FACULTY OF SCIENCE & AGRICULTURE

DEPARTMENT OF AGRICULTURE

COURSE OUTLINE

Module Title
Introduction to Extension & Rural Development
Module Code
SAAE211

Programme in
BSc Agriculture (Agribusiness Management)
which the module is
BSc Agriculture (Agronomy)
offered
BSc Agriculture (Animal Science)

BSc Consumer Science

Year of offering

2nd

SAQA Credits
15

NQF level
6

Name of Lecturer /
Dr M. Sibanda
Lecturers

2017
University of Zululand Department of Agriculture Private Bag X1001 KwaDlangezwa

3886

Date: 6 February 2017

Dear Student

Welcome to the module Introduction to Extension and Rural Development (SAAE211).

This module is designed to introduce learners to basic concepts, history, philosophy
and patterns of extension worldwide, in the Southern Africa region and nationally
outlining the principles, practices, communication process, adoption and diffusion of
agricultural production practices and extension methods and to enable students to
identify, analyze and apply appropriate extension methodologies in extension and
rural development. There are no specific prerequisites for this module.

The lecturer’s expectations include:

100% participation of each learner as it contributes to the attainment of group learning

goals.

Role playing of each learner is recorded and contributes to the attainment of group
learning goals.

Written work and assignments are well structured as stipulated on module guide.
Sources used are acknowledged (referenced).
Deadlines for submitting work are observed.
Given guidelines are followed.
All written work is typed and printed with page numbers and stapled together.

Factors affecting your score include grammar, spelling, correct citation of authorities
and organization.
Failure to turn in submission when they are due will result in a mark of 0. If you do not
submit on time, you will not be permitted to re-submit (with exceptions of valid
reasons).

Attendance is mandatory because during class, the material taught is through

discussion and demonstrations.

The following are the Lecturer’s and role players’ contact details:

Lecturer’s
and role players’ contact details
Role player

Name
Contact details
Lecturer

Dr. M. Sibanda
Email: sibandamelusi@yahoo.co.uk /X

SibandaM@unizulu.ac.zaX

Tel: 0359026068

Class
Representative(s)
TABLE OF CONTENTS

Content Page
1. DEFINITION OF TERMS 1

2. MODULE PURPOSE 2

3. MODULE OUTCOMES 2

4. TOPICS WITH SCHEDULING 2

Work schedule 3

5. NOTIONAL HOURS 4

6. CONSULTATION TIMES 4

7. ASSESSMENT PROCEDURES 4

7.1 Assessmment administration 4

7.2 Assessment plan 4

7.3 Rules and requirements during assessment activities 5

7.4 Assessment schedule and weighting 5

7.5 Practicals 6

7.6 Tutorials 6

8. ASSESSMENT CRITERIA 6

8.1 Assignment Mark Schedule 7

9. GUIDELINES FOR PRESENTING ASSIGNMENTS 7

10. REFERENCING STYLE8

11. ASSIGNMENT COVER SHEET 8

12. PRESCRIBED READINGS, AND ADDITIONAL (RECOMMENED) READINGS 8

12.1 Prescribed Book (s)8

12.2 Recommended Readings 8

13. MATERIALS NEEDED FOR THE MODULE 9

Table 1: Assessment Criteria Template 10

Table 2: Assignment Cover Sheet 11

i
1. DEFINITION OF TERMS

COURSE OUTLINE/SCHEME OF WORK/MODULE OUTLINE: Course/Module

outline/Schemes of work represent a contract between the lecturer and student
stipulating the requirements for each course: its aims, learning outcomes, course
requirements and assessment.

LEARNER/STUDY GUIDE: A learner/study guide helps in organising lecture notes

and textbook material so that students can increase their comprehension and
memory of large amounts of information. Specific outcomes on topics covered, the
summary of content, as well as revision questions are included.

TUTORIAL: A tutorial is an interactive method of transferring knowledge in the

learning process. A tutorial seeks to teach by example and supply the information to
complete a certain task.

PRACTICAL: A practical is a lesson in which theories and procedures learned are

applied to the actual making or doing of something.

FORMATIVE ASSESSMENT: The goal of formative assessment is develop and

monitor student learning to provide ongoing feedback that can be used by lecturers
to improve their teaching and by students to improve their learning.

SUMMATIVE ASSESSMENT: The goal of summative assessment is to evaluate

student learning at the end of an instructional unit by comparing it against some
standard or benchmark.

