HISTORY

OF EXTENSION IN THE

PHILIPPINES
Extension during  Extension work in the Philippines started in
Spanish Era, 1565 through the establishment of “granja
modelos” or model farms by the Spaniards.
1565

Extension during  A more serious attempt to extend agricultural

the American services in the Philippines.
Regime, 1901

October 8, 1901  Extension work during the American regime

started but there was no definite plan
followed.
April 30, 1902  The Bureau of Agriculture under the
Department of Interior was organized to give
a boost to extension work
July 1910  The Demonstration and Extension Division
was created in the Bureau of Agriculture
making it the first formally organized
department implementing extension and
research programs (Mabutas and Paguingan,
1978)

July 10, 1919  The extensions service organization of the

Philippines was made a separate unit of the
Bureau of Agriculture. Since then the
Demostration and Extension Division
expanded its activity to include farmer’s
cooperatives, organizations, rural credit,
marketing and animal science. People
engaged in this work were called farm
advisers.
1923  The name of Demonstration and Extension Division was
changed to Agricultural Extension Service. Ms. Maria Y.
Orosa founded the home extension service also in 1923,
starting as a unit under the Organic Chemistry Division of
the Bureau of Science.

1925  The Food Preservation Section of the Organic Chemistry

Division was organized. Its activities included food
preparation, food preservation, home management, and
demonstration work.
1932  The Demonstration and Extension Division was renamed
the Agricultural Division.
1933  The Fiber Standardization Board was abolished and the
Fiber Inspection Service was returned to the Department
of Agriculture and Commence, at the same time
transferring the educational fiber inspector to BPI.
 1936  The Division of Home Economics was transferred to the
Bureau of Plant Industry and merged with the Utilization
Division of the said Bureau.

Commonwealth Period
1936  The passage of Commonwealth Act No. 85 created the
position of provincial agriculturist which allowed for a wider
field of coverage.

1937  Commonwealth Act 85 authorized each province to employ a

few home demonstrators to show home extension work.

1938  The Bureau of Animal Industry also recognized its own

extension activities by establishing a Livestock Extension
Division, charged with the responsibility of demonstrating and
disseminating information materials on livestock and poultry
production.
Commonwealth Period

1941  At first, the BPI’s extension service covered mainly

the cultivation of fruit trees, vegetables and
ornamental plants. In 1941, greater attention was
directed to the improvement of rice, corn, tobacco,
and other major crops.
Post - War Period
1947  The home extension unit of the Plant Utilization Division of
the Bureau of Plant Industry was fused with the Agricultural
Extension of the Bureau.

1949  The Philippine Government requested the US Government

to send an Economic Survey Mission to the Philippines to
look over the post-war situation with the end in view of
making suggestions for improvement.
The Bell Report, named after the chief of the mission,
Daniel W. Bell recommended among other things that the
agricultural extension services of the government be
consolidated under one administration for the sake of
efficiency
1952  Republic Act No. 680 was signed creating the Bureau of
Agricultural Extension (BAE)
 The BAE was charged with the consolidation, coordination
and expansion of agricultural extension undertaken by
other agencies
 The BAE was responsible for undertaking a three – phase
program of farm improvement, home management and
youth development in order to increase farm income and
improve family life.

1954  Executive Order No. 57 was signed creating the

Community Development Council (CDC)

1956  Executive Order No. 156 was issued to create the office of
the Presidential Assistant for Community Development
(PACD).
  PACD was assigned to plan and implement the
Philippine National Community Development
Program, coordinate and integrate the activities
of all and each department of government
engaged in community development.
 The ultimate objective was to increase their
effectiveness, achieve maximum benefits and
avoid overlapping and duplication of activities.
1957  The thrust of PACD programs were changed in
1957. It reduced its agricultural extension work.
1958  The Rice and Corn Production Coordinating Council
(RCPCC) which was organized as the highest governing
body to exercise direct control and management over the
Rice and Corn Production Program.

1959  RCPCC was organized in 1959 as the highest policy making

and coordinating body.

1963  On August 8, 1963, the focus of BAE was shifted. BAE was
changed into Agricultural Productivity Commission (APC)
under the office of the President.

1964  Executive Order No. 62 was promulgated creating the Rice

and Corn Authority (RCA) which replaced the RCPCC.
1966  Executive Order No. 38 changed the Presidential Assistant
for Community Development to Presidential Arm for
Community Development and at the same time elevating
the PACD to cabinet rank

1966  Executive Order No. 64 was revoked while Executive Order

No. 50 was issued to restore the power and responsibility
for the implementation of the Rice and Corn Productivity
Program to the RCPCC.

1969  By the virtue of Executive Order No. 183, the National Food
and Agriculture Council was created in place of RCPCC.
 NFAC performed the functions of RCPCC with the additional
responsibility of the coordination, administration and
implementation of the national program of self-sufficiency in
foodstuffs.
1972  Several organizational changes affecting agricultural extension
took place with the declaration of Martial Law in 1972.
Presidential Letter of Instruction dated November 1, 1972
reverted the Agricultural Productivity Commission to its original
name, Bureau of Agricultural Extension.

1973  It was on July 1, 1973 when the Bureau of Agricultural

Extension was placed again under the Department of
Agriculture.
1977  Upon the request of the Philippine Government, the World
Bank Mission appraised the Philippine agricultural extension
service. The proposal for the National Extension Project (NEP)
was appraised by the World Bank Mission from February to
March 1978. The World Bank approved a loan of US $ 35
million.
 The NEP became fully operational on March 27, 1979. The
T and V System Philippine Model evolved into the
complementation program “a development strategy
designed to improve the quality of life of farm families
through the resource pool of Marketing Assistance Centers
(MAC). Technology Packaging (Tech Pack), Cooperative
Development (Coop Dev), with Extension Delivery System
(EDS). It derived its name from the recognition that
“complementation is imperative among the resource pool
component if the model is to be operational and effective in
addressing the multi-dimensional problems of the small
farm families”.
 The Bureau of Agricultural Extension Becomes a Staff
Bureau
1978  In 1978, ministry-wide regional offices were created in the
Ministry of Agriculture by virtue of Presidential Decree No. 1579
Local Government and Community Development in the 1972
reorganization, was likewise placed under the supervision and
control of the Ministry of Agriculture.

1980  The structural set-up of the Ministry of Agriculture was

streamlined for a more unified extension service with the
reorganization under Presidential Decree No. 1579 and Letter of
Instruction No. 595. Under the new organizational set-up, the
Bureau of Cooperatives Development and the Bureau of
Fisheries and Aquatic Resources which used to be line agencies,
became staff bureau.
  Matters that have to be communicated to the
extension fieldworks from the Central Office must
pass through the Regional Directors.

1982  In 1982, Executive Order 803 established an

integrated management system for agricultural
services for the unification of government efforts at
providing adequate and timely agricultural services
and inputs.
 The Creation of Agricultural Training Institute (ATI)

1987  The Agricultural Training Institute (ATI) was born. The

ATI is responsible for the training of all agricultural
extension workers and their clientele, who are mostly
farmers and other agricultural workers; ensure that
training programs address the real needs of the
agricultural sector; ensure that the research results are
then communicated to the farmers through the
appropriate training and extension activities.
 The Agriculture and Fisheries Modernization Act of
1997
1997  RA 8435 created the AFMA Law of 1997. This is an act
prescribing urgent related measures to modernize the
agriculture and fisheries sectors of the country to
enhance their profitability, and prepare said sectors for
the challenges of globalization through an adequate,
focused and national delivery of necessary support
services, appropriating funds therefore and for other
purposes. Otherwise known as the “The Agriculture and
Fisheries Modernization Act of 1997”.
 Rule 85.1 of the IPR includes the following that pertains to
extension: “The results of all research conducted by offices
and institutions within the NARDSAF shall be reported at
regular intervals and integrated into the NIN. For this purpose,
all institutions under the NARDSAF are required to submit
reports in formats consistent with standards and schedules
issued by the Department of CERDAF”.
 Section 87 on Extension Services states that Agriculture and
Fisheries extension services shall cover the following major
services to the farming and fishing community.

