Extension Methods 202 for Agriculture general

Better ways to communicate with a client for good productivity

1. Course: EE 202
EXTENSION METHODS
30L 60 SEM O Pract.
2 CR.

2. COURSE OUTLINE
•Basics of adult learning
•Extension methods in various fields
•individual, group, and mass.
•Individual methods: Farm and home visits, office calls,
personal letters.
•Group methods: method and result demonstrations, study
visits, meetings, farmer field schools, extension schools.
•Mass methods: television, radio, leaflets, newspapers.
•Planning for effective use of the methods.
•Evaluating effectiveness of various extension
methods.
•Role of audio, visual, and audio-visual aids in
facilitating use of extension methods.

3. READING MATERIALS
•Hoffman, V et al., (2009)-Rural
Extension: vol 1 Basic Issues and
Concepts 3rd ed. Margraf Publishers
Chapters 5&6
•van den Ben, A.W and H.W. Hawkins
(1988). Agricultural Extension.
Longman, Chapter 6.

4. COURSEWORK ASSESSMENTS
•Mode of assessment
•Seminars –group works15%
•Take home assignment 15%
•Written Test[18
th
december] 70%
•TOTAL 100% (40%)

5. INSTRUCTORS
•This course will be co-taught by two
instructors:
•1.Kizito Mwajombe
•2.Ntumva Mabebe

6. Basics of adult learning

7. ADULT AS LEARNERS
•The field of adult learning was pioneered
by Malcom Knowles
•Knowles is credited with being a
fundamental influence in the development
of the HumanistLearning Theory and the
use of learner constructed contracts or
plans to guide learning experiences

8. •He identified the following
characteristics of adult learners:

9. 1. Adults are autonomousand self-
directed
Theyneedtobefreetodirectthemselves.
Theirinstructorsmustactivelyinvolveadult
participantsinthelearningprocessand
serveasfacilitatorsforthem.Specifically,
theymustgetparticipants'perspectives
aboutwhattopicstocoverandletthem
workonprojectsthatreflecttheirinterests.

10. •They should allow the participants to
assume responsibility for presentations
and group leadership. They have to be
sure to act as facilitators, guiding
participants to their own knowledge rather
than supplying them with facts. Finally,
they must show participants how the class
will help them reach their goals (e.g., via a
personal goals sheet).

11. 2. Adults have accumulated a foundation
of life experiencesand knowledge
Theymayincludework-relatedactivities,
familyresponsibilities,andprevious
education.
Theyneedtoconnectlearningtothis
knowledge/experiencebase.
Tohelpthemdoso,theyshoulddrawout
participants'experienceandknowledge
whichisrelevanttothetopic.

12. Theymustrelatetheoriesandconceptsto
theparticipantsandrecognizethevalueof
experienceinlearning.

13. 3. Adults are goal-oriented
•Adults usually know what goal they want to
attain.
•They, therefore, appreciate an educational
programme that is organized and has
clearly defined elements.
•Instructors must show participants how the
programme will help them attain their goals

14. 4. Adults are relevancy-oriented
•They must see a reason for learning
something. Learning has to be applicable
to their work or other responsibilities to be
of value to them.
•Therefore, instructors must identify
objectives for adult participants before the
training begins.

15. •This means, also, that theories and
concepts must be related to a setting
familiar to participants.
•This need can be fulfilled by letting
participants choose projects that reflect
their own interests

16. 5. Adults are practical
•They focus on the aspects of a lesson
most useful to them in their work.
•They may not be interested in knowledge
for its own sake.
•Instructors must tell participants explicitly
how the lesson will be useful to them on
the job.

17. 6. As do all learners, adults need to
be shown respect
Instructorsmustacknowledgethewealth
ofexperiencesthatadultparticipantsbring
totheclassroom.
Theseadultsshouldbetreatedasequals
inexperienceandknowledgeandallowed
tovoicetheiropinionsfreelyinclass.

