Lecture Note

(Based on Fifth Dean Course Curriculum)

Course Title : Fundamentals of Agricultural Extension Education

Course No. : [Link].3.1 ([Link]. (Hons) Agri.)
Credit : 2+1=3

Prepared by
[Link]
Assistant Professor & Head
CoA, AAU, Vaso
 Syllabus Theory:
• Education: Meaning, definition & Types; Extension Education- meaning, definition,
scope and process; objectives and principles of Extension Education;
• Extension Programme planning- Meaning, Process, Principles and Steps in Programme
planning.
• Extension systems in India (TOT).Extension efforts in pre-independence era (Sriniketan,
Marthandam, Firka Development Scheme, Gurgaon Experiment, etc.) and post-
independence era (Etawah Pilot Project, Nilokheri Experiment, CDP, NES etc.) various
extension/ agriculture development programmes launched by ICAR/ Govt. of India
(IADP, IAAP, HYVP, IVLP, ORP, ND, NATP, NAIP, etc. --Name, Year with Important
Remarks)
• Rural Development: concept, meaning, definition; various rural development
programmes launched by Govt. of India viz. Panchayat Raj System, Rashtriya Krishi
Vikas Yojana, Antyodaya Anna Yojana, Deendayal Upadhyaya Gramin Koushalya
Yojana, Deendayal Disable Rehabilitation Scheme, Gramin Bandharan Yojana, Rural
Housing(Indira Awas Yojana) Integrated Child Development Scheme, Integrated Rural
Development Programme, Livestock Insurance Scheme, Mahatma Gandhi National Rural
Employment Guarantee Act, National Food Security Mission, National rural Livelihood
mission, pradhanmantri Awas Yojana, Swarnjayanti Gram Swarozgara Yojana (Name,
Year with Important Remarks).
• New trends in agriculture extension: KVK, ATMA, ATIC in detail , Brief
aboutprivatization extension, cyber extension/e-extension, market-led-extension, farmer-
led -extension, expert systems, etc.
• Monitoring and evaluation- concept and definition, monitoring and evaluation of
extension [Link] of Technology-Concept and models

Reference books/review books

1. Dimensions of Agricultural Extension O.P. Sharma, L.L. Somani
2. Extension Education & Rural Surya Rathore, [Link]
Development
3. Fundamentals of Agricultural Extension Utpal Barman,Rajendra kumar Talukdae,
Prasanta Mishra, Sajib Borua
4. A Handbook of Extension Education Dipak De Basavaprabhu Jirli
5. Dimensions of Extension Education B.P. Mohapatra
6. A Textbook on Dimensions of Extension K.L. Dangi, Santosh Devi Samota
Education
7. Fundamentals of Extension Education P.M. Khan, L.L. Somani
(Incorporating ICAR Recommended
Syllabus )
8. An Introduction to Extension Education S.V. Supe
9. Fundamentals of Extension Education & Sagar Mondal, Om Prakash Mishra
Rural Development with Practical

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 Concepts of Education

1. Education: Word “Education” is derived from different two words viz. Latin word
EDUCARE, which means to bring up physically or mentallyand French word
EDUCERE, which means leading out or leading forth.

2. Education is the process of bringing desirable changes in human behaviour in terms of

knowledge, skill and attitude.

3. Knowledge (Knowing behaviour): Knowledge is understood information possessed

by an individual.
4. Attitude (Feeling behaviour): It means feelings of an individual towards or against
something; it may be a person, object, institution, thought or idea.
5. Skill (Doing Behaviour): Skill is the competency in using knowledge efficacy. There
are two types of skill, (1) Mental skill and (2) Manual skill or Physical skill.
Types of Education
1. Formal education: A formal education is the process of training and developing people
in knowledge, skills, mind and character in a structured form (within four walls) and
certified programmes.
It includes basic learning, elementary and high school, and post-secondary school
(college, trades or technical school, or university).
2. Informal education: It is the truly lifelong process whereby every individual acquires
attitudes, values, skills and knowledge from daily experience. Here learning takes
placesfrom family, friends, peer groups, market place, training centers, the media
and other influences in a person’s [Link]. Son of carpenter learns
carpentry from his father while helping his father in his work.
3. Non-formal education: It is well organized, systematic educational activity which takes
place outside the formal system in order to provide certain selected type of learning to the
selected group of individuals which includes adults, youth and [Link]. Training
provided to the farmers by extension workers.
Differences between Non formal Education and Formal Education
Non formal Education Formal Education
It is also known as extension education, It is also known as within four walls
non-formal education, adult education, education, primary education, school
end-less education, out of the four walls education, and college education and
education, continues education and adult structured education.
education.
Education that we get out of schools and Education that we get in schools and
colleges. It is informal way to educate colleges. It is way to educate learners
people, where rigid formalities are not following all the formalities.
necessary to follow all the times.

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In extension education there is no fixed In this type of education there is a fixed
curriculum. Its flexibility or changeable or pre-decided curriculum/content so
depending on the needs of the learners. there are rare chances to change it.
The learners/ audiences are The learners/ audience are
heterogeneous with different goals. They homogeneous in age, education,
are varying in age, education, needs, experience etc. and have common goals.
problems, interest and other characteristics.
Teaching is horizontal and mostly need Teaching is vertical and curriculum
based and problem oriented. Extension centered. The teacher teaches and
workers and farmers exchange problems learners receive vertically. It is possible
and solutions with each other horizontally. most of the times that teacher is superior
It is not possible all the times that teacher is to learners.
superior to learners.
Extension education starts from practical Formal education starts from a
field problems and goes up to solutions to theoretical or conceptual framework
create theoretical understanding. and leads to practical or actual
fieldwork.
Final power of teaching and learning Final power of teaching and learning
remains with learners. Freedom of choice remains with teachers. Strictly
of subject matter is left to the learners. institutional norms and formalities are
Learners are not bound to learn. It is followed viz., fixed period, fixed books,
learner centered education. examination.
This education is not class oriented, This education is of a specialized nature.
subject-centered and degree-oriented. It is class, subject and degree
oriented.
Teaching is through extension personals Teaching is only through instructors
and also through local leaders.
It is continuous process through - out life At certain level, there is end of
of individual. education. It may end with school,
college or University education.
The physical facilities like classroom, Required physical facilities like
laboratory and benches are not required. classroom, laboratory, benches, and fans
Education is given at farm, home or etc. for lectures. Fixed classroom is
wherever learner wants to learn. required.
Participation is wholly voluntary, free Attendance is largely compulsory i.e.
education in matter of learner’s choice. no free education according to his
choice.
It is given using mass media, farm and Mainly lecture method is used to
home visit, result and method teach learners.
demonstration, training
It is more practical and problem solving. It is more theoretical and subject
oriented.

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 Concept of Extension Education
The word Extension is derived from two Latin words ExandTensio. Ex means out and Tensio
means stretch or spreadand,thus meaning of Extension is spread out or stretches out
knowledge which is beyond the capacity of school education.
1. It is the out-of-school process aimed at bringing desirable changes in the knowledge, skill
and attitude of farmers, farmwomen, rural adults and youths in order to help them to
solve their problems (S. K. Wagmare, 1980).
2. According to Leagans J.P.: Extension education is the process of teaching rural people
how to live better by learning ways that improve their farm, home and community
institutions.
He also defined extension education as an applied science consisting of content
derived from research, accumulated field experiences and relevant principles drawn from
the behavioural science synthesised with useful technology into a body of philosophy,
principles, content and methods focussed on the problems of out of school education for
adults and youth
3. According to Kelsey and Hearne (1963): It is out of school system of education in which
young and adult people learn by doing.
4. According to Ensminger (1967): Extension is an education and its purpose is to change
the attitude and practices of people with whom the work is done.
Components of Extension:Activity of extension can be made possible by its three important
broad components.
These components are Extension Education, Extension Service and Extension Work.
1. Extension Education: Education is given to prepare and develop experts for extension jobs.
The State Agricultural Universities (SAUs) and Colleges, ICAR and training institutes
generally perform the role of extension education.
2. Extension Service: It is input and service oriented field professional activities done to
transfer technology from research station to farmers’ fields and transferring farmers’
problems to research stations. The work done by government extension agencies like
Department of Agriculture, Animal Husbandry, Forestry, Fishery etc. are the examples
of extension service.
3. Extension Work: Many extension activities are done with the feelings of altruism,
selflessness or humanity in helping people to help themselves. The work done by Non-
Government Organization (NGOs) or individuals with an inspiration of unselfishness is
an example of extension work.
Objectives of Extension Education:
The general objective of the extension education is to raise the standard of living of the
farming community and rural people by helping them in using their resources like land, labors,
capital, water and livestock in the right and efficient way to increase their productivity.

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 The fundamental or main or broad objective of extension education is to bring about all-
round development in the life of people.
The specific objectives of extension education are as under:
1. To provide the occupational knowledge of farmers to increase their income.
2. To encourage farmer to be self sufficient in food and other requirements.
3. To help the members of farm family to know, learn and adopt better about the world in which
they live.
4. To open-up new opportunities for rural people
5. To develop talents and leadership quality of rural people.
6. To build confidence among rural people and show them better opportunities for their
occupation.
Agricultural Extension:
Agricultural extension can be defined as an ongoing process of providing useful
information to the farmers and rural people to acquire them knowledge, skill and attitude to
utilise effectively these information or technology to improve quality and productivity of their
farm, home and institutions.
It makes available to the rural villages, scientific and factual information and training and
guidance for the solution of problems of agriculture and rural life.
Agricultural extension is a bridge that fills the gap between agricultural research stations
on the one hand and the farming population on the other by establishing a suitable teaching
organization at various levels of administration.
Principles of Extension Education
Principle: The meaning of principle is fundamental truth or law or rules or regulation one has to
follow as the basis of some actions.
To achieve expected results through any action, action should be carried out based on
sound principles. It is necessary for extension worker to acquire a comprehensive knowledge of
the principles of extension.
1. Principle of interest and need: Because extension education is informal education,
educationists cannot use compulsion on learners to learn or participate in the educational
programme. In this situation if educationist carries out educational programme considering the
need and interest of the farmers, participation of the farmers in the programme will be possible.
Thus, extension work must be based on the needs and interests of the people. These needs and
interests differ from individual to individual, from village to village, from block to block, and
from state to state and therefore, there cannot be one common programme for all people.
2. Principle of cultural difference: Extension work should be based on the cultural background
of the people with whom the work is done. Improvement can only begin from the level of the
people where they are. This means that the extension worker should know the level of the

