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model is successful in explaining inter-state differences in research and extension investments in the country. With some exceptions, variables included in the model have expected sign. Presence of endogeneity in research and extension model is consistent in view of concomitant efforts made to strengthen the research a... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
has very strong positive effect on research investment. It was difficult to estimate the extension model with rural literacy variable because of multicollinearity problem and therefore the model was estimated excluding rural literacy. Rural population has significant coefficient only in the extension model and the coef... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
State dummy Bihar -2.052** (2.26) -0.011 (0.02) Gujarat -3.942*** (7.05) 2.017***(4.72) Haryana 5.643***(6.47) 0.141 (0.06) Himachal Pradesh 2.803 (1.11) -4.852*** (4.52) Karnataka -2.099*** (2.93) 0.401 (1.01) Kerala -5.380* (1.69) -2.610*** (3.85) Madhya Pradesh -1.310** (1.96) -0.062 (0.18) Maharashtra -4.727**(1.93... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
percentage of AgGDP and extension expenditure as percentage of AgGDP, respectively. In this specification, real AgGDP is also taken as one of the explanatory variables to test economies of scale. Alternate sources of agricultural growth were defined as growth in GCA (ratio of current GCA to GCA in 1980/81) and per cent... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
sharp decline in the share of research and education in total outlays on agriculture in spite of the share of agriculture and allied activities remaining constant around ,14 per cent. The share of research and education outlays decreased from 7.2 per cent in the Fourth Plan (1969-74) to 2.6 per cent in the Sixth Plan (... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
strengthen the NARES in the changing scientific and economic environment. A number of changes have taken place at the national and at international levels. New trade regime under the WTO, trade-led growth, integration of i the economy with rest of the world, declining role of state, increasing reliance on market forces... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
extension are impressive. It is important to note here that these rates of return are for the sectoral or sub-sectoral level and not for few successful technologies, thereby justifying the higher investment. Further, these rates of return are much higher than those realised in other investments. For example, rates of r... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
strengthen social science research per se but also improve the relevance and efficiency of agrobiological research, as social scientists are better equipped to articulate client needs, emerging demand patterns, and research strategies to address these. The need for enhanced research and extension funding is also necess... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
is also influenced by nature of goods and services. The characteristics of subtractability or non-rivalry (extent to which a product can be consumed by one person) and excludability (exclusion of nonauthorised users) give dichotomy of public and private goods (For details, see Coase (1960), Williamson (1975 and 1985) a... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
process (e.g., parents of hybrid) which is a public good. In these embodied technologies, private investment grows to minimise transaction cost. If market transaction cost of technology is high, private firms integrate technology production and sale with technology development i.e. research. However, private research i... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
WTO requirement is under debate. The placement and enforcement of new IPRs is expected to accelerate the pace of private research investment, particularly in biotechnology. Till such time when participation of private sector and other voluntary organisations is strong, public sector (ICAR/SAUs) will remain involved in ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
Low Public Weather & market information Specialist information Low to medium Public, NGOs, private Soil and water analysis Skill Medium to high Private, NGOs Use of technology (e.g., grafting) Source: Based on information in Morris et al. (1998), Smale and Gerrard (1995), Umali (1992), Thirtle and Echeverria (1994) and... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
send conflicting messages to farmers on the use of technology. Also technologies originating from private sector may have some negative externalities which should be known to farmers (Sulaiman, 1995). Therefore, some degree of public sector involvement in extension is essential to ensure competition and quality of exte... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
Efforts are initiated to strengthen perspective planning (Vision 2020 document of ICAR institutes) and to institutionalise formal priority setting, monitoring and evaluation (PME) mechanism in the ICAR and SAD system. Success of these efforts would depend upon the use of simple, objective and transparent PME methods, a... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
