Home Science Extension Education and Rural Development
©2017
Textbook
343 Pages
Summary
This textbook is written for undergraduate and postgraduate students of Extension Education at Home Science Colleges. It shall serve as a reference book for Extension students of Agriculture, Veterinary, Forestry, Fisheries and Basic Science at Universities, Colleges and Institutes. It shall as well serve as a handbook for Government Departments, Non-Government Organizations, Rural Banks and Cooperatives, Krishi Vigyan Kendra, etc. to support them in extension work.
The meaning, process and evolution of extension and extension systems from India’s pre independence era to the present era are described in this book as well as the different extension teaching methods and teaching aids used while extending information at villages. The book also comprehends the relationship between Home Science education and extension systems familiarizing with the structural and functional concepts of rural society. The concept, use, importance and limitations of each of the extension teaching methods are important to know for extension workers so that they can use them efficiently. However, these course contents are primarily meant for the use of student communities, teaching and research fraternities of Home Science, Agricultural and allied Sciences all over the globe in general and India in particular.
The meaning, process and evolution of extension and extension systems from India’s pre independence era to the present era are described in this book as well as the different extension teaching methods and teaching aids used while extending information at villages. The book also comprehends the relationship between Home Science education and extension systems familiarizing with the structural and functional concepts of rural society. The concept, use, importance and limitations of each of the extension teaching methods are important to know for extension workers so that they can use them efficiently. However, these course contents are primarily meant for the use of student communities, teaching and research fraternities of Home Science, Agricultural and allied Sciences all over the globe in general and India in particular.
Excerpt
Table Of Contents
1.18. HOME SCIENCE EXTENSION
19
1.19. THE PHILOSOPHY OF HOME SCIENCE EXTENSION
21
1.20. THE BROAD OBJECTIVES OF HOME SCIENCE EXTENSION
21
1.21. CHARACTERISTICS OF HOME SCIENCE EXTENSION
22
1.22. HOME SCIENCE DISCIPLINES AND INTERRELATIONSHIP
23
1.23. STRENGTH OF INTEGRATION BETWEEN AREAS OF HOME SCIENCE WITH REASONING
23
1.23.1. HUMAN DEVELOPMENT AND FAMILY STUDIES
24
1.23.2. FOODS AND NUTRITION
24
1.23.3. FAMILY RESOURCE MANAGEMENT
24
1.23.4. CLOTHING AND TEXTILES
24
1.23.5. FOOD SERVICE MANAGEMENT
25
1.23.6. HOME SCIENCE EXTENSION EDUCATION
25
1.24. SCOPE OF EXTENSION EDUCATION
25
1.25. ROLE OF HOME SCIENCE EXTENSION
26
1.26. PRINCIPLES OF EXTENSION
27
1.26.1. PRINCIPLES OF EXTENSION IN BRIEF
29
1.27. QUALITIES AND ROLE OF EXTENSION WORKERS
29
1.27.1. QUALITIES OF EXTENSION WORKERS
30
1.27.2. ROLE OF EXTENSION WORKER
32
2. RURAL SOCIOLOGY
34
2.1. WHAT IS SOCIOLOGY?
34
2.2. NATURE OF RURAL SOCIOLOGY
35
2.3. LIMITATIONS OF RURAL SOCIOLOGY
36
2.4. SCOPE OF RURAL SOCIOLOGY
36
2.5. IMPORTANCE OF THE STUDY OF RURAL SOCIOLOGY
37
2.6. IMPORTANCE OF RURAL SOCIOLOGY IN INDIA
38
2.7. CHARACTERISTICS OF RURAL LIFE
38
2.8. DIFFERENCE BETWEEN RURAL, URBAN AND TRIBAL SOCIETY
39
2.9. BASIC CONCEPT OF RURAL SOCIOLOGY
40
2.9.1. STRUCTURAL CONCEPTS
40
2.9.2. FUNCTIONAL CONCEPTS OF RURAL SOCIOLOGY
49
3. COMMUNITY DEVELOPMENT (NOW RURAL DEVELOPMENT) AND
EXTENSION SERVICE IN INDIA
57
3.1. STAGE I - PRE-INDEPENDENCE ERA (1866-1947)
57
3.1.1. PRE- INDEPENDENCE
58
3.1.2. DANIEL SCHEME (1903) OR MODEL VILLAGE IN SUNDARBAN
58
3.1.3. SRI NIKETAN PROJECT (1908)
59
3.1.4. GURGAON EXPERIMENT (1920)
60
3.1.5. RURAL RECONSTRUCTION WORK BY CHRISTIAN MISSION (1920)
61
3.1.6. MARTHANDUM PROJECT (1928)
61
3.1.7. RURAL RECONSTRUCTION MOVEMENT IN BARODA STATE (1932)
62
3.1.8. STATE RURAL DEVELOPMENT PROGRAMME (1935-1936)
63
3.1.9. FIRKA DEVELOPMENT PROGRAMME (1946)
64
3.1.10. NILOKHERI EXPERIMENT
65
3.1.11. GROW MORE FOOD CAMPAIGNS
65
3.2. STAGE II - POST-INDEPENDENCE ERA (1947-1953)
67
3.2.1. ETAWAH PILOT PROJECT
67
3.2.2. INDIAN VILLAGE SERVICE (I.V.S.)
67
3.3. STAGE III - COMMUNITY DEVELOPMENT AND NATIONAL EXTENSION SERVICE ERA (1953-
1960)