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knowledge and skills of the people, methods and tools used by them, their customs, traditions,
beliefs, values and norms before starting the extension programme.
3. Principle of cultural change: The culture of the people undergoes change while doing
extension work. The change is necessary for growth and development of society. There may be a
difference between the situation at the time of starting the programme and today’s situation.
Therefore, with growth and development of social status, the extension work should also to be
changed to meet the cultural changes among the people.
4. Principle of participation: Extension helps people to help themselves. Good extension work
is directed towards assisting rural families to work out their own problems rather than giving
them ready-made solutions. Actual participation and experience of people in these programmes
creates self-confidence in them and also they learn more by doing. The high level of interest
among the farmers towards any new efforts can be developed if they are involved from planning
to evaluation stages of any extension programme.
5. Principle of adaptability and flexibility: People differ from each other, one group differs
from another group and conditions also differ from place to place. An extension programme
should be flexible, so that necessary changes can be made whenever needed to meet the varying
conditions. Thus, when working with people we should not go with our pre-decided content but
after knowing their need and problems only content of programmes should be decided. Extension
workers must permit flexibility.
6. The grass roots principle of organization: A group of rural people in local community
should sponsor extension work. The programme should fit in with the local conditions. The aim
of organizing the local group is to demonstrate the value of the new practices or programmes so
that more and more people can participate.
7. The leadership principle: Extension work is based on the full utilization of local leadership.
The selection and training of local leaders to enable them to help to carry out extension work is
essential to the success of the programme. People have more faith in local leaders and they
should be used to put across a new idea so that it is accepted with the least resistance.
8. The whole-family principle: Extension work will have a better chance of success if the
extension workers have a whole-family approach, instead of piecemeal approach or separate and
non-integrated approach. Extension work should be therefore for the whole family, i.e. for male,
female and the youth. Each family member of the farmer has their impact in different manners.
Involvement of all family members in any new activity provides an opportunity to head of the
family to take quick decisions.
9. Principle of co-operation: Extension is a co-operative venture. It is a joint democratic
enterprise in which rural people co-operate with their village, block and state officials to pursue a
common cause. It has been experience of many countries that people become dynamic if they are
permitted to take decision concerning their own affairs, exercise responsibility for, and are
helped to carry out projects in their own village. Most members of the village community will
willingly cooperate in carrying out a project that they helped to decide to undertake. People
should involve in planning programmes, determining objectives, setting up plan of work,
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carrying out actions and evaluating results. The participation and co-operation of people are of
fundamental importance for the success of any educational behaviour. This also develops
leadership in the village and increases the confidence of the people. By participation people feel
that it is their own programme.
10. Principle of satisfaction:The end product of the effort of extension teaching is the
satisfaction that comes to the farmer, his wife or youngsters as the result of solving a problem,
meeting a need, acquiring a new skill or some other changes in behaviour. Satisfaction is the key
to success in extension work. A satisfied customer is the best advertisement. Thus, satisfaction of
the people is very essential in extension work. When a person receives satisfaction as a result of
his participation in an extension programme, he seeks further help from an extension agency.
This promotes the growth of extension work. The success of the extension work lies in the
satisfaction of the people. If participating in the programme does not satisfy the people will not
participate in the future.
11. The evaluation principle: Extension is based upon the methods of science and it needs
constant evaluation. The effectiveness of the work should be measured in terms of the changes
brought about in the knowledge, skill, attitude and adoption behaviour of the people but not
merely in terms of achievement of physical targets. The evaluation is the mirror of any extension
programme. It gives understanding about degree of success and at the same time base to
reformulate next efforts.
12. Principle of applied science: Applied agricultural science is not a one-way process. It does
not only give technology but at the same time it also collects problem of the farmers to bring to
the notice of the scientists. Two-way approach helps scientist to do the necessary changes in
technology to make it adoptable.
13. Principle of democratic approach: Extension work should try to create democratic
impression among the farmers while working with them. It can be done through giving
opportunity to the farmers to discuss and suggest their feelings. Facts about a situation should be
shared with people. All possible alternative solutions should be placed before the participants
and their merits are highlighted through mutual discussion. Ultimately, the people should left
free to take their own decision.
14. Principle of Learning by Doing: In extension work, the farmers should be encouraged to
learn new things by doing and by direct participation. They must be a part of practice the new
ideas. It helps in developing the confidence to use the new method in future.
15. Principle of trained specialists: It is very complicated for extension worker to keep himself
with all the new latest findings of research and all branches of science he has deal with in his
day-to-day activities. To guide farmers in an effective manner he should always take help of
well-trained specialists. This kind of involvement of various specialists will clear all the doubts
of the farmers in a methodical manner.
16. Principle of bringing variation by the use of extension teaching methods: Extension
workers should use proper extension teaching methods while educating the farmers. A
combination of a number of suitable extension methods leads to the higher success in the
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adoption and diffusion of innovations and technology among the people as compared to only
lecture method. Different methods must be used under different situations. No single extension
method is effective under all conditions e.g. reading material for those who can read, radio
programme for those who have radios, puppets for those who believe in traditional way of
learning.
17. Principle of gradual efforts: Any extension programmes should be started from where
people are. After knowing their existing level of knowledge, interest, availability of inputs and
adoptability, any programme should be matched up and initiated.
18. Extension education in line with the national policies: For the sustainable results, any
programmes should be organized looking to the state and national policy. Thus, any extension
work should be based on some working principles. The knowledge of these principles is
necessary for an extension worker to get desired results.
The Extension Educational Process
The extension is educational process. The prime duty of an Extension agent or educator is
to provide educational programme to clientele. To explain extension educational process,
Leagans, suggested five important steps. The sequence of steps in a cycle, expected to result in
progress from a given situation to a new or more desirable situation.
1. Situation: The first phase in any extension educational process is analysis of the situation.
The main aim of any extension education is to solve the problems of the rural people and fulfill
their needs. This is possible by collecting information regarding two situations viz. what is at
present and what should be? This requires a large amount of facts about all the aspects of the
existing situation. Thus, to collect such factual, extension worker are needed to collect
information regarding people and physical situation of the area where extension activity has to be
carried out. As far as information on people is concerned, information like peoples’ interests,
education, need, their social customs and habits should be collected. This information helps us to
know what types of new changes are needed in people. The databases are also needed about the
physical situation of the area such as types of soil, types of farming, markets and farm size.
Some of these facts shape up in to problems; other facts show the resources that are available
through any agencies. New facts and research finding should be introduced by extension workers
to stimulate a fresh approach to the problem of people.
2. Decide objectives: The second phase is to decide objectives. An objective is a direction of the
movement. On the bases of analysis of the existing situation, needs and problems should be
decided and objectives should be framed accordingly. Objectives can be classified on the basis of
requirement of time to achieve viz. short time objective; medium term objectives and long-term
objectives. Whatever objectives are decided should be realistic, dynamic and achievable. The
objective gives target to the extension worker to achieve.

8
 Steps in Extension Educational Process
[Link]: The third phase in extension educational process is teaching. This involves selection
of content for the programme and techniques of teaching or communication. To create ideal
learning situations, extension educationist must use different methods of communication to
stimulate learners considering objectives and audience.
[Link]: The fourth phase is evaluation of the teaching. At this stage extension educationist
determines that up to what extent the objectives have been achieved or fulfilled. An evaluation
is process by which the values of an activity are ascertained. Evaluation helps to estimate a
benchmark survey; it explains, whether we are proceeding in the right direction or not, it helps to
know the degree of progress and strong and weak points of the work done. Thus this step is an
important element in extension educational process.
5. Reconsideration: Fifth phase is reconsideration. This step consists of a review of previous
efforts’ results, which expose a new situation. If this new situation shows the need for further
work, then the whole process may begin with due modification of objectives. The new situation
may be different because of the physical, economic and social changes taken place after the
programme. At this stage extension worker tries to recognize new needs and interests for the next
programme.

Extension Programme planning

Programme: The programme is a statement of situation, objectives, problems and solutions. It is
relatively permanent but requires constant revision. It forms the basis for extension plans.
Planning: Planning is a process of preparing systematic statement of the line of actions to
achieve decided objectives based on needs and resources.
Programme Planning: Programme planning is a process of working with rural people in an
effort to recognize the problems and determine possible solutions.
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Project: Project is an outline of procedure pertaining to some phase of extension work.
Specification of work to be [Link] to be followed to accomplish the objective.
Problem: It is a condition that people after study, with or without outside help, have decided
needs to be changed.
Aim: Aim is a broad objective. It is broad and generalized statements of directions with respect
to given activities.
Objective: Objective is direction of movements. It is the direction towards which our efforts are
directed. There are three levels of objective: Fundamental objective: All inclusive objective.
[Link]’s participation in planning at grass root level. General objective: More definite social
objective. Mandatory creation of Panchayeti raj bodies at [Link] or specific objective:
enactment of suitable laws relating to panchayet, holding panchayet election in time.
Goal: Goal is the distance in any given direction one expects to go during particular period of
time.
Plan of work: it is an outline of activities so arranged as to enable efficient execution of
programme. It is a statement of activities to be undertaken by an individual within a definite
time. It indicates what is to be done, who will do it, how it is to be done, when it is to be done.
Calendar of work: It is plan of activities to be undertaken in a particular time [Link] is
chronological arrangement of activities.
Importance of Programme Planning:
1. It helps in avoiding future problems. A good planning always identifies and monitors
future development that will have a major impact on performance of results.
2. It helps to get institutional support of local [Link] proper implementation of the
plan, the involved person must be in substantial agreement with the plan. Planning
will help to justify the appropriations by public bodies and to obtain support of the
key personnel.
3. It gives reliable information about situation where we have to [Link] and
whatever information is required about the programme, situation and resources, it is
easily available from the records.
4. It offers assistance. Programme planning makes sure about what is to be done and why,
establishes objectives, gives direction for carrying out work and helps in evaluating
results.
5. It prevents wastage of resources: Programme planning helps to reduce the wastage of
time, money and resources and provides general efficiency. Optimum results can be
accomplished under the prevailing circumstances and conditions.
6. It provides continuity to efforts. Programme planning presents continuity to the
programme because of availability of plan in black and white.
7. It helps in leadership development: Development of leadership is one of the keys to
success and planning is one of the best methods of developing leadership.
8. It helps to get local support: A programme planned with the cooperation of the people
and based on their needs will get full support from them.

10
 9. It minimizes conflict. Many conflicts like conflict of resources, personalities etc. may
arise while executing a programme and these can be easily removed at planning stage. A
good programme planning can avoid unnecessary conflicts.
10. It helps in fulfilling people's needs and wants.
11. Shares commitment and responsibilities.
12. Ensures a balanced but varied programme.
13. Provides opportunity each member to feel important in the community.
14. It gives specific job to each member involved in.
15. Ensures ample preparation time.
16. It provides maximum involvement.
17. It provides better communication.
18. It helps to learn how to cooperate and compromise.
19. It provides opportunity of learning how to plan.
20. It encourages members of society to look forward to meetings
STEPS OF PROGRAMME PLANNING
1. Assessing the situation: Sound plans are based on availability of relevant and reliable facts.
This includes facts about the village people, physical conditions, existing farm and home
practices, trends and outlook.
 Basic information about village: To study the situation one should collect information about
village like population, total number of families, farm families, occupation of the villages, and
facility of communication, transport, health, schooling and drinking water.
 Information about farming: like total area under cultivation, size of landholding, types of
crops grown, cattle feeds, utilization of grassland, diseases and pests control, position of labour
and financial position.
 Information about characteristics of local people: like their existing knowledge, skill,
understanding, attitude, interest, education level, social participation, level of scientific
orientation, ability etc.
After assembling the facts pertaining to local situation, it is important to analyze these
facts to understand situation of the area where extension work has to be done.
2. Determination of objectives: Based on information on the situation and urgency of the
problem, need and solution of the problems, extension worker decides objective to satisfy
problems and needs of the community.
 The objectives are the direction of movement. The objectives can be of different types.
Fundamental objectives, General objectives and Specific or working objectives.
 The objectives can also be classified on the basis of period of achievement like Long term
objectives: (achievable in more than 10 years), Medium term objectives (achievable within
the period of 3 to 5 years) and Short term objectives (achievable within one year or one
season).
 The objectives must be well defined, clear and achievable, according to the need, interest and
problems of the people.
 Objective should be SMART. Which means: S= Simple, M= Measurable, A= Attainable, R=
Realistic and T= Time bound.

11
3. Identification of problem: At this stage the problems leading to a situation are selected to
solve.
The problems are then classified according to their nature.
 Many problems can be solved by the villagers with their own resources [Link]
road preparation
 The problems that can be solved using community cooperation e.g. village
cleanliness and
 Problems that require assistance from outside sources because of need of high costs
and technicalknowledge e.g. Locust control, construction of school building, creating
irrigation facilities.
4. Decide priority of the problems to solve: As a result of the analysis of data the important
gaps between 'what is' and 'what should be' are identified. The problems which need urgent
solution should be identified to find its solutions.
I. Drinking water
II. Lighting
III. Sanitation
IV. Digging of pond
V. Afforestation
5. Finding solution to problems: The extension worker has to consult their superiors keeping
the villagers with them in finding out proper solutions of the problems.

