Paradigm
shift in role of Extension Educationists in the light of
e-Mediated
extension services
Dr. Basavaprabhu Jirli
Professor and Head
Department of Extension Education, Institute of
Agricultural Sciences,
Banaras Hindu University, Varanasi
Introduction
Enough literature is available to
understand the concept of extension. But are there any efforts to understand
the in-tensions of ex-tension? why should we emphasize on inner tensions of
extension? to be a successful extension professional for bringing about the
desirable changes in the behavior of stakeholders,
we need to understand the inner-tensions of extension in addition to the
concept of extension.
Since inception of extension services,
the model adopted for transfer of technology was dominated Technology, wherein
the core emphasis was on the transfer of technology. The end product was the
partial adoption of the technology or non-adoption of the technology. Learning
from the experiences, modifications were made in the model and came out with extension
mediated technology transfer system, wherein the technology is inseparable
component of extension, which was combined with the human element or the
societal element. The approaches adopted by different models of extension
service delivery were also diverse.
The first model of extension
service delivery the Public extension system or the Ministry of Agriculture,
which delivers the extension services in the form of a systems approach. The
relationship with the farmers or the end users is ‘take it or leave it’.
Whether the receivers are gaining it or not, whether they are understanding it
or not, ultimately we are transferring it, and are ending it with the target
oriented approach.
The second model was participatory
approach of extension service delivery. The relationship with the farmers was ‘take
it or demand different packages of programs’, wherein we can see the approaches
of extension that were adopted in the post 1990’s have invariably participatory
in nature. People started demanding the things, wherein the Ministry of
Agriculture and farmers associations came together.
The third model was the private
extension efforts, the examples like the contract farming, wherein everything
is compulsory. This model emphasizes on profit. The approach and the
relationship with the end users is more of a ‘compulsion on the receivers’. Many
reports till date reveal that, the end users are being exploited to the maximum
extent because of the lack of the legal support systems.
In all these the three models the
end user is the most deprived entity. How we can overcome these type of
situations? The way out can be by understanding the basic processes of
extension, the fundamentals of extension, which include in the definition of
the In-Tension of Ex-Tension. The concept of In-Tension of Ex-Tension has been conceptualized as
the degree to which the philosophy, the content, ideas, objectives, techniques,
principles, theory and models of extension have been internalized by
extensionist.
Let’s understand the concept of In-Tension
of Ex-Tension in right perspective. As an extension professional while
delivering the extension services, the first and foremost question to be asked
to oneself is, whether I am making use of principles of extension in my service
approach?, whether I am delivering extension services as per objectives of
extension? whether I am exploiting the dimensions of extension in my service
delivery efforts? whether can I visualize implications of the processes of extension and methods of
extension? These are the basic questions that extension professionals need to
put to oneself before delivering extension services or acting as an extension
professional.
The moment we ask such these
questions, the emerging answer is leading towards the holistic approach of
extension. That is what is the role of an extension educationist, to give due
emphasis on the inner-tensions of extension. The extension educationist is
providing you the basic inputs that are necessary for the process of transfer
of technology. When we go through the evaluation reports of many of the
developmental programs, one thing that is mentioned in all the reports in
common is, the extension professionals were loaded with the technology, but
lack in skills/technology of extension. Means the extension technology is
missing, but the “technology” per se
which is associated with the crop production or the animal production or the
issues associated with, are dominating. Lack of extension technology needs to
be taken care of, wherein the extension educationist is going to play key role.
The role of extension service provider is, in addition to the technology that they
are specializing with learn techniques of extensionand influence behavior of the
end user. Technology per sec cannot work on its own and do any wonders until
and unless it is understood by the end user.
Extension technology
The emphasis of extension
educator is on empowering the stakeholders, which can be understood with the
saying, “If you give a fish to a hungry
person, you are satisfying his hunger for a day, but if he is being taught how to
catch the fish, it means we are feeding him for the life”.
The process of extension does not
stop there. The inner-tensions of extension go beyond that. What is that? It
says that, teach them how to process and package the fish for export, which
stimulates the economic development. Bringing in the desirable changes is being
emphasized upon with the inner-tensions of extension.
Extension
educationist and extension service provider are different entities and have a
definite role to play. Apply the techniques of extension while providing the
extension services in addition to the technology which is essential for our
target community, and make the process of extension more holistic. ‘What is
extension’ is discussed everywhere but what extension is not about is not
discussed anywhere. There are many misconceptions regarding the concept of
extension. Because of these misconceptions, people don’t understand
holistically extension as a profession and as a discipline.
