FISHERIES

EXTENSION
4th Semester
Paper : FSC -401 Unit -2

 Dr. Joydev Maity

 Department of Fishery Sciences
 Vidyasagar University
 Midnapore – 721102, West Bengal, India
 What is Extension?
 The word Extension is derived from the Latin roots ‘ex’ meaning ‘out’
and ’tension’ stretching. Extension is that type of education which
stretched out to people in the rural areas far and near, beyond the limits
of the educational institutions which the formal type of education is
usually confined. Thus, it is an out-of-school system of education.

 Extension is an education system, and its aim is to bring in desirable

changes in human behaviour.

 Education should be conceived as life-long process of learning.

 Extension methods are used to educate rural people outside regularly or

ganised schools & class rooms brining out social & cultural
development.

 Extension means to extend & to spread useful information & ideas to

rural people.

 The National Commission of Agriculture (1976) refers to extension as an

in-formal out-of-school education and services for the members of the
farm,family & others directly or indirectly engaged in farm production,
management, conservation and marketing.
 Extension Education
 It can be defined as educational process to provide knowledge to the
rural people about the improved practices in the convincing manner
and to helpthem to take decision within their specific local condition.
 In this type of education, the target groups are normally villagers and
the rural people. The extension programmes are intended for the
development of these people. It involves conscious communication of
information to help people form sound opinion and make good
decisions.
 Education is an intergral part of extension. Education is the process of
bringing desirable changes into the behaviour of human beings
(Dahama and Bhatnagar,1988), Through education, desirable changes
occur in one's knowledge, attitude and skills either in all (or) one or
more components of human behaviour.
 Knowledge - Things known
 Attitude - Things felt
 Skills - Things done
 Education
 Human behaviour ===========> Improved human behaviour
 Leagans (1961) defined Extension Education as an applied science
consisting of content derived from research, accumulated field
experience and relevant principles drawn from the behavioural
sciences synthesized with useful technology into a body of
philosophy, principles and methods focused on the problems of
out-of-school education for adults and youths.
 Sinha (1968) defined Extension Education as an applied
behavioural science, the knowledge of which is to be applied for
desirable changes in the behavioural complex of the people.
 Singh (1980) defined Extension Education is an applied science,
the knowledge of which is applied to bring about desirable
changes in the behavioural complex of human beings usually
through various strategies and programmes of change and by
applying the latest scientific and technological innovations.
 Commonalities in definitions
 1. It is an applied behavioural science.
 2. It is applied for bringing desirable changes in the behavioural
complex of the people.
 Extension education is a formal system of education which helps
the students and extension personnel to understand the basics of
planning and undertaking extension works.
 Basic definitions related to extension are given as follows.
 Planning Commission (1953) : Extension is a continuous process
esigned to make the rural people aware of their problems and
indicating to them ways and means by which they can solve them.
It, thus, not only involves educating the rural people in
determining their problems and the methods of solving them, but
also inspiring them towards positive action in doing so.
 Ensminger, D. (1957): Extension is an education and its purpose is
to change the attitudes and practices of the people with whom the
work is done.
 Kelsey, L.D. and Hearne, C. C (1963) : Extension is an out-of-school
system of education, in which adults and young people learn by
doing. It is a partnership among the government, the Land Grant
Colleges (farm colleges) and the people which provides services
and education designed to meet the needs of the people.
 Summary of the definitions
 1. It is a non-formal education system.
 2. It aims at socio-economic development of the individual and
the community.
 3. It provides linkage between extension personnel, researchers
and clients(farmers and rural people).
 4. It gathers, processes, stores and disseminates information.
 5. It is people -oriented, knowledge- based and problem- focused.
Types of Education
 Informal Education: It is the life long process by which every
person acquires knowledge, skills, attitudes and new
insights from experience and exposure to environment.
 Formal education : It is a type of education that is offered in
schools and colleges for those who have enrolled themselves
as regular students for these academic programmes.
 Non-formal education: It is an out-of–school system
of education that is carried to villages and fields for the
benefit of rural people to enable them as better decision
makers to improve their occupations and livelihood.
 Extension is a type of non-formal education which is
stretched to villages and fields to address the needs of
farmers and other rural folk. In this type of education, the
target groups are normally villagers and the programmes are
often intended for their development. The means for
achieving the purpose is education.
History of Extension