68
3.3.1. MEANING OF COMMUNITY
68
3.3.2. MEANING OF DEVELOPMENT
69
3.3.3. CONCEPTS OF COMMUNITY DEVELOPMENT
69
3.3.4. FEATURE COMMUNITY DEVELOPMENT PROGRAMME
70
3.3.5. MAIN LINES OF ACTIVITY IN COMMUNITY DEVELOPMENT PROGRAMME
71
3.3.6. ORGANIZATIONAL SET-UP FOR COMMUNITY DEVELOPMENT EXTENSION SERVICE
73
3.3.7. PHILOSOPHY OF COMMUNITY DEVELOPMENT PROGRAMME
77
3.3.8. PRINCIPLES OF COMMUNITY DEVELOPMENT
78
3.3.9. ESSENTIALS OF COMMUNITY DEVELOPMENT
80
3.3.10. STAGES OF COMMUNITY DEVELOPMENT
80
3.3.11. OBJECTIVES OF COMMUNITY DEVELOPMENT PROGRAMME
81
3.3.12. TYPES OF COMMUNITY DEVELOPMENT PROGRAMMES
81
3.3.13. DIFFERENCE BETWEEN COMMUNITY DEVELOPMENT PROGRAMME AND EXTENSION
EDUCATION
82
3.3.14. COMMUNITY DEVELOPMENT AND NATIONAL EXTENSION SERVICE ERA (1953-60)
84
3.3.15. NATIONAL EXTENSION SERVICE (N.E.S.)
86
3.3.16. PANCHAYATI RAJ SYSTEM
87
3.3.17. GREEN REVOLUTION
88
3.4. STAGE IV - INTENSIVE AGRICULTURAL DEVELOPMENT ERA (1960-ONWARDS)
89
3.4.1. INTENSIVE AGRICULTURAL DEVELOPMENT ERA
89
3.4.2. HIGH-YIELDING VARIETIES PROGRAMME
89
3.4.3. SMALL AND MARGINAL FARMERS DEVELOPMENT PROGRAMME
90
3.4.4. MARGINAL FARMERS AND AGRICULTURAL LABOURERS (MFAL) SCHEME
90
3.4.5. DROUGHT-PRONE AREA PROGRAMME (DPAP)
91
3.4.6. TRAINING AND VISITS SYSTEM (T&V)
92
3.4.7. ORGANIZATION STRUCTURE WITHIN THE T&V SYSTEM
93
3.4.8. ICAR RESEARCH PROJECTS
95
3.4.9. OPERATIONAL RESEARCH PROJECT (ORP)
96
3.4.10. FRONT LINE DEMONSTRATION
97
3.4.11. ON-FARM TESTING
98
3.4.12. LAB TO LAND PROGRAMME
99
3.4.13. NATIONAL AGRICULTURAL RESEARCH PROJECT (NARP)
99
3.4.14. NATIONAL AGRICULTURAL TECHNOLOGY PROJECT (NATP)
101
3.4.15. NATIONAL AGRICULTURAL INNOVATION PROJECT (NAIP)
102
3.4.16. INSTITUTIONAL VILLAGE LINKAGE PROGRAMME (IVLP)
104
3.4.17. AGRICULTURAL TECHNOLOGY & INFORMATION CENTRE (ATIC)
106
3.5. RURAL DEVELOPMENT
106
3.5.1. THE CONCEPT OF RURAL DEVELOPMENT
107
3.5.2. BASIC ELEMENTS OF RURAL DEVELOPMENT
108
3.5.3. OBJECTIVES OF RURAL DEVELOPMENT
109
3.5.4. IMPORTANCE OF RURAL DEVELOPMENT
109
3.5.5. FUNCTION OF EXTENSION EDUCATION IN RURAL DEVELOPMENT
110
3.5.6. FUNCTIONS OF EXTENSION EDUCATION PROCESS IN THE RURAL DEVELOPMENT
PROGRAM
110
3.5.7. DIMENSIONS OF RURAL DEVELOPMENT
111
3.5.8. LIVELIHOOD SCENARIO AND EVOLUTION OF RURAL DEVELOPMENT PROGRAMMES
112
3.5.9. FIVE ASSETS IN RURAL DEVELOPMENT PROGRAMME
113
3.5.10. CONSTRAINTS IN RURAL DEVELOPMENT
113
3.6. PANCHAYAT RAJ INSTITUTIONS
114
3.6.1. HISTORY OF PANCHAYAT RAJ
114
3.6.2. 73RD CONSTITUTIONAL AMENDMENT
115
3.6.3. FINANCIAL POWERS OF PANCHAYATI RAJ INSTITUTIONS
116
3.6.4. ORGANIZATIONAL STRUCTURE
117
3.7. CURRENT DEVELOPMENT PROGRAM FOR RURAL FAMILIES
119
3.7.1. INTEGRATED CHILD DEVELOPMENT SERVICES (ICDS) SCHEME (ICDS ORG'L CHART)
119
3.7.2. SWARNJAYANTI GRAM SWAROZGAR YOJANA (SGSY)
121
3.7.3. SPECIAL PROJECTS UNDER THE SGSY
124
3.7.4. IMPLEMENTING AGENCIES
124
3.7.5. SUPPLEMENTARY NUTRITION
124
3.7.6. NATIONAL RURAL EMPLOYMENT GUARANTEE PROGRAMME
126
3.7.7. BHARAT NIRMAN
129
3.7.8. RURAL WATER SUPPLY
130
3.7.9. RURAL ROADS
130
3.7.10. INDIRA AWAAS YOJANA (IAY)
132
3.7.11. AGRICULTURAL TECHNOLOGY MANAGEMENT AGENCY (ATMA)
133
3.8. ROLE OF ICAR, SAUS, IN RURAL DEVELOPMENT
137
3.8.1. ORGANIZATIONAL STRUCTURE (ORGANIZATIONAL STRUCTURE OF ICAR)
138
3.8.2. ROLE OF REGIONAL AGRICULTURAL RESEARCH STATIONS IN RURAL DEVELOPMENT
140
3.8.3. ROLE OF REGIONAL AGRICULTURAL RESEARCH STATIONS IN RURAL DEVELOPMENT
142
3.8.4. DISTRICT AGRICULTURAL ADVISORY AND TRANSFER OF TECHNOLOGY CENTERS
144
3.8.5. ROLE OF KRISHI VIGYAN KENDRA IN RURAL DEVELOPMENT
146
3.9. ROLE OF NON-GOVERNMENTAL ORGANIZATIONS IN RURAL DEVELOPMENT
148
3.10. NGO AND VOLUNTARY ORGANIZATION (VO)
151
4. INSTRUCTIONAL TECHNOLOGY
153
4.1. DEFINITION AND MEANING OF INSTRUCTIONAL TECHNOLOGY
153
4.2. IMPORTANCE OF INSTRUCTIONAL TECHNOLOGY IN THE MODERN WORLD
153
4.3. CONCEPT OF INSTRUCTIONAL TECHNOLOGY
154
4.4. NEED OF INSTRUCTIONAL TECHNOLOGY
154
4.5. NATURE AND SCOPE OF INSTRUCTIONAL TECHNOLOGY
155
4.6. CHARACTERISTICS OF INSTRUCTIONAL TECHNOLOGY
156
4.7. ADVANTAGES OF INSTRUCTIONAL TECHNOLOGY
156
4.7.1. THE FUNCTIONAL TERMS ASSOCIATED WITH INSTRUCTIONAL TECHNOLOGY
156
4.8. CONCEPT AND MEANING OF TEACHING AND LEARNING IN HOME SCIENCE EXTENSION
157
4.9. EXTENSION EDUCATION
157
4.9.1. NEED AND IMPORTANCE OF EXTENSION TEACHING
157
4.9.2. TEACHING
158
4.9.3. PRINCIPLE OF EXTENSION TEACHING
159
4.9.4. NATURE OF TEACHING
160
4.9.5. ELEMENTS OF TEACHING
161
4.9.6. STEPS OF TEACHING
162
4.9.7. CHARACTERISTICS OF EFFECTIVE TEACHING
166
4.9.8. ESSENTIAL CONDITIONS OF EFFECTIVE EXTENSION TEACHING
166
4.9.9. OBJECTIVES SHOULD MEET THE FOLLOWING CRITERIA
166
4.9.10. DESIRABLE QUALITIES OF A GOOD TEACHER: A GOOD TEACHER IS ONE. WHO
167
4.10. LEARNING
168
4.11. LEARNING PROCESS
169
4.11.1. TEN SIMPLE FORMULA OF LEARNING
170
4.11.2. TYPES OF LEARNING
171
4.11.3. THEORIES OF LEARNING
172
4.11.4. FACTORS INFLUENCING LEARNING PROCESS
173
4.12. LEARNING EXPERIENCE
176
4.12.1. MEANING AND DEFINITION
176
4.12.2. LEARNING SITUATION OR TEACHING-LEARNING SITUATION
176
4.12.3. CHARACTERISTICS OF EFFECTIVE LEARNING
179
4.13. PRINCIPLES OF TEACHING AND LEARNING IN HOME SCIENCE EXTENSION
179
4.14. PRINCIPLES OF LEARNING AND THEIR IMPLICATIONS FOR TEACHING
183
4.15. TEACHING AND LEARNING IN HOME SCIENCE EXTENSION
186
4.15.1. STEPS IN EXTENSION TEACHING
187
4.16. CLASSIFICATION OF EXTENSION TEACHING METHODS
189
4.16.1. EXTENSION TEACHING METHODS ARE CLASSIFIED IN USA AS ACCORDING TO USE AND
ACCORDING TO FORM.
189
4.17. EXTENSION TEACHING METHODS
195
4.17.1. INDIVIDUAL METHOD
195
4.17.2. FARM AND HOME VISIT
196
4.17.3. FARMER'S CALL / OFFICE CALL
198
4.17.4. PERSONAL LETTER
199
4.17.5. ADAPTIVE OR MINI KIT TRAIL
200
4.17.6. RESULT DEMONSTRATION
202
4.17.7. GROUP METHOD
206
4.17.8. DEMONSTRATION
207
4.17.9. GENERAL MEETINGS
211
4.17.10. GROUP MEETING
212
4.17.11. DISCUSSION MEETINGS
213
4.17.12. LECTURE METHOD
214
4.17.13. PANEL DISCUSSION
216
4.17.14. SYMPOSIUM
217
4.17.15. GROUP INTERVIEW
218
4.17.16. FORUM
218
4.17.17. DEBATE DISCUSSION
218
4.17.18. WORKSHOP
218
4.17.19. SEMINARS
219
4.17.20. CONFERENCE
220
4.17.21. BUZZ SESSIONS (PHILLIP 66 FORMATS)
220
4.17.22. BRAIN STORMING
220
4.17.23. SMALL-GROUP CONTACT METHOD / SMALL-GROUP TRAINING
221
4.17.24. FIELD DAY OR FARMER'S DAY
221
4.17.25. STUDY TOUR
222
4.17.26. FIELD TRIP
222
4.17.27. GROUP DISCUSSIONS
224
4.17.28. PUPPETS
232
4.17.29. PSYCHODRAMA, SOCIO-DRAMA, ROLE-PLAYING
238
4.17.30. PRINT MATERIAL
239
4.18. PREPARATION OF LESSON PLAN
247
4.18.1. ESSENTIALS OF A GOOD LESSON PLAN
250
4.18.2. ELEMENTS OF LESSON PLANNING
252
4.18.3. MODEL LECTURE OUTLINE - LESSON PLAN
253
4.18.4. SELECTION OF EXTENSION METHODS
255
5. AUDIO-VISUAL AIDS
258
5.1. AUDIO
258
5.2. AUDIO AIDS
258
5.3. VISUAL
258
5.4. VISUAL AIDS
259
5.5. AUDIO-VISUAL
259
5.6. AUDIO-VISUAL AIDS
259
5.6.1. DEFINITIONS OF AUDIO-VISUAL AIDS
259
5.6.2. IMPORTANCE OF AUDIO-VISUAL AIDS
260
5.6.3. CHARACTERISTICS OF GOOD AUDIO-VISUAL AIDS (TEACHING AIDS)
261
5.6.4. FACTORS INFLUENCING IN SELECTION OF AUDIO-VISUAL AIDS
261
5.7. CLASSIFICATIONS OF AUDIO-VISUAL AIDS
262
5.7.1. CLASSIFICATION OF AUDIO-VISUAL AIDS
263
5.8. CONE OF EXPERIENCE
266
5.9. FUNCTIONS OF AUDIOVISUAL AIDS
267
5.10. PROBLEMS IN THE USE OF AUDIO-VISUAL AIDS
269
5.11. IMPORTANCE OF VISUAL AIDS IN COMMUNICATION AND TEACHING
269
5.12. VISUAL AIDS
273
5.12.1. BLACKBOARD OR CHALK BOARD
273
5.12.2. BULLETIN BOARD
274
5.12.3. POSTER
276
5.12.4. CHARTS
279
5.12.5. DIAGRAM
285
5.12.6. GRAPH
286
5.12.7. PHOTOGRAPHS
