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develop agriculture and animal husbandry. 5. Development of Panchayat 6. To development the feeling of self-confidence, co-operation and mass participation. 7. To seek the possibility of transferring this project elsewhere in the country. 8. To make villagers sanitation minded. 9. To measure the extent of agriculture d... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Intensive Agricultural District Programme 196061 Package programme, to increased agricultural productivity that lead to economic growth 2 IAAP Intensive Agricultural Area Programme 1964 Extend the benefit of improved tech. in agri. in large areas at less cost and reduced staff strength 3 HYVP High Yielding Varieties Pr... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
College of Agriculture, Nashik The significant feature of this programme is that the cooperative institutions have become the agency for distribution of credit and supply of agricultural inputs which were essential for implementing the programme. The district selected throughout the country under this programme are... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
inputs (seed and fertilizers etc) 2. Provision of services such as market, storage and transport. 3. Emphasis on food and cash crops, livestock etc 36 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik 4. Strengthening of cooperatives and panchayats above efforts ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
crop varieties alone. These were combined with the application of high analysis and balanced fertilizer, irrigation, plant protection, improved implements etc, which made a 'green revolution' possible in the country. The pervasive influence of high yielding technology spread to other areas of farm production such a... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
cultivators. 3. The programme was initiated in the areas having necessary organizations & other facilities as essential prerequisite. 4. Demonstration was started with existing staff. 5. Necessary training to the staff was provided. 6. High Yielding varieties are not high yielding but also early maturing, photointensiv... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and off farm production system. 4. To facilitate adoption of appropriate post-harvest technologies for conservation and onfarm value addition of agricultural products, by products and wastes for greater economic dividend and national priorities. 5. To facilitate adoption of appropriate technologies for removal of drudg... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
new technological, 3. To identify the constrains both technological, as well as socio-economic which are barriers to rapid change. 4. To demonstrate group action as a method of popularizing the modern technologies at a faster rate. 6. National Agricultural Technology Project (NATP): This project was launched by the IC... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
major components 1. Development of ICAR organization & Management system. 2. Support of Agro-Ecosystem Research 3. Innovations of Technology Dissemination Agricultural Technology Management Agency (ATMA) ATMA is a society of key stake holders engage in agricultural activities for sustainable agricultural developmenta... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
K Wagh College of Agriculture, Nashik Research and Extension Units within the project districts such as ZRS or substations, KVKs and the key line departments of Agriculture, Animal Husbandry, Horticulture and Fisheries etc. would become constituent members of ATMA. ATMA Governing Board: The ATMA Governing Board is a ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
out priority research, extension and related activities within the district Advantages 1. ATMA is more effective in technology generation as it encourages locationspecific solutions, keeping the resources of the farmers in mind. 2. As ATMA ensures a greater coordination among sister departments, it helps in better mana... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
a result of research being done at the institute like seed, plants, livestock, breeds, fish seeds, poultry trains and processed products etc. To provide an overview of improved technology through published literatures and other communication materials. To overcome technology dissemination loss and to provide direct... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
K K Wagh College of Agriculture, Nashik 7. National Agricultural Innovation Project (NAIP):The Government of India has launched the National Agricultural Innovation project with a credit support of the World Bank. The project will run up to June 2012. The ICAR is operating the Project. The overall objective of the proj... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
working. Institutional and implementation arrangement will be fully streamlined to follow modern financial management, procurement system, knowledge management, and a results framework and monitoring which will ensure continuous progress and achieving the expected output. 45 Notes compiled by Prof. P. B. Pawar, Dept.... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
other allied sector (Fisheries Department, Horticulture, Animal Husbandry etc) The main objectives of the scheme are: 1. To incentivize the states so as to increase public investment in Agriculture and allied sectors. 2. To provide flexibility and autonomy to states in the process of planning and executing Agriculture ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Wildlife, Plantation and Agricultural Marketing, Food Storage and Warehousing, Soil and Water Conservation, Agricultural Financial Institutions, other Agricultural Programmes and Cooperation. 47 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik NEW TRENDS IN AGRI... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
