Module 1: Introduction to the New

Extensionist
 In 2012 GFRAS developed the “New Extensionist” document, which details
the role that extension plays in an agricultural innovation system, and the
strategies and capacities needed (at individual, organisational, and system
level) http://www.g-fras.org/en/activities/the-new-extensionist.html. Based
on this document the GFRAS Consortium on Extension Education and
Training emerged to promote the New Extensionist, mainly through training,
curricula review, and research on extension.

The Learning Kit contains 13 modules designed for self-directed, face-to-

face, or blended learning and can be a useful tool for individual extension
field staff, managers, and lecturers.

The Introduction to the New Extensionist module is developed as part of

the New Extensionist Learning Kit http://www.g-fras.org/fr/652-the-new-
extensionist-core-competencies-for-individuals.html

We acknowledge the generous support of the European Union contributions

through the Global Forum on Agricultural Research for the development of
the New Extensionist position paper, its validation, and the development
of these learning materials. Special thanks go to a core group of GFRAS
Consortium on Education and Training.

Lead authors: Zenete Franca, Mona Dhamankar &

Mundi Salm
Technical writer: Deon Rossouw
Editor: Elmarie Kruger
Quality assurer: Margeaux Erasmus
Layout: Deborah Els
Coordination team: Kristin Davis, Hlamalani Ngwenya,
Lorenz Schwarz & Natalie Ernst

Financial support:
This module was made possible through the support of the Deutsche
Gesellschaft für Internationale Zusammenarbeit (GIZ). The contents of this
module are the responsibility of the authors and do not necessarily reflect
the views of GIZ or Government.

2016

All work by Global Forum for Rural Advisory Services is licensed under a
Creative Commons Attribution-NonCommercial 3.0 Unported License.

ii
Contents
Module 1: Introduction to the New Extensionist.
........................................................................... 1
Module overview......................................................................1

Module introduction..................................................................2

Study unit 1: Rationale for the New Extensionist..............3

Study unit overview..................................................................3

Study unit introduction.............................................................3

Session 1.1: Changes in rural farming/livelihoods and

their implications...............................................................5

Introduction.............................................................................5

Pluralism in addressing diverse needs........................................6

Globalisation............................................................................6

Outgrowers..............................................................................7

Case study: Rwanda.................................................................8

Session 1.2: The position of extension in the AIS..............9

Introduction.............................................................................9

Development of the AIS system................................................9

Defining AIS.......................................................................... 11

Implementation...................................................................... 12

Promoting interaction............................................................. 13

Facilitate policy changes......................................................... 14

Role of extension in AIS.......................................................... 14

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 Session 1.3: EAS providers and their roles ...... 16
Introduction........................................................................... 16

Private extension providers..................................................... 16

Public and private extension providers..................................... 17

Concluding remarks.........................................................21

Study unit 2: New Extensionist capacities ......................22

Study unit overview................................................................ 22

Session 2.1: GFRAS principles and their effect on EAS

capacity development .....................................................23

Introduction........................................................................... 23

Vision, mission and guiding principles...................................... 23

Capacity development............................................................ 25

Strategic fields of action......................................................... 25

Session 2.2: New roles and capacities in the EAS............28

Introduction........................................................................... 28

Capacity development levels................................................... 28

Expected outcomes................................................................ 30

Session 2.3: Core competencies required by the New

Extensionist......................................................................33

Introduction........................................................................... 33

Core competencies................................................................. 33

Competency/Module 1: Introduction to the New Extensionist.... 34

Competency/Module 2: Overview of Extension approaches and

tools...................................................................................... 34

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Competency/Module 3: Extension programme management...... 35

Competency/Module 4: Professional ethics............................... 35

Competency/Module 5: Adult learning for behavioural change... 35

Competency/Module 6: Basic knowledge management and

extension............................................................................... 35

Competency/Module 7: Introduction to facilitation for

development ......................................................................... 36

Competency/Module 8: Communication mobilisation................. 36

Competency/Module 9: Farmer Organisational (FO) development..

............................................................................................ 36

Competency/Module 10: The role of Extension in value chains.. 37

Competency/Module 11: Agricultural entrepreneurship.............. 37

Competency/Module 12: Gender............................................. 37

Competency/Module 13: Risk mitigation and adaptation............ 37

Concluding remarks.........................................................39

Glossary............................................................ 40
Abbreviations......................................................................... 42

Resources......................................................... 43

v
 1. Before you begin
1.1 General instruction
This module should be used in conjunction with the workbook
provided. As you read through the module, you will find different
visual features that are designed to help you navigate the
document.

Activity Case Did you Example Keywords Take note

Study know

Figure 1: Icons used to highlight important information

throughout the manual

The module makes use of keywords (difficult or technical words

that are important for you to understand). To ensure that you
receive the full benefit from the module, keywords will be marked
the first time they occur and defined in a box containing the
keywords symbol. Make sure that you read the definition of any
words that you are unsure about.

1.2 Activities
Each session in the module will contain various types of activities
to help you become knowledgeable and competent. The module
contains three types of activities:

A pre-assessment is to be completed before reading through

the module overview and introduction, and a post-assessment
is to be completed once the entire module has been covered. This
will measure the degree to which your knowledge has improved
by completing the module.

vi
Each session contains one or more session activities to be
completed in the workbook where indicated in the module. These
activities measure your ability to recall and apply theoretical
knowledge.

At the end of each study unit a summative assessment needs

to be completed. These assessments are longer than the session
activities and will test your knowledge on all the work within the
study unit.

1.3 Assessment instructions

Keep the following in mind before doing any of the assessments:
yy All assessments are to be completed in the provided workbook.
yy The manual contains all relevant information you will need to
complete the questions. If additional information is needed,
such as the use of online sources, facilities will be made
available.
yy Work through the activities in a study unit and make sure
that you can answer all the questions before attempting the
summative assessment. If you find that you are not certain of
any part of the training material, repeat that section until you
feel confident.
yy The summative assessment must be done under the
supervision of your trainer at the end of your learning period.

