officer
(PAO)
The PAO was responsible for all municipal agricultural officers (MAOs)

As the provincial level, the PAO was assisted by:

The Senior Home Management Technician (SHMT)

The Rural Youth Development Officer (RYDO)
The provincial Subject matter Specialist (SMS)
The MAO is directly responsible for all Agricultural Food technologies (AFTs) in
the municipality.
1987 By virtue of E.O No. 116 the BAEx the Philippine Agricultural Training Council, and
the Philippine Center for Rural Development were merged into the Agricultural Training
Institute (ATI). Thus, the birth of ATI meant the death of BAEx.

The ATI is mandated by Eo 116 to be responsible for the training of all

agricultural extension workers and their clientele, who are mostly farmers and other
agricultural workers; ensure that training programs address the real needs of the
agricultural sector; ensure that the research results are then communicated to the
farmers through the appropriate training and extension activities.

1991 The agricultural extension services of the DA were devolved to the local
government units (LGUs) by virtue of R.A 7160 otherwise known as the local
Government Code (1991).
 MEANINGS AND TERMINOLOGY FOR EXTENSION IN SOME
SELECTED COUNTRIES

COUNTRY WORD FOR EXTENSION MEANINGS

Netherlands Voorlichting Lighting the pathway ahead to

help people find their way

Germany Beratung an expert can give advice on the

best way to reach ones goal
but leaves the person the final
responsibility for selecting the
way.
`
Aufklarung enlightenment, so that one
knows clearly where he/she is
going

Erziehung education, that is, to teach

people
to solve their problems
themselves

Austria Forderung furthering or stimulating one to

go in a desirable direction.

France Vulgarisation simplication of the message for

the common mar

Spain Capacitation improving the abilities of people,

normally through training

USA Extension education

Indonesia Penynluhan lighting the way ahead with a

torch
Malaysia Perkembangan education the way USA
interprets it

Korea rural guidance

(Added information)
Vietnam Khuyen nong disseminating technological
information to help the farmers

Arabic Al-Ershad guidance

Iran Tarvij & gostaresh to promote and to extend

.
THE CONCEPT OF EXTENSION

What is Extension?

Extension is a non-formal education process. Unlike formal educational

programs, extension does not have a classroom and prescribed course of
study. Its curriculum is based on the needs of the people it serves (Antonio
Stuart).
Extension is also defined as an organized service designed to improve the
living conditions of farmers, homemakers and other rural people by
teaching them to adopt better and improved methods and practices in
their farming pursuits, homemaking practices, and for better community
living.
To Maunder (1972), extension in its board sense, is the extending of, or a
service or system which extends, the educational advantages of an
institution to persons unable to avail themselves of them in a normal
manner.
There is no widely accepted definition of agricultural extension. The ten examples given
below are taken from a number of books of extension published over a period of more
than 50 years:
1949: The central task of extension is to help rural families help
themselves by applying science, whether physical or social, to the daily
routines of farming, homemaking, and family and community living.
1965: Agricultural extension has been described as a system of out-of-
school education for rural people.
1966: Extension personnel have the task of bringing scientific knowledge
to farm families in the farms and homes. The object of the task is to
improve efficiency of agriculture.
1973: Extension is a service or system which assist farm people, through
educational procedures, in improving farming methods and techniques,
increasing production efficiency and income, bettering their levels of living
and lifting social and educational standards.
1974: Extension involves the conscious use of communication of
information to help people form sound opinions and make good decisions.
1982: Agricultural extension: assistance of farmers to help them identify
and analyze their production problems and become aware of the
opportunities for improvements.
1988: Extension is a professional communication intervention deployed by
an institution to induce change in voluntary behaviors with a presumed
public or collective utility.
 1997: Extension is the organize exchange of information and the
purposive transfer of skills.
1999: The essence of agricultural extension is to facilitate interplay and
nurture synergies within a total information system involving agricultural
research, agricultural education and a vast complex of information
providing businesses.
2004: Extension is a series of embedded communicative interventions that
are meant, among others, to develop and/or induce innovations which
supposedly help to resolve (usually multi-actor) problematic situation.

