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1.1 HISTORICAL BACKGROUND OF EXTENSION EDUCATION

Extension education as a discipline started in India in early 50s. It was introduced as a partof under-graduate teaching programme in agriculture. Therefore, the need to train teachersin the domain of the extension knowledge was felt. Consequently, large number of teachersfrom Agricultural Colleges were sent to USA under Technical Cooperation Mission (T.C.M.)programme. They mostly returned with Masters Degree in Extension and thus the foundationfor the beginning of the science was properly laid down. The systematic approach in thedevelopment of the discipline can be traced from the first M.Sc. (Ag.) programme started atBihar Agriculture College, Sabour, in the year 1958 can be termed as a land work in thehistory of Extension Education discipline in India.

Almost a century ago (1873) the term Extension education was used by the CambridgeUniversity (U.K.) to connote the off-campus educational role of the institutions. The wordExtension was allied to the Cooperative Extension Services in USA appearantly followingthe practices of British University of having an education away from the university building.This later programme was described by adding the word Extension to the new Education.It came indeed, as an educational innovation, a discovery. Today, it has grown into afullfledged discipline with its professional dimension, educating clients for acceptance ofscientific innovations leading to increased production, better income and richer life.The Advisory work in Britain and some part of Europe was established in around 1905,earlier then the Cooperative Extension Service in the U.S.A., Britain, thus, initially madecontributions to agricultural science, education as well as extension. During same periodextension efforts had been made sporadically in the U.S.A. It has the distinction of developingthe body of knowledge which put the Extension Education on the map of one of the appliedsocial sciences. At present, most of the countries have some form of Extension System. ANational Survey conducted in 1971, indicated that, India produced 115 M.Sc. (Ag.) and 15Ph.D.s per annum in Extension Education. After the lapse of three decades, it can be safelyassumed that, the national output at the Masters and Ph.D. level in Extension Education

1Extension Education +D=FJAH

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Extension Education & Communication2

might have gone up by four to five times per annum. Extension science developed first as a

specialization within rural sociology. Given rural sociologys focus change, extension as aninstrument for promoting change could not be ignored. Studying change agents, such asextension workers and their agencies, became an acceptable sociological preoccupation. Oneof the earliest extension research paradigms-diffusion of innovations, arose within, and wasconsolidated as a tradition in rural sociology by Herbert Lionberger (1960) and EverettRogers (1962) in the U.S.A. and van den Ban (1963) in the Netherlands. It provided acomfortable home for what was to become extension science Rolling (1988). Indian ExtensionResearch was greatly shaped by the Diffusion Adoption model and gradually startedborrowing from education, communication, social psychology, social anthropology andmanagement, etc. with the establishment of Agricultural Universities and several institutes,the growth of the discipline was carried at a faster rate.

1.2 MISCONCEPTIONS ABOUT EXTENSION EDUCATION

The discipline of Extension Education and Extension service are two faces of the same coin.The educational programmes within the four walls of the University fall in the discipline ofExtension Education which is meant for generating knowledge for the need of the society.Another, a way from the University building strives to solve the problems of the society byusing the knowledge created by the discipline. Although the discipline has grown many foldthroughout the country, yet misconceptions prevail. Some of the common misconceptions asindicated by the Singh et.al. (1973) are:

Extension is no discipline. They have picked up one paper from here and anotherfrom there and claim it to be a distinct discipline.

There are as many definitions of extension as many extension personnel.

These misconceptions mostly originate from conceptual confusion. Since the service

became the motto in the democratic society for the welfare of the masses, it assumed pivotalrole and thus shadowed the discipline. The disciplinary perception became identical to itsfunctional part and thus, all good or bad perceived about field activities were directlyattributed to the conceptual domain. It is high time if all those working heart and soul forthe growth of extension education, start realizing this hard fact and clear the clouds of themisconception reign supreme in the minds of many a person directly or indirectly connectedwith it by defining extension education as a discipline containing distinct subject matter, theknowledge of which is to be applied for changing the behaviour of the people with whomthe work is to be done (Sinha 1968). As a result of the confusion, Extension failed to establishan international classification of Extension publications in library catalogues (Van-Dissel 1986).Therefore, it is a challenge for extension educationists to dispel the prevailing misconceptionsat national and international level. The discipline and profession should not be treated alike.

We should also strive to get extension publications catalogued in International classification.

1.3 EXTENSION EDUCATION DEFINED

An attempt was made to gather the various definitions related to Extension Education (notextension service, which has been dealt separately in the succeeding part of this book).However, success was decimal, since we could get only three definitions which portrayedthe science in true spirit.

