CCO1 – AG Ext 1-

Agriculture

This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE

CCO 1 – Ag Ext1-Agriculture AGRIC 2 –

First Edition, 2022
 
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Learning Module Development Team

Assigned Chapter/Lesson Title Author/s

Chapter 1: Extension Education Mila, M. Patriana
Concepts, Philosophy,
Principles and Objectives
Chapter 2: The Challenge of Extension Mila M. Patriana
Chapter 3: History of Extension in the Mila M. Patriana
Philippines
Chapter 4 Communication of Mila M. Patriana
Extension
Chapter 5 Technology Diffusion- Mila M. Patriana
Adoption Process
Chapter 6 Extension Teaching Mila M. Patriana
Methods
Chapter 7 Management of Training Mila M. Patriana
for Extension
Chapter 8 Community Mila M. Patriana
Organization Approach
Philippine Biodiversity Mila M. Patriana
 
Evaluators:
 
(Salvador S. Soquila,) ,DEAN- CAVM
Myla G. Santiago , Chairperson - BAT
 
 
Course Overview
Introduction

Ag Ext1 – a three – unit course, which is about extension education concepts, philosophy,
principles and objectives. (CMO No. 14, s 2008)

This course will develop student’s skills in extension education activities by providing
information about concepts, philosophy, principles and objectives, the challenge of extension,
history of extension in the Philippines as well as the technology diffusion-adoption process,
Extension teaching methods management of training for extension and community
organization approach.

This course of study is also associated in promoting gender awareness in the classroom
through different learning factors such as using learner’s existing knowledge, springboard to
the language input, skills development, pattern practice, performance tasks, or integration of
unit language on learner’s field of specialization.

Course General Objectives

After finishing the course, the students should be able to:

1. Describe the concepts, philosophy, principles and objectives of extension
education.
2. Explain extension challenges.
3. Create clear, coherent and effective communication in extension.
4. Present the history of extension in the Philippines clearly.
5. Appreciate the diffusion-adoption process technology.
6. Adopt awareness of extension teaching methods.

Course Details:

 Course Code: CCO 1

 Course Title: Ag Ext 1 - Agriculture
 No. of Unit): 3
 Classification : Laboratory-based
 Pre-requisite / Co-Requisite: None
 Semester and Academic Year: 2ND Semester, AY 2021-2022
 Schedule: Mon. 8- 11 AM; Tues. 8-10; Thurs. 8-9
 Name of Faculty: Mila M. Patriana
 Contact Details
Email: milapatriana@gmail.com
FB Account: Mila M. Patriana
 Consultation
Day: Wednesday
Time: 2 – 4 P.M.
Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and
class code for LMS will be provided at the start of class through the class’ official Facebook
Group.

 Google Classroom
 University LMS

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or submission of
SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the examination
will be based on the lessons/topics as plotted in the course syllabus.
 0323

Module Overview
Introduction

This module aims to develop student’s skills in Ag ext. by providing information about
extension education concepts, philosophy principles and objectives, the challenge of
education, history of extension in the Philippines, communication in extension as well as the
technology diffusion-adoption process ,teaching methods, management of training and
community organization approach.

This course of study is also associated in promoting gender awareness in the classroom
through different learning factors such as using learner’s existing knowledge, springboard to
the language input, skills development, pattern practice, performance tasks, or integration of
unit language on learner’s field of specialization are also given emphasis in this module.

 Table of Contents

Chapter 1: Extension Education Concepts, Philosophy, Principles

Chapter 2: The Challenge of Education
Chapter 3: History of Extension in the Philippines
Chapter 4: Communication in Extension
Chapter 5: Technology Diffusion-Adoption Process
Chapter 6: Extension Teaching Methods
Chapter 7: Management of Training for Extension
Chapter 8: Community Organization Approach

 
 Ag.Ext 1 – Agriculture
 Chapter 1
Extension Education Concepts,
Philosophy, Principles and
Objectives
Chapter 1

Extension Education Concepts, Philosophy,

Principles and objectives

Introduction

Education word is derived from the Latin root ‘ex’ meaning out and tension meaning
stretching. Education is the process of facilitating learning or acquisition of knowledge , skill
values and habits. Under education method we can includes teaching training discussion,
directed toward research. Education take place them self as well as in front of instructor.
Education can take place in formal or informal settings and any experience that has a
formative effect on the way one thinks , feels, or acts may be considered education.