286
5.12.8. MAP
287
5.12.9. FLANNEL GRAPH
287
5.12.10. FLASH CARDS
288
5.13. IMPORTANCE OF PROJECTED VISUAL AIDS
291
5.13.1. SLIDE PROJECTOR
291
5.13.2. FILM STRIP
293
5.13.3. OVERHEAD PROJECTION/ PROJECTOR
294
5.13.4. OPAQUE PROJECTOR/ EPIDIOSCOPE
295
5.14. ELECTRONIC MEDIA IMPORTANCE
296
5.14.1. RADIO
297
5.14.2. TELEVISION
298
5.14.3. TELEPHONE
300
5.15. ELECTRONIC COMMUNICATION
301
5.15.1. THE INTERNET
301
5.15.2. ELECTRONIC MAIL
302
5.15.3. WORLD WIDE WEB
303
5.15.4. ELECTRONIC CONFERENCING
304
5.16. THREE-DIMENSIONAL VISUAL AIDS
304
5.16.1. MODEL
305
5.16.2. MOCK-UPS
307
5.16.3. SPECIMEN
307
5.16.4. REAL OBJECTS
308
5.16.5. DIORAMA
308
5.16.6. SELECTION AND USE OF THREE-DIMENSIONAL AIDS
309
5.17. FOLK MEDIA
309
5.17.1. CONCEPT OF FOLK
310
5.17.2. TRADITIONAL FOLK MEDIA
310
5.17.3. SCOPE AND IMPORTANCE OF TRADITIONAL FOLK MEDIA
310
5.17.4. CHARACTERISTICS OF TRADITIONAL FOLK MEDIA
311
5.17.5. DIFFERENCE BETWEEN TRADITIONAL FOLK MEDIA AND MODERN ELECTRONIC MEDIA 312
5.17.6. THREATS TO TRADITIONAL FOLK MEDIA
312
5.17.7. ADVANTAGES OF FOLK MEDIA
313
5.17.8. LIMITATIONS OF TRADITIONAL FOLK MEDIA
314
5.17.9. TRADITIONAL FOLK FORM (STATE WISE)
314
6. REFERENCES
323
LIST OF TABLES
TABLE 1.1: FORMAL AND INFORMAL EDUCATION
6
TABLE 1.2: FORMAL EDUCATION AND EXTENSION EDUCATION
11
TABLE 2.1: RURAL, URBAN AND TRIBAL SOCIETY
39
TABLE 2.2: DIFFERENCE BETWEEN PRIMARY AND SECONDARY GROUP
44
TABLE 3.1: COVERAGE OF VARIOUS EXTENSION PERSONNEL
93
TABLE 3.2: LIVELIHOOD SCENARIO
112
TABLE 3.3: ORGANIZATIONAL STRUCTURE
118
TABLE 3.4: TARGET GROUPS & SERVICE PROVIDER
121
TABLE 3.5: SUPPLEMENTARY NUTRITION NORMS
125
TABLE 3.6: ACTIVITIES OF SAUS
141
TABLE 4.1:SUGGESTED SIZES AND PAGES FOR INFORMATION MATERIALS
247
TABLE 4.2: LESSON PLAN
253
TABLE 4.3: PREPARATIONS OF LECTURE OUTLINE
254
TABLE 5.1: AUDIO-VISUAL AIDS ARE CLASSIFIED INTO THREE CATEGORIES
262
TABLE 5.2: PROJECTED AIDS AND NON PROJECTED AIDS
263
TABLE 5.3: AUDIO MATERIALS, VISUAL MATERIALS AND AUDIO-VISUAL MATERIALS
264
TABLE 5.4: TRADITIONAL FOLK MEDIA AND MODERN ELECTRONIC MEDIA
312
LIST OF FIGURES
FIGURE 3.1: ORGANIZATIONAL SET-UP FOR COMMUNITY DEVELOPMENT EXTENSION SERVICE
73
FIGURE 3.2: COMMUNITY DEVELOPMENT UNDER DEMOCRATIC DECENTRALIZATION
74
FIGURE 3.3: THREE TIER PANCHAYAT SYSTEM
74
FIGURE 4.1: SHADOW PUPPET
235
FIGURE 4.2: SIMPLE ROD PUPPETS
236
FIGURE 4.3: HAND PUPPETS OR GLOVE
236
FIGURE 4.4: FINGER PUPPETS
237
FIGURE 4.5: HAND AND ROD PUPPETS
237
FIGURE 4.6: MARIONETTES OR STRING PUPPETS
238
FIGURE 4.7: LEAFLET /FLYER
241
FIGURE 4.8: PAMPHLETS
242
FIGURE 4.9: FOLDER
244
FIGURE 4.10: BULLETIN
244
FIGURE 4.11: BANNER
246
FIGURE 4.12: CIRCULAR LETTER
247
FIGURE 5.1: DALE'S CONE OF EXPERIENCE
266
FIGURE 5.2: BLACK BOARD OR CHALK BOARD
273
FIGURE 5.3: BULLETIN BOARD
275
FIGURE 5.4: POSTER
276
FIGURE 5.5: LINE CHARTS OR LINE GRAPHS
279
FIGURE 5.6: BAR CHARTS OR BAR GRAPH
280
FIGURE 5.7: FLOW CHART
281
FIGURE 5.8: TREE CHART OR STREAM CHART
281
FIGURE 5.9: STRIP TEASE CHART OR SUSPENSE CHART
282
FIGURE 5.10: PICTORIAL GRAPHS OR (PICTOGRAPHS)
282
FIGURE 5.11: FLIP CHART
283
FIGURE 5.12: OVERLAY CHARTS
283
FIGURE 5.13: PIE CHARTS OR PIE GRAPHS
284
FIGURE 5.14: PULL CHART
284
FIGURE 5.15: DIAGRAM
285
FIGURE 5.16: GRAPH
286
FIGURE 5.17: PHOTOGRAPHS
286
FIGURE 5.18: MAP
287
FIGURE 5.19: FLANNEL GRAPH
287
FIGURE 5.20: FLASH CARDS
289
1
CHAPTER 1
HOME SCIENCE EXTENSION EDUCATION
1. HOME SCIENCE EXTENSION EDUCATION
1.1. EDUCATION
Education is the process of giving training and instruction to people to develop their
knowledge, abilities, skills, character and mental powers.
The modern definition of education is the production of desirable changes in human
behavior, i.e.: change in knowledge (thing's known), attitudes (things felt) and skills
(things done) in all of them or in one or more of them.
Knowledge: It includes facts, concepts, principles and relationships. Example-
Extension worker educates the housewife on the preservation of mango fruits. (Change
in knowledge)
Attitude: - Attitude can be loosely defined as a feeling towards some object, person,
and situation or idea. Example- extension worker changes the negative attitude of a
housewife and makes them adopts preservation of backyard fruits) (things felt).
Skill: Ability to do things. Example: Extension workers improve the skills of a
housewife in learning the techniques of mango squash and using chemicals to preserve
for long days (things were done).
1.2. MEANING OF HOME SCIENCE EDUCATION
Home Science Education is the well-structured education of home living. Through
its core courses such as clothing and textile, foods and nutrition, human-resource
development, human development and extension education, it helps to bring economic
independence in individual to raise the standard of living. Science of Home is
concerned with maintenance and enrichment of human relationship within and outside
the family, through the development and judicious use of all human and material
resources to achieve maximal satisfaction for all members of a family. Home Science
Education advocates for the personal and professional development of all members of
the family.
2
1.3. HISTORY OF HOME SCIENCE IN INDIA
The teaching of Home Science in India has a short history. During the British Rule
between 1920 and 1940, the then rulers introduced Home Science in some schools and
colleges. In the beginning, Home Science was referred to as Domestic Science. The
princely state of Baroda was one of the first states to introduce Home Science in
Schools, in Maharani Girls High School. The subject remained in the school curriculum
in several states. After winning independence India in 1947, many changes were
brought about in its curriculum. In the sixties and seventies, Home Science and related
subjects were fused together at the school level. A stream was developed at the higher
secondary level in Gujarat and some other states. Gradually, Home Science became a
popular subject in Delhi, Uttar Pradesh, Madhya Pradesh and some southern states.
Even so, the courses were not offered at the college level of that time. Hence, many
institutions faced problems of providing further opportunities for students who
completed Home Science at the secondary level. In 1932, Home Science was started at
the college level in Lady Irwin College in Delhi. From 1938 onwards Madras
University offered Home Science at the degree level. Queen Mary's College and
Women's Christian College in Madras started Home Science in 1942. The Agricultural
Institute of Allahabad also started a Home Science Diploma course in 1935. In 1945, it
turned into a University Department. By 1950, Baroda became a significant nucleus of
Home Science education. Since 1950, outstanding Home Science Colleges were started
in Coimbatore (Tamil Nadu) Ludhiana (Punjab) Bombay (Maharashtra) New Delhi,
Udaipur (Rajasthan) and Tirupathi (Andhra Pradesh) in the mid-1960 and 1970's
Agriculture Universities were established in most of the states. The teaching of Home
Science was recognized in most of the Agricultural Universities. There is a steady
progress of Home Science education in India at the school and college levels. In 1920
only a few students enrolled in Home Science. By 1980s, many influential institutions
in India offered by B.Sc, M.Sc. and Ph.D. degrees in Home Science. At present,
thousands of postgraduates and Ph.D. degree, holders are in prominent positions in
reputable institutions all over the country.