criteria like number of publications alienates main research from farm realities. Scientists, in general, do not prefer on-farm research for their professional advancement. Researchers engaged in basic research should, therefore, be assessed based on their contribution to new knowledge e.g., scientific publications, me... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
correct these problems would give tremendous boost to the system. Some measures in this direction are proposed under transfer of technology component of the NATP. Heavy reliance on contact farmers needs to be rationalised by making use of mass media for dissemination of general information on new technologies. For the ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
in some areas de novo approach is essential. Success of these changes is contingent upon the way senior managers perceive and implement them. In order to create a conducive environment, commitment at the highest level and strengthening of training capacity to implement the reforms is indispensable. 6 CONCLUSIONS Accele... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
and education has increased from 0.21 per cent of AgGDP in the early 1960s to 0.49 per cent in the early 1990s. Adjusting this intensity with the proportion of total expenditure spent on Education in the ICAR and SAUs, and adding private research investment, gives a research intensity of 0.42 per cent in the early 1990... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
salary to non-salary expenses should be at least 60:40. The intensity can be increased by three ways. First and foremost is the higher plan allocations for research and extension in the Ninth Plan. Obviously, most of these funds would be utilised by government funded institutions in the ICAR and SAU system, and state l... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
unlike research, extension is not a priority for government investment. Extension investment is enhanced only when additional investible resources are available with state governments. This should be corrected by treating extension at par for investment purposes. Economic theory and experience of developed countries su... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
professional advancement. Therefore, performance evaluation criteria should be according to the nature of research work and incentives should be linked with performance. The experience from all over the globe has shown that provision of merit-based incentive with adequate transparency is essential for scientific excell... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
and policy perspectives', paper presented at the conference of the International Association of Agricultural Economists, Sacramento, California, August, 1997. Boyce, J. K. and R. E. Evenson (1975), National and International Agricultural Research and Extension Programmes, Agricultural Development Council, New York. CMI... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
infrastructure and productivity change in Indian agriculture, in Research and Productivity in Asian Agriculture, R. E. Evenson and C. E. Pray (eds), Cornell University Press, Ithaca and London. Farrington, J.; R. V. Sulaiman and Suresh Pal (1997), Improving the effectiveness of research and extension systems: An analys... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
Book , New Delhi. ICAR (1997), Training, Consultancy, Contract Research and Contract Service in ICAR SystemRules and Guidelines, New Delhi. Jha, D.; P. Kumar; Mruthyunjaya; S. Pal; S. Selvarajan and A. Singh (1995), Research Priorities in Indian Agriculture, NCAP policy paper 3, New Delhi. Judd, M. A.; J. K. Boyce and ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
Change and Economic Performance, Cambridge University Press, Cambridge. Pardey, P. G. and J. Roseboom (1989), ISNAR Agricultural Research Indicator SeriesA Global Database on National Agricultural Research System, The Cambridge University Press, Cambridge. Pardey, P. G.; J. Roseboom and J. R. Anderson (1991), Regional ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
Indian Council of Agricultural Research, ICAR, New Delhi. Randhawa, M. S. (1983), A History of Agriculture in India vol. Ill, ICAR, New Delhi. Randhawa, M. S. (1986), A History of Agriculture in India vol. IV, ICAR, New Delhi. Rao, D. R. and U. Muralidhar (1994), A Study on Agricultural Universities Information System ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
of public and private institutions in agricultural research in SubSaharan Africa', Food Policy, 19(1): 31-44. Umali, D. L. (1992), Public and Private Sector Roles in Agricultural Research: Theory and Experience, World Bank discussion paper 176, Washington, D.C. Umali-Deininger, D. (1997),'Public and private agricultura... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
irrigated area 1980/8194/95 CMIE (1996a) 7. Government expenditure on agriculture, total government expenditure, government revenue 1980/811994/95 CAG, CMIE (1996b) 8. State-wise crop area 1980/811994/95 DES** 9. Plan allocations to research and education, and agriculture and allied activities various plans Planning Co... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