For better understanding, topics on the concepts, philosophy, principles and objectives are
discussed thoroughly in this module. Varied activities are also provided at the end.

Specific Objectives

At the end of the lesson, the students should be able to:

 
- State the concepts of education, extension, and agricultural extension.
- Identify and differentiate the types of education.
- Analyze the objectives of extension.
-

Duration

Chapter 1: Extension Education Concepts, = 3 hours

Philosophy, Principles and Objectives. (1hour discussion; 2 hours
assessment)
Lesson Proper

EDUCATION CONCEPTS
Education is
conceived as a lifelong
process of learning it is a
continuing process of
bringing about desirable
changes in the behavior
of human beings which
involves a variety of
methods and sources.
This starts from ear liest
infancy through

adulthood. The desirable changes in the behavior of the people include increased
knowledge, new skills, or better attitudes.
This definition connotes that education can be equated with learning regardless of where,
how, or when the learning occurs.
There are three modes
of education which support
the above-mentioned concept
of education, namely:
informal education, formal
education, and non-formal
education.
Informal
education is the lifelong
process by which every
person acquires
and accumulates knowledge, skills, attitudes and insights from daily experiences and
exposure to the
environment... at home, at work, at play from the example and attitudes of family and
friends, from travel, reading newspaper and books or by listening to the radio or viewing
films or televisions (Supe, 1983). Generally, informal education is unorganized and often
unsystematic, yet it accounts for the great bulk of any person's total lifetime learning
including that of even a highly schooled person.
Formal education refers to the highly institutionalized, chronologically graded and
hierarchically structured "education system starting from the primary school and reaching
the university education (Supe, 1983). The basic education (elementary and high school),
postsecondary and tertiary education belong to formal education.
Non-formal education refers to any organized, systematic, educational activity carried on
outside the framework of the formal system to provide selected types of
learning to particular subgroups in the population, adults as well as children. Thus defined,
nonformal education includes for example agricultural extension and farmer training
programs, adult literacy programs, occupational skill training given outside the formal
system, youth clubs with substantial educational purposes, and various Community program
of instruction in health, nutrition, family planning, cooperatives, and the like (Supe, 1983).
Albeit there are differences in the aforesaid types of education, (Table 1), there can be
considerable overlap and interaction between them. For instance, newspapers, books, TV,
radio are considered sources of informal learning, but these can be used also as
methods/media for both formal and non-formal education.

Table 1. Differences Between the Formal and Non-Formal Type of Education

BASES OF COMPARISON FORMAL NON-FORMAL
Educational Objectives For future Immediate application
application/preparation for
life
Groups served/ Generally youths Youths and adults,
Clientele/audience heterogeneous
Curriculum Fixed curriculum or course Based on people's
of study needs/no fixed curriculum
or course
of study
Place/venue Classroom/Schools Where the people are,
anywhere in the
community
Sponsorship National government and National government and
other sources other sources
Certification Confers degree and Gives certificates
diploma
CONCEPTS OF EXTENSION
Extension means to extend, to spread or to disseminate useful information and ideas to
rural people outside the regularly organized schools and classrooms (Supe, 1983). It may
also be defined as the extending of or a service or system that extends the educational
advantage of an educational institution to persons unable to avail of a formal education.
The above concept of extension connotes providing people with educational opportunities
and services outside the boundaries of the school. This is expressed in the philosophy of one
state university in the Philippines which states: “The ultimate measure of the effectiveness
of any institution of higher learning is its contribution to and impact on the educational
economic, social, cultural and political well-being and environmental consciousness of the
people it serves."
Conceptually, the role
of extension is to bri dge the
gap between the research
system and the client system
.
Extension, therefore,
is a type of intervention
focused on education and
training and related services,
designed towards helping
people to help themselves.