1.4. CONCEPT OF HOME SCIENCE
A plan of teaching Home Science must begin with an understanding of the
discipline of home science. It is a simple, direct explanation of the relevance and
significance of home science in the modern context. People often ask how home
science is associated with the home. This question brings out the basic premises upon
which the discipline of home science is built. The science of the home is concerned
3
with the maintenance and enrichment of human relationships through the development
and judicious use of all available human and material resources to achieve a maximal
satisfying life for all members of the family. Home science education prepares youth
for the greatest of all vocations - Home Making. It orients young girls and boys towards
preparation for some professions- teaching, nursing; dietetics, research, welfare,
management, art application, extension work, and communication. There are some
ways of managing homes. Men, as well as women, have played the roles of
breadwinners and homemakers. It has become necessary for men to share housework,
to enable women as professional persons to contribute to the nation.
It advocates that
· Home is a place for the development of both sexes through equal
opportunities.
· The individual and professional development of both sexes is possible
within the home.
· The roles and norms for both sexes pertain to their individual and
professional lives.
Therefore, the imbalance between the roles of man and woman must be avoided.
The single dimensional role of a woman as a homemaker produces constraints for
women's development within a society, and individuals have changed and therefore, the
woman is the lopsided role as a homemaker, needs to be fused with professional roles.
All knowledge applied is fundamental, which can be used to liberate women and men
from undue pressure within and without the home, is the content of Home Science. The
goal of home science education is to help everyone to live more useful and satisfying
personal, family and community life. General-education aims at the all-round
development of individuals to enable them to take their places in society as effective
members. In the development of their abilities, the emphasis is placed on personal
development for living in a social group. The functional philosophy of education calls
for Preparation for living through living. Home science helps to fulfill these purposes in
a unique way. It helps pupils to develop a point of view that challenges them to explore
how to live together happily with their families, other social groups, and communities.
Home science aims to achieve family happiness, raise its moral standards and improve
its economic conditions, and these objectives are to be achieved by fully allowing the
man as well as the woman to develop personally and professionally. Home is a place
where life begins and school is the place where formal education begins. Hence what
has been generated at home can be further enriched at school.
4
Following are the reasons for introducing Home Science at Secondary School
Level.
1. The secondary stage of education is the stage where young learners become
of educable age and are sensitively aware of homes and families and are in
need of emotional security, acceptance, and feelings of belonging. The study
of home science can strengthen this emotional security and develop
commitment and loyalty to the family.
2. This provides the opportunities for students to recognize themselves in their
own family, community, and nation through identifying their
responsibilities, roles and resources.
3. The formation of habits and practices regarding eating, health, cleanliness,
homemaking, dressing, parts of the body and sex, different stage in life, etc.
is imparted in the school through this course.
4. All skills required by individuals to communicate to others and be well
placed in the society are possible only through Home Science.
5. Many boys and girls take an interest in interior designing, architectural
work, stitching, cooking, etc. and home science will help these students in
fulfilling their desires.
6. Many are compelled to terminate their formal education at the secondary
stage. A course in home science ensures that students can take up many
careers even at this age since they are well equipped with the information
needed for this.
7. Students with an inclination for service to the needy can do community
work to the best of their abilities since home science gives them the
opportunity to use varied extension methods and audio / visual aids.
Home Science in a well-expanded discipline at the college and university levels,
Students, passing out from Higher Secondary Levels can opt for specialization offered.
Having understood the concept of Home Science, let us look into the origin of home
science in India and the beginning of the Home Science Association of India.
1.5. HOME SCIENCE IN NATIONAL DEVELOPMENT AND
INTERNATIONAL INTEGRATION
National Integration is an attitude based on a feeling of oneness, common ideals of
life and a shared code of behavior. In India, one finds marked differences in the living
standards, dress, customs, religion, dietary habits, and culture of the different people
living in different parts. Regionalism, casteism, communalisms is the disruptive
5
influences, which have divided Indian society into different groups. In this context, it is
the duty of the parents and teachers to inform the child to appreciate definite and
positive terms the faith, customs, manners and practices of all persons belonging to the
language, and religions other than his own.
The family is the primary socializing group in society. It exerts the most
fundamental and profound influence on every human being. Not only does it influence
the child's basic personality, but it also introduces him to the mores and values of the
larger culture. In it lie the tremendous socio-psychological forces, which determine the
behavior of the child for good or for evil. Similarly, when the child enters school, the
teachers and peer groups have a great influence on the Childs outlook. In this context,
home science plays an important role in molding the child's character and widening his
thoughts, ideas, and feelings, etc., both at home and in school. Alike, a child gets to
interact with people outside our country. This happens when she/he moves to foreign
countries for studies, work, etc. or after marriage or on exchange programs. Due to
advances in technology and communication, there is so much of influence and impact
of other advanced countries. Media plays an important role in this. Mothers and
teachers are responsible for directing the child to the right path in guiding him/her to
choose the best of what is provided for him/her and ignore the rest. Life cannot be
sustained without adequate nourishment, good health, protective environment, better
housing, managerial qualities/skills, empowerment, suitable resources, communication
skills, high literacy levels and aspirations. All are essential for national development.
Home science is an integral course which builds an individual with all these qualities
and thus aims at the development of individuals, his family, the community and the
nation at large. Home science also encourages children to participate in community
extension activities and therefore make them realize their commitment to their society
and less privileged and school dropouts in rural and urban areas. One of the major roles
played by Home Science in an individual's life is to make her/him realizes the need for
extending the knowledge gained through formal education to the less privileged who
are deprived of attending formal education. Hence we need to understand the meaning
of extension education and the methods of non-formal teaching.
1.6. MEANING OF FORMAL, NON-FORMAL AND INFORMAL
EDUCATION
1.6.1. FORMAL EDUCATION
Formal education is the highly institutionalized, chronologically graded and
hierarchically structured education system, spanning lower primary school and the
6
upper reaches of the university. Example: Primary Education, School Education,
College Education and University Education.
1.6.2. INFORMAL EDUCATION
Informal Education is the lifelong process by which every person acquires and
accumulates knowledge, skills, attitudes and insights from daily experiences and
exposure in the environment at home, at work, etc. Example: Reading Newspaper,
listening radio, interaction with fellow citizens
1.6.3. NON-FORMAL EDUCATION
Non-formal Education is an organized, systematic, educational activity carried on
outside the framework of the formal system to provide selected types of learning to
particular groups within the population. Example: Adult education, School dropout
education, Bridge schools.
1.7. DIFFERENCES BETWEEN FORMAL, NON FORMAL AND
INFORMAL EDUCATION
Table 1.1: Formal and Informal Education
Sl.No Criteria
Formal Education
Non Formal Education Informal
Education
1
Concerned
with
Educational growth
of children, youth
preparing them for
the future
Adults and youth actual
life situations
Incidental
learning
2
Attendance
Is compulsory
Participation in
voluntary
3
Learners
Are relatively more
homogeneous in
terms of their age,
academic
qualification,
experiences,
knowledge,
interests, and needs.
Are relatively more
homogeneous in terms
of their age, academic
qualification,
experiences,
knowledge, interests,
and needs also vary
with value systems,
cultural backgrounds.
Individual
learning
process.
4
Preconceived
idea's
Learners do not
generally have any
preconceived ideas.
Learners generally
have preconceived
ideas and notions
because of their past
experiences
May or may
not have
preconceived
ideas
7
5
Curriculums
Fixed and pre-
decided subjects.
Students should
adopt themselves to
the curriculum
offered.
No fixed curriculum
and it is flexible to
meet the diverse needs
and demands of
farmers
On the spot
learning
6
Teaching
Is more formal with
classrooms,
prescribed
textbooks and
examinations
Is more informal
without any fixed
venue and textbook
timings and
examinations, it is
specific and problem
oriented
No teacher
(Self-learning)
7
Mode of
Instruction
Vertical- from
teacher to student-
more instructive in
nature
Horizontal in nature
8
Method of
learning
Starts with theory
followed by
practical
Starts with practical
and go on to theorize
Self learning
9
Teacher
Is older and
experienced than
the learners
Maybe younger and
inexperienced than the
learners
No teachers
10
Knowledge
flow
Vertical in nature
Horizontal in nature
11
Evaluation
More formal in the
form of marks,
grades, etc.
