Definitions of Agricultural Extension

The term Extension The use of the word "extension" derives from an educational development in England during the second half of the nineteenth century. Around 1850, discussions began in the two ancient universities of Oxford and Cambridge about how they could serve the educational needs, near to their homes, of the rapidly growing populations in the industrial, urban area. It was not until 1867 that a first practical attempt was made in what was designated "university extension," but the activity developed quickly to become a well-established movement before the end of the century. Initially, most of the lectures given were on literary and social topics, but by the 1890s agricultural subjects were being covered by peripatetic lecturers in rural areas (Jones, 1994). The growth and success of this work in Britain influenced the initiation of similar activity elsewhere, especially in the United States. There, in many states, comparable out-of-college lectures were becoming established by the 1890s (True, 1900, 1928). During the first two decades of this century, the extramural work of the land-grant colleges, concerned with serving the needs of farm families, was to expand dramatically and become formally organized; but the use of the term "extension" continued and has persisted as the designation for the work. The overt use of the notion of "extending" relevant and useful information to the adult population at large, however, predates the university extension movement. Earlier in the nineteenth century, a British politician, Lord Henry Brougham, an influential advocate of formal eduction for the poor and of mass adult education, founded the Society for the Diffusion of Useful Knowledge in 1826. Its objective was "imparting useful information to all classes of the community, particularly to such as are unable to avail themselves of experienced teachers, or may prefer learning by themselves." The society sought to do this largely through producing low-priced publications and establishing local committees throughout the country "for extending the object of the Society" (Society for the Diffusion of Useful Knowledge 1827). During its twenty years' existence, agricultural topics were well covered in the society's publications. Similar, albeit short-lived, societies were also established before 1840 in several other European countries, India, China, Malaysia, and the United States (in Virginia) (Grobel, 1933; Smith, 1972). Extension can be defined as follows: An education that brings about improvement in a systematic way, through carefully planned and organized programmes (Fenley and Williams, 1964).As a kind of work to teach rural people how to raise their standard of living, but with the minimum of assistance from government, and bytheir own efforts, using their own resources (Saville, 1965). It is an out of school system of education in which adult and young people learn by doing. (Kelsey and Hearne, 1966). An informal out-of-school system of education designed to help rural people to satisfy their needs, interests and desires. It is a system ofmeducation which involves adult learners (Obibuaku, 1983). As a comprehensive programme of services deliberately put in place for expanding, strengthening and empowering the capacity of the present and prospective farmers, farm families and other rural economic operators (Adedoyin, 2004). Extension is concerned with three basic tasks: 1. The dissemination of useful and practical information relating to agriculture and home economics; 2. The practical application of such knowledge to farm and home situations. These are carried out in an informal atmosphere, with adults as main clientele and 3. Helping people to use the information in order to help themselves. In agriculture, the scope of extension is very broad. It is not a mere matter of giving the farmer actual knowledge from new research and technology, to help him raise his efficiency. It is this, of course, but it is more. It hopes to change his view of life, to persuade him and his family that they may reach and enjoy a higher and richer existence (Williams,1978). Extension work is considered as an aspect of adult education which differs from formal or classroom education in that it prepares its clientele to tackle the problems of today and helps them to live here and now. Formal education on the other hand, prepares its students for life after school years. The essence of extension work is that as an educational process it involves the following: (a) Working with rural people along the lines of their immediate and felt needs and interests which frequently involves making a living, enhancing their level of living and improving their physical surrounding (b) Conducting worthwhile and acceptable activities in the spirit of cooperation and mutual respect between the extension worker and the rural people. (c) Utilizing support activities to bring extension work and extension staff up-to-date through use of subject-matter specialists, resource persons, in- service training, conferences and the like (d) Utilizing certain teaching and communication techniques in attaining the educational objectives of extension.Extension education is therefore an educational process directed to bring about change in people. It is a dynamic process which brings about changes in what people know, changes in how they react to situations and changes in what they can do with their hands. The extension worker must therefore do all in his power to build up mutual trust between himself and the farmer by: (i) Demonstrating competence in needed practices or skills (ii) Conducting successful result demonstrations (iii) Showing genuine interest in the farmer and his family (iv) Doing what he promises and only promising what he can do, and (v) Having a social philosophy of extension which establishes a healthy relationship between the extension worker and the people.