Teaching/Communication/Extension/Profession,

Youngstrom, C.O.

English

Research Papers in Economics

EXTENSION'S  RESPONSIBILITY  IN
PUBLIC  AFFAIRS  EDUCATION
C. 0.  Youngstrom, Director
Agricultural  Extension Service
University of Idaho
You have had  at earlier  conferences  excellent  presentations  which
have  brought  clearly  to our  attention  the  responsibility  which  Exten-
sion has in public  affairs.  The very fact that we hold such a  conference
as  this  with  strong  support from  the  land-grant  colleges  is direct  evi-
dence  that we accept  responsibility  for a  major role in developing  edu-
cational  programs  in  public  affairs.
The role of educator  in public  affairs  is indeed delicate.  It  is a role
in  which  objectivity  is  highly  important.  Nevertheless,  we  should  let
our philosophy  show  through.  I  am  sure  this  does  no  damage  to  the
objective  approach. It  is consistent,  I believe,  with  good teaching pro-
cedure  and may point further to the need for training in the behavioral
sciences  in addition to our economic training,  if we are to be as success-
ful  as  we  wish  as  educational  leaders.
The privilege  of appearing  on your program  is related  to a  special
activity  in which several  of us have been  engaged this  summer.
Two  years ago,  as  a result of  its  discussions,  the  Extension  Com-
mittee  on Organization  and  Policy decided  to conduct  a  self-examina-
tion of the extension services  and  their programs.  The  decision to pro-
ceed  with  this  evaluation  was  stimulated  by discussions  with  farm or-
ganization  leaders  and particularly through conferences  with Assistant
Secretary of Agriculture E. L. Peterson. Earlier examinations have been
made.  Those conducted since World War II resulted in the Kepner  re-
port  (1946)  and the Joint Committee Report on Extension  Programs,
Policies,  and  Goals  (1948).  The  current  effort,  under a special  com-
mittee  headed  by  Director  Paul Miller  of Michigan,  has  resulted in  a
published statement on "The Scope and Responsibilities  of Extension,"
popularly called  the  Scope  Report.  This  excellent  report not  only can
be  used  to  gain  an  understanding  and  explanation  of  Extension  and
how it operates,  but also can  serve as  a guide to those of us within Ex-
tension in program development.
The report describes the unique character of Extension in its proper
setting  of  the  rapid  changes,  adjustments,  and  complex  relationships
of today.  It offers  for  consideration  nine areas  of major program  em-
phasis.  These  are  efficiency  in  agricultural  production;  efficiency  in
127marketing, distribution, and utilization; conservation,  development, and
wise use of natural resources; management on the farm and in the home;
family living; youth development; leadership  development; community
improvement  and resource  development; and  public affairs.
Separate  task  forces  were  appointed  to  expand  each  of  the  brief
statements  pertaining  to the  nine program  areas  into  a more  complete
statement on the  scope of the program  area,  the objectives  with which
Extension is concerned  in each area, what Extension is presently doing,
and  what  it should  be doing.
The major points covered in the report of the Task Force on Public
Affairs,  which  will  soon  be made  available  by  the Extension  Service,
are:
Scope
1.  Public  affairs  education  is  education  for  citizenship.  Its  scope  is
determined  by the education  people need  in order to participate  as
intelligent citizens in any activity involving any level of government.
2.  The program  will serve  rural  people  and others.
Objectives
1.  To develop a more active interest in public affairs problems.
2.  To  develop  a  better  understanding  of  the  issues  and  principles
involved.
3.  To provide facts necessary  for arriving at intelligent decisions.
4.  To  promote  a  desire  to  participate  effectively  in  the  solution  of
public affairs  problems.
How  to  Do  the Job
1.  Administrators  need  to implement  a  public  affairs  education  pro-
gram through decisions  to:  (a)  give  vigorous  administrative  lead-
ership,  (b)  permit  a  flexible  program to  develop,  (c)  arrange for
orientation and training for total staff, and (d)  provide an organiza-
tional  structure  for  the  following  to play  appropriate  roles:  state
staff coordinating  committee,  state  program  execution  leader,  all
specialists,  university staff,  county agents,  and lay leaders.
2.  Procedures  for  program  determination  include:  (a)  utilize  usual
extension program determining procedures,  (b)  provide for blend-
ing  of thinking of local  people  and extension  workers,  (c)  let  the
people determine the problems and set the priorities with the assist-
ance  of  extension  personnel,  and  (d)  survey  resources  available
and develop a  plan of work.
1283.  Steps  to follow  in program execution  are:  (a)  study the  nature  of
the program to determine resources and materials needed and meth-
ods,  (b)  develop appropriate  materials,  (c)  train state and county
staff,  (d)  involve people, and  (e)  evaluate.
Personnel  Needed
1.  Size of public affairs  staff should vary from state to state.
2.  Some states will need  to redirect emphasis  in Extension  to  provide
more resources for this area.
3.  Staff members working in this area must be well trained and be able
to work with others.
4.  Present  specialist  and  county  staffs  should  be  trained  in  public
affairs.
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EXTENSION'S RESPONSIBILITY IN PUBLIC AFFAIRS EDUCATION

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Research Papers in Economics