26,990 33,492 1979/80 741,016 359 1,196 326 1,575 51 ,736 31,710 43,475 1980/81 730,356 246 637 807 977 56,227 29,329 45,449 1981/82 872,884 120 689 1,184 803 73,374 39,214 51,122 1982/83 1,019,476 248 688 249 1,418 73,354 53,183 44,904 1983/84 1,175,330 531 761 782 1,570 87,447 52,414 36,413 1984/85 1,319,000 937 865 ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
7,268 17,592 1972/73 31,263 4,086 22,343 13,145 12,319 1,837 22,725 1973/74 31,746 4,482 25,728 13,030 13,090 3,602 27,956 1974/75 31,606 24,094 12,875 3,418 25,726 15,064 11,414 1975/76 33,015 26,376 10,264 4,223 36,760 21 ,476 13,502 1976/77 47,420 29,662 11,179 3,435 37,558 26,108 17,576 1977/78 52,201 29,942 1 1 ,7... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
3,432 11,253 6,794 1969/70 79,118 155 3,186 14,738 6,996 1970/71 74,181 176 4,424 6,281 15,066 7,631 1971/72 77,595 178 3,984 2,335 7,089 20,198 9,465 1972/73 80,745 3,355 6,244 0 6,021 28,095 1 1 ,266 1973/74 71 ,341 223 6,318 0 6,296 34,577 13,981 1974/75 89,353 546 1,145 1,010 8,624 32,697 14,388 1975/76 98,339 490 ... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
1964/65 5,505 1,199 36,040 2,728 223,263 1965/66 5,167 1,513 43,378 2,804 266,931 1966/67 6,886 2,119 46,101 4,606 306,467 1967/68 7,652 2,514 55,779 6,314 284,300 1968/69 8,001 2,768 61 ,980 7,354 309,353 1969/70 12,518 3,251 74,861 6,847 487,965 1970/71 13,333 4,950 86,128 9,901 370,618 1971/72 14,541 6,236 90,091 11... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
variables 3. Lagged real AgGDP (000 Rs) -9.346E-10 (0.45) -1.611E-09 (1.19) 4. Growth in GCA (%) -0.106 (0.60) -0.739*** (5.15) 5. Percent irrigated area -0.013*** (4.92) 6. Diversification index -0.020 (0.97) 7. Terms of trade (%) -9.917E-04 (0.86) -0.001* (1.65) Economic-political variables 8. Share of agril. expendi... | Agricultural Research and Extension in India- Institutional Structure and Investments.pdf | Agricultural management |
INNOVATIONS IN AGRICULTURAL EXTENSION | © 2021 MICHIGAN STATE UNIVERSITY | MSU EXTENSION | 2-1 CHAPTER 2 Global Experiences in Agricultural Extension, Community Outreach & Advisory Services Sunil Madan, Outreach Specialist, International Programs, College of Agriculture and Natural Resources, Michigan State University,... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
1970s. The World Bank formally launched the T&V extension model in India and Turkey in 1974. Initially, this model was implemented on a pilot scale at Sehan in Turkey and at Chambal in Rajasthan and Madhya Pradesh states in India (Benor & Harrison, 1977; Benor & Baxter, 1984). The T&V model was later implemented in sev... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
and led to agricultural growth and high rates of returns. The model was also helpful for staff training and increased extension services in additional geographical areas that further improved linkages between research and extension. Like many other agricultural extension models, the T&V model also had several weaknesse... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
1980 and was implemented by several institutions and organizations in over 90 countries with around 10 to 20 million farmers benefiting GLOBAL EXPERIENCES IN AGRICULTURAL EXTENSION | 2-3 globally (Braun & Duveskog, 2008, as cited in Phillips et al, 2014). The FFS model was an intensive, season-long program that focused... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
program was later expanded to vegetable production. Bangladesh conducted large FFS projects and trained hundreds of thousands of farmers on integrated fish culture and integrated rice IPM in FFS curricula through the INTER FISH project. Learning from Bangladesh’s experience, this model expanded to Colombia, Brazil, and... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
capacity-building support to the farmers. Through FFSs, FAO in partnership with International Crops Research Institute for the Semi-Arid Tropics and the national research system, actively promoted environmentally friendly practices such as minimum tillage, conservation agriculture, water harvesting, and irrigation 2-4 ... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
region of Tamil Nadu, India, under the auspices of the Tamil Nadu Agriculture University. With the success of the pilot KVK, this model was replicated in every district of India. Currently, 675 KVKs cover every district. These KVKs operate under various platforms. Of these, 456 are under agriculture universities, 63 un... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
provide farm advisories services using information and communication technology (ICT)-based tools and other means on various subjects of interest to farmers To show participatory approaches in planning, implementing, executing, and evaluating In addition, KVKs are also responsible for production of quality seeds, pla... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
KVKs (National Institute of Labour Economics Research and Development, 2015). Through experts’ advisory services of KVKs, farmers have used good quality seeds; changed their seed planting patterns, and applied appropriate pesticides, chemical and biofertilizers; adopted organic agriculture approaches; and implemented i... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
