Fundamentals of Extension Education

Course Name Fundamentals of Extension Education

Lesson 11 Programming Planning Process: Meaning, Principles and Steps

Course Revisor Sujit Majhi

University Name Orissa University of Agricultural and Technology, Bhubaneswar

Course Reviewer Binoo P Bonny

University Name Kerala Agricultural University, Thrissur

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Fundamentals of Extension Education

11.1 Objectives of the Lesson

 To understand the meaning of various concepts in extension

programme planning
 To explore the objectives and rationale of having an extension
programme
 To analyse the principles underlying extension programme planning
 To identify and understand the steps involved in extension programme
planning

11.2 Glossary

Programme is a statement of situation, objectives, problems and solutions.

Planning is designing a course of action to achieve ends.

Programme planning is the process of making decisions about the direction &
intensity of extension education efforts of extension-service to bring about
social, economic & technological changes.

Extension Programme planning is the process of making decisions about the

direction and intensity of extension education efforts of extension -service to
bring about social, economic and technological changes.

Need is the difference between "what is” and “what ought to be”

Objectives are expressions of ends towards which our efforts are directed.

Plan of work is an outline of activities so arranged as to enable efficient

execution of the entire programme.

Calendar of work is a plan of activities to be undertaken in a particular time

sequence.

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11.3 Meaning of various concepts in extension programme planning

Programme development and effective implementation is the key function of

extension personnel at various levels with people participation. Pragramme
planning process is a serious of continuous coordinating process which
includes various concepts for the extension programme planning.

11.3.1 Concept of Extension programme:

The word 'programme' has several distinct meanings in the dictionary. It

means a proclamation, a prospectus, a list of events, a plan of procedure, a
course of action prepared or announced beforehand, a logical sequence of
operations to be performed in solving a problem. When used by an
organization, it means a prospectus or a statement issued to promote
understanding and interest in an enterprise.

According to Kelsey and Hearne (1967) “an Extension programme is a

statement of situation, objectives, problems, and solutions. It is relatively
permanent but requires constant revision”. It forms the basis for extension
plans. Eg: block development plans prepared by block technology teams of
ATMA.

Leagans (1961) says ‘An extension programme is a set of clearly defined,

consciously conceived educational objectives derived from an adequate
analysis of the situation, which are to be achieved through extension teaching.

According to the USDA (1956), an "extension programme" is arrived at co-

operatively by the local people and the extension staff and includes a
statement of:

 The situation in which the people are located;

 The problems that are a part of the local situation;
 The objectives and goals of the local people in relation to these
problems; and

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 The recommendations or solutions to reach these objectives on a long-

time basis (may be several years) or on a short-time basis (may be one
year or less).

Lawrence (1962) says that an "extension programme" is the sum total of all
the activities and undertakings of a county extension services. It includes: (i)
programme planning process; (ii) written programme statement; (iii) plan of
work; (iv) programme execution; (v) results; and (vi) evaluation.

From the above definitions, it is clear that an extension programme:

 Is a written statement;
 Is the end product of extension programme planning;
 Includes a statement of situation, objectives, problems and solutions;
 Is relatively permanent but requires constant revision;
 May include long-term as well as short-term programme objectives;
 Forms the basis of extension teaching plans;
 Has been drawn up in advance; and
 Has been built on the basis of content.

So, we can define an extension programme as a written statement of situation,

objectives, problems and solutions which has been prepared on the basis of an
adequate and systematic planning effort and which forms the basis of
extension teaching activities in a specific area, for a given period.

The function of extension programme is to provide a clear guide, a blueprint,

or a plan useful to extension worker in conducting ongoing extension
programmes.

Extension programme projection can be defined as an administratively realistic

form of long-range development involving the scientific approach in
assembling facts as the basis for intelligent decision making by a broadly
representative group of local people - National Task Force, USA.

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11.3.2 Meaning of Planning:

1. The meaning of planning is to solve the problems by using the available

resources, and for it, to make necessary policy and to work for achieving the
goal.

2. Planning is a process which involves studying the past and present in order
to forecast the future and in the light of that forecast determining the goals to
be achieved and what must be done to reach them.

