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Ag Ext 1. PRINCIPLES OF AGRICULTURAL EXTENSION AND COMMUNICATION > Chapter 2. Historical Antecedents Of Extension > Flashcards

Chapter 2. Historical Antecedents Of Extension Flashcards

1
Q

Early Beginning of agricultural extension

A
  1. United Kingdom
  2. United States
  3. Selected countries
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2
Q

• Early 19th century with the formation of AGRICULTURAL SOCIETIES.
• The first significant institution was the ROYAL AGRICULTURAL SOCIETY OF ENGLAND (RASE), founded in 1838
• These societies played a key role in disseminating agricultural knowledge and innovation through fairs, demonstrations and, publications (Jones 1994)

A

United Kingdom origins and Evolution of agricultural extension

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3
Q

Early 19th century with the formation of

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AGRICULTURAL SOCIETIES.

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4
Q

The first significant institution was the

A

ROYAL AGRICULTURAL SOCIETY OF ENGLAND (RASE), founded in 1838

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5
Q

These societies played a key role in disseminating agricultural knowledge and innovation through

A

fairs, demonstrations and, publications (Jones 1994)

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6
Q

• Late 19th century, agricultural education and research were institutionalized with the establishment of AGRICULTURAL COLLEGES AND EXPERIMENT STATIONS
• The country agricultural committees act 1918 marked a significant step by formalizing the role of government in agricultural extension ( Wood, 1994).

A

United Kingdom Evolution

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7
Q

Late 19th century, agricultural education and research were institutionalized with the establishment of

A

AGRICULTURAL COLLEGES AND EXPERIMENT STATIONS

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8
Q

The country marked a significant step by formalizing the role of government in agricultural extension ( Wood, 1994).

A

agricultural committees act 1918

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9
Q

-United States origins established agricultural colleges in each state to teach practical agriculture

A

Land-Grant College Act of 1862 (Morrill Act)

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10
Q
  • United States origins provided funding for agricultural experiment stations
A

The Hatch Act of 1887

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11
Q

-United States origins formalized the cooperative extension system, creating a partnership between federal, state, and local governments ( True, 1928).

A

Smith-Lever Act of 1914

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12
Q

• The US COOPERATIVE EXTENSION SYSTEM became a model for other countries, emphasizing the importance of research based knowledge, practical demonstration, and farmer education.
• Extension agents played a key role in the diffusion of innovations such as hybrid seeds, fertilizers and pest control methods (Rasmussen, 1989).

A

United States evolution

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13
Q

became a model for other countries, emphasizing the importance of research based knowledge, practical demonstration, and farmer education.

A

The US COOPERATIVE EXTENSION SYSTEM

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14
Q

• played a key role in the diffusion of innovations such as hybrid seeds, fertilizers and pest control methods (Rasmussen, 1989).

A

Extension agents

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15
Q

Selected Countries has to places

A

A. India
B. Japan

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16
Q

India origins during the colonial period with the establishment in the early 20th century.

A

Agricultural departments-

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17
Q
  • India evolution expansion of extension Services through
A

Community Development Program (1952)

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18
Q

-India origins establishment focusing on farmer education and technology transfer (Swanson & Rajalahti, 2010).

A

Krishi Vigyan Kendra (KVKs) in 1974

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19
Q

-Japan origins with the introduction of Western agricultural practices

A

Meiji era (1868-1912)

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20
Q

-Japan evolution the institutionalized extension Services, focusing on increasing food production and promoting new technologies (Hayami & Ruttan, 1971)

A

agricultural improvement extension law of 1948

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21
Q

Agricultural Extension in the Philippines

A

*Historical Development
*Legal Mandates and Policies

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22
Q

Historical Development

A
  1. Spanish Era (1521- 1898)
  2. American Regime (1898- 1946)
  3. Japanese Occupation (1942- 1945)
  4. Post- War period (1946- present)
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23
Q

• Agricultural practices were largely traditional, with minimal formal extension Services.
• The introduction of new crops like tobacco, coffee, and cacao was driven by Spanish authorities, but there was no structured system for disseminating agricultural knowledge (Corpuz, 1989)

A

Spanish Era (1521- 1898)

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24
Q

• Created agricultural schools and experiment stations .
• The bureau of agriculture, established in 1901, played a crucial role in promoting modern agricultural practices.
• The introduction of the 4-H Club in 1921 marked the beginning of youth oriented agricultural extension ( Constantino, 1975).
• Established University of the Philippines college of Agriculture (UPCA) in 1909, leading institution for agricultural education, research and extension in the country ( LANTICAN, 1989).

A

American Regime (1898- 1946)

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25
Q

established in 1901, played a crucial role in promoting modern agricultural practices.

A

bureau of agriculture,

26
Q

The introduction of the 4-H Club in 1921 marked the beginning of youth oriented agricultural extension

A

( Constantino, 1975).

27
Q

Established leading institution for agricultural education, research and extension in the country ( LANTICAN, 1989).

A

University of the Philippines college of Agriculture (UPCA) in 1909,

28
Q

• Agricultural activities were severely disruptive innovation due to war, with food production and extension Services greatly.
• The focus shifted to producing essential food crops under challenging conditions (Agoncillo,1990).

