Educational approach of extension:
Non-formal
education, which has advantage over the formal education for educating farming
community, has many advantages. The approach raises the following questions
also:
a. Is the time scheduled for imparting education in
non-formal way is sufficient?
b.
How much hands on
experience is being provided to trainees?
c.
Is it that
learners are feeling it as more of theoretical inputs rather than practical?
d.
Is it that in
real sense farmers are being educated?
e.
Does the
duration of training justify the concept to be trained?
f.
Are there any
pedagogical studies which justify the approach and duration adopted?
g. What was the logic behind adopting the said method
for imparting education?
For answering
these questions there is need for understanding educational approach of
extension. Education per se is not having any implications, until and unless it
transforms the components of behavior. What kind of transformations are
intended? Modification in Cognitive, affective and psychomotor domains.
1. Cognitive domain:
It involves cognitive modifications;
it is the process of knowing, comprehension, application, analysis, synthesis
and evaluation. The actual sequence of which as per Blooms taxonomy is creating
(out of synthesis), evaluation, analysis, application, understanding (comprehension)
and remembering (knowledge). Every technology dissemination process and
educational intervention has to undergo these processes.
Three levels of knowledge are
a.
Factual knowledge:
the essential components of technology the learner should know about. Then only
he/she will become acquainted with the problem and become capable to solve the
problems
b.
Conceptual knowledge:
the inter-relationships between the essential components of technology. Understanding
of which helps in implementing the solutions in an effective manner.
c.
Procedural knowledge:
deals with modus operandi of technology, reasoning the utilization of
technology, logical understanding of operations.
2.
Affective domain:
the approach/way technology is being handled with emotions. Which is, inclusive
of enthusiasm of source and receiver, motivations, attitudes, value systems and
appreciation of technological intervention. These complex issues can better be explained
with simple behavioural ephemeron (Bloom 1956):
a.
Receiving phenomena:
conscious hearing to others for the purpose of remembering. The key issue is
willingness to listen, its responsibility of source to bring the listener to
the level, grab his attention, make him aware of, ask questions if doubts
exist, follow the contents and understand for application.
b.
Respond to the
phenomena: depicts the dynamic participation of end user. Learning outcomes
lead to action/application.
c.
Valuing phenomena:
reveals the ability to solve the problems. In regular interaction with both
upper and lower sections of profession. Propose a plan for social improvement
and commitment to implement it.
d.
Organizational phenomena:
educates to establish balance between systematic ways adopted to solve problem and
follow professional ethical standards.
e.
Characterization
(Internalization of values) phenomena: adopting instructional objectives
commensurate with learners patterns adjustment to the learning situation.
3.
Psychomotor domain: deals with skill aspects of learning. Educational interventions
lead to physical movement, coordination and use of acquired skills. The skills
range from manual/mechanical tasks to machine operated tasks. These skills are
quantified (measured) in terms of speed of performance/execution, precision in
implementation, distance covered and methods/procedures used in implementation.
The categories of skill phenomena include (Dave 1975):
a.
Imitation phenomena:
observation leading to following behavioural pattern of somebody. Reproduction of others methods, processes,
skills etc. Though it is a method of acquiring skill, in the long run yields
low quality and productivity.
b.
Manipulation phenomena:
begins with recalling memory of things learnt during educational efforts. Based
on memory, individual makes an effort to perform certain actions by following
instructions.
c.
Precision phenomena:
performing a skill with high degree of accuracy. Get rid of impurities to be
more exact/correct.
d.
Articulation phenomena:
establishing coordination between a series of skills to produce desirable
product. Every operation in agriculture and allied sciences involves a series
of activities involving skills. It needs perfect coordination between various
sub units of a particular operation.
e.
Naturalization phenomena:
running behind a particular skill until mastery is achieved in performing. Regular
and continuous practice leads to naturalization of skill. The ultimate output
is achieving high level of skill performance.
Educational approach
of extension should achieve these phenomenons. Otherwise we are only running
behind the physical targets without achieving the real output. In a country
which is predominantly agriculture based and more than 70 per cent population
residing in rural areas and more than 55 per cent population still derive their
livelihood from agriculture and allied enterprises, the need of the hour is to
adopt appropriate extension educational efforts. One such mode is being
discussed here.
There are number
of training programmes being organized throughout the year for farmers’ by
various institutions. Duration of these training varies from one day to one
month, except in few cases where trainings are more than a month. Majority training
programmes for farmers are of one day to one week. The questions arise regarding
the method adopted for imparting training are as under:
a. Whether the stakeholders demanded for the training?
b.
Did the
institution analyze the needs before organizing the training?
c.
Whether the
resource persons were arranged as per the demands of the learners?
d.
Who decided the
duration of training/educational efforts?
e.
What was the
modus operandi of selection of trainees?
f.
Whether pre-test
regarding the knowledge of trainees was done?
g.
What kind of
care was taken in accomplishing the demands of trainees?
h.
How much time
was devoted for imparting skills?
i.
Was there an
inventory of skills to be imparted prepared?
j. What kind of cognitive, psychomotor and affective
domains of education can be achieved during the training period? And so on…
To take care of
such situation, an approach of imparting appropriate education for the intended
farming communities are being presented here.
As a part of
various projects funded by ICAR/DST/DBT/CGIAR institutions/GOvt bodies/Union or
state Govt. projects etc. invariably involve components like selection of
farmers, training of farmers, conducting demonstration in farmers’ filed etc. Looking
into the project intervention and institutional needs, every research and development
institution including SAUs employ a number of farm labourers. Either the labour
is permanent employee of an institution, contractual labour or daily wage employee.
To achieve the
domains of cognition, affective and psychomotor there needs to be involvement
of trainee. Hence half of the requirement of labour can be acquired through
project mode for which the modus operandi may be as follows:
1. There is need for evolving institutional mechanism
to hire half of labour requirement of an institution from project mode.
2.
Such labour
selected from projects is basically for imparting training for a period of not
less than 3 months.
3.
Youth should be
given preference in selecting the trainees (up to 35 years of age)
4.
They should be
given accommodation at institution and labour wages as per norms
5.
While they are
working as farm labour they will get practical exposure to various aspects
under experimentation in the institution.
6.
He may be
attached to different units for imparting exposure to various research
interventions and its possible applications at filed level.
7.
Depending on the
need and interest of learner time duration may be increased or decreased.
8.
Based on their learning’s
they may be asked to assess the financial support required to implement their
innovative ideas in their respective fields
9.
Bank linkages
may be established before he leaves the campus
to his native place.
10. Hand holding support may be extended to potential
learners
