Agriculture Licensure

Examination
Review Class 2016

Jocelyn L. Aveno
Research, Extension and Training
 Agriculture Licensure Examination
Review

Module I – Overview of Agricultural Extension

Module II – History of Extension in the Philippines
Module III – Communication in Extension
Module IV – Technology Development Process
Module V – Methods of Extension Teaching
Module VI – Approaches in Extension
Module VII – Management of Extension Projects
Module VIII – Monitoring, Documentation and
Evaluation of R & D Projects
Module IX – Rural Leadership and Group
Dynamics
Agricultural Extension Education
and Communication

MODULE 1

Overview of Extension/Agricultural
Extension
Extension Education Concepts
Education - a lifelong process of learning
- a continuing process of bringing desirable
changes in the behavior of human beings
which involves a variety of methods and sources.
> desirable changes include increased
knowledge, new skills or improved
attitudes
The definition connotes education can be equated with
learning regardless of where, how or when the learning
occurs
Modes of Education:
1. Informal
2. Formal
 Informal - life long process by which person acquires and
accumulates knowledge, skills, attitudes and
insights from daily experiences and exposure to
the environment
> generally unorganized and often unsystematic
yet accounts for the great bulk of any person’s
total lifelong learning
 Formal - highly institutionalized, chronologically
graded and hierarchically structured “education
system” spanning lower primary/elementary
school and reaching university education.
 Non-formal - refers to any organized, systematic,
educational activity carried on outside the
framework of the formal system to provide
selected types of learning to particular
subgroups in the population
Differences between formal and non-formal education

Basis of Comparison Formal Non-formal

Educational Objectives For future application / Immediate application

preparation for life
Groups Generally youths Youths and adults large
served/clientele/audience and heterogenous
Curriculum Fixed curriculum or Based on peoples’
course of study needs/no fixed
curriculum or course of
study
Place/venue Classrooms/Schools Where the people

Sponsorship National Govt./LGUs National Govt. and other

sources
Certification Confers degrees and Confers no degrees and
diplomas diplomas
Extension As Service, Technology
Transfer and Out-of-school
Education
Service - viewed as a responsibility of the state or
corporate body on its constituents.
- Extension is a service or system that assists
farm families in improving the educational
process, and farming systems to increase
production and income (Food and Agriculture Organization
Reference Manual)

Extension Services - refers to the provision of training,

information, and support services by
the GOs and NGOs to the agriculture and
fisheries sectors to improve the technical,
business and social capabilities of farmers and
fisher folks
Technology transfer - the spread of innovation to the
members of the social system. Innovations
emerged mainly from R&D activities
- refers to the exchange of innovation from one
source to another (from scientists to farmers or
vice-versa)
 This perspective centers on pushing and
making available technologies from research
to production
Out-of-school education - A.T. Mosher recognizes that
farmers are actively involved in
acquiring and learning new knowledge
and skills and that education facilitates
the process.
As such, it is a field of professional education practice
aimed at:
Teaching people, in their own context and life situations,
how to identify and assess their own needs and problems
 Helping them acquire the knowledge and skills required to
cope effectively with those needs and problems
 Inspiring them to action
Extension - means to extend, to spread or to disseminate
information and ideas to rural people outside
the regularly organized schools and
classrooms
- is an out-of-school system of education and
service which adults and young people learn
by doing.
- extending of or a service or system that
extends the educational advantage of an
educational institution to persons unable to
avail of formal education
This concept connotes providing people with educational
opportunities and services outside the boundaries of the
school
Conceptually, the role of extension is to bridge the gap
between the research system and the client system

