Extension programme planning is the process of determining, developing and executing programmes. It is a continuous process, whereby farm people, with the guidance and leadership of extension personnel, attempt to determine, analyse and solve local problems. In this, there are three characteristics:. An organized and purposeful process, initiated and guided by the agent, to involve a particular group of people in the process of studying their interests, needs and problems, deciding upon and planning education and other actions to change their situation in desired ways and making commitments regarding the role and responsibilities of the participants Olson, An analysis of these and other definitions of extension programme planning implies that it:.
Progress requires a design : Effective education is a result of design not drift; it results from a plan-not from trial and error. The experience of workers in education and in other educational agencies has been that progress is made most effectively when a plan of action is set forth and followed. The pay-off for educational effort comes when people change their behaviour to improve their situation. These results come most rapidly when careful planning is done and when effective teaching methods are used.
Planning gives direction: There are no tests for directing the people's learning in extension. This arguments the difficulty of designing a plan and underscores the fact that planning is one of the most important jobs of extension workers. In planning or constructing a course of study, the teacher should be guided by five major factors: 1 the purpose for which the course is offered, its aims; 2 the characteristics and needs of those who are to take the course; 3 the educational environment of these persons; 4 the sources of information available; and 5 the requirements or demands of the vocation or other uses to which the learning is to be put.
These factors apply to the development of extension programmes as well as to the curriculum of the public schools. The factors that apply to the study of a situation will be considered more closely a little later. Effective learning requires a plan: There must be consciously directed effort on the part of the teacher to give guidance to the learning process. The direction of this teaching effort can best be stated in terms of objectives. They must be developed with the people to be taught and must be capable of attainment by and with the people concerned.
Planning precedes action: The results of an action are dependent on the following: adequacy of analysis of the problems, situation of objectives and involvement of the people. Through the planning process, questions such as these are posed: i. What information do farm men and women need most? Which kind of information shall be extended?
What information shall be extended first? How much time shall be devoted to this line of work? How much effort shall be devoted to this line of work? The answers to these questions lie in the programme planning process. Kelsey and Hearne have given the following rationale for a planned extension programme.
According to them, sound extension programme planning:. Thus it could be said that planning programmes is an integral part of the development process and ensures better and efficient utilization of resources, accountability and human development.
Principles of programme planning After a critical analysis of the programme planning principles available in extension literature, Sandhu identified a set of principles that may be applicable in developing countries. Programme 1. Extension programme planning is based on analysis of the facts in a situation It is important to take into account the conditions that exist at a particular time.
This implies that factors such as land, crops, economic trends, social structure, economic status of the people, their habits, traditions and culture, in fact, everything about the area in which the job is to be done and its people, may be considered while planning an extension programme for an area. These factors may be viewed in terms of established long-term objectives and rural policy.
The outcome of previous plans should also be reviewed and results utilized. Brunner and Yang argue that there is no greater mistake than to assume that technical know-how alone will solve the problems of the farmers. They say that no programme or even technique can achieve the desired results when not in harmony with the culture of the people.
Extension programme planning selects problems based on people's interests and needs Sound programme building selects problems based on people's needs. I t is necessary to select these problems which are most urgent and of widest concern. Choice of problems must be from among those highlighted by an analysis of the facts regarding what are felt as unfelt needs. To be effective, extension work must begin with the interests of the families.
It must meet interest and use them as a spring-board for developing further interests. It is common knowledge that people join together because of mutual interests and needs. Brunner said that an extension programme must meet the felt needs of the people. Leagans has recommended that the extension workers adopt the subject matter and teaching procedure to the educational level of the people, to their needs and interests, and to their resources.
Extension programme planning determines definite objectives and solutions which offer satisfaction In order to hold interest, we must set working objectives and offer solutions which are within reach and which will give satisfaction on achievement. This is related to motivation for action. People must see how they or their communities are going to benefit from the proposed solutions. Very often the simplicity or dramatic effect of the practice recommended is the most potent factor in its wide adoption.
Further, if there is to be progress and not more evolution in the development of man, the objectives must be periodically revised in view of the progress made. In other words, as changes occur, objectives need to be re determined to allow for even further progress to be realized. Extension programme planning has permanence with flexibility Any good programme must be forward looking and permanent.
Permanence means anticipating years of related and well organized effort. Along with this lower process, which both follow and makes a long-term trend, experience has shown that particular items will need to be changed to meet unforeseen contingencies or emergencies.
Without flexibility, the programme may not, in fact, meet the needs of the people. A programme should be prepared well in advance of its execution but not too far ahead of time. Ordinary events may subject it to change in part though not in total. It is obvious that an extension programme must be kept flexible to meet the changing needs and interests of the people.
Extension programme planing has balance with emphasis A good programme should cover the majority of people's important interests. It must be comprehensive enough to embrace all groups, creeds and races at all levels and community, block, state, national and international problems.