or alternative to public extension service. 48 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Characteristics of Private Extension system 1. Objectives: Private extension mainly concern with maximum possible profit to the clients through advisory services. Pri... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and developmental agencies. 8. Extension Service: Advisory nature of service. Extension becomes pursed inputs and it generates new income to farmers. 9. Methods: Private consultancy mostly adopts personal contact methods, as group approach will reduce their chances of getting consultancy fee. Strategies for privatizing... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
cost will be share by the members, for this purpose, existing village cooperatives clubs, mahila mandals, and water management committees are used. Private organizations such as the agricultural consultancy, commercial firms, agro based industries, input agencies organization etc. will enter the area of extension servi... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
become more clients accountable. 7. Private extension increases staff professionalism. 8. Clients (farmers) are more committed to service. ICT in Extension education Cyber extension/ e-extension A few areas where ICT can play a transformational role are agricultural research and extension, location specific modules of ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
6. News and Discussion groups Market Led Extension: During last 50 years emphasis was given on ProductionLedExtension. But the farmers at individual’s level are not realizing remunerative prices of their produce. They prone to sell their produce As Is Where basis. Globalization of the market demanded paradigm sh... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
production and marketing. Translation of consumers demand in non-subsistence sector 52 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Marketing extension is complementary to other system Interdependence between rural credits, inputs and farmers organizat... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of Agriculture, Nashik focus was on production viewed as enterprise to understand the cost benefit ratio and the profits generated Objective of Market – Led – Extension Conversion of Agriculture and allied sector into a profit oriented business Strengthening REF linkages between various levels at various department... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
trade partners, Information services, etc. 4. Decision making and agreeing on an action plan: This involves deciding on what to do by choosing the best course of action. 5. Implementation of action plan: The extension officer must advice the farmers at various stages of crop production besides marketing aspects like pr... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
farmers to exchange their views with customers and other market forces (middlemen) Market Led Agricultural Extension – Challenges and Opportunities for getting feedback and gain the bargaining during direct marketing ex. Rythu Bazars, Agri-mandi and Uzavar Santhaigal etc. 5. Establishing marketing and agro-processing l... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
more from each other. 14. Production of video films of success stories of commodity specific farmers. 15. Creation of websites of successful FIGs in the field of agribusiness management with all the information to help other FIGs achieve success. FARMER LED EXTENSION Introduction:The present day agriculture is defined ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
rural development, resulting in the delivery of technologies that have failed to alleviate farmers’ problems. Clearly, more locally controlled organizations, governments and donors throughout Asia, Africa and Latin America have been experimenting 56 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Concepts of FLE:1. Farm Schools 2. Farmer Field Schools. 1. Farm School: Farm school is a field where latest technology was demonstrated to progressive and interested farmers who undergo training for a certain period of time. Farm schools help in speedy dissemination and adoption of technologies through training of pro... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and offered incentives for establishing private farm schools to train local farmers. Establish central and satellite farm production training institutes in each state to train and certify farm school instructors. Farmers to pay for training received on a per visit, per training session basis. Multimedia training ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Provide incentives to farm schools for each farmer trained Provide bank loans for agricultural graduates who complete certification programmes to established farm schools, soil testing labs and Rural Knowledge Centers Programme. Cost and Funding: Establishment and operation of central farm training institutes to tra... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Indonesia to reduce farmer reliance on pesticides in rice. Policy-makers and donors were impressed with the results and the program rapidly expanded. Follow-up training activities were added to enhance community-based activities and local program ownership. Eventually, IPM Farmer Field School programs for rice were... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
developmental impacts resulting from farmer empowerment. Principles 1. “Grow a healthy crop” allows plants to recover better from environmental or pest injury, avoids nutrient deficiencies related with pest attack (insects and disease), and promotes natural 60 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Edu... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
management of soils, pests and crops. Expertise implies a basic understanding of the agro-ecological system, and decision making processes. Simple rules and directives may provide short term benefits but cannot sustain long term local developments. Basic Concepts 1. Adult non-formal education: Field Schools assume that... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
ate the insects and the loser had to carry the winner around the village on his back! In fact there are both kinds of lady beetles but one type is ‘hairy’ and the other not. This was seen by the farmers. 2. Technically strong facilitator: The field school is usually initiated by an extension staff member of the governm... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