What
is not extension?
The perception of people who
don’t understand the concept of extension say that extension is nothing but a
type of gossip, is not a science, not for intellectuals, not academic
discipline etc. Since beginning it is being emphasized on that it is the service
as well as a profession. Because it is a service, it has developed as
profession. Since it is academic discipline, it has its own subject matter,
contents, syllabus and offers postgraduate degree programs. Some say that it is
nothing but the act of photography, yes; extension makes use of the appropriate
photographs, videos and everything for the benefit of the stakeholders for ensuring
efficient services.
Extension education is not the
process of story writing and it is also said extension education is a type of
journalistic process. Developing success story and making use of few aspects of
journalism in extension processes and models does not make them the profession
of journalist. These misconceptions emerge because of the meaning attached to
the concept of extension as the transfer of technology. There is another
connotation attached with extension is the postman’s job of transferring the
information from resource institution to that place of information deficit. In between
there are good number of educational events that are part of the extension service
efforts, it proves to be not the postman’s job because, until and unless there
is change in knowledge, attitude and skill, we cannot say that extension has
taken place.
Also few people say that it’s a
vague, hazy, indistinct and a fuzzy subject. People perceive it because they
feel it is difficult to understand the processes of extension. It is difficult
to understand all the nuances of extension. Hence it is not easy to prove, to
be a professional extension educator or service provider. Extension deals with
the most dynamic animal on this earth; that is human being, who is having
competencies in various specialized areas. Extension Professional makes use of
all techniques to convince every stakeholder. If he fails, then he starts
feeling that, it’s a vague subject, fuzzy subject, an indistinct subject.
Next misconception in the line is
extension means crowd pulling or bringing the people to programmes. Obviously
we need the people to understand the technology, to understand the information
which is appropriate for them. It is not that sole responsibility of extension
professional is bringing the crowd of people for some other purposes. The
purpose is educational activities, for the purpose of changing their behavior,
making them educated, changing their practices etc.
There is another understanding of
extension; it is nothing but a propaganda activity. What do we mean by
propaganda? Propaganda is the information especially biased or misleading in
nature, used to promote a political cause or a point of view. When this concept
‘propaganda’ itself is having so many negativities within it how can we equate
it with extension which has nothing to do with these negativities.
One more meaning attached with is
extension means advertising, basically, advertising is an audio or visual form
of marketing communication that employs an openly sponsored non-personal
message to promote or sell a product, service or an idea. Extension deals with
the information and innovative ideas, but they are not non-personal in nature. Extension
does not market or sells ideas or innovations. But efforts are directed towards
changing behavior, practices, living standards and ultimately leading towards
enhanced production and productivity of its stakeholders.
Extension is not the process of
mass communication. Because mass communication is a study of how people
exchange information through mass media to large segments of the population at
the same time. The process of extension deals with a particular target
community. The information needs of target communities of extensions service are
totally distinct. But in case of mass communication they are dealing the entire
community as a whole. On the contrary extension segments the entire population
based on their needs and provide information which is relevant to them. If you
take a village as a unit, within the village, there are different information
needs that the farmers have. There might be 10-15 groups of people who are in
need of different types of information. Accordingly extension provides services
to them.
Extension Educator Vs Extension Service Provider
What are the difference between
the person who is acting as an extension educationist and who acts as an
extension service provider? These are the people who are responsible for
providing the extension services for the benefit of the people, hence there is
need to overcome the misconceptions that we are trying to discuss about.
Extension educationist is a
person with a background of education in agriculture and allied sciences and
specialization in extension science and provides the knowledge and skills of
extension and communication tools and techniques to the extension service
providers at regular intervals to bring the desirable changes in the behavior
of extension service provider. This is the role of an extension educationist
who has specialized himself in extension science.
Who are the extension service
providers? The service provider is a person with a background of education in
agriculture and/or allied sciences and specializations in the discipline of
agriculture and allied sciences, who is serving in a public or private
institution and meant for dissemination of technological advances to the
intended communities and institutions based on the needs, after acquiring the
extension and communication tools and techniques from extension educationist.
The extension service provider is
an individual with the specialization of his own subject, in addition to that,
he is getting the additional information of how to transfer that technology
from extension educationist, and then only he becomes service provider. For
example entomologist, pathologist, agricultural engineer, agronomist,
horticulturist, animal husbandry etc.