What about the terms Extension Education, Agricultural Education, and Extension
Work?

Extension Education refers to the process by which useful ideas are

disseminated to rural people and action is promoted to lead to their adoption. It is the
extension of knowledge through educational and democratic processes; educational
because it involves the teaching-learning processes, and democratic in the sense that
participation is voluntary and based on interests and needs. (Leagans, 1963).

Agricultural Extension is a service or system which assists farm people,

through educational procedures, in improving farming methods and techniques,
increasing production efficiency and income, bettering their levels of living and lifting the
social and educational standards of rural life (Maunder, 1972).

Extension Work is an out-of-school system of education in which adults and

young people learn by doing. It is a partnership between the government, the land-grant
institutions and the people. Its fundamental objective is the development of the people
(Kelsey and Hearne, 1963).

How does Extension evolve in the Philippines?

Agricultural Extension in the Philippines dates back to the 19 th century, when the
Spaniards introduced the Granjas modelos or model farms.

When the Americans came at the turn of the century, there was a move to
expand extension services.
 The Bureau of Agriculture was established with the Administrative Division taking
charge of the Extension Program. On July 1910, the Demonstration and Extension
Division was created in the same bureau.

In 1918, the program of the Division was expanded and it included cooperative
organization for farmers, rural credit, marketing and animal insurance. The Bureau of
Agriculture was reorganized and was split into two bureaus in 1929: the Bureau of Plant
Industry and the Bureau of Animal Industry.

By the virtue of Commonwealth Act No. 85 passed in 1936, the Provincial

Extension Service was established; the Provincial Agriculturist took charge of
agricultural extension in the whole province.

With this organization and the participation of local government in logistic

support, extension service widened its coverage. From that year until immediately after
World War II.

A 1949 survey showed that extension work, although in existence, was carried
out by the offices. The survey mission recommended the consolidation of all extension
services under one agency. Hence, the Bureau of Agricultural Extension (BAE) was
created on July 16, 1952 with the passing of Republic Act No. 680.

The focus of the BAE program shifted again in 1963 when the Bureau was
changed into the Agricultural Productivity Commission (APC) by the enactment of
Republic Act No. 3844 known as Land Reform.

Republic Act No. 188 of 1967, which granted autonomous powers to local
governments, decentralized the functions of the Bureau. The local government
appointed their respective provincial agriculturists and some municipal workers. To date,
there are around 41 provincial agriculturists paid out of the provincial fund.

Then came the Martial Law. Since then, several organizational changes affecting
agricultural extension have taken place. The integrated reorganization plan of the
government (Presidential Decree No. 1) and the Presidential Letter of Implementation
No. 9 dated November 1, 1972 reverted the Agricultural Extension, and returned its
control to the Department of Agriculture and Natural Resources (now Department of
Agriculture). The functions and personnel in cooperatives were transferred to the
Department of Local Government and community Development (now Department of
Interior and Local Government).
 Presidential Decree No. 970 abolished the Bureau of Farm Management of the
Department of Agrarian Reform and transferred the extension functions to the Bureau of
Agricultural Extension (BAEx).

In 1986, BAEx, was renamed to Agricultural Training Institute (ATI), still, under
the Department of Agriculture.

What is the main goal/objective of extension?

The general objective of agricultural extension is to help the farmer become more
productive through a) learning of functional technology to improve the productivity of the
system, b) learning to effectively and efficiently utilize technology, and c) learning of
social structures and processes to sustain and stimulate rural transformation (Sison,
1975).
The extension worker tries to arouse people to recognize and take an interest in
their problems, to want to overcome these problems, to teach them how to do so, and to
persuade them to act on his teaching, so that the ultimately achieve a sense of
satisfaction and pride in their achievement.
It is important that the extension worker should not attempt to do all the work
himself, but should train local leaders to help him so that his influence can be more
widely spread and the people can play their part more fully.