18. Motivating the Adult Learner
•Another important aspect of adult learning
is motivation.
•Adults learn when they are motivated to
learn.
•At least six factors serve as sources of
motivation for adult learning

19. •Social relationships:to make new friends,
to meet a need for associations and
friendships.
•External expectations:to comply with
instructions from someone else; to fulfill the
expectations or recommendations of
someone with formal authority.
•Social welfare:to improve ability to serve
mankind, prepare for service to the
community, and improve ability to participate
in community work.

20. •Personal advancement:to achieve
higher status in a job, secure professional
advancement, and stay abreast of
competitors.
•Escape/Stimulation:to relieve boredom,
provide a break in the routine of home or
work, and provide a contrast to other
exacting details of life.
•Cognitive interest:to learn for the sake
of learning, seek knowledge for its own
sake, and to satisfy an inquiring mind.

21. Barriers and Motivation
•Unlike children and teenagers, adults have
many responsibilities that they must
balance against the demands of learning.
•Because of these responsibilities, adults
have barriers against participating in
learning

22. •Some of these barriers include lack of
time, money, confidence, or interest, lack
of information about opportunities to learn,
scheduling problems, "red tape," and
problems with child care and
transportation.
•Therefore, adult learners have to be
motivated for learning to be effected.

23. •Motivation factorscan also be a barrier!
•What motivates adult learners?

24. •Motivation.If the participant does not
recognize the need for the information (or
has been offended or intimidated), all of
the instructor's effort to assist the
participant to learn will be in vain.
•The instructor must establish rapport with
participants and prepare them for learning;
this provides motivation. Instructors can
motivate learners via several means:

25. Set a feeling or tone for the lesson.
Instructors should try to establish a friendly,
open atmosphere that shows the participants
concern which will help them learn.
Set an appropriate level of concern.The
level of tension must be adjusted to meet the
level of importance of the objective. If the
material has a high level of importance, a
higher level of tension/stress should be
established in the class. However, people
learn best under low to moderate stress; if
the stress is too high, it becomes a barrier to
learning.

26. •Set an appropriate level of difficulty.The
degree of difficulty should be set high
enough to challenge participants but not so
high that they become frustrated by
information overload.
•The instruction should predict and reward
participation, culminating in success
•In addition, participants need specific
knowledge of their learning results
(feedback ).

27. •Feedback must be specific, not
general.
•Participants must also see a reward
for learning.
•The reward does not necessarily have to
be monetary; it can be simply a
demonstration of benefits to be realized
from learning the material

28. •Finally, the participant must be interested
in the subject.
•Interest is directly related to reward.
•Adults must see the benefit of learning in
order to motivate themselves to learn the
subject.

29. What are the extension methods??
•The term extensionwas first used to
describe adult education programmes
in England in the second half of the
19th century; these programmes
helped to expand -or extend -the
work of universities beyond the
campus and into the neighbouring
community.

30. •The term was later adopted in the United
States of America, while in Britain it was
replaced with "advisory service" in the
20th century
•A number of other terms are used in
different parts of the world to describe the
same or a similar concept:

31. •Arabic: Al-Ershad (“Guidance”)
•Dutch: Voorlichting (“lighting the path”)
•German: Beratung (“advisory work”)
•French: Vulgarisation (“popularisation”)
•Spanish: Capacitación (“Training”
"Capacity Building")
•Thai, Lao: Song-Suem (“to promote”)
•Persian: Tarvij & Gostaresh (“to promote
and to extend”)

32. Extension methods
•Methods in general are systemic ways of
reaching objectives.
•Extension methods consist of techniques
of communication between extension
workers and client groups with the aim of
motivating and enabling them to find ways
of solving their problems

33. •Methods relate to influencing processes,
and thus, determining methods means
thinking in terms of phases and sequences
and of how it might be best to proceed.
•Methods used must be specifically
adapted to circumstances, because the
use of any communication technique
depends on;-the number of people to be
addressed, the problem to solved, and the
capacity of the extension service

34. TYPES OF EXTENSION
METHODS
•This are broadly categorized into three:
•Individual methods that entails;-Farm and
home visits, office calls, personal letters,
phone calls, e-mails and its related means
like skype /messenger/facebook.
•Group methods: method and result
demonstrations, study visits, meetings,
farmer field schools, extension schools