Extension Educators and Extension
Service providers are responsible for transfer of information based on their
specialization for the benefit of the farmers. Understanding these two terms,
that is extension educationist and service provider, we can overcome the
misleading concepts regarding the extension.
Pluralism in Agricultural
Extension
The term pluralism means the
existence of variety of agencies, service providers, models and institutional
arrangements; specially including the public institutions, the private
institutions, the community based organizations, the non-governmental
organizations, catering to the information and advisory support and service
needs of the farmers.
The institutional mechanisms are
available for satisfying the information needs. When the number of such
institutions are increasing, the concept of pluralism comes into the picture.
It is not one institution but many institutions are providing the similar services.
Why such situations are emerging especially in Indian context? Because the
population dependent on agriculture is huge. Even today more than 50% of the
population is still dependent on agriculture. And the number of service
providers to the population needs to be huge, but various players are interested
in providing similar services.
According to the statistics
available in the State of Andhra Pradesh, one extension worker is catering to
the needs of 3,162 farmers, and when you look into input supply agencies, specially
the fertilizer, which is one of the critical input for agriculture, for 1622
farmers, there is one fertilizer shop. Rest of the follow the suite. What does
this mean? It means there is need for multiple institutions (pluralism)
catering to the needs of extension services.
Strengths of Pluralism
• The
diversity in approaches and the target groups covered, so that we can easily
reach our clients in a comfortable manner and their needs are also satisfied.
• Can
complement and supplement the efforts of each other. If the public extension
mechanism is lacking in any of the efforts, the private can take care of that
and if private is not able to do that, public extension agencies can do that,
if both are not able to take up some issues the community based organizations
or the non-governmental organizations can take into account.
• The
private agencies can cater to the demands of the farmers, prominently observed in
case of seed, plant protection chemicals etc.
• Help
to overcome the paucity of human resource in the public extension system which
is one of the major issue. Once the private players, the non-governmental
organizations or the community based organizations are there, the paucity of
the extension professionals can be easily taken care of. This is what is the
strength of pluralism.
• It
can help address varying needs of the farming community. The public extension
mechanism (any such institution) may not be having expertise in all the areas
as desired by the farming community. But the private institutions are coming
out with their own super-specializations and accordingly they are catering to
the needs of the farmers.
•
Increase in outreach where public extension system is weak. There are many
places where the public extension system is very difficult to reach, specially
in the hilly areas, in the desert areas, in the States of Jharkhand or
Uttarakhand or the North-Eastern States, where the public extension mechanisms
are relatively weak, wherein the private as well as the community based
organizations are taking care of such issues.
•
Provision of newer technologies and skills to the farmers. So the private
agencies can easily cater to these issues.
Weaknesses
• There
is a possibility of duplication of effort, which the public institutions are
also taking up and at the same time the private institutions are also taking up
the similar efforts.
• Possibility
of contradictory information flow and the resultant gap among the end-users.
Specially we need to be very careful about the information flow from the
private agencies, because their motto is the maximization of the profits. Then
there are possibilities of creating some hype regarding the products. Such
things we cannot expect from the public agencies. The validity and reliability
of the information is being checked by various agencies, which is largely
absent in case of the private agencies.
•
Problem with the quality of the message from the public agencies. Whether we
are satisfying the demands of the farmers or our clients is one of the issue,
which is largely very weak in case of public extension system.
•
Motives and objectives of all agencies may not be aligned with the needs of the
farmers. Farmer is in need of something else, but as a private agency or as a
community based organization or as a non-governmental organization my
priorities are something different. So under such circumstances, there are
certain gaps that might be existing between these service providers.
• It
makes the extension system more complex, because of number of players that are
coming on the same platform and making use of the same concepts of extension.
So that is how the concept of pluralistic extension is becoming bit complex
Opportunities
• Harness
the synergy of all the actors through convergence. The problems and the
weaknesses can be addressed once we come on a common platform. This is an opportunity
that we can think of, and address the issues and we can sort out the issues.
•
Delineation of the roles of each agency or actor to avoid the duplication of
efforts. If various agencies are on a common platform, we can resolve these
issues and avoid duplication.
•
Offering choice to the farmers among different agencies. So that lets farmer
choose whether he wants the services from the public agencies or a private
agency or a community based organization or an NGO so that we can provide them
services accordingly.
•
Enhancing the participation in case of extension programs is one of the
opportunity, because as on date the real participation of the farming community
in the extension programs is relatively less, but with pluralism we can enhance
this participation.
•
Public extension can play the role of a leader of pluralistic extension system.
Because being part of the government mechanism, they can take the establish
coordination among various agencies.
