1. History of Agricultural Extension
Significant social innovation - created and recreated, adapted and developed over the centuries
Evolution extends over nearly four thousand years
Dissemination of relevant information and advice to farmers - prior to the emergence of modem forms of agricultural extension
Diverse range of socially sanctioned and legitimate activities which seek to enlarge and improve the abilities of farm people to adopt more appropriate and often new practices and to adjust to changing conditions and societal needs

2. Early efforts in Extension - University Extension
Extension - derives from an educational development in England during the second half of the nineteenth century
Oxford and Cambridge (around 1850) - educational needs of the rapidly growing populations in the industrial, urban area
first practical attempt was made in what was designated "university extension,“ (1873)
James Stuart of Trinity College, Cambridge University
1890s agricultural subjects were being covered by peripatetic lecturers in rural areas
In USA, out-of-college lectures were becoming established by the 1890s

3. Overt use of the notion of "extending" relevant and useful information to the adult population at large predates the university extension
Society for the Diffusion of Useful Knowledge (Lord Henry Brougham) in 1826
Imparting useful information to all classes of the community, unable to avail themselves of experienced teachers, or may prefer learning by themselves
Low-priced publications
Similar, albeit short-lived, societies were also established before 1840 in several other European countries, India, China, Malaysia, and the United States (in Virginia)

4. Agricultural Extension – distant origin
Mesopotamia (roughly, present-day Iraq) around 1800 B.C. - clay tablets of the time on which were inscribed advice on watering crops and getting rid of rats
Hieroglyphs on Egyptian columns also gave advice on avoiding crop damage and loss of life from the Nile's floods
Agricultural writings (practical farming experience) during the ancient Greek and Phoenician civilizations, Roman writers during second century B.C. to fourth century A.D.
Drawing on practical farming experience – improves revenue
Early forms of advancing and disseminating agricultural information also began in imperial China (Han Dynasty, A.D.)

5. Distant origin
Woodblock printing allowed agricultural treatise and practical handbook distributed
Oldest fully surviving Chinese agricultural treatise, Essential Techniques of the Peasantry, dating from 535 A.D.
The Sung and Yuan Dynasties ( ) organizing and promoting agricultural research, extension work, and teaching agriculture and sericulture
Ming ( ) and Chi'ing ( ) Dynasties
Driven by growing population and periodic threats of famine
Recognition of the importance of well-coordinated extension work on agricultural recommendations

6. Necessary conditions for agricultural extension to evolve
Information assembled, systematized, and made available on good or progressive or new agricultural practices suited to a particular environment
Based on either (or both) the accumulation of experience or findings from research (however rudimentary)
Information used to educate professional agriculturists who may further enlarge or refine knowledge or become its active promoters and disseminators
Appropriate administrative or organizational structure exists
Legislative/official mandate/influential proponent prescribes/ enables agricultural extension work as desirable and must occur
Critical situations, such as famine, crop failure, soil exhaustion, or altered economic conditions

7. Towards Modern Era
Organized agricultural research and dissemination occurred in nineteenth century Europe and North America traced back to the "renaissance" which began in the fourteenth century
European society transformed from medieval feudal forms into recognizably modem social systems
Growth of national states, European exploration and "discovery" of the rest of the world
Fresh appreciation of rediscovered classical writings and art forms, novel ideas and activities, a spirit of humanism, and rational enquiry
Invention of printing using movable type (Gutenberg around )

8. Earliest known renaissance agricultural text was written in Latin by Pietro de Crescenzi in 1304 (translated into Italian and French) (First book on agriculture to be printed)
Thomas Tusser's A hundredth goode pointes of husbandrie, published in 1557 and expanded in 1573 to five hundred good points with as many on "goode housewiferie" (Compendium of helpful advice in simple verse and a bestseller in Tudor England)
Francis Bacon's writings based on his observations and scientific experiments - the beginning of the application of science and scientific method to agriculture
Mid-eighteenth century, throughout much of Europe, progressive landowners and their agents and a few similar minded farmers were being known as "improvers“.
Agricultural clubs or societies (Rezzato near Milan in 1548 )
Growing scientific knowledge of agriculture and its application in practice during the century or so after 1750

