effectiveness of modular training at farmers - IPMS Information ...

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1.7. Structure of the ThesisThe thesis is organized in five main chapters. The introduction part describes about thebackground of the study including statement of the problem, objectives, significance andscope of the study.Subsequent to the introduction, relevant literature is reviewed in chapter two. Basic conceptsand theories of trainings are described. Chapter three deals with the description of the studyarea and also it discusses the methodology employed for data collection, analysis andconceptual framework of the study are presented in this chapter.Main findings of the study are presented and discussed in chapter four. The first section of thechapter is devoted to describing the profile of farmers; the second section of the chapter isdedicated to effectiveness of modular training in terms of knowledge, attitude and skill; thethird section deals with linkage of FTCs with other institutions; the fourth section concernedabout knowledge and information sharing; the fifth item treated positive deviance and thefinal section of the chapter talked about challenges and opportunities of training related issuesat FTC level. Finally, chapter five presents the summary, conclusions and recommendationsbased on the results of the study.8
2. LITERATURE REVIEWIn this chapter, relevant literature to the theme of the study has been reviewed. It divided intodifferent sections. The first section presents concepts, theories, definitions and typology oftrainings in agricultural sector. The remaining sections deal with a review of theoretical andempirical literature related to the main concern of this thesis.2.1. Concepts and Theories of Training2.1.1. Concepts of trainingEducation is the main and supportive instrument for development and knowledge acquisitionfor a given country’s citizen. To increase positive thinking of people, that fasten the creativityand job creation as the same time social, economical, and political participation, improvementof basic education is needed. Therefore, learning is important for growth and development ofa given nation to increase production and productivity as well as it is needed to learn to reachat a higher stage of science and technology. Developed countries have been achieved theirdevelopment and prosperity through the best competition of education. They understood theuse of learning earlier through expanding schools for their population. Ethiopia did notexpand modern education, as other developing countries, properly so that people did not learnas it was expected. With having and using backward technology, subsistence farming systemmade low income and little capital from its production.Challenges of extension can be tackled through diverse objectives using capacity developmentincluding trainings with appropriate innovation processes. FTCs are expected to becomemulti-functional service providers in the future. Emphasis in such centers had been given fordemand driven knowledge sharing system rather than supply driven approaches. Capacitybuilding was also linked to the newly established ATVET colleges; since these colleges havebeen producing the future generation of extension workers that assigned for FTCs. Threemain initiatives are undertaking by the government of Ethiopia through capacity building:i) Reorient and strengthen the extension system to increase the capabilities of extension staff;9
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 and 18: 1. INTRODUCTION1.1. Background of t
Page 19 and 20: since 2004 in Ethiopia. Farmers wer
Page 21 and 22: undertaken. If institutions focused
Page 23: panel discussion, conference, exper
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
Page 69 and 70: The responses of farmers were categ
Page 71 and 72: system. Actors’ interactions can
Page 73 and 74: 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
Page 95 and 96:
IPMS (Improving Productivity and Ma
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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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