 Shantiniketan project In 1908, Rabindranath

Tagore started the youth organization in
thevillage in Kaligram Pargana. In 1921,
he established RRI (Rural
ReconstructionInstitute) at Shantiniketan for d
evelopment of Agriculture, Co-opreatives,
Industries and Education. The objective was to
create interest in people for the rural
development and to study the rural problems.
These objectives were achieved by developing
village leadership and establishing training
centers for handicraft.
 Attempts were made as early as 1928 for the development of fisheries
through technology transfer and the still the process is continuing. Some
of the significant attempts made so far in India for technology transfer is
fisheries are given as follows.
 Royal commission on agriculture (1928) noted that nothing was being
done to develop the country’s fishing industry and recommended to the
Government that utility of the Departments should not be judged from
the amount of revenue it earned.
 - As per the recommendation of the Grow More
Food Campaign (GMFC) in 1940, t raining centres on fisheries were
established in Barrackpore, Calcutta and Mandapam in 1945. A fisheries
experiment station was set up at Barrackpore in 1947 (which has later
become CIFRI).
 - The First All India Fisheries Conference (1948) convened in New Delhi
recognised the importance of fishing industry at the hands of the
concerned officials of the central and State Governments and did focus
its attention on the need to develop fisheries industry. The idea of
subsidizing some part of capital expenditure, especially on mechanism,
originated in this conference
 - The All India Co-ordinated Research Project (AICRP) on
composite carp culture was started in 1971 for
demonstrating that technology in different macroclimatic
zones.
 - AICRP on air breathing fish culture was launched in 1971
in West Bengal, Karnataka, AP, Bihar and Assam to evolve
appropriate technology on freshwater air breathing fish
culture in public water bodies.
 - The Marine Products Export Development Authority
(MPEDA) was established in 1972 to augment the country’s
fisheries production and to promote export of seafood.
 - Krishi Vigyan Kendras (KVKs) were started in 1974 as a
district level grass root institution to impart need-based
and skill-oriented vocational training in agriculture and
allied fields to farmers, unemployed youth and extension
workers through work experience. The first KVKs was
started at pondicherry in teyear 1974.
 -
 The International Development Research Centre (IDRC) -
Rural Aquaculture Project was launched in 1975 with the thrust
on demonstration of various aspects of carp culture and carp
seed production by providing all necessary inputs and know-
how for improving the rural economy. This was operated in 75
villages in West Bengal and Orissa.
 - Operational Research Project (ORP) was launched in 1974-75
to disseminate proven technology in a cluster of villages to
identify the constraints there of for rapid dissemination of
technical know-how.
 - Fish Farmers Development Agency (FFDA) was initiated by
the Government of India in 1974-75 to popularise fish culture
as an alternative means of employment generation and
removal of poverty for the rural poor.
 - Inland Fisheries Project (1979) aided by the World Bank was
started which provided credit assistance for construction of
modern fish seed hatcheries. A total of 62 hatcheries came up
in North India under this project.
 - Lab to land project was launched in 1979 to transfer technology
from research laboratories to farmers’ fields to improve the
economic conditions of small and marginal farmers.
 - Brackishwater Fish Farmers Development Agencies
(BFFDA) (1985-90) were established with an objective to utilize
the country’s vast brackishwater resources for fish /shrimp
culture.
 - Institute Village Linkage Programme (IVLP) was initiated in
1996 for assessment and refinement of technology in the light
of bio– physical and socio-economic constraints. IVLP was
launched to provide technology package suitable to
microsystems with in which a farmer operates.
 - Agricultural Technology Information Centre (ATIC) was
started with the objective of “Single window system “ of delivery
of products, information and analytical services to farmers and
entrepreneurs.
 -Jai Vigyan Mission (2000) was launched for ensuring household
food and nutritional security through enhancing productivity of
fisheries in tribal, backward and hilly areas and is presently
under way in Orissa, Chhattisgarh and Assam.
Needs for Extension
 Need is more for the rural economy with its major
component of agriculture and allied activities to keep
pace with the brisk changes characteristic of modern
times. To achieve this, research findings on improved
technologies developed by research organisations have
to be taken to the farmers, the ultimate users of such
improved technologies, for adoption in their fields. Like
wise, the problems faced by the farmers in their field
have to be taken to the research organisations for
solutions. Extension agency serves as a link between the
farmers and the research organisations in these
functions.