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Extension Education 3

Leagans defined (1961 Extension as an applied science consisting of content derived

from research, accumulated field experiences and relevant principles drawn from thebehavioural sciences, synthesized with useful technology in a body of philosophy,principles, content and methods focused on the problems of out of school education foradults and youths.

Sinha (1968) opined that Extension education is an applied behavioural science theknowledge of which is to be applied for desirable change in the behavioural complex ofthe people.

Singh (1980) observed that Extension Education is an applied behavioural science, theknowledge of which is applied to bring about desirable changes in the behavioural complexof human beings usually through various strategies and programmes of change and byapplying the latest scientific and technological innovations.

1.3.1 Commonalities in Definitions

1. It is an applied behavioural science:Science is a body of knowledge generated through systematic procedure. Its aim is toaccumulate and utilize the knowledge for the welfare of the humanity. Science has beenclassified in different ways according to its context e.g. Physical Science (Physics, ChemistryMathematics, etc.), Biological Sciences (Botany, Zoology, etc.) and Social Sciences (Sociology,Psychology, etc.). Similarly, the term Behavioural Science deals with the study of humanbehaviour. When this knowledge is utilized for the upliftment of human being it may becalled applied behavioural science. Extension education derives its content from severalbehavioural sciences and applies it in the developmental context. Therefore, it is an appliedbehavioural science.

2. Focused on bringing desirable changes in the Behavioural Complex of the people in a

planned change process:Behaviour complex in extension education means knowledge, attitude and skills of the people.It provides explanation of these elements in change process and develops tools and techniqueswhich can be utilized for the achievement of planned developmental goals by inculcatingchanges in their thought, outlook and performance. Therefore, Extension Education can bedefined as an applied Behavioural Science of developing tools and techniques for desirablechanges in the behaviour of the people.

Above mentioned definitions of Extension Education clearly establish that it is a wellestablished discipline. While doing the analysis of different definitions available in Extensionliterature we came across about 50 scholarly attempts. However, we could classify only 3definitions given by Leagans, Sinha and Singh, which clearly spells out the concept ofExtension Education. Remaining attempts are description of the aims and objectives of field

activities. In other words, the notion of extension service dominates the perceptual level ofthe scholars. However, we feel that at this juncture of time, there is need to clarify thediscipline with growing knowledge applicable for solving developmental problems of thesociety. As a science it has constantly strived to develop such tools, techniques, methods etc.which can be used by the development workers in achieving the goal of educationaldevelopment through democratic and participatory process.

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1.4 EXTENSION EDUCATION AND ITS RELATIONSHIP WITH BEHAVIOURAL

SCIENCES

Extension Education is an applied behavioural science and therefore it has linkages with theother behavioural science disciplines. It derives content from various behavioural sciencesand synthesizes that into a body of knowledge which helps changing society. Hence, it isimportant to understand these relationships with their ramifications.

Extension education and sociology: Sociology deals with human society, its structure, relationsand functioning. It provides understanding of function and dysfunctional aspects of socialsystem. Thus, it gives a general framework about the society. The knowledge generated inthe area of sociology has a direct bearing of developing methods and procedure in extensioneducation. It provides insight into the various dimensions of social relationships and thesocial structure. All efforts to disseminate knowledge have to be based on the considerationsof existing social hierarchy, groups and institutions. Sociological thoughts and theories are

helpful in enriching extension education by giving clear understanding of the social processeswhich ultimately govern the dynamics of extension system.

Extension education and social anthropology: There are three main divisions of Anthropologynamely Physical, Prehistorical and Social Anthropology. It is the social anthropology whichis of great relevance to Extension Education. Social Anthropology studies the man as animal,as a population, as a species; various dimensions of mens behaviour and his culture,characteristics of man along with his language; social forms; ideas; religion; values;acculturation; etc. Thus, the knowledge of social anthropology helps to the extensionists toget an insight into the social realities and cultural processes of people with whom it works.

Extension education and psychology: Psychology is the science of mind. It mainly studiesthe cognitive, conative and affect dimensions of behaviour of an organism. It has manybranches, social Psychology which is one of the areas of specialization in psychology has

contributed significantly towards understanding of human behaviour in social setting. Whiledeveloping tools and techniques in extension education or introducing innovations in thesocial system, the knowledge of social psychology greatly helps. Similarly the educationalpsychology which is also a well grown branch of psychology assists extension educationistin interpreting the adult learning processes and thus devise measures to introduce change inthe personality domain. The psychological tools and techniques of research are being usedextensively in the discipline of extension education.

Extension education and economics: The science of economics enables us to understand theeconomic behaviour of the man. It explains the importance of profitability in running anenterprise. Any planned change to be successful has to account for cost and benefit ratio ofit. The understanding of economics helps to develop tools and techniques in extensioneducation effectively.