Research Extension Client

System Delivery System
System

Extension is a well planned program of bringing the results

of agriculture research and technology to the rural people in
many ways in order to bridge the gap between the scientist
and the farmer
 All forms of extension take education to the rural people
Extension Education therefore, is a process of bringing
about desirable changes in an individual such as
knowledge, skills and attitudes
Agricultural extension - imply effecting change, changes in
behavior of the rural people
resulting in improved agricultural
production, better living and improvement
of a nation’s economy.
- a system of educating and training
the rural people to develop skills
and abilities in farming, home-
making and youth building (Medina
and Ancheta, 1978).
Mission of  Extension’s mission is to help
Extension people, in their own social and
cultural context, to become more
capable of coping with and solving
their own problems.
Characteristics  Extension is concerned with helping
that distinguish people meet or solve immediate and
long-term needs and problems.
Extension from
 Extension education creates and
other forms of
nurtures learning that is immediately
education are as valued in the context of the learners’
follows: everyday lives.
 Extension education emphasizes
the involvement of learners and their
leader representatives in the
decision making process as it
relates to programs and governance
Characteristics  Extension education programs are
that distinguish planned and sequenced to produce or
effect desirable change(s) in the
Extension from
behavioral patterns of the learners.
other forms of  Extension programs are dictated by the
education are as particular use(s) to which learning will
follows: be put and consequently, are closely
related to the environment of the
learners.
 Extension programs are conducted
close to where learners live and work.
 A variety of resources and technologies
are used in Extension’s programs.
Emphasis is on learning rather than
teaching.
 Extension’s public participate in its
program activities on a voluntary basis.
Philosophy of Extension
An effective and well-directed extension
service is guided in its operation by its
philosophy
The principles expressing the extension
philosophy of an organization or of the
government serves as our guidepost in rendering
extension services
Philosophy - are general principles of a field of knowledge
(Guralnik (1978).

- a body of principles that governs the conduct of

human activity
The philosophy of extension serves as compass to give
direction to extension activities
A person’s philosophy of extension is influenced by his
religion, training and experience, college preparation and major
field or discipline.
Principles – a comprehensive law or doctrine from which
others are derived or on which others are
founded
- any kind of general truth or guiding norm by
which a process is carried
 Some  The ultimate objective of all
statement of extension programs/ projects is the
total development of people
philosophy in
 Education is a permanent way of
extension are:
developing man and his
environment
 Effective and efficient extension
programs are based on people’s
needs, freedom of choice, voluntary
participation and are supported by
the government
 Extension utilizes appropriate
technologies and services that will
enhance and contribute to man’s
holistic development – socially,
economically, culturally, politically
and morally
Some statement  The desire to develop must come
of philosophy in from the target clientele or partners
in development; the outsiders can
extension are:
help but the insiders must do the
job.