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 Part of the New Extensionist Learning Kit

Module 1: Introduction to the

New Extensionist

Module outcomes
After completing this module, you will be able to:
1. Explain the reasons behind the need for EAS to develop
better capacities, as elaborated in GFRAS’ call for the
New Extensionist
yy Be able to explain why and how your role as an
extension agent has changed
2. Describe the capacities needed at different levels of EAS
and particularly elaborate on the practical implication for
field-level extension agents
yy Describe the additional knowledge and skills (or
competencies) that will help improve your advisory
services in the changed landscape

Module overview
The Global Forum for Rural Advisory Services (GFRAS) has
elaborated the envisaged role of the “New Extensionist”
and has identified the capacities required at the
individual level. In this module you will be introduced
to the changing context of the rural community and
the implications of this on extension activities. This
will be done in order to understand how the currently
favoured agricultural innovation system came into being and
to understand the individual roles of different types of extension
advisory service providers and how they are linked. In the
second half of the module, you will be introduced to the vision,
mission and guiding principles of GFRAS that form the core of the
organisation. In doing so you will be able to understand how the
learning kit relates to you as a future extension professional and
what is to come as you further your studies.

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 Module 1: Introduction to the New Extensionist

Module introduction
Changes in context over the past few decades have affected the
way Extension and Advisory Services (EAS) are organised and
managed. These changes can be better understood by looking at
the wider Agricultural Innovation System (AIS) of which EAS is
a key component. Extension services are shifting their focus and
as an extension agent you are now required to strengthen your
professional training with a range of knowledge and skills that
support interaction with diverse actors, and to share information
and knowledge.
Advisory services that were dominated by public extension
services are now becoming more varied to include private actors
such as agro-dealers, agribusiness services, financial services and
international and local non-governmental organisations (NGOs)
in addition to producer organisations and cooperatives. As an
extension agent you need to understand this increasingly complex
landscape and build capacities to better serve rural producers,
especially the smallholder farmers.
Although the document focuses mainly on extension in the
agricultural sector, it is important to remember that many of the
practices discussed in this module are relevant to other forms
of extension. This is due to the multidisciplinary nature of
extension that will be further discussed in Module 2.

Complete the pre-assessment in your workbook.

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 Part of the New Extensionist Learning Kit

Study unit 1: Rationale for the New

Extensionist

Study unit outcomes

After completing this study unit, you should be able to:
yy Describe the trends observed in the rural sector with a
focus on globalisation and the need for pluralism;
yy Describe the development of AIS to address the
changing rural context; and
yy Describe the types of EAS providers and their roles.

Study unit overview

In this unit you will look at how the agricultural innovation system
was developed to address the ever changing nature of the rural
context as well as the types and roles of various extension service
providers within this system.

Study unit introduction

Extension and Advisory Services have been an important
factor in promoting agricultural rural development. As
an extension agent, besides your ‘classical’ objective of
improving agricultural productivity through technology
transfer and adoption, you must also be capable of
understanding factors such as declining water availability,
soil degradation, uncertain climates, market distortions,
infrastructure problems and social considerations such as
gender, age and ethnic differences that affect farmers’ adoption
of technologies. While doing so, it is important to take gender,
age and ethnic differences into account.
The types of interventions have changed considerably over
time with the original focus on linear technology transfer being
replaced by the more inclusive and systemic AIS method

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 Module 1: Introduction to the New Extensionist

emphasising interaction/linkages between research, extension,

education, markets, farmers and other actors. In public service
provision there is an increasing involvement of the private sector,
NGOs and farmer organisations resulting in the emergence of
pluralistic forms of EAS. It is important for you to be able to
identify options that are best suited for supporting agricultural
development in a cost-effective way.

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 Part of the New Extensionist Learning Kit

Session 1.1: Changes in rural farming/

livelihoods and their implications

Session outcomes
After completing this session, you should be able to:
yy List trends affecting rural agriculture; and
yy Describe the role of extension in addressing these
issues.

Introduction
This session provides an overview of different trends that have
been taking place around the world that affect rural agricultural
development. Examples include globalisation of agriculture,
outgrower schemes and pluralism of actors that assist farmers.
Agriculture is critical to the livelihoods of more than a billion rural
producers. There are many challenges in agriculture today with
low-income farmers facing a variety of economic, social and
ecological difficulties such as:
yy Poor infrastructure;
yy Complex agro-ecological conditions;
yy Complex and costly processes of production,
processing and sale;
yy The degree of political and economic
marginalisation, implying limited access to
markets;
yy Diverse socio-economic conditions such as:
◦◦ Full-time farming households;
◦◦ Off-farm employment;
yy The importance of group action in some areas for traditional
practices (for example exchange labour) and soil and water
conservation through the management of shared resources;
and

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 Module 1: Introduction to the New Extensionist

yy A high proportion of female-headed households and of

female farm labour.

Trends: Observed changes in a specific direction.

Globalisation: A set of economic, social, technological, political and
cultural structures and processes resulting from international policy.
Agro-ecological: A look at agriculture from an ecological point
of view, taking into account the interactions between nature and
agricultural activity.
Marginalisation: Social exclusion.

Pluralism in addressing diverse needs

You can see that farmers have different requirements based
on the diversity of rural life and needs. Different rural advisory
service (RAS) providers use different methods and approaches
that vary in efficiency based on the needs and capacities of
their clientele. Pluralism allows for the development of multiple
specialist service providers that are capable of addressing the
varying needs of a rural community when working together.
These service providers can be divided into public/government
and non-state actors with the latter including NGOs, farmer
organisations and private companies. You will learn more
about these providers in Session 1.3.

Globalisation
Globalisation has resulted in a change in production,
consumption and the trade of goods with an increased
need to link domestic and international markets. Many find
globalisation to be an exciting experience, resulting in increased
economic growth due to the sharing of resources, information
and technology. Unfortunately, due to cultural, economic and
technological barriers to entry, many rural farmers become
isolated due to globalisation as they are unable to adapt to the
changing market environment. Farmers may have difficulty selling
their produce due to international requirements with regard to

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 Part of the New Extensionist Learning Kit

production standards for the market and changes in local

demands for goods due to imports of cheaper or more desirable
alternatives. This has created a need for
value chains which link actors in the Value chains:
agricultural industry and policymakers to All actors or
the rural community. processes related
to a commodity
The GCARD (Global Conference on
from production,
Agricultural Research for Development)
to processing to
Roadmap has emphasised the need for
sale.
linking all actors both directly and indirectly
Policies:
associated with RAS in terms of sharing,
Principles and
generating and implementing agricultural
rules guiding the
knowledge to ensure research leads to
behaviour of an
development change. This includes actors
organisation in
involved in the delivery of credit, inputs,
order to achieve
training, value chain links and policy
a goal.
development.