 Training services;
 Farm or business advisory services;
 Demonstration services; and
 Information and communication support services
through tri-media
 The term extension education was first introduced in
1973 by Cambridge University in England to
describe a particular innovation. This was to take the
educational advantages of the universities to the
ordinary people, where they live and work. The term
“extension” was first coined in England.
 PRESIDENTS OF THE
PHILIPPINE REPUBLIC
1. Pres. Manuel L. Quezon (1936)
 Division of Soil Survey was created-soil survey
and agronomical survey undertaken

2. Pres. Jose P. Laurel

 “Rude Awakening” –realized that Philippines
was not self-sufficient
3. Pres. Manuel A. Roxas
 Parity Right to the Americans- the disposition, exploitation,
development, and utilization of all agriculture timber/mineral of
the public domain.
 Rehabilitation Finance Corporation now known as Development
Bank of the Philippines

4. Pres. Elpidio Quirino

 Bureau of Agriculture Extension (BaEx)
 Made rice industry the first commodity sector to have in
integrated national planning
 Rural Bank Act
 ACCFA authorized to organize the FACOMAS
5. Pres. Ramon Magsaysay
 National Rice and Corn Program
 Rice ad Corn Coordinating Council- the forerunner of the
National Food and Agriculture Council now National Agriculture
and Fishery Council

6. Pres. Carlos P. Garcia

 Austery Program- simple living
 Filipino First Policy
7. Pres. Diosdado Macapagal
 International Rice Research Institute in UPLB
 Focus solve the problem of the sugar industry.

8. Pres. Ferdinand Marcos

 RA 6389- Tenancy Act
 Masagana 99 or the “Golden Harvest”- massive
dispersal of modern package of technology, fertilizer,
other agricultural inputs.
 Replanting program of coconut.
9. Pres. Corazon Aquino
 Comprehensive Agrarian Reform Program (CARP)

10. Pres. Fidel V. Ramos

 Medium Term Agricultural Development Program (MTDP)
 Grains Production Enhancement Program (GPEP)
 Key Commercial Crops Development Program (KCCDP)
 Medium Term Livestock Development Program (MTLDP)
 Medium Term Fisheries Management Development Program
 GATT Safety Measures was adopted
11. Pres. Joseph E. Estrada
 Constitutional Development for Development
 Agrikulturang Makamasa
 Biotechnology was approved in the Philippines

12. Gloria M. Arroyo

 Ginintuang Masaganang Ani (GMA)- country wide
assistance for rural employment and services
 Hybrid Rice Commercialization Program
13. Pres. Benigno Simeon Aquino III
 Agri-Pinoy Program- blueprint of the 4 Banner Programs of
DA namely; Rice, Corn & Cassava, Livestock, HVCDP
 HVCDP (High Valued Crop Development Program)
20 HVCDP-------
 RICE----- inbred, hybrid (rain fed, irrigated), heirloom rice
 CORN & CASSAVA---- Yellow & white corn (GMO, open-
pollinated, hybrid)
 LIVESTOCK
Extension Education
Concepts, Philosophy,
Principles and Objective
 CONCEPT
OF
Extension
 Extension means:
 To extend, to spread or to disseminate useful
information and ideas to rural people outside the
schools and classrooms
 Extending of service, or system that extends
educational advantage of an educational institution to
persons unable to avail of a formal education.
 Extension Service
 refers to the provision of training, information, and
support services by the government and non-
government organizations to the agriculture and
fisheries to improve the technical, business and social
capabilities of farmers and fishers folks.
THE ROLE OF EXTENSION IS TO BRIDGE THE GAP
BETWEEN THE RESEARCH SYSTEM AND THE
CLIENT SYSTEM.

EXTENSION
RESEARCH CLIENT
DELIVERY
SYSTEM SYSTEM SYSTEM
 12 Meanings of Extension
1. Extension is education for all people.

2. Extension is changing attitude, behavior, knowledge

and skills of all people.

3. Extension is working with men and women, young

people, boys and girls, to answer their needs and
their wants.
 12 Meanings of Extension
4. Extension is “helping people help themselves.”

5. Extension is “ learning by doing” and seeing is

believing.

6. Extension is teaching people what to want, as well

as how to work out ways of satisfying these wants
and inspiring them to achieve their desires.
 12 Meanings of Extension
7. Extension is the development of individuals in their
day-to-day living, development of their leaders,
their society and their world as a whole.

8. Extension is working together to expand the

welfare and happiness of the people with their
own families, with their own villages, their own
country and the world.
 12 Meanings of Extension
9. Extension is working harmony with the culture of the
people.

10. Extension is a living relationship between the

village workers and the village people. Respect and
trust for each other, sharing of joys and sorrows,
results in friendship thru which village extension
work continues.
 12 Meanings of Extension
11. Extension is a two-way channel – it brings scientific
information to the village people and it also takes the
problems of the village people to the scientific
institutes for solutions.

12. Extension is a continuous educational process

which both learners and teacher contribute and
receive.
 Meaning of Extension in Other Countries
TERM COUNTRY MEANING
VOORLICHTING Netherlands Lighting the path ahead to help people find their way
PENYULUHAN Indonesia Lighting ahead the way with a torch
PERKEMBANGAN Malaysia Education
BERATUNG Germany Advisory work
AUFKLARUNG Germany Enlightenment so that one knows clearly where he/she is
going

Education, to teach people to solve their problems

ERZEIHUNG Germany themselves.
CAPACITACION Spain Capacitate people’s ability through training
CONSULTACION
FORDERUNG Austria Furthering or stimulating one to go in a desirable direction
VULGARISATION France Simplification of the message for the common man
ANIMATION
EXTENSION USA Education, influencing people to change their behaviour.
 Education Concepts
Is conceived as a lifelong process of learning.
A continuing process of bringing about desirable
changes in the behaviour of people include
increased knowledge, new skills or better
attitudes.
It involves a variety of methods and sources.
 Different Behavioural Change to a Client

AFFECTIVE SKILL- influencing feelings or emotions

PSYCHOMOTOR SKILL- motor action directly proceeding
from mental activity
COGNITIVE SKILL- involving conscious mental activities such
as thinking, understanding, learning and remembering
INTELLECTUAL SKILLS- rational thinking, or ability to think in
a logical way
Education Concepts
Three Modes of Education
Informal Education
 a lifelong process by which every person acquires and
accumulate knowledge, skills, attitudes and insights from
daily experiences and exposure to the environment….at
home, at work, at play, etc…
 unorganized and often unsystematic, yet it accounts for the
great bulk of any person’s total lifetime learning
Education Concepts
Three Modes of Education
Formal Education
 Highly institutionalized, chronologically graded and
hierarchically structured “Education system” starting from
primary and reaching the university education
Non-Formal Education
 Any organized, systematic, educational activity carried on
outside the framework of the formal system.
 Example is agriculture extension and farmers training
program ad various community program of instruction
Education Concepts
Basis of Comparison FORMAL NON-FORMAL
Educational objective For future Immediate application
application/preparation
for life

Audience Generally young youth and adults,

heterogeneous
Venue Classroom Where the people are,
anywhere in the
community
Sponsorship National government and National government and
other sources other sources

Certification Confers degree and Gives certificate

diploma
 The guiding principle in the
integration of community organizer is
Rapport Building
Team Building
Unification
Team work

Rapport Building
 Which is the meaning of
complementation?
Consortium
Partnership
Networking
Linkage

Partnership
 Consortium (Association)- an organization of people having a
common interest
 Partnership- a relationship resembling a legal partnership and
usually involving close cooperation between parties having
specified and joint right and responsibilities
 Networking- an interconnected or interrelated chain, group,
or system
 Linkage- the state of being linked or connected.
-a tactic in diplomatic negotiations of linking often
unrelated issues so that progress in one area is
dependent on agreement in another.
Extension is a type of intervention
which focuses on
Education
Training
Education and training
Information and support service

Education and Training

 Intervention to become involved in something
in order have an influence on what happens
It promotes sustainable agriculture
development in a corn-based farming system
in upland and lowland communities
Integrated Pest Management
Farmer’s Field School
Organic Farming
Farmer Scientist Training Program

Farmer Scientist Training Program

 Farmer’s Field School & School-on-Air- are extension
methods implemented to build and transfer technical skills.
It also provide venues for community integration.
 SOA- is conducted over the radio especially to far flunked
areas from Mon., wed., Fri.
 FFS & SOA are extension methods used by CHARM2 project
of DA.
This is considered as the lifelong process of
learning

Education
Administration
Extension
Management

Education
Extension classes are examples of this type of
education

Formal
Informal
Non-formal
Basic

Non-formal
First and foremost an extension worker must
be

Self-centered
Client centered
Reward centered
Innovation centered

Client centered
The type of agriculture where the production
of plants and animals is for the use of family
and not for market
Sustainable Agriculture
Traditional Agriculture
Extractive Agriculture
Modern Agriculture

Traditional Agriculture
 Extractive Agriculture-withdrawal of natural
resources by extraction with no provision for
replenishment
 Sustainable Agriculture
 Traditional or Conventional
 Modern or Non-conventional
The function of the university that provides pre-service
and in-service trainings, backstopping by subject matter
specialist and release farm, home and fishery information

