INtro

• At the end of this topic, the student should be able to

  1. Discuss the history of forestry extension

  2. Explain the definition of forestry extension

  3. Discuss the features, importance, and goals of forestry extension
• History of Forest Destruction

  • Pre-Colonial Period
  • Spanish Colonization
  • American Period
  • Marcos Regime
  • Cory Aquino’s Presidency
• In the Pre-Colonial Period, forests covered at least 90% of the country’s land area
• During Spanish Colonization, trees were used to build roads, bridges, docks, and ships for galleon trade
• Forests were replaced by haciendas owned by Spanish friars, officials, and rich families during Spanish Colonization
• In the American Period, large-scale, export-oriented commercial logging was introduced, and the Philippines had 21 M ha of old-growth forest covering 70% of the land area
• Logs were exported to the USA for the mining industry during the American Period
• By the 1940s, only 9 M ha of forest covering 30% of the Philippines’ total land area were left
• During the Marcos Regime, the logging industry was monopolized by foreign companies, and 7 M ha of forests were lost from 1965-1986
• During Cory Aquino’s Presidency, Timber License Agreements (TLAs) were phased out
• Milestones in Forestry Extension


  • June 20, 1963 - Approval of forestry extension law (RA 3523)
  • 1964 - Creation of the National Forestry Extension Committee
  • 1965 - First National Conference on Kaingin Problem
  • 1971 - Agreement between UP College of Forestry and the Bureau of Elementary Education
  • 1975-1977 - Masaganang Kagubatan initiative
  • 1980-present - Focus on information and education campaigns
• Forestry Extension


  The process of disseminating useful information and technology to address the social condition of forest communities and the bio-physical environment
• Forestry Extension


  Any forestry activity in which local people are willingly and directly involved in a planned program for their own benefit (FAO)
• Forestry Extension


  A system of non-formal education designed to develop favorable attitudes toward, and desired capabilities for forest conservation (Rebugio, 1978)
• Forestry Extension


  Non-formal education in various forms of capacity-building activities that introduce innovations involving the upland community, aiming to improve the quality of life while conserving and protecting the forest (Malabayabas, 2019)
• Forestry Extension


  • Helping the clientele understand the importance of forest trees
  • Developing non-formal methods of adult education
  • Developing appropriate channels and methodologies
  • Inducing behavioral changes
  • Transferring appropriate technology
  • Establishing research groups
  • Developing feedback mechanisms
  • Development of sound management principles
• Forestry Extension is a tool to expand forest resources in a resources
• Features of Forestry Extension

  1. Transferring appropriate technology to the target group

  2. Establishing research group and the users

  3. Developing appropriate feedback mechanism

  4. Development of sound management principles
• Forestry extension is important as a tool to expand forest resources in a resource-poor country, protect dwindling forest resources, and ensure optimum use of forest resources
• Forestry extension should stem primarily from the need to maintain both efficiency and equity in forestry development
• Forestry extension (transferring technologies) is the "means" to achieve the "ends" i.e. the adoption of forestry technologies by the villagers for their socio-economic upliftment/improvement
• Philosophy


  Two Greek roots: philo, meaning “the love of,” and sophia, meaning “wisdom.” The Oxford English Dictionary defines philosophy as “the love, study or pursuit of wisdom, or of knowledge of things and their causes, whether theoretical or practical.” It serves as a guide to a person’s actions, a scheme that explains one’s life as a whole
• Philosophy of Forestry Extension


  As an educational process: If given the same opportunity under the conditions of freedom, encouragement, and access to education, all individuals can compete and advance in life. As a democratic process: Extension workers should never impose anything on farmers. They are there to serve as friends, counselors, and teachers. Arranging suitable learning situations so that the farmers can come together, assess their condition, identify their problems, and decide what to do with it. Local leaders should be selected democratically and trained. Local organizations should be formed. As a continuous process: Desired path/change/development should be pursued
• Principle


  A statement of policy to guide decision and action in a consistent manner. A universal truth that has been observed and found to be true and a settled rule of action
• Principles of Forestry Extension (Jha, LL. 1997)


  • Think of the welfare of the people, particularly the poor or landless members of the community. Bear in mind the trees and forests of a country hold potential benefit for all the people. Success of the national objective in forestry and rural development depends to a large extent on the support of the people. Well and accurately informed individuals will definitely accept the support programmes and laws to preserve and develop forest resources. Programs on conservation and development of forest resources when coordinated at all levels will have greater success
• Goals (Jha, LL. 1997)

  • Achievement of the wise use of both existing and future forest resources. Establishment and maintenance of wide public understanding of the importance and value of forest resources. The demonstration of the need for, and promotion of public involvement in research of social factors affecting development, and forestry extension techniques, and other factors in promoting the conservation and development of natural resources
• Nature of Forestry Extension (Jha, LL. 1997)

  • It serves as an informal self-development process. It does not have any power to coerce or direct people to do things. Extension staff should regard themselves both as full-time learners and guides