Outgrowers
Globalisation has seen the involvement of large multinational
companies in the form of outgrower schemes (also known as
contract farming). These companies provide training and
services ensuring that farmers develop from subsistence
to production farmers. Farmers normally sell their crops
exclusively to the outgrower company, with a portion of
their profit used to pay back the initial investment and
training from the companies. Studies by the Food and
Agriculture Association (FAO) have shown this to be an
effective approach, with a case study in Lao PDR indicating
that outgrower farmers earn significantly more than their
subsistence counterparts.
The role of GFRAS and other RAS providers as regulatory bodies
is essentially to ensure the protection of outgrower farmers in the
form of policymaking to ensure that contracts protect the rights
of farmers.

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 Module 1: Introduction to the New Extensionist

Case study: Rwanda

After the 1994 Rwandan genocide, the country was left in
a vulnerable state with its largely rural population requiring
support in a time of instability. The work by NGOs during
a period of government-restructuring helped the rural
community organise into groups and associations and
provided them with additional advice and services. The period
saw the influx of multiple NGOs, private sector actors and
international donors all providing extension services, albeit
independently from one another.
The rural population of Rwanda currently represents 81,4%
of the total population with multiple extension service
providers and farmer-based Organisations and cooperatives
in place. The current public extension service providers, the
Ministry of Local Government (MINALOC) and the Ministry of
Agriculture and Animal Resources (MINAGRI), in association
with the Information and Communications Department (ICT),
are promoting the decentralisation of extension services
and promoting pluralism between all actors to address the
specific needs of farmers in each district.
This pluralistic extension approach has been termed the
Twigire Muhinzi extension model and was the focus of
the 2016 Farmer to Farmer Extension International
Learning Event hosted by MINAGRI in association with
international agricultural and extension partners.

Decentralisation: The transfer of power, resources and

functions away from a centralised authority to private entities.

Complete Activity 1.1 in your workbook.

Complete Activity 1.2 in your workbook.

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 Part of the New Extensionist Learning Kit

Session 1.2: The position of extension in

the AIS

Session outcomes
After completing this session, you should be able to:
yy Analyse the broader system within which farming exists
that has affected the position and role of extension; and
yy Describe how AIS falls into this framework.

Introduction
In spite of developmental efforts, rural
Context: poverty, global hunger and undernutrition
The parts or still occurs, with two thirds of the world’s
circumstances hungry and poor currently found in the
that define a rural sector. Addressing these problems
statement, idea or requires a multidisciplinary approach. The
situation. New Extensionist movement is aimed at
Innovation: expanding the role of EAS within AIS in
The process order to meet the ever-changing needs
of creating or within the rural context.
improving a
method, idea or Development of the AIS
product. system
Systemic: A
Extension is seen as a major
system wide
player in furthering rural
approach looking
innovation and development.
at multiple factors
Though originally developed to educate
(e.g. market or
farmers on new agricultural technologies,
economy) that
the theory and practice of extension has
form the system
changed over the past 5–6 decades from a
as a whole.
linear to a more systemic approach.
These approaches are more accurately

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 Module 1: Introduction to the New Extensionist

defined as systemic approaches as they are

aimed at addressing specific shortcomings
Empowerment:
within a system. Examples can be seen in
The sharing
projects aimed at addressing rural poverty
of control,
or vulnerability within the larger
information and
agricultural system. New approaches have
technology to
expanded on the role of extension as a
allow individuals
go-between for researchers and farmers,
to grow,
as originally laid out under the transfer of
participate and
technology approach in the 1960s. Key
contribute to a
insights from participatory research and
process for their
extension, adult education, rural
own benefit.
empowerment, farming systems research
and extension, agricultural knowledge and
information systems (AKIS), and the more recent AIS have
influenced the practice of extension and contributed to extension
as a discipline. The newer AIS approach promoted by GFRAS, the
World Bank, and other actors can be seen in Figure 1, showing
how the model was built on the AKIS model.
Key players in agricultural innovation systems:
Most agencies and firms play different roles

Ag Innovation Systems (AIS)

Exporters Agricultural knowledge and

information systems
Agro-
processors
Agricultural
Producer research
system
organisations

Input supply
providers Farmers

Credit Agricultural Agricultural

extension education
agencies system
services
NGOs

Innovation

Figure 1: Figure showing the relation between the AKIS and

newer AIS approaches
Source: Developing Innovative Extension Systems to help Small-scale
Men and Women Farmers by Burton E. Swanson

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 Part of the New Extensionist Learning Kit

Defining AIS
The World Bank defines an AIS system as
“a network of organisations, enterprises, Institutional:
and individuals focused on bringing new The structures,
products, new processes, and new forms rules and
of organisations into social and economic regulations that
use, together with the institutions and determine the
policies that affect their behaviour and behaviour of
performance”. individuals within
a community or
The AIS system is made up of individuals
region.
and organisations that demand and supply
knowledge and includes policies and
mechanisms that determine how these different agents interact
with one another. AIS is an innovation-oriented system that
does not only focus on research and extension activities, but
addresses aspects such as organisational (organisation of farmers
as groups) and institutional innovation (such as land-leasing
through policy change). Figure 2 illustrates the central focus
on innovation and its link to other actors and processes in the
extension system.

tory framework
gula
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po duc
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er
en

tem
Ag
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nm

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Pro
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r uc
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Go

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Inp
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ect

nd service supplie
nisa
Private s

tions

Innovation
ricu
Ag

rs

Fin rs
a
ncia plie
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Ag es
ricu rvic
lture a
dvisory se

Figure 2: Innovation is the central focus of the extension system

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 Module 1: Introduction to the New Extensionist

Implementation
The effectiveness of an AIS system is dependent on the
innovation capacity of the system. The four elements that need
to be considered in order to determine capacity are shown in
Table 1.
Table 1: The four elements of innovation capacity

Factors Capacity
Actors and their roles Incorporates:
yy Identifying actors relevant to
agricultural innovation and their
roles; and
yy Having a degree of
engagement in value addition,
output marketing, social
mobilisation, institutional
development, policy advocacy,
coordination and networking.
Patterns of interaction Focus on:
that exist between yy The level of connection
different role players between actors;
yy The identification of isolated
institutes and organisations;
and
yy Methods of linking actors.
Institutions Look at:
yy How organisations operate,
considering social and
infrastructure aspects;
yy Their readiness to link other
actors; and
yy How their structuring will affect
linking with other actors.

