I. UNIT 1 NOTES
UNDERSTANDING AGRICULTURAL DEVELOPMENT: THE CONTEXT OF AGRICULTURAL EXTENSION
UNDERSTANDING AGRICULTURAL DEVELOPMENT
DEFINING DEVELOPMENT
• going beyond criteria based on indices of per capita income (statistical forms as well as those which concentrate on the study of gross income are misleading). Basic criterion is whether or not the society is a “being for itself”, i.e., its political, economic and cultural decision-making power is located within.” -Paulo Freire
• need oriented, geared to meeting both material and non material human needs; endogenous, stemming from the heart of each society; self-reliant; ecologically sound, utilizing rationally the resources of the biosphere; and based on structural transformation as an integrated whole.
• (60s) most accurate measure of development was gross national product - total money value of goods and services produced by a country in a given year. (70s) development does not only mean GNP but also on the improvement of the quality of life of the individual; person has become the yardstick.
• Should be defined to include both growth and distribution under periods of both stability and change in institutional arrangements (Havens, 1972)
• Normative concept, almost synonymous with improvement, growth, advancement, progress
• Creating the conditions for the realization of human personality (Seers, 1972)
• no universal, fixed definition - it is relative, multi-dimensional, and process oriented.
AIM OF DEVELOPMENT
• to help people become more productive
• to improve quality of life for individuals, families, communities and countries as a whole
• As people become more productive, country is in better position to trade with others
• more trade means more goods and services to continue improving living conditions
ASPECTS OF DEVELOPMENT
1. Economically - accumulation of human capital and its effective investment in the
dev’t of economy
2. Politically - process which prepares people for participation in political affairs, especially as citizens of a democratic country
3. Socially and Culturally - helps people lead fuller, richer lives less bound by traditions
4. Ethically - entails improvement in the quality as well as quantity of life
SOME DEVELOPMENT THEORIES
1. Growth Theories
a) Balanced Growth Theory- agriculture and industry sectors receive equal shares of investment
b) Lewis Dual Theory
It tries to prove that modern industrial sector will attract workers from the rural areas. But the theory is not all that perfect, it has its lapses. it may have helped the farmers to work better and easier, but the theory can't stand on its own two feet. The Lewis model explains how labor transfers in a dual economy. For Lewis, growth of industrial sector drives economic growth. The Model argues that economic growth requires structural change in the economy whereby surplus labor in agricultural sector with low or zero marginal products, migrate to the modern industrial sector where high rising marginal product is available.
c) Unbalanced Growth Theory - includes the following theories:
c.1 Deliberate unbalancing theory - involves the prioritization of two sectors (agriculture
and industry). One sector receives greater portion of investments. As this sector
develops, the effects spill out to other sectors, thus development still occurs
c.2 Capital accumulation theory involves the utilization of the unlimited supplies of labor
found in agriculture sector. The assumption here is that once the unlimited supplies
of labor are used, development occurs. However, this theory occurs only in the
capitalist (industrial sector of society)
c.3 Growth through savings and investment theory-states that every economy must
save a certain proportion of its national income if only to replace wornout capital
goods. The latter includes buildings, equipment and materials. However, to grow, a
country needs new investments representing net additions to the capital stock
2. Structural Theories
a) Dependency theory (Rostow)- views developing countries as being beset by
institutional and structural rigidities and caught up in a dependent and dominant
relationship with rich nations. The development of a dependent country is conditioned
by the powerful country with which the former is attached. First World nations
actively, but not necessarily consciously, perpetuate a state of dependency through
various policies and initiatives. This state of dependency is multifaceted, involving
economics, media control, politics, banking and finance, education, sports and all
aspects of human resource development.
b) Developmentalism theory-it is basically welfare-oriented. It believes that the major goal of development is human welfare. It opts for structural reforms that are equity-oriented or redistributive
3. STAGE THEORY
Rostow’s Linear Theory is a good way of transforming an underemployed rural society to a productive urban– industrial society. The transformation or the development is on a stage-by-stage basis, no shortcuts. Though not a fast transformation, but still sustainable if properly practiced. Savings and capital formation (accumulation) are central to the process of growth. The key to development is to mobilize savings to generate the investment to set in motion self generating economic growth. Development requires substantial investment in capital equipment; to foster growth in developing nations the right conditions for such investment would have to be created. That is, in order to achieve modernization and sustain the economic development, proper and right practice especially with regards to savings and investments should be done.