Execution Stage Planning Stage

Steps of Programme Planning

12
6. Developing the plan of work:In order to achieve the stated objectives planners should
convert them in to goals. Conversion of objective in to goal includes time limit to achieve
decided objectives.
 The means and methods attaining each objective are selected and the action plan in terms of
the calendar of activities is developed.
 It includes planning of WHAT (Subject), WHICH (Major part of Subject), WHEN (Year,
Month, Date, Time), WHERE (Place of activity) and HOW (By which method of teaching
such as demonstrations, discussion, meeting) to do the activities. The plan of work may be
seasonal, short-term, annual or long-term.
7. Carrying out the plan step by step: In this step whatever planner has decided in 6 th steps are
to be implemented practically by using inputs like; MAN, METHODS, Material, TIME, and
process like MOTIVATION, COORDINATION, and MANAGEMENT.
During the execution (implementation) of the plan of work people should be involved at every
step to make sure the success of the programme.
8. Evaluation of results: It is done to measure the degree of success of the programme in terms
of the objectives and goals laid out. It can be done at three levels by collecting information
before the programme, during the programme and at the end of programme.
 This is basically done to know the changes in the behaviour of the people as a result of the
extension programme.
 Evaluation shows whatever way we go is in the right direction or not?
 Evaluation shows how far our plans have progressed.
 Evaluation indicates the effectiveness of a programme.
 Evaluation helps to locate strong and weak points in any programme or plan.
 Evaluation improves our skill in working with people.
 Evaluation helps to determine priorities for activities in the plan of work.
 Evaluation brings confidence and satisfaction to our work.
 Evaluation gives bench mark information for next programme.
Extension worker and village institutions should do evaluation of programme jointly. An
effective evaluation requires adequate records of each activity. Each future programme should be
based on the results of evaluation of the previous programmes.
9. Reconsideration: The systematic and periodic evaluation of the programme will reveal the
weak and strong points of the programme. Based on these points the programme is reconsidered
and the necessary adjustments and changes are made in order to make it more meaningful and
sound.
Programme planning is not the end product of any extension activities but it is an educational
tool for helping people to identify their own problems and make timely and judicious decisions.
From the above-mentioned cycle, it is clear that the planning of an extension programme
comprises a logical series of consecutive steps.

13
 Extension System in India
India has made significant achievement in agriculture by increasing production by four
folds during last six decades. Among many drivers to accomplish this task, the policy, research
and extension support have played crucial role. Public extension played a major role in ushering
green revolution in Indian agriculture.
However, considering the varied agro-ecological situations under which farmers operate
and variations in the resource base of farmers, the extension system envisaged to achieve desired
growth in agricultural sector has to be pluralistic in nature and hence multiplicity of extension
systems are operating in India.

National Level State Level  Commodity

Boards
Ministry of  NGOs

Other Extension System

Agriculture and Public Extension System Ministry of  Input
pulic Extension System

Farmers Welfare Agriculture (Dept. Agencies

Ministry of of Agri., Horti.,  Financial
Rural Animal Husbandry,
institutions
Development Fisheries etc.)
Ministry of Rural  Voluntary
ICAR
Development organizations
SAUs

Agriculture development in India is basically a state subject. The Union Government plays
a major role in formulating national policies that has direct bearing on the growth of agricultural
sector. The Union Government mainly provides road map through its policies, programmes and
budgetary support to the sector. The programmes conceived at national level are mainly
implemented by the states through its development departments. Besides, states also formulate
region specific development programmes. Similarly, Indian Council of Agricultural Research
(ICAR) is an apex body at the national level that supports and coordinates agricultural research,
extension and education activities to evolve effective Transfer of Technology (TOT) models.
The State Agricultural Universities (SAUs) also develop region specific extension models
suitable to take up transfer of technology besides implementing the models evolved by ICAR
system. All the systems maintain coordination among them for proper functioning and avoiding
duplication of effort.

Public Extension System - National Level

At the national level the main extension service is provided by Ministry of Agriculture &
Farmers Welfare, Government of India. The ministry has 3 departments, Department of
Agriculture Cooperation and Farmers Welfare, Department of Animal Husbandry, Dairying and
Fisheries and Department of Agriculture, Research and Education. All these three departments
maintain a close coordination among them and perform their research and extension activities.
The Department of Agriculture Cooperation and Farmers Welfare has the main responsibility for

14
developing and implementing various schemes for central government. The Ministry maintains a
close relation with Indian Council of Agricultural Research (ICAR), which is a registered,
autonomous body at the national level for conducting and coordinating agricultural research. The
Ministry of Rural Development also undertakes many developmental programmes for social
welfare.
The various programmes implemented at national level are as follows:
Post-independence period: The first planned attempt started with the launching of Community
Development Programme in 1952, followed by the National Extension Service in 1953. These
programs were able to educate farmers to take up improved methods of farming across the
country. The other important Area-Based Special Programmes were; Intensive Agricultural
District Programme (IADP, 1960), Intensive Agriculture Area Programme (IAAP, 1964) and
High Yielding Varieties Programme (HYVP, 1966) besides Farmers Training Centers (1967) to
train farmers on high yielding varieties and improved methods of fanning to back up the above
programs. The cumulative effect of these programs resulted in increased productivity, which
made possible the 'Green Revolution' in Indian agriculture. In 2004 the Government launched
Kissan Call Center to provide telephonic advisory services to the farmers in local language. To
sustain agricultural growth rate at 4 per cent and more investment in agricultural and allied sector
the national government implemented Rashtriya Krishi Vikas Yojana in 2007. To make the
country self-sufficient in pulse production National Food Security Mission was introduced in the
same year.
However, these programs widened gap between resource rich and resource poor farmers.
In order to enable resource poor farmers to take benefit of improved farm technology, many
client-based programs were introduced. The most important ones being; Small Farmers
Development Agency (SFDA, 1970), Marginal Farmers and Agricultural Labourers Programme
(MFAL, 1970), District Rural Development Agency (DRDA, 1978), Integrated Rural
Development Programme (IRDP, 1978), etc. Although, these programs were able to improve the
socio-economic conditions of beneficiaries, they were isolated in a given time and implemented
in a phased manner.

Initiatives of ICAR: The Indian Council of Agricultural Research (ICAR) took up numbers of
extension programmes over the years. The first programme was All India Coordinated Project on
National Demonstration (1964) initiated to demonstrate the genetic production potentiality of
major crops in the farmers' field. Then the Operational Research Project (ORP) was started
during 1974-75 to identify technological as well as socio-economic constraints and to formulate
and implement the problem solving technology modules on area/watershed/ target group basis in
operational area. Then in 1974 the Krishi Vigyan Kendra was introduced to provide need based
vocational training to the farmers, farm women, farm youth and extension personnel. Lab to
Land programme was launched during 1979 to transfer low cost technologies for small and
marginal farmers and agricultural laborers in agriculture and allied enterprises. Institute Village
Linkage Programme was launched during 1995. Under innovation in technology dissemination
component of National Agricultural Technology Project (1998), the ICAR established
Agriculture Technology Information Centre (ATIC) in each State Agricultural Universities and

15
ICAR institutes to work as single window support system linking the various units of research
institution with intermediary users and farmers in decision making and problem solving exercise
through availability of technology inputs, products, information and advisory services under one
roof. Since 2006-07, ICAR is implementing National Agricultural Innovation Project (NAIP), in
a consortium mode.

Public Extension System - State Level

Extension Approach of State Development Departments: Agricultural development being
the state subject, the major responsibility of implementing all the programmes of central and
state governments goes with state department of agriculture/horticulture/animal
husbandry/fishery. The major State Development Departments (Departments of Agriculture,
Horticulture, Sericulture, Animal husbandry and Fisheries) having focus on development of
agriculture and allied activities do undertake outreach activities. The effective extension activity
is visible mostly for Agriculture department, which was one of the major partners in
implementing Training and Visit System at state. Some of the states have suitably modified T
and V system (like Broad Based Extension System in Tamil Nadu) to suit their local needs.
Presently the state department of Agriculture is a nodal agency to implement Agriculture
Technology Management Agency (funded by Ministry of Agriculture and Cooperation, GOI) at
the district level. The coordination and integration of activities of other development departments
is envisaged under ATMA.
During middle of 1970s it was observed that extension services in the developing
countries were suffering from a number of weaknesses, including the engagement of extension
workers' energies on low priority tasks; the lack of single as well as clear line of command; and
low level of agricultural knowledge and skill among field level functionaries. As a means of
reforming and strengthening the extension service, a reorganized agricultural extension system
known as 'Training and Visit' (T & V) system was introduced in the country.
Training and Visit System: This system was introduced in India in 1974 with the World Bank
assistance. Training and Visit system becamethe dominant method of restructuring the extension
services in oversixty countries in Asia, Africa and Latin America, including India. The system
aimed toachieve change in production technologies of farmers through professional assistance
for the contact farmers from well-trained extension personnel on agricultural research and
supported by supply, service and marketing facilities which were earlier lacking in National
Extension Service.
Broad Based Extension System (BBES): This system aimed at rectifying the defects of T & V
system in some of the Indian states. In the BBE: (a) the role of subject matter specialists was
amplified and they were invited to formulate messages suitable to their land based activities
(agriculture, sericulture, animal husbandry, horticulture, human resource development, creating
agriculture infrastructure etc.), (b) village extension workers had full time job by offering
messages during lean season also, and (c) the concept of broad based education laid emphasis on
formulating and delivering composite messages to the farmers to meet the needs of their whole
agricultural environment.
Agriculture Technology Management Agency (ATMA): In country like India where agro-

16
climatic zones widely differ besides significant variation in socio-economic status of farmers',
uniform extension service is not the panacea for all the regions. It was realized that public
extension system will have to be placed in new decentralized institutional arrangements which
are demand driven, farmer-accountable, bottom-up and have farming system approach. To
address these issues, the ATMA was envisaged as alternate public extension institution of all
stakeholders at district level. Under the Support to State Extension Programme for Extension
Reforms, the extension division of the Department of Agriculture Cooperation and Farmers
Welfare makes general policies for ATMAs at national level and also provides technical and
financial supports.
The state department of Horticulture is implementing National Horticulture Mission since
2005. The human resource development through training and demonstrations is an integral part
of the mission. Under this programme, training of the farmers, field level workers and officers by
both Government sectors (SAUs and ICAR institutes) and Non Government Organizations is
being [Link] of Animal husbandry and Fisheries are conducting a variety of
extension activities like discussion meetings, demonstrations, field visits, fairs, field days etc. by
the technical field functionaries to transfer the new technologies.
State Agricultural Universities (SAUs): The State Agricultural Universities apart from lending
support in implementing ICAR sponsored extension programmes, have evolved several
innovative extension models to effectively reach the farming community. The type of extension
activities undertaken by SAUs vary from state to state. The four agricultural universities of
Gujarat state are undertaking transfer of technologies to farmers and others through Krishi
Vigyan Kendras, Extension Education Units, Farmers Training Institute, Sardar Smriti Kendras,
Staff Training Unit, Agriculture Technology Information Centre. The SAUs publish agriculture
literature (books, booklets, folders and leaflets) in local languages for dissemination of
agricultural technologies to the farmers and extension personnel. Some of the universities have
their own mobile message services, community radio services and other different services.

Other Extension Systems

Extension activities of Commodity Boards, Financial Institutions, Input agencies, Non
Government Organizations and Media Organizations come under this category.
Commodity Boards (Coffee board, Spice board, Tobacco board, Dairy Development board, Tea
board, Coconut development board etc.) are extending crop/commodity specific technical know-
how to the farmers to a limited extent as many of these boards do not have grass root level
functionaries throughout the country.
Financial institutions normally provide assistance in preparation of agriculture project
proposals by their technical staff to the farmers and others.
Agricultural input agencies besides providing critical inputs like seeds, planting
materials, fertilizes, plant protection chemicals etc., they also sponsor/organize training
programme to educate farming community.
The media organizations (print and electronic media) are disseminating timely
information on weather, technical information and marketing information.
Various committed Non Government Organizations, Voluntary Organizations and

17
Philanthropists are also rendering rural extension services to the rural community in the field of
agriculture and allied sectors, health, sanitation, education, water supply etc., across the country.
Despite the efforts made by public as well private extension systems to put in place an
effective extension mechanism, the present extension systems appear to be inadequate to address
the challenges faced by the farmers in the context of changing agricultural scenario. There is
very little penetration of extension system below the taluka level. The major reason being lack of
grassroot level extension functionaries to work at panchayats or village level. The public
extension system would continue to play an important role in technology dissemination to serve
the large chunk of small and marginal farmers, besides the other extension service providers to
supplement and compliment the public extension service. At the same time, extension
mechanism has to be demand driven, location specific and address the diversified demands as
well as those of marketing and value addition which calls for organized arrangement of farmers.