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 Part of the New Extensionist Learning Kit

Factors Capacity
Enabling environment Identifying:
yy Challenges and limitations;
yy Policies available to promote
linking actors; and
yy Ability of actors to influence
policymaking.

Advocacy: The process of influencing policies.

Promoting interaction
In order to ensure an enabling environment you need to use
methods that break down barriers, provide assistance, facilitate
communication and allow for proper management. Table 2
outlines methods you can use to achieve these goals.
Table 2: Methods to promote interaction

Method Description
Innovation platforms Bringing different actors together
to discuss and promote change,
using:
yy Local platforms focused on
specific value chains; and
yy National and regional platforms
able to set agendas for national
agriculture and create policies.
Innovation brokering Connecting farmers to service
providers and other actors in the
agricultural value chain

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 Module 1: Introduction to the New Extensionist

Method Description
Innovation grants Provide funding in the form of
collaboration grants to promote
interaction between actors in AIS
Innovation management Identifying the functions needed,
actions to be performed and the
tools required within an AIS

Facilitate policy changes

GFRAS and other actors are often
concerned with advocating changes in Facilitate: To
institutes and policies to remove barriers make something
between the different actors in an AIS. The easier.
key to AIS success is the use of multiple
actors each with different types of knowledge and their effective
communication, requiring the removal of barriers and often an
initial push to facilitate innovation. This is accomplished through
the use of policy working groups to influence policy, sector
coordination agencies to coordinate the actors within an AIS
at a national level. An innovation support facility which allows
development of new coordination capacity in the case where
national coordination is inadequate.

Role of extension in AIS

Extension and EAS are integral to AIS. The AIS
framework allows for the organisation and role of
extension to be clearly defined within the context of the
other actors, processes, institutes and policies.
The goals of EAS and AIS interaction are:
yy The capacity-building of producers and the rural poor in order
to improve production, resource management and market
knowledge, and to promote the exchange of farmer-to-farmer

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 Part of the New Extensionist Learning Kit

information; and
yy The creation of groups among actors in order to foster
collaboration to address specific needs and to ensure learning
and information sharing.
Table 3 :The strengths and weaknesses of the AIS approach

Strengths Weaknesses
Connects actors in order to Facilitating pluralism between
allow for knowledge and actors is a mid- to long-term
skill sharing, facilitating the approach that scares off
innovation process. funders looking for tangible
short-term results.

Identifies innovation processes Finding professionals skilled

and focuses on institutional in facilitation, brokering and
and policy changes to facilitate relationship building can be
innovation. difficult.
Allows EAS to move from a Viewing AIS incorrectly as
technology delivery service to a blueprint for organising
an innovation enabler. innovation in agriculture,
when it in fact represents
a diversity of approaches
applicable to innovation.
Using aspects of AIS
selectively without considering
reforms and learning and
development capacity which
are core aspects of AIS.

Complete Activity 1.3 in your workbook.

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 Module 1: Introduction to the New Extensionist

Session 1.3: EAS providers and their roles

Session outcomes
After completing this session, you should be able to:
yy Identify the types of EAS providers and their roles.

Introduction
This session investigates the pluralism that exists in the EAS,
and how coordination between these different actors differs
between different countries/regions. Extension can be viewed as
an informal education function, spreading information and advice
in order to promote knowledge, attitudes, skills and hopes. As
previously mentioned, EAS providers can be grouped as public,
farmer organisations, NGOs and private companies, with all actors
sharing the previously mentioned goal. The following section
looks at what defines these providers and highlights the variations
within each group.

Private extension providers

In order to look at the relation between EAS providers, you
need to familiarise yourself with their individual roles. The
following section outlines what defines farmer
organisations, NGOs and private companies.

Farmer organisations
Farmer organisations are involved in
Commodity: providing extension services related to the
A raw material commodity along the entire commodity
or agricultural value chain. The organisation is made up
product that can of various actors including the beneficiaries
be bought or sold. of EAS, resulting in a robust system with
strong links between participants in a
commodity value chain.

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 Part of the New Extensionist Learning Kit

Farmer organisations differ from most private extension providers

in the fact that they are created to be run by farmers for farmers.
This provides communities with a platform to discuss their
concerns amongst peers and strengthen their voice when it
comes to affecting policy change.

NGOs
Ideals:
NGOs are commonly driven by social and
Something
environmental ideals with extension
thought of as
activities focused on welfare, gender
being perfect.
equality and environmental stability.
Commercial:
NGOs are known for using adaptive, cost-
Related to the
effective, participatory, demand-driven and
selling and buying
client-orientated techniques.
of goods and
services.
Private companies
Venture: A
Private companies, corporations and business plan
individuals most commonly assist relatively involving risk
well-off clients in producing high value with the goal of
products of interest to the company. making a profit.
Some private companies do reach poor
rural producers, like through the use of outgrower schemes,
but keep in mind that the use of contract farming is a
commercial venture.

Public and private extension providers

Public or government extension services in most
countries are focused on establishing policies and the
coordination and quality assurance of other actors in the
pluralistic system. In general, public extension is meant to be
impartial and focused on the public good with roles in natural
resource management, family financial management, nutrition
and health promotion as well as family well-being. Public
extension is able to reach the most disenfranchised farmers
and provide security in the form of subsidies and disaster relief
measures.

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 Module 1: Introduction to the New Extensionist

Impartial: Evaluating all considerations equally.