3. Planning is to make efforts to solve the problems permanently, which can

be achieved through co-operative efforts, means and aims. The effective
planning is that in which the maximum number of objectives are fulfilled.

4. Planning is designing a course of action to achieve ends

The basic concept of planing appears to be well accepted in our culture. It is

regarded as an integral and important dimension of our culture's rational value
orientation. Rational value orientation assumes a conscious systematic
approach to problem solving, i.e., problem definition, data gathering and
choosing between alternative ends and means on the basis of predetermined
criteria.

Almost everyone accepts the premise that planning is important and necessary
for individuals, for families and for business organizations. The most effective
planning effort would be that 'which achieves the greatest degree of
performance of the actions, motions or operations implied by a set of planning
concepts which depict the ideal process (Boyle, 1965).

11.3.3 Meaning of Programme Planning:

It is a decision making process involving critical analysis of the existing situation

and the problems, evaluation of various alternatives to solve these problems
and the selection of the relevant ones, giving necessary priorities based upon
local needs and resources by the cooperative efforts of the people both official

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and non-official with a view to facilitate the individual and community growth
and development.

Programme Planning is a process of working with people in an effort to

recognize the unsatisfactory situation and determine possible solutions or
objectives or goals

It is obvious from all the definitions that programme planning is the knowledge
of present situations, its analysis to identify the problems, to put in the
sequence according to needs, to determine the objectives, to find out the
scientific solution, and to determine the activities for the selected work and
where, when and by whom it should be done.

11.3.4 Extension Programme Planning

Extension Programme planning is the process of bringing about desirable and

planned change. It is a deliberate and collaborative process involving change
agent and client-systems viz; farmers, farm women, rural youth, which are
brought together to solve a problem, or more generally, to plan and attain an
improved state of functioning in the client system by utilizing and applying
valid knowledge.

It is the process of analyzing existing situation, problems critically finding out

solutions these problems, prioritizing and selecting the relevant solutions
based on local needs and resources and finally preparing a written statement
indicating the situation, objectives, problems and solutions with cooperation
from all the stakeholders.

The programme development process has been defined as a continuous and

cooperative activity involving lay people and the Extension staff, in which
problems are identified, objectives are set forth and action is taken to reach
the objectives”.

The function of extension programme planning is to provide a clear guide – a

blue print or a plan useful to extension workers in conducting an ongoing

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Fundamentals of Extension Education

educational programme. A well-developed programme is to the extension

worker what a compass is to the seaman.

Programme planning is the process whereby the people in the country through
their leaders plans their extension programme, country and state professional
extension staff member assist in this process (Lawrence,1962).

The first step in any systematic attempt to promote rural development is to

prepare useful programmes based on people’s needs. The development of
such programmes, which harmonize with the local needs as the people see
them and with the national interests with which the country as a whole is
concerned, is an important responsibility of extension personnel at all levels-
national, state, district, block & village.

Extension Programme planning is the process of making decisions about the

direction & intensity of extension education efforts of extension -service to
bring about social, economic & technological changes. Programme planning is
viewed as a process through which representatives of the people are
intensively involved with extension personnel and other professional people
in four activities (Boyle, 1965):

 Studying facts and trends;

 Identifying problems and opportunities based on these facts and trends;
 Making decisions about problems and opportunities that should be
given priority; and
 Establishing the objectives or recommendations for future economic
and social development of a community through educational
programmes.

Extension programme planning is the process of determining, developing and

executing programmes. It is a continuous process, whereby farm people, with
the guidance and leadership of extension personnel, attempt to determine,
analyse and solve local problems. In this, there are three characteristics:

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 What needs to be done;

 When it should be done; and
 How it should be done (Musgraw, 1962).

11.4.5 Other important related concepts:

Need is what one desires. It is lack of something. Need is the difference

between "what is” and “what ought to be”. The Characteristics and types of
need are as following.

 Expressed in terms of behaviour in a particular direction.

 Periodical or sporadic. At times, they are very active and actually felt. At
other times, not so active; often dormant.
 Often interrelated (They seldom operate singly. Usually expressed in
groups).
 Needs often conflict with one another, and this sets up priorities. e.g.,
drowning man forgets all other needs except the need for air.