18
 Extension Efforts in Pre-independence Era
It was during this period that the Department of Agriculture came into existence in June
1871 under the British rule, and by 1882, agricultural departments in most of the provinces
started functioning in skeleton form. Recognizing the need for new and improved methods of
cultivation based on agricultural research, the then Government had set up Imperial Agricultural
Research Institute at Pusa in Bihar in 1905, which was later in 1936 transferred in New Delhi
and now known as Indian Agricultural Research Institute (IARI).
The agricultural and rural development schemes of the pre independence era were mostly
started by philanthropist individual person in sporadic manner. There were no proper
coordination and participation of other stakeholders in those programmes. The list of those
programmes is given below:

Scheme/programme Year Initiator Remarks

Rural Reconstruction at 1903 Daniel Hamilton Developed model village based
Sundarban on cooperative principal
Gurgaon Project 1920 F. L. Brayne Improving crop production,
health, rural economy were the
main concern. Concept of Rural
Guidance or Gaaon Sathi was
developed
Sevagram Project 1920 Mahatma Gandhi Gandhian approach of village
self-help by emphasizing cottage
industries.
Sriniketan Project 1921 Ravindra Nath Tagore Developed a spirit of self-help,
village leadership.
Marathandam Project 1928 Spencer Hatch, Three-fold development,
Young Men Christian spiritual, mental & physical, and
Association (YMCA) economic & social.
Baroda Village 1932 V. T. Krishnamachari Improvement in standard of
Reconstruction living, spread education and
industrialization.
Grow More Food 1942 The British govt. To fulfill the need of food. This
Campaign campaign was the first one to be
organized on a national level
before independence.
Indian Village Service 1945 A. T. Mosher & Started in Allahabad and Aligarh
B. N. Gupta in U. P.
Firka Development 1946 Madras Govt. Development of village at Firka
Scheme level. A firka is a revenue block
consist of 5 -8 villages.

19
 Rural Development

Rural Development in India is one of the most important factors for growth of Indian
economy. India is primarily an agriculture based country and around 96 per cent of its population
lives in rural area. The Ministry of Rural Development in India is the apex body for formulating
policies, regulations and acts parenting to the development of the rural sector. Agriculture,
handicrafts, fisheries, poultry, dairy are some of the common contributors to the rural business
and economy. It means it is concerned with economic growth, social justice, and improvement
in the living standard of the rural people by providing adequate and quality social services and
minimum basic needs.

The present strategy of rural development mainly focuses on poverty alleviation, better
livelihood opportunities, provision of basic amenities and infrastructure facilities through
innovative programmes of wage and self-employment. This can be achieved by implementing
various programmes in partnership with government organizations and various communities,
non-governmental organizations, community based organizations, panchayatiraj institutions and
industrial establishments.

For better understanding one should clearly understand the following concepts:

Community: A body of people having common rights, privileges or interests or living in the
same geographical area under the same laws and regulations.

Development: It is act of improving by expanding or enlarging or refining.

Community Development: It is a process of developing or building up communities of men and

women to enable their empowerment, self- sufficiency and control over their environment.

Rural area: It refers to an area where people are engaged mostly in primary activities to produce
things first time in co-operation with nature.

Rural Development: Rural development is a process of bringing desirable changes in the life of
rural mass in terms of their social, economic, cultural, psychological, technological, health and
infrastructural conditions. It is a process of improving the standards of people residing in rural
areas.

Objective of rural development:

The fundamental objective of the rural development is to raise the level of living standards of the
rural people. The specific objectives are:

 To increase the availability and widen the distribution of basic life sustaining articles
such as food, clothes, shelter, health care and security.
 To raise standards of living by providing of more jobs, increasing purchasing power,
better education and greater attention to cultural humanistic values.

20
  To expand the range of economic and social choice of individuals by freeing them from
slavery (gulami) and dependence.
Importance of Rural Development:

Rural development is a national necessity and has considerable importance in India because of
the following reasons.

 To develop rural area as a whole in terms of culture, society, economy, technology and
health.
 To develop living standard of rural mass.
 To develop rural youths, children and women.
 To develop and empower human resource of rural area in terms of their skill, knowledge,
attitude and other abilities.
 To develop infrastructure facilities of rural area.
 To provide minimum facility to rural mass in terms of drinking water, education,
transport, electricity and communication.
 To develop rural institutions like panchayat, co-operatives, post, banking and credit.
 To provide financial assistance to develop the artisans in the rural areas, farmers and
agrarian unskilled labour, small and big rural entrepreneurs to improve their economy.
 To develop rural industries through the development of handicrafts, small scale
industries, village industries, rural crafts, cottage industries and other related economic
operations in the rural sector.
 To develop agriculture, animal husbandry and allied areas.
 To restore uncultivated land, provide irrigation facilities and motivate farmers to adopt
improved seed, fertilizers, package of practices of crop cultivation and soil conservation
methods.
 To develop entertainment and recreational facility for rural mass.
 To develop leadership in rural area.
 To improve rural marketing facility.
 To minimize gap between the urban and rural in terms of facilities availed.
 To improve rural people's participation in the development of state and nation as a whole.
 To improve scope of employment for rural mass.
 To eliminate rural poverty.
 To solve the problems faced by the rural mass for their development.
Problems in Rural Development
1. People related:
 Traditional way of thinking.
 Poor understanding.
 Low level of education to understand developmental efforts and new technology.
 Deprived psychology and scientific orientation.
 Lack of confidence.
 Poor awareness.
 Low level of education.

21
  Existence of unfelt needs.
 Personal ego.
2. Agricultural related problems:
 Lack of expected awareness, knowledge, skill and attitude.
 Unavailability of inputs.
 Poor marketing facility.
 Insufficient extension staff and services.
 Multidimensional tasks to extension personnel.
 Small size of land holding.
 Division of land.
 Unwillingness to work and stay in rural areas.
3. Infrastructure related problems:
 Poor infrastructure facilities like water, electricity, transport, educational institutions,
communication, health, storage facility etc.
4. Economic problems:
 Unfavourable economic condition to adopt high cost technology.
 High cost of inputs.
 Underprivileged rural industries
5. Social and Cultural problems:
 Cultural norms and traditions
 Conflict within and between groups, castes, religions, regions, languages.
6. Leadership related problems:
 Leadership among the hands of inactive and incompetent people.
 Malafide interest of leaders.
 Biased political will.
7. Administrative problems:
 Earlier, majority of the programmes were planning based on top to bottom approach and
were target oriented.
 Political interference.
 Lack of motivation and interest.
 Unwillingness to work in rural area.
 Improper utilization of budget.

Extension Efforts in Post-independence Era

(Including various agril. developmental programmes launched by Govt. of India and
ICAR)

22
 After independence the Government of India lunched many extension/rural
developmental programmes/ schemes. From 1947 to 1960 periods mostly rural development
programmes were emphasized, after that to achieve the self-sufficiency in food production and
make the country self-reliant in food production, from 1960 to 1970 the emphasis of the
Government was to increase food production by initiating different agricultural developmental
programmes. After that from 1970 onwards the focus of the Government shift to the
development of weaker section and started to implement target group specific programmes,
employment programmes for the development of rural pore. The various programmes undertaken
by the government after indolence of the country are listed below:

Programm Year Implemented Remarks

e by
Etawah 1948 Albert Mayer It is the forerunner of CDP. The concept of
Pilot Project multipurpose village level worker was planned.
Nilokheri 1948 S. K. Dey Also known as Mazdoor manzil. Started to rehabilitate
Experiment the families coming from Pakistan during partition.
Bhoodan 1951 Vinoba Bhave Started at Pochampally village in Telangana. Earliest
Movement land reform programme.
Community 2nd Govt. of India On the recommendations of Grow More Food Enquiry
Developme Oct., Committee (1952), 55 community projects were
nt 1952 started. Each project area has been divided into three
Programme development blocks. A development block consisted
(CDP) of about 100 villages with a population of about 60-70
thousands. Each block was further divided into groups
of 5-10 villages. Each such group formed the area of
operation for a Village Level Worker (Gram Sevak).
The programme emphasized all round development of
the village community.
National 2nd Govt. of India It was less intensive than CDP. It is a permanent
Extension Oct., organization and covers the whole country. It
Services 1953 provides the basic organization, official, non-official
(NES) and a minimum financial provision for development.
Panchayat 1958- Govt. of India Recommended by BalwantRaiMheta committee
Raj 59 (1957).It is village self-governance. It was 3 tire
Institutions system of Village (Gram) panchayat at village level,
Panchayat samiti (taluka panchayat) at taluka or block
level and Zila parishad (zila panchayat) at district
level. First adopted by the state of Rajasthan in Nagaur
district on 2nd Oct., 1959.
Intensive 1960 Govt. of India This programme was also known as Package
Agriculture Progarmme. Not only the agriculture production was
District emphasized in the programme but the credit facility,

23
Programme marketing and value addition were also taken care of.
(IADP)
Intensive 1964 Govt. of India It was similar to IADP but less intensive than IADP.
Agriculture
Area
Programme
(IAAP)
Intensive 1964- Govt. of India It was envisaged to locate the breeding tracts of
Cattle 65 indigenous breeds of cattle and buffaloes and in the
Developme milk sheds of large dairy projects.
nt Project
(ICDP)
High 1966 Govt. of India Introduction of dwarf wheat variety. Tremendous
Yielding increase in food grain production. William Gaud
Variety termed this as Green Revolution. Dr. N. E. Borlog and
Programme Dr. M. S. Swaminathan were the two important
(HYVP) persons who contributed whole heartedly to the
programme.
Small 1970- Govt. of India The scheme implemented by the agency to provide
Farmers 71 loan from the loan institutions, co-operatives and
Developme commercial banks, to study the problems of the small
nt Agency farmers, to arrange small irrigation, provide new
(SFDA) agricultural instruments and to build field project after
assessing the resources of the farmers. The subsidy
under this scheme was 25% (for non-tribal farmer) and
50% (for tribal farmer).
Marginal 1970- Govt. of India The agency provides intensive agricultural methods,
Farmers and 71 loans, and production materials for the increment in
Agricultural income of the marginal farmers and agricultural
Labour labourers.
Developme
nt Agency
(MFALA)
Tribal and 1973- Govt. of India The identified areas were getting special aid from
Hill Area 74 planning commission for developmental activities,
Developme like, best utilization of water and land, providing
nt facility of housing, minimizing the traditional planting
Programme of trees and Jhoomfarming, dairy development,
beehive and silk-worm taming.
Drought 1973- Govt. of India Only implemented in those areas where rain was
Prone Area 74 scares, drought was frequent and no facility for
Programme irrigation. Main activities included was protection of

24
(DPAP) land and water resources, planting of trees,
development of dairy, sheep rearing practices and
other subsidiary income generating activities.
Command 1974 Govt. of India Focused on specific area to utilize the available water
Area in proper manner which can be achieved through
Developme reducing the wastage of water by over irrigation and
nt drainage.
Programme
(CADP)
Desert 1977- Govt. of India Main aim was integrated development of desert area.
Developme 78 Increasing production, level of income, providing the
nt facility of employment and best utilization of the
Programme available resources were the thrust areas.
(DDP)
Integrated 1978 Govt. of India It was the largest poverty alleviation programme of the
Rural country. The programme was designed to enable the
Developme rural poor families to cross the poverty line. The
nt programme was implemented in all the blocks in the
Programme country. For effective implementation of the
(IRDP) programme District Rural Developmental Agency
(DRDA) was created.
Training of 15th Govt. of India It was designed to provide technical and basic skills to
Rural Youth Aug., rural youth (18- 35 years age) from families below
for Self 1979 poverty line to enable them to take up self-
Employmen employment.
t
(TRYSEM)
National 1980 Govt. of India It was designed to significantly increase employment
Rural opportunities in rural areas by creating additional
Employmen gainful employment for unemployed and under
t employed persons.
Programme
(NREP)
Developme 1982 Govt. of India Raising the income levels of women of poor
nt of households to make them economically self reliance.
Women and
Children in
Rural Areas
(DWCRA)
Jawahar 1989 Govt. of India The National Rural Employment Program (NREP) and
Rozgar Rural Landless Employment Guarantee Programme
Yojana (RLEGP) were merged together to form JRY. Every