Disenfranchised: Deprived of privileges or rights.

FUNDING

Public Private
Deconcentration Cost recovery (fee-based)
projects
Public

Devolution
[Move toward federalism] [Commodification
of information]

Diversified
DELIVERY

Strategies
Contracting out to public Commercialisation
and/or private providers
Total privatisation to private
Subsidies to producers to hire companies
private providers
Private

[Shifting authority for the public

[Enabling the private sector] good to the private sector]

Funding for community- Withdrawal from support for

driven development extension, leaving
responsibility to NGOs
(Subsidiarity)
[State withdrawal from
agricultural extension]

Figure 3: Current reforms in public and private extension

systems

Work by W. Rivera for the FAO characterises the

relationship between public and private extension systems
as being divided into four groups based on funding and delivery.
These divisions as shown in figure 3 below which represents the
reforms in public sector agricultural extension since the 1980s.
Purely public extension provision where the government funds
and delivers an extension service (top left block) requires the
redistribution of central authority to branch offices and institutes

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 Part of the New Extensionist Learning Kit

in order to meet the varying needs of rural farmers across the

country. This requires shifting staff from national to provincial/
state level, district to sub-district levels and the devolution of
authority or the shifting of authority to lower levels of
government to allow individual departments to make decisions
best suited to the local farmers. Brazil and Mexico are examples
of state level devolution with Bolivia, Columbia and the Philippines
using a municipal/district level system.
In many cases, the burden on the state Devolution:
both in terms of financial and delivery The shifting
requirements for a public extension of authority to
system is too great. As a result, many lower levels of
governments have decentralised extension government.
with either a privatised or partial
privatisation model. The lower left block represents a system
in which private extension services are used, but funded by
the government. This is achieved through direct contracting of
private EAS (Mozambique, Hungary and Venezuela), providing
farmers with subsidies on the condition that they hire private
EAS (Mexico, Uganda and Chile) and the provision of grants to
communities to establish their own development projects. The
latter community projects are rarely focused on developing
extension services. Note that due to the devolution of
authority as seen in Mexico, the country is able to use a
combination of public funding and delivery along with a
subsidy-based system.
The top right block is an opposite form of partial
privatisation in which cost recovery based private funding
through fee-based public extension delivery is used.
Ecuador uses a mixed system using both public and private
funding in combination with the systems outlined in the lower left
block.
The lower right block represents total commercialisation such
as found in New Zealand or total privatisation seen in England,
Wales and the Netherlands. Countries such as Peru which have

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 Module 1: Introduction to the New Extensionist

no formal public or private extension provision and rely purely

on national and international NGOs, are also included in this
grouping.

Many countries such as Ecuador and Mexico use diversified

strategies combining quadrants throughout the country.

Complete Activity 1.4 in your workbook.

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Concluding remarks
You should now have a better understanding of how the changing
nature of rural needs and aspects such as globalisation gave rise
to the AIS used today. In learning about the role, development
and application of AIS, you were able to learn how different
extension providers fit into the system. In learning about
extension providers you were able to see the need for pluralism
to ensure innovation and improved extension efficiency. Extension
is a group effort involving multiple actors, each specialised to
meet specific needs in the community. It is the ability to work
together, united by common goals and principles that will see the
success of the New Extensionist movement.

Complete the summative assessment in your workbook.

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 Module 1: Introduction to the New Extensionist

Study unit 2: New Extensionist capacities

Study unit outcomes

After completing this study unit, you should be able to:
yy List and describe the vision, mission and guiding
principles of GFRAS that drive the New Extensionist
movement;
yy Explain the different levels of strategic fields and
capacity development and how they relate to one
another; and
yy State what is expected of you and describe the core
competencies to be covered in this module and others.

Study unit overview

In order to be effective as extension agents, you are expected
to go beyond simply providing messages about set technological
packages. As individuals, we require a range of competencies,
in other words, knowledge and skills to act in a wide variety
of situations. Following FAO’s framework on capacity
development, GFRAS has identified functional and technical
capacities across three levels, namely individuals,
organisations, and an enabling environment or system.
These capacities are in line with GFRAS’ guiding
principles that have a bearing on the envisaged role
and functions of the New Extensionist in agricultural
innovation systems. The technical and functional capacities
refer to formulation and implementation of policies, generation,
management, and exchange of information, engagement in
networks and partnerships, and programme delivery.

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 Part of the New Extensionist Learning Kit

Session 2.1: GFRAS principles and their

effect on EAS capacity development

Session outcomes
After completing this session, you should be able to:
yy List and describe the vision, mission and guiding
principles of GFRAS; and
yy Discuss the strategic fields of action that promote
capacity development.

Introduction
This session introduces GFRAS’ guiding principles that have
a bearing on the envisaged role and functions of the New
Extensionist. This includes, among others, demand-drive
and accountability, pluralism and partnership, harmonisation,
subsidiarity, alignment, and result focus.

Vision, mission and guiding principles

GFRAS functions within a strategic framework based on
its vision, mission and guiding principles which in turn
are based on the AIS system discussed in Section 1.2,
and capacity development, which will be discussed in
Session 2.2.
GFRAS’ vision is for rural advisory services to effectively
contribute to agricultural innovation systems for sustainable
development. GFRAS’ mission is to provide advocacy and
leadership on pluralistic and demand-driven rural advisory
services for sustainable development. The guiding principles
define how and with whom GFRAS works. These principles are
discussed in the table below:

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 Module 1: Introduction to the New Extensionist

Table 4: The guiding principles of GFRAS

Demand-driven and RAS is driven by and accountable

accountability to RAS clientele

Pluralism and partnership GFRAS aims to facilitate and

coordinate the work from
various actors in order to
promote synergy, innovation and
strengthen the forum
Evidence-based approaches GFRAS focuses on evidence-
based measures and approaches,
in other words, measures
and approaches based on
experimental trials and research
to ensure efficiency
Subsidiarity Processes and initiatives are led
by lower level actors with GFRAS
providing guidance and support
where needed
Transparency GFRAS’ activities are
implemented in a transparent
way with all actors having access
to created information within the
public domain
Alignment GFRAS’ guiding principles
are in line with international
development institutes, their
policies and programmes
Monitoring, evaluation and GFRAS promotes improved
learning monitoring, evaluation and
learning within all activities
related to RAS, such as
enhanced learning, which is one
of the core elements of GFRAS

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 Part of the New Extensionist Learning Kit

Capacity development
Capacity development is a process of growth aimed at
strengthening and maintaining the capabilities of individuals,
organisations and societies in order to achieve their goals. The
FAO corporate strategy on capacity development outlines three
levels of capacity development, as shown in the figure below. As
mentioned, these development levels form the basis on which the
New Extensionist mission, vision and goal are based to ensure
sustainable development.