4. Liberation Theory
It focuses on the poor and the oppressed. Gustavo Gutiérrez is known as the father of liberation theology. The causes of social issues such as Christian poverty, female criminality, differences in class, in social and economic power, in educational opportunity and achievement, in health and physical well-being, are the expressions and result of institutionalized inequalities in opportunity. Liberation is possible to recover the buried memories of our socialization, to share our stories and heal the hurts imposed by the conditioning, to act in the present in a humane and caring manner, to rebuild our human connections and to change our world. Gutiérrez has emphasized a commitment of solidarity with the poor, with those who suffer misery and injustice.
5. KARL MARX THEORY
For Karl Marx, the basic determining factor of human history is economics. According to him, humans even from their earliest beginnings are not motivated by grand ideas but instead by material concerns, like the need to eat and survive. This is the basic premise of a materialist view of history. At the beginning, people worked together in unity and it wasn’t so bad. But eventually, humans developed agriculture and the concept of private property. These two facts created a division of labor and a separation of classes based upon power and wealth. This, in turn, created the social conflict which drive society. Societal power relationships are dialectical All of this is made worse by capitalism which only increases the disparity between the wealthy classes and the labor classes. Confrontation between them is unavoidable because those classes are driven by historical forces beyond anyone’s control. That power relationships in the modern society are based on economic relationships. The economic factors are the key to social changes. Labor has become the means of creating wealth of a society. The society is the product of its people's actions. The society reflects what kind of people it has.
6. Advantage Theory
The principle of comparative advantage is clearly counter-intuitive. Many results from the formal model are contrary to simple logic. Secondly, the theory is easy to confuse with another notion about advantageous trade, known in trade theory as the theory of absolute advantage. The logic behind absolute advantage is quite intuitive. This confusion between these two concepts leads many people to think that they understand comparative advantage when in fact, what they understand, is absolute advantage.
The model assumes only two countries producing two goods using just one factor of production. There is no capital or land or other resources needed for production. The real world, on the other hand, consists of many countries producing many goods using many factors of production. Each market is assumed to be perfectly competitive, when in reality there are many industries in which firms have market power. Labor productivity is assumed fixed, when in actuality it changes over time, perhaps based on past production levels. Full employment is assumed, when clearly workers cannot be immediately and costlessly moved to other industries. Also, all workers are assumed identical. This means that when a worker is moved from one industry to another, he or she is immediately as productive as every other worker who was previously employed there.
7. Staple Theory
Staple theory says: extensive growth for primary export leads to diversification and industrialization if the country exports the "right staple". Staple theory was developed with Canada in mind, and has been the most widely accepted explanation for Canada's economic development. Canada's economic development is thus seen as having depended on the early development of the wheat economy.
APPROACHES TO DEVELOPMENT
1. Welfare – spontaneous response to manifestation of poverty usually done by the rich;commonly referred to as “dole-out” by solving the problem and by filling the gap. basic needs are minimum requirements essential for decent human existence,
2. Modernization (project) – introduces all resources lacking in the community (e.g. capital, technology, infrastructure, etc.)
3. Ethical – treats a person as the end of the development process and not the means to the end it is also known as “humanism approach” that aims to provide all men the opportunity to live full human lives
4. Liberationist – empowering the poor and the marginalized to break away from unjust structure/system so that they can pursue their interests. It is also known as “conscientization” which is the state of the problems affecting oneself and the society (reflection) and working towards solving such problems collectively with others (action)
In 1973, the Development Academy of the Philippines listed the following development indeces, each is measurable and quantitative:
1. health and nutrition
2. education and skills
3. income and consumption
4. employment
5. capital and non-human resources
6. housing, utilities and environment
7. public safety and justice
8. social mobility
9. political values
AGRICULTURAL DEVELOPMENT
What is Agricultural development?
The process of making fuller and more rational use of agricultural resources of a country (or of an area) with special reference to improving the efficiency of agriculture and level of the agricultural population
An intentional change of an agricultural system, which is considered desirable by people.