 The goodness of man is the

ultimate goal wherein “man helping
his fellowmen”
Principles of Extension
1. Principle of cultural difference
2. Principle of cultural change
3. Principle of interests and needs
4. Principle of grassroots approach
5. Principle of cooperation
6. Principle of participation
7. Principle of the use of extension teaching methods
8. Principle of leadership
9. Principle of voluntary education
10. Principle of satisfaction
11. Principle o f trained specialist
12. Principle of whole family approach
1. Principle of cultural difference
> People differ in their culture – cultural background,
origin
> An extension worker must know and should be able to
adjust to the culture of the people
2. Principle of cultural change
> People’s culture changes with extension if they could
feel and see the outcomes and impacts of the efforts
of the extension workers
> Adopt extension projects and approaches to the
cultural changes of the people for effective extension
work.
3. Principle of interests and needs
> People are likely to support extension programs based
on their needs and interests
> to determine the needs, interests, problems and
aspirations of the people, the EW gathers data and
information about them
> The EW should give priority to the felt needs of the
people but gradually let them appreciate the
importance of solving their unfelt needs
1. 4. Principle of grassroots approach
> In extension, differences in education, culture,
economic and social status, types of farming
should be carefully considered. Start where the
people are and with what resources they have.
 5. Principle of cooperation
> The rural people and the extension worker should
cooperate with each other for the development of
the community
> The people’s extension program may have assistance
from the GOs, LGUs, and other organizations. It is the
role of the people to cooperate in the proper implement-
ation of the program to be successful.
6. Principle of participation
> Participation means to have or to take a share with
others in an activity, (Guralnik, 1978).
> In extension, the rural people learn by doing. They
should be involved in activities for effective learning particularly
in the planning, implementation and evaluation of projects for
the improvement of their lives.
 7. Principle of the use of extension teaching methods
> EW worker works with individuals, groups of people
and organizations. This requires different extension
teaching methods to be effective
> The EW should have knowledge and skills in using a mix
of appropriate methods for specific situations
8. Principle of leadership
> To reach more people in the barangay in a short
period of time, local leaders must be trained and
encouraged to help in extension work
9. Principle of voluntary education
> Extension is a type of NFE which provides educational
opportunities without coercion and compulsion. This is a
voluntary and free-willing participation on the part of the
clientele
10. Principle of satisfaction
> Words of praises, recognition and appreciation
encourage voluntary participation and even
voluntary leadership in the extension program.
11. Principle of trained specialists
> Extension worker may seek expert advice on some
particular problems from trained specialist, but
generally he must rely on his own knowledge in
dealing with the rural people.
12. Principle of whole family approach
> Extension should consider all the members of the
family in introducing development projects
Some more related principles of extension as espoused by
other authors
1. Extension starts where the people are, with what they
have
 An efficient EW suits the program to the social,
cultural, financial and intellectual levels of his clients
 Beliefs, attitudes, habits, traditions?
 Income levels?
 Terms in agriculture and homemaking they are
familiar with?
 What resources do they have?
 Anymore you can add?
2. The classroom is where the people are : on their farms, in
their homes and barangays or villages
 The EW brings technology to where the clients can be
reached
 It is the best way to know actual conditions and to
introduce applicable practices and solutions to
problems
3. Extension programs are based on the peoples’ needs and
decided by them
 On the clients’ part, to learn is voluntary
 They will be motivated to assimilate knowledge and
practices which will satisfy their immediate needs
 In doing community work, EW provide means for
themselves and their clients to understand the needs for
their well-being
 Can be done through surveys, meetings with various sectors and
informal talks with the people
 The people themselves will explore possible solutions and
how to accomplish them
This can be the basis for planning of extension program
4. People learn to do by doing
 The EW should provide opportunities for his clients to
apply what they have learned
5. Education is carried on with groups of people or with
individuals
 Can be done both ways – individual or group
6. Extension works with and through people
 The EW needs cooperators to teach and eventually
adopt his recommended practice
 Also needs leaders to help him reach more people
and organize his work
 Principle of people relationship – linkages established
7. The spirit of self-help is essential in a democratic living
 Technical assistance from EW plus “learning by doing”
are factors that contribute to the development of mans
potentials and capabilities
 The client has to plan and work on his project with the
EW providing guidance
 The individual then develops self-reliance which he
needs for his own self-fulfillment and as a productive
member of the society
Objective of Extension
 Objectives are statements of what we intend to do.
- statements of pre-determined end products
- expected outcomes of a certain activity
Therefore objectives serve as guides or direction in doing
extension work.
1. The aim of all extension work is to teach people living in the rural
areas how to raise their standard of living, by their own effort, using
their own resources of manpower and materials with minimum
assistance from the government” (Saville, 1965).
2. The role of extension is to help people help themselves through
educational means to improve their level of living (Maunder, 1972).
3. To Di Franco (1963), the objectives of extension are
> To raise agricultural production
> To raise the level of living
 Ultimately, all extension works or programs are
directed to improve the:
– Social

– Economical

– Educational

– Cultural

– Political and

– Environmental well being of the people

What are the  New goals and objectives are:
objectives of - poverty alleviation
extension
- human development
work?
- agricultural development
- good local governance
- sustainable development
- market led agriculture
- globally competitive products and
services
- Employment generation
- Community and environmental
protection
What is people  Empowerment means providing
empowerment? people with the knowledge and skills
that will give them “control” of their
world or respond to long-term
problems and needs.

 The client learner is treated as an

active partner in extension work,
someone who participates
voluntarily with full understanding
of the desires, expectations and
commitments involved.