Capacities of the enabling environment, the broader

system in which organisations and individuals function

The institutional and organisational capacities of all

public, private, and civil society rural advisory service
organisations and providers, including rural advisory
service networks and fora

The individual capacities of actors

involved in rural advisory services

Figure 4: The levels of capacity development

Strategic fields of action

The strategic fields of action are procedures developed based
on the levels of capacity development to ensure the achievement
of GFRAS’ mission and vision. These strategic fields and their
goals are outlined in the GFRAS strategic framework 2016 to
2025.

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 Module 1: Introduction to the New Extensionist

Strategic field 1: Advocacy and support for an

enabling policy environment and appropriate
investment in rural advisory services
According to the New Extensionist, RAS’s need “appropriate
regulatory frameworks to ensure fair competition, offer a level
playing field, and enable collaboration among different extension
and advisory service providers”. Due to these requirements,
GFRAS is focused on inclusion and recognition of advisory
services in policies and investments with a focus on improving
visibility and strengthening influence of rural advisory services in
policy investments.
Goal: Increased recognition of rural advisory services in policies
and investments.

Strategic field 2: Professionalisation of RAS

Increased visibility of RAS within the agricultural innovation
system requires recognition of extension professionals. GFRAS
focuses on professionalism of RAS actors and an emphasis on
sufficient human capacity, the application of policies, strategies,
approaches and methods, as well as high quality, pre-service, on-
the-job training and continuous professional development. This
will see an improvement in the functioning of advisory service
providers and forums to the needs of farmers.
Goal: Strengthening the performance of rural advisory
services.

Strategic field 3: Facilitation and

enhancement of effective and continuous
knowledge generation and exchange
Pluralism is a cornerstone of the New Extensionist movement and
as a result, GFRAS focuses on improved peer-to-peer information
exchange to enhance learning and promote knowledge
generation in the agricultural innovation system. As outlined in
the strategic framework, this field focuses on “strengthening

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 Part of the New Extensionist Learning Kit

capacity to generate, find, share, adapt, and use evidence,

lessons learned from experience, scientific and local knowledge,
and up-to-date information.”
Goal: Enhanced learning in rural advisory services.

Complete Activity 2.1 in your workbook.

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 Module 1: Introduction to the New Extensionist

Session 2.2: New roles and capacities in

the EAS

Session outcomes
After completing this session, you should be able to:
yy Define the different levels of capacity development; and
yy Describe how development of new roles outlined by
the strategic fields relate to the levels of capacity
development.

Introduction
Due to the core importance of capacity development, the levels
are called the capacity development framework. The framework,
in conjunction with agricultural innovation, form the basis for
outlining the strategic fields that are used to strengthen GFRAS’
vision and mission.

Capacity development levels

This section discusses the functional and technical capacities
across three levels: individuals, organisations, and enabling
environment.

Level 1: Enabling environment

The conditions in a specific context affect the performance
of extension and advisory services and are known as the
enabling environment. The enabling environment consists of:
yy Policies;
yy Legal and economic frameworks;
yy National public sector budget allocations and processes;
yy Incentives and social norms;
yy The relevance given to rural advisory services by policy-
makers, investors and funders;

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 Part of the New Extensionist Learning Kit

yy The level of exchange and sharing of knowledge and

information within the agricultural innovation system in general
and RAS in particular;
yy Market dynamics; and
yy The availability of training institutions.
Goal: The aim of GFRAS is not to focus on the entire agricultural
system but rather to focus on strengthening the enabling
environment for pluralistic RAS networks and actors. This will
then improve their potential and efficiency within the agricultural
innovation system.

Level 2: Institutional and organisational

GFRAS has facilitated the creation and strengthening of extension
and advisory service networks at regional, sub-regional and
national levels with the aim of shaping innovation processes and
strengthening the capacities of smallholders. The aim of this was
also to create relationships between actors in the public, private
and civil society sectors.
Goal: To create and further strengthen regional RAS networks and
forums to improve their effectiveness and ability to support their
members.

Level 3: Support for an enabling policy

environment and investment in rural advisory
services
RAS’s need New Extensionists who are able to
understand the entire agricultural innovation system, and
are able to facilitate pluralistic systems and understand
the use of evidence-based methods. Individual capacity
development is needed in the form of education and training to
meet these requirements. This can be in the form of:
yy Ongoing education and training;
yy Continuous professional development;
yy Informal education;
yy On-the-job training; and
yy Formal education through training institutions.

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 Module 1: Introduction to the New Extensionist

At its simplest level, individual capacity development requires

access to information, and knowledge and experience exchange
with programmes such as the GFRAS Consortium on Extension
Education and Training supporting human resource development
in advisory services. Further focus on turning extension into a
profession is needed to ensure driven professionals with defined
career paths.
Goal: To develop appropriate and comprehensive human
resources in rural advisory services.

Expected outcomes
The table from the GFRAS strategic framework outlines the
expected outcomes as defined by the strategic fields and levels
of capacity development. In the table you will be able to see
how the application of the strategic fields at different capacity
development levels are able to fulfil the vision and mission of
GFRAS.