Operationally, this means that people with initial assistance from extension system through
their own effort need to develop self-reliance by acquiring new knowledge and skills,
attitudes, new insights, appreciation, and perception that will help them get through and
arrive at solutions to their own problems (Saplaco, 2000)
As one author puts it, "extension is a well-planned program of bringing the results of
agriculture research and technology to the rural people in many ways in order to bridge the
gap between the scientist and the farmer."
In other words, all forms of extension take education to the rural people. Extension takes to
the rural people that form of educational assistance appropriate to their needs. It is a
process of bringing about desirable changes in an individual such as knowledge, skills, and
attitudes. Thus, the term extension education.
Similarly. the concepts of agricultural extension imply effecting change, changes in behavior
of the rural people presumably resulting more specifically in improved agricultural
production, better living and improvement of a nation's economy, Agricultural extension is
highly regarded as a system of educating and training the rural people to develop skills and
abilities in farming. homemaking and youth building (Medina and Ancheta, 1978)
"Extension Services" refers to the provision of training, information, and support services by
the government and non-government organizations to the agriculture and fisheries sectors
to improve the technical, business and social capabilities of farmers and fisher folks. The
concept of extension in the Agriculture and Fisheries Modernization Act of 1997 (RA
8435) emphasizes the services to be provided in order to improve the status of farmers and
fisher folks.

PHILOSOPHY OF EXTENSION
Guralnik (1978) defines
philosophy as the general principles
of a field of knowledge. It is also
defined as a body of principles that
governs the conduct of human
activity. Di Franco (1966), an
extension specialist, believes that all
it takes to be a professional is to
learn the terminology,
rules, and philosophy of
your respective discipline. The
philosophy of extension serves as compass to give direction to extension activities.
There are some philosophical qualities of education that apply to extension which we may
adopt, believe and practice (Di Franco, 1966).
1. That education is the most permanent way through which to bring about change;
extension is fundamentally education.
2. That effective extension education must be based upon freedom of choice, voluntary
participation, and that participation in extension activity functions best when
democratic processes are applied.
3. That extension must be a form of education that teaches people to do things, not a
system of doing things for people.
4. That idea must be put to work for the betterment of the human race. Pursuing
knowledge for its own sake is like keeping tools locked up in tool chest. Tools must
be used. Like knowledge must be put to work.
5. That knowledge can only be transferred through a process of "man helping his
fellowman" With this, we must also accept a fundamental belief in the ability of
 people to help themselves and in the fact that all levels of society can learn to make
decisions.
6. That there is no fundamental difference in the intellectual abilities of any race or sex,
if given a chance to acquire education and if helped in the application of knowledge.
This does not mean difference in individuals. However, all people everywhere can,
when given the right stimulus and incentives, improve their capacity to put
knowledge and skills to practical use.

PRINCIPLES OF EXTENSION
The following principles can serve as guides for effective extension work:

1. Principle of Cultural Difference

People differ in
their culture. Their
cultural background,
place of origin,
parents, and
environment and
contribute to this. An
extension worker
must know should be
able to adjust to the
culture of the people.

Cultural barriers are ethnicity, religion, social status, level of education,

membership to organizations, economic situation, and others. An extension
worker may be working with people whose culture is different. Hence, before
going to the place the extension worker must have relevant information about
the people and their culture and the place itself.

2. Principle of Cultural Change

 The culture of the people changes with extension if they could feel and see
the outcomes and impacts of the efforts of the extension workers. Also, cultural
change may be noted if the people believe in the relevance, importance and
usefulness of information technology and disseminated/shared by extension
workers. Extension concerns change as the culture of the people changes. Adopt
extension projects and approaches to the cultural changes of the people for
effective extension work.