countries, the public extension system does not effectively reach poor farmers (Ashby et al., 1995; Howell, 1985; Rivera, 1996). To such poor farmers and communities, NGOs have provided effective support at the grassroots level. Several NGOs refer to themselves as self-help groups and are proactive in providing support... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
extension believe that NGOs and government organizations should work together for delivering extension and outreach services (de Janvry et al., 1989; Jordan, 1989; Korten, 1987). However, many of these NGOs want to keep their own autonomy and identity and focus on their priorities. Numerous NGOs have limitations in siz... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
of farmers or through a farmer association. The private extension specialists, companies, consultancies, and products suppliers offer these services. The strengths of the private sector extension services include delivering their services through the use of modern ICTs and promoting new and emerging agricultural techno... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
expectation of higher crop yield and use of advanced machineries, technologies, and scientifically proven methods and practices, farmers are in great need of information, skills, and advisory services that the private sector can offer effectively. However, several challenges are observed with private extension advisory... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
promoting ICTs to reap benefits in agricultural extension. In the future, ICTs will be used widely on a large scale. Several new tools and technologies are currently on the market and many more are in the development pipeline. Keeping this in mind, several national governments have developed polices, regulations, and g... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
and other skill development programs (Gowda, 2018; Jayathilake et al., 2017). The use of ICTs in agricultural extension and community advisory services is increasing worldwide, but with several challenges. ICTs are not utilized fully, and scale-up programs remain challenging due to internet connectivity issues in remot... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
throughout the state of Michigan. MSU Extension is a part of the MSU College of Agriculture and Natural Resources and is organized both topically and by geographic region. There are 14 geographic districts (see Figure 2-1) and four institutes, which are organized by content areas. Each district has a district director,... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
Farmers A Self-Help Group (SHG) is a small group of people that come together to help each other at local levels for mutual benefits. SHGs are usually made up of 10 to 15 people or more. The first SHG was formed in 1975 based on an idea conceptualized by the Grameen Bank in Bangladesh. Later, the SHG model flourished i... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
processing, and marketing networks. With their growing capacities to repay loan payments, several banks are now offering credit plans for SHGs and connecting them with regional business and entrepreneurs to expand their agriculturalrelated businesses. SHG members have great potential to learn new skills, adopt knowledg... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
places, village schools, village training centers, and in meeting rooms of village leaders. These learning and training programs are managed professionally with excellent management plans created by district level trainers who facilitate training programs in FBSs at the village level. FBS is a unique platform where far... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
and implemented to support farmers and rural communities around the world. Every model has its strengths and weaknesses, and the success of these programs have varied from country to country and from region to region depending on sociocultural aspects and institutional support structures. No single model fits everywher... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
J. A., Gracia, T., Gurrero, M .P., Quiros, C. A., Roa, J. I., & Beltran, J.A. (1995). Institutionalizing farmer participation in adaptive technology testing with the ‘CIAL.’ (Agricultural Research and Extension. Network Paper No. 57). Overseas Development Institute. Benor, D., & Baxter, M. (1984) Training and visit ext... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
Runsten, D., Sadoulet, E., & Zabin, C. (1989). Impacto de la crisis en la economia campesina de América Latina y el Caribe. In F. Jordan (Ed.), La economía campesina: Crisis, reactivación, políticas (pp. 91–205). Institute Interamericano de Cooperación para la Agricultura. Dejene, A. (1987) Peasants, agrarian socialism... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
FAO. Jayathilake, H. A. C. K., Jayasinghe-Mudalige, U. K., Perera, L. D. R. D., Gow, G. A., & Waidyanatha, N. (2017). Fostering technology stewardship approach to promote knowledge sharing among farming communities in Sri Lanka. Tropical Agricultural Research, 28(3), 238–246. http://doi.org/10.4038/tar.v28i3.8228 Jiggi... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