GENERIC OUTCOMES: These are critical cross-field outcomes that inform all
teaching and learning as stipulated by SAQA Regulations.

Each module should enable students to:

work effectively as individuals and with others as members of a team;

organise and manage themselves and their activities responsibly and effectively;
identify and solve problems and make decisions using critical and creative thinking;
collect, analyse, organise and critically evaluate information;

communicate effectively using visual, symbolic and/or language skills in various

modes;

use science and technology effectively and critically showing responsibility towards
the environment and the health of others; and

demonstrate an understanding of the world as a set of related systems by

recognising that problem solving contexts do not exist in isolation.

SPECIFIC/MODULE OUTCOMES: Learning outcomes are statements of what

students will learn in a lecture. Each lecture has its specific outcomes. The
statements are focused on student learning.

1
MODULE PURPOSE

This module is designed to introduce learners to basic concepts, history, philosophy

and patterns of extension worldwide, in the Southern Africa region and nationally
outlining the principles, practices, communication process, adoption and diffusion of
agricultural production practices and extension methods and to enable students to
identify, analyze and apply appropriate extension methodologies in extension and
rural development.

MODULE OUTCOMES

On successful completetion of the module, the following outcomes are expected to

have been achieved. Student(s) would be able to:
Define and describe basic concepts in extension and rural development;

Explain how agricultural extension developed globally and nationally with reference to South
Africa;

Discuss the philosophy and patterns of extension world-wide and in Southern Africa;

Discuss principles and practice communication process as the basis of extension;

Explain the educational processes achieved through the adoption diffusion model;

Understand and describe how the different participatory extension methods can be applied
to real life situations;

Assess needs, constraints of farmers and possible solutions to problems using different
participatory methodologies (PRA, RAAKS, and RRA).

TOPICS WITH SCHEDULING

The following major topics will be covered in this module:

History and philosophy of agricultural extension.
Communication process as a basis for extension.
Adoption and diffusion model.
Participation of farmers in Extension Programmes.
Self-reliant Participatory Development.
Agents of change.
Alternative approaches to organising extension
Using rapid or Participatory Rural Appraisal
Participatory methodologies (PRA, RAAKS, RRA).

2
4.1 Work schedule

The content of the module will be administered through expository lectures three (3)
one hour lecture period per week, class question-answer sessions and group work
following this work schedule:

Work schedule

WEEK
THEME
CONTENT OUTLINE/TOPIC

READING/SUPPORT/

LEARNING MATERIAL
1-2
Topic A:

Introduction to
· The basic concept in extension
1.
Study guide notes.

agricultural
and rural development.
2.
Lecture notes.

extension.
· The history and philosophy of
3.
Recommended readings

agricultural extension.

(See section 12).

· Functions and essentials of

extension.

· The role of extension worker.

· Extension systems.

3-4
Topic B:

Communication
· The communication process.
1.
Study guide notes.

process as a basis for

· Barriers to communication.
2.
Lecture notes.

extension.
How successful extension worker
3.
Recommended readings

communicate.

(See section 12).

5-6
Topic C:

Applied learning
· Adults as learners.
1.
Study guide notes.

theory in
· Condition for conducive learning.
2.
Lecture notes.

Agricultural
· Face to face model.
3.
Recommended readings

extension
· Adoption and diffusion model.

(See section 12).

· Extension teaching methods.

7-8
Topic D:

Participation of
· Self-reliance Participatory
1.
Study guide notes.

farmers in Extension
Development.
2.
Lecture notes.

Programmes.

3.
Recommended readings

(See section 12).

9 - 10
Topic E:
Agents of change
· Alternative approaches to
1.
Study guide notes.

organizing extension.
2.
Lecture notes.

3.
Recommended readings

(See section 12).

11
Topic F:

Using rapid or
· Participatory methodologies
1.
Study guide notes.

Participatory Rural
(PRA, RAAKS, RRA)
2.
Lecture notes.

Appraisal.

3.
Recommended readings
(See section 12).

12
All Topics:

Revision and
· All Module Content
1. Notes and presented work.

Consultations.

2. Written tests and

exercises.