 The client is not viewed as an

instrument to be used to reach
some end that may or may not be
concerned with his or her benefit
What is people  Measurable change in the learner
empowerment? is the ultimate measure of
extension success

 The final evaluation of an

Extension effort is based on the
implications these changes hold
for people’s lives

 “Give a man a fish and he eats

for a day, teach him to fish and
he eats for a lifetime”.
Scope of Extension
> Extension has a wide scope of coverage and has many
responsibilities
Scope and responsibilities identified with extension
programs :
 agricultural production
 processing and marketing of farm products
 environmental protection and natural resource development
 farm and home management
 family living
 youth development
 leadership development;
 community improvement and resource development

The Challenge of Extension
1. Wide geographic area of coverage
 17 regions including NCR
 81 provinces; 144 cities*
 1, 490 towns*
 42,028 barangays*
Ideally an EW should serve 3 barangays to be effective
2. Ecological zones
3. The culture of the people
 92,337,852 Filipinos (2010 Census of Population and Housing) .

* NCSB in DILG, as of March 31, 2014

 Ecological Zones
 The Philippines is an island country characterized by
different land slopes
 lowland irrigated
 lowland rainfed
 upland hilly
 mountainous
 coastal

For effective service and assistance to our target clientele, it

is best that the EW know the ecological zones where their
clients belong
 Culture of the people
 It is of utmost importance to EW to know and
understand the culture of the people they are working
with because it is REQUISITE to successful extension
work
 Remember, one technology or innovation which is good
for one culture, may not be acceptable to people of
different cultural orientation
4. Problems of the people
> 75 percent of the population live in rural areas and
depend on agriculture as main source of livelihood
 The rural population or those who lived in areas classified as rural
numbered 50.5 million and accounted for 54.7 percent of the total
population (PSA, CPH 2010)

> people should be involved in the identification of

alternative courses of action or solutions to solve their
problems.
- making youths busy in farms and homes will reduce
migration to cities and urban areas
5. Globalization, information and communication revolution
> Enhancing competitiveness of people in agriculture
and fisheries for domestic and foreign markets
> Designing appropriate programs to meet training and
education needs of the people
What shall we do with these
challenges?
 GOs, NGOs, the private sectors, LGUs, POs should work
hand in hand
 Commitment, cooperation, coordination and complement-
ation are key values and strategies to meet the challenges
Commitment – being concerned with others and giving the
best of oneself for others
Cooperation – process by which individual and groups
come together for mutual gain or benefit
Coordination - harmonized and unified efforts of
organizations and people
Complementation - partnership among the different
organizations.
 MODULE 2
The Beginning of Extension
in the Philippines
History of Extension in the Philippines
Spanish and American Era
 1565 - start of extension work in the Philippines upon
establishment of granja modelos or model
farms by Spaniards
 Americans came at turn of 20th
century with serious attempt to extend agricultural services in the Philippines

> October 8, 1901 - Extension work during American

regime started but no definite plan followed
> April 30, 1902 - Bureau of Agriculture (BA) under
Department of Interior was organized to boost extension
work
> July 1910 – The Demonstration and Extension Division was
created in the BA; first formally organized department
implementing extension
 > July 10, 1919 - Extension service organization of the
Philippines was made a separate unit of the BA
Since then the Demostration and Extension Division
expanded its activity to include farmer’s cooperatives,
organizations, rural credit, marketing and animal
science. People engaged in this work were called farm
advisers.
> 1923 - The name of Demonstration and Extension
Division was changed to Agricultural Extension
Service
Ms. Maria Y. Orosa founded the home extension service
also in 1923, starting as a unit under the Organic
Chemistry Division of the Bureau of Science
> 1925 - The Food Preservation Section of the Organic
Chemistry Division was organized;
Activities included food preparation, food preservation,
home management and demonstration work
> 1932 - The Demonstration and Extension Division was
renamed the Agricultural Division
> 1933 - The Fiber Standardization Board abolished;
Fiber Inspection Service returned to the Depart-
ment of Agriculture and Commerce; same time
transferring the educational fiber inspector to BPI.
Simultaneously, the Food Preservation Division of
the Bureau of Science was made a special
division of the Department of Agriculture and
Commerce and was called the Division of
Economics
> 1936 - Division of Home Economics transferred to the
Bureau of Plant Industry and merged with the
Utilization Division of said Bureau
The Commonwealth Period
> 1936 - Passage of Commonwealth Act No.85 created
the position of provincial agriculturist allowing
wider field of coverage and participation of local
government in the financing of the extension
programs (Mabutas, Paguirigan, 1978 as cited by Sison.)
> 1937 - Commonwealth Act 85 authorized each province
to employ a few home demonstrators to show
home extension work. These home
demonstrators usually high school graduates,
were given 6 months pre-service training in
Manila by the Plant Utilization Division
> 1938 - The Bureau of Animal Industry (BAI) organized its
own extension activities by establishing a
Livestock Extension Division
 > 1941 – At first, BPI's extension service only covered
cultivation of fruit trees, vegetables and
ornamental plants. Greater attention now was directed
to the improvement of rice, corn, tobacco, and other
major crops.
World War II in 1941 broke out all provincial
extension work were suspended.
POST – WAR PERIOD
> 1947 - The home extension unit of the Plant Utilization
Division of the BPI was fused with Agricultural Extension
of the Bureau. Purely research functions were left with
the Plant Utilization Division (Mabutas and Paguirigan, 1978 as
cited by Sison, 1991).

