OSN ACADEMY PVT.

LTD
www.osnacademy.com
LUCKNOW
0522-4006074
SUBJECT – HOME SCIENCE
SUBJECT CODE – 12
UNIT – X

9935 058 417

0522-4006074
 CONTENT
SL.NO. CHAPTERS

1. Historical Perspectives of Extension

2. Programme Management
3. Extension Methods and Materials
4. Curriculum Development and Planning
5. Non-Formal Adutl and Life long
6. Training, skill development and capacity building
7. Community Development
8. People's Participation and stakeholder's
9. Development Programmes in India
10. Research Methods

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 CHEPTER-1
HISTORICAL PROSPECTIVES OF EXTENSION

Extension Education –
The education given to the adults i.e. farmer or homemaker with informed education
technique (not in letters, alphabets, grammar or language but in technique of raising better
crops better animals, better vegetations, management practices, efficient way of home
management, practicing good health and nutrition of the individual or family. Education can
be dispensed and acquired through a multiplicity of means.
The closed systems tend to be selective & competitive depending primarily on
standard set within the group or system to determine who will & those who will not allowed
to study.
The open system tends to be non-selective, non competitive & non-perceptive. Choice
of subject depends upon the mainly on the participants own interest.

Education follows 2 paths –

a) Future professional should be scheduled for specialization in pre-school education, school

pedagogy technical education etc.
b) Others should be trained as organizer educator including general body of teacher trainees
who are capable of practicing their professional with both children & adult education.
The primitive way of education is complex and continual. It aimed at forming
character, attitude, skills and moral qualities of individual. Life in the family or clan work or
play, notes and ceremonies were all day today opportunities for learning. These natural un-
institutionalized forms of learning have prevailed to the present day in vast regions of the
world where they still provide the only form of education for millions of people.
Methods of Influence – As the individual encounters with the environment, learning process
continues. Some learning in incidental & unplanned by either individual or those around him;
some are planned systematically by various institution / social sectors.
The different ways in which planned learning is accomplished are listed below. They
all are supplementing to each other so cannot be used separately.

1. Formal & Informal Instruction (teaching) – It includes showing how, guiding

discovery by supplying the right props and questions & explaining through the use of
symbols. In informal settings like home, child is taught the beliefs and actual values to
develop needed competencies physical, intellectual, emotional & social and is guided
towards adult status in society.

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2. Reinforcement – Different researches & observation proved that behaviour can be
manipulated and shaped through direct reinforcement.
If the child is praised to help someone needy (positive reinforcement), he is more likely to
do it again. Conversely, if the child hits or do mischief and punished, his behaviour would
gradually extinct.
In socializing the young, the parents utilizes a variety of rewards & punishments. Source
of the tangible reinforces are such as – gifts or physical punishment (threat) others one
non-tangible reinforces such as approval or disapproval and display or withdrawal of
affection. The latter are often referred to as love-oriented techniques. Both the reinforces
helps in shaping development.

3. Models – Many times child learn more from observing and imitating the behaviour of
parents and adult models than from formal institution / teaching or reinforcement. Such
models demonstrate what is appropriate & expected of him by his social group. Other
than adult or parents model, child also learn and is affected by symbolic model such as
characters in movies and television programs. Many symbolic models are also
represented in one folk bore via historical heroes. These individual's reference groups
provide important models for shaping of his development and behaviour.

4. Standards and role expectations – Whatever we do much, sometimes shaped as the

standards, norms, roles and other 'rules for conduct' which evolved to guide the
individual's behaviour and to maintain the society. These standards & rules are enforced
by social control (such as rewards or punishment) and also by expectations of those
around us. Much of them shaped by expectations and sense of success or failure and even
of personal worth derives from the degree to which we see ourselves as meeting or failure
to meet these expectations. Our position in society also determine the social expectation
we are expected to meet.

5. Identification and inner control – The main aim in shaping development of a child is to
identify and develop inner guides and control. Thus, the child is pressured not only to
behave in socially approved way and to emulate approved models but also, identify with
them and adopt their belief, standards and values as his own. This process eventuates in
the development of consciousness which supplements, the external controls and operates
even when they are not present.

Individual likenesses and difference – The above ways can also foster individual
differences. The generalizations made about these influences can be-

1. Information & Competencies fostered by environment – the socio cultural

environment largely determines the type and amount of information available to the

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 individual. In some societies, individual has unusual opportunity of acquiring knowledge
about his world or himself. While other societies mistrust freedom of inquiry and believe
that children should be indoctrinated to accept particular belief. Still few are saturated
with superstition & taboos that individual are guilty restricted.
The sociocultural environment also determines both the competencies that are needed and
competencies that an individual can develop. The many differences in the competencies
developed by human beings despite the similarity that their genetic potentials would make
possible.