What is the philosophy of extension?

According to Dusenberry (1966), Agricultural extension is based on the

philosophy that rural people are intelligent, capable and desirous of receiving
information in making use of it for their individual and community welfare. It assumes
that direct approach to the people is required. This means friendly relationships and
mutual trust between extension worker and the people. It also means that extension
worker must have a thorough knowledge of the peoples problem. It is truly democratic
in its approach to people. It is based on the principle of helping them to help
themselves. The extension approach the economic development: first develop the
people, and they will develop their farm lands, their livestock, their educational and
recreational facilities, their public services, their country and whatever else they feel
needs developing. Extension philosophy holds that, if farm people fully understand their
relationship to the natural resources and other factors they deal with, it is possible for
them to attain personal satisfaction in their way of life.

What principles of education are applicable to extension work?

 Through the brief history of extension work, general principles of education have

been applied and tested. Some of these which have been found to have more or less

general application are the following (Frutchey):

1. Principle of Cultural Differences. Different cultures require different

approaches.
2. Principle of Cultural Change. With its growth and development, extension has
changed to meet cultural changes among the people.
3. Principle of Cooperation. The basis for its operation is the cooperative
agreements of the government, agricultural organizations and the rural people
themselves.
4. The Grassroots Principle of Organizations. Groups of rural people in local
communities sponsor extension work.
5. Principle of Interests and Needs. Extension work is a system of voluntary
education. Beginning with the rural people, with their experience and their
customs, the local extension worker helps them to change their ways in
desirable directions.
6. Participation Principle. Learning by doing.
7. Adaptability Principle in the Use of Teaching Methods. No one teaching
method is effective under all situations. The use of teaching methods must have
flexibility.
8. Leadership Principle. Training of voluntary leaders in the work they do is
essential to good extension work and is done by the change agents and the
subject matter specialists from the college.
9. Principle of Trained Specialists. They are the connecting link between
research and practice.
10. Satisfaction Principle. As rural families observe satisfactory results of
extension work, they look to it for more help.
11. Whole-Family Principle. Although extension work among (a family) farmers,
farm women, and young people appears to be separate at first glance, there is
much overlapping and integration in the family approach of extension work.
12. Evaluation Principle. It is necessary to determine the teaching results in an
unbiased way. The results are used to improve procedures before they are
carried out on a wider scale.

13. Principle of Applied Science and Democracy. Freedom of thought and the
unbiased objective approach of the scientist establish facts used in the
solution of problems.
What is an Extension Delivery System?

An Extension Delivery System (EDS) is the organized mechanism to bring the

required knowledge, skills, and when necessary, material resources that the
farmer and his family need in their quest for an improved quality of life(Tan,1987).

In essence, extension serves as the key link pin in the delivery system of
information, goods, and services to the farmer (Sison,1975).

What are the major components of an EDS?

Regardless of differences in organization or emphasizes with regard to

function, inherent in any extension delivery system are three major components,
namely: 1) Research system, 2) Change System, and 3) Client system.

These components are the essential ingredients that produce real change in
agricultural productivity through technology transfer, as specified in the
following:

-an indigenous research capability to either generate locally adapted

technology or transfer appropriate technology from ecologically similar areas,

-an extension or diffusion system, and

-farmers capable of evaluating and adopting technical innovation to their own

production system.

The involvement of all three components is needed in order to produce

gainful changes in agricultural productivity as a means of uplifting the conditions
of the rural populace.

First, there should be RELEVANT RESEARCH conducted to generate

technological innovations to benefit the farmer and his family;
Second, there should be an ORGANIZATION charge with the responsibility
of disseminating these products of research to end-users; and

Third, the RURAL PEOPLE THEMSELVES should adopt these new ideas,
practices, skills, devices, etc. to bring about the desired changes.