25
(JRY) village was to be covered through Panchayati Raj
Institutions. The village got aide and support from
DRDA.
Employmen 1993 Govt. of India Provide gainful employment during the lean
t Assurance agricultural season in manual work to adults in rural
Scheme areas who are in need and desirous of work.
(EAS)
Rashtriya 1993 Govt. of India The RKM was established for socio-economic
Mahila empowerment of women. RMK provides loans
Kosh to Intermediary Organizations (IMO) which on-lend to
(RKM) Self Help Groups (SHGs) of women. It is an
autonomous body for reaching out to the women
beneficiaries with easy access of micro credit.
Mahila 1993 Govt. of India Objective was to empowering the rural women
Samridhi through building thrift habit, self-reliance and
Yojana confidence among them.
(MSY)
Swarnajaya 1999 Govt. of India Provide sustainable income to poorest of the poor
nti Gram people living in rural areas. Provide self employment
Swarojgar to villagers through the establishment of Self Help
Yojana Groups. The programme focused on establishing
(SGSY) microenterprise in the village.
Kisan 1999- Govt. of India Helps the farmers to access timely and adequate
Credit Card 2000 credit. It was started by the RBI and NABARD. The
card is valid for five years and subjected to annual
renewal.
Antyodaya 25th Govt. of India Provide highly subsidized food to the poorest families
Anna Dec., of the country. The beneficiaries can purchase 35 kg
Yojana (AA 2000 of rice and wheat at Rs. 3 per Kg for rice and Rs. 2 per
Y) Kg for wheat.
Sampoorna 2001 Govt. of India Provide gainful employment to the rural poor. The
Grameen programme was implemented through the Panchayati
Rozgar Raj institutions.
Yojana
(SGRY)
Agri Clinic 2002 Govt. of India Promote the establishment of Agri-Clinics and Agri-
and Agri Business Centres (ACABC) all over the country. The
Business MANAGE provide necessary training to the applicant
Centres and NABARD will provide the fund for establishing
(ACABC) the centres.
Kisan Call 2004 Govt. of India The call centers were established across the country to
Centre deliver extension services to the farming community

26
 in local language. A farmer from any part of the
country can contact the Call Centre by dialing the toll
free No. 1800-180-1551 and present their
problems/queries related to farming.
National 2004 Govt. of India Promote organic farming practices, provide financial
Project on and technical support for setting up of organic input
Organic production unit.
Farming
National 2005 Govt. of India The act aims to guarantee the right to work. The
Rural primary objective was to enhancing livelihood security
Employmen in rural areas by providing at least 100 days of
t Guarantee guaranteed wage employment to every household
Act whose adult members volunteer to do unskilled
manual work. Now this is known as Mahatma Gandhi
National Rural Employment Guarantee Act
(MNREGA).
National 2005 Govt. of India The main objective was to develop horticulture and to
Horticulture augment production of all horticultural products. Food
Mission processing and value addition of horticultural crop
(NHM) was also emphasized.
National 2007 Govt. of India To increase the production of rice, wheat, and pulses
Food by 10 million tonnes, 8 million tonnes, and 2 million
Security tonnes respectively by the end of the Eleventh Plan
Mission (2012).
(NFSM)
Rashtriya 2007 Govt. of India The programme seeks to achieve 4% annual growth in
Krishi agriculture through development of Agriculture and its
Vikas allied sectors. It provides the state government more
Yojana autonomy to draw up plans for increased public
(RKVY) investment in Agriculture and allied sector.
National 2011 Govt. of India This scheme is focused on promoting self-employment
Rural and organization of rural poor. The basic idea behind
Livelihood this programme is to organize the poor into SHG (Self
Mission Help Groups) The SGSY is remolded into this
(NRLM) programme.

Programmes of ICAR
All India 1964 ICAR This nationwide demonstration project was conducted
Coordinate to show the farmers the genetic production potentiality
d Project on of the crop. The average size of the demonstration plot

27
National was 1 ha. It may be 1 acre if bigger plot was not
Demonstrat available. The demonstration was conducted by the
ion agricultural scientists in association with local
(AICPND) extension workers.
Operational 1974- ICAR Disseminate proven technology among the farmers in
Research 75 water shade basis, covering whole village or cluster of
Project villages. It also studies the constraints as barriers to
(ORP) rapid spread of improved technical knowledge.
Krishi 1974 ICAR Designed to impart need based skill oriented
Vigyan vocational training to the farmers, in-service field
Kendra level extension workers and the youth who wish to go
(KVK) for self employment. KVK provides learning through
work experience and concerned with technical
literacy. From 1992 all the transfer of technology
programmes of ICAR, viz. AICPND, ORP and LLP
are merged to the KVK and new mandate for KVK
was made.
Lab to 1979 ICAR The programme was launched as golden jubilee
Land celebration of ICAR. The overall objective of the
Programme programme was to improve the economic condition of
(LLP) the small and marginal farmers and landless
agricultural labourers.
Institute 1995 ICAR It is a production system oriented project with agro-
Village ecosystem analysis of the adopted villages, which
Linkage helps in identify the problems, priorities them and
Programme finalize the technological intervention point through
(IVLP) & assessment and refinement of technologies.
Technology
Assessment
and
Refinement
Project
(TARP)
National 1998 ICAR It was world bank financed project. Innovation in
Agricultura Technology Dissemination (ITD) component was
l planned in this project. ITD aims to develop a transfer
Technology of technology system which will be more demand
Project driven, well integrated with research, financially
(NATP) sustainable and accountable to the stakeholders. Under
this programme ATMA, ATIC were conceptualized.
National 2006 ICAR This was also world bank financed project. The
Agricultura project facilitated accelerated and sustainable

28
l Innovation transformation of Indian agriculture so that it can
Project support poverty alleviation and income generation.
(NAIP) The project was implemented in consortium mode.
National 2011 ICAR It is a network project which aims to enhance
Innovations resilience of Indian agriculture to climate change and
in Climate climate vulnerability through strategic research and
Resilient technology demonstration.
Agriculture
(NICRA)
Attracting 2015 ICAR The objective was to facilitate the entrepreneurial
and development of youth in rural areas to take up various
Retaining agriculture, allied and service sector enterprises for
Youth in sustainable income and gainful employment.
Agriculture
(ARYA)
My Village 2015 ICAR To enhance the direct interface of the agricultural
My Pride/ scientists with the farmers. Under this scheme group
Mera Gaon, of scientists will select a village and remain in
Mera continuous touch with that village and provide
Gourav required information to the farmers of that village.
(MGMG)

29
 Various Rural Development Programmes Launched by Govt. of India
Sr. Name of Programmes Year of Importance Remark
Starting
1. Panchayat Raj System 1959  Political will of the Govt in sharing
authority and responsibility with the
Panchayats. Enactment of laws relating to
PRIs.a basic pattern of
 Democratic decentralization with theGram
panchayat (Village Council) at the village
level, the Panchayat Samiti at the block level
and the Zilla Parishad (district council) at
the district level.
2. Antyodaya Anna Yojana Dec.,  The main objective of the scheme is to
(AAY) 2000 ensure food security and to create hunger
free India.
 25 kg of food grains were made available to
each eligible family at a highly subsidized
rate of Rs. 2 per kg for wheat and Rs.3 per
kg for rice. This quantity has been enhanced
from 25 to 35 kg with effect from April,
2002.
3. Deen Dayal 25th Sept.,  The Vision of DDU-GKY is to "Transform
UpadhyayaGrameenKaushaly 2014 rural poor youth into an economically
aYojana(DDU-GKY) independent and globally relevant
workforce".
 The scheme aims to provide skill to the poor
youth of the country.
4. Deendayal Disabled 13 July,  NGOs are provided financial assistance for
th

Rehabilitation Scheme 2013 providing various services to people with

(DDRS) disabilities, such as special schools,
vocational training centers, community-based
rehabilitation etc.
5. Gramin Bhandharan Yojana 1st April,  Government provides supports to an
Or Rural Godown Scheme, 2001 individual, a company, a farmer, local
government, NGOs and various associations,
if they build or renovate rural godowns.
 The scheme has been subsumed into capital
investment subsidy sub-scheme "Agricultural
Marketing Infrastructure (AMI)" of
Integrated Scheme for Agricultural
Marketing (ISAM) scheme w.e.f 01.04.2014.
6. Rural Housing (Indra Awas January, Rural housing programme started with Indira
Yojana) 1996 Awaas Yojana (IAY) in January 1996. IAY
addressed the housing needs in the rural areas.
To address these need in the rural housing
program and in view of Government’s
commitment to providing “Housing for All’’

30
 by the scheme 2022, the of has IAY has been
re-structured into Pradhan Mantri Awaas
Yojana –Gramin (PMAY-G) w.e.f. 1st April
2016.
7. The Integrated Child 2nd Oct., The Integrated Child Development Services
Development Services 1975 (ICDS) scheme is a government initiative for
(ICDS) the all-round development (health, nutrition
and education) of children under 6. Its aim is to
reduce infant mortality, child malnutrition and
to provide pre-school education.
8. Integrated Rural 1978-79  Providing self employment to the rural poor
Development Programme to generate additional income on sustainable
base.
 It is for small and marginal farmers,
agricultural labourers and rural artisans living
Bellow Poverty Line (BPL), SC/ ST families
and physically handicapped person.
9. Swarnjayanti Gram 1999  For rural poor living Bellow Poverty Line
Swarozgara Yojana (BPL) in rural area for taking of self
employment as individuals or in a group.
10. Livestock Insurance Scheme 2008-09  To Safe Guard assured protection to the
animals of the farmer against eventual
losses.
 Benefit of subsidy is to be restricted to 5
animals per beneficiary per household for
all animals except sheep, goat, pig and
rabbit.
11. Mahatma Gandhi National August  It is an Indian labor law and social
Rural Employment Guarantee 25, 2005 security measure that aims to guarantee the
Act 'right to work'.
 It aims to enhance livelihood security in rural
areas by providing at least 100 days of wage
employment to every household whose adult
members want to do unskilled manual work.
12. Pradhan Mantri Awas Yojana 2015  Pradhan Mantri Awas Yojana has been
(PMAY) established by the Government of India to
offer affordable houses to various sections of
the society.

31
 New Trends in Agriculture Extension: Institutional reforms

Krishi Vigyan Kendra

The vigorous attempt was realized by the Education Commission (1964-66) to establish a
specialized institution to provide vocational education in agriculture and allied fields at the pre
and post matriculation levels to cater to the training needs of a large number of boys and girls
coming from rural areas. The recommendation of Education Commission was thoroughly
discussed during 1966-1972 associating the Ministry of Agriculture, Ministry of Education,
Planning Commission, ICAR and other institutions. Finally, the Indian Council of Agricultural
Research (ICAR) mooted the idea of establishing Krishi Vigyan Kendra (Farm Science Centre)
as innovative institutions for imparting vocational training to the farmers and field level
extension functionaries. As a result of this, in 1973 a committee headed by Dr. Mohan Singh
Mehta of Seva Mandir, Udaipur (Rajasthan) was constituted and based on its report in 1974 it
was decided to have Krishi Vigyan Kendra (KVKs) as Farm Science Centers for speedy transfer
of technology to the farmer’s fields.
The first KVK was established in 1974 at Pondicherry under the administrative control of
the Tamilnadu Agricultural University, Coimbatore. In Gujarat 1 st KVK was established in Deesa
during 1976 which is working nowadays under the administrative control of the SDAU,
Sardarkrushinagar. At present total 694 KVKs including 30 KVKs of Gujarat are established and
functioning in the country.
The Mandate(directives) of the KVK’s is
The final revised mandate of KVK is Technology Assessment and Demonstration for
its Application and Capacity Development. (TADA-CD)
It includes:
1. Conducting on-farm testing to identify the location specificity of agricultural technologies
under various farming systems
2. Organizing frontline demonstrations to establish production potential of various crops and
enterprises on the farmers’ fields
3. Organizing training for capacity development of farmers and field extension personnel to
orient them in the frontier areas of technology development
4. Creating awareness about improved technologies to larger masses through appropriate
extension activities
5. Work as resource and knowledge centre of agricultural technology for supporting initiatives
of public, private and voluntary sector for improving the agricultural economy of the district
6. Production and supply of good quality seeds and planting materials, livestock, poultry and
fisheries breeds and products and various bio-products to the farming community
Objectives:
1. To demonstrate the latest agricultural technologies to the farmers as well as the extension
workers of the State Department of Agriculture / Non-Governmental organizations with a
view to reducing the time-leg between the technology generation and its adoption.

