Training of Trainers - Pinoy Rice Knowledge Bank · 2018. 4. 23. · Cruz, Jaime A. Gallentes, Nomer Esmero, Maria Celeste H. Cadiz, Ines Vivian D. Domingo, Malaya N. Montesur, Regine

Training of TrainersManual for Better Rice Production and Marketing

Module 16: Agricultural Extension and Services

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Agricultural Training Institute

Elliptical Road, Diliman, Quezon City, 1101 Metro Manila, Philippines

Philippine Rice Research Institute

PhilRice Central Experiment StationScience City of Muñoz, 3119 Nueva Ecija

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SOUTHEAST ASIAN REGIONAL CENTER FOR GRADUATE STUDY AND RESEARCH IN AGRICULTURE (SEARCA)

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Training of Trainers Manual for Better Rice Production

and Marketing

MODULE 16Agricultural Extension and Services

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BRIA-FARMERS | AGRICULTURAL EXTENSION AND SERVICES

Module 16: AGRICULTURAL EXTENSIONAND SERVICES

Course Brief

Intended participants

This Agricultural Extension and Services module is designed for rice-focused Agricultural Extension Workers (AEWs) and rice farmers.

Context of the module

The design of this module is based on the following assumptions about AEWs’ and farmers’ knowledge and practices related to agricultural extension:

• While AEWs play an important role in information dissemination across all areas for agricultural development, only few farmers appreciate their role.

• A good number of AEWs do not perform their roles to their fullest potential because of limited awareness about available support provided by line agencies of the Department of Agriculture.

• Not all farmers are aware of the different extension activities offered by government agencies.

Learning outcomes

After completing this module, participants should be able to:

1. Discuss the scope and activities of agricultural extension;2. Explain the role of agricultural extension in agricultural and rural development; 3. Name selected extension programs and services offered by the Agricultural Training

Institute and other DA bureaus and attached agencies; and4. Discuss ways by which agricultural extension practice may be improved to better help

farmers succeed in their farming business.

Course duration

This is a two-hour course.

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Content and time allocation

The following divisions of time are only suggestions. Trainers may modify the program to suit their and the participants’ needs.

LESSON TOPICS TIME (min)Introduction 10Lesson 1 Scope and Activities of Agricultural Extension 20Lesson 2 Role of Agricultural Extension in Agricultural and Rural Development

(ARD)20

Lesson 3 Agricultural Training Institute Rice Extension Programs and Services 40Lesson 4 Other DA Bureaus and Attached Agencies’ Services and Contact

Information10

Lesson 5 Ways Forward for a More Responsive Agricultural Extension System 10Conclusion 10

Total 2 hrs

Learning methods

The following methods will be used during the course:

• Open discussion/small group discussion

• Activities/workshops

• Mini-lecture

Note to trainers on delivery methods

Many of the participants may have not finished school but they do have a wealth of actual farm experience. Do not discount that experience. They will analyze your presentation based on it. Also, note that they are not used to sitting for long hours of lecture. Take note of the following suggestions:

• Don’t make the lectures too long.

• Focus on activities so participants can learn from experience.

• Use the presentation slides simply as a guide and not as the entire basis of your presentation.

• Ask questions to participants so they will be involved in the learning.

• Present the objectives clearly at the start of the session.

• Keep message short and simple. Three to four key messages per session are more than enough. Do not overload the participants with too many ideas and concepts in one session.

• Keep the sessions short and adapt the timetable and the location of the training to the needs of the audience and the circumstances.

• Make the sessions fun. People remember more when they are entertained.

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Evaluation methods

Participants’ learning outcomes can be assessed as follows:

VENUE CONTENT METHODIn class Knowledge Observation/Interaction/ExercisesAt Work Practices Follow up and monitoring of participation in extension services

Resource checklist

• Powerpoint presentations

• LCD Projector

• Internet connection

• Mobile phones for demonstration

• Materials for activities: white board and white board marker, chart paper, marker pens, meta cards, Manila paper, masking tapes/adhesives

• Leaflets/flyers of ATI extension services

• Prizes for winners

Session Plan

You may modify the program to suit your and your participants’ needs.