•
Potential to create a linkage of the farmers with other actors and across the
value chain. So that once the government takes the lead or the public
institutions take the lead then automatically things can take a different
shape. This is an opportunity.
Threats
• Lack
of effective coordination among the agencies. Which is currently being
experienced and over a period of time it may emerge as a threat also.
•
Absence of platform for coordination. Some efforts are being carried out
through ATMA. But still lot needs to be done in this sector.
•
Efforts of collaboration without imbibing the spirit. Observed with the
non-governmental organizations as well as the private sector organizations. The
spirit of extension should not be compromised, while providing the services.
•
Mismatch between the organizational agenda and the problems due to the hidden
agenda. Generally we observe such things in case of the private agencies. Their
agenda is profit maximization, while the agenda of the public institutions is
the development of the society, enhancing the living standards of the farmers. There
are obvious possibilities of mismatch between these agendas, the hidden agendas
as well as the declared agenda.
• Lack
of leadership and the conflict resolution mechanism may hamper the effective
collaboration. Because when these institutions are to come together, even though
their target groups are same, their commodities are same, the way of delivering
the mechanisms, all are common. But whether these institutions are ready to
come together or if there are any conflict that exist, do we have that conflict resolution mechanism?
This is the biggest issue which is acting as a threat.
•
Political and economic aspects preventing the collaboration. Because the motto
of the private agencies and public extension agencies are diagonally opposite, is
one of the hindering factor.
• Doubt
about the sustainability of the government promoted convergence initiatives is
creating another threat in case of pluralism in extension.
If you look into this diagram,
the services we are providing to the client i.e.
farmer. He needs the services. The services can largely be identified as the
services to be provided by the extension educators and extension service
providers. So when we look into the extension educational efforts, they are
being taken up by the State Agricultural Universities, the international
agencies, the ICAR institutions, the private agencies, the line departments,
the non-governmental organizations, cooperative societies number of
institutions which are involved in educating the farming community.
Similarly when it comes to the
service, the institutions which are involved in the service may it be the
department of rural development, the cooperative institutions, the state
agricultural universities, non-governmental organizations, ICAR institutions, KVK’s
as well as the projects, they are reaching the farmers. The line depts,
international agencies and the private agencies are also providing services.
The institutions discussed under
the extension education as well as extension service are almost same. This is
what is leading towards the pluralism. The input services are being provided
again by line depts., ICAR institutions, cooperatives, state agriculture
universities, private companies, NGO’s. They are all involved in the inputs and
at the same time the information services, which is again the domain of the
public extension agencies. The private players are also coming here, the
similar institutions are there. So this is what we are emphasizing on. Similar
services are provided by a number of institutions, ultimately the farmer is
getting confused; which kind of services is to be accepted and which kind of
services not to be accepted.
Role of ICTs in Pluralistic
Extension Services
ICTs
have great potentials to cater to the needs of pluralistic extension services.
Before analyzing the potentials lets look into some interesting facts about
websites.
There are about 1.5 billion
websites available by January, 2019. So this shows the number of service
providers specially in case of with e-mediation, apart from the traditional
medium what we have discussed so far. If you look into the functioning of these
websites, only 15% of them are active, 85% of them are not active over a period
of time. Out of this more than 85% of the websites are mobile friendly. It
means this is an opportunity for service providers, as well as the service
receivers. Google itself has indexed about 4.5 billion pages on an average 3
web pages per website that we can say so it has indexed. The knowledge
repository is getting ready. But the service receiver also should mend himself
to get these services.
While, if you look into the
information that is available in the language wise. English is dominating. But
in case of India so there are multiple languages that are being spoken. None of
the Indian languages are dominating the websites. This has implications on
Indian extension mechanism that, there is a need for development of the content
in the local as well as the regional languages, otherwise we cannot provide the
appropriate information to the end user.
e-mediation promotes pluralism, the
number of service providers make use of this e-mediated platform by developing
content in the regional as well as the location specific information. The
associated risk factors need to be taken care of by the institution itself and
at the same time the receivers are also playing a role by accepting that
information. Then extension professionals face challenge in content development
suitable for the e-mediated extension, because there is a lot of information
that is available, but now it needs to be treated for suiting to the needs of
the farming community. So that is where the role of extension is coming. Again
we can make use of the number of players and ultimately we can provide them the
appropriate services.