This could be affected by:
Change in access to productive resources
Change in technology
Change in interrelationships between persons and institutions
Change in environment such as demand for a certain commodity produced in the area and the price relations
Active intervention by an agency from outside
Among the changes in agriculture are the evolving technologies of modern agriculture and sustainable agriculture
Features of Modern Agriculture:
1. Dynamic society that welcomes innovation and change
2. Highly productive and competitive because it uses modern production and
management technology
3. Manned by an enterprising tiller who exercises hi or her right to choose what
technology to apply, what crops to raise and when, and to whom to sell his or her
product to get the highest returns.
SUSTAINABLE AGRICULTURE
Framework And Dimensions
1. Ecologically and Environmentally Sound
-biodiversity (where a diverse host of creatures live with other species promotion to multiple varieties/cropping, crop rotation, integration, genetic conservation, alternative/ecological pest management, use of natural pesticides/biological control/ water management/multiple cropping/locally adapted seeds, diversifies integrated farming systems)
2. Economically Viable (hidden costs on health, soil, water, environment)
3. Socially Just and Humane
- respects human dignity
- equitable
- land to till
- access to services
- intergenerational equity
- consumers’ rights on toxic free products
- fair trading
- farmers’ control on production inputs
4. Culturally Sensitive and Appropriate
- respects traditions, values, beliefs and culture of people
- indigenous knowledge
- local knowledge
- sharing of resources/knowledge
- local communication systems (participatory extension)
5. Appropriate Technology
- location specific (crop, climate, soils, management, market, pests/diseases, etc.)
- participatory research
- affordability
6. Grounded in Holistic Science
- integrative of local/indigenous knowledge, non-reductionist
- values in farming
- respect on the integrity of creation
- spiritual dimension
7. Total Human Development
- capacity
- confidence
- analytical ability
- head, mind, heart and body
Sustainability Concerns and Issue:
• SURVIVAL - Main requirement is sufficient food and the means to achieve this is Agriculture
• ECOLOGICALLY ACCEPTABLE PRODUCTION - Where everything removed is replaced so as not to harm ecological system
• THRIVING ECONOMIC AND SOCIAL ORDER - With production structures and relationships which ensure a fair distribution of income, power, and opportunities, providing basis for social peace
• LONG-TERM CARRYING CAPACITY OF REGIONS – Where there is no negative impact on the environment.
AGRICULTURE LAWS
Republic Act 3639 - The Bureau of Plant Industry (BPI) was created to take over the tasks on plant research on crop production. Strengthened by Act No. 4007 also known as Reorganization Law of 1932
Executive Order 216 - Farm Operation division was created to plan and program research utilization and assignment of arm machinery, to introduce effective farm crop practices and to provide assistance inefficient management to the bureau’s farm
EO 116 - Placing BPI as staff bureau under the production Group
Presidential Decree 1433 - The plant Quarantine Law
- Plant Quarantine being an activity necessary in crop protection specifically mandates BPI to “prevent the introduction of exotic pests in the country and prevent further spread of plant pests already existing from infested to pest-free areas and to enforce phytosanitary measures for the export of plants, plant product and related articles.
RA 7308 - The National Seed Industry development Act
- Cognizant of the BPI roles in the development of the seen industry and it inherent function for seed and plant material certification, the Act strengthens the Seed Quality Control Section to become the National Seed Quality Control Service and given control supervision over existing field inspections and control services and seed testing laboratories and those which shall have to be established
RA 6657 - Comprehensive Agrarian Reform Law of 1988
- (An act to promote a more equitable distribution and ownership of land with due regard to the rights of landowners to just compensation and to the ecological needs of the nation)
RA 7900 - High Value Crops Development Act of 1995
- (An act to promote the production, processing, marketing and distribution of high-
valued crops)
RA 8435 - Agriculture and Fisheries Modernization Act of 1997
-(An act prescribing urgent related measures to modernize the agriculture and fisheries sectors of the country to enhance profitability and prepare said sectors for the challenges of globalization)
RA 7394 - Consumer Act of 1992
-This act reiterates BPI functions by specifically mandating BPI to ensure safe supply of fresh agricultural crops, and improve the quality of local fresh agricultural crops and promotes its export
RA 7607 - Magna Carta for Small Farmers
- Recognizing BPI expertise and inherent functions pesticides residue analysis and pesticide formulation, seed production and certification, research, technology transfer and crop protection
MO No. 12 (03 March 2006)
Temporary Ban on the Importation of FMD-Susceptible Animals, their Products and By-Products Originating from Argentina
AO No. 5 (07 March 2006)
Delineation in the Registration of Animal Feeds and Veterinary Drugs and Products
AO 06 (18 April 2006)
Guidelines on the Production, Regulation, Promotion, Procurement and Distribution of Seeds and Planting Materials
Department Order No. 03 series of 2007 designates the Agricultural Training Institute as lead agency for the provision of e-Extension services in collaboration with the various agencies, bureaus and organizational units of the DA. This is to integrate and harmonize ICT-based extension delivery system for agriculture and fisheries.