- 4H Club started by the AgEx Division

 > 1949 - Due to destruction and low economic situation of
the country the Philippine Government requested
US Government to send and Economic Survey
Mission to the Philippines to look over post-war
situation and come up with suggestions for
improvement.
The Bell Report, after the Mission Chief, Daniel W. Bell
recommended that the agricultural extension services of the
government be consolidated under one administration for the
sake of efficiency.
> 1952 - Republic Act No. 680 created the Bureau
of Agricultural Extension (BAE) recognizing the
need for an integrated approach to agricultural
extension work.
- BAE was charged with the consolidation,
coordination and expansion of agricultural extension
undertaken by other agencies
- BAE was responsible for undertaking the
three-phase program of farm improvement,
home management and youth development
> 1954 - Executive Order No.57 was signed creating the
Community Development Council (CDPC),
tasked to coordinate and integrate nationally,
the efforts of governmental and civic agencies
to improve living conditions of the people. Also
established to eliminate confusion, duplication,
waste and jealousies among the agencies in the
implementation of their RD programs
> 1956 - Executive Order No.156 issued to create Office
of the Presidential Assistant on Community
Development (PACD). PACD was assigned to
plan and implement the Philippine National
Community Development Program, coordinate
and integrate the activities of all and each
department of government engaged in
community development. Ultimate objective :
increase effectiveness, achieve maximum benefits and
avoid overlapping and duplication of activities
> 1957 - Thrust of PACD programs was changed. It reduced its
agricultural extension work.
- There was a shift in the direction of agricultural
extension policies and programs. In agriculture, the
attention was directed to the problem of low rice and
corn production.
> 1958 - The Rice and Corn Production Coordinating Council
(RCPCC) was organized as the highest governing
body to exercise direct control and management
over the Rice and Corn Production Program. Aimed
at effecting increase in the national supply of rice