35. Ext. methods cont….
•Mass methods: television, radio, leaflets,
newspapers/Newsletters/magazines

36. Communication techniques and methods
Purpose method Addressees
Assistance in problem
solvingand decision
making
Identification of
problems and
solution
Information
transfer
Individual extension talk with
client
Individual field visit/farm
visit/calls
Individual person
Group discussion
(informal/formal)
Extension group-extension
circle
Demonstrations
Excursions/field trip/farm visits
Groups
Field days
Information meetings
Campaigns
Agricultural competitions
Agricultural shows/ exhibitions
Radio/TV transmission
Large groups
Mass
Dispersedpublic

37. Individual extension methods
•Itisnotaneffectivewayofpromotingthe
wellbeingofthemassofsmall-holder
famersorreachinglargenumbersof
clients,butasthemostintensiveformof
communicationbetweenfarmersand
extensionworkers
•Itplaysroleinprivateextensionaswellas
incomplementinggroupandmass
extensionmethodsiftheoutreachof
extensionisdefinedgeographically:

38. 1. Individual counseling of contact farmers
and functionaries in client group
•Communicationofdifficulttechnical
matters
•Organizationaladviceonsettingupand
runninggrouporganizations
•Preparationofmeetings,programsand
campaigns
•Communicationofup-to-dateinformation
•Workingoutsolutionstoproblems
together

39. 2. Discussion with individual members of the
client group
•Theadvisercanhavediscussionwith
individualfarmersonanongoingbasisin
orderto:-
•Gatherinformationthatheneedsfor
checkingthecontentandmethodsof
extensionwork
•Findoutreactionstothedevelopment
measuresonoffer

40. •Give farmers the chances to talk about
issues they would not discuss in the
presence of others
•Avoid giving the impression that they are
only willing to talk to contact farmers and
officials
•Individual extension methods include:-

41. a. The extension talk
•Extensiontalksdifferfromanormal
conversation,aninquiry,oran
interrogation
•Itisalwaystheclientandhis/herwayof
perceivingaproblemthatisthefocusand
startingpointoftheextensionworker
•Thereareformalandinformal
extensiontalks

42. •Formaltalksusuallytakeplaceonthe
farmorinadviser’soffice–theaimof
suchtalksistoisolateconcreteproblems
andworkoutwaysofsolvingthemIn
contrast
•ThereareInformalcontactsthatcan
occuronnumerousoccasions,and
theextensionworkermaywellfind
thistheeasiestwayofgettingto
understandthewishesanddifficulties
ofclientgroupsandofestablishing
contactwiththem

43. •Thecourseandthefunctionofextension
talksshouldbedeterminedbythe
objectiveofclearlyidentifyingexisting
problemsandtheircausesandtryingto
arriveatpossiblesolutionstogether.-A
discussionwillonlybeproductiveifthere
isacommonwayoflookingataproblem.
•Theadvisermustnotbetemptedto
imposeasolutiononthefarmereven
thoughs/hemightbeinapositiontodoso
onaccountofhissuperiorknowledgeand
powerofexpression

44. •Understanding problems becomes easier
when the person to be advised is
respected as an individual
•It is not uncommon to find prejudice, a
desire to impress, and a disapproving
attitude on the part of the extension agent,
which may result to a defensive attitude on
the part of the client and make extension
advise an impossibility

45. Guidelines to conduct a problem-
solving individual extension talk
•1.Make sure that the extension agent and
the client have the same perception of the
overall problem situation
•2.Conduct a situation analysis of the
problem together-to make sure they both
see the problem in the same way
•3.Reflect together on the possible causes
of the problem-what explanation does the
farmer give? Is s/he aware of other
possible causes?