What factors are contributory to the efficiency of EDS?

 Within each major component are factors that contribute to the efficiency of
the EDS as a whole.

The Research System

Composition. Researchers and scientists from international and national

research centers and from research institutions such as universities and
experiment stations, e.g., IRRI, Phil Rice, IPB, DSAC Research Center.

Function. To generate technological innovations that will usher in the

needed changes in line with country`s development efforts.

Factor. Appropriate technology.

The Change System

Composition. Usually an extension organization that links the generators

and the end-users of technology, e.g. ATI,IIRR, DSAC Extension Services.

Function. To disseminate information and other goods and services

designed to bring about changes in client behavior.

Factors. The following factors affect the functions of the change system:

.Doctrine-an expression of what the organization stands for,what it is

striving to achieve, and what approaches or methods it intends to use to attain
these objectives.

.Organizational structure-sets the formal framework for the ways in which

tasks are carried out. Corollary to structure are the resources the organization
has at its disposal for the implementation of assigned tasks.

.Program- contains all the activities performed by the organization in line

with its designated functions. It is what the organization performs for and on
behalf of its clientele.

.The changes agent- success in producing the desired changes in client

depends to a great extent on the extension worker, since he deals directly with
the clients.
The Client System

Composition. Rural people, e.g. farmers, rural women, OSYs, etc.

Function. Adopt and make use of the new ideas, practices and skills that
will bring about the desired change, i.e. increase in agricultural production.

Factors. Accurate and thorough assessment of the needs and resources,

both material and human, of the rural system served; working knowledge of the
principles of effective communication and adult learning; farmers` organization
which serves as link between the members and the service agencies offering
assistance to the group.

What are the roles do Extension Workers play?

The tasks of the extension worker differ in different places at different

times and for different farmers. A good extension worker should keep asking
himself what his particular tasks are ,given a particular work situation.
The roles of the extension workers in the service area are as follows
(Sison,1985):

.He is a teacher;
.He is an agent of behavioral change;
.He is a provider of a two-way channel of communication between
researchers on one hand and farmers on the other;
.He is a link between agricultural research findings and the practice of these
in the field;
.He is a discoverer and developer of potential leader; and
.He is a catalyst of developmental change.

EXTENSION TEACHING

What is teaching?

Teaching is the art of stimulating, directing and guiding the learning

process. The implication is that the teacher can stimulate and direct the learning
process by stimulating and directing the activity of the learner but he cannot at
any time give learning to the individual. Teaching is more than merely imparting
knowledge. Teaching is a process of guided interaction between the teacher, the
student, and the materials for instruction .It is the function of the teacher to guide
the learner through experiences that will enable him to develop his natural
abilities. Teaching starts and ends with the student. Subject matter is only a
means, not an end.

What is extension teaching?

Extension teaching is a process designed to help people develop and

become capable of guiding successfully their own destinies. It is essentially a
way of providing effective learning situations that create new learning
experiences for people. In this manner new skills, knowledge and attitudes are
acquired which help them solve their problems in the home and on the farm.

What is learning?

Learning refers to any change in behavior due to experience and training. The
change may be in skills, knowledge, or attitudes. It may be doing behavior or
feeling behavior. It is a process by which an individual adopts some new skill or
idea because it satisfies a personal need. Learning not only involves the
knowledge of things but also meaning of that material. All learning is an
individual effort. No one can make someone learn, or give learning to a person.

What is learning experience?

Learning experience is a series of activities and appraisals from which one

gains meanings that can be used in facing new problems and planning new
experiences. Learning is what the learner does in terms of reaction to what is
being taught. Effective learning takes place through the experiences of the
learner or through the reaction he makes through seeing, hearing, and doing
what he has to learn.

What is education?

Education is the production of changes in human behavior.

What are the steps involved in extension teaching process?

