UNIT II.

AGRICULTURAL EXTENSION: AN
INTERVENTION FOR SUSTAINABLE DEVELOPMENT
Topic 5. Extension in State Colleges and Universities

The Higher Educational Institutions (HEIs) play a central role in the development of human
resources. These institutions are potent partners in the development process given the range of
specialization engaged in by its constituents. HEIs are mandated to perform teaching, research
and extension. The term “university extension or “extension of the university” was used in
Britain in the 1840’s though it was said to have been institutionalized in Trinity college in the
years 1867-68 when James Stuart gave lectures to women’s associations and men’s clubs in
North of England. Jame Stuart is the Father of University Extension. Other universities followed
suit and Cambridge University described extension as “any educational innovation done outside
the university” where most of the interventions focused on literary, agriculture and social topics.
Seaman Asahel Knapp, an American educator, farmer and editor of The Farmers’ Journal
and one of those who drafted the Hatch Act of 1887, was one of the early figures who
popularized weekend lectures on new scientific agricultural practices for farmers. With the
passage of the Smith Lever Act of 1914 in the United States of America, the Land Grant
Universities were assured of federal grants for its extension activities directed towards
surrounding agricultural communities.

Today, extension in the State Colleges and Universities in the United States refers to a
range of educational opportunities that is committed to the vision of productive involvement in
their locale. While the interest was primarily agricultural, extension function in higher education
has expanded in terms of interest and coverage. A cursory review of the extension programs of
different Universities in the US proves this point. For example, Extension Community
Development programs of Purdue University covers provision of educational opportunities and
interventions along the line of economic impact analysis and decision making, economic and
business development, local and regional development, leadership, civic engagement and
collaboration and natural environmental resources management. The Extension Program of the
University of Illinois covers twelve (12) programs areas which includes the traditionally oriented
agriculture areas such as Agriculture, Horticulture, Local Food Systems and Nutrition and
Health, a program for Spanish Communities, Home and Families, 4H and Youth, Schools on
line, Extension and Outreach Initiative, Community Economic Development, Natural Resources
and Development and Energy and that of the University of Missouri’s program areas range from
Agriculture, Natural Resources, Lawn and Garden, Home and Consumer Life, Nutrition and
Health, Family and Relationships, Community and Leadership, Business and Workforce and
Emergency Management.
 Extension in Agricultural Asian Universities had likewise expanded from a purely
agricultural production concern to a broader aim of rural development which includes school
support programs such as agricultural education before school age and school age children which
includes conduct of science fairs, collaborative teaching program with science high school
teachers and community service programs. Bogor Agricultural University promotes student
community service while University of Putra Malaysia has refocused its extension service unit to
a business center unit.

The Office of Extension Coordination in UP Diliman defines extension as “those that

include services utilizing expertise and talent related to one’s discipline outside instruction and
research, such as non-degree training seminars, workshops, conferences, review classes,
advisory/technical information services, exhibits and performances, consultancy, networking,
advocacy, and volunteer community work”. The definition accommodates various activities that
may range from conduct of survey, implementation of community-based programs, conduct of
training program, workshops, organizing conferences, production and dissemination of
information, education and communication IEC materials, technology promotion and project
implementation of specific concerns, such as natural resource management or health or illiteracy,
poor sanitation, environmental problems, community organizational management problems, and
curriculum improvement in basic education, intermediary functions such as networking,
volunteer activities and even consultancies. Moreover, the Kellogg Commission states that more
than transferring knowledge to the community, which is the common understanding of what
extension function is, Universities have a responsibility to engage with the community. This
further expands the concept of what extension function really is and could indeed cover all other
functions conducted by HEIs that are not classified under instruction or research. However, this
kind of simplification actually leads to confusion for HEI leaders as to what to emphasize and
therefore contribute more to their institutions effectiveness.

Despite the wide range of what can be considered “extension”, it is a mistake to conclude
that there are many who engage in this function. Lero (2010), in his study of extension education
function in state colleges and universities in the Philippines, articulates that extension function is
the least understood and marginalized function among HEIs. Because of this, Lero further avers
that HEIs in the country view extension indifferent ways with the most common form as dole out
assistance to communities struck by calamities and other community outreach activities like
coastal clean up. These various views on extension imply that extension as a function of HEIs is
not well-infused into the consciousness of the entire institution as Lero (2010) claimed. In
addition, Alcala (2011) claimed that the concept of academic extension is misunderstood by
many universities in the country for thinking that any community service done by the staff of a
college or university is academic extension which is seriously flawed. Thus, must be corrected.

This further leads to the confusion as regards what extension should be and how
extension ought to be performed. The gap appears to be connected not only with the importance
attached to extension but also to the nature and practice of extension in HEIs. However in the
Philippine set up, Mojares (2015) determined how extension as a function is understood by
extension managers and how the function is carried out by the HEIs they represent (see Figure
11).

On the other hand, extension programs are those that refer to interventions of HEI
respondents that aim to make a positive contribution to community members. This definition has
been adopted to accommodate the activities conducted by HEIs along extension. In most HEIs
here in the Philippines, they followed as what shown in Figure 12.

Figure 11. Concept map of HEI extension in the Philippines

Figure 12. Dominant Delivery Pathway of HEI Extension Programs in the Philippines
Moreover, the dominant model in extension delivery of HEIs here in the Philippines is the direct
service provision model which can be illustrated in Figure 13.

Figure 13. Dominant Model of HEI Extension Delivery in the Philippines.

In the Philippines, Section 90 of Agriculture and Fisheries Modernization Act (AFMA)

of 1997, otherwise known as RA 8435 mandates SUC’s to focus on the improvement of the
capability of LGU extension service by:

 Under the AFMA of 1997, SUCs do not deliver direct extension services but work with
DA operated extension. SUC play a significant role in addressing the shortage of well-
trained agricultural extension staff in the field level through trainings on non-degree
programs degree and non-degree training programs.
 Technical assistance
 Extension-cum research activities
 Monitoring and evaluation of LGU extension projects, and
 Information support services through the tri-media and electronics

Under the AFMA, the extension function of SUC’s are expected to complement and
supplement the extension work of other government agencies especially that of the LGUs.