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 Part of the New Extensionist Learning Kit

Table 5: Application of strategic fields

Level of capacity Level 1. Enabling Level 2. Level 3.
environment Institutions and Individuals
organisations
Goal:
Strengthened Goal: Functionally Goal:
enabling strengthened Appropriate and
environment for regional RAS comprehensive
RAS’ to use their networks human resources
potential and developed in RAS
effectively fulfill
Strategic field
their roles

Strategic field Increased visibility Actively engaged RAS actors who

1. Advocacy and and coherant regional and influence policies
support for an voice of RAS in thematic RAS and investments,
enabling policy rural development networks that due to increased
environment and agricultural influence national support measures
and appropriate discourses and and regional and better
investment in RAS frameworks, and at discussions of guidelines
events development and
Goal: Increased RAS professionals
agriculture
recognition of RAS with enhanced
in policies and skills, who are
investments able to contribute
to more effective
agricultural
innovation systems

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 Module 1: Introduction to the New Extensionist

Strategic field 2. Increased Strengthened Improved training,

Professionalisation recognition by institutionalisation, education,
of RAS policy-makers, governance, standards, and
donors, investors, coordination, and opportunities
Goal:
and programme financing structures for RAS actors
Strengthened RAS
managers of for regional and with incentives,
performance
the need for thematic RAS certification, and
action towards networks career development
professionalisation mechanisms in
Better guidance
of RAS place
provided to RAS
networks and
fora for improving
their performance
and collaboration
with other actors
in agricultural
innovation systems

Strategic field 3. Agricultural RAS networks RAS providers and

Facilitation and innovation systems and fora have a clientele have more
enhancement that support stronger brokering opportunities to
of effective measures for role in agricultural access, share, and
and continuous improved access innovation systems, use information,
knowledge to high-quality and a greater knowledge,
generation and information and capacity for experience, and
exchange knowledge on RAS advocacy evidence on RAS
approaches and
Goal: Enhanced
methods
learning in RAS

Complete Activity 2.2 in your workbook.

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 Part of the New Extensionist Learning Kit

Session 2.3: Core competencies required

by the New Extensionist

Session outcomes
After completing this session, you should be able to:
yy Describe the core competencies laid out by the GFRAS
Consortium and how they relate to the New Extensionist
Learning Kit.

Introduction
The New Extensionist has brought attention to the new roles and
capacities needed by extension and advisory service providers
at different levels. As a result, there is a call for a set of core
competencies for individual extension professionals, aimed at
decision makers in training institutions such as colleges and
universities, and extension and education managers. This session
describes the scope and components of the core competencies
identified by the GFRAS Consortium as critical for extension
agents throughout the world.

Core competencies
Competency is the ability to do something efficiently and
effectively with competence, or the sufficient knowledge
and skills needed for you to work within the context of
your job.
The New Extensionist document led to the creation of the
GFRAS Consortium for Extension Education and Training and the
outlining of the core competencies needed to develop the “New
Extensionist”.
The learning kit outlines the core competencies required by field
staff, managers and lecturers in order for users to effectively

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 Module 1: Introduction to the New Extensionist

interact with all the different actors in the agricultural innovation

system for the betterment of all actors. In late 2014, education
experts in the GFRAS Consortium met to produce learning
materials out of the New Extensionist position paper.
You can see the results of this in the 13 modules of the learning
kit which represent the necessary competencies for capacity
development of its users, of which this module is the first. The
remainder of this section outlines the core competencies you will
gain in each module as outlined in “The New Extensionist: Core
Competencies for Individuals”.
Note that although many of the competencies discussed will
currently seem foreign and difficult to understand. This section
acts as a brief introduction to what will be covered. The learning
kit aims to empower you to build the capacities needed to
become a competent extension professional, so take pride in
seeing what you will be able to accomplish after completing the
13 modules.

Competency/Module 1: Introduction to the New

Extensionist
Based on the content of this module, you should now have
acquired the ability to define the framework of agricultural
innovation systems, position yourself within this innovation
system and be able to identify the specific roles and the
capacities that you need as part of the New Extensionist
movement.

Competency/Module 2: Overview of
Extension approaches and tools
In order to be an effective extension practitioner you need to be
familiar with the role of extension in innovation and development
and be familiar with the tools and approaches available to you. An
extension practitioner requires the knowledge needed to choose
the best tools and approaches for the given context.

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 Part of the New Extensionist Learning Kit

Competency/Module 3: Extension programme

management
As an extension practitioner, you are expected to have the skills
needed to establish an extension programme utilising the proper
planning, implementation, monitoring and evaluation at all steps
of the project. This requires effective problem-solving methods in
the context of the enabling environment, as well as the ability to
build strategic partnerships, networks and manage stakeholders.
In order to manage all these actors, you will need to use a
pluralistic approach to coordinate and link the different actors.

Competency/Module 4: Professional ethics

As an ambassador of extension, you need to apply proper values
and good principles such as honesty, respect, accountability,
transparency and integrity. It is important to remember that
extension is a science and therefore you must aim to become a
proud extension professional.

Competency/Module 5: Adult learning for

behavioural change
In order to implement extension projects, you will need
to be able to properly interact with the community. This
means that you will require an understanding of adult
learning design and that you must be able to implement
adult learning programmes using adult learning (the
art of helping adults learn). Part of behaviour change
is the ability to initiate and support social networks for
agricultural innovation in order to allow those involved
to share information between one another and create
relationships.

Competency/Module 6: Basic knowledge

management and extension
Communication with all stakeholders in the agricultural system
requires the effective management of knowledge in terms

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 Module 1: Introduction to the New Extensionist

of knowing who your target group is and how to properly

communicate said information to them. This will involve the
identification and use of appropriate information communication
technologies (ICTs) such as radios, televisions, cell phones, etc.
which are best suited for reaching your target audience. In order
to communicate effectively, you will need to be able to identify
cultural and gender implications that may affect communication
and innovation.

Competency/Module 7: Introduction to
facilitation for development
An extension practitioner is required to understand and organise
demands with a focus on building organisational capacity. He/she
must also be able to broker and establish links with actors in the
innovation system.

Competency/Module 8: Communication
mobilisation
Community mobilisation will see you conducting livelihood assets
assessments to ensure that communities have the essentials
for life, often requiring resource mobilisation (the process of
acquiring new or additional resources for an organisation).
These activities require specific problem-solving and
decision-making skills. You will need an understanding
of leadership principles and the ability for leadership
development to establish community-run initiatives. All
of this will require you to have an understanding of the
implications of culture and diversity, including gender and
youth.