A

JAPANESE, OCCUPATION (1942-1945)

29
Q

• The Philippine government prioritized rebuilding the agricultural sector.
• The agricultural Tenancy Act of 1954 and the establishment of the bureau of agricultural extension (BAex) in 1952 marked significant step in formalizing extension Services.
• BAex focused on increasing food production and improving rural livelihoods through training and education programs( Samonte, 1989).
• The green Revolution of the 1960’s and 1970’s driven by the introduction of high- yielding varieties of rice and other crops, was a major focus of extension activities, although it also led to issues such as inequality and environmental degradation ( David & Otsuka, 1994)

A

Post-war Period (1946-Present)

30
Q

the establishment of the bureau of agricultural extension (BAex) in 1952 marked significant step in formalizing extension Services.

A

The agricultural Tenancy Act of 1954

31
Q

focused on increasing food production and improving rural livelihoods through training and education programs( Samonte, 1989).

32
Q

The green Revolution of the 1960’s and 1970’s driven by the introduction of high- yielding varieties of rice and other crops, was a major focus of extension activities, although it also led to issues such as inequality and environmental degradation

A

( David & Otsuka, 1994)

33
Q

Legal Mandates and Policies

A
  1. Local government code ( LGC) of 1991
  2. Agricultural and Fisheries Modernization Act (AFMA) of 1997
  3. Fisheries Code of 1998
  4. Sustainable development goals (SDGs)
34
Q

• devolved the functions of agricultural extension Services from the national government to local government units ( LGUs). This decentralization aimed to make extension Services more responsive to local needs, but it also led to challenges in coordination and resource ( Brillantes & Moscare, 2002).

A

Local government code ( LGC) of 1991

35
Q

• emphasized the modernization of agriculture and fisheries through the provision of comprehensive extension Services. It aimed to enhance the productivity and competitiveness of the agricultural sector by promoting the adoption of modern technologies ( Gonzalez, 1999).

A

Agricultural and Fisheries Modernization Act (AFMA) of 1997

36
Q

• The fisheries code mandated the development of an integrated extension program for the fisheries sector, focusing on sustainable practices and resource management ( Israel,2004).

A

Fisheries Code of 1998

37
Q

• The Philippine’s commitment to the SDG’s particularly SDG 17 ( Partnership for the goals), aligns with the mandate of state Universities and college (SUC’s and higher education institutions (HEIs) to integrate sustainable development into their extension programs ( NEDA, 2017).
• Gender and development (GAD) plan, guided by the Magna Carta of Women ( RA 9710), Requires the integration of gender responsive approaches in extension Services, promoting equality and empowerment of women in agriculture ( FAO, 2019)

A

Sustainable development goals (SDGs)

38
Q

SUC’s stand for

A

state Universities and college

39
Q

HEI’s stand for

A

higher education institutions

40
Q

plan, guided by the Magna Carta of Women ( RA 9710), Requires the integration of gender responsive approaches in extension Services, promoting equality and empowerment of women in agriculture ( FAO, 2019)

A

Gender and development (GAD)

41
Q

Role of government and private institutions in agricultural extension in the Philippines

A

A. Government institutions

42
Q

Government institutions

A
  1. Department of agriculture( DA)
  2. Department of Science and technology (DOST)
  3. Commission on Higher education (CHED)
43
Q

DA stand for

A

Department of agriculture

44
Q

DOST stand for

A

Department of Science and technology

45
Q

CHED stand for

A

Commission on Higher education

46
Q

agricultural training Institute(ATI): The ATI is the lead agency for training and extension in the DA. It provides training programs for farmers, fisherfolks, and extension workers, focusing on modern agricultural technologies and practices (ATI,2020).

A

Department of agriculture( DA)-

47
Q

is the lead agency for training and extension in the DA. It provides training programs for farmers, fisherfolks, and extension workers, focusing on modern agricultural technologies and practices (ATI,2020).

A

agricultural training Institute(ATI):

48
Q

ATI stand for

A

agricultural training Institute

49
Q

focuses on research and development ( R & D) to support extension activities. It collaborates with research institution and SUCs to generate and disseminate technologies for agriculture ( BAR, 2020).

A

Bureau of Agricultural Research ( BAR):

50
Q

BAR stand for

A

Bureau of Agricultural Research

51
Q

support agricultural extension through its various agencies, including the Philippine Council for Agriculture, Aquatic and Natural Resources and Development (PCAARRD). initiative focus on technology transfer and commercialization, enhancing the link between research and extension (PCAARRD 2019).

A

Department of Science and technology (DOST)-

52
Q

PCAARRD stand for

A

Philippine Council for Agriculture, Aquatic and Natural Resources and Development

53
Q
  • encourages SUCs and HEIs to integrate extension Services into their academic programs. It supports the development of community based extension programs that address local needs and promote sustainable agriculture (CHED, 2016).
A

Commission on Higher education (CHED)

54
Q

GAD stand for -

A

Gender and development

55
Q

LGU stand for -

A

Local government units

56
Q

LGC Stand for -

A

local government code

57
Q

AFMA stand for-

A

Agricultural and fisheries Modernization Act

58
Q

SDG stand for-

A

sustainable development goals

59
Q

UPCA stand for-

A

University of the Philippines college of agriculture

60
Q

BAex stand for-

A

Bureau of agricultural extension

Ag Ext 1. PRINCIPLES OF AGRICULTURAL EXTENSION AND COMMUNICATION (3 decks)

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