The following are the six basis steps in teaching process (Flores, et
al.,1983):
 Getting the attention of the learner. Until the individual`s attention has been
focused upon the desired change here is no recognition of a problem to be
solved or want to be satisfied. Attention is the starting point of interest.

Stimulating the learner`s interest. Once attention has been captured, it

becomes possible for the teacher to appeal to the basis needs or urges of the
individual and arouse his interest in further consideration of the idea.

Arousing the learner`s desire for information. The teacher is concerned with
the continued stimulation of the learner`s interest in the new idea or better
practice until that interest becomes a desire or motivating force sufficiently
strong to compel action.

Convincing the learner that he should act. Action follows when desire,
conviction, and the prospect of satisfaction make it easier for the person to act
than not to act.

Getting action by the learner. Unless conviction is converted into action, the
teaching effort is fruitless.

Making certain that the learner obtains satisfaction from his action. Follow-
up by the extension worker helps the learner to evaluate the progress made and
strengthens his satisfaction.
What are the guidelines for successful teaching?

The following are some guidelines on how to be successful in

teaching(Medina and Ancheta, 1978):

1. Be sincere in your desire to help other learn. Manifest joy and enthusiasm
in working with and for other people

2. Understand the desires, needs and interests of your target audience.

People will change and adopt new practices only if they feel that it is of
importance to them.

3. Strive for achieving change in people, but not through the use of force.
People should change themselves because they are motivated to do so,
not out of fear of compulsion.

4. Deal with your clientele with due consideration on their educational,

financial and social levels. This rule does not only apply to the techniques
of teaching but also to the elements of human relations. Don`t underrate
the people you work with.
 5. Know the techniques, methods and skills in teaching.

6. Have an adequate knowledge of up-to-date findings in the area you are

teaching. With the fast pace of science, it is possible that what was
accepted years ago is no longer true today.

7. Be guided by your past experiences. Factors which led to success or

failure in the past should show us how to act now under the same
circumstances.

What is a teaching and learning process?

If the learner has not learned, the teacher has not taught. An extension
worker may go through all the methods of teaching, complete a number of
sessions, farm visits and method demonstrations and finish the required reports
and yet no learning has taken place. Before a learner learns, he must experience
the following:

1. Notice something
2. Want something
3. Do something
4. Get something out of the action done.

What is extension teaching?

Extension teaching is a process designed to help people develop and

become capable of guiding successfully their own destinies. It is essentially a
way of providing effective learning situations that create new learning
experiences for people. In this manner new skills, knowledge and attitudes are
acquired which help them solve their problems in the home and on the farm.

What are the extension teaching methods according to form?

Extension teaching methods can be classified according to form as follows

(Flores, et al., 1983): written (bulletins, leaflets, news articles, personal letters,
and circular letters); spoken (general and special meetings of all kinds, farm and
home visits. office calls, telephone calls, and radio); objective or visual (results
demonstration, exhibits, posters, motion pictures, charts, slides, video tapes, and
other visual aids); spoken and objective or visual (method demonstration
meetings, meetings at result demonstrations, meeting involving motion pictures,
charts, and other visual aids.

What are the extension teaching methods according to use?

The extension teaching methods according to use are classified into three
groups based on the number of target audience. These are individual, group and
mass media.

Individual - farm and home visits, office calls, telephone calls, personal
letters, and result demonstrations.

Group - meetings 9method demonstration, result demonstration, leader

training, lecture, film forum, program planning, and field meetings),symposium,
panel discussion, group discussion, extension classes, seminar workshop,
educational tours, field days, camping, achievement days and rallies, contests,
role playing, skits and pantomime, and puppet show.

Mass media -publications (bulletins , pamphlets, circulars, leaflets, and

news stories/articles), posters, exhibits, radio, films, and television.

What is the comparative effect of using different extension teaching methods in

performing extension work?