Extension education and education: Extension education deals with adults and youth ofboth the sexes. As it is based on voluntary participation it has no other way out exceptresorting to the use of educational methodology. The teaching methods, audio-visual aidsare the contribution of educational scientist which is being used extensively in the field ofextension discipline. No change agent can ever dream of achieving success without them.This being core of extension work. It also falls in the domain of extension education discipline

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that has to support the field extension workers. Thus, extension education as a disciplinekeeps in drawing information from the education science and synthesizes the same in ameaningful way to its use.

Extension education & communication science: The role of communication science is to informand build awareness regarding recent developments in various fields of society. Theknowledge of media and communication process are vital to extension education. SinceExtension Education essentially attempts to educate the various segments of the society inrelation to varying content, therefore, it depends greatly on communication tools for reachingthe masses on continued basis.

Extension education and management: Management is an interdisciplien which deals withprocess and execution of decision making, entrepreneurial techniques and for achieving theorganizational goals in skillful manner. The knowledge of management science plays a vitalrole in extension education as it provides tools and techniques for planning, guiding, executing,

controlling, budgeting, etc. in relation to programmes of social development.Importance of extension education: The discipline of extension education is to generateknowledge relating to methods, tools and techniques for the lakhs of field extensionfunctionaries who in turn could utilize it for accelerating the change process in the society. Italso has to take into account the various problems emerging at the social level due toimplementation of developmental programmes. The flow of such information is maintainedby the Extension Service through its feedback mechanism.

Extension Research utilization can be perceived as a process composed of knowledgegenerating system (discipline) and utilizing system (service). Besides working side by sidewith the field extension service, the discipline has also to address to the variety of changeassociated problems. Since, the variations in the socio-cultural and economic setting are often

considerable; therefore, the Extension Educationists have to constantly interact with the clientsystem of the Extension service too. So that there is proper understanding of the problems ofthe people, who are the ultimate beneficiary of planned extension efforts. Therefore, thediscipline of extension education has to address itself to the two clients i.e. discipline and thebeneficiaries simultaneously and can not afford to ignore the one for other.

1.5 SCOPE OF EXTENSION EDUCATION

The science of extension education is now well established as a discipline in the country. Ithas definite purpose for existence and growth. Its expansion has been fast and it hasgrown manifold.

In the early days of its inception, it was visualized as a discipline which will develop toolsand techniques for disseminating agricultural techniques however, as the time progressed the

discipline branched out in many new areas. The studies conducted by extension educationistscovers many dimensions. However, some of the significant areas are being given below:Agricultural Education:Agricultural university system, organizational functions, problems,planning etc., students and teacher relationship; course curriculum development; examinationsystem; practical utility of agricultural education.Training:Evolving, testing and developing training methodologies for different client groups;its impact; need assessment; selection criteria, etc.

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Communication:Process, models, media, such as mass media of communication (T.V., Radio,Film, Printed literature), traditional media (puppetry, folk lore, folk drama). Media mix,communication behaviour of different groups, effectiveness, distortion, organizationalcommunication, communication technologies, etc.Transfer of technology: Dissemination and adoption of innovations, technological gaps,constraint analysis, consequences, impact of various development programmes etc.Research tools:Several measurement tools have been developed in the discipline, however,it has scope to use quantitative modern techniques adopted from other sciences likemathematics use of set theories, game theories, information theories, linear programmingetc. There is need to develop theories and generalizations based on empirical findings.

1.6 EXTENSION EDUCATION AS A PROFESSION

Since extension education is being taught at undergraduate and post-graduate level in allthe Agricultural Universities and institutions in the country therefore, teaching is our major

profession. Clark (1965) has also expressed similar opinion. The people those who are engagedin educating the masses for planned change in the society are also professional personnel.Defining the profession: The term profession has wider connotation. It has been definedfrom various angles.

1. Webster dictionary defines a profession A calling in which one professes to haveacquired some special knowledge used by way of either instructing, guiding oradvising others, or of serving them in some act..

2. Mortimer J. Adler an American news paper columnist, under the bulletin GreatIdeas from Great Books, writes as follows: In common usage, the wordprofessional is applied to anyone who shows tested competence in performing agiven task. In this sense, the word is merely a synonym for skilled. But in the

original and deeper meaning of the term a professional man is one who does skilledwork to achieve a useful social goal.

3. The famous English economist, R. H. Tawney, gave a comprehensive definition ofa profession: It is a body of men who carry on their work in accordance with ruledesigned to enforce certain standards both for the better protection of its membersand for the better service of the public.