The electronic delivery of extension service is a network of institutions that provide a more efficient alternative to a traditional extension system for agriculture, fisheries and natural resources sectors. It maximizes the use of information and communication technology to attain a modernized agriculture and fisheries sector. It focuses on creating an electronic and interactive bridge where farmers, fishers and other stakeholders meet and transact to enhance productivity, profitability and global competitiveness
Tuesday, June 23, 2009
Wednesday, June 17, 2009
Course syllabus
Development Communication Department
Xavier University College of Agriculture
Ag Ext 51 Course Syllabus
Sem 1, SY 09 – 10
Course Title: Agricultural Extension and Communication
Course Description:
This course is designed for all plain BS Agriculture students as well as those enrolled in the BS Food Technology and BS Agricultural Engineering programs.
Number Of Credit Units: 3 units ( 3 hours lecture per week)
Number Of Hours Per Week: 3 hours lecture per week
Entry Competency/Pre-requisite:
Since this course is offered in the third year or fourth year curricula of the various departments, it is expected that the students who would enroll in this course have had basic knowledge on basic agriculture concepts and certain agriculture technology; therefore students should have already enrolled in major subjects/program of their choice. Their basic knowledge would be used as points of entry and as specific examples as regards the application of various extension and communication methods and techniques.
General Objectives:
A. Cognitive
•Discuss the principles and practices of agricultural extension and communication and their relevance to sustainable agriculture and development
•Identify various extension and communication methods and approaches
B. Affective
•Appreciate the nuances in handling and communicating with various audiences
•Show concern to issues related to agriculture and the development of the farming
workforce/sector
C. Psychomotor
•Demonstrate selected extension methods through classroom or field activities
COURSE OUTLINE:
UNIT 1 : THE CONTEXT OF EXTENSION
Time Frame : one week
Specific Objectives: At the end of the unit, the students are able
1.To contextualize discussions on agricultural extension through an analysis of
local, national and agricultural situation;
2.To present basic development theories and approaches;
3.To explain basic concepts in agriculture and agricultural development;
4.To trace the development of agriculture over the years, with focus on the
Philippines; and,
5.To identify basic agricultural laws
Coverage:
A Phil. Population and Agricultural Production
B Development Theories, Approaches
C Agriculture Modernization and Development
D Sustainable Agriculture and Development
E Agricultural Laws; DA EOs/Memos
UNIT 2 : AGRICULTURAL EXTENSION: AN INTERVENTION FOR SUSTAINABLE
DEVELOPMENT
Time Frame : two weeks
Specific Objectives: At the end of the unit, the students are able
1.To trace the history of agricultural extension; and,
2.To explain the basic concepts of extension: definition, philosophy, goals,
objectives and types of extension.
Coverage:
A Historical Antecedents of Agricultural Extension
a.1 Extension in Europe and in the USA
a.2 Extension in the Philippine Setting
B Extension Defined
b.1 Philosophy
b.2 Goals and Objectives
b.3 Types of Extension
UNIT 3 : PRACTICE OF AGRICULTURAL EXTENSION
Time Frame : three weeks
Specific Objectives: At the end of the unit, the students are able
1.To identify the roles and functions of the extension worker;
2.To enumerate the principles and approaches of extension;
3.To identify the various extension teaching methods, techniques and approaches;
4.To appreciate the indispensable role of communication in extension;
5.To explain the process of diffusion and adoption, teaching adults;