cooperation. World Development, 15(Supplement 1), 69–77. Phillips, D., Waddington, H., & White, H. (2014). Better targeting of farmers as a channel for poverty reduction: A systematic review of Farmer Field Schools targeting. Development Studies Research: An Open Access Journal, 1(1), 113–136. https://bit.ly/34Fu2lm Pr... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
schools. A synthesis of 25 impact evaluations. Wageningen University. https://bit.ly/2Jjqxc1 2-16 | CHAPTER 2 Watson, H. R., & Laquihon, W. (1985, September). Sloping agricultural land technology (SALT) as developed by the Mindanao Baptist Rural Life Center. In Workshop on Site Protection 99 and Amelioration. Institute... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
Extension, East Lansing, MI 48824. This information is for educational purposes only. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. The 4-H name and emblem have special protections from Congress, protected by Title 18 USC 707. Printed on... | Ch02-Madan_GlobalExperiences_2021-01-13aa.pdf | Agricultural management |
1 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Course No.: EXTN -122 Credit: 3(2+1) Semester-II Course title: Fundamentals of Agricultural Extension Education Teaching Schedule a) Theory Lecture Topic Weightage (%) 1 Education: Meaning, definition and types ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
features Swarnajayanti Gram Swarojgar Yojana (SGSY) 10 2 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Lecture Topic Weightage (%) Indira Awas Yojana (IAY) Mahatma Gandhi National Rural Employment Guarantee Act Prime Ministers’ Rozgar Yojana (PMRY) ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and meaning, Attributes of innovation, Innovation decision process, adopter categories. 5 Total 100 Suggested Readings 1) Dahama, O.P. and Bhatnagar, O.P. 1980. Education and Communication for Development. Oxford &lBH Publishing Co. Pvt. Ltd., New Delhi. 2) Dudhani, C.M.; Hirevenkatgoudar, L.V., Manjunath, L.; Hanchina... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
process of imparting or acquiring knowledge and habits through instruction or study. The modern definition of education is the production of desirable changes in human behaviorin knowledge (things known), attitudes (things felt) and skills (things done), in all of them or in one or more of them. Knowledge: It includes ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
K K Wagh College of Agriculture, Nashik Education is the Humanities and social sciences Formal education Non-formal education Informal education. 1. Formal education Formal education is basically an institutional activity, uniform and subject oriented, full time, Sequential, hierarchically structured, leading to certif... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
play, from the market place, the library and the mass media. eg: Little baby, as she grows up, learns how to recognize her parents and how to eat • Informal education is the least controlled, that’s why this type of education cannot be excluded of somebody’s life. • It consists of accidental, unclear, quantitative info... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
choice for the learners Freedom and choice of subject matter left to the learners 12 Knowledge flows from teacher to learner The extension agent teaches a great deal through local leaders 7 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Difference between Form... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
in 1866 with a system of university extension which was first taken by Cambridge & Oxford Universities. The term ‘Extension Education’ was first used in 1983 by Cambridge University. Education is an integral part of extension. The basic concept of extension is that it is education. Extension means that type of educatio... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
rural people about the improves practices in a convincing manner & to help them to take decisions within their specific local condition. Extension process is that of working with rural people through out of school education along those lines of their current interest and need which are closely related to 9 Notes compil... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and educational facilities for improving family living conditions in the village. • To increase the net income of farmers by more production and proper marketing system. • To raise the standard of living of rural people. • Development of rural areas. • To increase the facilities for social, cultural and entertainment p... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
respects culture of people. b. It brings about cultural change through cultural development. 2. Extension has philosophy of social progress: a. Its works is based on needs and desires of the people b. It facilitates change and help people to adjust with them. 3. Extension has philosophy of education for all: a. Dissemi... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and institutions interested in common welfare. c. Selects and solves the problems based on the felt needs through group action. d. Democratic in organization. 9. Extension has philosophy of a dignity of individual and his profession: a. Believes that each individual is endowed certain inalienable rights. b. Dignifies t... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