Competency/Module 9: Farmer Organisational

(FO) development
The principle of farmer organisations development will require
the understanding of types of groups, organisations, theories and
models and the ability to manage group dynamics. You will also
need to understand the different interactions between individuals.

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 Part of the New Extensionist Learning Kit

In addition, you must also understand the enabling environment

in terms of policies and “rules of the game” and general practices
in a region in terms of how they will influence organisations.

Competency/Module 10: The role of Extension

in value chains
You will need an understanding of the basic concepts and tools
for value chain approaches to link farmers to markets, with an
understanding of both input and output markets. This linking to
markets will require an understanding of consumer preferences to
identify key commodities while also taking into account standard
certification and regulatory systems that are relevant to market
entry.

Competency/Module 11: Agricultural

entrepreneurship
Value chain extension is the first step in establishing a link
between markets and farmers with the extension provider also
needing to promote farm entrepreneurship. This empowers
farmers to run their own businesses. This requires the ability to
analyse business opportunities and do market research, as well
as the know-how to successfully transfer these skills to others.

Competency/Module 12: Gender

As an extension provider, you will be required be
inclusive in terms of gender-sensitive approaches and
the ability to engage with and keep the attention of the
rural youth. You will be required to appreciate gender
differences by asking the following questions: who does
what, with what, how and why?

Competency/Module 13: Risk mitigation and

adaptation
Equipping extensionists with risk management and adaptation
skills is key to minimising negative agricultural impacts triggered

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 Module 1: Introduction to the New Extensionist

by unforeseen shocks such as a sharp swing in product and

input prices and extreme weather/climate events. The module
focuses on approaches to risk and adaptation management,
assessment and developing intervention of risk in the agricultural
context, resilience in the context of risk, understanding how
improved risk planning can increase identification and adaptation
of farming strategies, climate change concepts, and how
extension professionals can be equipped to better manage risk
and uncertainty. The module also presents selected standard
approaches and tools for assessing climate change risks and
adaptation measures.

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 Part of the New Extensionist Learning Kit

Concluding remarks
In conclusion, it can be seen that many skills are required of an
extension practitioner. The learning kit will act as a stepping stone
on your way to professionalism, giving you the confidence to
address a variety of problems regardless of the context you find
yourself in. The mission, vision and guiding principles of GFRAS
will act to remind you of your role as an extension professional,
with the strategic fields and capacity development levels assisting
in defining your role based on the needs of the context you find
yourself in.

Complete the summative assessment in your workbook.

Complete the post-assessment in your workbook.

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 Module 1: Introduction to the New Extensionist

Glossary

Word Definition
Value chains All actors or processes related to a
commodity from production, to processing
to sale.
Policies Principles and rules guiding the behaviour of
an organisation in order to achieve a goal.
Trends Observed changes in a specific direction.
Context The parts or circumstances that define a
statement, idea or situation.
Innovation The process of creating or improving a
method, idea or product.
Systemic A system wide approach looking at multiple
factors (e.g. market or economy) that form
the system as a whole.
Empowerment The sharing of control, information and
technology to allow individuals to grow,
participate and contribute to a process for
their own benefit.
Institutional The structures, rules and regulations that
determine the behaviour of individuals
within a community or region.
Advocacy The process of influencing policies.
Facilitate To make something easier.
Commodity A raw material or agricultural product that
can be bought or sold.
Ideals Something thought of as being perfect.

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 Part of the New Extensionist Learning Kit

Word Definition
Commercial Related to the selling and buying of goods
and services.
Venture A business plan involving risk with the goal
of making a profit.
Impartial Evaluating all considerations equally.
Disenfranchised Deprived of privileges or rights.
Devolution The shifting of authority to lower levels of
government.
Globalisation A set of economic, social, technological,
political and cultural structures and
processes resulting from international policy.
Agro-ecological A look at agriculture from an ecological
point, taking into account the interactions
between nature and agricultural activity.
Marginalisation To be excluded on a social level.
Decentralisation The transfer of power, resources and
functions away from a centralised authority
to private entities.

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 Module 1: Introduction to the New Extensionist

Abbreviations

Abbreviations Definition
RAS Rural advisory services
GCARD Global Conference on Agricultural Research
for Development
FAO Food and Agriculture Association
GFRAS Global Forum for Rural Advisory Services
EAS Extension and Advisory Services
AIS Agricultural Innovation System
NGO Non governmental organisations
MINALOC Ministry of Local Government
MINAGRI Ministry of Agriculture and Animal
Resources
ICT Information and Communications
Department
AKIS Agricultural knowledge and information
systems

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Resources
The following resources were used in writing this manual:
yy Aerni, P., Nichterlein, K., Rudgard, S. and Sonnino, A. (2015)
‘Making Agricultural Innovation Systems (AIS) Work for
Development in Tropical Countries’, Sustainability, pp. 831-850.
yy Davis, K. (2015) ‘The New Extensionist: Core Competencies for
Individuals’, GFRAS, August.
yy GFRAS (2012) ‘The “New Extensionist”: Roles, Strategies, and
Capacities to Strengthen Extension and Advisory Services’,
Global Forum for Rural Advisory Services, November.
yy GFRAS (2015) ‘Advocacy and leadership in rural advisory
services for sustainable development’, Global Forum for Rural
Advisory Services Strategic Framework 2016-2025, October.
yy Raheed, S. (2015) ‘Note 13: Agricultural Innovation Systems’,
GFRAS, August.
yy Rivera, W. (2003) ‘Agricultural Extension, Rural Development
and Food Security Challenge’, Food and Agricultural
Organisation of the United Nations.

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 Module 1: Introduction to the New Extensionist

Other modules of the New Extensionist Modules are:

1. Introduction to the New Extensionist
2. Extension Methods and Tools
3. Extension Programme Management
4. Professional Ethics
5. Adult Education for Behavioural Change
6. Knowledge Management for RAS
7. Facilitation for Development
8. Community Mobilisation
9. Farmer Organisational Development
10. Value Chain Extension
11. Agricultural Entrepreneurship
12. Gender in Extension and Advisory Services
13. Risk Mitigation and Adaptation

Other related modules developed by GFRAS are on:

• Evaluation of Extension Programmes
• Policy Advocacy for RAS

44