Education
Extension
Instruction
Research

Extension
The Philippines is increasingly using ICT to enhance
extension services in the country . ICT stands for;

 Information, Communication and Transportation

 Instruction and Communication Technique
 Information, Communication and Training
 Information and Communication Technology

Information and Communication Technology

The clientele of extension education are generally

 Youth
 Farmers
 Youths and Clients
 Adults

Adults
This is the important role of extension in sustainable
development

 Walk the learning path

 Transfer of technology
 Promotes the use of external inputs
 Define an incentive system

Walk the learning path

The field of extension is described as continuing
process of ___ technologies in order o satisfy human
needs
 Generating
 Selling
 Disseminating
 Analyzing

Disseminating
The various government and non-government research
centers in the country are continuously generating _____ in
livestock, crops,fisheries,forestry and natural resources

 Natural resources
 Breeder seed
 Infrastructure
 Technologies

Technologies
Which of the following describe extension

 Demonstration process
 Automatic process
 Educational process
 None of the above

Demonstration process
Which of the following best describe what extension
is all about

A. Service or a system that extends the educational benefits to

people unable to avail formal education’
B. Lifelong process of acquiring and accumulating knowledge,
skills, attitudes from experiences and exposure to
environment
C. Continuing process of bringing desirable changes in people
behaviour

A
The following are definitions of agricultural extension
except;

A. Non-formal system of education which is organize to

provide rural people useful and practical knowledge
B. Teaching and influencing process
C. The introduction of technical-know-how to the farming
population to increase agricultural production and thereby
raise the standard of living
D. Technology utilization

D
It is considered as the center of all development
efforts in extension

 Technology
 Environment
 Finance
 People

People
The basic requisite of agricultural development

 Agriculture resources to be more fully and rationally

utilized
 The agriculture sector to be at par with those in the
industrial and other sectors
 The country to become globally competitive
 The improvement of agriculture productivity

Agriculture resources to be……….

The role of extension is to bridge the gap

 Between academe and industry

 Between community leaders and farmers
 Between research and client system
 Between market system and consumer system

Between research and client system

In the AFMA Act of 1997, the extension services that
need to be provided to improve the status of farmers
and fisherfolks include
 Training
 Information
 Support service
 All of the above

All of the above

Extension may be defined in terms of

 Service
 Technology
 Out-of-school education
 All of these

All of these
A statement of a desired or ideal future

 Philosophy
 Principles
 Vision
 Mission

Vision
Which of the following is not typical of a non-formal
mode of education

 Setting demonstration plots

 Farmers class
 Field day
 Making assignment

Making assignmnet
In non-formal mode of education, the clients include

 Farmers/ fisherfolks, housewives, out-of-school youth

 Farmers only
 Farmers and fisherfolks
 None of the above

Farmers/fisherfolks, housewives……..
The type of development means making progress
without sacrificing the welfare of the generations yet
to come.
 Sustainable development
 Rural development
 Community development
 None of the above

Sustainable development
Empowerment means

A. Providing people with knowledge and skills for

knowledge sake
B. Providing people with knowledge and skills to
capacitate them so they can respond to their needs and
problems
C. Providing opportunity to exploit others

B
The term means using land, labor, capital and
managerial ability in the best possible combination to
produce marketable product with the least cost

 Managerial ability
 Efficiency
 Effectiveness
 None of the above

Efficiency
This term has been defined as the ability to make
decisions that achieve goals in the most efficient
manner

 Managerial ability
 Efficiency
 Effectiveness
 None of the above

Managerial Ability
The term means partnership among different
organizations involved in extension

 Cooperation
 Complementation
 Coordination
 Commitment

Complementation
This concept means the harmonized and unified effort
of organizations to avoid wasteful duplication

 Cooperation
 Collaboration
 Coordination
 Commitment

Cooperation
This means giving the best of oneself in helping
others

 Cooperation
 Collaboration
 Coordination
 Commitment

Commitment
Managerial ability- the ability to manage or direct
Coordination- to make arrangements so that two or more
people or groups of people can work together properly and
well
Collaboration- to work jointly with others or together
especially in intellectual endeavours
 Commitment, cooperation,
coordination and complementation
are key values and strategies to
remember for the sake of our
fellowmen.
Commitment- giving the best of oneself in
helping others.
Cooperation- harmonized and unified efforts of
organizations and people while complementation
connotes providing the needed support lacking in
one organization.

Complementation- mean partnership among the

different organizations
Which of the following is not typical in extension?

A. Programs are based on peoples problems and needs

B. Participation is compulsory
C. People differ in their culture
D. Local leaders

B
Extension provide educational opportunities basically
through;

 Coercion
 Compulsion
 Leadership
 Voluntary participation

Voluntary participation
PHYLOSOPHY
OF
EXTENSION
Structure of Philosophy:

BELIEFS- one’s mental convictions, view of the world, or

acceptance of something

ETHICS- the basic principle of right actions/ conduct as defined by

profession, society and nation. The ideal of conduct.

VALUES- something regarded as desirable, worthy or right. The

intensity or degree of valuing something may change in time.
 Philosophy is a body of principles that
governs the conduct of human activity.

There are some philosophical qualities of

education that apply to extension which we
may adopt, believe and practice.
1. That education is the most permanent way trough
which to bring about change; extension is fundamentally
education.

2. Effective extension education is voluntary

participation.

3. Teaches people to do things, not a system of doing

things for people.
4. That idea must be put to work for the betterment of the
human race. Like knowledge must be put to work.

5. That knowledge can only be transferred through a process of

“man helping his fellowman”

6. That there is no fundamental difference in the intellectual

abilities of any race or sex, if given chance to acquire education
and if helped in the application of knowledge.
Summarization:
1. An extension program starts where the people are, with what they
have and improvement can begin from there.
2. The classroom is where the people are, in their farm, in their homes
and even in their barangays.
3. Extension programs are based on peoples needs and decided by
them.
4. People learn to do by doing.
5. Education is carried on with groups or with individuals.
6. Extension works with and through people.
7. The spirit of self-help is essential in a democratic living.
PRINCIPLES
OF
EXTENSION
 The following principles can serve as guides for
effective extension work:

 Principle of Cultural Difference  Principle of Voluntary Education

 Principle of Cultural Change  Principle of Satisfaction
 Principle of Interest and Needs  Principle of Trained Specialist
 Principle of Grass root Approach  Principle of Whole Family
 Principle of Cooperation Approach
 Principle of Participation  Use of Extension Tools
 Principle of the Use of Extension
Teaching Methods
 Principle of Leadership
Principle of Cultural Difference
People differ in their culture. An extension worker must know
and should be able to adjust to the culture of the people.

Principle of Cultural Change

The culture of the people changes with extension if they
could feel and see the outcomes and impacts of the efforts of
the extension workers.
Principle of Interest and Needs
People are likely to support extension programs based on
their needs and interests. The people will certainly support
the implementation of the extension program wherein they
are involved in the planning process
Principle of Grassroots Approach
Starts where the people are and with what resources they
have. The differences in educational attainment, culture of
the people, their economic and social status and types of
farming should be carefully considered.
Principle of Cooperation
Rural people and the extension worker should cooperate
with each other for the development of the community. It is
the role of the people to cooperate in the proper
implementation of the program to be successful.
Principle of Participation
Participation means to have or take a share with others in an
activity. In extension, the rural people learn by doing.
Principle of the use of Extension Teaching Methods
Extension workers works with individuals, groups of people
and organizations. This requires different extension teaching
methods to be effective. EW serves as communicator and
educator.
Principle of Leadership
Local leaders must be trained and encouraged to help in
extension work since they are more familiar with their
characteristics and idiosyncrasies.
Principle of Voluntary Education
Extension is a non-formal education which provides education
opportunities without coercion and compulsion. This is a
voluntary and free-willing participation on the part of the
clientele.
Principle of Satisfaction
Words of praises, recognition and appreciation encourage
voluntary participation and even leadership in the extension
program.
Principle of Trained Specialist
Specialists in agriculture share their research finding to the
farmers through the extension worker.

Principle of Whole Family Approach

Extension should consider all the members of the family in
introducing development projects. Every member of the
family is important in making decision s in terms of
technology adoption.
Objective of Extension

Ultimate Objective:
Extension is the development of people, so that
they can do things for themselves.
 Objective of Extension
Specific Objective:
1. To bring to farmers the knowledge that would enable them to farm
more efficiently
2. To improve the rural conditions and make the farm and home
attractive and desirable
3. To place an opportunity before the rural people whereby they may
develop their native talents.
4. To build a rural citizenry proud of its occupation independent of its
thinking, constructive in its outlook capable, efficient and self
reliant
 SCOPE
OF
EXTENSION
 Agricultural Production
Majority if the Filipino population live in the rural areas and are
engaged in agriculture. Agriculture production contributes to
economic productivity only if farming can be made efficient.