resources available in the community. For example, after a survey in a community and analysis of the data, the problem was identified as low income of the farm family from their crop production enterprise. Second step: The next step is deciding on realistic objectives which may be accomplished by the community. A limit... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Education, K K Wagh College of Agriculture, Nashik selecting research findings of economic and practical importance relevant to the community, and selection and combination of appropriate teaching methods and aids. Based on the problems identified in the particular example, technologies like use of HYV seeds, applicati... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
programme on the light of the results of evaluation. The problems identified in the process of evaluation may become the starting point for the next phase of the extension educational programme, unless new problems have developed or new situations have arisen. After re-consideration of the results of evaluation with th... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
people better than they do themselves, he must begin with the interests and needs as they (the people) see them. In this way only can the extension agency mould the needs and interests of the people into realistic needs. Needs that can satisfy the individuals, groups, community and national interests, needs that can be... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
15 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik approaches. A blueprint of work designed for on part of the globe cannot be applied effectively to another part, mainly because of the cultural differences. These differences can be perceived in the way of life... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of senses, hence it is very effective in changing behavior. eg: Demonstration on soft wood grafting on mango is very effective than lecture method. In extension work, farmers should be encouraged to learn new things by doing and by direct participation. 7) Adaptability principle in the use of extension teaching methods... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
latest technology if it is adopted by a local leader than taught by a extension worker. 9) Whole family principle: The family is the unit of any society. All the members of the family have to be developed equally by involving all of them. This is because of the following reasons: The extension programme effects all mem... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of innovations well suited to their needs and resources. eg: If an farmer is satisfied by seeing strawberry cultivation in a exposure visit he tries to adopt it. 12) Principle of Evaluation: The evaluation of extension work in an unbiased way is necessary. Evaluation gives an idea whether the extension work is going in... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
done on a national basis by the central government "which knows better than farmers". This is a typical case of top-down planning. Field personnel tend to be large in number and high in cost, with the central government bearing most of the cost. The rate of adoption of important recommendations and increases in nationa... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
narrow range of technical concerns. Interests of farmers, however, may have less priority than those of commodity production organizations. 3. The training and visit approach: The purpose of the training and visit approach (often called T & V) is to induce farmers to increase production of specified crops. Planning is ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and local sharing of appropriate technologies. Success is measured through numbers of farmers actively participating, and the continuity of the programme. There is much to be gained by combining indigenous knowledge with science. Expressed needs of farmers are targeted. The system requires that extension workers, who a... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik combined the project approach with the specialized commodity approach. One problem with this approach, however, is that a flow of ideas outside the project rarely occurs. 6. The farming systems development approach: This approach assumes... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
into investing in unproven enterprises. 8. The educational institution approach: In the educational institution approach, planning is controlled by those determining the curriculum of the educational institution. Implementation is through non formal instruction in groups or individuals through a college or university. ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
are used for speedy adaption and diffusion of innovations. Scope of Agricultural Extension The following nine areas of programme emphasis indicate the scope of Agricultural Extension work: 1. Efficiency in agricultural production. 2. Efficiency in marketing, distribution and utilization. 3. Conservation, development an... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of the people both official and non-official with a view to facilitate the individual and community growth and development. Programme Planning is a continues series of activities operations leading to the development of a definite plan of action to accomplish particular objectives. Problem is condition that the people ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