The people's needs usually can be classified into two categories:

Felt needs or recognized needs are those existences the people are aware and
feel necessity of fulfilling them. Example of felt needs: Low yields in cauliflower
- due to low yielding varieties, pest and diseases

Unfelt needs or unrecognized needs are those whose necessities the people
don’t realize at present, but these none the less are important. Examples of
unfelt needs: low yields in Medicinal plant- Soil salinity problem, water
shortage at maximum tillering stage

Interest: Interest may be defined as a desire on the part of an individual to

learn study or gain more information and skill about some field or subject
matter that he thinks of value to him.

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Aims are generalized and broad statements of directions with respect to given
activities. E.g: Extension Worker’s aim is to improve farmers’ economic
condition.

Objectives are expressions of ends towards which our efforts are directed .E.g:
To increase paddy yield by 40%

Goal is the distance in any given direction one expects to go during a given
period of time. E.g: To increase Paddy yield by 20 Q/ha in the current year.

Project is an outline of procedure and pertains only to some phase of extension

work. Project is a specification of work to be done or procedure to be followed
in order to accomplish a particular objective.

Programme development process is defined as a continuous and cooperative

activity involving lay people and the extension staff in which problems are
identified, objective are set forth and action is taken to reach the objectives –
‘Sanders ‘.

Plan is a predetermined course of action. Plans may be tailored to specific

projects, or they may be established as standing plans (ex. Five Year Plans) for
future actions. Planning not only involves predetermining a course of action to
be taken, but also includes mentally searching for possibilities of future
problems that might appear.

Plan of work is an outline of activities so arranged as to enable efficient

execution of the programme. It is a statement of activities to be undertaken
by an individual, a group of people or an organization, within a definitely stated
time, to carry out the recommendations in the programme. The plan of work
indicates

 what is to be done?
 who is to do it?
 how it is to be done?
 when it is to be done?

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 who are to be served or reached? and

 how the results will be measured?

Situation is a brief statement of the more general factual information together

with the needs and desires of the people.

Problem is a condition that the people after study, with or without help have
decided needs changing

Solution is a course of proposed action to change an unsatisfactory condition

to one that is more satisfying

Calendar of work is a plan of work arranged chronologically.

11.4 Features of Extension Programme Planning

Extension programme planning is multistage, multifaceted, dynamic and

contimuos educational process. i t includes various concept and key
characteristics to visualize the objectives of the extension programme.

1. Extension programme planning is a process:

The dictionary meaning of 'process' is 'any phenomenon which shows a

continuous change in time' or 'any continuous operation or treatment'. If we
accept this concept of process, we view events and relationships as dynamic,
ongoing, ever-changing and continuous.

When we label something as a process, we also mean that it does not have a
beginning, an end, a fixed sequence of events. It is not static, at rest. The basis
for the concept of process is the belief that man cannot discover the structure
of physically reality; man must create it.

This definition of process suggests that 'a process is involved in which a series
of actions culminates in the accomplishment of a goal' (Boyle, 1965). Viewed
in this way, the concept of process involves a method, i.e., a process should be
viewed as a sequential set of steps or several systematically ordered steps of

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planning, the performance of which leads to the accomplishment of a goal. In

extension programme planning, the immediate goal would be the
development of a programme document.

The concept a person has of the extension programme planning process will
affect actions and mode of researching the process. Many programme-
planning processes take place at any particular time at different levels of the
extension organization.

For example, programme planning occurs at the national level (five-year

plans), at the state level (state plans, annual plans of work) and at the block
level. In fact, planning at the block level is taking place when:

•The long-time plan or projected plan is being developed;

•The schematic budget is being planned;

•The annual plan of work is being developed;

•Detailed plans for individual learning experiences are developed with a major
project.

2. Extension programme planning is a decision-making process.

Planning is basically a decision-making process- and so is extension

programme planning. In extension programme planning, scientific facts are
put to value judgements of the people through the implementation of a
rational planning model in order to decide a programme which will be carried
out through the extension teaching activities.