A more informal
evaluation
12
Approach
Deductive
Inductive
13
Degrees and
Diplomas
Will be awarded
No degrees and
diplomas are awarded
both as this non-formal
education develops
certificates may be
given as recognition of
acquired skill
No degrees
and diplomas
will be
awarded
14
Orientation
Board based and
general in nature
Specific to situation
15
Nature of
Education
It aims at
developing learners
physical and mental
faculties
In the institutional
education, the
knowledge and to
This is aimed at
developing
Knowledge, attitudes,
and skills in the
learners pertaining to
specific subjects
By extension
8
Source: Education and Communication Development, Second Edition, Oxford and
IBH Publishing Pvt. Ltd, Calcutta.
1.7.1. EXTENSION EDUCATION
The term extension has its origin in the Latin word, tensio, meaning, stretching and
ex, meaning out. The literal meaning of extension is stretching out. The extension is
education, and its purpose is to change the attitude and practices of people with whom
the work is done. Thus the term `Extension Education' means that type of education,
which is `stretched out' into the villages and fields beyond the limits of the schools and
colleges to which the formal type of education is normally confined. The common use
of the term, university extension, was first recorded in the 1840s, in Britain. The initial
practical steps were taken in 1867-68 when James Stuart, Fellow of Trinity College,
Cambridge, gave lectures to women's associations and working men's clubs in the north
of England. James Stuart is often considered the 'Father of University Extension'.
In1871, Stuart approached the authority of Cambridge University, to organize centers
for extension lectures under the university's supervision. Cambridge formally adopted
the system in 1873 and was followed by London University in 1876 and Oxford
University in 1878. By the 1880s, the work was being referred to as 'the extension
movement'. In this movement, the university extended its work in those beyond the
campus. The present form of Agricultural extension was primarily situated in the USA
in 1908, where Roosevelt, then the President of America appointed a Country Life
Commission to find out the reasons for migration of people from agricultural areas to
some extent skills
of students is
increased
education, the human
behavior is changed
16
Duration
It is a time bound
program
Free of regimentation,
participatory in nature
17
Place of
teaching
Learning takes
place within the
four walls of the
institution
Learning in real life
situation in villages
and fields
18
Need
orientation
It has definite
program and does
not run according to
the needs of the
students
Yet, according to the
needs of the people and
availability of
resources
19
Problem
solving
Problems of the
students are solved
by the teacher
Problems of the people
are saved by the people
9
the urban area so their migration can be stopped from engaging them in agriculture and
agricultural development activities.
In India, extension primarily started with Gurgaon project, which was organized by
F.L. Brayne in 1920. The university extension gained momentum for the establishment
of the State Agricultural Universities (SAUs) on the pattern of Land-Grant colleges in
the US. The first SAU was established in Pantnagar in 1960, and, as of 2010, there are
now 45 SAUs in the country. These universities have the statewide responsibility for
extension education and have integrated teaching, research, and extension at all levels,
i.e., individual, department, college, and university. The University Grants Commission
of India has recognized extension as the 3rd dimension, equivalent to teaching and
research, in its landmark policy framework in 1977. With this policy, the extension has
emerged as a 3rd major function of universities in general, and of agricultural
universities in particular. This policy framework also led in the establishment of
departments or centers of adult and continuing education allied extension in general
universities. IGNOU has as well started the Centre for Extension Education, and the
School of Extension and Development Studies.
1.8. DEFINITION OF EXTENSION EDUCATION
· Extension Education is a two-way channel; it brings scientific information
to the village people and also takes the problems of the village people to the
scientific institution for a solution. It is a continuous educational process, in
which both learner and teacher contribute and receive. B. Rambhai
(1958)
· Extension education is an applied science consisting of content derived from
research, accumulated field experiences, and relevant principles drawn from
the behavioral science synthesized with useful technology into a body of
philosophy. Principles, content, and methods focused upon the problems of
out of school education for adults and youth - J.P Leagans (1961).
· Extension education is the process of teaching rural people how to live
better by learning ways that improve their farm, home and community
institutions - J.P Leagans (1961).
· Extension is a program and a process of helping village people to help
themselves, increase their production and to raise their general standard of
living. - D. Ensminger (1961).
· Extension is the increased dissemination of useful knowledge for improving
rural life. -H.W Butt (1961).
10
· Extension work is an out-of-school system of education in which adult and
young people learn by doing with a partnership between the Government
and the people, which provides services and education designed to meet the
people with a fundamental objective of development of the people - Kelsey
and Hurtle (1963).
· Extension education is defined as an educational process to provide
knowledge to the rural people about the improved practices in a convincing
manner and help them to take a decision on their specific local conditions -
O. P. Dahama (1973).
· Agricultural Extension is a professional method of non-formal education
aimed at inducing behavioral changes in the farmers for increasing their
income through increased production and productivity by establishing firm
linkages with research for solving farmer's problems, ensuring adequate and
timely supply of inputs and using proven methods of communication for
speeding of the process of diffusion and adoption of innovations." Y. C.
Sanoria (1986)
· Extension involves the conscious use of communication of information to
help people form sound opinions and make good decisions - Van den Ban
and Hawkins (2002).
From the above definitions, it can be affirmed that "Education is a process which
brings desirable changes in behavior (Knowledge, skill, and attitudes) which brings of
rural people to improve their social, economic and psychological status". The behavior
refers to anything the individual does. According to Leagans (1961), behavior refers to
what an individual knows (knowledge), what he can do (skills-mental and physical),
What he thinks (attitudes) and what he actually does (action). Behavior is,
therefore, a function of the person in the interaction of the situation. The factors
motivating behavior either in the person or situations are: An environmental
determinant and the internal urge, wish, feeling, emotion, drive, instinct, need, want,
desire, demand, purpose, interest, aspiration or motive, which gives rise to the action
and the incentive or goal which attracts or repels an organism.
11
1.9. DIFFERENCE BETWEEN FORMAL EDUCATION AND
EXTENSION EDUCATION
Table 1.2: Formal Education and Extension Education
Sl.
No
Formal Education
Extension Education
1.
Teaching is mostly confined to the
premises of the institution.
Teaching is mostly outside the four
walls of the institution.
2.
The learners are homogeneous with
common goals.
The learners are heterogeneous and
have diverse goals.
3.
Strict adherence to institutional norms
and no free choice for the learners.
Freedom and choice of subject matter
left to the learners.
4.
There is a definite curriculum, after
completion of which the students are
examined and degrees are awarded.
There is no definite curriculum, flexible
depending on the needs of the learner.
No examination and no degrees are
awarded
5.
Knowledge flows from the teacher to
the learner.
The extension agent also learns from
those whom he teaches.
6.
The teacher only instructs the students. The extension agent teaches a great deal
through local leaders.
7.
Education starts from theoretical and
works up to the practical.
Education starts with practical and
develops into theoretical aspects.
Source:
https://www.scribd.com/.../Difference-Between-Formal-Education-and-
Extension-Edu...
1.10. WHY THE EXTENSION?
You cannot apply yesterday's methods today and be in business tomorrow. Present
day needs to be obvious, especially for the agriculture predominant in rural economy
with its major component of agriculture, to keep the methods with the brisk changes
characteristic of modern times. In other words, the rural people should know and adopt
useful research finding from time to time, and also transmit their problem to the
research workers for a solution.
The researchers neither have the time nor are they equipped for the job of
persuading the villagers to adopt scientific methods and to ascertain from them the rural
problems. On the other hand, it is impracticable for the millions of farmers to visit the
research stations and learn things by themselves. Thus, an agency is required to bridge
the gulf between the research workers and the people at large, to play the dual role of
interpreting the results of research to the farmers (in such a way that they accept and
adopt the recommendations) as well as conveying the farmers' problems to the research
12
stations for solutions. This agency is termed `Extension', and the personnel managing
this agency/organization are called extension workers.
To equip the prospective extension workers for their job, it is necessary for them to
be trained adequately in the formal "teaching institutions." Accordingly, we find that
three kinds of interrelated services are essential in the process of rural development.
1.11. WHY STUDY EXTENSION?
To be successful, an extension worker should know not merely `what' to teach, but
`how' to teach people. In other words, it is not enough if he is equipped with the
technical knowledge in the subject matter field, he should have the ability to
successfully communicate his ideas to the people, taking the personnel, social and
situational factors into consideration.
The following quotation aptly illustrates the need to study the subject extension...
The captain of a ship has to know not only his ship and the destination he wants to
reach. He must also understand ocean currents and tides and the mind systems of the
world. All of these are powerful forces, which can help him. The extension worker
needs to understand not only his own programs and objectives, but also the currents of
thoughts in the minds of the people with whom he lives and works. He needs to
understand the motives of men; why certain people take to new ideas more rapidly than
others, why certain people seek to take the lead and why certain others hesitate. Light is
thrown on many such questions by the knowledge accumulated by the social sciences.
Knowing that much has been discovered about, currents and winds, no captain will
venture out neither without providing himself with that knowledge nor without
continuously studying. Similarly, the extension worker, aware of how much is and how
very much more is yet to be known about the behavior of people will see that this kind
of knowledge is essential to him. He will know that there are dependable currents in
village life, which can carry people ahead rapidly, and he can look for them, confident
that they can be found. He will recognize that some of his obstacles are like hidden
rocks which he had better to avoid rather than try to drive the ship of his program
straight across them.
