📜Historical Development of Extension -- USA and India, Key Acts, ICAR, IARI and Agricultural Universities

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Historical Development of Extension

In the previous lesson, we explored what extension education means — its etymology, definition, and founding figures. Now we trace how the extension system actually developed, first in the United States and then in India, through a series of landmark acts, commissions, and institutional milestones.

This lesson covers:

1. USA — Morrill Act, Hatch Act, Smith-Lever Act, and the Land Grant model
2. India — Famine Commissions, IARI, ICAR, agricultural universities, and key institutions
3. Key Institutions — EEIs, NAARM, MANAGE, NIAM

All dates, acts, and institutional names in this lesson are frequently tested in IBPS AFO, NABARD, and RRB-SO exams.

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USA

Understanding the origins of extension in the United States is essential because India’s extension system was significantly influenced by the American Land Grant model.

• To stop the migration of rural people to cities President Roosevelt established County Commission in 1862. This was one of the earliest attempts to address rural-to-urban migration through education and community development.

• To keep rural people in rural areas “Out of school education” should be given to them, for this Philadelphia Committee was signed. The concept of “out of school education” — reaching people who were not enrolled in formal educational institutions — became the foundation of what we now call extension education.

• Land Grant Colleges came into existence as a part of Morrill Act 1862. The act was passed under the presidency of Abraham Lincoln. ^{JRF 2011/2014} The Morrill Act provided federal land to each state for the establishment of colleges that would teach agriculture and mechanical arts, making higher education accessible to ordinary citizens beyond the traditional elite.

• Experimental stations came into existence as a part of Hatch Act 1887. These stations were attached to Land Grant Colleges and provided a scientific base for agricultural improvement by conducting research on crops, soils, and farming methods relevant to local conditions.

• Seed corn trains were organised in Lowa in 1904 by Prof. Holden. These were an innovative early form of mobile extension education, where trains carrying seed samples and educational materials would travel through rural areas.

• Extension service in USA is K/W Cooperative extension service which came as a consequence of Smith-Lever Act 1914. It is a branch of the land-grant institution. ^{JRF 2011/2017} The Smith-Lever Act formalised the extension system by creating a partnership between the federal government, state governments, and land-grant colleges to deliver practical agricultural knowledge to farmers.

• Cooperative extension service of USA is composed of Federal services & basic unit for extension service is state. This federal-state partnership structure ensures both national coordination and local relevance of extension programmes.

• In 1885, the concept of demonstration was given by Dr. Seaman A. Knapp. He generated a new variety and demonstrated on one million acre farm in Lausannia. Therefore he is known as Father of Method Demonstration. Farm demonstration work started in 1903 under Dr. Seaman A. Knapp. Dr. Knapp’s approach of showing farmers practical results on actual farms rather than just lecturing them became the cornerstone of modern extension methodology worldwide.

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India

The development of agricultural extension in India was shaped by colonial-era famines, post-independence institution building, and the adaptation of the American Land Grant model. The key milestones below trace this evolution from the 1860s to the modern era.

Famine Commission 1866 and the First Agricultural Department

Famine commission 1866 recommended establishment of Agriculture department in 1871 in the tenure of Lord Mayo. The devastating famines of the 19th century were the primary catalyst for the British government to invest in agricultural institutions in India. The creation of DRAC was the first institutional step towards organised agricultural development.

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The Famine Commission 1880

Recommended revival of Dept. of Agriculture (DOA) under the control of secretary (1881) and all provinces to have ‘DOA’ (1882). This commission recognised that each province needed its own agricultural department to address region-specific farming challenges.

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1891 — Dr. Voelcker’s Report

• Dr. J.A. Voelcker’s report on Improvement of Indian Agriculture laid the foundation for agricultural research in India.
• The Imperial Biological Laboratory had been established in 1889, providing the institutional base for scientific inquiry.