less important) problems and the permanent form temporary changes. (5) To develop a common understanding about the means and ends between various functionaries and organizations. (6) To ensure continuity during changes in personnel. (7) To help develop leadership. (8) To avoid waste of time and money and promote effici... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
resources and time. The rural people, particularly in the developing countries, have a multitude of problems. 23 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik All problems cannot be taken up at a time for solution, because of the limitations of trained person... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
isolation. It requires the support of many institutions and organizations. The programme should broadly indicate the institutions and organizations to be involved and how they shall contribute in attaining the programme objectives. 8. Extension programme should have definite plan of work. The plan of work may be separa... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
the starting point of programme planning process. Pertinent data may be collected from the available records and survey of the area. Information relating to the people, their enterprises, levels of technology, facilities and constraints, values etc. relevant to programme building may be collected. Information may also ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
in the existing situation, with the available resources and time, which will be compatible and with which the people shall cooperate. It is necessary to discuss with the local people and local institutions, which shall also legitimize the programme planning process. 5. Developing plan of work and calendar of operations... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
year. In that case, they may be termed as ‘seasonal plan’ or ‘annual plan’. 6. Follow through plan of work and calendar of operations This is not a routine type of work as many people may think. Training of participants, communication of information, conducting method demonstrations, making regular visits and monitorin... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
in relation to the objectives. ii) Collection of information. iii) Making judgment, and drawing some unbiased and valid conclusions. 8. Reconsideration and revision of the programme On the basis of the results of evaluation, the programme should be reconsidered and revised, if needed. This reconsideration should be don... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
PROJECT (1921) Early effort at rural development was initiated by Shri. Rabandranath Tagore in 1908 by establishing youth organization in the Kaligram Progana of his Zamindari, He tried to create a class of functionary workers who could learn to identify themselves with the people. In 1921 he established a Rural Recons... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
organized Night schools for male and female. Establishment of social welfare centre in each village. Establishment of cooperative societies. Establishment of community centers. Mobile library for rural people. Organization of village Scout called Brati Balika Management of pure drinking water. Village s... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Propaganda was done by drama and music. Guides were appointed to organise the programme at village level. The teacher of village schools used to teach food production. Areas of work: 1) Agricultural development & increasing 2) Health improvement. 3) Village sanitation. 4) Social improvement (Reforms). 5) Reforms in... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Nashik Self help and cooperation. Helping people to help in their own work. Opening the demonstration centers. Method of work Before launching the programme, surveys are made to know the needs of that area and on the basis of their needs the programmes were introduced. The rural dramas, rural exhibition, inte... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
progress. For ending this suppression, he began this welfare project “SEVA GRAM” by establishing his Ashram in Wardha. The programme mainly focuses on prevention of the economic and social suppression of the people and creating feeling of patriotism among them. M. Gandhi also insisted that all extension workers should ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
2. Education: Basic education through “learning by doing and earning while learning" 3. Social equality (a) Removal of untouchability (b) Equal opportunity for women (c) Community unity. (d) Hindu-Muslim equality Principles 1. Self help 2. Dignity of labour e.g. Sharamdan, etc. 32 Notes compiled by Prof. P. B. Pawar, D... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
such as Agricultural field man, Demonstration worker, PWD supervisor and minor irrigation overseers. In each firka there was Development committee, consisting of officials and non officials to associate people with implementation of programme. At state level there was state Rural Welfare Board comprising heads of depar... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
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