3. Extension programme planning requires advance thinking:

If we could know 'where we are' and 'where we are to go' we could better
judge 'what to do' and 'how to do'. This statement lies at the heart of the
nature of planning. Panning does not take place in a vacuum or automatically.
It has to be made to happen.

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The most basic fact giving rise to planning is that effective rural development
result from choice, not from chance; it results from design, not from drift.
Good extension programme planning is an intellectual activity since it usually
involves a study and use of facts and principles. It requires knowledge,
imagination and reasoning ability.

It is a complex exercise as it involves people their needs, their interests, useful

technology, educational process, analyzing a situation and making decision
about what should be done, determining useful actions, projecting the desired
shape of things in future and several other components, which are rarely
simple.

4. Extension programme planning requires skill and ability on the part of

planners:

Planning effective extension education programmes requires a number of

high-level professional skills. Needed abilities include understanding and skill
in the following broad areas:

 Understanding the nature and role of extension education organization.

 Knowledge and understanding of the technology related to the subject
with which the programme is concerned.
 Ability to clarify the objectives of a programme and to so state them
that they are useful in guiding its execution.
 Skill at seeing the relationship between principles and practice.
 Skill at inquiry and human relationships.

5. Extension programme planning is built round content:

A programme regarding any extension activity can only be built on the basis of
content. Without some express purpose, there can be no planning. Extension
programme planning is built around available improved technology, the
people, their resources, problems, needs and interests.

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6. Extension programme planning is a social action process:

Extension programme planning involves interaction and the decisions so taken

in the form of a programme affect others. Interaction assumes some type of
communication between two or more people in the planning process. So when
the extension staff involving specialists and people's representatives decides
on the programme content for extension teaching for the coming year, it is
involved in social planning.

In this process, the scientific data is put to value judgements so as to decide

the intended direction of change and also the appropriate methods to be used
to reach these goals.

Further, the resultant programme has many social consequences in terms of

interaction with other people, e.g., to inform them, educate them, persuade
them, in order to introduce improved technology into their minds and actions.

7. Extension programme planning is a collaborative effort:

Extension programme planning is a collaborative effort involving

identification, assessment, evaluation of needs, problems, resources, priorities
and solutions.

8. Extension programme planning is a system:

Extension programme planning is a system as its procedures and processes are

interrelated, ordered and linked progressively to form a collective whole. It
includes several subprocesses, such as planning, designing, implementing,
evaluation etc.

9. The end-product of extension programme planning is an extension

programme:

The first consideration for anyone who is to concern himself with a process or
set of procedures for planning is to clearly identify the primary purpose of the

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planning process to be developed. Many have suggested that the purpose of

planning is for educating those who participate.

According to Vanderberg (1965), 'the primary purpose of any planning, first

and foremost is that of developing a sound, defensible and progressive course
of action or plan. In the process followed, many other benefits might accrue,
such as the education of participants, but we want a plan which can and will
be used'.

11.5 Objectives of extension programme

The general objective of having an extension programme is to influence people

to make changes in their way of life and making a living. The assumption is that
there is a need for change and if people are not aware, it is necessary to make
them aware of this; and to develop their needs. According to Kelsey and
Hearne (1967), the following are reasons for having a programme:

 To ensure careful consideration of what is to be done and why.

 To furnish a guide against which to judge all new proposals.
 To establish objectives toward which progress can be measured and
evaluated.
 To have a means of choosing the important (deep rooted) from
incidental (less important) problems; and the permanent from the
temporary changes.
 To develop a common understanding about the means and ends
between functionaries and organizations.
 To ensure continuity during changes of personnel.
 To help develop leadership.
 To avoid wastage of time & money and promote efficiency.
 To justify expenditure and to ensure flow of funds.
 To have a statement in written form for public use.

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11.6 Rationale of programme planning

1. Progress requires a design: Effective education is results of design not drift;

it results from a plan-not from trial and error. The experience of workers in
education and in other educational agencies has been that progress is made
most effectively when a plan of action is set forth and followed.

The pay-off for educational effort comes when people change their behaviour
to improve their situation. These results come most rapidly when careful
planning is done and when effective teaching methods are used.