Efficiency- means using land, labor, capital and managerial

ability in the best possible combination to produce marketable
product with the lest expenditure of productive resources and
human efforts.
 Marketing and Processing of Farm
Product
 Environment Protection and Natural
Resource Development
 Marketing and Processing of Farm
Product
Studies show that today’s use of water, air, land and
forest is threatened. The demand for water exceeds
supply in parts of the world and the land available for
crops is decreasing.
 Farm and Home Management
Managerial skill is the ability to make decisions that achieve
goals in the most efficient manner.

Extension worker can help farmers decide on what and how

much resources to acquire and how and when to use them.

 Family Living
 Youth Development
The needs, problems and aspirations of the youths are
different from the adults.

Youth enthusiasm to participate in the development projects

should be well supported.
 Leadership Training
Leadership is the process of influencing other people.
Leaders are the catalysts for group action, the voice for
group expression and the tool through which the group
considers and carries out its decisions.

Leadership can be developed.

 Community Improvement and Resource Development
3 kinds of resources existing in the communities; natural,
human, institutional or organizational resources
Natural- free resources
Human- the most important resources
Institutional- schools, churches, existing organization, local
government

 Public Affairs
Public affairs education is education for citizenship. There
are many issues and concerns that affect the people in the
community.
Extension service should provide opportunities to people to
participate in activities that aim to clarify issues and problems
on public affairs.
The Challenges
of
Extension
 Wide geographic area of coverage.
Philippines has
Ideally, an extension worker should serve 3 barangays in order to be
effective.
 Ecological Zones.
There are different ecological zones like the lowland irrigated,
lowland rain- fed and upland hilly, mountainous and coastal areas.
 The Culture of the People.
Research results and technology which are good for one culture may
not be acceptable to people with another culture.
 Problems of the People.
 Globalization, Information and Communication Revolution.
4. Extension is a type of intervention
focused on
A. Education and training and related services
B. Designed towards helping people to help
themselves
C. All of the above

C. All of the above

Agricultural extension is a system of non-formal
education because it

A. Is done by the people in the formal school

system
B. Does require a curriculum
C. Is graded formally
D. Is addressed to the “here and the now”
D. Is addressed to the “here and the
now”
Which of the roles of extension worker should not
be in the list?

A. Technician
B. Adviser
C. Change agent
D. None of the above

D. None of the above

Communication in
Extension
 Introduction
 Communication is as much as the air we breathe

 Communication is by far our most important medium for personal

development and social contact.

 Through it, we learn and grow; we discover ourselves and other

people; we govern nations; wage war and make peace, we hurt
one another, and we fall in love.

 Therefore, communication is the basis of all social interaction.

People need to communicate, to relate to other people, people
need communication to adjust to their changing environment.
 Communication Defined
 “communis” ----to make common or to establish
commonness between 2 or more persons.

 “communico- to share

 transfer of ideas from one person to another

Communication
A process by which people exchange ideas, facts and feelings
or impression so that each gains a common understanding of
the meaning and intent of the message.
A process by which an idea is transferred from a source to a
receiver with a purpose of changing his behaviour.
The purpose of communication is to produce some kind of
effect,
AGRICULTURE EXTENSION- when communication is used by
field workers in bringing new ideas to the farmers.

1.MASS COMMUNICATION- when the message is channeled

thru public medium

2. ORGANIZATIONAL OR ADMINISTRATIVE COMMUNICATION-

when it operates within an organizational structure or
bureaucracy

3. MANAGEMENT INFORMATION SYSTEM- when it is a system

for selecting information specifically for management purposes
 SAMPLE
QUESTIONS
 1. If the extension worker and the clients in
the communication situation share
common meanings for the topic
discussed describes that ___
A. The communication is effective
B. The communication is one-way process
C. The communication takes place in a
peaceful environment

A. The communication is effective

2. Meanings of communication
according to Berlo are in
A. People
B. The words being communicated
C. The experiences of people initiating
the communication
D. The context of the communication

A. “people”
 3. The term “communication” was derived
from the Latin word “communis” which
means

A. To transmit
B. To dessiminate
C. To make common

C. To make common
4. Accdg to Berlo,1960, we
communicate to affect with ___
A. Information
B. Intent
C. Suggestions
D. None of the above
B. intent
 5. The cardinal rule in effective
communication is

A. Speak clearly
B. Establish good relations
C. Listen to your audience/clients
D. Know your audience/ clients
D. Know your audience / clients
6. Communication comes from the word
“communis” which means common in

A. Latin
B. French
C. Greek
D. Spanish

A. Latin
7. Communication is who says what in
which channel to whom with what _____.
A. Source
B. Message
C. Channel
D. Effect

D. effect
Communication is a two way process. Both extension
worker and the farmer can become the sender and
the receiver.
Communication in extension work is purposive. This means
that extension workers are communicating agricultural
messages to farm families to rural areas in order to achieve
communication effect, that is , concrete desirable changes
in behaviour.
Specific purposes of communication and relationship
in extension/ communication methods are as follow:

Purposes Examples of Extension/

Communication Methods
To inform radio, newspaper
To bring about understanding Magazine, lecture, meeting
To motivate Extension bulletin
To persuade Discussion group
To learn a new skill Method demonstration
To change or adopt a new practice Leaflet, illustrated comics
To entertain Radio/ TV jingle, Mini drama
 Communication as an Educational
Process
Chinese proverb says:
“ Give a man a fish and he will eat for a day, teach
him how to fish and he will eat for a lifetime”.

This may very well guide the extension worker in

performing his role as a rural educator.
 Attributes of Communication as a Process
DYNAMIC
 Communication is ever-changing.
 It has no beginning and ending.
SYSTEMIC
 Consist of group of elements which interacts each other and
the system as a whole.
MEANING IS PERSONALLY CONSTRUCTED
 No 2 people construct the same meaning even if they hear or
see the same thing.
 Each of us is unique so we interpret in unique ways.
 ELEMENTS OF COMMUNICATION
1. Source – A person( group of persons, an organization, an
agency, institution, etc.) sending out his ideas.

2. Message – An idea being shared between 2 or more persons

(group or persons, an organization, an agency, institutions,
etc.). This idea may be in the form of skills, new knowledge, or
favorable attitudes.

3. Channel – The method by which the idea is conveyed. It

may be verbally expressed either orally or in print, or it may be
sent through illustrations, pictures, etc.
 ELEMENTS OF COMMUNICATION
4. Receivers – Another person (or another group of
persons, an organization, an agency, institutions, etc)
receiving the idea. They are the targets of a
communication

5. Effect – The desired goal of communication planned

by the source one of a positive change in behavior on
the part of the receiver. Example: change in
knowledge, skills, or attitudes for better rural living.
It is the consequence of the communication
transaction.
 The source
An extensionist must be credible- it determines the
acceptability or rejection of the idea by the group.

Characteristics of the Source:

I. Homophily
Refers to the degree perceive the source as similar to him or
her in certain attributes such as age, sex, language.
Homophily of source and receiver in certain attributes
contributes to effective communication.
 The source

Dimensions of Credibility:
A. Character Dimension----- honest, trustworthy, friendly,
reliable, pleasant, etc.
B. Competence Dimension----- well-trained, competent,
intelligent, experienced, witty, etc.
C. Composure Dimension----- confidence, poise, dignity,
level-headedness
D. Dynamism Dimension----- bold, aggressive, extrovert
Message – The message is an idea, thought, feeling or attitude being
shared in the communication process
- set of symbols arranged deliberately in certain ways in
order to communicate information or meaning.

A message has at least 3 elements: content, code, and treatment:

1. Content– refers to the meanings (ideas or feelings) communicated.
2. Code – refers to the symbols through which meanings are expressed.
These are the words, sounds, and other actions that can be
communicated with both voice and body.
3. Treatment – refers to the form or organization of the meanings. It has to
do with how the different meanings will be arranged so that the overall
meaning will be easily understood.
 Categories of Non-verbal Communication
1. Physical
 The personal type of communication
 Includes facial expression, tone of voice, sense of sight and smell and body
motion.
2. Aesthetic (ART)
 Communication that takes place through expressions: playing instrument,
dancing, painting, etc.
3. Signs
 Mechanical type of communication that include signal flags, 21-gun salute,
horn, sirens.
4. Symbolic
 Makes use of religious that makes use of religious status, or ego-building
symbols.
 Message meaning and understanding
Meaning are in people.
Meanings are never fixed. As experience changes,
meaning change.
 Denotative - the sign-object relationship
 Connotative- meaning associated with the personal
experiences of the person using the word.
Channels- various methods available to any
communicator to reach his audience with the
message.