3. Principle of Interests and Needs

People are likely to support
extension programs based on their
needs and interests. In order to
determine the needs, interests,
problems and aspirations of the
people, the extension worker
gathers data and information
about them.
The extension worker conducts
meetings, informal talks, and
community surveys. However, an extension worker can only get the data if an
atmosphere of confidence is created. Also, data are gathered through
observations and visit in the homes and farms of the people in the barangays.
It is the role of the extension worker to help people understand themselves
and their situation, guide them in the identification of their problems and help
them in exploring possible solutions to their problems. The extension worker
should give priority to the felt needs of the people but gradually let them
appreciate the importance of solving their unfelt needs. The people will certainly
support the implementation of the extension program wherein they are involved
in the planning process.

4. Principle of Grassroots Approach

In extension, the differences in the educational attainment, culture of the
people, their economic and
social status and types of
farming should be carefully
considered. Start where the
people are and with what
resources they have.

.
 5. Principle of Cooperation
The rural people and the extension
worker should cooperate with each
other for the development of the
community. The extension worker
can identify cooperators in the
extension project to demonstrate the
goodness of a new practice or technology. Also, the extension worker can seek
the assistance of the local leaders to reach a great number of people
in the barangay. The people's extension program may have assistance from the
government organizations, local government units and other organizations. It is
the role of the people to cooperate in the proper implementation of the program
to be successful.

6. Principle of Participation

Participation means to have or to take a share with others in an activity,

(Guralnik, 1978). In extension, the rural people learn by doing. They should be
involved in the activities for more effective learning particularly in the planning,
implementation, and evaluation of projects for the improvement of their lives.
An example of a situation by which the clientele can be involved in is letting
them do a portion of a method demonstration; seeking their assistance in
coordinating a meeting; identifying a place to be visited during the field trip
among many others.
Different organizations/groups exist in the community. An extension worker
should pay attention to their needs and interests. These groups can help a lot in
extension work if properly recognized, given importance, opportunity to be
involved and mobilized appropriately in every stage of the development process.

7. Principle of the Use of Extension Teaching Methods

Extension worker works with individuals, groups of people and organizations.

This requires different extension teaching methods to be effective. Each method
when used has specific purposes, procedures, strengths, and weaknesses. The
extension worker should have knowledge and skills in using the appropriate
combination of methods for specific situations.
8. Principle of Leadership

In order to reach a great number of people

in the barangay within a short period of time,
local leaders must be trained and encouraged
to help in extension work. Since the local
leader is one among the people in the
barangay, he is
familiar with their characteristics and
idiosyncrasies. Also, the people maybe
more open in telling their problems and
needs to the local leaders.

9. Principle of Voluntary Education

Extension is a type of non-formal education which provides educational
opportunities without coercion and compulsion. This is a voluntary and free-
willing participation on the part of the clientele.

10. Principle of Satisfaction

People do not feel happy and satisfied only with monetary or material
rewards when they accomplish something towards development. Words of
praises, recognition and appreciation encourage voluntary participation and even
voluntary leadership in the extension program.

11. Principle of Trained Specialists

Specialists in agriculture share their research finding to the farmers through

the extension worker. Extension worker may have to obtain expert advice on
some particular problems from trained specialist, but generally he must rely on
his own knowledge in dealing with the rural people.

12. Principle of Whole Family Approach

Extension should consider all the members of the family in introducing

development projects. Every member of the family is important in making
decisions in terms of technology adoption. Their decisions may take into
 consideration the roles/function of each member and the consequence that the
technology may bring to the family farm and home management concerns.

OBJECTIVE OF EXTENSION
Objectives are statements of what we intend to do. Also, objectives are statements of
predetermined end products. These are expected outcomes of a certain specific activity.
Therefore, objectives serve as guides or direction in doing extension work.
Specialists in extension stated the following objectives:
1. The aim of all extension work is to teach people living in the rural areas how to
raise their standard of living, by their own effort, using their own resources of
manpower and materials with minimum assistance from the government (Saville,
1965).
2. The role of extension is to help people help themselves through educational
means to improve their level of living (Maunder, 1972).
3. According to Di Franco (1963) the objectives of extension are;

a. To raise agricultural production

b. To raise the level of living

All the above objectives are directed towards the development of human resources so that
they can do things that may improve their quality of life. The ultimate objective of extension
is the development of people, so that they can do things for themselves.