9. USA, Canada
Philipp Emanuel von Fellenberg ( ), who in purchased the estate of Wylhof, which he renamed Hofwyl, near Bern in Switzerland
Established agricultural schools at Hofwyl for the children of peasants and of the poor
Model for many more which were established before 1850, especially in Denmark, Germany, France, and the United Kingdom (a cadre of trained agriculturists)
Established an experimental-cum-model farm to test and develop suitable husbandry practices and technology
Publicised through journal and agricultural festivals
Visitors became practitioners/promoters
Lord Henry Brougham proponent of Society for the Diffusion of Useful Knowledge was an early form of organized "extension."

10. Itinerant Agriculturists
A crucial missing elements
Itinerant agricultural lecturers-cum-instructors New England and New York in the 1820s
First migratory agricultural teacher was appointed in the Gironde, France in 1837 followed by nine more in various areas of the country (USA- NY, Ohio and Maryland)
In Württemberg, in southwest Germany, a pasture specialist (Wiesenbaumeister) together with a staff of eighteen technicians employed by the state agricultural society

11. Advancement in Research, education and extension
Notable advancement in agricultural science by Justus von Liebig at Giessen, Germany
Establishment of agricultural experiments at Rothamsted in England in 1843 by John Bennet Lawes and Henry Gilbert
Agricultural societies
Numerous publications and periodicals
Agricultural schools established in most European countries
Younger landowners and farmers received a formal education
Trained agriculturists were available to be engaged as estate agents or teachers
Progressive landowners employed agents to travel around their estates to urge improved methods on their tenants in France, Germany, and the United States

12. Birth of modern agricultural extension services
Outbreak of potato blight in Europe in 1845 (Potato Famine in Ireland in 1851)
Royal Agricultural Improvement Society of Ireland (founded in ) appointed itinerant lecturers
Four years of its existence the scheme was funded to about half its total cost by landowners and charitable donations with the remainder coming from government-controlled funds
Mid-1850s, first in Württemberg, Hesse, and western Prussia, itinerant agricultural teachers (Wanderlehrer) began to be appointed under the auspices of central agricultural societies
System grew rapidly, influenced in part by the crisis among vine growers resulting from the devastation caused by phylloxera aphid infestations

13. System was adopted in the kingdom of Bavaria in 1896, it was as an integral part of the state civil service; the extension workers were grandly titled Royal Agricultural Teachers (Königliche Landwirtschafts-lehrer)
In France the first national, wholly state-funded agricultural extension service was established in 1879

14. Extension in USA
Morrill Act of 1862, was seminal in the creation of state colleges "of agriculture and the mechanic arts" in the northern United States;
Its land-grant provisions enabled the states to establish and fund their colleges.
Beginning at about the same time of the farmers' institute movement.
By 1890, second Morrill Act granted federal funds for the establishment of agricultural colleges in the remainder of the United States,

15. The farmers' institutes had spread throughout and become a national institution with federal support and supervision, further stimulated by the formal establishment of experimental work at the state colleges of agriculture under the 1887 Hatch Act.
1914 with the passage of the Smith-Lever Act, established the Cooperative Extension Service - a tripartite cooperation of federal, state, and local county governments, with the state college as the extension agency

16. Why was the National Cooperative Extension System Created?
–  Building a rich, vital, democratic culture through pooling scientific knowledge with local knowledge and experience in cooperative educational work that develops the full-range of people’s individual and community capacities and well-being.
For what is the object of Extension work? More bushels of corn? More bales of cotton? More pounds of butter-fat in the dairy cow’s annual record? More quarts of fruit and vegetables canned for winter use?
No, these are but means to an end. The end, the object of Extension work, is to aid the farmer and his family to improve living conditions on the farm, to provide a more satisfying rural life.
Better crops, better livestock, better food, better clothes, these are among the objects of Extension work.
But back of it all, the ultimate purpose is to create better homes, better citizens, better communities, better rural living.