Flores, et al. (1983) averred that people learn best when the practice taught is
presented in many ways. This was confirmed by Neihoop(1977), Ednilao(1978)
and Estabillo (1979). They revealed that farm and home visits, demonstration and
exhibits were best methods in transferring technologies. No single method is
effective as a combination, as indicated:

INDIVIDUAL AND GROUP EXTENSION TEACHING METHODS

The primary responsibility of extension workers is education. A

substantial number of proven educational methods or techniques exist from
which the extension worker may choose to set up learning situations and to
maximize the transfer of information and skills to young and adult learners.

SELECTING A TEACHING METHOD

 People learn through their own activity, through what they do. No one can
learn for the clientele. Before choosing a teaching method, the following points
should be considered.

1. No single teaching method is better than another. The extension worker

should choose those techniques best suited to the situation. No one
technique is considered superior to another.
2. Use a number of teaching methods to carry out the programmed.
Experience in extension work has shown that the more ways new
information is presented the faster an individual learns.
3. Methods will overlap. It is anticipated that the methods will overlap. If a
demonstration stimulates group discussion, two methods are utilized
which will reinforce the information contained in the demonstration.
4. Use visual aids and written material when possible. Teaching can be
reinforced and supported by the use of visual aids and written material
(Laird, 1972).

Method 1: Farm and Home Visit

The farm and home visit method involves meeting individually with the
farmer or farm worker at the farm or home. A farm and home visit serves a
number of purposes (a) to establish contact with men and women farmers
and with others within the farm household, (b) to learn what practices and
problems exist on the farm and in the farm household, (c) to provide
information and assistance.

Method 2: Office Calls and Inquiries

This method is concerned with personal visits made by the clientele to

the extension office, o seek information and assistance.

Method 3: Informal Contacts

Informal contacts are unstructured and/or planned meetings with

clientele in an informal setting. Such meetings provide the extension
worker with an opportunity to meet clientele in an informal situation which
facilities the establishment of a personal bond ,discussion of problems,
and the recommendation of solutions.
Method 4: The Model Farmer

The model farmer method involves the identification of a farmer whose

farming methods and personal attitudes are so superior that his or her
operation can serve as a model for others to follow.

Method 5: The Field Flag

A final recommendation concerns an individual communication
technique to use when farmers and farm families are not at home or in their
fields when the extension worker visits. This method, which was developed
by Korean extension workers functions as follows.

Method 6: The Method Demonstration

The method demonstration shown a group or class how something is

done step-by-step for the purpose of teaching new techniques and
practices to extension clientele. A method demonstration could show how
to use a tool ,a new planting technique to prevent erosion, or how to cook a
newly introduced vegetable.

Method 7: The Results Demonstration

The results demonstration teaches why a practice or input should be

adopted by physically showing how a new or different practice compares
with a commonly-used local practice. This technique is often used in crop
farming. The purpose of using the result demonstration is to prove that the
new practice is superior to the one currently being used, to persuade
extension clientele to try the new practice, and to set up a long-term
teaching situation.

Method 8: Contests

Contests are based upon the principle of competition and community-

oriented activities, to encourage participation and heighten the practical
agricultural skills. The purpose of holding contests to provide farmers,
especially young farmers, with powerful motivational forces and to offer
opportunities to excel in specialized subjects and skill areas.

Method 9: The Field Trip

On a field trip, a group travels to another location to observe

agricultural practices, projects or demonstration not available locally. The
trip may consist of one or more stops. The purpose of the field trip is (a) to
provide first-hand observation of practices that might be of benefit to the
farmer or householder and farm worker, (b) to enable the group to interact
with the individuals knowledgeable about the practices, and (c) to present a
fresh and different learning environment for both the extension worker and
the clientele.

Method 10: The Field Day

A field day is a day or days on which an area containing successful

farming or other practices is open for people to visit. Exhibits of a related
nature such as tools, seed samples and educational material are often
displayed.