SCOPE OF EXTENSION
Extension has a wide scope of coverage and has many responsibilities. Every agency or
organization, be it government, non-government or local government units can contribute
to development particularly rural development via extension. They have programs which
may vary in detail from one agency to another or from service to service Nevertheless, these
extension services have common areas of interest.
The scope and responsibilities which are identified with the extension programs, projects
and activities of the different organizations and institutions are agricultural production;
processing and marketing of farm products, environmental protection and natural resource
development, farm and home management; family living; youth development, leadership
development; community improvement and resource development, and public affairs.
1. Agricultural Production
Majority of the Filipino population live in the rural areas and are engaged in
agriculture. Agricultural production contributes to economic productivity only if
farming can be made efficient. Efficiency means using land, labor, capital, and
managerial ability in the best possible combination to produce marketable product
with the least expenditure of productive resources and human effort (Maunder,
1972)
However, efficiency in agriculture is affected by many factors, some of which are:
continuous change of technology in production, processing, and marketing: the
available human and material resource, force majeure, governments priority
agricultural programs; sensitiveness of the government and other organizations to
the needs and problems of the people; people's response to agricultural innovations,
agricultural support services and food consumption patterns of the people.
To cope with the complexities in agriculture, the farmers need certain adjustments in
their daily lives. The extension service can serve agriculture and the nation's
economy by actively helping farm people cope up with these adjustments.

Force majeure: El Niño

For example, the government has instituted a number of programs, such as

Masagana '99, "Gintong Ani: (meaning Golden Harvest) which are designed to
increase agricultural yields through use of high yielding varieties, improved irrigation,
fertilization, and integrated pest management techniques. While these programs
generally involve the production of rice and corn, the government is also interested
in the increased production of high value commercial crops.
 2. Marketing, and Processing of Farm Products
Marketing of farm products are usually done by the small farmers themselves whose
produce are only a little over their home consumption needs. Farmers with more
harvests market their products to middlemen and other buyers. Often times, the
middlemen are earning more than the farmer producers.
An efficient marketing system should be organized so that the farmers together with
the processor, distributor, retailer and consumers and others may be equally
benefited.
The extension service may initiate a program in marketing, distribution and
utilization of farm products with the end in view of reducing the cost of marketing,
expanding the market and helping the people understand the marketing system.

3. Environmental Protection and Natural Resource

Development

The wealth of the nation depends upon the available natural resources the
determination and resourcefulness of its people and the efficiency with which
people conserve the resources for the common good. The attitude of the
government toward resources is a critical factor.
Studies show that today's use of water, air, land, and forests is placing
unprecedented pressure on the environment. The demand for water exceeds supply
in parts of the world and the land available for crops is decreasing (July 11, 2001
World Population Day).
Scientists estimate that an average 50-year old City tree provides at least P1, 919
worth of air conditioning units, P1,972.50 worth of erosion and storm water control,
at least P1,972.50 in wildlife shelter, and at least P1,315.00 in air pollution control in
one year. A single urban tree is also estimated to be worth over its half-century
lifetime at P1.5 million (Ceriles, 2000).
The environment issue is everybody's concern. Hence, cooperation among the
organizations and individuals involved is imperative (Maunder, 1972) Group action is
a vital element in this kind of endeavor. Success will depend on motivating people,
involving them in policy making and stimulating them to act together for the
common good. The extension service can have a unique opportunity in the following
aspects.
a. Creating awareness

b. Developing appreciation of the economic and recreational values of

natural resources.
c. Supplying and developing leadership

d. Sharing experiences and specialized knowledge, and

 e. Helping in identifying solutions to individual problems
Simple but useful and relevant involvement of the people in the barangays is
through the planting and caring of trees. Starting from the children the extension
service can encourage the people to earn while learning. Aside from this, there are
so many benefits that they can get from planting trees like food, clothing, shelter,
medicine, the aesthetic beauty, and therapeutic effects.
Nevertheless, the extension service should not be remised of including the
development of other natural resources for people's sake.

