Agricultural
Extension Programme Evaluation
Contents
Preface I. Introduction II. Need of Evaluation in Extension Programmes
III. Objectives IV. Major Considerations of Evaluation
V. Planning of Evaluation Process VI. Major Elements of Evaluation VII. Evaluation Process VIII. Angles of Assessment
IX. Programme Evaluation Organization X. Evaluation of Different Methods
XI. Conclusion Preface
Effective evaluation is a basis to measure the progress of any development programme. It must be based on the objectives by which results can be detected and the behavioral changes in the people can be identified. It helps in finding the potentiality of the farmers and their necessities. This information collected from small and marginal farmers will reflect their problems and difficulties in the adoption of new technology and low production.
Dr. K.T. Chandy, Agricultural & Environmental
I. Introduction
Evaluation is an essential aid to the formulation and implementation of development plans and programmes. It mainly examine the programmes and schemes for community development, agriculture and other areas of rural development. Normally, evaluation is defined as the process of determining the value. Since, agricultural extension education is basically concerned with the bringing about of behavioural change among the farming people, the process of extension evaluation is essentially the process of determining the desirable behavioural change i.e. change in the knowledge, skill, attitude and adoption behavior of the farmers.
Two basic things regarding extension of any programme also apply equally well to evaluation. They are:
1. the process of determining the behavior of the people being taught and 2. the process for determining the degree to which these n changes in behaviour actually are taking place.
II. Need of Evaluation in Extension Programmes
Evaluation is done to measure the degree of success of the programme in terms of the objectives set forth: It helps in determining how far an activity has progressed and how much further it should be carried to accomplish objectives. The evaluation should be done not only of the physical achievements but also of the methods and techniques used and of the other steps in the programme planning process, so that the strong and weak points may be identified and necessary changes made. Only after the process of evaluation one can arrive at conclusion that will aid in decision making regarding continuation, redirection, reemphasis of the present programme changing need for new programmes.
III Objectives
Broadly speaking, the objectives of programme evaluation include assessment of progress and impact, finding out areas of success and failure in implementation, analyzing the reason for success or failure, ascertaining people's acceptance of the programme benefits and their reaction and deriving lessons for improvement in the formulation and implementation of further programmes.
It
is also necessary that the educational or organizational objectives
be stated specifically that any person leading them receives
explicit clues as to the behavioural change could look for in
the behaviour. They should have several characteristics when
they are considered under educational process. Some are given
below.
1. They should be stated in terms of the learners and be stated
at the level of the learner.
2. They should include three essential parts:
a. who the learners are
b. which behavioural change is to be brought out, and
c. statement of the kind of content with which the behaviour
deals
3. They should imply behavioural changes so specific that can
be measured.
IV. Major Considerations of Evaluation
There
are six major considerations for conducting the evaluation.
These are:
1. objectives of the programmes or activity,
2. action taken to reach the objectives and the methods used,
3. collection, analysis and interpretation of valid and reliable
evidence (data) indicating what happened as a result of the
action taken,
4. comparison of the actual and anticipated result,
5. drawing conclusion from the comparisons, and
6. using the findings to guide, articulate and improve the future
programme of action.
V. Planning of Evaluation Process
Evaluation is an integral part of all types of education; it
is therefore an integral part of extension education too. In
planning extension evaluation, the socio-economic situation
is assessed. In doing so the following questions are to be answered
in planning evaluation.
1. What are the needs of the people?
2. What are the objectives the people want to achieve?
3. Who shall be helped to move toward an objective.
a. What are those people like?
b. What problems do they have?
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