during high nutrient demand stages, and so on. This method allows to use the crop as a teacher, and to ensure that farmers can immediately use and practice what is being learned. Meeting on a weekly basis means that farmers are participating in a course for a whole season, but from an administrative/financial point of ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
groups of five persons so that all members can better participate in field observations, analysis, discussion, and presentations. 5. Field School Site: The field Schools are always held in the community where farmers live so that they can easily attend weekly and maintain the field school studies. The extension officer... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
their own experiences and needs, they make decisions that are effective. When farmers have this basic knowledge they are better clients for extension and research systems because they have more specific questions and demands. They also are able to hold these systems accountable for their output and benefits. And finall... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
as Experts: Learning by doing is the training approach used. Farmers learn by carrying out for themselves the various activities related to the particular farming practice they want to study and learn about. This could be related to annual crops, livestock/fodder production, orchards or forest management. The key thing... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
farmers. The extension worker may take part in the subsequent discussion sessions but as a contributor, rather than leader, in arriving at an agreed consensus on what action needs to be taken at that time. 4. The curriculum is Integrated: The curriculum is integrated. Crop husbandry, animal husbandry, horticulture, sil... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
in the field. 7. Learning materials are learner generated: Farmers generate their own learning materials, from drawings of what they observe, to the field trials themselves. These materials are always consistent with local conditions, are less expensive to develop, are controlled by the learners and thus can be discuss... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
These skills are typically learned in a season-long Training of Trainers where they learn what they will teach. Experience of trainers Variable, but most often lacking basic farming skills and experience. Field level staff given communication skills. Master trainer with farming experience gained during Training of Trai... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Demonstration field, training centers, home of Contact Farmer, static not revisited in time or observed in terms of any on going process. A shared field in which the FFS uses to dynamically validate and test new management methods over the entire season (e.g. decisions during one part of the season can be verified by y... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
life of rural people. Rural Development is an improvement in the living standards of the masses of low income population residing in rural areas and making the process self sustaining The term rural development combines two words Rural and Development. The term Rural and Developmentis used in different ways: As a Conc... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
physical, technological, economic, socio-cultural and institutional factors. motivate the people for adoption. As a strategy, it is designed to improve the economic and social wellbeing of a specific group of people – the rural poor. As a discipline, it is multidisciplinary in nature, representing an interaction of agr... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
effectively with the daily tasks of their lives and with changes consequent upon this. 5) Improvement of services or rural masses in the process. 6) Improvement of know-how, which is to be implemented to the rural people. 7) To make available and improve the distribution of life-sustaining goods, such as food, clothes,... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
extension agencies. 7) Organizational constraints 8) Field staffs have inadequate transport and other facilities in rural area. 9) Unexperienced, unskilled staff in extension linkage cannot provide satisfactory help to the rural people. 10) There is no cooperation between different programms. 69 Notes compiled by Prof.... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of Extension Education, K K Wagh College of Agriculture, Nashik 5 DRDA District Rural Development Agency 1st April, 1999 to strengthen and professionalize the DRDAs so that they can effectively enhance the quality of implementation 6 IWDP Integrated Watershed Development Programme 1989 Promotion of the overall economic... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Centre and State Governments. Poor Families below the Poverty Line (BPL) in rural areas constitute the target group of the SGSY. Within the target group, special safeguards have been provided to vulnerable sections, by way of reserving 50% benefits for SCs/STs, 40%for women and 3% for disabled persons. Its main p... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Samithis. In the implementation and supervision of this project, the banks of district and other financial institutions, Panchayat Raj Institutions, non government organization will be involved. 2. Indira Awas Yojana (IAY) Introduction: 72 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh Coll... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
every rural household whose adult members volunteer to do unskilled manual work. The Act covered 200 districts in its first phase, implemented on February 2, 2006, and was extended to 130 additional districts in 20072008. All the remaining rural areas have been notified with effect from April 1, 2008. Salient featu... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Government -100% of wages for unskilled manual work, 75% of material cost of the schemes including payment of wages to skilled and semi skilled workers. 2. State Government25% of material including payment of wages to skilled and semi skilled workers cost. 100% of unemployment allowance by state government Non Negotiab... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