6.To illustrate the cycle of a development program; and,
7. To discuss and reflect on the extension experiences of the country.
Coverage:
A Roles and Functions of Extension Worker
B Principles
C Changes and Challenges in Extensio
D Models of Technology Transfer
E The Extension Delivery System
F Extension Teaching Methods and Techniques
MID-TERM EXAMINATION
UNIT 4 : COMMUNICATION IN EXTENSION
Time Frame : two weeks
Specific Objectives: At the end of the session, the students are able
1. To explain the basic concepts in communication;
2. To appreciate the indispensable role of communication in extension;
3. To explain the process of diffusion and adoption; and,
4. To distinguish adult learning from conventional classroom/academic learning.
Coverage:
A Definition
break for:
PREPARATIONS FOR AND ACTUAL DEMONSTRATION DAY
B Stages in the Adoption-Rejection Process
C Adopter categories
D Problems and issues in adoption
E Adult Learning and Adult Teaching
UNIT 5 : PROGRAM PLANNING, MONITORING & EVALUATION
Time Frame : one week
Specific Objectives: At the end of the session, the students are able
1. To illustrate the cycle of a development program; and,
2. To appreciate the value of program planning, monitoring, and evaluation
Coverage:
A. Definition
B. Features of Sound Planning
C. Planning Process
D. M&E in Extension
UNIT 6 : COMMUNITY ORGANIZATION
Time Frame : one week
Specific Objectives: At the end of the session, the students are able to
1. Describe the concept and process of community organization;
2. Relate the relevance of CO as a tool in agricultural extension
FINAL EXAMINATION
LEARNING METHODOLOGIES:
During the semester, students shall be exposed to various learning methodologies, such as:
1. lecture-discussion
2. e-based interaction through the blog
3. on-site lectures (possibly in cooperation with the Department of Agriculture and
NGOs)
4. field demonstration (Demo Day during Manresa Days)
5. library work and web-based materials
6. field/office interviews
GRADING SYSTEM/REQUIREMENTS:
1. Term examinations - Mid-term and final examinations (100 points each) =200 pts
2. Quizzes – announced or unannounced (total of 50 points) = 50
4. Participation in demonstration day (from preparation to dry run to final
presentation) =200
5. Assignments – 5 assignments with a total of 50 points = 50
Total =500 pts
Computation shall be based on the total points earned by a student (maximum of 500 points), no percent conversion needed, with a 60% passing score, students should be able to compute the letter grade equivalent.
References:
Adhikarya, Romy. 1994. Strategic Extension Campaign: A Participatory-Oriented Method
ofAgricultural Extension. FAO of the UN, Rome
Battad, Teodora, et. al. 2003. Agricultural Extension. Grandwater Publications,
Makati City, Phils.
Cernea, Michael, et. al. (eds.). 1983. Agricultural Extension by Training and Visit:
The Asian Experience. International Bank for Reconstruction and Development,
World Bank,Washington
Chambers, Robert. 1983. Rural Development: Putting the Last First. Butler and
Tanner, Ltd.,London.
Ettington, Julius. 1989. The Winning Trainer (2nd ed.) Gull Publishing House, Texas
Kwiatskowsky, Lynn. 1999. Struggling with Development: The Politics of Hunger,
Ateneo de Manila Press, Q.C.
Mosher, A.T. 1978. An Introduction to Agricultural Extension. Singapore University
Press for Agric. Dev’t Council
Ongkiko, Ila and Alexander Flor. 2003. Introduction to Development Communication.
SEAMEO SEARCA and the UP Open University, College, Los Baños, Laguna
Swanson, Burton, et.al. (eds.). 1997. Improving Agricultural Extension: A Reference
Manual. FAO of the UN, Rome
Van den Ban, A.W. and H.S. Hawkins. 1996. Agricultural Extension (2nd ed). Blackwell
Science Lts., Great Britain
and web-based materials – www.neda.gov.ph; www.da.gov.ph; others to be announced
CLASSROOM POLICIES
1. The demonstration day participation is a must. No student passes the course
without having participated in such major activity.
2. Each student must have a notebook – for note-taking and for journals.
3. Students must come to class on time.
4. No assignments are accepted after the agreed deadline; it’s either on time or
nothing.
5. Students are encouraged to participate in class discussion; they must use the
medium of instruction which is English. There will be sessions where the
Vernacular shall be used as an application for extension in the real work.