Indicative list of efforts of e-Mediation in extension services by
various institutions.
e-Extension initiatives of ICAR
•
Rice Knowledge Management Portal ( RKMP)
•
Consortium for e-Resources in Agriculture (CeRA)
•
KRISHI
•
Mobile apps (Herbal kisan, Mushroom app, Farm Calculator etc)
•
SMS services by KVKs
•
National Initiative on Climate Resilient Agriculture (NICRA)
•
Design of Micro Irrigation Systems (DOMIS)
•
e-Ddalhan gyan manch
•
Knowledge Innovation Repository of Agriculture in the North
East
•
Expert System for Maize
•
Expert System on Wheat Crop Management
•
Expert System on Seed Spices
•
CaneInfo
•
Technologies & Products for Commercialization -Animal
Science
e-Extension initiatives of SAUs
·
TNAU Agritech portal
·
KAU Agritech portal
·
Pau Kisan app, Seed portal
·
GADVASU pigfarming app, goat farming app
·
Bihar krishi app, Bihar agrodoctor
e-Extension initiatives of NGOs
·
DHAN foundation ICT enabled CRS
·
MSSRF – Fisher friend app
·
Nandi foundation – Facebook page
·
AFC India Ltd – Customised farmers online training
·
Digital Green – Video content creation in regional dialests
·
Jayalakshmi Agtotech – Crop specific mobile apps in regional
languages
e-Extension initiatives of Private Sector
·
ITC e-Chaupal
·
TATA kisan Kendra
·
Hariyali Kisan Bazar
·
Krishiworld.com
·
Myagriguru app
·
Agriwatch.com
The efforts need
to be intensified to reach the unreached, the reached needs to be satisfied and
the satisfied need to be brought to the net of extension delivery mechanism.
What should be role of extension educationist in e-Mediated extension service
delivery. There is no need to arrange for crowd, public address system etc.
again overcoming the misconceptions and understanding the role of extension is
key issue here.
An extension Educationist should
1.
Understand the pulse of stakeholders
2.
Prioritize the needs of stakeholders
3.
Educate the extension service providers
4.
Make extension educators to organize the contents as per the
needs of stakeholders
5.
Treat the content developed by extension service providers
6.
Fine tuning of the content
7.
Putting content into various e-Mediated platforms
8.
Develop mechanism for regular and continuous feedback
mechanism
9.
Evaluate the feedback on
regular and continuous basis
10.
Reconsider the content and add value to the content and
present it for the stakeholders
As soon the
first cycle of operations’ are over lets begin with the first step again and
the process of extension education
continues.
Apart from the
above listed efforts of providing the services to stakeholders and educating
service providers, the innovative method of educating the stakeholders of extension
is through offering Massive Open Online Courses. One such effort of providing
education to various stakeholders is being made through agMOOCs platform. As we
are aware that agricultural
education in India is offered through a network of 75 State Agricultural
Universities, five Deemed Universities, four Central Universities with faculty
of Agriculture, three Central Agricultural Universities and few privately owned
colleges of agriculture affiliated to traditional state universities. Each
Agricultural University has a number of constituent colleges. However, paucity
of quality faculty has remained an emerging issue. Specialization of the
faculty also matters while imparting education. Providing quality inputs to the
learners spread over large geographical area demands e-Mediation.
One such platform was created by
Commonwealth of Learning (COL) and Indian Institute of Technology, Kanpur
entitled “agMOOCs” in 2015.The courses offered through the platform have
attracted participants from every state of India and seven countries. The paper
is a partial analysis of the efforts of agMOOCs in penetrating agricultural
education system as an alternative platform for students of agriculture and
allied sciences. More than two lakh learners have accessed courses so far. The
feedback of learners is highly encouraging. So far the authors have offered
three courses in agMOOCs platform during 2017 and 2018.
The highest number of learners
registered in a course was 4884. There is an increasing trend in number of
registrations on the platform, which shows effectiveness of the courses and
penetration among agricultural fraternity. Age of majority registered learners
was up to 24 years (76 per cent). More than 65 per cent offered courses to
enhance their knowledge. Home was the most preferred place of access (65 per
cent). About 60 percent learners preferred the agMOOCs app to access course
contents. Gender and preference of app are not independent of each other,
Gender and age of participants are not independent, there was no association
between range of learners and relevancy of quiz. There exists association
between range of learners and pace of content delivery (adopted
from: http://oasis.col.org/bitstream/handle/11599/3263/PCF9_Papers_paper_40.pdf?sequence=1&isAllowed=y).
Conclusion
The results of the effort
indicate that there is growing inclination towards user friendly platforms.