3.
Study guide notes.

4.
Lecture notes.

5.
Recommended readings.
Attendance register will be signed at the end of each lecture period.

3
NOTIONAL HOURS

Notional hours is the number of hours that the module has been allocated in the timetable.
Learning hours are hours that are used for the learning activities and assessment of the
module such as lectures, tutorials, practicals, presentations, independent study etc. The
Table below summarises the notional hours for this module:

Notional Hours
Contact Study
Notional Hours
Self-Study
Notional Hours
Lectures
45
Lecture related
30
Practicals

Practical related
10
Fieldwork

Assignments
15
Tutorials
35
Revision
5
Guided Revision
5
Assessments
5
Total (Contact Study)
85
Total (Self-Study)
65
Total (Notional hours)

150

CONSULTATION TIMES
The lecturer will be available for consultation and discussion on the following days:

Monday to Friday – Check free slots on the timetable. Dr. M. Sibanda: Office – HA2
(Agriculture).

Other consultations can be done on appointment.

The lecturer can also be contacted using the supplied email & telephone contacts.

ASSESSMENT PROCEDURES

7.1 Assessmment administration

Assessment will be continuous and will be both formative and summative. Formative
assessments will not be awarded marks and summative assessment will be awarded
marks that will contribute to passing the module. Continuous assessment will be through a
coherent written review paper and a research proposal on a related topic and presentation
of the review paper and research proposal to peers.

7.2 Assessment plan

The modes and procedures of formative and summative assessment, awarding of a

qualification cum laude, supplementary assessment, re-assessment and special
examinations for learners, shall be as prescribed respectively by General Rules of the
University.

Learners shall be entitled to remarking and scrutiny of scripts, as provided for in the
University General Rules.

4
7.3 Rules and requirements during assessment activities

100% participation is mandatory. Students will pass if the total mark for the module is greater
than or equal to 50% and a distinction will be obtained

should the final mark be greater or equal to 75%.

7.3.2 Leave of absence shall only be granted to learners in exceptional circumstances and in
accordance with University rules.

7.4 Assessment schedule and weighting

Table 1 shows the types of assessments and criteria to be administered during the course of
the learning with their mark weightings and estimated dates.

Three (3) one hour lecture period per week.

One (1) three hour tutorial session period per week.

Two (2) written assignments.

Presentations.

Test 1 at the end of third week.

Test 2 at the end of the sixth week.

Final examination at the end of the semester.

Assessment schedule and weighting

Type of

Description

Value

Date

Assessment
Formative
Summative

Recap/review

-Question and
0%

In the course of learning.

answer session to

foster

understanding
Assignments

1) Assignment one; details to be

10%

Submission:

given in class and also to be

23 February 2017*

uploaded on module. [100]

st
before 14:00hrs (1 Ass.).

2) Assignment two; details to be

given in class and also to be

06 April 2017*

uploaded on module. [100]

nd
before 14:00hrs (2 Ass.).

Tutorials

-Group
Written tutorial exercises

40%

In the course of learning.

presentations on
various topics

Major Tests

Covering all the work done

50%

Test 1: 08 March 2017* (Time

(Test1 + Test2)
and venue to be announced).

Test 2: 19 April 2017*

(Time and venue to be

announced).
DP

Continuous Assessment (Tutorials + Assignments + Tests)

40%

May 2017

Examination

Covering all the module work

60%

May/June 2017
Final Mark

(DP + Examination)

100%

June 2017

* N/B: These are tentative dates they may change in the course of the learning.

5
7.5 Practicals

There will be no contact study related practicals in this module but only tutorial
sessions.

7.6 Tutorials

There will be one (1) three hour tutorial session period per week. Check official
timetable for the tutorial times and venue.

ASSESSMENT CRITERIA

Students will be assessed not only on knowledge and insight into extension and rural
development, but also on their ability to apply this to case studies and real life
situation. A variety of assessment methods and strategies will be employed to
provide a comprehensive reflection of the learner’s development in this module.

Students should be able to:

Demonstrate an understanding on the basic concept in extension and rural

development by defining basic terms and concepts.

Should be able to explain how agricultural extension developed globally and

nationally with reference to South Africa.

Discuss the philosophy and patterns of extension worldwide and in Southern Africa.

Should be able to mention and describe/explain the functions and essentials of

extension.

Should be able to mention and describe/explain the role of an extension worker.

Should be able to describe the extension environment and different extension
systems.
Should be able to outline and briefly describe the communication process.

Should be able to identify and briefly describe/explain the various barriers to

communication.

Should be able to describe how successful extension workers communicate.

Demonstrate an understanding on adults learning be able to mention and briefly
describe/explain the conditions conducive for adult learning.

