(Mesfin, 2009). Ability can be acquired by learning. Learning is the base <strong>of</strong> knowledgegained, skill performed, <strong>at</strong>titude changed, and experience shared.To increase production and productivity, <strong>farmers</strong> need to have <strong>training</strong>s. Formal, non-formaland informal <strong>training</strong>s are equally important. But, <strong>farmers</strong> have opportunity to learn nonformal<strong>training</strong>s <strong>at</strong> their farming community through different <strong>training</strong> programs. Aiming thisfact, the government has been made potential development instruments including <strong>modular</strong><strong>training</strong>s <strong>at</strong> FTC level. Extension agents were trained <strong>at</strong> ATVET Colleges, Farmer TrainingCenters were established, <strong>training</strong> modules and texts have been prepared and some otherprogresses were achieved (BoARD, 2007).Although government and NGOs made restless efforts to bring change in living standard <strong>of</strong><strong>farmers</strong>, there are a number <strong>of</strong> problems encountered on the <strong>effectiveness</strong> <strong>of</strong> <strong>modular</strong><strong>training</strong>s. Some <strong>of</strong> the major challenges th<strong>at</strong> were facing <strong>modular</strong> <strong>training</strong>s: Cross cuttingissues were not incorpor<strong>at</strong>ed (HIV/AIDS, gender, home science, communic<strong>at</strong>ion skills, groupdevelopment, marketing, policies ), lack <strong>of</strong> facilities, inappropri<strong>at</strong>e time <strong>of</strong> <strong>training</strong> ( Kristinet al., 2009), lack <strong>of</strong> demonstr<strong>at</strong>ion areas, <strong>training</strong> <strong>of</strong> trainers (ToT) has not been conducted,tasks and duties <strong>of</strong> modules were not easily understandable for development agents and<strong>farmers</strong>, lack <strong>of</strong> <strong>training</strong> aids, less involvement <strong>of</strong> female <strong>farmers</strong> and low follow up <strong>of</strong><strong>training</strong> programs were some <strong>of</strong> the constraints th<strong>at</strong> can be mentioned (Berhanu, 2006; Tsion,2008).There was no study conducted in the context <strong>of</strong> personal, psychological, socio-cultural,institutional, and organiz<strong>at</strong>ional aspects th<strong>at</strong> hinder the <strong>effectiveness</strong> <strong>of</strong> <strong>modular</strong> <strong>training</strong>s. Asa result, no inform<strong>at</strong>ion was available in line with such issues. This holds true to AmharaRegion, Fogera District where <strong>modular</strong> <strong>training</strong>s were introduced to the <strong>farmers</strong>. In AmharaRegion, including the study area, there was no well documented research finding which canreveal the <strong>effectiveness</strong> <strong>of</strong> <strong>modular</strong> <strong>training</strong>s.Research on <strong>effectiveness</strong> <strong>of</strong> <strong>training</strong>, especially in terms <strong>of</strong> relevance, curriculum design,<strong>training</strong> methodology, m<strong>at</strong>erials and aids, <strong>training</strong> evalu<strong>at</strong>ion and assessments were not4
undertaken. If institutions focused on <strong>training</strong> need assessment and follow standard <strong>training</strong>procedures, it might help to avoid some <strong>of</strong> the most common mistakes in <strong>training</strong> (Tsion,2008).FTCs were started to deliver <strong>modular</strong> <strong>training</strong>s four years back in Ethiopia. However,assessments elsewhere in the country indic<strong>at</strong>ed th<strong>at</strong> <strong>modular</strong> <strong>training</strong> was a problem<strong>at</strong>ic issuedue to less functioning <strong>of</strong> FTCs and some other reasons (Anteneh, 2008; MoE, 2008; Fisseha,2009). The situ<strong>at</strong>ion may be similar or different in Fogera.The interest <strong>of</strong> this study was therefore to investig<strong>at</strong>e the <strong>effectiveness</strong> <strong>of</strong> <strong>modular</strong> <strong>training</strong>s,understanding <strong>of</strong> linkage system and come up with recommend<strong>at</strong>ions <strong>at</strong> FTC level. It is usefulfor advancement <strong>of</strong> rural communities and design <strong>of</strong> policies and str<strong>at</strong>egies, which can fostereffective <strong>training</strong>s. The study can also fill the current knowledge gaps; so th<strong>at</strong> innov<strong>at</strong>ion,communic<strong>at</strong>ion, skill, knowledge and <strong>at</strong>titude can be enhanced; and as a result productivitycan be increased.1.3. Objectives <strong>of</strong> the StudyIn the view <strong>of</strong> the above st<strong>at</strong>ements, the objectives <strong>of</strong> the study are st<strong>at</strong>ed as follows:General objective <strong>of</strong> the studyThe overall objective <strong>of</strong> this study is to assess the <strong>effectiveness</strong> <strong>of</strong> <strong>modular</strong> <strong>training</strong> in Fogeradistrict.5
- 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
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- Page 13 and 14: LIST OF TABLESTablepageTable 1. Est
- Page 15 and 16: LIST OF TABLES IN THE APPENDIXAppen
- Page 17 and 18: 1. INTRODUCTION1.1. Background of t
- Page 19: since 2004 in Ethiopia. Farmers wer
- 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
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- Page 37 and 38: Modular training was supposed to gi
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- Page 57 and 58: Table 4: Profiles of respondentsNo
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- Page 63 and 64: also have not participated with ful
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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
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SWOT AnalysisStrength, Weakness, Op
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Opportunities• Participatory plan
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Practice was assessed based on trai
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with communication media, articles,
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BoARD and SWHISA (Bureau of Agricul
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IPMS (Improving Productivity and Ma
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Taddesse Mulugeta, 2007. Rural wate
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Appendix Table 1. Category of train
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Appendix Table 5: Extent of linkage
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3.2. What do you think about the ti
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4.5 Practice (Indicate whether you
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