17. Guiding Principles for Extension
Reach people where they are:
- Education, interest, understanding, and ability
- Teach people to determine their own needs
- Teach people to “help themselves”
Guiding Principles for Extension
Reach people where they are:
- Education, interest, understanding, and ability
- Teach people to determine their own needs
- Teach people to “help themselves”

18. Cooperative Extension is....
A Partnership of funding and operations
Federal (USDA)
State
Local (County)
Extension is a Partnership of Funding and operations , Federal (USDA), State (Florida), Local (67 Counties)

19. India
A central department of agriculture was established in India after the famine in eastern India (Bengal, Odisha) and the government of India soon after resolved to establish departments in each province.
Central government directive ordered every province to appoint a full time director of agriculture (1905)

20. Beginning of Extension Work in India
Historically, agricultural research, extension and education in India have been in the public domain.
Organized extension work started in India during post- independence.
Extensive (CD, NES)
Intensive (IADP, IAAP, HYVP)
Reformed Agricultural System (T&V)
4 major components of the Indian Extension System
Agricultural Extension Service with the State Governments
Extension Education System of ICAR
Extension program of input industries in public and private sectors and NGOs
Special Rural Development programs of the Central and State Governments.

21. Genesis of ICAR
Imperial (now Indian) Council of Agricultural Research(ICAR) in as an autonomous body
On the recommendation of the Royal Commission on Agriculture (1926)
Aim: To Promote, Guide and Coordinate Agricultural Research in the country
Composite Regional Stations for research on cotton, oilseeds millets in 17 regions in 1956 under the administrative control of the ICAR
First All India Coordinated Project on maize started with technical support from Rockfeller Foundation in 1957
Department of Agricultural Research and Education (DARE) created in 1973 in MoA to establish direct linkages of the ICAR with Central and State Govt.

22. Frontline Extension to Field Extension
Performed by NARES
Performed by the State Development Departments
To conduct extension research, demonstrate latest technologies, provide feedback to scientists and provide training support to State Department of Agriculture
To accelerate transfer of technology
MANPOWER
NARES & KVK- about 10000
Agriculture/Allied Departments & ATMA- about 1,45,000

23. Frontline Extension to Field Extension
1965
National Demonstration Project
1972
Operational Research Project
1974
Krishi Vigyan Kendra (KVK)
1979
Lab-to-Land Programme
1998
Technology Assessment and Refinement through Institute Village Linkage Programme
2000
Agricultural Technology Information Centres (ATICs)
FIELD EXTENSION
1952
Community Development Project
1960
National Extension Service Programme
1961
Intensive Agricultural District Programme
1964
Intensive Agricultural Areas programmes
High Yielding Varieties Programme
Training and Visit (T&V) System
1979
National Agricultural Extension Project
1998
Agricultural Technology Management Agency (ATMA)

24. Krishi Vigyan Kendra – A Frontline Extension Model
Krishi Vigyan Kendra an Instituional Innovation for Frontline Extension
Designed and nurtured by ICAR for the past four decades since 1974 when the first KVK was established at Puducherry
Showcasing the frontier technologies
Capacity development of stakeholders
Front runner in technology application
Making available technological information and inputs
Practising participatory approaches in planning, implementing, executing and evaluation
Pursuing assessment and refinement of technologies to suit different agro- climatic conditions

25. Krishi Vigyan Kendra Genesis and Growth – A Frontline Extension Model
Recommendation of the Education Commission ( )
Discussion by the Planning Commission & Inter-Ministerial Committee
Dr. Mohan Singh Mehta Committee (1973)
First KVK at Puducherry (1974)
Presently A National Network of KVKs (669)

26. KVK @ 43 The basic concept Impart learning through work experience
Impart training to extension personnel including volunteers
Flexible, Customised Syllabus for different Districts, based on agro-ecological needs
No. of KVKs
PLAN-WISE GROWTH