It is futile to deal with only one phase of life in a community as an end in itself. At the same time, a few of the most important or timely problems should be chosen for emphasis. To avoid scattered effort, something must stand out. Decisions must be made as to which of the needs are most urgent. The next consideration in choosing items for emphasis is to promote efficiency by permitting a good distribution of time and effort throughout the year.
Too many things carried out simultaneously will divide either the worker's or the people's attention. Planning process 6. Extension programme planning has a definite plan of work No matter how well a programme is thought through, it is of no use unless carried out.
This implies good organization and careful planning for action. A plan of work is an outline of procedure so arranged as to enable efficient execution of the entire programme.
It is the answer to what, where, when and how the job will be done. In carrying out programme plans, different leaders and groups may work on various phases, i. Organization should be used as a tool to accomplish these purposes, never as an end in itself. Extension programme planning is an educational process The people who do the planning may participate in local surveys and neighbourhood observations.
This provides an opportunity for them to learn more about their own community and area and increases their interest. The extension worker has the responsibilities of providing local leaders with the knowledge, skills and attitudes they must have if they are to help in educationally serving the people.
Essentially, learning takes place through the experiences the learner has and the responses he makes to the stimuli of his environment. The experience gained in finding facts, analyzing situations, recognizing problems, stating objectives and thinking of possible solutions and alternatives should make for a better and more effective learning environment.
The extension personnel should remember this fact and provide opportunities for the effective participation of local people in programme planning. Extension programme planning is a continuous process Since programme planning is viewed as an educational process and since education is seen as a continuous process, therefore it logically holds that extension programme planning is a continuous process.
There is no question of exhausting new knowledge, either in the subject matter with which we deal or in the methods of teaching. With the constant flux of agricultural technology, extension education is faced with an increasingly more difficult job as it tries to serve the needs and interests of the people.
Sutton said that extension in a changing society must adjust and plan for the future to serve the needs of people. He set forth five steps within might be useful in making necessary adjustments: i.
Keep choice to the people ii. Be flexible and ready to grasp with firmness new problems as they arise. Work with people in seeking practical solutions to their problems. Keep abreast of technological and social change.
It is obvious that tomorrow's problem will not be the same as today's. So extension must make periodic adjustments in its plans to meet the changing problems. Extension must also be alert to the change that is going on in Science and Technology. With new technology, solutions to problems change.
It is therefore necessary to view extension programme planning as a continuous process though its recurrence is cyclic. Extension programme planning is a co -ordinating process Extension programme planning finds the most important problems and seeks agreement on definite objectives.
It coordinates the efforts of all interested leaders, groups and agencies and considers the use of resources. It obtains the interest and co-operation of many people by showing them why things need to be done. This is important in working with people. Within the extension organization, the block staff may work together on an integrated programme, each member devoting part of his energy to appropriate phases. Extension programme planning involves local people and their institutions Involvement of local people and their institutions is very essential for the success of any programme for their development.
People become interested and give better support to the programme when they are involved in the planning process. So, extension programmes should be planned with the people and not for them. Extension programme planning provides for evaluation of results Since extension programme planning involves decision-making procedures, so evaluation is important in order to make intelligent decisions aimed at achieving the stated objectives.
Matthews pointed out that extension progarmme planning and evaluation go together. Kelsey and Hearne have said that all other principles of programme building are related to evaluation.
Effective evaluation will, of course, depend on clear objectives, knowing which people we are trying to teach and having records of the results in terms that reflect changes in their action. Starting a programme with the intention of engaging in a careful evaluation at the close of a specific period has a salutary effect on all the intermediate processes.
However, provision has to be made both for concurrent and ex-post facto types of evaluation. Sandhu developed a model for planning extension and rural development programmes. This model has six phases with a number or steps to be followed under each phase. Planning Process Involves 1. Reaching, Understanding regarding principles, procedures, roles and time schedules 2. Analysis situation 3. Determining programme objective 4. Selection problems 5. Finding solution.
Organisation for Planning I. Planning Process 1. Reach understanding regarding principles, procedures, roles and time schedule. Analyse situation. Determine objectives. Select problems with due regard to priorities. Find solutions. Planned Programme Prepare a written statement of: i situation ii objectives; iii problems; and iv solutions.
Plan of work Prepare a plan of work containing information regarding: i people to be reached; ii goals, dates and places; iii teaching procedures to be followed; iv duties, training and recognition of leaders; v roles to be played by extension personnel; and vi roles to be played by other agencies. Follow Connect with us. Sign up. Thank you for subscribing to our newsletter! Connect with us. Term of the Day. Best of WorkplaceTesting weekly.
News and Special Offers occasional. Program Planning. What Does Program Planning Mean? WorkplaceTesting Explains Program Planning A program is created when an organization identifies a need and creates a plan for addressing that need.
Related Question Is health coaching an effective tool for a wellness program? Visit www. Program planning is a multi-step process that generally begins with the definition of the problem and development of an evaluation plan.
Although specific steps may vary, they usually include a feedback loop, with findings from program evaluation being used for program improvement. The types of steps that are generally used in program planning are listed in the table below, along with selected resources that may be useful at each step.
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