This kind of knowledge is the field of study of psychology, anthropology and based
on them of educational theory, unfortunately. Our scientific knowledge of people in
RESEARCH CENTER PROBLEMS OF PEOPLE EXTENSION
PERSONNEL
13
India is negligible compared with our methodical knowledge of plants, animals and
soils. However, what is important to extension is should study it constantly, and we
should urge social scientists to work much faster in order to meet the needs of this
country in their field of study?
Various scientists have defined the term "Extension" according to their interest,
experience and training. The term was first used in a customary in the USA.
Afterwards, it was used by many countries. Extension education is used in various
fields, such as Agriculture, Animal Husbandry, Dairy, Veterinary, Health, Home
Science, Industry, Cooperative and Forestry. Therefore, it is necessary to understand
the basic concept of Extension Education for those who are associated with it in some
way or the other.
1.12. CONCEPTS OF EXTENSION
Webster dictionary explained extension as a branch of the university for the
students who cannot attend the university. Another popularly used meaning is an out-
of-school system of education. Based on this the following concepts in detail explain
the extension as education, process, and salesmanship.
1.12.1. LIST OF CONCEPTS
1.12.1.1. THE BASIC CONCEPT OF EXTENSION AS EDUCATION
Education is the production of desirable changes in human behavior. The desired
change is in terms of knowledge- things known, Attitudes -things felt, and skill changes
-things did either in all the three or one or two. Education is the process in which
human behavior is modified to be in closer agreement with some model or deal
determined by the values within the society.
1.12.1.2. THE CONCEPT OF EXTENSION AS EDUCATIONAL PROCESS
As an educational process, it has five phases-
· Analysis of situation
· Deciding upon objectives
· Teaching plan of work
· Evaluation and
· Reconsideration
Analysis of the situation is from a collection of facts about people's
interests, education, needs, customs, folk ways, habits, and also about their
physical situation such as livelihoods, markets, housing conditions, services,
14
and communications. The thorough analysis of these facts will provide the
difference between what actually is and what should be.
Objectives and solutions are set based upon the analysis. They help to
reach the desirable situation, keeping in view the social and economic
outcomes, as well as behavioral change.
Teaching plan of work is deciding what to teach and how to teach, i.e., the
content and method of teaching by creating learning situations to achieve the
objectives.
Evaluation of teaching is to examine how far the objectives are achieved.
Reconsideration is a review of efforts and results, which will reveal new
situation. Unknown if this situation, reveals the need for further action, the
entire process has to be initiated.
1.12.1.3. THE CONCEPT OF SALESMANSHIP
Extension teaching is sometimes compared with commercial salesmanship, as an
extension agent is primarily involved in selling the ideas. By selling the idea the profit
in this context is knowledge, skill and attitudinal change. Extension education has now
developed as a full-fledged discipline, having its own philosophy, objectives,
principles, methods and techniques, which must be understood by every extension
worker and others connected with the rural development. It might be mentioned here
that extension education, its principles, methods, and techniques are applicable not only
to agriculture but also to veterinary and animal husbandry, dairying, home science,
health, family planning, etc. Based on its application and use, various nomenclatures
have been given to it, such as agricultural extension, veterinary and animal husbandry
extension, dairy extension, home science extension, public health extension, and family
planning extension.
1.13. THE COMPONENT OF EXTENSION
Broadly, Extension has three components, namely, Extension Education, Extension
work and Extension Service.
1.13.1. EXTENSION EDUCATION
Extension education is basically a need-oriented, local resource based, and
problem-solution oriented system and is interrelated with education and research. Here,
the extension efforts are related to research both in terms of its products, i.e. new
technology and processes. The extension education role is generally performed by
15
higher learning institutions, such as research institutes, universities and apex level
training and extension organizations.
1.13.2. EXTENSION SERVICE
Extension service is the mission and mandate of the development department in all
the States. Extension service is a program for development employing the extension
process as a means for implementation. Extension service is location specific, input-
intensive, service oriented and field-level professional activity with two objectives-
(i) Transferring new technologies or innovations, and advising the people on
improving methods; and
(ii) Communicating development constraints to research institutes / development
organization / policy makers, as feedback for participatory technology development.
Thus, extension service serves as a link between researchers, development workers,
and people. Extension service also works together with other development departments,
and input agencies to multiply their efforts and effects.
1.13.3. EXTENSION WORK
Extension work is to assist people through educational and service approach.
Through extension work, people are stimulated to make changes that result in more
efficient production and marketing, conservation of natural resources, improved
livelihood security, health, and more satisfying family and community life. Extension
work is at the lowest of the hierarchy, but highly broad based on usage. It is also
radically location specific and usually susceptible to outside criticism. Extension work
is to help people to help themselves. For example, many times, people demand that
local extension workers do various works. Unless the people are also taught to do these
things, themselves or involve them in those works, it is not extension education but
simply a service. Example: conservation of forest trees by extension workers vs.
Community forest management by Vana Sarmrakshana Samities.
1.14. OBJECTIVES OF EXTENSION
The fundamental objective of the extension is the `Development of the people' or
`The Destination man'.
The general objectives of the extension include
i) Transferring knowledge from researchers to people, End users.
ii) Advising people in their decision making.
16
iii) Educating people, to be able to make similar decisions in future
iv) To enable people to clarify their own goals and possibilities and to realize them
v) Stimulating desirable developments within the framework of the national,
economic and social policies involving all the sub-sectors of development as a whole.
1.15. IMPORTANCE OF EXTENSION EDUCATION
1. Extension Education is primarily for the rural development.
2. It develops, strengthens and organizes the groups, institutions, and people to
achieve their objectives.
3. It develops leadership in local and professional situations.
4. It acquaints the planners, policy makers, and administrators with local
conditions and the latest technologies suited to it.
5. It gives direction and a package of educational practices for adoption and
diffusion.
6. It improves the decision-making ability of the people.
7. It creates a congenial learning situation and develops people's own program.
8. It suggests alternative fields for the needs and resources for the people.
9. It is a process of informing people leading to behavioral changes in the
desired direction.
10. It motivates people to adopt innovations.
11. It builds confidence through action and conviction.
1.16. FUNCTIONS OF EXTENSION EDUCATION
In rural development or community development through extension education, the
following functions should be performed:
1. Change in knowledge among the peopleit implies bringing change in a
person's present knowledge by providing information about latest developmental
works, like providing knowledge about new species. If a person is not aware of
development works, then information about it is imparted through training programs.
2. Change in the attitude of the peoplethe positive change in the attitude of
people to the information given to them about latest developmental works should be
brought about if a person believes that it is right for him then he will surely adopt it. In
the same way, there should be an attitudinal change in the extension worker so that he
can be able to increase the speed of development within the area by spreading new
technique.
17
3. Change in the skills of the people whatever work a person does. He should do
so by adopting new technologies, which minimize his time, money and hardship and
increase production and his income in a proportionate way. Therefore, changes in skills
of people should be brought about. In a similar way, there should be a change in the
skill of extension personnel so that he could practically exhibit the new technique to the
area, and people can easily understand.
4. Change in the understanding among the peopleit is necessary to bring
change in understanding of the people. He should believe that brand new/latest
techniques, which are said to him, would be beneficial for him. Extension personnel
should also understand that by imparting information on new techniques the people
from the area will be benefited.
5. Change in goals of the peopleif a person's aim is to grow only two crops in the
field, then he should be counseled that he can grow more than two crops in his fields
and in place of food crops, he should grow cash crops in some areas. This way, he will
have more profit and can aim for high crop production. Similarly, extension personnel
should aim to spread this new technique in his area at certain periods.
6. Change in the action of the peopleextension worker should bring a change in
the action of the people. People should be told to immediately make plans about the
implementation of new techniques, which have been brought to their knowledge. In
exactly the same way, extension personnel should plan the extension work
immediately.
7. A change in the confidence among the peoplethere should be a change in the
confidence among the people that by adopting new techniques, there will be a definite
increase in their net income. Similarly, extension workers should have confidence that
his extension work will definitely bring the welfare to the society.
8. To develop the leadershipextension worker should develop permanent
leadership of the village, who can adopt new technology and help in spreading the new
technology.
9. Development of rural groups and rural institutionsin rural areas, collective
change occurs very enthusiastically. Therefore, it is necessary to develop rural groups
within the villages. By proper development of gram Panchayat, co-operative
institutions, and other institutions, greater cooperation have achieved in rural
development; therefore, they should be developed.
18
1.17. PHILOSOPHY OF EXTENSION EDUCATION
The word philosophy is derived from two Greek words `Philos' and `Sophia'.
`Philos' means knowledge and `Sophia' means the manner. In this way, the correct
meaning of philosophy is the manner of achieving the knowledge. Extension education
is a beneficial aspect of life, which, besides being organized, calm and peaceful is
welfare oriented. Philosophy of extension education encourages a person to bring about
his personal development and that of society through his individual leadership and
motivation by following scientific approach and democratic ways. It further states that
the interest of the community should not suffer because of personal interest. In other
words, philosophy of extension, education considers the development and progress of
individual as a foundation for the development and prosperity of the family, society,
and the country.
D. Ensminger (1961) has described the philosophy of Extension in the following
ways:
· It is an educational process. Extension wants to change the knowledge,
attitudes, understanding and skill among the people.