32
 2. To test and verify the technologies in the socio-economic condition of the farmers and
identifying the production constraints.
3. To get first-hand scientific feedback from the fields and passing it to the research system
in order to keep the scientists abreast with the performance of the technologies and the
farming problems, so that they re-orient their research, education and training programme
accordingly.
4. To impart training to the farmers, farmwomen, rural youth and field level extension
functionaries by following the principles of “Teaching by doing” and “Learning by
doing”.
5. To provide training and communication support to the line department of the
State/NGOs.
6. To develop extension models to be adopted by general extension system for large scale
multiplications.
7. Organizing farm science clubs in rural areas for young farmers.
8. Developing and maintaining demonstration units on KVK farm in scientific lines.
Activities of Krishi Vigyan Kendra:
Based on mandate, the following activities are performed by the KVKs.
1. On farm testing.
2. Front line demonstrations.
3. Vocational training of practicing farmers, farm women and rural youths.
4. In service training of extension functionaries.
5. Serve as knowledge center in the district.
6. Farm advisory other extension activities.
The above said activities are performed every year by the Krishi Vigyan Kendra, through
specialist of six disciplines viz., Extension Education, Agronomy, Horticulture, Plant Protection,
Animal science, Agriculture Engineering (the specialist can be changed as per location specific
need), which are most relevant taking into consideration national resources and infrastructure
facilities of the district.
Features of Krishi Vigyan Kendra:
1. Powerful technical support
2. Real experience as training
3. Need based training courses
4. Flexibility with farmers
5. Concept of integrated training
6. Real field oriented course content
7. Specific area of operation
8. Informal training without certificate or diploma
9. Powerful institutional linkage
10. Practical training
11. Frequent follow up measures

33
12. Training interaction and reporting systems
13. Impact study of the trainings, demonstrations and all extension activities

Organization of KVK:
The project is sponsored by the ICAR and implemented by its Research Institutes, State
Agricultural Universities (SAUs), NGOs and State Department of Agriculture. In selecting host
institutions preference is given to institutions/agencies having agriculture base and experience of
rural development and training.
The KVK is headed by a Senior Scientist of the rank of an Associate Professor
designated as Programme Coordinator with sufficient field experience in the field of agricultural
extension or agronomy. The head is supported by scientists (Training Associate) in field of
Extension, Agronomy, Horticulture, Home science, Agricultural engineer, Animal science, Soil
science, Fisheries, Plant protection etc. (according to regional requirement). The head is also
supported with three technical staff designated as Training Assistant (Computer programmer,
Farm Manager, Training).
The Local Management Committee, which is now renamed as Scientific Advisory
Committee in each KVK, is an important instrument of management. This committee is devoted
to constantly review the progress of the KVK, provide guidance for organizing training
programmes and follow-up extension activities and redress, whereas possible. This is strong
mechanism for functional linkage with other sister organizations/institutions.
Chairman of SAC: Head of the host institute
Other Members of SAC: DEE, Director ATARI, Representative ICAR institute, Associate
Director of Research of the zone, District officers of the line departments, Representative of
NABARD and Lead bank, District information officer, 2 farmer’s representatives among which
one should be woman farmers.

34
The organizational structure of KVK:

Organizational Structure of KVK

35
Agricultural Technology Management Agency (ATMA)
ATMA is a society of key stakeholders involved in agricultural activities for sustainable
agricultural development in the district. It is a focal point for integrating Research and Extension
activities and decentralizing day-to-day management of the public Agricultural Technology
System. It is a registered society responsible for technology dissemination at the district level. As
a society, it would be able to receive and expend project funds, entering into contracts and
agreements and maintaining revolving accounts that can be used to collect fees and thereby
recovering operating cost.
Why ATMA?
The ATMA at district level would be increasingly responsible for all the technology
dissemination activities in the district. It would have linkage with all the line departments,
research organizations, non-governmental organizations and agencies associated with
agricultural development in the district. Research and Extension units within the project districts
such as Zonal Research Station or substations, KVKs and the key line Departments of
Agriculture, Animal Husbandry, Horticulture and Fisheries etc. would become constituent
members of ATMA. Each Research-Extension unit would retain its institutional identity and
affiliation but programmes and procedures concerning district-wise Research-Extension
activities would be determined by ATMA Governing Board to be implemented by its
Management Committee.

Location of the Office: The registered office of the ATMA shall be located at district
collectorate premises.

Objectives:
1. To identify location specific needs of farming community for farming system based
agricultural development;
2. To set up priorities for sustainable agricultural development with a Farming Systems
Approach;
3. To draw plans for production based system activities to be undertaken by
farmers/ultimate users;
4. To execute plans through line departments, training institutions, NGOs, farmers
organizations and allied institutions;
5. To coordinate efforts being made by various line departments, NGOs, farmers
organizations and allied institutions to strengthen research extension-farmers linkages in
the district and to promote collaboration and coordination between various State funded
technical departments;
6. To facilitate the empowerment of farmers/producers through assistance for mobilization,
organization into associations, cooperatives etc. for their increased participation in
planning, marketing, technology dissemination and agro-processing.
7. To facilitate market interventions for value addition to farm produce.

36
Organization:
Under ATMA, it is proposed to have a governing board which would be a policy making
body and provide guidance as well as review the progress and functioning of the ATMA. The
management committee would be responsible for planning and reviewing the day-to-day
activities.
ATMA Governing Board:
The registered office of the ATMA shall be located at district collectorate premises.
1. District Development Officer (DDO)is the Chairman of governing board
2. Chief Executive Officer /Chief Development Officer (As Vice Chairman)
Members:
1. Joint Director/ Deputy Director 9. Lead Bank Officer of the District
(Agriculture) 10. Representative of the district industries
2. A Representative from ZRS/KVK centre
3. One farmer representative 11. Representative of agricultural
4. One livestock producer marketing Board
5. One horticulture farmer 12. Representative of input supply
6. Representative of woman farmer association
7. One SC/ST farmer representative 13. One fisheries/sericulture representative
8. A representative of NGOs 14. Project Director, ATMA-Member
Secretary cum Treasurer (Ex-officio)
ATMA Management Committee (AMC):
The management committee would be responsible for planning and execution of day-to-
day activities of ATMA.
Project Director, ATMA is the Chairman of the committee.
Members: District head of Department of agriculture, Horticulture, Animal Husbandry,
Fisheries, Sericulture, line departments that may important within a district, head of KVK and
one representative of NGOs, in charge of farmer organization.
SREP: ATMA management committee conducts PRA and prepares Strategic Research and
Extension Plan (SREP) for the district. SREP is a useful document provides the details of
problems and technological needs for agricultural development in a district. The basic aim of
SREP is to link the research and extension system with the farmers. It is a bottom up planning
process carried out at the district level to identify the technological and training need of the
farmers. It speaks out the extension and research priorities of the district based on grass root
analysis. It is very useful and comprehensive document to understand the whole agricultural
scenario of the district.
ROLE OF ATMA:

37
1. Take steps to ensure that problems, constraints and needs to the farming system based
agriculture development are identified and diagnosed periodically.
2. Draw up plans for an integrated research-extension linkage approach for farming systems
based agriculture development.
3. Ensure that line departments/institutions draw up integrated development plan based
upon resources available with them and incremental/supplementary resources mobilized
by the ATMA.
4. Forge or develop systematic linkages between national /state/ district institutions of
excellence in the field of agriculture and marketing.
5. Ensure capacity building of manpower engaged in overall agricultural development and
strengthen infrastructure support for the benefit of the farmer/producer.
6. Create suitable mechanism to ensure location specific adaptive, indigenous knowledge
based research.
7. Ensure adequate linkages and frequent interaction between scientists, extension
functionaries technicians and farmers, in order to prepare an integrated plan to effectuate
their linkage, support each other, better understanding and appreciation of their problems,
means adopted to sort out problems and plans etc., and to develop a mechanism of
feedback;
8. Ensure capacity building of the ultimate users- the farmers in terms of physical, financial
and skill resources base by way of adequate financial support canalized through credit
institutions, private investments and training for skill up gradation.
9. Facilitate farmers' organization to take lead-role on mobilizing support services and
resources.
10. Facilitate private investments for infrastructure development, private institutions have to
take lead in the delivery of goods and services to ultimate users (farmers).
11. Facilitate the processing and marketing activities of the agricultural, livestock, dairy,
poultry, silk and allied produce of the farmers with the help of private sector institutions.
12. Receive and expend project funds, maintain revolving accounts, enter into contracts and
agreements, receive donations and provide services and deliver goods to beneficiaries.
13. Accept grants of money, securities or property of any kind and undertake and accept the
management of any endowment, trust funds or donations not inconsistent with the
objectives of the ATMA, on such terms and conditions as may be fitted with the
objectives of the ATMA and be prescribed by the Government of India from time to time.
14. Generate resource in order to bring financial sustainability through charging for selected
services rendered to beneficiaries by ATMA.
15. Create administrative, technical, ministerial and other posts in the ATMA and make
appointments accordance with the rules and regulations of the State Government.
16. Do all such other lawful acts and things either alone or in conjunction with other
organizations or persons, as the ATMA may consider necessary, incidental or conductive
to the attainment of the above objectives.
17. All such lawful acts and things whether incidental to objectives in force or not as may be
requisite in order to furtherance of the objectives of the ATMA.

38
 18. Sell, lease, exchange and otherwise transfer of any portion and the properties of the
society (ATMA).

Farm school:
Among the recent innovative modifications in the ATMA structure the organization of Farm
Schools is the notable one. The teachers of the schools could be progressive/achiever/successful
farmers where students are the leaders of Commodity Interest Groups (CIGs), Farmers Interest
Groups (FIGs) of different village. The main activity of school is to operationalize “Front Line
Demonstrations” on integrated crop management includes filed preparation, seed treatment, IPM,
INM, etc. The schools also provide season long technical training to farmers. The knowledge and
skills of students and teachers could be sharpening through training, and exposure visits at
district/state/national level. The responsibility of students is to provide support to other farmers
in their respective or neighboring village. It serves as a mechanism for farmer-to-farmer
extension at every block.
Commodity Interest Groups (CIGs), Farmer Interest Groups (FIGs) and Food Security
Groups (FSGs)
These are operational at village level to serve as a nodal point for information and
technology dissemination among its members. The CIGs, FIGs are organisation of farmers at
local level who are come together to form a group on the basis of their common interest. The
FSGs are specially created for women to encourage them to participate in activities (kitchen
gardening, small scale value addition) which can provide food security of the family as well as
community.

39
Organizational structure of ATMA

40
Agricultural Technology Information Centre (ATIC)

It is also known as SINGLE WINDOW SUPPORT SYSTEM

The foundation stone of agricultural revolution has been the accessibility of improved
varieties of crops, breeds of livestock including poultry and fisheries, horticultural plant
materials and improved management practices for improved productivity, sustainability and
stability of various crop and livestock enterprises. This has raised the hunt by farmers for
future availability of seed, planting materials and other materials, trouble-free accessibility to
diagnostic services for soil fertility and plant protection, availability of appropriate
information through leaflets and pamphlets and increased scope in sale of consultancy
services.
Habitually the farmers are not aware as to whom and where to approach for field
problems. It is felt that the facilities of a single window approach will unable farmers to have
the required information for the solution to their problems related to the areas in which the
concerned institute is involved. With these views, the ICAR has taken decision to set up
ATICs as a part of World Bank funded National Agricultural Technology Project. In Gujarat,
all SAUs are having such centers.
Agricultural Technology Information Centre (ATIC) a single window support
system linking the various units of a research institutes with intermediary users and end users
(farmers) in decision making and problem solving exercise.

The rationale for establishment of ATIC are

1. To provide diagnostic services for soil and water testing, plant and livestock health.

2. To supply research products such as seeds and other planning materials, poultry
strains, livestock breeds, fish seed, processed products, etc, emerging from the
institution for testing and adaptation by various clientele.

3. Providing information through published literature and communication materials as

well as audio—visual aids.

4. Providing an opportunity to the institutes/SAU/s to generate some resource through

the sale of their technologies.