The scheme also seeks to associate reputed non-governmental organizations in implementation PMEY scheme especially in the selection, training of entrepreneurs and preparation of project profiles. Criteria for selection: Coverage: Whole of the country since 1994-95. Eligibility:Any unemployed educated person Age:1... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
scheme is to strengthen and professionalize the DRDAs so that they can effectively enhance the quality of implementation. Brief history DRDA Administration Scheme was introduced from 1st April, 1999 under which the salary and administrative expenses of DRDAs are funded on a 75:25 basis between Centre and State Govern... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
seeks to secure close involvement of the user-communities. The broad objective was the promotion of the overall economic development and improvement of the socio-economic conditions of the resource poor sections of people inhabiting the programme areas. Many projects designed within this approach were, at different... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
areas largely privately owned. While the focus of these programmes may have differed, the common theme that underpinned their structure has been the basic objective of land and water resource management for sustainable development of natural resources and community empowerment. The Prof. Hanumantha Rao, Committee, ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
solutions and institutional arrangements that make use of, and build upon, local technical knowledge and available materials. 78 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Employment generation, poverty alleviation, community empowerment and development ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Rural fund are for investment not for consumption. 6. Industry and services should be given priority in job creation and employment in farm sector should decrease. 7. Compensation to farmers should be given for the land acquired by an annual fee equal to twice the price of the produce they grow, not by a lump sum amoun... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of micro credit for income generating activities. RMK extends micro-credit to the women in the informal sector through a client friendly, without collateral and in a hassle-free manner for income generation activities. RMK has taken a number of promotional measures to popularize the concept of micro financing, ente... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
6. To demonstrate and replicate participatory approaches in the organization of women’s groups for effective utilization of credit resources leading to self-reliance. 7. To promote and support experiments in the voluntary and formal sector using innovative methodologies to reach poor women with credit and other social ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
necessary or conducive for furthering the objects of the Kosh. 9. Mahila Arthik Vikas Mahamandal( MAVIM) Mahila Arthik Vikas Mahamandal was established on 24th February, 1975 on the occasion of International Women s Year. Objectives Building organization of women Building capacities of women by training Building ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
emotional and ideological content Concept of community development • Developing potential abilities and qualities of people living in the community. • Improvement in economic, social, and cultural conditions of the community. • Assessing their common and individual needs and problems. • Organizing formally and informal... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
is to change the attitude and living standard of people by adopting educational means. • The programme, which is initiated, must have goals and methods of high acceptability. • There should be active and effective lines of communication within active members and between organization and village peoples. Objectives of C... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
co-operation 2. Its main them is the needs of the individuals. 2. Its main them is the needs of the communities. 3. Emphasis on decision making for change by individuals and families. 3. Emphasis on decision making by groups & representatives of groups. 4. Education aims at economic & social development of individual. ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
essentially educative 2. For both central objectives is the “Growth of people” 3. Both processes are inter disciplinary in chapter 4. Both aim at bringing about change 5. Both are involvement processes 6. Both are relatively slow processes 7. Both are government sponsored and supported organizations. 8. Both emphasize ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Rai Mehta and recommended the setting up of elected bodies at village, block and district levels. The committee was found that the peoples participation was less and result were disappointing. The committee suggested that unless the people take initiative in planning and implementation of their own programme, community... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
entire state by the enactment of the Andhra Pradesh Panchayat Samiti and Zilla Parishad Act 1959. In 1961, Government of Maharashtra appointed a committee headed by Shri Vasantrao Naik to examine the question of democratic decentralization in Maharashtra. On the recommendation of Naik committee, the government of Mahar... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Gramsevak: The secretary of Grampanchayat is employee/ official person appointed by Zilla Parishad on salary basic. He assists sarpanch in his working and maintains record of grampanchayat. He performs various extension activities in the village. He reports periodically, the working of gram panchayat to the higher auth... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
