The Extension Educational Process

The Extension Educational Process

Extension education is a participatory process and involves five essential and interrelated steps. The sequence of steps is discussed on the basis of concept developed by Leagans (1967).

There are five steps are included in extension education process {SOTER}

1. Situation

2. Objective

3. Teaching

4. Evaluation

5. Reconsideration 

1 Situation Analysis- The first step consists of collection of facts and analysis of the situation. Facts about the people and their enterprises: the economic, social, cultural, physical and technological environment in which they live and work. These may be obtained by appropriate survey and establishing rapport with the people.

2. Objective- The next step is deciding on realistic objectives which may be accomplished by the community. A limited number of objectives should be selected by involving the local people. The objectives should be specific and clearly stated, and on completion, should bring satisfaction to the community. Objectives should state the behavioral changes in people as well as desired economic and social outcomes.

3. Teaching The third step is teaching, which involves choosing what should be taught (the content) and how the people should be taught (the methods and aids to be used). It requires selecting research findings of economic and practical importance relevant to the community, and selection and combination of appropriate teaching methods and aids.

4. Evaluation The fourth step is evaluating the teaching, i.e. determining the extent to which the objectives have been reached. To evaluate the results of an educational programme objectively, it is desirable to conduct a re-survey. The evidence of changed behaviour should be collected, which shall not only provide a measure of success, but shall also indicate the deficiencies, if any.

5. Reconsideration  The fifth step is re-consideration of the entire extension educational programme on the light of the results of evaluation. The problems identified in the process of evaluation may become the starting point for the next phase of the extension educational programme, unless new problems have developed or new situations have arisen.

Thus, the continuous process of extension education shall go on, resulting in progress of the people from a less desirable to a more desirable situation.