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FTCs were planned to be established throughout the country (Habtemariam, 2007); one FTCat each PA which serves as, center of information, extension, demonstration, place wheremodular trainings are given, source of advice for the transfer of improved technologies,knowledge acquisition, area of linkage between research, extension and technology users, andother institutional support services (FDRE, 2001; Berhanu, 2006).Adult literacy rate of Ethiopian population who can read and write and Human DevelopmentIndex were 36.3 % and 0.406 respectively (MoFED, 2009). Human Development Index is anindex measuring national socio-economic development based on measures of life expectancyat birth, educational attainment and adjusted real per capita income. From primary to tertiarylevel accounts only 12.3 million (16.0%) of the total population of the country (St.Mary,2006). Literacy rate is a key indicator of development next to life expectancy at birth andfollowed by infant or child mortality rate, per capita income, unemployment and security(Mesfin, 2009).Farmers are more likely to adopt new technologies and become more productive with the helpof basic education and extension services. They will be better equipped to make moreinformed decisions for their lives and to be active participants in improving economic, socialand political dimension of development. Hence, rural youth are the farmers of the future andmost of them start farming at a very early age. In rural areas, especially poor farmers, accessto education is still much lower and the quality of non formal education is poorer and oftenirrelevant to their lives.Among eight Millennium Development Goals, eradication of illiteracy can be achievedthrough training. Training is an essential strategy by which skill and knowledge can beacquired, attitudes changed, motivation and aspiration also could be accomplished. Severaltrainings, especially modular and other non modular trainings have been given to farmers inrural communities. At this time, Ethiopian government has been launched strategies andimplementing directions to initiate modular training at FTC level as a means to meet therequired level of knowledge. Hence, modular training is the main option within which thesolution is found. For the main purpose of modular training many FTCs have been established2
since 2004 in Ethiopia. Farmers were supposed to be trained through certain selection criteria.Hence, three development agents have been employed for each PAs, and modules have beenprinted and distributed to regions (MoARD, 2008).Effective modular trainings can be delivered and successful achievements can be gained whenlinkage of different organizations and stakeholders realized at different level of institutions.Local institutions are the main instruments of human resource development through trainingfor sustainable development. In recent years, more attention has been given to use newlyestablished FTCs where modular trainings can be delivered for youth groups to increaseproduction and productivity by enabling them more skillful and knowledgeable producers. Itcould also take an additional responsibility to undertake farmer based research in the area ofagricultural technologies. The research and extension department is charged with theresponsibility to support those needs through effective farmers’ training (Tsion, 2008).In Fogera, out of 27 rural PAs, 15 PAs had already established FTCs within which 7 PAs hadbeen delivered modular training at FTC level (DoARD, 2008). However, the effectiveness ofmodular training and its continuity as a result of this intervention has not been assessed andevaluated in the study area. In line with such context, the idea of this research was needed.This study was aimed at analyzing the effectiveness of modular trainings in the study area andexploring options to enhance their utility. As a result, therefore; it is possible to generateinformation for policy makers and executive officials for an intervention that can facilitate themodular trainings through materials and facilities provision, training need assessment,continual monitoring and evaluation starting from targeting until the certification of trainees1.2. Statement of the ProblemCapacity building is an essential dimension of development in general and of ruraldevelopment in particular for developing as well as developed nations. Level of living can beraised through quality of life. Quality of life is a component of the quality and quantity of thebasic physical, social and cultural needs of human beings including ability to do something3
Page 1 and 2: EFFECTIVENESS OF MODULAR TRAINING A
Page 3 and 4: SCHOOL OF GRADUATE STUDIESHARAMAYA
Page 5 and 6: STATEMENT OF AUTHORFirst of all, I
Page 7 and 8: ABBREVIATIONS (Continued)RAAKSSGSWH
Page 9 and 10: ACKNOWLEDGMENTFirst and foremost le
Page 11 and 12: TABLE OF CONTENTS (continued)2.5. E
Page 13 and 14: LIST OF TABLESTablepageTable 1. Est
Page 15 and 16: LIST OF TABLES IN THE APPENDIXAppen
Page 17: 1. INTRODUCTION1.1. Background of t
Page 21 and 22: undertaken. If institutions focused
Page 23 and 24: panel discussion, conference, exper
Page 25 and 26: 2. LITERATURE REVIEWIn this chapter
Page 27 and 28: Figure1. Four Stages of the TIER Mo
Page 29 and 30: Level 1: Reactions: At this level,
Page 31 and 32: In 1963, agricultural extension was
Page 33 and 34: stated objectives which involves co
Page 35 and 36: trainees’ farm cooperation and co
Page 37 and 38: Modular training was supposed to gi
Page 39 and 40: achievement of a corporation purpos
Page 41 and 42: e examined, defined and described b
Page 43 and 44: FTCs are expected to play active ro
Page 45 and 46: deficient in training skills, espec
Page 47 and 48: 3. RESEARCH METHODOLOGYIn this chap
Page 49 and 50: Figure 4. Map of the study Area (Fo
Page 51 and 52: 3.2.2. Sample size and sampling pro
Page 53 and 54: 3.2.3. Types and sources of dataTo
Page 55 and 56: 3.2.5. Method of data analysisBased
Page 57 and 58: Table 4: Profiles of respondentsNo
Page 59 and 60: The data in the Table reveal that t
Page 61 and 62: 4.1.3.3. Delivery of modular traini
Page 63 and 64: also have not participated with ful
Page 65 and 66: Table 8: Knowledge test of sample h
Page 67 and 68: 4.2.2. PracticePractice was operati
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The responses of farmers were categ
Page 71 and 72:
system. Actors’ interactions can
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FTCs and this project supports only
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4.3.5. Actor linkage matrixActor li
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According to actor linkage matrix;
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followed by projects, NGOs and rese
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may have access for information abo
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4.5.3. Lessons learned from better
Page 85 and 86:
SWOT AnalysisStrength, Weakness, Op
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Opportunities• Participatory plan
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Practice was assessed based on trai
Page 91 and 92:
with communication media, articles,
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BoARD and SWHISA (Bureau of Agricul
Page 95 and 96:
IPMS (Improving Productivity and Ma
Page 97 and 98:
Taddesse Mulugeta, 2007. Rural wate
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Appendix Table 1. Category of train
Page 101 and 102:
Appendix Table 5: Extent of linkage
Page 103 and 104:
3.2. What do you think about the ti
Page 105 and 106:
4.5 Practice (Indicate whether you
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