Should be able to outline and briefly describe/explain the adoption and diffusion
model.

Should be able to explain the educational processes achieved through the adoption
diffusion model.

Should be able to explain the importance of participation by farmers in

developmental programmes.

Should be able to identify the the advantages and disadvantages of NGOs. Should
be able discuss the reasons to emphasize women in developmental programmes.

Should be able to describe the characteristics, roles, common weaknesses and

inadequacies of change agents.

Should be able to describe the socio-economic rural class structure.

Should be able to briefly describe how the different participatory extension methods
can be applied to real life situations - Participatory methodologies (PRA, RAAKS,
RRA).

6
8.1 Assignment Mark Schedule

The following Table shows the criteria to be used in the review of assignments:

Assignment Mark Schedule

Assignment component
Mark

allocation
Structure of assignment and technical workmanship
10
(Cover page with necessary information, table of contents,

appropriate numbering and sub-headings, correct font and font

size).

Introduction
10
(Subject well introduced, introduction of major concept (s), what

does the reader expect to find in the assignment).

Language
10
(Grammar, spellings and sentence construction).

Logic
10
(Flow of ideas, connectedness of ideas to one another).

Subject matter
40
(Was the question answered, is the information provided

relevant).

Conclusion
10
(Summary of discussion linked to the introduction, critical thought

based on the discussion).

Referencing
10
(Harvard style, correct in-text citation, listing all relevant

references in alphabetical order, use of different sources or

references).

Total
100

GUIDELINES FOR PRESENTING ASSIGNMENTS

The following guidelines should be adhered to in preparing written assignments. Arial

is the official font chosen by the University.

Use 12 Point font size, 1.5 line spacing (0pt Before and After) unless stated otherwise.

Use the default size page margins in Microsoft Word (1.25" left and right and 1" top
and bottom).

Number of pages may vary but in this module a minimum of 2 pages is recommended
– This is excluding the cover page, table of contents, list of tables/figures and list of
References.

Use the University approved assignment cover page (See Table 2).
7
10. REFERENCING STYLE

Both Harvard and APA referencing styles can be used in the writing of tasks. Visit
https://www.staffs.ac.uk/assets/harvard_quick_guide_tcm44-47797 and www.apastyle.orgX

11. ASSIGNMENT COVER SHEET

Use the University approved assignment cover sheet to submit your assignments

(See Table 2).

12. PRESCRIBED READINGS, AND ADDITIONAL (RECOMMENED) READINGS

The following are the prescribed books/reading materials for the module:

Prescribed Book (s)

Bembridge, T.J. (1993). The practice of Agricultural Extension. A Training Manual.

Halfway House: Development Bank of Southern Africa.

Oakley, P. & Garforth, C. (1985). Guide to Extension Training. Food and Agricultural
Organization of the United Nations, Rome.

Maunder, Adison, H. (1972). Agricultural Extension. A Reference Manual. United

Nations Fod and Agriculture Organization, Rome (Italy).

De Beer & Swanepoel, H (2000). Introduction to Development Studies. Second

Edition. Cape Town: Oxford University Press Southern Africa.

Recommended Readings

Burkey, S. 1993. People First: A Guide to Self-reliant Participatory Rural

Development. Zed Books Ltd., London.
Chauhan J. (2008). Agriculture Extension Education: Communication in Agriculture.
Available online: https://www.google.co.za/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad
=rja&uact=8&ved=0ahUKEwjJlPyC3JDKAhWJSBQKHUIbDVQQFggwMAM& url=http
%3A%2F%2Fnsdl.niscair.res.in%2Fjspui%2Fbitstream%2F12345678
9%2F517%2F1%2FPDF%2520Communication%2520in%2520Agriculture.pdf
&usg=AFQjCNFIBAvlkNeJByk9s7DoWsDmJVREvA&sig2=O-
zBgoyVGdEcD9DUGdJjpw X

Christine Edmunds, Kip Lowe, Morna Murray, and Anne Seymour (2002). The
ultimate educator: Achieving maximum adult learning through training and
instruction. – Chapter 3: Ultimate adult learning. Available online:
https://www.ncjrs.gov/ovc_archives/educator/files/chapter3.pd f X

Burton E. Swanson, Robert P. Bentz & Andrew J. Sofranko (1997). Improving

agricultural extension. A reference manual. Food and Agriculture Organization of the
United Nations, Rome.