LESSONS/TIME ACTIVITIES RESOURCES

Welcome and Overview10 minutes GREET the participants and welcome them to the

module.

INTRODUCE yourself.

GET ATTENTION by asking, “If an agricultural extension worker ran for office, say, as Mayor or Vice Mayor of your town (disregarding the financial requirements of launching a candidacy), what do you think are the chances that s/he will win?”

DRAW OUT the participants’ thoughts on why agricultural extension workers may or may not win the hearts and votes of the greater populace, majority of whom are in the farming sector.

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LINK by asserting that agricultural extension can provide much help for farmers to succeed in farming as a business.

OUTCOME: At the end of this module, participants are expected to be able to:

1. Discuss the scope and activities of Agricultural Extension;

2. Explain the roles of agricultural extension in agricultural and rural development; and

3. Name some of the different extension programs and services offered by the Agricultural Training Institute and attached agencies of the Department of Agriculture.

4. Discuss ways by which agricultural extension practice may be improved to better help farmers succeed in their farming business.

STRUCTURE:

1. Scope and activities of agricultural extension2. Role of agricultural extension in agricultural and

rural development 3. Agricultural Training Institute rice extension

programs and services4. Services and contact information of other DA

bureaus and attached agencies 5. Ways forward for a more responsive agricultural

extension systemSTIMULATE INTEREST by challenging the participants to reflect on their own roles as agricultural extension workers and farmer leaders/champions in the discussions and activities of this module.

Lesson 1: Scope and activities of agricultural extension30 minutes GET ATTENTION: Break the ice by facilitating a group

formation energizer. Invite participants to participate in an Activity called Animal Flocking Game.

Activity 16.1: Animal Flocking Game

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Activity 16.1. Animal Flocking Game

Goal Participants will form into groups in a fun way.Duration 5 minutesNumber of participants

No. of groups to be formed depends on the number of participants, with four to six members per group.

Materials/Methodology

Beforehand, prepare small sheets of paper on which will be written farm animals that make sounds, e.g., chicken, pig, cow, duck, carabao, horse, etc. Write each kind of animal on five small pieces of folded or rolled paper as lots to be drawn. Shake them in a small box, bowl, can or basket.

Process 1. Each member will draw a piece of paper from the container.2. Instruct everyone that no one is to open the piece of paper until everyone

has drawn, and they must wait for the facilitator to signal them to open and read what’s written in the sheet.

3. As soon as they read the animal they have drawn, participants are not to utter anything except the noise that the animal makes.

4. Participants search for their group mates by making their animal sound and listening for their flock members. They do this until their flock is complete.

5. Participants will name their group as they wish, often using the name of their animal flock.

Debriefing Tell the participants that this is just a fun way of breaking the ice while forming task-oriented groups. They will henceforth work on the module exercises with their animal group.


LINK to lesson by acknowledging that agricultural extension encompasses multiple roles and various activities.

OUTCOME: At the end of the lesson, participants are expected to be able to discuss the scope and activities of agricultural extension.STRUCTURE:

1. Definitions of agricultural extension2. Roles of agricultural extension and extension

workers3. Activities considered part of agricultural

extension

STIMULATE INTEREST through the group-based Activity 2. In their small (animal-flocked) group, ask participants to draw on chart/Manila paper their concept of agricultural extension, illustrating roles, relationships with farmers, research agencies, and other entities.

Each group will present (and explain as necessary) their outputs to the plenary group. Give each presenter 1-2 minutes for each presentation.

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EXPLAIN. The facilitator will recap the group outputs with a lecture using the appropriate Powerpoint slides.

Some notes:Agricultural extension is defined as the informal educational process that aims to raise awareness, advance understanding, and transform farmers’ attitudes towards farming practices that boost up productivity and promote better management of the soil and natural resources.

In the Agriculture and Fisheries Modernization Act (AFMA) document of 1997, Extension Services refers to the provision of training, information and support services by the government and non-government organizations to the agriculture and fisheries sectors to improve the technical business and social capabilities of farmers and fisher folks. OUTCOME: Summarize and confirm the scope and activities considered part of agricultural extension.

FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.

FUTURE: Preview the next topic on the role of agricultural extension in agricultural and rural development.