Dr. Voelcker, a British chemist, conducted a comprehensive study of Indian agriculture and concluded that Indian farming methods were largely sound but could benefit from scientific improvements in areas like irrigation, soil management, and pest control. His report is considered a landmark document in the history of Indian agricultural development.

1892 — First Research Appointments

Agriculture chemist and assistant chemist were appointed to look after research and teaching. This marked the beginning of scientific research in Indian agriculture with dedicated personnel.

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The Famine Commission 1901

• Recommended the appointment of experts capable of applying scientific methods to the improvement of agriculture.
• Setting up of Imperial Agricultural Research Institute at Pusa, Bihar in 1905 was established. This institute became the premier agricultural research institution in India and laid the groundwork for modern agricultural science in the country.
• First Irrigation Commission 1901

1901-05 — First Agricultural Colleges

• Six agricultural colleges were set up at Pune, Nagpur, Kanpur, Sabour, Coimbatore, and Lyallpur (now in Pakistan). These six colleges were among the first formal institutions for agricultural education in India, training the next generation of agricultural scientists and administrators.

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The Government of India Act 1919

• Empowered the transfer of all the departments closely connected with rural development to the major provinces and agriculture become the state subject. This constitutional change meant that individual provinces (later states) became responsible for agricultural policy, education, and extension. Even today, agriculture remains a state subject under the Indian Constitution, which is why agricultural policies and programmes vary from state to state.

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The Royal Commission on Agriculture in India 1928

• It paved the way for development of Extension in India. This commission is considered the most important milestone in the history of Indian agricultural extension because it specifically recommended systematic efforts to take research findings to farmers’ fields.
• Visual demonstration to motivate farmers in farmer’s field & appointment of Director of agriculture etc.

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Extension Education Institutes (EEIs)

• To cater extension education and training needs of the large number of extension professionals in the country, four Extension Education Institutes (EEIs) were established in India at the regional level. These institutes serve as regional training centres that build the capacity of extension workers across the country. These were:

1. Nilokheri in Haryana (1959): [Haryana Institute of Rural Development, HIRD]
2. Anand in Gujarat (1962)
3. Hyderabad in Andhra Pradesh (1962)
4. Jorhat in Assam (1987)

Objectives of creating EEI

• To provide in-service training to the staff of the State/Regional Training Centers in extension and communication methodology.
• To organize workshops on training methods / communication techniques for master trainers.
• To conduct training programmes in specialized fields like monitoring and evaluation.
• Supervision and extension management for middle level extension functionaries.
• To conduct subject matter and extension education training programmes.

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Extension Role of Agricultural Universities

• The University Education Commission (1949), headed by Dr S. Radhakrishnan, recommended the establishment of ‘Rural Universities’ in India. This recommendation was rooted in the belief that universities should not be confined to cities but should actively contribute to rural development.

• Endorsing this idea, the two joint Indo-American Teams on Agricultural Research and Education (1954-55 and 1959-60) recommended the setting up of Agricultural Universities in the States on the pattern of Land Grant Colleges of the United States of America. The American model was chosen because it successfully integrated the three functions of teaching, research, and extension under a single institution.

• Accordingly first Agricultural University came into existence at Pantnagar, Uttaranchal State (Erstwhile Uttar Pradesh), in 1960. On the basis of American pattern of Land Grant College. G.B. Pant University of Agriculture and Technology at Pantnagar became the model for all subsequent agricultural universities in India.

• The role of Agricultural University is presented following the Report of the Review Committee of Agricultural University headed by Dr. M.S. Randhawa (1978): Teaching, Research and Extension. These three functions form the triple mandate of every agricultural university in India.

• Dr. Ralph W. Cummings prepared blue print for establishment of Agricultural Universities in different states of India.

• 104 National institutes & 64 SAUs are in India.

• Central Agricultural University is at Manipur.