2. Uniformity and continuity of the environment – In more uniform & less changeable
socio cultural environment the more alike the members of the group will be. Dictatorship
takes the advantage of this principle by systemically indoctrinating their young people
with rigid political and economic beliefs & values & preventing them from having
exposure to other ideas. Isolated & self contained cultures, primitive groups tend to
produce considerable uniformity. In such group, the values of society as a whole &
subgroups within tend to be consistent & the basic personality type emerges as clear &
standardized.

History and Development of Home Science Extension

It means extending technical knowledge of farm wives or ladies in urban and rural
areas on food, child care, home decoration, kitchen gardening, money management, time
management, etc. It is the professional method of non-formal education aimed at inducing
behaviour changes in the farmers for increasing their income through increased production by
establishing firm linkages with research for solving their problems, ensuring adequate and
timely supply of resources. Home science extension education was started in late 30's of 20th
century with the following objectives:

1. To bring about desirable changes in the human behaviour, which includes change in
knowledge, skill and attitude.
2. To make the people aware that kitchen gardening and small scale industries are profitable
professions.
3. To create an environment for rural people so that they can show their talent, leadership
and efficiency.
4. To provide latest technical ‘know how’ to the farm wives with the fact and figures in the
shortest time.
5. To provide appropriate solution of their problems.
6. To bring the scientist closer to the farmers.

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Quality of Extension Worker
1. Personal 2. Social 3. Profession
Enthusiastic Leader Good communicator
Hard working Influential Good coordinator
Honest Seek cooperation Good manager
Patience Warm Good decision maker
Balanced Temperament Friendly Knowledgeable
Flexible Ability to induce People Resourceful
Intelligent Experimental and
Self confident with good Judgement Exploratory nature
Humble
Polite

PRINCIPLE OF EXTENSION

1. Principle of need and interest. Needs, Physical, social, psychological / spiritual,

Economic, integrative, Health. Needs can be felt or unfelt but, the strong need of interest
should be there.

2. Cultural differences. An extension worker must make himself fully conversant with the
local culture or the culture of community he is going to work with. He should familiarize
himself with norms, belief, language, dress, eating habit, behaviour pattern. This is
especially important in a country as diverse as India. The extension worker must feel
comfortable in new cultural setting in a community and should not criticize people
unnecessarily, should not be offending to people, e.g. programme of piggery have been
unsuccessful in areas largely dominated by Muslims.
In southern part of India, marriage is possible with girl at internal level or 1st cousin
but, the same is taboo in northern part of India.

Filling questionnaire. Evaluation can be either short term, long term and both have their
own significance. Besides evaluation there should be regular monitoring of program to see
that it has been implemented as planned.

Philosophy of Extension
Philosophy is system of values and beliefs which can guide ones work and become a
tool for improving work behaviour and practice.
1. Individual is very important for progress of a community. Great emphasis should be laid
on human resource development (HRD).
2. Extension helping people to help themselves to achieve better quality of life.
3. Improvement of entire community can be brought out by cooperative participation and
leadership development.

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4. Individual groups and community have to work together as a unit for finding solution to
their problem and executing plans.
5. People need to be motivated to work for achieving their objectives.
6. Technology should be used for development.
7. Human values of dignity, self respect and freedom are important while, doing extension
work.
8. Change in behaviour is a slow process, every change faces the resistance.
9. One must work in harmony with the culture of people.
10. Extension is continuous process of education.
11. Home is a basic unit in society and family is primary training agent.
12. Materials are only means to bring about development of people.
13. Forceful imposition and persuasion is not the way of extension worker.

Objectives of Extension (Home Science) – The goals of all extension activity and specially
Home Science extension is to improve quality of life of people. Quality of life can be defined
as physical, social, psychological satisfaction derived by people by material and non-material
resources.
1. Increased productivity and output of people by better health training and physical facility.
2. Reduction in social differences by upliftment of lower classes by castes, classes, socially
and economically.
3. Increasing people's participation in all fields by giving them opportunities, these
objectives can be achieved by both human resource development or material resource
development.
4. To raise standard of living of people and thus, improve quality of life.
5. To help people to become self-reliant, responsible citizens, willing to participate with
knowledge of understanding and landing in national development.
6. Generate better employment by generating opportunity.
7. To improve the health and nutritional status of people.
8. To enable people to meet their day to day required food, clothes, shelter, water, sanitation
and education.

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