Lesson 2: Role of Agricultural Extension in Agricultural and Rural Development40 minutes GET ATTENTION by asking the agricultural extension

workers in the group to share their outlook on their job, and what motivates them in performing it.

LINK by commenting that one motivating factor in performing one’s job well is in seeing how one’s efforts, no matter how small, contribute to a bigger goal. In agricultural extension, this bigger goal is agricultural and rural development.

OUTCOME: At the end of the lesson, participants are expected to be able to:

1. Identify the roles of an extension worker; and2. Explain the role of agricultural extension in

agricultural and rural development.Activity 16. 2: Roles of an Extension Worker

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Activity 16.2. Roles of and Extension Worker

Goal To enable participants to appreciate the multiple roles of an agricultural extension worker.

Duration 10 minutesNumber of participants All participants, in their animal-flocked groupMaterials/Methodology Chart/Manila paper, felt pen, and meta cardsProcess Tell the participants that you have two tasks for the different groups. Half

of the groups will work on Task 1, while the rest of the groups will work on Task 2.

Task 1 for Selected Groups

Working in their original animal-flocked group, ask the participants to list as many roles they could think that agricultural extension workers play in performing their job. Other roles as persons, e.g., as father, barangay official, church leader, etc. are not to be included – only their agricultural extension roles.

Task 2 for Other Groups

In their animal-flocked group, tell the participants to generate a list of descriptions or attributes of their concept of agricultural and rural development in their locality.

Both tasks should be under time pressure of five minutes.

Participants will post/display their answers side-by-side around the room or on the board.

Debriefing With all the groups’ outputs displayed, the facilitator invites two volunteers or asks the participants to volunteer two participants (preferably articulate ones) to provide a synthesis and discuss what the various roles of the agricultural extension worker are, and how these contribute to agricultural and rural development, based on all the group outputs. The second volunteer is asked to augment what the first volunteer may have missed.

Further recap will be provided by the facilitator’s short presentation that follows.


To RECAP and supplement the participants’ presentations, further EXPLAIN the roles of an agricultural extension worker. Provide examples as necessary.

• Educator, guide in decision-making• Provider of and link to needed/helpful

agricultural information• Link to research• Trainer/facilitator• Catalyst

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• Motivator• Advisor• Advocate

EMPHASIZE that an agricultural extension worker needs to be careful in conveying messages and completing messages with appropriate information. Invite sharing of experience from one or two participants on this point.OUTCOME: Summarize by EXPLAINING the purpose of or need for agricultural extension in advancing agricultural and rural development (ARD). Expound on an inclusive and sustainable ARD and recap the participants’ ideas on what ARD means for them.

FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.

FUTURE: Preview the next topic on ATI’s rice extension programs and services.

Lesson 3: Agricultural Training Institute Rice Extension Programs and Services10 minutes GET ATTENTION by asking participants what are the

extension services offered to them by the Department of Agriculture.

ASK participants to write their answers on meta cards and post them on the board.

LINK by asking participants if they have had any previous contact with the DA Agricultural Training Institute (ATI) or have been a recipient of any of its extension services.OUTCOME: At the end of the lesson, participants are expected to be able to list the services of DA ATI and its Rice Extension Programs, and describe some of these services that they are learning about for the first time.

STRUCTURE:

1. DA ATI services2. The Rice Extension programs of DA ATI

STIMULATE INTEREST by asking participants if they’ve had any engagements with DA ATI or other bureaus and attached agencies. Probe if their experience was interesting, gainful, or something better forgotten. Allow one or two to expound on their experience.

EXPLAIN the role of the DA ATI as the training and extension arm of the Department of Agriculture

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EXPLAIN the extension service framework of DA ATI

Present an outline of all the services and ask the participants to share about those they are familiar with (or have engaged). Then explain what the services are.

Training Services

• Capacity building trainings and workshops• Reinforcement courses (Management Trainings,

AFE Data Management, AFE M&E System Development, Upland Rice Based Farming System, etc.)