people. v. Enforcing measures of safety and sanitation. vi. Collection of house tax. C. Service and development Function i. To provide educational , communication and health facilities ii. To provide drinking water facilities iii. To look after general welfare and immediate development to village e.g. road, light, mark... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
to represent the problems of village and peoples. Members of sarpanch committee are changed every year by rotation and representation is given to other grampanchyats. In this way, the all the sarpanchas of grampanchayat in the blocks gets opportunity to represents village problems in panchyat samiti. Powers of Sarpanch... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
block 7 Irrigation : Irrigation to agriculture section 8 Education : Primary education, Schools, Scholarship/ Stipend, etc. 9 Swarna Jayanti Gram Rojagar Yojana : Self employment, Self-Help groups, credits etc. 10 Panchayat section : Social welfare, women/child welfare etc. Supervision and control on grampanchyats in t... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
plans, schedule budget etc. of village development work at various locations and government for sanctioned also to submit to Z.P. vi. To act as inter –mediator for implementation of programmes sanctioned by government at village level. vii. To submit the demand of people to the higher authority. viii. Execution plannin... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
members: i. All president of panchayt samiti in the district. ii. The collector of the district iii. MLA, MLC’s and MP are in the district. They have voting powers but not hold office. iv. Representative from ladies as per reservation (50%), ST (7%) v. Chief executive officer vi. Four deputy chief executive officers ( ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and sanitation committee constituted in accordance with the provision of section 79-A. Powers and Functions of Zilla Parishad i. Functions as advisory body over the Panchayat samiti with powers to a) Approve their budget b) Co-ordinate their plans 93 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
Wagh College of Agriculture, Nashik Extension administration and management: Meaning and concept, principles, functions and differences The word administration is derived from latin word ad and ministraire means care for or look for after people manage affairs. Extension administration: is an effort to direct, guide an... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
4. Unity of command: Each employee should receive orders or instructions from one superior only. 5. Unity of direction: Activities should be organized in such a way that they all come under one plan and are supervised by one person. 6. Subordination of the individual interest to the general interest: Individual interes... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
labor turnover should be prevented and managers should motivate their employees to do better job. 13. Initiative: Employees should be encouraged to give suggestions and develop new and better work practices. 14. Esprit de corps: This means “a spirit in its employees. Functions central to management are often associated... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
structure can best be represented by an organizational chart, which delineates who is in charge of what and how it is to be carried out (Waldron et al., 1997). 3. Staffing Matching the best candidate to a specific job is necessary for success. The staffing stage consists of human resource planning and recruitment. ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
sources, information flow has become increasingly important for successful management 7. Budgeting Budgeting plays into planning and includes fiscal planning, accounting, revenue and expense controls. Budgeting is a continual process of review and revision, and sets a good manager apart from a poor one. Two impor... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik Evaluation in Extension Meaning, definition, types of evaluation, monitoring and evaluation MONITORING MEANING AND DEFINATION Monitoring is a continuous/ periodic review and surveillance by management, at every level of the impl... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
The following sequence of steps is usually involved in all evaluations: 1. Evaluations are usually prompted by the need to make a decision about the value or potential value of something. For example, if we are listening to a programme on the radio for entertainment, we may need to decide whether such a programme is li... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
method of determining the worth or quality of something. This something in extension may be an activity, a programme, a situation, a process, a procedure, a method, an innovation, a practice, an organization, a person, a group of persons and the like. Evaluation is defined in the following manner : Extension evaluati... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
most kinds of evaluation undertaken by extension personnel. Casual everyday evaluations: They are like the first impressions of Extension Worker about his meeting or the umbrella decision. They are the ones we ordinarily make without much consideration of the principles of evaluation in the decisions we make about simp... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
cancer research. (b) Formative and Summative Evaluations Formative evaluation attempts to identify and remedy shortcomings during the developmental state of a programme. Formative evaluations are conducted before programme completion, more particularly, during programme implementation. Such evaluations provide 101 Note... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of work. It brings confidence and satisfaction to our work. DIFFERENCE BETWEEN MONITORING AND EVALUATION MONITORING EVALUATION Continuous : starts and ends with a programme One shot operation; at a point of time (Usually after completion or mid way of a programme) Required for immediate use and mid course correction ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