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• First extension teaching at the under graduate level was started by College of Agriculture, Calcutta University in 1950.
• First Post Graduate teaching started by College of Agriculture, Sabour, Bihar in 1955.
• First Ph.D. programme was introduced by IARI in 1961.
• The role of extension education in India is performed by State Agricultural Universities. SAUs serve as the backbone of India’s agricultural extension system, connecting research laboratories with farmers’ fields.

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Indian Agricultural Research Institute (IARI)

IARI is India’s premier agricultural research institution and has played a central role in the country’s agricultural transformation, including the Green Revolution. Its evolution is summarised below:

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Indian Council of Agricultural Research (ICAR)

ICAR is the apex body for coordinating, guiding, and managing agricultural research and education in India. It operates under the Department of Agricultural Research and Education (DARE) of the Ministry of Agriculture.

• ICAR is registered cooperative not an educational organisation or research institute.
• Union Minister of Agriculture is the ex-officio President of the ICAR Society.
• Director General (DG) of ICAR is also Secretary of DARE. This dual role ensures seamless coordination between research policy and implementation.
• 1st President of ICAR: Sir Mohammad Habibullah
• First Vice-president of ICAR: Vijay Raghavacharya
• First secretary of ICAR: Mr. S.A. Hydari
• First Agricultural minister of India: Rajendra Prashad
• Current President of ICAR: Narendra Singh Tomar
• Current DG of ICAR: Dr Himanshu Pathak

• Directorate of Extension Education was established in 1966.
• ICAR Division of Extension was established in 1971.
• First All India Coordinated Research Project in Extension Education sanctioned on A Study on Farming System in 1977.
• There are 8 scientific divisions at ICAR
• HQ New Delhi.
• It is the largest network of agricultural research and education institutes in the world.

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History

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MANDATE

• Plan, Undertake, Coordinate and Promote Research and Technology Development for Sustainable Agriculture.
• Aid, Impart and Coordinate Agricultural Education to enable Quality Human Resource Development.
• Frontline Extension for technology application, adoption, knowledge management and capacity development for agri-based rural development.
• Policy, Cooperation and Consultancy in Agricultural Research, Education & Extension.

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ICAR Publications

• Indian Journal of Agricultural Sciences (Monthly)
• Indian Journal of Animal Sciences (Monthly)
• Indian Farming (Monthly)
• Indian Horticulture (Quarterly)
• ICAR Reporter (Quarterly)
• APIS (Quarterly)

Periodicals (Hindi)

• Kheti
• Phal Phool
• Krishi Chayanika

These publications serve as important channels of knowledge dissemination for scientists, extension workers, and progressive farmers.

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ICAR Mobile Applications

• Kisan Suvidha
• Pusa Krishi
• MKisan Application
• Shetkari Masik Android App
• Farm-o-pedia
• Bhuvan Hailstorm App
• Crop Insurance Mobile App
• AgriMarket
• Application for Poultry
• Pashu Poshan

These mobile applications represent ICAR’s effort to leverage digital technology for reaching farmers directly with advisories, market information, and insurance services on their smartphones.

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National Academy of Agricultural Research and Management (NAARM)

• Hyderabad in 1976.
• The new recruits & serving staffs in agricultural research management get trained at NAARM. NAARM plays a vital role in capacity building for agricultural scientists and managers, equipping them with leadership and management skills needed to run research institutions effectively.

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National Institute of Agricultural Extension Management (MANAGE)

• Hyderabad in 1986
• To provide managerial and technical skills. MANAGE is the apex institution for building the professional competency of agricultural extension professionals across India. It conducts training programmes, research studies, and consultancy services focused on improving the effectiveness of extension delivery.

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National Institute of Agricultural Marketing (NIAM)

• Jaipur

NIAM focuses on agricultural marketing education, research, and training. It plays a key role in developing professionals who can strengthen market linkages for farmers and improve the efficiency of agricultural marketing systems.

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Summary Cheat Sheet