· The extension is working with men, women, youths, boys and girls to
answer their needs and their wants. The extension is teaching people what to
want and ways to satisfy their wants.
· The extension is "helping people to help themselves."
· The extension is working on the basis of learning by doing and seeing.
· Extension wants development of individuals, their leaders, their society and
their world as a whole.
· The extension is working together to expand the welfare and happiness of
the people.
· The extension is working in harmony with the culture among the people.
· The extension is a two-way channel process.
· The extension is a continuous educational process.
Prof. O.P. Dahama (1966) has recommended the following points of philosophy of
extension education:
· Self-help
· People are the greatest resources.
· It is a cooperative effort.
· It has its foundation of democracy.
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· It involves a two-way channel of knowledge and experience.
· The program is based on creating interest by seeing and doing.
· Voluntary, cooperative participation is the basis of the program.
· Persuasion and education of the people
· The program is based upon the attitudes and values among the people.
· It is a never-ending process.
Prof.Rudramurty (1964) philosophy of extension education relates to the
philosophical views of Vedas, Upanishads, and Geeta which are necessary for human
beings.
1.18. HOME SCIENCE EXTENSION
Home Science Extension was introduced into the colleges and agricultural
universities after the launching of the community development program in 1952. This
was due to the realization of the fact that women can contribute to the national
economy and thereby to national development. Therefore, Home Science colleges
being exclusively for women these days took up the task of training their students for
extending knowledge of home science beyond their college classrooms. Thus, slowly
the concept of home Science a finishing course for girls of the upper class changed and
the objective of contributing to national development through the extension service
came up from a new perspective. However, today there are specific programs of
community development and welfare, which have a strong component of Home
Science. So far, only home Science extension departments of home science colleges
were fulfilling this objective. However, recently there has been a move in almost all
areas of home Science to include a component of extension service in their curriculum.
The concept of extension education, in general, is to bring positive changes in terms of
knowledge, skill, and attitude. The major objective of this process is to develop the
capacity of individuals in order to make self-reliant and productive citizens of society.
When this concept of extension applies to home science, it is called Home Science
Extension. It aims at further developing the capacities of girls and women mainly
involved in home and farm activities. Thus, the term Home Science Extension means
the type of education, which extends beyond the four walls of the classroom to those
who have been deprived of formal education in Home Science for some reasons.
Chandra (1987) has explained the term Home Science Extension as, "the dimension
of social science, which concerns itself with functional and attitudinal changes in the
home and the family through scientific and technological knowledge.
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Dey (1987) has also given a somewhat similar explanation. She says Home Science
Extension deals with the means and methodology of dissemination of scientific and
technical information is of significance in their activities, production, and
improvement."
Desai and Jhansi Rani (1987) have noted that the concept of Home Science
Extension evokes various responses among different people. For example, in some
parts it is termed to be the nutritional aspects, in another, it is health and sanitation, in
some others it is welfare activities.
The concept of Home Science Extension has to be treated as multidimensional and
interdisciplinary since it involves various aspects such as technology, growth and
investment opportunities for women, building up the capacity of women, their roles and
responsibilities, etc., therefore, the system of home science extension should be planned
or multidisciplinary lines.
From the above viewpoints, the following definition of Home Science Extension
can be given:
1. "Home Science Extension is an applied science which aims at bringing about
change on the behavior among the target groups through the dissemination of scientific
and technical information on the areas of Home Science."
2. Home Science Extension encompasses multidisciplinary activities aiming to
promote and enhance attitudes, skills, and knowledge among the people at large,
relating to various aspects of day to day life; ultimately leading to overall improvement
in the quality of life of people.
Sethi (1987) has described three important components of Home Science
Extension:
a) Extension Education
b) Extension Service
c) Extension work
Home Science Extension is concerned with teaching, research, and extension,
which are the functions of the universities and institutes of research, extension and
higher learning. It is a need-based program available resource. It aims at bringing about
desirable behavioral changes in people by using various methods of extension. Home
Science Extension service performs the task of bridging the gap between research
centers and homemakers by working as a linkage between the institutions of higher
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learning and the organizations for homemakers. To do this help of Government and
voluntary organizations for homemakers. To do this the help of government and
voluntary organizations is sought in planning and conducting Home Science extension
programs as well as by utilizing their resources. Thus, home Science Extension also
aims at strengthening the work of the government and the voluntary organizations.
1.19. THE PHILOSOPHY OF HOME SCIENCE EXTENSION
The philosophy of home science extension is based on the development within the
individual, who is the most important component of the community and of national
development. Every individual can solve his or her problems and in the process, thus,
he or she learns, improves and develops. Home Science extension aims at utilizing this
human ability to recognize problems and take decisions to solve them. Home science
extension workers help people to explore possible ways to solve problems. It is left to
the people to select the methods to solve their problems and take necessary action.
Thus, extension education stresses on educating people to have freedom of action. In
this process of taking decisions and making choices, and through voluntary and active
participation in the extension programs, an individual grows, develops and becomes
self-dependent.
An individual is a part of his or her family, community, and nation. Therefore, if an
individual initially develops and improves, it follows that the community and nation
will also develop and change towards better. The family is the foundation for any
changes within the individual and society. It is the family's acceptance which
encourages a person to change his or her practices because he/she is primarily
concerned with his or her family. In the process of bringing about changes in the
individual, home science extension puts a lot of stress on scientific methods and
approaches. The philosophy of extension education also accepts the psychology of
individual differences. It accepts individuals as they are and start working with them
from where they are. That is, with whatever background of knowledge and
characteristics they have come. This is why stress is put on knowing the skills and
abilities of people to bring changes their beliefs, values, taboos, their leaders,
institutions and organizations and understanding, their problems as they perceived them
before planning extension programs.
1.20. THE BROAD OBJECTIVES OF HOME SCIENCE EXTENSION
1. To promote all-round development of all individuals within the home.
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2. To assist individuals in the effective use of the available resources in solving
their day-to-day problem.
3. To strengthen the work in the government and non-governmental agencies in
providing all round developments of individuals through
a) Imparting knowledge on health, nutrition, home management, child
development, their rights and responsibilities, modern technologies and other relevant
information, which will lead to nutrition and social standards.
b) Developing functional and vocational skills like tailoring, food preservation,
educational skills, etc., which will help them in improving their economic status and
empowerment of women especially.
c) Bringing about change in their attitude and practices aiming at increasing the
literary levels, the standard of living and ultimately community and national
development.
1.21. CHARACTERISTICS OF HOME SCIENCE EXTENSION
· It is a multidisciplinary approach-It derives its body of knowledge of all
sciences like physics, chemistry, physiology, nutrition and health, child
development, textiles and clothing and also includes management,
sociology, psychology, communication, etc.,
· It is action oriented-Home science extension refers to a series of activities,
which impart knowledge on selected topics and help the target group to
develop necessary skills for its application. Home Science extension
education aims at action and results.
· It empowers women and youth-In order to improve the economic status,
this is essential. These technical advances are shared, and they are made to
work independently with better status within the community.
· Its results are intangible-Change in attitude and knowledge is a slow
process, and results cannot be seen immediately. Sometimes it is difficult to
perceive concrete results and should not be taken as a measure of the
effectiveness of a program.
· Home Science extension establishes a two-way communication--channel
by bridging the gap between centers of higher education and research and
the beneficiaries. Now technology is transferred to the field through various
communication media or methods, and target groups are helped to realize
the importance of using it for improving their standard of living. Similarly,
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the needs and problem of the people are communicated to specialists who in
turn find solutions to these, and that is passed on to field workers.
· It is a need-based program-Home science extension program will exist or
function only on the needs among the people. It can be long-term or a short-
term need, but without this, no program for development can be planned.
· It is family oriented-The very word home means the family and so home
science extension aims at the overall development of every individual in the
family young or old, men or women.
· It is voluntary-There is no compulsion on the people to participate in home
science extension programs. They are made to realize the need for
developmental progress, but accepting and participating in developmental
programs is totally left to the people.
1.22. HOME SCIENCE DISCIPLINES AND INTERRELATIONSHIP
Home Science as an academic discipline is an interdisciplinary applied science that
draws knowledge and information from streams of pure science (chemistry, physics,
and biology) and social science (sociology, psychology and economics). This thrust
synthesizes knowledge to the betterment of family, efficient functioning for
harmonious living and greater productivity of individuals. The areas of Home Science
are interlinked for the betterment of family life by following a holistic approach. In this
respect, it must be noted that with advancements in science and technologies, the
specialization and super specialization within an area continue to grow, but the fact
remains that integrated contribution of all five areas for the betterment of family and
community remains to be the thrust.