1. Lab to Land Programme The Lab to Land Programme (LLP) was launched by the ICAR in 1979 as a part of its Golden Jubilee celebration. The overall objective of the programme was to improve the economic condition of the small and marginal farmers and landless agricultural labourers, particularly scheduled castes and... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
could utilize to their economic advantage. g. Develop functional relations and linkages with the scientists and institutions for future guidance, advisory services and help. Utilize this project as a feedback mechanism for the agricultural scientists and extension functionaries. 2. National Demonstration: National Dem... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
and results to farmers. 4. To provide research workers a first hand knowledge of the problems faced by farmers in growing high yielding varieties and to identify the constraints limiting the crop production. 5. To minimize the time lag between the research generated and its application in field. At this juncture in 1... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of Agriculture, Nashik The FLD’s are conducted on various major crops of the district viz., sorghum, maize, pigeon pea, castor, paddy etc. The main emphasis was to introduce new crop genotypes along with improved practices and critical inputs which were new and hitherto not adopted by the farmers. Roles of Front-Li... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
under ICAR Institutes, 100 under NGOs, 35 under State Governments, and the remaining 17 under other educational institutions. The objective of KVK is to provide a strong training support for bringing about production breakthrough in agri. with some mandates ie. Specific responsibility to perform. 106 Notes compiled b... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
production systems; Introduce and integrate the appropriate technologies to sustain technological interventions and their integration to maintain productivity and profitability taking environmental issues into consideration in a comparatively well defined farm production system; Introduce and integrate the appropri... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
prepares the person for the job which he is going to join. 2. Orientation Training: It is the type of training which is given to employee soon after joining the job to make them to know about the philosophy, activities, code of conduct of an organization. 3. InService Training: In-service training it is given to the in... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
that knowledge does not belong to one person and cannot be transferred. Learning calls for action, experience, reflection and exchange. Unlike conventional training, trainer act as coordinator to facilitate discussion exchange and problem solving through mutual decisions. Open, interactive, inviting learning atmosphere... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
of three phases, viz. pretraining, training and post-training. Pre-training:This is preparatory phase prior to actual training. It involves planning of training. 109 Notes compiled by Prof. P. B. Pawar, Dept. of Extension Education, K K Wagh College of Agriculture, Nashik The considerations like date and place of train... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
farmers. Therefore quality of this human resource must be upgraded to manage extension service more effectively in changing times. Agricultural development in present era of globalization calls for urgent attention on developing abilities of extension personnel not only in latest technologies of agriculture but also in... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
input supply and marketing. Subject-Matter Specialists: There role is to 1. Keep abreast of current recommendations and findings related to farm production by maintaining continuous contact with agricultural research stations; 2. provide feedback to the research system about farmers‟ problems which need solutions; and ... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
the farmers i.e., when they are comparatively free from such of the agricultural operations. This will differ 78 according to the seasons and climate. In case A.P., March to May for Kharif crop and August to September for rabi crop is ideal time for conducting training courses in Agriculture. 2. Duration of course: For... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
activities of the central autonomous Indian Council for Agricultural Research (ICAR) are achieved through the 40 Agriculture Technology Information Centres (ATICs) and 569 district-level Krishi Vigyan Kendras (KVKs), or farm science centers. Additionally, each state has a state agricultural university (SAU), which prov... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
the organisation context is a process by which the employees of an organisation are helped, in a continuous and planned way to: 1. Acquire or sharpen capabilities required to perform various functions associated with their present or expected future roles; 2. Develop their general capabilities as individuals and discov... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
by any effective means (Thayer, 1968). 4. Communication may be defined as a process by which an individual the communicator, transmits (usually verbal symbols) to modify the behaviour of other individuals communicatees ( Hovland, 1964). 5. Communication is a process by which two or more people exchange ideas, facts, fe... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
requires that attention be paid to the full range of symbols that may be used by human beings, including gestures, tone, facial expressions, drumbeats, telegraphic click, flags, smoke signals, colour, size, distance etc. Models of communication 1 Aristotle’s model According to Aristotle, communication has three ingredi... | Fundamentals_of_Extension_Education.pdf | Agricultural management |
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