1. visual
2. spoken/written/verbal
Receiver- the audience in extension education is composed of farmers, homemakers
and youth.
Receiver Characteristics
Psychological orientation- psychological factors that are salient to a receivers
persuasibility.
Selective processes:
1. Selective exposure- receivers tend to expose her/himself only to info that agrees
with her existing behaviour
2. Selective perception- receivers tend to notice or assign meaning only to messages
that are meaningful for him or is of interest to him
3. Selective retention- receivers tend to learn or remember only information that
agrees with her attitude, belief, behaviour
4. Selective discussion- receiver only tend to discuss only those inf which migt be of
interest to them
Feedback
--refers to the mental or physical response to the
messages.
--an important element of effective communication
which makes it a two-way process.
--In the absence of any reaction from the receiver, it
is virtually impossible to gauge the
appropriateness of the message.
 Different Responses
AFFECTIVE RESONANCE
Affective- emotional
Resonance- quality that makes something personally
meaningful or important to someone
COGNITIVE DISSONANCE
Cognitive- conscious mental activity
Dissonance- inconsistency between one’s action and one’s belief
ACTIVE-REACTIVE RESONANCE
BOOMERANG EFFECT- a shift opposite to the direction that is intended
Noise – is any stimulus that gets in the way of
sharing meaning. Much of your success as a
communicator depends on how you cope with
the:
 External noises – are the sights, sounds, and other stimuli
that draw people’s attention away from the intended
meaning.
 Internal noises – are the thoughts and feelings that
interfere with meaning.
 Semantic noises – are those alternate meanings aroused by
certain symbols that distort meanings.
 Four Levels of Communication
1. Intrapersonal communication. Communication with oneself. All
persons have the capability of engaging in conversation with
themselves, hence, focus is on individual, on his cognition and
attitudes.
2. Interpersonal Communication. It is the interaction between two or
more individuals in a face-to-face situation.
3. Organizational Communication. It refers to the structure and
functioning units within an organization system.
4. Mass communication. It pertains to the interaction of individuals
with various public mass media such as TV, radio, newspaper, etc.
35.When an extension worker communicates with
his/her clients in a face-to-face situation he is engaged in

a. Intrapersonal communication
b. Interpersonal communication
c. Organizational communication
d. Mass communication

B. Interpersonal communication
36. It is communication that all persons have
the capability of engaging in conversation with
themselves, hence, focus is on individual, on his
cognition and attitudes
a. Intrapersonal communication
b. Interpersonal communication
c. Organizational communication
d. Mass communication

A. Intrapersonal communication
 37. It is a communication that the extension
workers as well as the client-learners have
to follow the line of command in an
organization

a. Intrapersonal communication
b. Interpersonal communication
c. Organizational communication
d. Mass communication

C. Organizational communication
38. It is a communication that the source and
the receiver can see each other, talk back and
forth, interrupt each other, and make responses
which both can readily observe
a. Intrapersonal communication
b. Interpersonal communication
c. Organizational communication
d. Mass communication

B. Interpersonal communication
39. When the individual interacts with various
publics through the mass media such as TV, radio
and the like, he/she is engaged in this level of
communication

a. Participatory communication
b. Organizational communication
c. Interpersonal communication
d. Mass communication

D. Mass communication
 Factors Affecting Communication
Effectiveness in Extension
1. Elements of a Communication Process
2. Resources in the Community
3. Attributes of Technology
4. Communication media/ materials and
Communication/ Extension Methods.
 Elements of a Communication Process
SOURCE-RECEIVER FACTORS
Source- speaking, writing, gesturing, thinking (ENCODING SKILLS)
Receivers- listening, reading, inferring, thinking (DECODING SKILLS)

Sources has to consider the decoding skill of the receiver for effective
communication.
Ex. Hard-up in reading, jargons
Sources knowledge of the subject.
 Elements of a Communication Process
MESSAGE FACTORS
The level of difficulty of language used.

CHANNEL FACTORS
Variety of channels be considered to suit specific communication
transaction.

PURPOSE FACTORS
What is your purpose of communicating with the receivers? The aims
should be clearly identified to serve as guide towards effective
communication.
 Resources of the Community
HUMAN RESOURCES
Are the people with their own knowledge, skills, attitudes, values,
perception and experiences.
People belong to different categories of adopters and they may be in
the different stages in the adoption process.

NON-HUMAN RESOURCES
The natural resources. The existing condition of these resources could
spell the success or failure in communication transaction. One cannot
advocate the planting of trees if they don not have adequate land.
 Organizational Communication
 Is the type of communication following the structure of an
organization.
 it tends to follow patterns of formal and informal processes
corresponding to those structures.
FORMAL CHANNELS
It prescribes who reports to whom and in what forms these
communication will take place.
INFORMAL CHANNELS
Unsanctioned personal network of information among employees
fostered by social relationship and friendship.
 Organizational Communication
Categories of FORMAL Communication in Organization
A. Downward Communication
B. Horizontal Communication
C. Upward Communication
 Organizational Communication
A. Downward Communication.
 DA secretary gives instructions about new projects to the different
Provincial Agriculturist.

B. Horizontal Communication
 Exchanging information between pears at any organizational level,
usually to coordinate activities.

C. Upward Communication
 Communication from subordinates to the superior.
8.This element of communication
refers to the method by which an
idea is conveyed.

A. Receiver
B. Channel
C. Source
D. feedback
B. Channel
 9. They are the targets of a
communication
a. Senders
b. Receivers
c. Encoders
d. Both sender and decoder

B. Receivers
10. In extension communication, the
client plays the role of
A. Encoder
B. Decoder
C. Source
D. None of the above

B. Decoder
11. In extension of the communication
process that have to do with a person’s
level of difficulty and language used is

A. Message factors
B. Source-receiver factors
C. Channel factors
D. Purpose factors

A. Message factors
12. The message factor referring
to the symbols used in

a. Message code
b. Message treatment
c. Message content
d. None of the above

A. Message code
 13. The message factor comprising the
idea means to be expresses is

A. Message code
B. Message treatment
C. Message content
D. None of the above

C. Message content
14. The message factor referring to
the organization and presentation of
ideas is
A. Message code
B. Message treatment
C. Message content
D. None of the above

B. Message treatment
15. The message sent back by a
receiver is called
A. Output
B. Input
C. Feedback

C. Feedback
16. Which of the following is the correct
communication model designed by Berlo?

a. SMERC
b. SCMRE
c. SMREC
d. SMCRE

D. SMCRE
17. The “S” in the communication process
stands for

A. Source
B. Secret
C. Symbols
D. None of the above

A. Source
18. The “C” in the communication process
stands for

a. Contractual
b. Channel
c. Citing
d. None of the above

B. Channel
19. The “E” in the communication process
stands for

a. Efficiency
b. Effect
c. Effectiveness
d. None of the above

B. Effect
20. The “M” in the communication
process stands for

a. Message
b. Memory
c. Massage
d. None of the above

A. Message
 21. The “R” in the communication process
stands for

a. Repeater
b. Remembering
c. Receiver
d. None of the above

C. Receiver
22. Which of the elements in the
communication process is ENCODED ?

a. Source
b. Message
c. Channel
d. All of the above
B. Message
23. Which element in the communication
process ENCODES the message?

a. Source
b. Message
c. Receiver
d. All of the above

A. Source
24. Attaching meaning to the symbols is
the meaning of what aspect?

a. Encoding
b. Decoding
c. Creating
d. None of the above

B. Decoding
25. When the element “Effect” in the
communication process is used by the
“Source”, this is called

a. Conversation
b. Feedbacking
c. Examination
d. None of the above

B. Feedbacking
26. When a change agent is discussing an
innovation, he is serving as the ___ in a
communication situation.

a. Source
b. Message
c. Receiver
d. None of the above

A. Source
27. WHEREAS, the clients listening to the
discussion of the change agent on the innovation
are the _____ in a communication situation.

a. Source
b. Message
c. Receiver
d. None of the above

C. Receiver
28. The fifth basic elements of the
communication process is the ____.

a. Extreme
b. Efficascence
c. Effect
d. None of the above
C. Effect
29. Communication in extension is a teaching-
learning process. Therefore, the extension
workers serve as:

A. researchers
B. providers
C. teachers
D. None of the above

C. Teachers
30. The rural people in the extension process are
the _____.

A. Resistance -clients
B. Learner- clients
C. Innovator- clients
D. None of the above

B. Learner- clients
42.The basic elements of diffusion theory
are

a. Innovation and enthusiasm

b. Creativity and openness
c. Innovation and communication
d. Empathy and sympathy

C. Innovation and communication

43. The first in the community to bring in or
adopt a new idea or practice is called

a. Late majority
b. Early majority
c. Innovator
d. Early adopter

C. Innovator
44. Being conservative and risk
average are characteristics of the
a. Late majority
b. Early majority
c. Late adopters
d. innovators

C. Late adopters
45. In the diffusion-adoption process, the
person is attracted to the technology and
seeks more information about it in the ____

a. Awareness stage
b. Interest stage
c. Evaluation stage
d. Trial stage

B. Interest stage
46. The adoption stage is characterized by:

a. Seeking more information about the technology

b. Obtaining information materials about a technology
c. Experimenting on the technology in a small scale
d. Using the technology continuously in a large scale

D. Using the technology continuously in a large

scale
47.The body of tools, machines, materials,
techniques and processes used to produce
goods and services are known as

a. Method
b. Procedure
c. Technology
d. Research breakthrough

C. Technology
48. An idea, method, or object which is
regarded as new by an individual is
called a/an

a. Construct
b. Recommendation
c. Technology
d. Innovationa

D. Innovation
49. Generally, the adoption process
follows the following sequence
a. awareness, trial, interest, evaluation, adoption
b. Awareness, trial, evaluation, interest, adoption
c. Awareness, interest, evaluation, trial, adoption
d. Awareness, interest, trial, evaluation, adoption

C. Awareness, interest, evaluation,

trial, adoption
50. The process whereby information and
improved practices spread from their
originating source to thousands of users is
called
a. Adoption
b. Diffusion
c. Information communication
d. Technology transfer

B. Diffusion
51. The adoption process occurs

a. At the individual level

b. Between persons
c. Among groups
d. At the community level

A. At the individual level

52. The stage in the adoption process
wherein the farmers will seek further
information about the innovation is called

a. Awareness
b. Evaluation
c. Interest
d. Trial
C. Interest
53. The stage in the adoption process wherein
the farmers would apply a technology on a
large scale is called
a. Adoption
b. Decision-rejection
c. Evaluation
d. Trial

A. Adoption
54. The stage in the adoption process where
mass media is the best source of information is
the
a. Awareness stage
b. Interest stage
c. Evaluation stage
d. Trial stage

A. Awareness stage
55. The stage in the adoption process
where close friends and other farmers
are best sources of information is the
a. Interest stage
b. Trial stage
c. Evaluation stage
d. Adoption stage

C. Evaluation Stage
56. The first persons in the locality to
adopt a technology are called
a. Early adopters
b. Early majority
c. Innovators
d. Trend setters

C. Innovators
57. One characteristic of the late
adopters or the laggards is that they
are
a. Cosmopolite
b. Younger than the majority
c. More conservative
d. High risk takers

C. More conservative
58. Which category of adopters of
technologies make up the large block
of farmers in the community
a. Innovators
b. Early adopters
c. Early majority
d. Late majority

D. Late majority
59. The smallest category of
adopters of technology are the
a. Innovators
b. Earlyadopters
c. Late majority
d. Laggards

A. Innovators
60. They are the first persons in the
locality who will adopt an
innovation
a. Laggards
b. Innovators
c. Early majority
d. Late majority

B. Innovators
61. That stage in the adoption process
wherein the farmer will seek further
information about the innovation
a. Evaluation
b. Awareness
c. Trial
d. Interest
D. Interest
62. Diffusion of an innovation takes place if

a. The benefits of the innovation are easy to

observe
b. It is possible to try the innovation on a small
scale
c. The innovation is coming from well-known
scientists
d. The innovation is widely advertised.

B. It is possible to try the innovation

on a small scale
63.It is the total process by which an innovation
spreads out among clients until a large number
have adopted it.
a. Intervention
b. Adoption
c. Diffusion
d. Evaluation

C. Diffusion
 64. According to Chambers the reason
for non-adoption of innovation by the
farmers in the 1950’s was
a. Technology does not fit
b. Input constraints
c. Ignorance of farmers
d. Lack of capital

C. Ignorance of farmers
65.This refers to the specific cultural techniques in the
management/production of crops, livestock, fishery and
forestry
a. Technology
b. Management techniques
c. Package technology
d. Component technology

D. Component technology
 66.In the technology development process, when
promoters of technologies can use varied
approaches and methods in bringing technologies
to end-users
a. Technology dissemination
b. Technology adaptation
c. Technology commercialization
d. Technology generation

A. Technology dissemination
67. The stage in the adoption process
wherein the person tries and experiments in
small scale the new technology after
weighing the advantages and risks is
a. Evaluation
b. Trial
c. Awareness
d. interest

B. Trial
68. The stage in the adoption process which shows that
the person is attracted to the idea or technology is

a. Trial
b. Interest
c. Evaluation
d. Awareness

B. Interest
69.Technologies are ready for dissemination if it
satisfy the following criteria:

a. Product technology
b. Process technology
c. Service technology
d. Information technology

B. Process technology
70. These adopters are usually traditional
farmers, older than the average and risk averse

a. Late majority
b. Laggards
c. Early majority
d. Innovators

B. Laggards
 Technology
diffusion-adoption
process
 Terminologies
Diffusion- is the process of spreading technology/ information
from one parson to another or from one agency to another.
Adoption- the act or process of beginning to use something new
or different
Innovation- the act or process of introducing new ideas, devices
or methods.
Technology- body of tools, machines, materials, techniques and
processes used to produce goods and services that satisfy human
needs.
 Innovation-Decision Process
The process consist of four functions or stages:
1. Knowledge
The individual is exposed to the innovation’s existence and gains some understanding of
how it functions;
2. Persuasion
The individual forms a favourable or unfavourable attitude towards the
innovation.
3. Decision
The individual engages in activities which lead to a choice to adopt or reject the
innovation;
4. Confirmation
The individual seek reinforcement for the innovative decision he has made, but he
reverse his previous decision if exposed to conflicting message about the innovation.
 Diffusion Adoption Process
A person undergoes clearly defined stages before adopting a new idea, practice,
or total package of technology.
This is describes as a psychological process that happens within the person.
1. Awareness stage- knowing the idea, practice, or technology is the first stage
before one learns to try and use it.
2. Interest stage- he seeks factual information about the technology.
3. Evaluation stage- he showed marked interest in the technology as it applies to
him, his family, or his work. Evaluation and trial stage maybe interchanged.
4. Trial stage- he tries and experiments in small scale the new technology after
weighing the advantages and risks involved.
5. Adoption stage- the final stage of diffusion process is characterized by large
scale and continuous use of the technology.
 Characteristics of an Innovation that Determines Its
Adoption
In advocating/promoting the use of a particular technology, the source
should consider the following attributes of technology:
RELATIVE ADVANTAGE
The degree to which a new innovation perceived as better than the
idea it supersedes.
Confidence and satisfaction are also important component.
COMPATIBILITY
Degree to which an innovation is perceived as being consistent with
existing values, pats experiences and needs or receivers.
 Characteristics of an Innovation that Determines Its
Adoption
COMPLEXITY
The degree to which an innovation is perceived as difficult to
understand and use.
TRIALABILITY
The degree to which an innovation maybe experimented within a
limited scale.
OBSERVABILITY
The degree to which the results of an innovation are visible to others.
CATEGORIES & CHARACTERISTICS OF
ADOPTERS

INNOVATORS
Venturesome
first person, group, or community to
adopt;
willing to experiment;
risk takers;
greater wealth, higher level of
education, venturesome spirit
 EARLY ADOPTERS
Respectable
quick to see the value of a new
practice;
tries if he feels it has fair chance of
success;
with higher education & socially active
EARLY MAJORITY ADOPTERS
Deliberate
Slightly above average in age,
education and farming exeperince
adopts only after they are convinced
with the value;
experienced & average education,
highly respected in the community
LATE MAJORITY ADOPTERS
Skeptical
adopts only when it is generally
practiced by the community;
makes a large block of less wealthy
Older than the early majority
LAGGARDS
Traditional
closed to change;
Reluctant
 Last people to adopt an innovation
Usually the oldest, least educated and
wealthy
 Adoption Rate

Innovator- 2.5%

Early adopter- 13.5 %

Early majority- 34%

Late Majority- 34%

Laggards- 10%
 Agricultural Knowledge System
Is a system of belief, cognitions, models, theories,
concepts and other products of the mind.
Categories of Technology
Component Technology
Refers to the specific cultural techniques in the management/
production of crops, livestock, fishery and forestry. Ex. Water,
fertilizer, machineries

Package of Technology (POT)

Refers to the combination of all necessary component
technologies for production or postproduction activities.
Types of Technology
1. Product
Examples; onion dryer, tissue culture of macapuno, snackfood item from
coconut
2. Process
They are not tangible and may refer to as “system” for doing things for
improve production, postproduction or processing.
3. Service
Generally provide the complementary activities/ service to enhance existing
programs / policies of the government.
4. Information
Significant findings that may indicate valuable socio-economic and technical
database for policy formulation and follow up R and D activities.
The different agricultural research centers and
agencies in the country, whether public or
private, are continuously generating /
developing technologies in crops, livestock,
fishery, forestry and natural resources.