• Schools-on-the-Air (SOA)• Technical Briefing /Teknokliniks• Local Farmer Technicians ‘ Training Course • Farm Business School • Climate Field School• Season- long TOT for Rice• E-extension (e-farming, e-leaning, e-trading)

Techno Demonstrations

• School for Practical Agriculture (SPA)• Farm Schools/Learning Sites• Upland Palayamanan model farms• Climate Field School model farms

Farm and Business Advisory

• Techno Gabay Program (TGP) Farmers’ Information Technology Service (FITS)

• Farmers Contact Center

Information, Education, and CommunicationDEMONSTRATE the use of the Farmer’s Contact Center:

Web-based ([email protected])

Mobile (0920-9462474) (1-800-10-982)

Android (Nutrient Manager for Rice application)

NOTE: Facilitator should be ready with an image (screen grab) of the sites in Powerpoint just in case there is a problem with internet connection.OUTCOMES: Summarize and confirm the outcomes of this topic with participants

FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far. Ask the participants if any of the ATI services presented to them is new information to them.

Slides 17-18

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Slides 16

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Lesson 4: Services and Contact Information of Other Bureaus and Attached Agencies of the Department of Agriculture

25 minutes GET ATTENTION by presenting the extension services (other than those related to rice production) offered by ATI.

ASK participants to give other services that they had encountered from other agencies.

STIMULATE INTEREST by asking participants if they had applied these services in their own farms.PRESENT other services offered by bureaus and attached agencies of the Department of Agriculture (DA).

ICT BASED RESOURCES and TOOLS on RICE/AGRICULTURE

NOTE: Have a screen grab of the different sites ready in case these are internet connection problems.

1. The Philippine Rice Research Institute (PhilRice) under the DA and the International Rice Research Institute (IRRI, an international research agency under the CGIAR group) offer a wide range of rice extension and related services.

Philippine Rice Research Institute (www.philrice.gov.ph)

PhilRice Tel: (044) 456-0285 local 511

• Pinoy Rice Knowledge Bank http://www.pinoyrice.com or www.pinoyrkb.com

The Pinoy RKB is a one-stop shop for free and latest information on rice production in the Philippines. It explains the PalayCheck system (in major Philippine dialects) and Palayamanan to help improve rice production and income; contains ready-to-print, illustrated handouts as well as broadcast releases on various rice related topics; learning modules in Powerpoint; audio plugs and interviews with rice experts; educational and entertaining videos; and many more. It also has an offline version that can be downloaded from the website.

MOET Appv2.0 (Downloadable from the PhilRice website)

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Need help with fertilizer computation? Try MOET Application, it can compute the field fertilizer requirements of an irrigated lowland rice and predict the rice yield if the fertilizer plan is followed.

• PhilRice Text Center (Send Text/SMS to +63 920 911 1398) [Suggestion from reviewer: A transcript of the SMS inquiries and PhilRice’s responses (3-5 examples) can be shown in the PowerPoint – it would be interesting for farmers to see such samples.]

Farming emergency? Questions about rice? Call or text and you shall receive an answer! This is PhilRice’s every day SMS-based help desk and customer support service.

With its info-on-demand feature, you will receive requested information simply by texting the right keyword. For Example, text name of variety (e.g., Rc18) to receive varietal characteristics; name of pest or disease (e.g., STEMBORER) to know its management options; or SEEDS and name of PhilRice Station (e.g., SEEDS NUEVA ECIJA) to know the seeds available in each station in the said province.

• PhilRice Library [please provide contact details and what the library has to offer to farmers.]

2. International Rice Research InstituteIRRI Tel: (63-2) 580-5600

• Rice Knowledge Bank

Learn about rice production techniques, agricultural technologies, and best farming practices based on IRRI’s pool of knowledge from research findings, learning and media resources, and in-country projects.

• Rice Crop Manager http://webapps.irri.org/ph/rcm (using an HTML5 compatible web browser on smartphones, tabs and computers)

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Designed for use by extension workers, crop advisers, input providers, and service providers, here’s a customizable crop and nutrient management guide! With RCM, farmers can be provided with actionable recommendation that matches their location- specific cropping practices and needs.

• Rice Doctor http://ricedoctor.irri.org

When your rice is sick, go to Rice Doctor very quick! The diagnostics tool will help to systemically identify problems in your rice crop and provide advice on how to manage them.