1.23. STRENGTH OF INTEGRATION BETWEEN AREAS OF HOME
SCIENCE WITH REASONING
The aims of Home Science education are many and manifold. Based on this, the
structure of "Home Science Education" is built up with wide areas of specialization
such as:
1. Human development and family studies.
2. Foods and nutrition
3. Family resource management
4. Clothing's and Textiles
5. Home Science Extension Education
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6. Food Service Management
1.23.1. HUMAN DEVELOPMENT AND FAMILY STUDIES
The area of human development and family studies exposes the students to the
various aspects of human growth and development from conception, through infancy,
early-childhood years; adolescence, adulthood and the period of old age. It aims at
creating awareness regarding the crucial importance of early childhood, school going
and adolescent years and the dynamics of contemporary family life. The major purpose
is to understand child care, development, education, guidance, special needs of children
and adolescents, develop various indigenous and practically possible skills for
organizing children's activities. It also includes the study of women, population
education, psychology, sociology, the life span development, counseling and guidance,
and community development.
1.23.2. FOODS AND NUTRITION
This area of Home Science helps pupils to recognize that nutrition is important for
healthy living, and that health is essential for success and happiness. It gives
understanding about the types of foods, its functions, requirements, sources, storage,
preparation, principles and methods of preserving foods, chemistry and metabolism of
nutrients in health and diseases, meal planning about the dangers of the population
explosion on the health status of the people; understanding community nutrition
problems and ways of imparting nutrition and health education to different target
population.
1.23.3. FAMILY RESOURCE MANAGEMENT
This is another important area of Home Science Education. It aims at imparting
various concepts and principles of management in home managing, acquiring
information's regarding the selection of suitable equipment for home, their operation,
care and maintenance; learning to make wise financial decisions (expenditure and
savings, etc.); facts about housing, work simplification, interior decoration, fuel and
energy management with the proper technologies available for better living.
1.23.4. CLOTHING AND TEXTILES
This area aims at providing knowledge regarding purchasing family clothing's- its
construction, nature and types of fibers; dyeing, printing, and weaving of clothes, etc. It
deals with the care and maintenance of varied types of clothing's and its selection
according to the climate, occasion, and availability. This branch of Home Science
25
requires a science background, as it deals with the understanding of the chemistry of
textile engineering.
1.23.5. FOOD SERVICE MANAGEMENT
This is the most-recent branch of Home Science is owing to the need and demand
of the present-day society. It provides knowledge regarding different foodstuffs, its
requirement by the individuals at different stages and conditions of life; nature and type
of servicing two different institutions like schools, colleges, hospitals, hotels, industry
and organizations, etc. Along with its knowledge regarding food values, nutrients,
preservative function, it also provides training and education regarding the types of
diets required during special health conditions.
1.23.6. HOME SCIENCE EXTENSION EDUCATION
The role of extension education in Home Science is crucial as it deals and interacts
with all other branches of Home Science. The major objectives of it are to extend and
translate the knowledge of other branches of Home Science. Such as nutrition, human
development & family studies, clothing's and textiles into action for the general well-
being of people focuses. Its special focus involves the understanding of the rural
economic structure, as India lives and survives in rural villages and improving their
general standard of living. It tries to improve the social, economic, education status of
the common mass through the use of audio-visual aids, adult education programs,
functional literacy program, planning and execution of welfare programs.
The above discussion clarifies Home Science Extension is strongly related to all
other four areas of Home Science because this area deals with individual, family and
community uplift. Home Science Extension sensitizes the individuals by acting as
carriers of knowledge of all other areas of Home Science for changing the process of
development both in rural and urban sectors.
1.24. SCOPE OF EXTENSION EDUCATION
Extensive work will speed up only when the development of factors related to it,
i.e., (1) Man-Environment; (2) Basic structures (Gram Panchayat, Village School, and
Cooperative Societies) will be undertaken.
1. Personal development of people
2. Increase in agricultural production, so that standard of living can be raised.
3. Facility for rural industry related knowledge.
4. Facility for advanced techniques/method's
26
5. Development of co-industries like animal husbandry, poultry, goats and
piggery farming, etc.
6. Training the people for the development of agriculture and rural industry.
7. A Proper educational facilities for rural people
8. To inculcate self-confidence, self-dependence and desire to work
themselves among rural people.
9. Development of environment of people
10. The arrangement of family education
11. Eradication of prevalent social evil
12. Development of democratic ways'
13. Maximum use of available resources for community work
14. Management of rural hygiene and environment
15. Development of basic institutions
16. To develop confidence and respect for these institutions.
17. To develop a feeling of responsibility among the people.
18. To increase cooperation of a maximum number of people
1.25. ROLE OF HOME SCIENCE EXTENSION
Home science as a discipline plays a very crucial role in the development of
society.
1. Linking Home Science at the grass root level:- Grass root refers to individuals,
families and informal groups within the target population. Through Home Science
Extension, a mechanism of linkage can be established and strengthen to disseminate
technologies to attain the quality of life.
2. Optimal process of Home science knowledge:- Through Home Science
Extension the knowledge base of other fields like foods and nutrition, human
development, clothing and textiles, resource management can be optimally processed
and this package of knowledge and skill can be transferred to the needy families.
3. Transfer of Home Science knowledge at grass root levels:- The dissemination
methodologies, extension approaches, and communication capabilities are of much use
in transfer of various technologies to all the stakeholders.
4. Maintaining sustenance in transfer of knowledge:- Knowledge transfer is a
continuous process. As needs of individuals, family and community are numerous. The
fulfillment of one's need arises from another need and hence needs fulfillment is an
27
endless process. Home science extension agents should assume the role of the conveyor
belt for an unbroken supply of information and technology to rural families.
5. Monitoring and evaluation of knowledge and technology transfer:- The
challenge lies in continuous monitor of transfer of knowledge and technology for its
acceptance. Monitoring basically deals with techniques of management activities while
evaluation is an action-oriented process for gathering information about the impact of
activity for systematic and objective analysis. Hence, Home science plays a crucial role
in this direction for sustaining the quality of life of rural families.
1.26. PRINCIPLES OF EXTENSION
Specifically, the principles of extension education mean doing those works, which
are essential to the success of extension philosophy. Principles of extension education
are simple, easy, educational and moral. General principles of extension are as follows:
The principle of need and interestextension work is a self-educative process. To
make the extension work more effectively, it is necessary that it should be done
according to peoples' needs and interest. Extension workers should take notice of local
peoples' needs. Because, this will generate interest among the people, which in turn
will lead to their cooperation in extension work?
The principle of cooperation and participationprinciple of cooperation and
participation is very important in extension education. Ultimately, without the
cooperation of people, the work cannot be successful and the desired result cannot be
achieved. The first task of extension education is the cooperation of people and their
participation in the work. People should realize that the task of extension education is
their own task. Participation in extension work generates confidence among people in
the work. It is not essential that all the members within the society should participate,
but extension workers should try for maximum participation of people.
The principles of cultural differencerural people have high faith in traditional
customs and values. Therefore, extension workers should be aware of what the rural
people know, Think and also about their belief. Cultural changes should be gradual and
in accordance with the cultural status of people. It is very difficult to achieve success in
extension work by neglecting their views and cultural behavior.
The principle of applied science and democratic approachExtension Education
is based on democratic principles. It is based on discussions and suggestions.
Discussions are held by the people on actual condition so that they participate in the
28
work. Extension Workers provide a practical look at the scientific inventions so that
farmers can easily adopt them on their farm.
The principle of learning by doingAccording to this principle, farmers are
encouraged to learn by doing the work themselves and by participating in themselves.
When a person does a work, he gains practical knowledge and experiences the
difficulties. Extension Workers are capable to understand the problems and provide
correct guidance to the farmers and thus, they are capable to receive correct
information.
The principle of trained specialistsIt is very difficult that extension personnel
should be knowledgeable about all problems. Therefore, it is necessary that specialists
should impart training to the farmers from time to time.
Adaptability principles regarding the use of extension teaching methods
extension worker should have knowledge of extension methods so that they can select
the proper method according to the condition. Teaching methods should be flexible so
that they can be properly applied to people according to then age groups, educational
background, economic standard and gender. In extension education two or more
methods should be applied according to the principle of adaptability.
The principle of leadershipthe participation or inclusion of local leaders in
extension programs is the only criteria for assessing the success or failure of any
extension work. The local leader is the best medium for dissemination of new ideas in
the rural area. According to Ensminger, "No Extension worker can be successful until
he receives the cooperation of a local leader from the village." It is very necessary for
extension workers to select the appropriate leader. By selecting an appropriate leader,
extension worker's half work is considered to be done as such. Proper precautions
should be undertaken to choose the leader.
The principle of whole family- In Extension Education the principle of the whole
family is of utmost importance. The family is a part within the community, so there
should be the development of each member within the family and extension education
should be for every single member within the family, i.e., boys, girls, male and female,
and after that only success can be achieved.
The principle of satisfaction- If people are not interested in extension work, then
there is no possibility that extension work can be carried on for a long time. In a
democratic structure/set up, people cannot run in a mechanized way. They should
derive full satisfaction from extensive work. Extension Workers should give priority to
Details
- Pages
- Type of Edition
- Erstausgabe
- Publication Year
- 2017
- ISBN (PDF)
- 9783960676133
- ISBN (Softcover)
- 9783960671138
- File size
- 6.4 MB
- Language
- English
- Institution / College
- Banki Autonomous College
- Publication date
- 2017 (January)
- Keywords
- Education in India Teaching aid Home Science Extension education Rural sociology Extension teaching Visual aid