The important criteria of Agricultural Technology Information are

1. Availability (or accessibility) of new technologies,

2. Relevance of new technologies;

3. Responsiveness of new technologies to the needs of different categories of farmers;

and

41
 4. Sustainability of such unit within the overall institutional system

By building on the past investment in infrastructures in these institutions considerable

farm worthy techniques/ technologies/ knowledge material have been developed in the
institutions which can provide the techniques, technologies, seeds and planting materials to
the farmers and other organizations for taking up the frontier technologies, to the field. This
will facilitate in dealing effectively with the complexity and diversity of information system
and channels. Such information will be useful for:
1. Farmers
2. Farmer-entrepreneurs
3. Extension workers and development agencies
4. NGOs and
5. Private sector organization

Objectives of the center:

1. To provide a single window delivery system for the products and species available
from an institution to the farmers and other interested groups as a process of
innovativeness in technology dissemination at the institute level.
2. To facilitate farmers to access the institutional resources available in terms of
technology, advice, technology products etc. for reducing technology dissemination
losses.
3. To provide mechanism for feedback from the users to the institute. In addition to
supporting individual farmers groups, public and private agencies in supplying quality
materials technology, technologies knowledge etc. The information, services and
supplies will include:
 Soil and water sample testing facilities
 Plant clinic and diagnostic center
 Biofertilizers and bio-pesticide
 Bio control agents
 Seed and planting material, small implements
 Fertilizer quality testing
 Insecticide quality testing
 Tissue culture and plant material
 Farm literature: leaflets, pamphlets, journal / magazines, booklets, manuals etc.
 Audio and video on crops and other enterprises.
 Process products: Cereals, milk, meat, fish, vegetable, fruits, mushroom, honey
etc.
 Cafeteria – (Tea/Coffee/Lassi/Cold drinks/Snakes etc.)
 Technology Park (Display/Exhibition)
 Veterinary- Animal clinical service for small as well as large animals
 Poultry and livestock breads, fish seed etc.

42
 Thus major objective of this system is to supply all the information on technologies,
techniques and knowledge and necessary inputs and materials including planting materials,
seeds advisory services, diagnostic services from the one place. It receives feedback from the
farmers regarding the services of the host institute.

The Functional Structure of ATIC

Functional structure of ATIC

Products Services Information

Seed Soil and water testing Exhibits
Plants Material Plant Clinic Audio video Aids
Livestock Species Veterinary Clinic Farm Literature on latest
Tools and Equipments Testing and calibration technology
Value added products of small equipments
Other agro products

Farmers and Other end users

43
 New Trends in Agriculture Extension approaches

Extension has been, and still is, under attack from a wide spectrum of politicians and
economists over its cost and financing. As a result, Extension Systems have had to make
changes, by restating the system’s mission, developing a new vision for the future, and
formulating plans for the necessary transition to achieve the desired change.

1. Privatization of Agricultural Extension Service

Privatization: Process of funding and delivering the extension services by private individual
or organization is called Private Extension.

Concept: Privatization of extension refers to services rendered in rural area & allied aspects
of extension personnel working in private agencies or organization for which farmers are
expected to pay a fee & it can be viewed as supplementary or alternative to public extension
services (Sarvanan & Shivalinge 1980).

Privatization approaches

 Share cropping system

 Village extension contract system

 Public extension through private delivery

 Service for vouchers

Strengths of Private Extension System

 More demand - driven rather than supply – driven

 High quality of services in terms of satisfying information needs of clientele, trained

manpower, sustained finances and resource allocation

 Provides for an information mix and choices available to farmers

 Enhanced efficiency of staff

 Assure continuous supply and quality agricultural products

 More effective because farmer can select an adviser who is the best able to help

 Healthy competition among service provider will lead to better quality and lower
costs for service

44
Weakness of Private Extension System

 Concentrate on area having favorable physical environment

 More face-to-face contacts (person oriented)

 Increased dependence of farmers and hence exploitation

 No education role

 Deprivation of small farmers

 Hamper the free flow of information

2. Cyber Extension or e-extension

Concepts
Cyber space: it is the imaginary or virtual space of computers connected with each
other on Networks, across the Globe.
Cyber extension: it means “using the power of online networks, computer
communications and digital interactive multimedia to facilitate dissemination of
agriculture technology.
Cyber Extension thus can be defined as the extension over cyber space.
Important tools of cyber extension
E-Mail, Telnet, File Transfer Protocol (FTP), Gopher, Archie and World Wide Web
(WWW)

Strengths of Cyber Extension

 Access to the astounding information and continuously available

 Information rich and instantaneously available of information

 Interactive communication

 The information is available from any point on the globe

 Communication is dynamic

 Cut steps from traditional process

 Save money, time and effort

 Multiplicity of purpose

Issues and Concerns of Cyber Extension

45
  Lack of Reliable Telecom Infrastructure in Rural Areas

 Erratic or no Power Supply

 Lack of ICT Trained manpower (willing to serve) in Rural Areas

 Lack of content (locally relevant and in local languages)

 Lack of Information Services to Rural Clientele

 Low Purchasing power of the Rural communities

 Lack of Holistic Approaches

 Issues of Sustainability

Application of cyber extension

 Village information shops Dr. M.S. SwaminathanResearch Foundation, Chennai

 Information villagers MANAGE in Ranga Reddy District in Andhra pradesh

 Gyandoot net initiative of District Dhar, Madhya Pradesh.

 Warna wired village of National Informatics Center (NIC) in Kolhapur- Sangli

Districts of Maharashtra

46
Some ICT initiatives in India:

Sr. Name of the project Particular

No.
Web Portals
1. aAQUA Online discussion, archived, multi-lingual and
multimedia based.([Link]).
2. KISSAN Kerala Content processing and dissemination system. Online
information, video channel, Tele-advisory, SMS and
GIS based agro-services ([Link]).
3. TNAU AGRITECH Dynamic portal and e-linkage with research
stationsand farm sciences centres for agro-advisory
services ([Link]).
4. AGRISNET Agriculture Resources Information System Network
(AGRISNET) is a mission mode project funded by the
Ministry of Agriculture, Government of India to
develop a comprehensive online knowledge portal to
disseminate relevant information to farmers. Under
this scheme most of the State Governments established
information rich agricultural websites. For example.
Sikkim AGRISNET, Andhra Pradesh agriportal, Uttar
Pradesh (UP) Agrisnet, Knowledge Portal
([Link]
5. DACNET In DACNET, 46 web sites and 39 applications are
developed, which include web portals on complete
information on 9 crop directorates, extension services,
Integrated Nutrient Management, Marketing,
Mechanisation and Technology, Economics and
statistics ([Link])
6. e-Krishi Web based farm advisory services, market information
resource library and online expert advisory
([Link]).
7. ASHA Relevant and need based agricultural information for
the farmers of Assam state of the North-East India.
([Link]).
8. India Development Multilingual portal for agriculture and other
Gateway (InDG) portal ruralinformation. Decentralized content management
system by 225 institutional partners and others
([Link]).
9. Rice Knowledge Comprehensive information portal on Rice.
Management Portal (RKMP) Separatedomains for farmers, extension personnel and
researchers and also e-leaning platform is unique
feature of this portal ([Link]).

47
10. Agropedia Agriculture knowledge repository of universal meta
models and localized content for a variety of users
with appropriate interfaces. Built in collaborative
mode in multiple languages. Currently hosts nine
thousand pages ([Link]) Web Portals for
Market Information and Agri-Business Firms’ Portal
to Farmers.
11. AGMARKNET Market information portal for 2000 markets and 300
commodities in India ([Link]).
12. ITC-e-Choupal An innovative trading and e-Commerce initiative
in agriculture. Reaches 4 million farmers by 6500
e-Choupals spread over 40000 villages of rural
India ([Link]).
13. EID Parry Indiagriline Information and knowledge solutions
through Cane Management System and also other
support services to farmers at seventy Namadhu Parry
Mayyam outlets (Our Parry Centres). SMS alerts for
farmers and cane field staff to plan their activity.
Centre establishment, operating and service charge is
recovered from the farmer from the sugarcane
payments.
14. [Link] User fee-based market information on Cotton, Sugar,
Oilseeds, Pulses, Spices, Rice, Wheat, Tea, Coffee.
15. Mahindra Kisan Mitra Farm Equipment Sector of the Mahindra Group hosted
Mahindra Kisan Mitra, a web portal for the Indian
farmers to access wealth of information which is
updated on a daily basis. Farmers can check daily
mandi prices, read weather updates, latest crop
advisories, and agri. related news. The site also
provides information of other sections such as crop
information, loans, insurance, mandi database,
coldstorages/warehouses etc.
16. IFFCO Agri-Portal Information for farmers in local language.
Web portal and 100 farmers’ information kiosks in 16
States.
17. Agriwatch Portal The [Link] is the largest agribusiness portal in
India and enables access to a large amount of
agribusiness related information covering more than 15
sub sectors within the agricultural and food industry.
The daily, weekly and fortnightly Agriwatch trade
research reports are published
18. i Kissan It is a Nagarjuna group initiative to provide agriculture
information; specific package ofpractices of crops,
animal husbandry, aromatic and medicinal plants,

48
 agricultural machinery, allied agriculture, sprayers,
rural credit, insurance iKisan crop solutions to the
farmers. i Kisan has developed easy-to-use diagnostic
packages for different crops which will be provided on
demand. Further, it also provides local agri news,
weather and market information to the farmers.
19. Village Knowledge Centres Founded by M.S. Swaminathan Research Foundation
(VKCs) (MSSRF). 101 VKCs were established in Tamil Nadu,
Pondicherry,Orissa, Andhra Pradesh and Kerala. VRCs
and VKCs are working with 315 partners for
implementation and location specific content
generation. Demand driven information and
knowledge with support services, social inclusion,
community ownership and partnership proved critical
for the success and sustainability of the initiative.
20. Village Resource Centres A collaborative initiative of Indian Space Research
(VRCs) Organization (ISRO) and M. S. Swaminathan Research
Foundation (MSSRF). 473 VRCs have been set up in
22 States / Union Territories in India. The VRCs are
connected to Knowledge/Expert Centres like
Agricultural Universities and Skill Development
Institutes (SDI).
21. Community Information Community information centres in North-East India e-
Centres (CICs) Infrastructure for accessing rural information needs of
farmers and others.
22. Lifelines India Connectivity by innovative mix of internet and
telephony. Reaches 200000 farmers in three states of
India
23. IFFCO Kisan Sanchar Voice messages in local languages. 10 Lakh
Limited (IKSL) activefarmers benefiting from IKSL's Value Added
Services and IKSL enrollment crosses 4 million and
40000 cooperative societies as IKSL retailers.
24. Fisher Friend QUALCOMM, MSSRF, Tata tele services and
Asutesystem technology jointly implemented mobile
based advisory services (instant access to helpful
information such as weather conditions, where they
can and cannot fish and market prices) to fishing
communities of costal Tamil Nadu since, 2007.
25. Reuters Market Light Micro-information Services designed specifically for
(RML) the farming community was launched by RML in
2009. Currently covers over 440 crops and varieties
with more than 1400 markets and 2800 weather
locations of 15000 villages in 13 States of India.
Timely and personalized information and individual

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 farmers have secured significant return on their
investment.
Hybrid Projects (Mix of ICTs and conventional extension methods)
26. e-Arik Internet, Offline CDs and farmer-to-farmer
communication and conventional extension methods.
27. e-Sagu Agro-advisory services by digital photographs and
coordinators for farmers. Jointly developed by Media
Lab Asia and IIT Hyderabad. Started in Telangana and
Andhra Pradesh.
28. Digital Green Farmer participatory video production for agricultural
extension. 1681 videos produced and 60313 farmers
involved.
29. Knowledge Share Information by touch screen kiosks, IVRS,
Centres bilingualweb portal and awareness created by
screening films & CDs by the Central Research
Institute for Dry land Agriculture (CRIDA),
Hyderabad. Project covered 51 villages in eight
districts of Andhra Pradesh.