> 1959 - RCPCC was organized in 1959 as the highest policy

making and coordinating body
 > August 8 1963 - Focus of BAE was shifted. BAE
changed into Agricultural Productivity
Commission (APC) by virtue of
Republic Act 3844; placed under the
office of the President.
Under the APC, the Agricultural
Tenancy Commission was organized as
separate office. APC with the Land
Authority, Agricultural Credit Administration
and Land Bank was placed at the "crest of
the land reform program”
> 1964 - Executive Order No.62 promulgated to
emphasize rice and corn production. It created
the Rice and Corn Authority (RCA) which
replaced the RCPCC.
> 1966 - Executive Order No. 38 changed the
Presidential Assistant for Community
Development to Presidential Arm for Community
Development and at the same time elevating the
PACD to cabinet rank.
> 1966 - Executive Order No.64 was revoked; Executive
Order No. 50 issued to restore the power and
responsibility for the implementation of the Rice
and Corn Production Program to the RCPCC
> 1969 - Executive Order No 183, National Food and
Agriculture Council (NAFC) was created in place
of RCPCC with additional responsibility of
coordination, administration, and implementation
of national program of self-sufficiency in food
stuffs. NFAC also assumed overseeing the
effective delivery of agricultural extension
MARTIAL LAW PERIOD,
1972
1972 - Martial Law; Presidential Decree No.1 embodied
the integrated reorganization plan of the
government; Presidential Letter of Instruction
dated November 1, 1972 reverted the
APC to its original name, BAEx.
- Presidential Decree 970 abolished the Bureau of
Farm Management of the Department of
Agrarian Reform its extension function was
transferred to the Bureau of Agricultural
Extension.
- Presidential Decree No. 4 dated September 26,
1972, created the National Grains Authority,
(NGA) with the mission of promoting the integrated
growth and development of the grains industry
covering rice, corn, feed grains and other grains like
sorghum, mung beans, and peanuts.
July 1, 1973 - BAEx was again placed under the
Department of Agriculture
The Abaca and Other Fibers Board fused with
BAEx
> 1977 - Upon request of the Philippine Government,
the World Bank Mission appraised the Philippine
agricultural extension service. Proposal for
National Extension Project (NEP) was appraised
by WB Mission from February to March 1978. WB
approved a loan of US $35 million. The NEP
became fully operational on March 27,1979.The T
and V System Philippine Model evolved into the
complementation program "a development
strategy designed to improve the quality of life of
farm families through the resource pool of
Marketing Assistance Centers (MAC), Technology
Packaging (Tech Pack), Cooperatives
Development (Coop Dev), with Extension Delivery
System (EDS)
 The NEP derived its name from the recognition
that “complementation is imperative among the
resource pool component if the model is to be
operational and effective in addressing the multi-
dimensional problems of the small farm families”.
The Bureau of Agricultural Extension
Becomes a Staff Bureau
 > 1978 - Ministry-wide regional offices were created in
the Ministry of Agriculture by virtue of
Presidential Decree No.1579
- Executive Order No. 595, Bureau of
Cooperative Development, created
under the Ministry of Local Government
and Community Development in the 1972
reorganization, was likewise placed under
Ministry of agriculture
> 1980 - Structural set-up of MA was streamlined for
unified extension service with reorganization
under Presidential Decree No.1579 and Letter
of Instruction No.595. Regional directors,
Assistant Regional Directors were appointed
and designation of 75 Provincial Agricultural
Officers. Bureau of Cooperatives Development, BFAR as
line agencies became staff bureaus
 January 14, 1981 - Presidential Decree (PD) No. 1770
renamed the NGA and established the
National Food Authority (NFA), further
widening the agency’s social
responsibilities and commodity coverage to
include, in addition to grains, other food
items like raw or fresh fruits and vegetables
and fish and marine, manufactured,
processed, or packaged food
products, and these were collectively referred to
as non-grains commodities.
 THE PEOPLE’S REVOLUTION
POST MARTIAL LAW ERA

> 1987 - Executive Order No.116 merged the Bureau of

Agricultural Extension, the Philippine Agricultural
Training Council and the Philippine Training
Center for Rural Development into the Agricultural
Training Institute (ATI). EO116 states “it is the policy
of the State "to promote the well-being of farmers by
providing an environment where they can increase their
income, improve their living conditions and maximize their
contributions to the national economy
> 1982 - Executive Order 803 established an
integrated management system for
agricultural services for the unification of
government efforts in providing
adequate and timely agricultural
services and inputs. The province was
designated the political unit of
management for inducing agricultural
development, coordination and
supervision of operations of the various
agencies
 The Creation of Agricultural Training Institute
> 1987 - Executive Order No.116 merged the Bureau of
Agricultural Extension, the Philippine Agricultural
Training Council and the Philippine Training
Center for Rural Development into the Agricultural
Training Institute (ATI). EO116 states “it is the policy
of the State "to promote the well-being of farmers by
providing an environment where they can increase their
income, improve their living conditions and maximize their
contributions to the national economy

