Extension Programming Planning is the systematic process of analyzing community

needs , setting objectives ,implementing and evaluation of programs to bring about desired changes
in knowledge, attitudes or behaviour.In the programming model consists of sequential phases which
are Investigation Phase, Design Phase, Implementation Phase ,Evaluation Phase and Conceiving Phase
which are mostly depends on the needs of the target groups.Also,extension Programs save variety of
Client groups,each having its own characteristics and needs.Specifically, Need is a gap between
current situation and a more desirable situations. Hence, Need is a value judgement,then people will
perceive needs differently since tend to be groups and situation Specific which are identified by
research findings, Meetings and discussion with people involved ,Individual interviews and subject
matter specialists.The following are steps involved in Program Planning:
1. Situational Analysis-This involves assessment of local conditions in collaboration with farm families
to understand the real life challenges, resources and Opportunities in the community by considering
different aspects of life which are:
A) Division of labour, in terms of age and sex.For example, In Manyara Region , men primarily handle
land Preparation and cattle herding, while women takes roles on planting,weeding and post
harvesting process hence agricultural intervention must recognize these roles.
B) Agro-Ecological Factors such as crop-soil climate relationship,For example,In Southern Highlands
(Mbeya , Njombe),the climate supports high yield maize and Irish Potatoes with fertile volcanic soils
hence results extension agents recommend suitable crops and practices.
C) Limitations of the farming System,involves terrain,climate and water availability.For example,In
Dodoma Region, the semi-arid climate and unreliable rains limit crop productivity,requiring emphasis
on rainwater harvesting and drought resistant crops like sunflower.
D) Local Socio-Cultural Context,involves local values,Belief System,Family Relationship and
Organizational Structure and social interaction.For example,In Parts of Southern Tanzania
like;Matrilineal Makonde communities, women have ;and ownership rights.Hence extension workers
include women on land management and agribusiness.
2.Identification of Needs,Wants and Interests-This involves the totality of the farmers concerns, in
shaping what kind of education I most helpful to the community through considering:
A)Needs are basic and essential requirements for farmers to improve productivity and
livelihood.Extension Officers focuses primarily on priority needs.For example,In Kigoma, where
cassava mosaic disease has been destroying crops,farmers need-resistant cassava varieties and
training on crop protection.
B)Wants are general desires that may not be urgent but are still important to the
community.For example, In Mbeya region, Some farmers may want to access tractors or irrigation
equipment,even though manual farming is still possible.These tools can increase efficiency but may
not be priority due to cost or land size.
C)Interests refer to aspirations or future goals that individuals or communities may wish to
pursue for improvement or personal growth.Forexample,In Arusha ,some young agri-entrepreneurs
are interested in green house Farming for high-value crops like tomatoes or
strawberries.Hence,Wants may become needs in the future,Interests helps build motivation and long-
term planning and Addressing help establish trust and rapport with the community.
3.Determining Problems ,Resources and Priorities:An assessment of interests,wants and needs should
results in identification of farmers related Problems.
A)Identifying Specific Problems;This is because when working with farmers is common to
find multiple problems.However trying to address everything at once is impractical.Instead extension
workers must breakdown broad needs into specific problems,then analyze the root causes of each
Problem and finally understand ho one problem might be linked to or dependent on solving
another.For example, In Tabora ,farmers face poor maize yields,lack of storage facilities and limited
market access, so instead of tackling everything simultaneously, the extension agent identifies poor
yields are the root problem,caused by low soil fertility and poor quality seeds.
B)Assessing Resources;Involves human(extension officers,lead farmers) resources,Financial
resources(credit schemes,subsidies),Natural resources(land,water,climate) and Institutional
resources(NGOs,research centers,farmer groups).For example,In Iringa farmers lack knowledge about
tomato pest control resources such as Trained agro-dealers nearby,Support from TARI(Tanzania
Agriculture Research Institute) and existing farmer groups for training sessions.
C)Setting Priorities;Extension officers and farmers must agree on which problems to solve first
based on Urgency,Impact,Feasibility and Resource availability.For example, In Dodoma, Farmers list
following challenges which are water scarcity,lack of improved seeds,Poor improved seeds and
Inadequate extension services,through group discussion and tools like force field analysis, they
decide that improved seeds are top priority because they can be adopted immediately with minimal
infrastructure.

4. Coordination with other agencies:Extension services alone cannot solve all community problems-
issues like malnutrition,Poverty or Poor productivity are multi-dimensional and require input from
multiple sectors.Therefore, coordinating wit other government departments,NGOs,Private sector
actors and local leaders are essential for effective sustainable development through Promote
complementary and motivate extension workers.
For example,Youth Agribusiness Support in Arusha, youth were trained in Poultry Farming by the
Ministry of Agriculture’s extension officers.However ,they lacked access to markets and
capital.Hence,Coordination included SIDO(Small Industries Development Organization) supporting
aggro-processing and marketing.Also, TADB(Tanzania Agricultural Development Bank) offering Loans.

5. Planning Learning Experiences and Action Programme: Once the needs are known and objectives
are set,the next step is to design learning activities that meet these objectives.This involves Farmers in
Planning,Choosing relevant teaching methods,using appropriate resources and planning how success
will be measured. For example ,In Njombe , an extension program aimed to teach farmers how to
produce Irish Potatoes more efficiently.this is done through Learning needs identified,Farmers
involvement,Learning strategies(Farmer Field Schools),Instructional Resources (Samples of improved
seeds and trained local facilitators) and Evaluation of Plan by farmers agreed to measure success by
changes in yield per acre and input usage.