4. Farm and Home Management

Managerial skill has been defined as the ability to make decisions that achieve goals
in the most efficient manner (Maunder, 1972). The rapid change in technology, the
variety of goods and services available and the available resources of the people are
factors contributory to excellent managerial skill on the part of the farmer.
Making wise decision can be learned. The extension service can play a great role in
educating the farmers in farm management. The extension worker can help farmers
decide on what and how much resources to acquire and how and when to use them.
in so doing, the farmers may be able to improve his income thus improve the
family's level of living. Also, the farmer can improve his ability to make decisions and
develop confidence to carry them out.

5. Family Living

Any extension activity affects the head of the family, the wife and the children. Extension
service has to consider every member of the family because each of them has specific role
to perform in their everyday activities. According to Maunder (1972), family, home
economics, home management, food and nutrition, clothing, health and safety, problems of
low income and human relations are some of the major areas in which extension conducts
family living programs.

6. Youth Development

The needs, problems and aspirations of the youths are different from the adults.
Maunder (1972) mentioned that a boy or girl from 10 to 13 years old looks for
projects and activities in which he can do or apply his knowledge and skills. At 13 to
14, interests become broader. Group activities are more important Young people
want to help plan their own program and take some leadership. During this time
youths should be given attention. Their enthusiasm to development projects should
be well participate in the supported. Inadequate concern and attention for the youth
may lead to involvement in unproductive activities. The organization of the
 "Sangguniang Kabataan or Barangay Youth Council is a step towards developing
youth via participation in barangay projects.
Another transition begins when they graduate from secondary schools. Young
people begin to seek information and guidance on careers, on college work, on
marriage and in the other adult problems they are beginning to encounter. Extension
has now broader concept of youth work. It offers all the services it is capable of
giving to the different groups of youth. Hence, different government, non-
government organizations and LGUs have been providing services appropriate to
their needs.

7. Leadership Development

Leadership is the process of influencing other people. Leaders are the catalysts for
group action, the voice for group expression and the tool through which the group
considers and carries out its decisions (Maunder, 1972).
Leadership can be developed. Since almost everyone has the potential for
leadership, extension has started developing leaders. Potential leaders are given
opportunities to attend training particularly those that can provide learning
experiences in assuming leadership roles, and in building Confidence. Leaders when
developed help the extension worker reach more people.
"Kabataang Barangay" or Village youth leaders have programs, projects, and
activities in the barangay. Experiences in managing their projects will likely improve
their leadership capabilities.

8. Community Improvement and Resource

Development

There are three kinds of resources existing in the communities which the extension
worker has to reckon with. These are the natural, human, and institutional or
organizational resources.
The land, water, climate, minerals, etc. are natural resources which when managed
and developed properly provides maximum benefits to mankind. The most
important resource is human resources. They are the people with their attitudes,
skills, knowledge, insights, and experiences. Into their hands lie the development of
other resources. The institutional resources particularly the schools, the churches,
market, government organizations, non-government organizations and local
government units have their influence also on the response of the people in the
Community projects. The extension worker should seek their usual cooperation and
support in community improvement and resource development.
Working with rural communities and urban communities may need specific
approach/strategies. However, both communities will depend upon group action on
a community basis, to develop adequately their resources.
9. Public Affairs