6. Notes may be posted on the class blog site: agext09.blogspot.com; students are
encouraged to visit the site and post comments as necessary
CLASS SCHEDULE
Pre-arranged
CONSULTATION HOURS
Pre-arranged
Prepared by: Approved By:
ESTRELLA E . TACO – BORJA MA THERESA M RIVERA
Instructor DepartmentChair
June 2009
Xavier University College of Agriculture
Ag Ext 51 Course Syllabus
Sem 1, SY 09 – 10
Course Title: Agricultural Extension and Communication
Course Description:
This course is designed for all plain BS Agriculture students as well as those enrolled in the BS Food Technology and BS Agricultural Engineering programs.
Number Of Credit Units: 3 units ( 3 hours lecture per week)
Number Of Hours Per Week: 3 hours lecture per week
Entry Competency/Pre-requisite:
Since this course is offered in the third year or fourth year curricula of the various departments, it is expected that the students who would enroll in this course have had basic knowledge on basic agriculture concepts and certain agriculture technology; therefore students should have already enrolled in major subjects/program of their choice. Their basic knowledge would be used as points of entry and as specific examples as regards the application of various extension and communication methods and techniques.
General Objectives:
A. Cognitive
•Discuss the principles and practices of agricultural extension and communication and their relevance to sustainable agriculture and development
•Identify various extension and communication methods and approaches
B. Affective
•Appreciate the nuances in handling and communicating with various audiences
•Show concern to issues related to agriculture and the development of the farming
workforce/sector
C. Psychomotor
•Demonstrate selected extension methods through classroom or field activities
COURSE OUTLINE:
UNIT 1 : THE CONTEXT OF EXTENSION
Time Frame : one week
Specific Objectives: At the end of the unit, the students are able
1.To contextualize discussions on agricultural extension through an analysis of
local, national and agricultural situation;
2.To present basic development theories and approaches;
3.To explain basic concepts in agriculture and agricultural development;
4.To trace the development of agriculture over the years, with focus on the
Philippines; and,
5.To identify basic agricultural laws
Coverage:
A Phil. Population and Agricultural Production
B Development Theories, Approaches
C Agriculture Modernization and Development
D Sustainable Agriculture and Development
E Agricultural Laws; DA EOs/Memos
UNIT 2 : AGRICULTURAL EXTENSION: AN INTERVENTION FOR SUSTAINABLE
DEVELOPMENT
Time Frame : two weeks
Specific Objectives: At the end of the unit, the students are able
1.To trace the history of agricultural extension; and,
2.To explain the basic concepts of extension: definition, philosophy, goals,
objectives and types of extension.
Coverage:
A Historical Antecedents of Agricultural Extension
a.1 Extension in Europe and in the USA
a.2 Extension in the Philippine Setting
B Extension Defined
b.1 Philosophy
b.2 Goals and Objectives
b.3 Types of Extension
UNIT 3 : PRACTICE OF AGRICULTURAL EXTENSION
Time Frame : three weeks
Specific Objectives: At the end of the unit, the students are able
1.To identify the roles and functions of the extension worker;
2.To enumerate the principles and approaches of extension;
3.To identify the various extension teaching methods, techniques and approaches;
4.To appreciate the indispensable role of communication in extension;
5.To explain the process of diffusion and adoption, teaching adults;
6.To illustrate the cycle of a development program; and,
7. To discuss and reflect on the extension experiences of the country.
Coverage:
A Roles and Functions of Extension Worker
B Principles
C Changes and Challenges in Extensio
D Models of Technology Transfer
E The Extension Delivery System
F Extension Teaching Methods and Techniques
MID-TERM EXAMINATION
UNIT 4 : COMMUNICATION IN EXTENSION
Time Frame : two weeks
Specific Objectives: At the end of the session, the students are able
1. To explain the basic concepts in communication;
2. To appreciate the indispensable role of communication in extension;
3. To explain the process of diffusion and adoption; and,
4. To distinguish adult learning from conventional classroom/academic learning.
Coverage:
A Definition
break for:
PREPARATIONS FOR AND ACTUAL DEMONSTRATION DAY
B Stages in the Adoption-Rejection Process
C Adopter categories
D Problems and issues in adoption
E Adult Learning and Adult Teaching
UNIT 5 : PROGRAM PLANNING, MONITORING & EVALUATION
Time Frame : one week
Specific Objectives: At the end of the session, the students are able
1. To illustrate the cycle of a development program; and,
2. To appreciate the value of program planning, monitoring, and evaluation
Coverage:
A. Definition
B. Features of Sound Planning
C. Planning Process
D. M&E in Extension
UNIT 6 : COMMUNITY ORGANIZATION
Time Frame : one week
Specific Objectives: At the end of the session, the students are able to
1. Describe the concept and process of community organization;
2. Relate the relevance of CO as a tool in agricultural extension
FINAL EXAMINATION
LEARNING METHODOLOGIES:
During the semester, students shall be exposed to various learning methodologies, such as:
1. lecture-discussion
2. e-based interaction through the blog
3. on-site lectures (possibly in cooperation with the Department of Agriculture and
NGOs)
4. field demonstration (Demo Day during Manresa Days)
5. library work and web-based materials
6. field/office interviews
GRADING SYSTEM/REQUIREMENTS:
1. Term examinations - Mid-term and final examinations (100 points each) =200 pts
2. Quizzes – announced or unannounced (total of 50 points) = 50
4. Participation in demonstration day (from preparation to dry run to final
presentation) =200
5. Assignments – 5 assignments with a total of 50 points = 50
Total =500 pts
Computation shall be based on the total points earned by a student (maximum of 500 points), no percent conversion needed, with a 60% passing score, students should be able to compute the letter grade equivalent.
References:
Adhikarya, Romy. 1994. Strategic Extension Campaign: A Participatory-Oriented Method
ofAgricultural Extension. FAO of the UN, Rome
Battad, Teodora, et. al. 2003. Agricultural Extension. Grandwater Publications,
Makati City, Phils.
Cernea, Michael, et. al. (eds.). 1983. Agricultural Extension by Training and Visit:
The Asian Experience. International Bank for Reconstruction and Development,
World Bank,Washington
Chambers, Robert. 1983. Rural Development: Putting the Last First. Butler and
Tanner, Ltd.,London.
Ettington, Julius. 1989. The Winning Trainer (2nd ed.) Gull Publishing House, Texas
Kwiatskowsky, Lynn. 1999. Struggling with Development: The Politics of Hunger,
Ateneo de Manila Press, Q.C.
Mosher, A.T. 1978. An Introduction to Agricultural Extension. Singapore University
Press for Agric. Dev’t Council
Ongkiko, Ila and Alexander Flor. 2003. Introduction to Development Communication.
SEAMEO SEARCA and the UP Open University, College, Los Baños, Laguna
Swanson, Burton, et.al. (eds.). 1997. Improving Agricultural Extension: A Reference
Manual. FAO of the UN, Rome
Van den Ban, A.W. and H.S. Hawkins. 1996. Agricultural Extension (2nd ed). Blackwell
Science Lts., Great Britain
and web-based materials – www.neda.gov.ph; www.da.gov.ph; others to be announced
CLASSROOM POLICIES
1. The demonstration day participation is a must. No student passes the course
without having participated in such major activity.
2. Each student must have a notebook – for note-taking and for journals.
3. Students must come to class on time.
4. No assignments are accepted after the agreed deadline; it’s either on time or
nothing.
5. Students are encouraged to participate in class discussion; they must use the
medium of instruction which is English. There will be sessions where the
Vernacular shall be used as an application for extension in the real work.
6. Notes may be posted on the class blog site: agext09.blogspot.com; students are
encouraged to visit the site and post comments as necessary
CLASS SCHEDULE
Pre-arranged
CONSULTATION HOURS
Pre-arranged
Prepared by: Approved By:
ESTRELLA E . TACO – BORJA MA THERESA M RIVERA
Instructor DepartmentChair
June 2009
Tuesday, June 16, 2009
Welcome
Welcome note
hi guys
welcome to our world!
let's keep in touch. from time to time, i may upload some notes or send you some reminders/assignments so pls keep up. good luck to all of us. i wish everyone a happy and worthwhile time with dc 12...
keep your focus. that's one of the secrets to success
REMINDERS:
1 no meeting for us for the rest of the week. i'll see yiou all at lecture time on
tues, 4:25pm (everybody is happy!!!)
bye for now....
trel b
hi guys
welcome to our world!
let's keep in touch. from time to time, i may upload some notes or send you some reminders/assignments so pls keep up. good luck to all of us. i wish everyone a happy and worthwhile time with dc 12...
keep your focus. that's one of the secrets to success
REMINDERS:
1 no meeting for us for the rest of the week. i'll see yiou all at lecture time on
tues, 4:25pm (everybody is happy!!!)
bye for now....
trel b
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