6. Implementation of the Programme:During implementation, extension officers carry out the Plan
ensuring Participation remains high,Local and Scientific Knowledge are respected and Activities are
done according scheduled and resources.Fore example,In Tanga , a beekeeping project was
implemented in partnership with local government and NGOs.In Activities implemented, training in
modern beehive use,honey Processing and marketing.In Scientific and indigenous Knowledge involves
extension agents taught about bee behaviour and hive design.In Community Role, local leaders
helped mobilize participation and monitored beehive distribution.

7. Monitoring and Evaluating Programme:In Evaluation involves formative evaluation(whether

programme is on track) and Summative evaluation(what worked,what didn’t and what can be
improved) while monitoring involves ongoing observation,mid-course corrections and gathering
regular feedback farm participants.In Kilimanjaro region, a climate-smart agriculture programme
focused on teaching farmers conservation tillage and mulching.In formative monitoring,extension
officers visited farms every two weeks to observe Practices and give advises.In Adjustments
made,farmers struggled with mulch availability, so the programme added a session local materials like
banana leaves and crop residues.In Summative Evaluation,at the end of the season , community
forum was held to assess yield data,farmer satisfaction and challenges.

Extension programming models, especially in agriculture and rural development, face a unique set of
challenges—particularly in countries like Tanzania, where extension services are crucial but often
under-resourced. Below are the key challenges facing extension programming models, with real-
world relevance and examples from the Tanzanian context:

1. Inadequate Funding and Resources Challenge: Extension services in Tanzania are often
underfunded. This leads to a lack of transport, training materials, and technology for extension
officers.Example: An extension officer in Dodoma Region may be responsible for hundreds of farmers
but have no access to a vehicle or mobile tools, making timely field visits difficult.
2. Shortage of Skilled Extension Workers Challenge: There is a limited number of well-trained
extension agents, and many lack updated knowledge on modern agricultural practices or ICT
tools.Example:Farmers in Mtwara adopting cashew farming innovations receive outdated information
because local officers haven't received refresher training in years.
3. Poor Communication Infrastructure Challenge: Limited access to internet or mobile networks in
remote areas restricts the use of digital extension platforms.Example: A mobile app designed to
provide weather forecasts and pest alerts to farmers in rural Singida is ineffective due to weak
network coverage and low smartphone ownership.
4. Language and Literacy Barriers Challenge: Many farmers are not fluent in English and may have low
literacy levels, yet many programs are delivered using technical language or non-local
languages.Example: An extension program using printed manuals in English fails to resonate with
Swahili-speaking or indigenous-language-speaking farmers in Mara Region.
5. One-Size-Fits-All Approach Challenge: Many extension models do not consider local agro-ecological
or socio-economic differences, reducing their relevance and effectiveness.Example: An irrigation
training module developed for Arusha is promoted in Tabora, where the climate, crops, and water
access are entirely different.
6. Gender Inequality and Social Norms Challenge: Extension models often overlook the specific needs
of women, youth, and marginalized groups, despite their critical role in agriculture.Example: In rural
Kilimanjaro, women farmers may be excluded from training sessions because they are held in distant
locations or at times conflicting with household responsibilities.
7. Monitoring and Evaluation (M&E) Deficiencies Challenge: Weak M&E frameworks mean it's hard to
assess the actual impact of extension programs or adjust them effectively.Example: An NGO runs a
pilot project on organic farming in Mbeya, but after two years, there is no clear data on adoption
rates, productivity changes, or income impacts.

Here are practical solutions to the challenges facing extension programming models in Tanzania,
paired with real or realistic examples from the local context:
1. Public-Private Partnerships (PPP) & Decentralized Resource Allocation
Example :The Feed the Future Tanzania Nafaka Activity, funded by USAID, collaborated with private
input suppliers to train extension agents and equip them with demonstration kits. This reduced the
financial burden on government resources and improved the reach of extension services in Morogoro
and Iringa.
2. Train-the-Trainer (ToT) Models & Use of Para-Extension Workers
Example :In Tanga Region, the Farm Africa project trained local lead farmers as para-extension agents
who then trained their peers. This multiplied outreach without needing to hire more government
staff.
3. Use of Local Languages, Visual Aids, and Audio-Visual Content
Example:The Arifu platform, used in Tanzania, provides voice-based interactive learning in Swahili,
using storytelling and simple language. Farmers in Geita Region accessed agronomy tips without
needing to read texts.
4. Agro-Ecological Zoning & Tailored Advisory Services
Example :The Tanzania Agricultural Research Institute (TARI) works with zonal research centers to
provide location-specific crop and livestock recommendations. For example, cassava disease-resistant
varieties are tailored differently for Lake Zone than for Southern Highlands.
5. Gender-Responsive Extension Models & Flexible Training Schedules
Example:In Mbeya, the NAFAKA II project scheduled training at times that suited women (e.g.,
afternoons) and offered childcare options at meeting venues, boosting female participation in farmer
field schools.
6. Use of Digital M&E Tools and Participatory Monitoring
Example from Tanzania:The Farms platform used by some agricultural cooperatives in Kilimanjaro
allows real-time feedback collection and data tracking on training outcomes and farmer uptake of
recommended practices.
Therefore,Effective program planning is a systematic process that involves several
interconnected steps from identifying needs and setting goals to designing and implementing and
evaluating a program.Despite, the many challenges such as limited resources,stakeholder resistance
and data collection issues , that can be mitigated with strategic planning ,clear communication and
inclusive collaboration.A well planned program not only ensures that resources are efficiently but also
maximizes the program impact and sustainability’