Appendix table 4. Roles <strong>of</strong> actors in rel<strong>at</strong>ion to <strong>modular</strong> <strong>training</strong> <strong>at</strong> FTCs level in the studyarea.Institutions List <strong>of</strong> actors Type <strong>of</strong> linkage mechanisms Roles <strong>of</strong> actorsPlanning, communic<strong>at</strong>ion, and Selection <strong>of</strong> trainees, <strong>training</strong>, technical support,Development agents pr<strong>of</strong>essional collabor<strong>at</strong>ion counseling and advice, motiv<strong>at</strong>ing <strong>farmers</strong>, farm visitCooper<strong>at</strong>ivesResource alloc<strong>at</strong>ionCredit and input supply facilit<strong>at</strong>ion, provision <strong>of</strong> industrialcommodities, storage facilities, marketing servicesACSI Resource alloc<strong>at</strong>ion Credit and input supply and savingWoARDPlanning, pr<strong>of</strong>essionalcollabor<strong>at</strong>ion, resource alloc<strong>at</strong>ion,communic<strong>at</strong>ion,Site selection and construction <strong>of</strong> FTCs, technical support,recruiting <strong>of</strong> DAs, provision and distribution <strong>of</strong> <strong>training</strong>m<strong>at</strong>erials and equipments.Administr<strong>at</strong>orsJoint planning, resourcealloc<strong>at</strong>ion, communic<strong>at</strong>ionFTC construction, safety <strong>of</strong> FTCs and its equipments ,recruiting guardsPublicinstitutionsPr<strong>of</strong>essional collabor<strong>at</strong>ive Training <strong>of</strong> DAs, problem identific<strong>at</strong>ion <strong>of</strong> farmingATVETSactivitiespracticesSchoolResource alloc<strong>at</strong>ionProvision <strong>of</strong> chalk and black board for <strong>modular</strong> <strong>training</strong>,class arrangements (Woji PA)DoARDCommunic<strong>at</strong>ion, joint planningand reviewtechnical support, distribution <strong>of</strong> modules, texts andmanuals; supervision and <strong>training</strong> <strong>of</strong> DAsBoARDPr<strong>of</strong>essional collabor<strong>at</strong>iveactivities, resource alloc<strong>at</strong>ionInterpret<strong>at</strong>ion <strong>of</strong> module and prepar<strong>at</strong>ion <strong>of</strong> texts andmanuals; supporting <strong>of</strong> ATVET, technical support andsupervision <strong>of</strong> FTCs, strengthening and assessment <strong>of</strong> DAsand FTCs.Resource alloc<strong>at</strong>ion, pr<strong>of</strong>essionalPrepar<strong>at</strong>ion <strong>of</strong> <strong>training</strong> guideline or modules, formul<strong>at</strong>ingMoARDcollabor<strong>at</strong>ive activitiesstr<strong>at</strong>egies and working directionsJoint planning, resourceSite selection, construction, and particip<strong>at</strong>ion in <strong>training</strong>Priv<strong>at</strong>eFarmersalloc<strong>at</strong>ion, communic<strong>at</strong>ionPr<strong>of</strong>essional collabor<strong>at</strong>iveTechnical support, <strong>training</strong> <strong>of</strong> DAs, m<strong>at</strong>erials support,NGOs<strong>IPMS</strong>activities, resource alloc<strong>at</strong>ionexperience share, provision <strong>of</strong> inputsSource: Focused Group Discussions and Key Informant Interviews, 201084
Appendix Table 5: Extent <strong>of</strong> linkage <strong>of</strong> key actors in the study areaRel<strong>at</strong>ive importanceNo key actors Rel<strong>at</strong>ive strengthr<strong>at</strong>e (Rank)1Trained respondents• Technical advice1• Technology dissemin<strong>at</strong>ion2• Training3WoARD• Credit supply4Untrained <strong>farmers</strong>• Technology dissemin<strong>at</strong>ion1• Technical advice2• Credit supply3• Training42Trained respondents• Credit provision1• Input supply2Cooper<strong>at</strong>ives• Marketing3Untrained respondents• Credit provision1• Input supply2• Marketing33Trained respondents• Credit supply1ACSI• Input supply2Untrained respondents• Credit supply1• Input supply24Trained respondents• Training1• M<strong>at</strong>erial provision2<strong>IPMS</strong>• Technical advice3Untrained respondents• Training1• Technical advice2• Technology dissemin<strong>at</strong>ion3Source: Focused Group Discussions and Key Informant Interviews, 201085
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EFFECTIVENESS OF MODULAR TRAINING A
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SCHOOL OF GRADUATE STUDIESHARAMAYA
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STATEMENT OF AUTHORFirst of all, I
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ABBREVIATIONS (Continued)RAAKSSGSWH
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ACKNOWLEDGMENTFirst and foremost le
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TABLE OF CONTENTS (continued)2.5. E
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LIST OF TABLESTablepageTable 1. Est
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LIST OF TABLES IN THE APPENDIXAppen
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1. INTRODUCTION1.1. Background of t
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since 2004 in Ethiopia. Farmers wer
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undertaken. If institutions focused
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panel discussion, conference, exper
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2. LITERATURE REVIEWIn this chapter
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Figure1. Four Stages of the TIER Mo
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Level 1: Reactions: At this level,
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In 1963, agricultural extension was
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stated objectives which involves co
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trainees’ farm cooperation and co
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Modular training was supposed to gi
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achievement of a corporation purpos
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e examined, defined and described b
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FTCs are expected to play active ro
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deficient in training skills, espec
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3. RESEARCH METHODOLOGYIn this chap
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