2. Planning gives direction: There are no tests for directing the people's
learning in extension. This argument the difficulty of designing a plan and
underscores the fact that planning is one of the most important jobs of
extension workers.

In planning or constructing a course of study, the teacher should be guided by

five major factors: (1) the purpose for which the course is offered, its aims; (2)
the characteristics and needs of those who are to take the course; (3) the
educational environment of these persons; (4) the sources of information
available; and (5) the requirements or demands of the vocation or other uses
to which the learning is to be put.

These factors apply to the development of extension programmes as well as

to the curriculum of the public schools. The factors that apply to the study of
a situation will be considered more closely a little later.

3. Effective learning requires a plan: There must be consciously directed effort

on the part of the teacher to give guidance to the learning process. The
direction of this teaching effort can best be stated in terms of objectives. They
must be developed with the people to be taught and must be capable of
attainment by and with the people concerned.

4. Planning precedes action: The results of an action are dependent on the

following: adequacy of analysis of the problems, situation of objectives and

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involvement of the people. Through the planning process, questions such as

these are posed:

i. What information do farm men and women need most?

ii. Which kind of information shall be extended?

iii. What information shall be extended first?

iv. How much time shall be devoted to this line of work?

v. How much effort shall be devoted to this line of work?

The answers to these questions lie in the programme planning process.

Kelsey and Hearne (1949) have given the following rationale for a planned
extension programme. According to them, sound extension programme
planning:

1. is based on analysis of the facts in the situation

2. selects problems based on needs

3. determines objectives and solutions which offer satisfaction

4. reflects performance with flexibility

5. incorporate balance with emphasis

6. envisages a definite plan of work

7. is a continuous process

8. is a teaching process

9. is a coordinating process

10. involves local people and their institutions; and

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11. provides for evaluation of results

Thus it could be said that planning programmes is an integral part of the

development process and ensures better and efficient utilization of resources,
accountability and human development.

11.7 Principles of extension programme planning

After a critical analysis of the programme planning principles available in

extension literature, Sandhu (1965) identified a set of principles that may be
applicable in developing countries.

1. Sound programme building is based on the analysis of the facts in the

situation: to be effective every programme must start with the people and
situation as they are and then build towards the ultimate goal of better living.

It is important to take in to account all the facts concerning the people, the
land, the community, the institutions, the organizations and the agencies
operating in the area. Factual material is obtained through block staff, district
staff available through local institutions like Panchayat, school, cooperative
societies, youth club etc.

2. Sound programme planning selects "Problems based on needs: All the

problems cannot be attacked once. It is necessary to select that most urgent
concern. Choice of the problems must be among those brought out by the
analysis of facts regarding what are felt and unfelt needs.

To be effective extension work must begin with the interests of the people.
Problems should be related to family, community and block situations. The
problem should be arrived at democratically through participation of people,
extension staff and others who can contribute to programme

3. Good programme building determines objectives and solutions, which

offer satisfaction: In order to hold interest, the workers, must set specific

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objectives for whom they are intended should understand solutions, which are
within reach and will give the satisfaction of achievement of objectives.

They should be agreed upon by the people and be attainable and they should
be stated in terms that can be measured. Objectives which are determined by
extension worker should be made clear to the people

4. A good programme has permanence with flexibility: A good programme

should be permanent. Without flexibility, the programme cannot meet the
needs of the people. It has been found that particular items need to be
changed to meet important emergencies.

A programme should be prepared well in advance of its execution but not too
far ahead of time. Ordinary events may be subjected to change in part though
not in total. Programmes should meet long term and short term changes to
meet special emergencies

5. A sound programme has balance with emphasis: A good programme should

cover the majority of their important interests. It must be comprehensive
enough to embrace all the groups and all problems of family, village, block and
district.

It is futile to deal with one phase of life in a community as an end itself. At the
sanction a few of the most important or timely problems should be chosen for
emphasis

6. A good programme has a definite plan of work: No matter how well the
programme is sorted out it is of no use unless carried out. This implies good
organization and careful planning of action.