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3. Market-Led-Extension (MLE)
Concepts
Market: A congregation of prospective buyers & sellers with a common motive of trading a
particular commodity.
Extension: It is the spreading/reaching out to the mass
Market-led-extension: Agriculture & economics coupled with extension is the perfect blend
for reaching at the door steps of common man with the help of technology.
Dimensions of market-led extension
 Marketing mix: A planned mix of the controllable elements of a product's marketing
plan commonly termed as 4Ps: product, price, place, and promotion. These four
elements are adjusted until the right combination is found that serves the needs of the
product's customers, while generating optimum income.
 Marketing plan: A marketing plan is a comprehensive document that outlines a
business and marketing efforts for the coming year. It describes business activities
involved in accomplishing specific marketing objectives within a set time frame. A
marketing plan also includes a description of the current marketing position of a
business, a discussion of the target market and a description of the marketing mix that
a business will use to achieve their marketing goals.
 Market Intelligence: It is the information relevant to a company’s markets, gathered
and analyzed specifically for the purpose of accurate and confident decision making.
Market intelligence includes the process of gathering data from the company’s
external environment, whereas the business intelligence process is primarily based on
internal recorded events – such as sales, shipments and purchases.
 Market oriented production
 Use of Technology
Strengths of market-led extension
 SWOT analysis of the market
 Organization of Farmers’ Interest Groups (FIGs)
 Enhancing the interactive and communication skills of the farmers
 Establishing marketing and agro-processing linkages
 Advice on product planning
 Educating the farming community
 Direct marketing
 Acquiring complete market intelligence
 Publication of agricultural market information
Production of video films of success stories
 Challenges to market-led extension
 Gigantic size of extension system

 Information technology Diverse conditions

 Market intelligence

 Reforms in agricultural extension system

Government Initiatives
 Central warehousing Corporation-1965
 MSP by Commission for Agricultural Cost and Price (CACP)
 Food Corporation of India
51
  Then some others as: Cotton Corporation of India (CCI), Jute Corporation of India
(JCI), National Dairy Development Board (NDDB), Agriculture and Processed food
Export Development Authority (APEDA) etc.
4. Farmer--Led-Extension (FLE)
Farmer--led-extension is defined as “the provision of training by farmers to farmers, often
through the creation of a structure of farmer promoters and farmer trainers” (Scarborough et
al., 1997).
Philosophy and principles
 Farmers and local institutions (e.g. producer organisations or village leaders) should
play a key role in selecting farmer-trainers and monitoring and evaluating them. This
helps make the programmes more accountable to the community or groups that they
serve.
 Farmer-trainers are ‘of the community’; they communicate in local languages and are
more sensitive to local cultures, mannerisms, farming practices, and farmers’ needs.

 Farmer-trainers should be selected on the basis of their skills and interest in sharing
information, not just on their farming expertise.

 Farmer-trainers need strong linkages with and support from development agents
(whether government, non-government organisation (NGO), or private), the people
who train and backstop them. Farmer-trainers generally serve as a complement to
existing extension systems, rather than being a substitute for them.

 Facilitating organisations and local institutions need to be proactive in ensuring that

women as well as men become farmer-trainers.

 Simple and appropriate reference materials should be made available to the farmer
trainers.
Essential Elements of Farmer--led-extension
 The group

 The Field

 The Facilitator

 The curriculum

 Programme leader

 Financing
Special features of Farmer--led-extension
 All learning is field based & it is primary venue for learning

 FLE group learning constantly over the experimentation period

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  FLE promotes healthy decisions & quality decisions

 Farmers conduct their own field studies with comparisons or treatments

 Facilitates Farmer-to-Farmer communication

 Field staff serve as facilitators

 FLE is a unique way to educate farmers

 It is an effective platform for sharing of experiences and collectively solving

agriculture related problems.
5. Expert system
Expert system is an intelligent computer program that uses knowledge and inferences
procedures to solve problems (Daniel Hunt, 1986).
Objectives of developing expert system
 To enhance the performance of agricultural extension personnel and farmer

 To make farming more efficient and profitable

 To reduce the time required in solving the problems

 To maintain the expert system by continuously upgrading the database

Advantages of expert system
 Solves critical problems by making logical deductions without taking much time

 It combines experimental and conventional knowledge with the reasoning skills of

specialists

 To enhance the performance of average worker to the level of an expert

Limitations of expert system
 Expensive computer program

 Mostly developed not in regional languages

 Requires AC power and internet connection all the time

 Complex software requires computer skilled personnel

Modules of expert system in agriculture
 COMAX: Integrated crop management in cotton

 SOYEX: Soybean oil extraction expert system

 PLANT/ds: Diagnosis of soybean diseases

 MAIZE: Maize expert system for field crop management

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  SEMAGI: Weed control decision making in sunflowers

 Rice Crop Doctor: Developed byNational Institute of Agricultural Extension

Management (MANAGE)
Difference between conventional and expert system of extension (Bahal [Link]., 2004)
Conventional Extension Expert System of Extension
 Universal approachability of same  Universal approachability of same
information is a problem information is possible
 Information is given whatever is  Information is chosen based on their needs
available without considering needs and resources
and resources
 No Cost benefit analysis  Cost benefit analysis
 Information flow depends on  Information through Cyber Cafe at any
availability of agent place at any time
 Require users to draw their own  Conclusion is drawn based on the decision
conclusion from facts given by the expert

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 Monitoring and Evaluation
Concept
Monitoring and Evaluation are the two management tools that help in keeping a control
on the business activities as well as raising the level of performance. Monitoring refers to
an organized process of overseeing and checking the activities undertaken in a project, to
ascertain whether it is capable of achieving the planned results or not. Conversely,
evaluation is a scientific process that gauges the success of the project or program in
meeting the objectives.

Definition of Monitoring
Monitoring is the systematic process of observing and recording on a regular basis, the
activities carried out in a project, to ensure that the activities are in line with the objectives
of the enterprise.

Monitoring takes into account optimum utilization of resources, to assist the managers in
rational decision making. It keeps a track on the progress and checks the quality of the
project or program against set criteria and checks adherence to established standards.

The information collected in monitoring process helps analyse each aspect of the project,
to gauge the efficiency and adjust inputs wherever essential. It keeps track of project
inputs and outputs such as:
 Activities;
 Reporting and documentation;
 Finances and budgets;
 Supplies and equipment.

Definition of Evaluation
Evaluation is defined as an objective and rigorous analysis of a continuing or completed
project, to determine its significance, effectiveness, impact and sustainability by
comparing the result with the set of standards. It is the process of passing value judgment
concerning the performance level or attainment of defined objectives.

In short, evaluation is a process that critically assesses tests and measures the design,
implementation and results of the project or program, in the light of objectives. It can be
conducted both qualitatively and quantitatively, to determine the difference between actual
and desired outcome.

55
Difference between Monitoring and Evaluation
Indicators Monitoring Evaluation
Meaning Monitoring refers to a routine Evaluation is a sporadic activity that
process that examines the activities is used to draw conclusion regarding
and progress of the project and also the relevance and effectiveness of
identifies bottlenecks during the the project or program.
process.
Related to Observation Judgment
Occurs at Operational level Business level
Process Short term Long term
Focuses on Improving efficiency Improving effectiveness
Frequency Continuously throughout the life of a In the middle and at the end of a
project project
Main Action Keeping track of progress Assessment of progress
Main Project staffs, partners and External evaluators, facilitators,
participants stakeholders project staffs, donors and
stakeholders
Information Internal documents monthly/ Both internal and external documents
Sources quarterly reports, work plans, travel policy documents
logs, minutes
Undertaken Often done by internal staffs, project Often done by external evaluators,
By Managers, field officers and Project staff, or participatory
supervisors
Relation to Usually accepts design Usually free to challenge design
Design
Answer for Answers what activities were Answers why and how results were
implemented achieved. Contributes to building
theories and models for change

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 Transfer of Technology (ToT)

There is increasing use of the term transfer of technology (TOT) by extension

practitioners now a day. Can technologies be transferred mechanically in linear fashion? Do
the terms ‘extension’ and ‘TOT’ mean one and the same thing? TOT includes more than
mere dissemination of information. There are many conceptual model of TOT emphasizing
on different elements of process. Extension can play crucial role in preventing imbalances
caused due to input intensive of new agricultural technology among resource poor farmers. In
fact, extension can create awareness and equip both farmers and scientists to work together to
generate technologies appropriate to the local situation. It requires new methods and
perspectives to work in close touch with people. It is in this context that new concepts like
Farming System Research and Extension, Participatory Technology Development,
Participatory Rural Appraisal, Rapid Rural Appraisal, Indigenous technological Knowledge,
etc. are becoming more meaningful.
Technology refers to ways to making or doing thing. The term 'technology' derived
from the Greek word'tekhne' meaning 'art' or 'craft' and logia, meaning an 'area of study.
In past, technology often ran ahead of science. Things were often done without
precise knowledge of how or why they are done except that they were effective. Technology
is as the means by which material / things are being produced. It is the application of science
and technical advance to the production of materials to serve human needs. The technology is
a replaces of human energy by mechanical energy, using natural sources of energy.
The degree of acceptance of a technology depends on five criteria: (i) relative
advantage, (ii) compatibility, (iii) minimum complexity, (iv)trialability and (v) observability.
The concept of technology can be defined simply to mean the application of science
in the development, production, utilization or application of materials or things or methods of
undertaking a certain activity or work (Hashim, 1978).
Technology is scientific knowledge which is being utilized to solve various practical
problems experienced by mankind.
Samanta (1985) defined agricultural technology as a body of systematically organized
knowledge and materials applicable to local production problems to help to boost thepresent
level of productivity and or extend the existing range of production.
What is Transfer of Technology?
Transfer of technology can be defined as the movement of relevant agriculture
information from a research (source of technology) or an innovation system through
extension system (which acts as an interpreter, disseminator and facilitator) to the client
(consumers of technology) system, i.e., the target group of farmers who are expected adopt
and integrate the new technology into the existing farming systems and practiced (Samanta,
1985).
Extension vs ToT
One of the goals of extension is to transfer technology and in the process the
extension agent is involved in education of farmers as well as arranging for the technical
inputs and services, and hence, many people consider extension and transfer of technology as
one and the same. However, Swanson and Claar (1984) argued that though extension is an
essential and major part of technology transfer the terms are not synonymous. Transfer of

57
technology includes additional 'function of technical input services. On the other hand
extension is concerned mainly with education of farmers on management of resources and
decision-making skills, which may contribute to technology transfer. Hence, it is necessary to
understand that the focus of extension is on education of the farmers rather than supply of
technical inputs and services. Because of the misconception about the role of extension, many
institutions lay emphasis on supply of inputs and technical -services, which are included as
extension activities. However, extension agencies 'frequently engage in activities that are not
directly connected to extension education such as provision of inputs, supervising credit
repayment, enforcing 'government regulations, providing statistical information, organizing
cooperatives etc, (Arnon, 1989). Whether supplying of technical inputs and services is a part
of 'extension' or not is still a debatable issue.
Models of TOT
1) Top-down-Model (Conventional Model)
Salient features of Top-down Model
• Farmers were seen as passive recipient of technologies.
• There was little or no contact between farmers and scientists.
• Role of extension was to persuade farmers to adopt new technologies.
Such approach was evident in green revolution. In this model/approach client's
problems and views were not given due consideration for solving their problems. The T & V
syatem is one of the examples of top down ToT model.
2) Feedback Model
This model has become popular with the growth of FSR and incorporation of
on farm experimentation into agricultural research methodology.
Salient features:
• Researcher values identification of target group, his problems and reaction.
• Close interaction between research and extension system.
• Researches are carried out both on research farm as well as farmers fields.
• Team of researchers included extension personnel as well as social scientists
to have a holistic understanding of farmers' problems.
3) Farmers Participatory Models:
There is recent need trend to strengthen farmers‟ capacities for research and extension
for enhancing sustainable development in rural areas. The new model is based on several
observations about the research and extension initiatives in many areas of the world. By
virtue of keen interest, strong affiliation with vocation and experience, farmers have inherent
interest in experimentation with new way of farming. Their indigenous wisdom and
understanding of agroecological conditions are great resources for evolving appropriate
technologies. Thus new model had taken a stand that researches must begin and end with
farmers.
The characteristics of such approach are as given below:
1. Farmers are seen as active partner in research and extension.
2. Indigenous wisdom possessed by farmers are valued and considered.
3. Research is seen a joint endeavour involving farmers and researchers to solve
problems being faced by farmers.

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 4. Establishment of physical infrastructure and educational facilities for strengthening
local experimentation is an essential aspect of participatory model.
5. It emphasis on the need for scientists to become more sensitive to understand,
communicate and collaborate with farmers.
ATMA is an example of this type of ToT model.
4) Farmer-back-to-Farmer Model
An alternative to the above two models is the ‘Farmer-back-to- Farmer' model
(Rhodes and Booth, 1982). The underlying assumption of the model is that research must
begin and end with the farmer. It turns the top-down model completely on its head by starting
with the farmers. This means that farmer must be incorporated as fully active members of the
problem solving team.

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