ICT ENABLED EXTENSION DELIVERY SYSTEM; ISSUES AND STARTEGIES IN AGRICULTURE Senthil Kumar, B..S.

Meena, Subash, Athequalla Scientists , Dairy Extension Division, National Dairy Research Institute, Karnal 132001 Mail: vsenagri@gmail.com, ph - 09812199373 Globalization and technological change processes that have accelerated in tandem over the past fifteen years have created a new global economy "powered by technology, fueled by information and driven by knowledge." US Department of Labor (1999) Information and communication technologies (ICTs) which include radio and television, as well as newer digital technologies such as computers and the Internet have been touted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. However, the experience of introducing different ICTs in the classroom and other educational settings all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICTs is not automatic. The effective integration of ICTs into the educational system is a complex, multifaceted process that involves not just technology indeed, given enough initial capital, getting the technology is the easiest part, but also curriculum and pedagogy, institutional readiness, teacher competencies, and long-term financing, among others. Hence the policymakers in developing countries have to define a framework for the appropriate and effective use of ICTs in their educational systems by first providing a brief overview of the potential benefits of ICT use in education and the ways by which different ICTs have been used in education thus far. Secondly, the four broad issues in the use of ICTs in
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education such as effectiveness, cost, equity, and sustainability needs to be addressed for strengthening the effectiveness of ICT. The key challenges that policymakers in developing countries must reckon with when making decisions about the integration of ICTs in education are educational policy and planning, infrastructure, capacity building, language and content, and financing. Mainly the Information and Communication Technology is the term used to describe exciting and innovative ways to provide lifelong learners with global access to information, learning and support. Information systems that are seamlessly linked to learning support systems, that are enjoyable to use and which enable management Application of ICTs in education 1. Anytime, anywhere 2. Access to remote learning resources Also it is dealing directly to 1. Motivating to learn 2. Facilitating the acquisition of basic skills 3. Enhancing teacher trainings through Audio conferencing Video conferencing Tele conferencing

WIRELESS TELECOMMUNICATIONS AND TOOLS Cellular telephony

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Web-based information and learning resources Computer-mediated communication (CMC) Computer-based learning (CBL)

ICT interventions ICT interventions do not have to be specific to agriculture in order to enhance rural livelihoods or contribute to improved agricultural production. Indeed, a simple ICT intervention such as provision of an accessible rural payphone can play a significant role in enhancing the ability of poor rural families to continue, and perhaps enhance their contribution to national agricultural production and post-harvest activities.

Linkages among professional partners is essential to reach those who are unreached by ICT and especially those who are under the greatest risk of being left out of the knowledge societies (rural population, urban poor, illiterate and marginalized) Promotion of free exchange of knowledge has never been more relevant Promoting diversity of content in the media and information networks ICTs increase access to information and knowledge from a rich variety of sources As information streams become more globalised, it is imperative that the means exist to share local cultural and linguistic expression E connectivity initiatives aim to ensure cultural and linguistic diversity and genuine pluralism through local content production It is a must to ensure a strong public domain of information, readily accessible to all Dynamics: 8 Cs of ICT in rural communities
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Connectivity, Content Community Commerce Capacity, Culture Cooperation Capital

Scope and Scale Growth path and evolution of an online knowledge centre Knowledge centre metrics Quantitative and qualitative metrics Alliance: Partnership and networking Alliances are crucial for amplifying the scope and scale of knowledge centres LLP research and academic linkages help to improve the synergy between scientists and farmers Partnership improves the quality and relevance of information service PPP helps to scale up the ICTs/ knowledge centres through out the country. For the purpose eight millennium development goals (MDGs) were set up to cope with a variety of issues such as promotion of education, maternity, health care, gender equality, poverty reduction policies, child mortality, AIDS and other fatal diseases.

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