- The ATI is responsible for the training of all agricultural

extension workers and their clientele, who are mostly
farmers and other agricultural workers; ensure that training
programs address the real needs of the agricultural
sector; ensure that the research results are then
communicated to the farmers through the appropriate
training and extension activities.
1991- RA 7160 popularly known as the Local Government
Code was created in order to
 ensure the delivery of basic services in the
agricultural extension system
 The Code decentralized authority to LGUs to
management and supervision of the agricultural
extension system
 Devolved the power to administer the extension
services at the:
 Provincial, city, municipal, or barangay
*
 > 1997 - RA 8435 created the AFMA Law of 1997
“This is an act prescribing urgent
related measures to modernize the
agriculture and fisheries sectors of the country
to enhance their profitability, and prepare said
sectors for the challenges of globalization
through an adequate, focused and rational
delivery of necessary support services,
appropriating funds therefore and for other
purposes”, otherwise known as the “The
Agriculture and Fisheries Modernization Act of
1997”.
 Rule 85.1 of the IPR includes the following that pertains
to extension: “The results of all research conducted by
offices and institutions within the NARDSAF shall be
reported at regular intervals and integrated into the NIN.
For this purpose, all institutions under the NARDSAF are
required to submit reports in formats consistent with
standards and schedules issued by the Department of
CERDAF”.
 Section 87 on Extension Services states that Agriculture
and Fisheries extension services shall cover the
following major services to the farming and fishing
community:
 Training services;

 Farm or business advisory services;

 Demonstration services; and

 Information and communication support services

through tri-media
REPUBLIC ACT NO.9003
2000
ECOLOGICAL SOLID WASTE
MANAGEMENT ACT OF 2000
LGUs ---Comprehensive Solid Waste Management –
10 year plan

REDUCE, REUSE, RECYCLE

Material Recovery Facility (MRF)
REPUBLIC ACT No. 10068
2010
PHILIPPINE ORGANIC ACT

Use of organic fertilizer/compost

Promotion, Production and Marketing of Organic

Fertilizer

Vermiculture & vermicomposting

Use of Effective Micro organisms

Use of Biopesticide & biofertilizer

REPUBLIC ACT NO. 8749
1999
PHILIPPINE CLEAN AIR ACT

No smoking in public places

No burning
REPUBLIC ACT NO. 9275
2004
PHILIPPINE CLEAN WATER ACT

Cleaning of esteros/waterways
NATIONAL GREENING PROGRAM
Executive Order No. 26, S. 2011

Declaring An Interdepartmental Convergence Initiative For A

National Greening Program

The National Greening Program shall plant some 1.5 Billion

trees covering about 1.5 Million hectares for a period of six
(6) years from 2011 to 2016

Promote the planting of bamboo and other dipterocarps

Promotion of the Sagip-Ilog Project

Planting of native trees

For biodiversity
FARM MECHANIZATION IN
CROP PRODUCTION
The newly enacted law on Agriculture and Fishery
Mechanization (AFMech Law of 2013) is expected to
promulgate plans for a sustainable mechanization of
Philippine agriculture and help its modernization

Department of Agriculture (DA)

Department of Agrarian (DAR)
 4-wheel tractors/2-wheel tractors
 levelers
 reapers
 threshers
 rice combine (harvester-thresher)
EXTENSION BEYOND PHILIPPINE BOARDERS

The term extension education was first

introduced in 1973 by Cambridge University in
England to describe a particular innovation.

This was to take the educational advantages of the

universities to the ordinary people, where they live
and work. The term “extension” was first coined in
England
In America, the roots of agricultural extension grew after the
American Revolution through:
 agricultural societies and clubs
 First Farm Journal in 1810 was published; survived only
two years
 American Farmer published by John Stuart Skinner
in1819
 farmers encouraged to report on achievements and
methods of solving farm problems
Morril Act of 1862 – established land grant universities to
educate citizens in :
agriculture,
home economics,
mechanical arts and
other practical professions
Smith-Lever Act of 1914 - formalized extension in
America by
 establishing partnership between agricultural colleges
and USDA to provide for cooperative agricultural extension
work
The agricultural extension work according to the Smith-Lever
Act should :
 provide practical applications of research knowledge
 give instructions and practical demonstrations of existing or
improved practices or technologies in agriculture

*
Moving on to…
MODULE 3