These agencies, generally follow the technology

THE PROCESS OF TECHNOLOGY DEVELOPMENT
A. Technology Generation (TG)
 This is the scientific and experimental stage wherein a R&D center
utilizes all its resources human/technical, financial, material, physical
and other resources to generate a component technology or a
package of technology.

B. Technology Verification (TV)

 It is an integrated technology conducted in the farmers’ fields.
 It has been tested for two seasons in technology generation (TG)
trials.
 It has shown economic and technical feasibility in TG trials.
 It is perceived to be socially acceptable and environmentally
safe.
C. Technology Adaptation (TA)
 It is conducted in station or farmers’ field
and only a component of technology;
 It has been tested for technology
generation (TG) research for at least 1
season;
 It has shown good potential for economic
feasibility based on TG research;
 It has good potential for acceptance by
farmers and commercial producers.
D. Technology Dissemination
This is the stage when promoters of technologies can use varied approaches
and methods in bringing technologies to end users (PCARRD Highlights 2001).
Technologies are ready for dissemination I these have met the following
criteria:
GENERAL ADAPTABILITY- these are replicated under field conditions.
ECONOMIC PROFITABILITY- their percent of profitability is equal to the prevailing
rate of interest on loans of formal financial institutions. Profitability also
considers social costs and benefits.
POTENTIAL AVAILABILITY OF SUPPOR SERVICE- users have access to market,
credit facilities, material inputs and others.
E. Information for Dissemination (ID)
R & D centers also generate information not technologies.
Information that are output of research are important to
agricultural and rural development.

F. Technology Commercialization (TC)

 These could provide the best alternative for
improving income and productivity of a greater
majority of people.
 These could provide immediate solutions to self-
sufficiency problems, environmental sustainability,
import substitution, export generation and
promotion of alternative sources of food
EXTENSION TEACHING
METHODS
 Extension Teaching Methods
Teaching -used to facilitate instruction. It is the process of transmitting
ideas, information, technologies from one person to another with
the intent of enhancing/ modifying the learner’s knowledge,
attitudes and skills.
Methods- systematic procedure employed by extension workers in
getting the vital information across the client-learners.
Technique- art or skills of performance.
Device- a tool or aid used to facilitate instruction.
Classification of the Extension Teaching Methods
Extension teaching methods may be broadly categorized into three,
1. Individual contacts
2. Group Contacts
3. Mass media

Of the three groups of extension teaching methods, the individual contacts,

although the most expensive are the most intensive and are best used when
moving the clientele from evaluation/trial stage to adoption stage.
 Individual method

1. Farm & Home Visit

2. Office Call
3. Telephone/ Cell phone Call/ Messageing
4. Letters
5. Result Demonstration
 Individual method
FARM & HOME VISIT
 First hand information.
 Provides opportunity to the extension worker to actually see the
farmer’s problem.
 It involves interpersonal interaction between the extension worker
and clientele either in the farm or home of the client.
Characteristics:
 The extensionist is the who goes to the home of the farmer.
 Individual method
OFFICE CALL
 The client is the one who seeks the knowledge and advise of the
extension worker by personal appearance in the office.
Characteristics;
 The number of farmers/ clientele-office callers can be taken as an
indication of the TRUST and CONFIDENCE accorded to the
extensionist.
 Office must be strategically located for convenience.
 Individual method
TELEPHONE/CELL PHONE CALL/TEXTING
 The reverse of office call/ farm visit.
Reminder:
 Be courteous and tactful.
 Record and follow-up calls.
Weak point:
 low signal.
 Lack face to face contacts.
 EW does not have ocular view of the current problem of his client.
 Individual method
LETTERS
EW can also make use of business letters in transmitting information.
Business letter is a written message used to transact official business.
Characteristics of a well written BL
 Accurate, clear, concise, neat, promptly written, Attractive
 Always keep in mind the important part in a BL
 Avoid erasures especially in the spelling of names.
Weak point:
 Not applicable all the time. Not everybody can read.
 Long duration in transmitting especially to far areas.
 Group Methods

1. Lecture 6. Conference
2. Meeting 7. Role Playing
3. Method demonstration 8. Group Discussion
4. Field Trip/ Lakbay-Aral 9. Achievement Day
5. Seminar 10. Farmers Field School
(FFS)
 Individual method
RESULT DEMONSTRATION
Conducted in the farmer’s field involving the cooperation of the selected
co-operator farmer whereby a component technology or a recommended
practices is demonstrated side by side with an existing practice.
Purpose:
 To show proof of the relative advantage of one practice over the other
“to see is to believe”
 To convince the farmers to adopt the new technology
 The result of the demonstration will speak for itself.
Weak point:
 Good result are sometimes impossible due to natural calamities.
 Group method
LECTURE
Prepared oral presentation on a given subject by a trainor or resource
speaker while the audience is usually passive. (one-way communication)
Purpose:
 To explain the application of rules, principles or concepts
Remember:
 Know your audience. (guide)
 Know how much time allotted for you. (how many to prepare)
 Determine the objective and theme of the gathering.
 Speak clearly, use visual aids if needed. Rehearse the lecture when
necessary.
 Group method
LECTURE
Strong points:
 Can be used in-door and out-door
Weak points:
 Most lectures do not permits exchange of ideas
 Sometimes difficult to hold the interest of the audience
 Group method
MEETINGS
A gathering of all members and officers for a definite purpose.
Characteristics:
 Can be classified accdg. to frequency (monthly, weekly, quarterly,etc)
 Composition of people (general assembly)
 Must follow the important order of meeting.
Purpose:
 To plan activities, monitor impelentation of programs, asses/evaluate, resolve
conflict
Remember:
 Set the time, date, place and inform the members atleast 2 days before
 Record the minutes of the meeting.
 Group method
FIELD TRIP / LAKBAY ARAL
A planned and guided visit of a group of participants to a specific site or
sites. Is considered as mobile class and observational way of learning.
Purpose:
 To provide first-hand observation of operations processes or practices
that cannot be readily available in the classroom or laboratory.
Strong points:
 It makes learning enjoyable and stimulate fellowship among members.
 Effective way of imparting knowledge through actual observation.
Weak points:
 Lot of preparation, expensive, time consuming, tiresome.
 Group method
METHOD DEMONSTRATION
The oldest teaching methods. It emphasises the principle of “learning by
doing”
Characteristics:
 All needed material are prepared.
 Before demonstration, the EW should explain what the demonstration is
all about and its importance.
Purpose:
 To help client gain skill in doing things in a correct way
 To promote confidence, save time, increase the client interest
 Group method
SEMINAR
A meeting in which you receive information on and training in a particular
subject.
Purpose:
 To stimulate the participants interest on the subject and to broaden their
outlook as they learn from each others experience.
 To provide participants with opportunities to exchange ideas and
experiences relating to the topic of the seminar.
 Group method
CONFERENCE
A meeting of individuals, preferably a small number usually in a round table
situation, who meet for a specific purpose. Key word is “purpose”.
Remember:
 The conference should start on time.
 The key points/agreements arrived at by the leader and the participants should
be summarized before ending the conference.
Strong points:
 Provides motivation and a good climate for growth .
Weak points:
 Discussion can become boring or dull if it is monopolized by one agrresive
participant
 Group method
ROLE PLAYING
Methods of adopting roles from real life of others.
Remember:
 The conference should start on time.
 The key points/agreements arrived at by the leader and the participants
should be summarized before ending the conference.
Strong points:
 Provides motivation and a good climate for growth .
Weak points:
 Discussion can become boring or dull if it is monopolized by one agrresive
participant
 Group method
GROUP DISCUSSION
An activity where a group of three to 10 people meet together to discudd
informally but deliberately a topic of mutual concern usually under the
guidance of a leader.
Purpose:
 Is a purposeful conversation that is usually routed through a leader.
Strong points:
 It permits full participation.
Weak points:
 Bossy leader or a few members may dominate the whole discussion.
 Group method
FARMERS FIELD SCHOOL (FFS)
A season-long event conducted in the field wherein the farmers are
encouraged to explore and discover for themselves new
technologies/options a systemic manner and to make decisions based on
their own learning.
 Mass Method
(Printed Media)

a. Primer h. Photonovel
b. Leaflet i. Newspapers
c. Brochure j. Wall newspaper
d. Booklet k. Flyer
e. Handouts l. Poster
f. Newsletter m. Bulletin
g. Factsheet
 Mass Media
(PRINTED MEDIA)
1. PRIMER- is a pamphlet of more than four (4) pages containing
essential information on a technology package. Essentially, this is the
popular or layman’s level.