A plan of work is answer to what, where, when and how the job will be done.
It also includes part to be played by extension worker, part played by agencies
and plans for measuring results

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7. Programme building is a continuous process: It is never finished. The

situation changes through economic and social trends through actions of
people, problems change, emphasis change and phases may be completed and
new problems may arise and needs new solutions and new programmes

8. Programme building is a teaching process: The process of programme

building itself an excellent teaching device. It teaches people to think, to
reason, make decisions, and act through participation. It is time consuming but
good investment

9. Programme is a coordinating process: Programme planning process find out

the most important problems and seeks agreement on definite objectives. It
obtains cooperation of many people and coordinates the efforts of leaders,
groups, agencies and promotes the best use of all resources

10. Programme planning provides opportunity for evaluation of results: All

attempts at evaluating extension work are dependent on clear objectives and
records of results in terms of which changes in the action of the people are
shown.

11.8 Steps in extension Programme Planning Process

The programme development process is on-going and continuous which

involves various steps: analyzing the situation or context; setting objectives
and; designing an action plan; implementing the plan; evaluating inputs,
outputs, outcomes, and reconsider the weak and strong points of the
programme.

The principles and key features of extension programme planning shall help us
to develop the eight logical steps which form a continuous cycle of programme
determination and programme implementation in extension

Each educational initiative, workshop or event we carry out modifies the initial
situation. As a consequence, any plan of action continues to evolve and change
as the situation or context changes.

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The preparation, execution and evaluation of the extension programme

involves the following steps

 Collection of facts
 Analysis of situation
 Identification of problems
 Determination of objectives and goals
 Developing plan of work and calender of operations
 Following through plan of work and calender of operations
 Evaluation of progress
 Reconsideration and revision of the programme

Fig. 11.1 Steps of extension programme planning

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11.8.1 Collection of facts

Sound plans are based on availability of relevant & reliable facts. This includes
facts about the village people, physical conditions, existing farm & home
practices, trends & outlook. Besides, other facts about customs, traditions,
rural institutions, peoples' organisations operating in the area, etc. should be
collected.

The tools & techniques for collecting data include systematic observations, a
questionnaire, interviews & surveys, existing governmental records, census
reports, reports of the district planning and statistics, and the past experiences
of people.

For example, a survey and PRA tools was conducted to develop the extension
programme for marginalized poor farmers in the village collecting various
information. Information from panchyats, key informants, lay leaders, gram
sathi also collected.

11.8.2 Analysis of the situation

After collecting facts, they are analysed and interpreted to find out the
problems & needs of the people. The various dimension need to considered
while analyzing the situation.

11.8.3 Identification of problems

Problem identification of the village and farmers through proper anlaysis and
interpretation of data shall help to priritise the problem and identify the most
important problem. As a result of the analysis of facts, the important problems
are identified and the problems leading to such a situation are located.

These problems are identified based on their available resources and as

perceived and felt need of that situation.

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For example, there may be several problems but only the urgent problem
based on their significant need and interest may be identified like low level of
income of the vegetable farmer due lack of market.

11.8.4 Determination of objectives

Once the needs & problems of the people have been identified, they are stated
in terms of objectives & goals. The objectives represent a forecast of the
changes in the behaviour of the people and the situation to be brought about.
The objectives may be long-term as well as short-term, and must be stated
clearly.

The stated objectives should be clearly achievable and realistic. The objectives
should be such that they can be evaluated.

For example, to increase the farmer’s income the market led extension or
creation of farmer producer organization which act as linkage between farmer
and market.

11.8.5 Developing the plan of work

In order to achieve the stated objectives & goals, the means & methods
attaining each objective are selected; and the action plan, i.e. the calendar of
activities is developed. It includes the technical content, who should do what,
and the time-limit within the work will be completed. The plan of work may be
seasonal, short-term, annual or long-term.

The calendar of work shall be prepared based on the plan of work and specify
the when a particular work to be done with suitable date and time considering
the resources available. Develop the plan of work considering various
stakeholders involved in the programme like extension personnel, marketing
personnel, farmer, association etc.

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11.8.6 Follow up the plan of work and calendar of operation

Once the action plan has been developed, arrangement for supplying the
necessary inputs, credits, teaching aids, extension literature etc. has to be
made and the specific action has to be initiated. The execution of the plan of
work is to be done through extension methods for stimulating individuals and
groups to think, act and participate effectively. People should be involved at
every step to ensure the success of the programme.