Given an opportunity stakeholders are participating and getting the benefits,
but how many such programs are being offered? How to ensure the quality aspects
of content? How to treat the message as per the needs to stakeholders? How to
document and interpret the needs of stakeholders? Who and how to decide the
appropriate platforms for various stakeholders? And so on. The list of
questions to be answered is growing, its only the extension educationist. This
is the opportune time to extension educationist to recognize his role and begin
with the educational activities of extension service providers and other
stakeholders.
References and Further Reading
Aditya and Jirli
Basavaprabhu (2010), ICT mediated agricultural extension: a
survey of leading models and
best practices, Journal of Progressive Agriculture, Vol.1, No.1. Pp:
74 83 (ISSN: 2229-4244)
Aditya and Jirli
Basavaprabhu (2011), A study on social computing aspects on
the students of Banaras
Hindu University Journal of Global
Communication, Vol.4, No.2. Pp: 148-161
(Print ISSN: 0974-0600, Online ISSN: 0976-2442)
Aditya, A. K. Thakur
and Basavaprabhu Jirli (2014) Awareness about Social Computing among students. Asian Journal of
Extension Education Vol 32 (1) Pp: 21-23 (ISSN: 0971 3115)
Aditya, Basavaprabhu
Jirli and A.K. Thakur (2014) Values Associated with the Students Using Social Media Tools. Journal
of Community Mobilization and Sustainable Development Vol
9 No. 1 Pp: 93-96, January-June 2014 (ISSN: 2230-9047)
Aditya, Birendra
Kumar, K. Abhinav and Basavaprabhu Jirli (2014) Technology enabled learning in South Asia: A Review. Journal
of Global Communication. Vol 7 No. 2 (July to
December) Pp: 128-134
Ghatawal Jitendra Pal
and Basavaprabhu Jirli (2016) New Media activism among young learners, Journal of Global Communication.
Vol 9 (special issue) Pp: 355-366.
Ghatawal Jitendra Pal
and Basavaprabhu Jirli (2018) Communication And Psychological Profile Of Central Office Employees Of Banaras
Hindu University, International Journal of Agriculture
Sciences (ISSN: 0975-3710 & E-ISSN: 0975-9107), Volume 10, Issue 12, 2018, pp.-6459-6461
Ghatawal Jitendra Pal,
Jirli Basavaprabhu and Singh Awadhesh Kumar (2016) Recognition and Utility of
New Media for
Students. International Journal of Agriculture Sciences, Vol.8, No. 53, 2016, pp.-2761-2764 (ISSN:
0975-3710&E-ISSN: 0975 9107)
Jirli Basavaprabhu,
Srivastava Susheel Kumar and Singh RSP (2006) A Study on attitude of undergraduate students towards distance
education in agriculture. Journal of Open Schooling Vol VI, No. 1 (Jan-June
2006) pp. 56-71
Mahara Girijesh Singh,
Basavaprabhu Jirli and Ashok Rai (2013) m-Learning: An educational approach for Change in Hills of
Uttarakhand. Journal of Global Communication. Vol 6 No.
2. Pp: 144-150
Mandal Pankaj Kumar, Kirti
and Basavaprabhu Jirli (2016) Role of Information and Communication Technologies in Rural Development Journal
of Global Communication. Vol 9
(special issue) Pp: 129-133
Meena, R.L., B. Jirli,
M. Kanwat and Meena, N.K. (2018). Mobile Applications for Agriculture and Allied Sector. Int.J.Curr.Microbiol.App.Sci. 7(02),
Pp: 2317-2326
Rai Ashok and
Basavaprabhu Jirli (2013) Information Technologies for e-Readiness. Journal
of Communication
Studies. Vol 31 No. December 2013 Pp: 28-33 (ISSN: 0970-554)
Rai Ashok,
Basavaprabhu Jirli and Abhishek Singh (2016) e-Readiness 4D: An Analysis Journal of Global Communication. Vol 9 No.1
Pp: 22-31
Rai Ashok,
Basavaprabhu Jirli and Abhishek Singh (2018) e-Readiness: Its Relational Perspectives with Profile
of Extension Functionaries. Journal of Global Communication Vol. 11, No. 1,
January-June 2018: 65-75
Singh Akanchha and Basavaprabhu
Jirli (2018) Changing Perception and Awareness towards ICT along with Changing Roles of Stakeholders in
Agriculture. Research Journal of Agricultural Sciences Vol
9(6): Pp. 1412-1416,
November-December (2018) (ISSN: 0976-1675)
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