27. Krishi Vigyan Kendra Vision Mission Mandate
– A Frontline Extension Model in XII Plan
Vision
Science and technology-led growth leading to enhanced productivity, profitability and sustainability of agriculture
Mission
Farmer-centric growth in agriculture and allied sectors through application of appropriate technologies in specific agro-ecosystem perspective
Mandate
Technology Assessment and Demonstration for its Application and Capacity Development (TADA-CD)

28. Krishi Vigyan Kendra KVK – Farm Science Centre
Design, Functional Structure and Strategies
KVK – Farm Science Centre
Technology Adaptation
(Technology assessment and demonstration)
Knowledge and Resource Centre
(Information access, advisory services, technology inventory)
Capacity Development
(Training of stakeholders)
Sustainable Agricultural Development
(Learning, application of technologies, livelihoods of farmers)

29. LINKAGES OF KVKs WITH OTHER ORGANIZATIONS
SAC meeting
Extension Activities
Training
Demonstration
Trials
Farmers fair/Exhibition
Gosthies/Field days
Distt level interface
Diagnostic & Advisory
Soil, water & plant testing
Location specific & demand driven advise
Strategic Research & Extension Plan
Input related services
Seed production & its sale
Planting materials
Vermiculture
Fingerlings
Development departments (Agri, Horti, Livestock, Fisheries)
ICAR
Guidelines
Planning, Monitoring, Funding
ATARI
Krishi
Vigyan
Kendra
(KVK)
Cooperatives/ Federations (NABARD, KRIBHCO, IFFCO etc
Host Instt.
Implementing KVK
NGOs/Farmer’s Organizations/ Federations/ SHGs /FIGs
SAUs/
ICAR Instt.
Technological back stoping
Farmers/ Farm women/ Rural Youths

30. enriching knowledge : integrating technology
Farmer FIRST
enriching knowledge : integrating technology
Enhancing Farmers –Scientist interface
Technology Assemblage, Application and feedback
Partnership and Institution Building
Content Mobilization
Bench Mark
100 Instts./AUs
3-4 villages/centre
One lakh farm families

31. Attracting & Retaining Youth in Agriculture (ARYA) Project
To attract and empower the youth in rural areas to take up various agriculture, allied and service sector enterprises for sustainable income and gainful employment in selected districts
To enable the farm youth to establish network groups to take up resource and capital intensive activities like processing, value addition and marketing
To demonstrate functional linkage with different institutions and stake holders for convergence of opportunities available under various schemes/programmes for sustainable development of youth

32. Operational Mechanism
To be implemented through KVKs, at least one district from each State.
In each district, approximately 4-5 cluster of contiguous villages to be identified,
In one district, rural youths to be identified for skill development in entrepreneurial activities and establishment of related micro-enterprise units.
Trained youth to mentor other youth and demonstrate the potentiality of the agri-based enterprises
KVKs to involve the Agricultural Universities and ICAR Institutes as Technology Partners
At KVKs, one or two enterprise units to be established so that they serve as entrepreneurial training units for farmers.
Operational costs to support critical inputs.
Individual or group-based activities for different enterprises

33. मेरा गाँव – मेरा गौरव
A group of 4 Agricultural Scientists (Multi-disciplinary) will work with 5 identified villages
About agricultural scientists will be involved
Facilitation of knowledge, skill and information to farmers
Issuing timely alerts and advisories
Providing information on inputs, service providers etc.,
Develop convergence with different departments and organizations for the development of villages

34. Operational Mechanism
Institute/ University to support the minimum essential facilities to the groups for mobility and critical activities.
At local level, the KVKs and development departments to provide facilitation.
A structured format for analysis of farming situation, climate, social and economic environment.
An experienced Scientist to be nominated as nodal officer at each university/institute level.
Quarterly performance report and Benchmark survey report of the village to be generated and sent to concerned Zonal Project Director (Zonal Nodal Officer).

35. IARI-Post Office Linkage Extension Model (Krishi Dak)
Extends reach of research institutions to the remotely located farmers
Village post masters trained to act as change agents
KVK for technology backstopping and capacity building of village post masters and farmers (variety evaluation, seed multiplication and farm advisory)
Districts covered: 56
To be covered:
States covered:

36. Thank you