46. •Are there more relevant causes that the
extension agent could add?
•4. Find together feasible solutions to
address the most important problem
•5. Help the client to opt for the correct
option by giving relevant information about
the solutions discussed. For example;-what
is needed, what are the costs involved and
what are the side effects e.t.c.
•6. Offer your ongoing assistance in the
process of implementation of the solutions

47. b. Individual extension farm/field visit
•The extent to which discussions can take
place on the farm depends on local
conditions, the farmer’s routines, the time
of the day or year, and the content of the
session
•A discussion at the farm offers the
following advantages compared to other
methods of individual extension methods

48. •The farmer feels secure in own
surroundings and is more willing to
discuss matters openly
•Specific problems like plant diseases, …
can be investigated directly on the spot
•It is easier to get farmers to see benefit of
innovations when they are in familiar
surroundings
•The adviser will be in a position to validate
any claims made by the farmer and
discuss with the farmer to arrive at
possible solutions

49. •Regular visits mean a regular exchange of
ideas, which is necessary if the content
and methods of extension work are to
continually brought up-to-date-This is
essential for training contact farmers and
functionaries
•If the adviser is already familiar with the
farm, his/her visit can be restricted more
and more to just dealing with essential
technical matters

50. c. Individual extension in the office or home
of adviser
•Visits by farmers to the office or home of
the extension agent in developing
countries are not very common.
•Reasons include the often considerable
distance to the nearest extension agent,
transport costs and problems, perhaps bad
experiences (having to wait a long time,
having other activities deferred, empty
promises)

51. •Personal inhibition about presenting their
problems.
•However, better educated and financially
secure farmers with experience of dealing
with authorities are more likely to seek out
the adviser for themselves, a fact which
encourages selective counseling of the
better farmers and reduces the chances of
the poorer client groups

52. Rules to observed when extension work is
carried out in the adviser’s office or home
•The client groups must be informed of the
adviser’s consultation hours which must
be held regularly
•Problems often arise when farmers visit
the office outside the consultation times,
sending visitors away or making them wait
for hours is a frequent occurrence, but not
an acceptable way of dealing with people

53. •Even if the office is only modestly
furnished, tidiness and cleanliness
should be observed. Offering the client
refreshment and the chance to sit down
helps to create a friendlier environment
from the beginning
•As an adviser try to make an effort to
create an informal atmosphere. In the
discussion you should not confine yourself
just to technical matters but also observe
the traditional courtesies and establish a
positive relationship during the extension
session

54. •Try as much as possible to minimize
outsideinterruptions. It may be difficult in
large offices where telephone calls and
other visitors make conversation difficult
and irritate the client
•The main points of any important sessions
should be recordedso that they can be
followed up

55. d. Individual extension by telephone,
through letters and e-mail
•Meeting personally is absolutely
necessary at the beginning of an adviser-
client relationship
•Later on, if a positive and trusting
relationship exists, not every activity must
involve personal contact
•Where possible, shorter messages and
standard information can also be
transmitted impersonally

56. •For example, letters, fax, e-mail or SMS,
telephone calls are intermediate means of
contact that allow for a direct exchange of
information and intermediate response to a
message, meaning that misunderstandings
can be better prevented compared with one-
way communication
•The diffusion of mobile telephone networks
even to remote areas makes things much
easier. But the more critical phases is in
complex problem solving that calls for
physical presence and direct personal contact

57. e. Individual extension in the market place or
at religious places
•Being present at the markets or near
church or mosque may make easier for
the clients to approach the adviser
•The hurdle the clients have to overcome
may be lower compared to calling by
telephone or going to the office, so that
after a few words of greeting and small
talk, the client can indicate that s/he has
problems and need support

58. •Then an appointment for a meeting can be
made.
•Beginning to talk about the problem
immediately is generally not appropriate;
the situation is too public, not confidential
enough and too much noise and
disturbance limits the efficacy of
interaction

59. GROUP METHODS
•Several members of the client group who
are linked by formal or informal ties are
addressed at the same time.
•It is the most important method for
advising and promoting the interests of a
large number of clients(farmers).
•The more it is supplemented by individual
and mass extension methods, the greater
are its chances of success.