Available online: http://www.fao.org/docrep/w5830e/w5830e00.HTM X

8
Anandajayyasekeram, P. Pusskur, R., Sindu Workneh and Hoekstra, D., 2008.
Concepts and practices in agricultural extension in developing countries: A source
book. IFPRI (International Food Policy Research Institute), Washington, DC, USA
and ILRI (International Livestock Research Institute), Nairobi, Kenya.

Singh B.B. & Mishra O.P. (2007). Agricultural Extension Education. Diffusion and
Adoption of Agricultural Innovations. Available online: https://www.google.co.za/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad =rja&uact=8&ved=0ahUKEwj--
5Ol5ZDKAhUGuBQKHRA2CQQQFggbMAA&url=http%3A%2F%2Fnsdl.niscai r.res.in
%2Fjspui%2Fbitstream%2F123456789%2F651%2F1%2Frevised%252 0diffusion
%2520and%2520adoption%2520of%2520agricultural%2520innovat i
ons.pdf&usg=AFQjCNFXhFC8oW4vvwOuTN_s8fafhV3rNw&sig2=cq71JVHB
xjTPQSNIRIkGEw X

Carney, D., 1998. Sustainable Rural Livelihoods. What contribution can we make?
London: Zed Books Pp. 3- 39.

Duvel, G.H., 2000. Towards an appropriate extension approach for agricultural and rural
th
development in South Africa. Proceedings of the 34

Conference held on 16 – 18 may 200 at Club My konos Langebaan Western Cape:

Pp. 3-14.

Fair, T.J.D., 1998. African Rural Development in Six Countries. Paper No 61 Pretoria:
Africa Institute Research.

Jones, G.E., and Garfourth, C, 1997. The history development , and future of
agricultural extension. In Swason, B.E., Bentz, R.P. and Sofranko, A.J. (eds).
Improving Agricultural Extension. A reference Manual. Food amd Agriculture
Organization of the United Nations: Pp. 3-20.

Seevers, B., Graham, D., Gammon, J., and Conklin, N., 1997. Education Through
Cooperative Extension. London: Delmar Publishers. Pp. 121-164.

Whiteside, M., 1998. Living Farms: Encouraging Sustainable Smallholders in

Sourthen Africa. London: Earthscan Publications, Ltd. Pp. 12-35 Pp. 91-103 Pp. 135-
147.
13. MATERIALS NEEDED FOR THE MODULE

These could include stationery, prescribed books, recommended readings etc. and
any other item needed for the course.

9
Table 1: Assessment Criteria

Learning outcomes
Assessment criteria
Assessment methods

Ø
A. History and
Ø
Define and describe
Ø
Written Tutorial exercises
philosophy of agricultural
basic concepts in
and presentations per
extension.
extension and rural
week.

development;
Ø
Two (2) written

Ø
Explain how agricultural
assignments.

extension developed
Ø
Two (2) Tests; Test 1 at

globally and nationally

the end of the third week

with reference to South

and Test 2 at the end of

Africa;
the sixth week.

Ø
Discuss the philosophy
Ø
Final examination at the

and patterns of extension

end of the semester.

world-wide and in
(see section 7.4 for dates)

Southern Africa;

Ø
B. Communication
Ø
Discuss principles and

process as a basis for

practice communication

extension.
process as the basis of

extension;

Ø
C. Adoption and
Ø
Explain the educational

diffusion model.
processes achieved

through the adoption

diffusion model;

Ø
D. Participation of
Ø
Understand and describe

farmers in Extension
how the different
Programmes.
participatory extension

methods can be applied

to real life situations;

Ø
E. Self-reliant
Ø
Assess needs,

Participatory
constraints of farmers

Development.
and possible solutions to

Ø
F. Agents of change.
problems using different

Ø
G. Alternative
participatory

approaches to
methodologies (PRA,

organising extension
RAAKS, and RRA).

Ø
H. Using rapid or

Participatory Rural

Appraisal
Ø
I. Participatory

methodologies (PRA,

RAAKS, RRA).

10
Table 2: Assignment Cover Sheet

FINAL %

FACULTY OF SCIENCE AND AGRICULTURE

DEPARTMENT OF AGRICULTURE

ASSIGNMENT COVER SHEET

Student Name

Student Number

Module Title

Module Code

Assignment Topic

Due Date

Name of Lecturer

Lecturer’s Remarks

11