Models of
Extension Work


Also, we may well have to take account of the attitude sphere.
If some of the farmers, for instance, are concerned about how the
taste of the maize may be affected or are worried about possible
skin damage from the insecticide-such concerns may only be
identified if they feel free to question and debate with us. There-
fore, discussion should be facilitated in order to expose such
issues and deal with them. Otherwise, the farmers may politely
watch our demonstration, carry out the procedures correctly
during the field day, but not adopt them in their own compounds.
Third Scenario: a women's group;
 Objective- to enlist their support for the recommended
 post-harvest management procedures.
 Here, we may well be working mainly in the sphere of attitudes.
 What will be important will be to draw out the women's opinions
 about the project's messages, to identify any constraints operat-
 ing against their willingness to adopt the recommendations-
 such as the situation where their husbands are the ones who
 tend to make the decision about any kind of financial outlay.
 Only through discussion can the crucial issues be identified,
 problems exposed and possible solutions or proposals suggested.


 In all three of the examples there is an emphasis on the more
 participatory modes of discussion and action-based learning. That
 this should be so seems obvious when we consider the objectives
 in the way we have done. We only learn how to do something by
 doing it.
 Our attitudes are influenced much more powerfully when
 we test them out in debate with other people.
 Farming is a practical activity; extension is about influencing
 practice. So, in theory, we would not expect extension work to be
 mainly taken up with talking. Yet in reality this is what it often
 is-field days can last for three or more hours with two-thirds of
 the time given up to speeches.
 Why is this?
 Especially when there is so much well-known evidence that the
 one-way communication of talking and lecturing is so ineffective
in promoting learning? When, as we have discussed, experienced


Chapter 5