11.8.7 Evaluation

It is done to measure the degree of success of the programme in terms of the

objectives & goals set forth. This is basically done to determine the changes in
the behaviour of the people as a result of the extension programme.

The evaluation is done not only of the physical achievements but also of the
methods & techniques used and of the other steps in the programme planning
process, so that the strong & weak points may be identified and necessary
changes may be incorporated accordingly.

11.8.8 Reconsideration

The systematic and periodic evaluation of the programme will reveal the weak
and strong points of the programme. Based on these points, the programme
is reconsidered and the necessary adjustments & changes are made in order
to make it more meaningful & sound.

Programme planning is not the end-product of extension activities, but it is an

educational tool for helping people to identify their own problems and make
timely & judicious decisions. From the above mentioned cycle, it is clear that
the planning of an extension programme comprises a logical series of
consecutive steps.

The first four steps form the programme determination phase. The steps five
to seven form the action phase. The step eight, i.e. reconsideration, joins the

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two phases together, where it leads to the fact-collecting step, thus beginning
once more the never ending or continuous process of planning the extension
programme.

If it is found that the desire result and targeted objectives has not achieved the
extension workers involved may find the issues or the objectives may reframed
considering the various factors. Extension programme planning is the major
objective of extension agent to materialize the goal and objective of the
farmer.

11.9 Role of Extension Agencies in Programme Implementation

Different roles performed by the extension agencies during programme

implementation include:

 Help the target beneficiaries to become aware of their needs and

change their behaviour, bringing about a change in their knowledge,
attitude, skills and abilities.
 The different extension agents involved in improving the rural
conditions helps to build a good rapport amongst the clients. The clients
must accept the extension agent and his credibility before they accept
the innovations promoted by them. Good environment building helps in
easing the process of programme implementation.
 Assemble, relate and analyze all factual information collected.
 Help people to diagnose their problems and decide which needs
immediate solution.
 Motivate the clients to mentally accept the change being introduced.
 Assist the clients to implement the recommendations or solutions and
emphasize on getting action of the clients on proposed solution.
 To develop complete procedures and train staff as well as villagers.
 Help to stabilize change and prevent discontinuance of the new
behaviours by convincing through reinforcing messages to the clients
who have adopted the new practice.

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Fundamentals of Extension Education

 To strive for larger participation by the people and coordinate all efforts
and resources of other agencies.
 Help to develop leadership among various sectors of the rural
community.
 Help to transmit information based on agricultural research and applied
experience.
 To keep research workers constantly informed about the problems at
rural level to offer solutions based on further research in specific area
concerned.
 These agencies help to set up a feedback process to known the
problems arising for further implements.
 Help in providing inputs like seeds, fertilizers, raw materials,
implements and may others to the target group and also the method of
using it.
 Work with rural people through non-formal education and also
involving their participation for anchoring community development
covering several activities like agriculture, animal husbandry, fisheries,
forestry and may other allied activities.
 Help in disseminating the latest technologies to rural people and
communicate back the information on adoption of new techniques and
improved practices in various sectors

11.9 Reference

Mondal, S. (2016). Agricultural Extension. Kalyani Publishers, New Delhi

Reddy, A. A. (2006). Extension Education, Sree Lakshmi Press, Bapatla, A.P.
Ray, G.L. (1999). Extension Communication and Management, Noya prakash,
Calcutta, West Bengal.
Sandhu, A.S. (1994). Extension Programme Planning. Oxford and IBH
Publishing Co., New Delhi.
Supe, S.V. (1983). An Introduction to Extension Education, Oxford and IBH Co.,
New Delhi.

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Fundamentals of Extension Education

Pandey, A. Programme Planning, Implementation and Evaluation

http://ecoursesonline.iasri.res.in/course/view.php?id=249

Programme planning
http://ecoursesonline.iasri.res.in/mod/resource/view.php?id=4384
Extension Program Planning and Evaluation
http://eagri.org/eagri50/AEXT392/lec02.html

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