60. •However,groupextensionmethodisnot
alwaysthebestwayofcommunicating
particularlydifficultandcomplexsubject
matters.
•Groupextensionmakes increased
demandsonthemethodologicaland
organizationalskillsoftheadviser
•Unlessgroupingsoffarmersalreadyexist,
itisdifficulttoformsuchgroupsandkeep
themfunctioning

61. •Theadvisercannotdeterminethe
compositionofgroup,his/hertaskis,
amongotherthings,toimprovecohesion
ofgroups,thegroupclimateandhowthey
functionbymeansofcontinuoustraining
andcounseling
•Groupmethodsrequiregoodplanningin
selectingandinvitingtheparticipantsin
determiningandpreparingprograms

62. •The use of teaching and extension aids
makes group methods more attractive and
more effective, but calls for more
preparation and expertise on the part of
the adviser in handling the various media.
•The presence of specialists and
representatives from complementary
organizations is often necessary and calls
for advance planning and arrangements

63. •Compared to individual extension work,
there is a greater chance of conflicts
between clients (farmers) and advisers,
but this must be viewed positively; in
groups clients can emphasize their
interests to a greater effect
•Group extension work offer the following
advantages over individual techniques

64. •A large number of clients can be reached
even if the material and staffing provisions
of extension service is limited
•Extension costs per head of the client
group are reduced
•There are definite time savings compared
to individual extension work

65. •Group methods permit more participation
by the client groups
•Group extension work means increased
observation of the adviser’s performance
by the clients/farmers, which is an
incentive to greater effort on his part
•Farmers /clients exchange their views of a
problem, their experiences and judgments,
and this is more convincing than the same
content coming from the adviser

66. •Techniques of group dynamics can be
used to accelerate the spread of
information and increase the willingness of
the clients/ farmers to make decisions
•If the adviser does not express him/herself
adequately, s/he is frequently “translated”
by the members of the group
•Advantages and disadvantages of an idea
can be weighed up more thoroughly in
group discussions.

67. •A group as a whole is prepared to accept
a higher risk than an individual, and the
potential for superior performance of
groups and teams compared to individuals
can be activated for extension purposes
•Group extension motivates clients to move
from interest stage to trial stage of
learning.
•When the reaction of the group is positive,
the majority of the members may proceed
to adoption stage of an innovation

68. Examples of group methods
•They include:
•Demonstrations; Meetings
•Group/panel discussions’ extension
group/circle
•Field/tour trips
•Field days
•Farmer Field Schools
•Framer’s training centers
•Seminars/workshops e.t.c

69. A: Demonstrations
•The demonstrations are the foundation of
extension teaching
•In areas where the educational level of
farmers is poor, demonstrations are
particularly effective as “seeing is
believing”
•Demonstrations are one of the most
effective tools for transfer of technology as
they involve three processes of learning:
•i.e Seeing, hearing and doing

70. Types of demonstrations
•There are two types of demonstrations
•Method demonstration
•Result demonstration

71. i. Method Demonstration
•In a method demonstration, an improved
practice is presented before a group step-
by-step to teach them how to carry it out.
•For example:-pruning, grafting, sowing,
seed in lines, treating seeds with chemical
e.t.c
•The technique offer the following
advantages:

72. •By this technique the farmers /clients learn
effectively and understand easily
•It motivates people and stimulates action
in an integrated way
•By this technique leadership is developed
•This technique provides confidence to
extension worker
•s and the farmers / clients
•Promotes social contact between the
extension agents and people

73. •Accomplishes a change in practices at a
relatively very low cost
•Note:You can employ method
demonstration during field days and
farmers’ meetings
•However, method demonstration has the
following limitations

74. •The demonstration is based on the skill of
the extension worker
•Success of demonstration depends upon
adequate facilities available at the
demonstration site
•It has little effect if the technology (material
and equipment) is too costly
•It involves a considerable amount of time
for preliminary preparation

75. ii. Result demonstration
•This method provides us result of
improved practices in comparison with old
practices
•It is one of the most important techniques
to gain confidence of the farmers/ clients
in terms of adoption of recommendations
•It has the following advantages:-