Public affairs education is education for citizenship. Its scope is measured by the
educational needs of intelligent citizen concerned with public issues at every level of
government (Maunder, 1972). There are many issues and concerns that affect the
people in the communities economically, educationally, politically, and culturally.
Extension service should provide opportunities to people to participate in activities
that aim to clarify issues and problems on public affairs. The people will not be told
what to do but instead they will be assisted to study the economic and social
consequences of alternative courses of action.
Moreover, when extension teaches new technology, it must also accept the
responsibility to help society make the adjustments that will assure genuine benefits
from such technology. This is a form of help which responsible citizens need to
appreciate. It offers a challenge to which extension can and should respond
vigorously.
ACTIVITY SHEET
___________________________________________________________________________

CHAPTER 1
QUIZ # 1

Name: JOHN HARRIS S. REMOLACIO Course/Year/Section: BAT-IIIB Score: ____

ANSWER THE FOLLOWING CORRECTLY:

l. TRUE OR FALSE
TRUE 1. Education is a lifelong process of learning.
FALSE 2. Education is a one-way process of bringing knowledge.
TRUE 3. Extension bridge the gap between the scientist and the farmer.
FALSE 4. Education is the worst permanent way through which to bring about change.
TRUE 5. Effective education must be based upon freedom of choice and
voluntary participation.

ll. IDENTIFICATION: WRITE YOUR ANSWER BEFORE THE NUMBER.

They are the people with their attitudes, skills, knowledge, insights, and
experiences. Into their hands lie the development of other resources. 1.
Every person acquires knowledge, skills, attitudes from exposure to the
environment.

Managerial skill has been defined as the ability to make decisions that
achieve goals in the most efficient manner 2. It starts from the primary up to
reaching university education.
The needs, problems and aspirations of the youths are different from the
adults. 3. Educational activity outside the framework of formal system to
provide selected types of learning.
Extension means to extend, to spread or to disseminate useful
information and ideas to rural people outside the regularly organized
schools and classrooms 4. It means to extend or to spread useful
information to people outside the organized classroom.
Among the very basic principles that guide scientists, as well as many
other scholars, are those expressed as  respect for the integrity of
knowledge, collegiality, honesty, objectivity, and openness 5. The general
principles of a field of knowledge.
Ill. Give 2 principles of extension and discuss briefly but substantially. (5 points)
(Points based on Rubrics)

Family Living

Any extension activity affects the head of the family, the wife and the children. Extension
service has to consider every member of the family because each of them has specific role
to perform in their everyday activities. family, home economics, home management, food
and nutrition, clothing, health and safety, problems of low income and human relations are
some of the major areas in which extension conducts family living programs

Farm and Home Management

Managerial skill has been defined as the ability to make decisions that achieve goals
in the most efficient manner. The rapid change in technology, the variety of goods
and services available and the available resources of the people are factors
contributory to excellent managerial skill on the part of the farmer.
Making wise decision can be learned. The extension service can play a great role in
educating the farmers in farm management. The extension worker can help farmers
decide on what and how much resources to acquire and how and when to use them.
in so doing, the farmers may be able to improve his income thus improve the
family's level of living. Also, the farmer can improve his ability to make decisions and
develop confidence to carry them out.
Assessment (insert Rubrics)
Each question will be graded based on this five (5) point rubric.

LEVEL DESCRIPTION

an outstanding example of courage. marked by

superiority or distinction; excellent; distinguished:
5 - Outstanding
an outstanding student. continuing in existence;
remaining unsettled, unpaid, etc..

acceptable, excellent, exceptional, favorable, great,

marvelous, positive, satisfactory, satisfying, superb,
4 - Good
valuable, wonderful, honest, respectable, able,
efficient, proper, reliable, suitable, talented.

Something or someone that is fair is reasonable,

3 - Fair
right, and just.

lacking sufficient money to live at a standard

considered comfortable or normal in a society.
2 - Poor people who were too poor to afford a telephone. no
food to eat homeless , No house

 a situation in which someone does not have

1 - Very Poor enough money to pay for their basic needs. No
house, No money, and a fat man
Assignment

ASSIGNMENT # 1

Make a research on the culture of people from the different regions in our country. Include
pictures on the different cultures.

Canada traditional dishes

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