It has long been recognized certain activities necessary for the preservation of societyrequire an organized or concerted effort on the part of men with special knowledge or skill.To meet this need, the traditional professions developed. The oldest of these is, perhaps, themilitary profession. Other professions which have a long history are the traditionallyreorganized professions of theology, law, medicine, and teaching.

A. Criteria of a profession: Lieberman provides these criteria of a profession 1. A unique, definite and essential social service.2. An emphasis upon intellectual techniques in performing its service.

3. A long period of specialized training.

4. A broad range of autonomy for both the individual practitioners and for theoccupation group as a whole.

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5. An acceptance by the practitioners of broad personal responsibilities for judgments

made and acts performed within the scope of professional autonomy.6. An emphasis upon the service to be rendered, rather than the economic gain to thepractitioners as the basis for the organization and performance of the social servicedelegated to the occupation group.

7. A comprehensive self-governing organization of practitioners.

8. A code of ethics which has been clarified and interpreted by concrete cases.

B. Yoder, in considering whether the performance of a job is professional, stresses the conceptof continued learning, as noted in his desire for continued exchange of information andknowledge, continued research and familiarity with literature. His criteria are as follows:

1. Professional performance usually reflects a formal and somewhat standardized training.2. Professional performance implies a considerable area of widely accepted standard practice.

3. Professional performance presumes the regular, formalized exchange of informationand experience among practitioners.

4. Professional performance implies a knowledge of and familiarity with a continuallygrowing field of professional literature.

5. Professional performance reflects continued research.

6. Professional performance is guided by an accepted system of professional ethics anda strong sense of public responsibility.

7. Professional performance, finally, is earmarked by the most important distinctivecharacteristics of the professional that suggested by the designation learnedprofessions a continuing attitude of learning.

Is Extension Education a profession? : Our answer to this question is yes because it possess

the following characteristics and standards:1. A body of knowledge based on systematic, scientific investigation.2. Continual research and exchange of information among members of the profession.

3. Established requirements of training and competency as a basis for entry into theprofession.

4. Established technical and ethical standards.

5. Requires a personal responsibility by members for service to the public.

6. Requires personal responsibility by members for self direction and self discipline.

If we can accept the promise that the educational task of extension is a task forprofessionals, then let us examine briefly some of the desirable characteristics of a professionalperson, which are as follows:

1. Thorough knowledge of the professional literature in his or her field.2. Particularly skillful and proficient in interpreting his or her knowledge.

3. Never ceasing quest for learning and improving ones skills.

4. Readiness to accept new facts and methods as revealed by research.

5. Belief in interchange of information and ideas.

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6. Dedication to advancing ones profession and the standards established for it.

7. Strong sense of public responsibility; service to others rather than personal gain.8. Ability to plan and work co-operatively, but also to practice autonomy in decision making.

In a study by Dr. Ranta, former National Extension Centre Fellow, of the professionalstatus of the county extension agents of the Michigan Cooperative Extension Service, concludedthat agents consider themselves to be professional persons to a degree. They fluctuated morein their perception of the professional nature of the total service than they did in consideringthe professional level of their colleagues. They did not consider all country positions to beprofessionally equal as newer fields of work, such as marketing and consumer informationrated higher than the traditional position represented by 4-H, home economics and agriculture.They considered their own position to be professionally lower than the position of collegeprofessor and extension specialist. They scored higher than professional nurses and industrialworkers to the extent they considered their work as a center of life interest.

Such factors as level of formal education, work as a central life interest and tenure weremoderately associated with the county extension agents professional perception and orientation.No apparent association existed between the individuals professional orientation and theextent to which he perceived the co-operative extension service in Michigan as being professional.

QUESTIONS

Objective questions:

1. By whom the term Extension education was used?2. In Extension Education what do you mean by behaviour complex?

3. How many divisions are of Anthropology?

4. When Extension Education was started in India?Short questions:

1. What does a National survey conducted in 1971 indicate?2. What are the common misconceptions about Extension education?

3. Define Extension Education?

4. What is the relation between Extension Education and Sociology?

5. What is the role of management in Extension Education?

6. What are the significant areas of Extension Eduacation?

7. Give a definition of profession?

8. Give some characteristics of professional person?

Long questions:1. What do you know about misconceptions of Extension Education?2. Describe the relation of Extension Education with behavioural science.

3. Give the importance and scope of Extension Education.

4. Define profession and its criteria.

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Fill in the blanks:

1. The advisory work in Britain and some part of Europe was established in around 2. A National survey conducted in 1971, indicated that India produced .. M.Sc.(Ag.)

and . Ph.D.s per annum in Extension Education.

3. Extension Education is an applied science.

4. Sociology deals with human . , its structure, relations and functioning.

5. There are .. main divisions of anthropology.

6. is the science of mind.

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