Principles of Fisheries Extension
 Some general principles of extension work have been applied and
tested in several societies. There are about 15 such principles which
have general application in the field. They are listed as follows.
 1. Principle of grass root approach.
 2. Principle of co-operation and participation.
 3. Principle of voluntary education.
 4. Principle of teaching methods.
 5. Principle of local leaders.
 6. Principle of trained specialists.
 7. Principle of satisfaction.
 8. Principle of whole family approach.
 9. Principle of democratic approach.
 10. Principle of cultural difference.
 11. Principle of learning by doing and seeing is believing.
 12. Principle of local resources.
 13. Principle of need-based programme.
 14. Principle of aided self help.
 15. Principle of evaluation.
Scope of Fisheries Extension
 Extension has great scope in fisheries because a majority of the
stakeholders in fisheries are socially and economically
backward. They deal with common resources and the techniques
adopted for the utilisation of these resources which will have
greater impacts on the socio-economic conditions of the
stakeholders and the ecosystem as well. Hence, there is a need
for creating awareness amongst them and changing their
behavior by informing and educating them. The major areas of
scope for fisheries extension are listed below.

 1. Efficiency in fish production

 2. Efficiency in marketing, distribution and utilization
 3. Conservation, development and sustainable use of natural
resources
 4. Farm and home management
 5. Family living
 6. Youth development
 7. Leadership development
 8. Community development and rural area development
 9. Public affairs and
 10. Alternative livelihood means
 Extension Teaching Method
 Extension teaching methods are the instructional devices that
are used to create situations or environment in which
communication can take place between the instructor and the
learner in an effective way. In other words,
extension teaching methods are the tools of plan used by the
extension worker to communicate their ideas to the clients.
Proper selection and combination of teaching methods and
skillful handling will serve this cause and will bring out
expected behavioural changes among the learners.
 Functions of Extension Teaching Methods:
 · To provide communication so that the learner may see, hear
and do the things to be learnt.
 · To provide stimulation that causes the desired
mental/physical action on the part of the learner.
 · To take the learner to one or more steps of the teaching -
learning process, viz., attention, interest, desire, conviction,
action and satisfaction.
 Factors to be considered in the selection of
extension teaching methods:
 Some of the important factors are mentioned below
which must be kept in mind while selecting the
suitable teaching method for a particular situation.
 1. Nature of subject matter and content to be taught.
 2. Objectives that are to be accomplished
 3. Size of the clientele.
 4. Availability of budget, man power and time.
 5. Facilities and availability of material.
 6. Effectiveness of methods.
 7. Combination and sequences of methods.
 8. Interests and abilities of the communicator.
 9. Abilities and interests of the clientele
Classification of Extension Teaching Method
 Teaching methods are the tools in the hands of extension
worker for transfer of new technology. A whole range of
extension teaching methods are available, that can serve
different purposes. Broadly, such methods may be
classified in three ways viz.,
 1.According to use
 2.According to form and
 3.According to function
 The details of this classification are furnished below.
 According to use
 One way of classifying the extension teaching methods is
according to their use and the nature of contact. In other
words, whether they are used for contacting people
individually or in groups or in masses. Based upon the
nature of contact, they are divided into individual, group
and mass contact methods.
References
 G. L. Ray 2006-07,Extension, Communication and
Management. Kalyani Publishers, New Delhi.

 O. P. Dhama and O. P. Bhatnagar, Education and

Communication for Development. Oxford and IBH
Publishing Co. Pvt. Ltd. New Delhi.

 Handbook of Fisheries &

Aquaculture. ICAR, New Delhi by Dr. S. Ayyappan.

 Ray et al., Policy Planning for

Agricultural Development. TataMcGraw Hill
Publishing Company Ltd. New Delhi