Method 11: Informal Discussion

Informal discussion in a small group is another type of group

technique. The neighbors get together in a certain house at a certain time
period once a month, or perhaps once a week, to consider and
communicate the common public problems and to get acquainted with the
neighbours,to exchange farming information and ideas ,and to share
common problems, in order to help each other and the community.

Method 12: Lecture

The lecture is a formal, verbal presentation by a single speaker to a

group of listeners. Visual aids may illustrate the lecture, and a question-
answer period my follow the talk. The purpose of the lecture is to provide a
body of organized information to an audience.

Method 13: Panel

The panel is a moderated meeting in which a limited number of experts

or specialists give short presentations on the same subject. Ideally, each
panelist represents a different field or discipline. A panel provides a group
with a series of informed opinions on a given topic.

Method 14: Colloquy

 This is a modified version of the panel, in which three or four resource
people discuss a specific topic. The audience is expected to express
opinions, raise issues, and ask questions. The primary difference between
a panel and colloquy is the degree of audience participation.

Method 15: Symposium

A symposium is a meeting in which 2-5 resource people give short,

prepared papers on a given topic. Interaction with the audience is not
expected. The symposium is used primarily for information gathering at the
professional level.

Method 16: Seminar

A seminar comprises a small group of students or trainees engaged in

specialized study under the leadership of an expert. The leader may give a
brief, opening presentation, often on provocative issues, and guide general
discussion.

Method 17: Modified Conference Method

This method is a procedure in which a group of people, each of whom

has had some experience in connection with the job or problem at hand,
come together to discuss situations they are facing. This method provides
those attending with an opportunity for constructive thinking under the
stimulus of contributions offered by other participants.

Method 18: Clinic

A clinic is a meeting or series of meetings involving analysis and

treatment of specific problems. This method gives the participants an
opportunity to examine a problem or problems, with the goal of finding a
solution. Those attending are also exposed to a process of analytical
problem solving.

Method 19: Workshop

A workshop is a co-operative gathering of individuals who discuss,

learn, and apply practical skills. Participants are trained in a skill,
procedure or practice which can be immediately utilized. Those attending
are expected to produce a product, such as a visual aid, by the end of the
meeting. The workshop normally involves between 15 and 30 people.

Method 20: Brain-storming

Brain-storming is a group discussion technique in which the members

generate as many ideas as possible on a specific topic without restraint or
consideration of practical application. Spontaneity and creativity are an
important part of the process.

Method 21: Buzz Session

This technique involves dividing a large group into much smaller ones,
in which a topic is discussed within a limited period of time. Generally, a
buzz group is expected to produce a product (such as a list of ideas, an
opinion, or a group of questions) within about 5 minutes and to give an oral
report to all groups involved in the exercise or meeting.

Method 22: Discussion Group

A discussion group is a meeting or conversation between two or more

people discussing a topic of mutual concern. Members of the group
normally share a common background, based on assigned readings or
shared educational experiences.

Method 23: Listening Team

A listening team consists of individuals within a group who listen, take

notes, form questions, or summarize a meeting such as a lecture, panel or
colloquy. The purpose of the listening team is to facilitate interaction
between a speaker and the audience. This technique is especially useful
when the speaker is not knowledgeable about a group`s or institution`s
specific problems.

Method 24: Simulation Games

A simulation game is a learning exercise in the form of a game which

contains elements of a real life situation. Its purpose is to give the
participants practice in dealing with a real life situation, in making
decisions about it, and in observing and understanding any consequences
of those decisions.
Method 25: Role-Playing

Role playing is a simulation in which a simple, open-ended scenario is

described, and participants are assigned roles to act out the situation or
problem. There is no script to follow, and participants play the roles as they
see fit, drawing on their own experiences.

Method 26: Critical Incident

The critical incident is an open-ended simulation technique in which

each participant gives his or her own opinion about the outcome of a
described situation. As in all the simulation techniques, the incident should
be based on local reality. In this exercise a number of incidents can be
used to promote discussion in which the proposed solutions can be
compared and discussed.