• Weed Identification Toolhttp://www.knowledgebank.irri.org/decision-tools/weed-identification

If weeds are your problem, Weed Smart is for you! This weed identification tool helps identify the major weeds of rice and also gives additional information, such as on management and geographical distribution of weeds.

• IRRI Library/Trainings /Scholarships [please provide contact details and what the library has to offer to farmers.]

Go through the list of other attached bureaus and agencies of the Department of Agriculture, briefly describing their core functions.

NOTE: Give a copy of handout or flyer which contains the contact information of the above-mentioned institutions (including the ones contained in slides 17-20).

Conclusion15 minutes GET ATTENTION BY EXPLAINING: You have now learned

the importance of agricultural extension and current services offered by ATI, other DA bureaus, and attached agencies.

LINK to closing by asking if they think they can remember what they learned.

OUTCOMES: REVIEW the (module) learning objectives from the beginning of the training.

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FEEDBACK: REVIEW participants’ questions and expectations for the training and confirm that all questions have been addressed.

ASK if anyone has any remaining questions or expectations that were not covered. RECAPITULATION: The Final Showdown

TELL participants to form four groups. If their prior animal flocked grouping makes only four groups, they may retain their original groups. Let the groups choose which one they will battle or compete with.

EXPLAIN that for the initial round, each set of competing groups is given five questions to answer. The two groups who will win the first round will face each other off for the second or final round. They will battle for three questions.

If one member of the group is unable to answer a question, two of the members will be banned from answering the question.

Note: The trainer will prepare the questions which shall be based on the content of the module.FUTURE: Congratulate participants for completing all the modules. Prepare them for any closing activity and training follow-ups.

Summarize by showing the summary slide.THANK participants for their time! Welcome any individual questions or follow-up after the training.

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Bureaus and Attached Agencies

Name of Agency Office Address Contact InformationDepartment of Agriculture Elliptical Road, Diliman, Quezon City (02) 920 – 3986 / 43 to 69 or

020-2223Agribusiness and Marketing Assistance Services (AMAS)

Elliptical Road, Diliman, Quezon City (02) 920-4077

Bureau of Agriculture and Fisheries Standard BAFS)

BPI Compound, Visayas Ave., Diliman Quezon City

920-6131/34455-0031

Bureau of Agricultural Research (BAR)

RDMIC Building, Visayas Ave. cor. Elliptical Road, DilimanQuezon City

+63 2 928-8624 +63 2 928-8505

Bureau of Agricultural Statistics (BAS)

2nd Flr. Ben-Lor Bldg., 1184 Quezon Avenue, Quezon City

(632)371-20-50, (632)371-20-92

Bureau of Plant Industry (BPI) 692 San Andres Street, Malate, Manila (02) 525-7857 or 525-7909Bureau of Soils and Water Management (BSWM)

Visayas Avenue, Diliman, Quezon City (632) 920-4382(632) 923-0433

Fertilizer and Pesticide Authority (FPA)

FPA Bldg., BAI Compound, Visayas Ave., Diliman, Quezon City

920-8173; 920-0068 920-8573; 384-3957

Philippine Center for Postharvest Development and Mechanization (PHILMECH)

Central Luzon State University (CLSU) Compound, Science City of Munoz, Nueva Ecija

(+6344) 4560-213(+6344) 4565-770(+6344) 4560-287(+6344) 4560-290

National Food Authority (NFA) Public Affairs Department3rd Floor SRA BuildingNorth Avenue, Diliman, Quezon City

09064363133

National Irrigation Administration (NIA)

NIA Complex, EDSA, Diliman, Quezon City

(632) 929-6071 to 79; 926-8090 to 91

Philippine Crop Insurance Corporation (PCIC)

7/F Building A, NIA Complex, EDSA, Diliman, Quezon City

(02) 441-1322 to

MODULE 16 frontModule 16 Agricultural Extension and ServicesMODULE 16 back

Documents

Training of Trainers - Pinoy Rice Knowledge Bank · 2018. 4. 23. · Cruz, Jaime A. Gallentes, Nomer Esmero, Maria Celeste H. Cadiz, Ines Vivian D. Domingo, Malaya N. Montesur, Regine