2. LEAFLET- is a single-sheet information that is not necessarily a

step-by-step procedural instruction to follow, but is also needed by
the farmer.

3. BROCHURE- thin, unbounded book containing a specific topic;

more detailed than a leaflet.
 Mass Media
(PRINTED MEDIA)
4. BOOKLET- consist of up to 20 pages joined at the spine, longer
than brochure

5. HANDOUTS- supplements to lectures, contains some topic/

information discussed in a lecture.

6. NEWSLETTER- a regularly issued publication, keeps people abreast

to what is happening in their field of interest.
 Mass Media
(PRINTED MEDIA)
7. FACTSHEET- contains useful information and instructions about a
specific subject matter; one page, continuous publication

8. PHOTONOVEL- generic for printed materials in comics format;

include illustration and text; a subtle way of putting a message
wherein a developmental message is incorporated in the story.

9. NEWSPAPER- this print materials provides a valuable channel for

transmission of educational information where they exist and where
rural people receive and read them.
 Mass Media
(PRINTED MEDIA)
10. WALL NEWSPAPER- similar in size and appearance to posters.
One difference is that the wall newspaper usually attempts to
communicate more than one idea and has more illustration.

11. FLYERS- a single sheet printed material summarizing information

on technology package or component technology. It bears
illustration and brief text, preferably in the clients dialect.
 Mass Media
(PRINTED MEDIA)
12. POSTER- a single sheet visuals containing photographs with
captions to highlight a recommendation or promote awareness. The
poster is intended to attract initial attention or provided constant
reminder about a recommendation or message.

13. BULLETIN- is a semi-technical publication on a package of

technology intended for extension workers.
 Mass Media
(PRINTED MEDIA)
Reminders:
 Avoid being too wordy. Keep the message short and simple.
 Use abbreviations or symbols correctly.
 Be accurate and precise in the information to be presented.
Strong points:
 Should be attractive and handy.
Weak point:
 People with limited education may not appreciate the printed info.
 Revisions have to be made from time to timw.
Mass Method

MASS MEDIA
1. Radio
2. Television
3. Exhibit
 Mass Media
(BROADCAST MEDIA)
RADIO- a presentation medium which basically makes use of the
audio mode in disseminating information.
 It can reach more people even in the far flanked areas.

TELEVISION- face-to-face communication

 Visuals undoubtedly increase effectiveness of message.
 Mass Media
(BROADCAST MEDIA)
3. EXHIBITS- public display of technologies, innovatin, products,
services, etc.
 It showcase the technologies that farmers can adopt.
Remember:
 It should be properly planned out well in advance.
 Real object should be included as these actually draw more
viewers.
 Approaches in Extension
APPROACHES
 Embraces the whole spectrum of the process.
 Enlightened view point toward teaching/technology APPROACH
promotion. It provides sound philosophy and
orientation to the whole process of teaching/
techno promotion where the selection of a method METHOD
is just a part of it.
METHOD TECHNIQUE
 Is the procedural or step by step way of guiding
prospective clients/ adaptors in knowing, trying and
adopting specific technology.
TECHNIQUE
 It is a particular trick, strategy, individual artistry of
the teachers.
 DIFFERENT APPROACHES
1. Participatory Approach (PA) 9. Project Approach
2. Mass Approach (MA) 10. Farming System Development
3. Single Purpose Approach (SPA) Approach
4. Commodity Approach (CA) 11. Training and Visit System
Approach
5. Community Approach
12. The Cost-Sharing Approach
6. Area Approach
7. Integrated Approach
8. General Agriculture Extension
Approach
 Participatory Approach (PA)
PA is the inclusion of beneficiaries in solving their problems.
 Every member of the target users must be involved in the
implementation of the program/projects.

 Popularly used approach in irrigation system development.

 Participatory Approach (PA)
Guides in the use of PA:
1. Who are the people to be involved?
 Initiators must be sincere, committed / knowledgeable of PA process.
2. What aspects of the program/projects will people participate in? how will
they participate?
 Will they be involve all through out the process?
3. How will you train /educate/motivate people to participate?
 People shall be train in the areas of participation and extent of participation.
4. Why do we need people participation.
 Benefits must be clear on their part if they will participate.
 Mass Approach (MA)
MA utilizes the mass media in promoting technologies or specific
products.
 Products could be soaps, toothpaste, shampoos, sardines.
 This approach can reach a great number of people in a short period
of time like prints
 Single Purpose Approach (SPA)
A promotion of a single purpose (one product/practice/equipment)
 The extension agency as the initiator of techno promotion is
promoting a single technology like organic fertilizer, Pioneer seed,
tissue culture banana, etc.
Guides in SPA:
1. Adoption of dingle technology promoted will make a big
difference in production and profit.
2. Technology is readily available, can be acquired easily and less
cost.
 Commodity Approach
 Promoting a package of technology (POT) for a specific commodity
like rice, corn, peanut,etc.
 POT starts from production, storing, processing and marketing.
 Seed to shelf technology is the essence of the commodity approach.
Guides in the use of commodity approach:
1. Well trained staff in every aspect of the tech. must be readily
available.
 Community Approach
 An extension agency, whether public or private, assists a community to
develop in all aspects- economic, social, cultural, political and
environmental.
 Several approaches are combined to achieve a holistic result.
Guides in the use of community approach:
1. Major problems and needs are analysed.
2. Long term plans are prepared to answer long-term needs.
3. All concerns are taken into consideration- agriculture, non-agriculture,
water source, social service, power, peace and order, livelihood.
Ex. CHARM- Cordillera Highland Agricultural Resource Management
Project (Benguet, Hingyon, Ifugao, Lacub, Abra)
 Area Approach
 The target is categorized per region (1,2,3….) or by ecological zone
(lowland, upland, highland and coastal areas)
 EA introduces different technologies according to the needs and
resources of the area.
Guides in the use of area approach:
1. Resource scanning/assessment should be conducted
2. Match technology to the resource in the area
3. Consider cultural differences and needs
 Integrated Approach
 Different agencies contributes, share their resources and agree on
common goals and approaches.

INPUT PROCESS OUTPUT

DA Integrated Approach  Increased rice

PhilRice  Training production and
NIA  Seed products profitability
LGU’s  Techno demo  Job Generation
PAO  Coop Dev’t  Food Sufficiency
 Province wide
production
 General Agriculture Extension Approach
Most commonly used in Transfer of Technology (TOT)
Basic Assumption:
Technology and information are available but are not being used by
the farmers. If these could be communicated to farmers, farm
practice would be improved.
Implementation:
Carried by a large field staff all over the country.
Weak points:
Lack two-way process
 Project Approach
Fixed period of time, large funding.
Basic Assumption:
Better result can be achieved in a particular location during a
specified time period with large infusion of outside resources.
Implementation:
Staff, facilities
Weak points:
When funds ends, project extension program end also
 Farming Systems DevelopmentApproach
Interdisciplinary Approach which involves several scientific disciplines
Implementation:
Through partnership of research and extension personnels with local
peoples.
Strong points:
Higher adoption Rate
 Training and Visit Approach
Highly disciplined and patterned with fix schedules for training of
extension workers and visits by EW’s to farmers.
 Cost Sharing Approach
Any non-formal educational program is more likely to achieve its goal
if those who benefit from it shares some part of the cost.
Commitment of learners to participate if they pay some part fo the
cost.
 Agricultural Extension Participatory Approach
Puts responsibility of determining agricultural extension programs in
the hands of farmers making them partners to GO’s and NGO’s.
Disadvantage:
Lack of control of program from central government
Difficulty of managing, reporting and accounting.
 Ask anything in my name,
and it shall be done!
John 14:14

Commit to the Lord whatever you do;

and your plans will succeed.
Proverbs 16:3