76. •It is an effective technique for introduction
of a new extension programme
•It furnishes local proof of the desirability of
recommended practices
•The result demonstration convinces the
farmers / clients and is adopted readily
•It is a good source of collecting authentic
data for meetings, radio talks and news
items

77. •It also helps in discovering local leadership
•Provides valuable data for policy
formulation
•It creates confidence in the extension
workers and farmers

78. Limitations
•It is a time consuming practice
•Its success depends upon the efficiency of
the extension worker
•The practice is open to seasonal threats

79. B: Meetings
•One of the oldest and most important
methods of extension teaching
•Meetings are called by extension worker
for training about the production
technology of the next crops as well as
discussing the various problems being
faced by farmers/ clients
•Adequate time and encouragement should
be provided to the farmers / clients to
discuss their difficulties

80. C: Group discussions
•Through discussions various points of
view and the interests of the participants
are aroused to do something towards
solving their problems

81. Guidelines for conducting group discussions
•Existing practices should not be criticized
instead new ideas should be placed before
the group for discussion
•The extension worker should avoid giving
the impression that his/her solution is the
best
•Avoid imposing the pre-conceived idea on
the people

82. •In the initial step it maybe unsuccessful,
therefore the extension worker should not
get frustrated
•Before going for a meeting, a well-
prepared concept and a clear idea may be
borne in mind

83. D: Panel discussions
•Panel discussion is best for showing
points of view and presenting controversial
objects
•Advantages:
•It provides spontaneous interaction
between the panel members and audience
•Provides opportunity for both Q&A

84. •The interaction and the fast moving Q&A
create interest among the audience
•Discussion can cover a lot of the subject
matter under a skilful leader

85. E: Seminars / workshops
•This approach is used for training
extension personnel and local leaders.
•Its effectiveness depends upon a high
qualified pool of resource person, careful
planning, schedules, and facilitation (food
& accommodation)

86. F: Lecture technique
•Used by extension worker and subject
matter specialist to present technical
information.
•It is a one way communication from
speaker to audience
•For a lecture to be good it must have the
following characteristics

87. •It should focus on the subject matter of
interest of audience
•It should start with a challenge
•Establish a common ground between the
speaker and audience
•It must contain familiar and concrete
words that express the idea
•Presentation must be in a logical
sequence
•It must integrate ideas

88. •All the main point should be given
consideration
•It must have unity, coherence and
emphasis
•It must be supplemented by visual aids

89. G: Tours and field trips
•This is informal and teaching is done at
farms where successful projects have
been carried out
•During tour, participants are taken to the
agriculture farms/other places where the
activities are being carried out
•A special planning and prior arrangement
should be made before tour / trip

90. H: Field days
•Field days are vitally important to show the
neighboring farmers the effect of the
technology where demonstration is held.
•The famers / clients, extension worker and
subject matter specialists visit the field
demonstration to see the results
themselves.
•Field days are more effective when held at
a proper stage (during the period when
differences are visible)

91. •Example: after application of technology,
at harvest time.
•Other group techniques include:
•Learning through brainstorming and buzz
grouping
•Farmers Training centres

92. Brainstorming
•Is used to stimulate creativity and promote
involvement of the audience in the
learning process
•The brainstorming session should be
guided by a leader who may be a SMS
•One member should be deputed for
recording the suggestions
•At the clossing of the session, the leader
should report on the suggestions made

93. Buzz grouping
•The group is divided into 4 to 6 members in
small groups
•The specific topic to be addressed is
explained
•Each group is asked to select a leader and a
recorder
•The discussion or “buzzing” proceeds for a
period already specified
•The presentation is prepared and presented
to the gathering

94. MASS METHODS
•Massmediaarethosechannelsof
communicationwhichconveyinformation
toalargenumberofpeopleatatime
•Theyincludemediawhichconvey
informationthroughprint(posters,
newspapers,leaflet),bysound(radio)and
movingpictures(TVandfilms-ontapesor
VCD/DVD)

95. Functions of mass media in
extension education
•Spreading information awareness and
creating interest in a community especially
to the innovators/venturesome
•Giving timely warnings about a possible
event like pest and disease outbreaks, and
urgent advice on what action to take
•Multiplying the impact of extension
activities. For example, a demonstration will
only be attended by a small number of
farmers but results will reach many more….

96. •… If they are reported in newspapers and
radio or telecast on TV or multiplied in
VCD/DVDs and distributed to various
groups of clients with similar interest.
•Sharing experiences with other individuals
and communities. The success of a village
in establishing, (example:-a tree
plantation may stimulate other villages to
do the same if it is broadcast over a radio.
Farmers are also interested in hearing the
problems of other farmers/clients and how
they have overcome them

97. •Answering questions and advising on
problems common to a large number of
farmers/ clients
•Repeating information and advice.
Information heard at a meeting or passed
on by an extension agent can soon be
forgotten. It will be remembered more
easily if it is repeated by mass media
•Farmers/ clients can be brought into
contact with successful farmers/ clients
from other areas, respected leaders and
agricultural experts through mass media

98. •Mass media communication requires
specialist professional skills. Extension
agents can contribute to the successful use
of mass media by providing material to
media producers in the form of newspaper
stories, photographs, recorded interviews
with farmers, items of information about
extension activities or ideas for new
extension films and radio programs.
Extension agents may use mass media in
their extension work e.g by distributing
posters and leaflets or by encouraging
farmers to listen to farm broadcast on radio
and TV

99. Principles of media use
•For effective extension work through mass
media, the farmers/ clients must:-
•Have access to the medium
•Be exposed to the message-they may have
radios/TV, but do they listen to broadcasts
related to farming or watch agricultural
programs on TV?
•Pay attention to the message information. It
must be attractively presented and relevant to
farmers’ / clients’ interest
•Understand the message

100. Quality of a mass media
message
•Mass media messages are short lived and
the audience may pay attention for only a
short time, particularly when the content is
educational or instructional.
•If too much information is included, much
of it will soon be forgotten.
•This means that the information passed
through mass media should be:-

101. •Simple and short
•Repeated to increase understanding and
help audience to remember
•Structured in a way that it aids memory
•Coordinated with other media and with
advice given by extension agents-it is
important that what the farmers/ clients
hear and see via mass media, matches
what extension agent tell them

102. •Extension agents can help media
producers by keeping them informed of
farmer’s concerns and information needs,
and by reporting any failure to understand
the content of the products of mass media

103. Types of mass media
materials/methods
•They are broadly grouped as
•-Print media-posters, newspapers,
magazines, leaflets, circular letters
•-Audio-visual media-radio/TV
programs for a specific subject matter

104. PRINT MEDIA
•The term print media is used to cover
communication techniques that rely
principally on combination of printed words
and pictures
•They are our oldest formal combinations
•To use them effectively, the educational
levels and literacy rates of the audience
must be considered.

105. POSTERS
•They are useful in publicizing forthcoming
events and for repeating messages that
farmers/ clients receive through other
media
•Prepared as part of (agricultural)
campaigns and issuing warnings or
instructions against outbreaks or losses
•They vary in size, and may also be
supported with appropriate photographs

106. •They should be displayed in prominent
places where a lot of people pass by
regularly.
•The most effective posters carry a simple
message, catch people’s attention and are
easy to interpret
•Posters are put on walls of buildings,
fences, trees, poles, bulletin boards,
trucks, automobiles e.tc

107. NEWSPAPERS
•Not widely available in rural areas.
However, local dealers often read
newspapers, and a regular column on
agricultural topics is useful to create
awareness of new ideas and to inform
people of what other groups or
communities are doing.
•Now-a-days many newspapers publish a
special weekly page on agriculture.

108. MAGAZINES
•This are published on monthly or quarterly
basis by the agricultural departments to
convey new information or seasonal
calendars
•Farmers’ organizations, associations and
chambers also publish periodic magazines
preferably in widely used local languages

109. LEAFLETS
•They can summarize the main points of a
talk or demonstration, or provide detailed
information that would not be remembered
simply by hearing it, such as fertilizer
application rates or names of seed
varieties

110. CIRCULAR LETTERS
•They are used to publicize local extension
activities to give timely information on
local farm/community problems and to
summarize results of demonstrations so
that the farmers/clients who can not attend
them may still benefit

111. AUDIO-VISUAL MEDIA
•Radio:-radio is a particularly useful mass
medium for extension. They are
electrically or battery operated.
•Information can reach households directly
and instantly throughout an area
•Urgent news and warnings can be
communicated more quickly on radio than
print media

112. •Radio is the best source of spreading new
ideas and activities of extension to a large
number of people at a time
•It can enable one district or group to share
its experience with others

113. Ways extension agents can achieve
effective use of radio
•1. Recording broadcasts on farming or
message on a cassette recorder to replay
to farmers/clients later
•2. Encouraging farmers/clients to listen to
broadcasts either in their own houses or
in-groups at a community centre
•3. Stimulating the habit of listening to
broadcasts on farming/lessons and
expectation of gaining useful information
from radio

114. •Television/VCD/DVD-combines vision
(picture) with sound
•TV broadcasts are limited to far-flung
areas
•Moreover, majority of poor famers/clients
can not afford buying television sets
•Now-a-day’s TV centres are telecasting
films on agriculture/nutrition regularly to
teach farmers/community members
•Video/films can also be made locally to
show to the farmers/community members

115. Evaluating effectiveness of EM
•Extension teaching methods may be
defined as devices used to create
situations in which new information can
pass freely between the extension agent
and the communities.
•It is the function of the extension worker to
use the extension methods which provide
opportunities for people to learn and which
stimulate mental and physical activities
among the people.

116. •For extension workers to be
successful they must fulfill two
conditions:-
•They must be proficient in technical
knowledge and education process
•They must also have the right attitude
towards people/communities

117. 4 conditions are necessary for
effective use of teaching
methods
•The learning situation
•The learning objectives
•The learning experiences
•And the use of a variety of teaching
methods

118. The learning situation
•This comprises the extension worker who:
•-has clear objectives
•-knows the subject matter to be taught
•-Is able to communicate freely with the
farmers/community members
•AND
•Includes the people who are capable and
interested in learning the subject matter

119. •The subject matter must be pertinent to
farmers’ /communities’ needs and which is
taught at people’s intellectual level.
•The learning situation should be free from
outside distraction
•-should be suitable to the subject matter
presented
•-should be available when required
•-and ought to be skillfully used

120. The learning objectives
•As a pre-condition, objectives for the use
of extension methods must be clearly
established-An objective is an end
towards which teaching is directed.
•Therefore, any purposeful teaching has
specific objectives which must contain four
basic elements-people to be taught,
behaviour changes to be made, subject
matter to be taught and life situation in
which action is to take place

121. The learning experience
•That is the employment of effective
learning experiences.
•A learning experience is defined as the
mental or physical reaction one makes in a
learning situation through seeing, hearing
or performing activities during a learning
process

122. Use of variety of extension
teaching methods
•Provision should be made for opportunity
to use a variety of extension methods
•@@@@ END@@@@

123. Assignments
•Let us freely form groups of --people @
and submit the list to my office next
Monday.
•Questions will be set for groups to work on
and present in classes
•Take home assignment for individual
students

124. Group assignments
•A: Having understood the purposes of
farm/home visits, describe the essentials
for making the visit effective
•B: Given circumstances prevailing provide
guidelines in conducting result
demonstration
•C: provide clear guidelines for preparing
and conducting an extension meeting

125. •D: Many extension agents will at some
time have an opportunity to speak over the
radio. They maybe asked to interview
farmers/clients in their area or perhaps
give a short talk themselves. Provide
guidelines on preparing a radio talk and
interviewing your client.
•E: What are the procedures to be followed
in preparing and presenting a television
program for your clients?

126. •F: Prepare a poster intended to
communicate a specific message to your
clients
•G: Prepare a leaflet intended to relay
specific information to your clients
•H: