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ii) Introducing FTC-based extension system; andiii) Strengthening the agricultural knowledge management system.Moreover, capacity building has some additional objectives including developing a nationalstrategic plan for ATVET colleges in the country so as to build up their own long termstrategic plans, provision of institutional strengthening grants and transforming them intotraining institutions with new mandates and long term sustainability plans (Mekonnen, 2008).Training has to start with the identification of training needs through need assessmentapproaches. There are different need assessment techniques: Job and task analysis,competency and strategic need assessment, knowledge and skill assessment and organizationanalysis. Need is the gap between the current condition and a desired condition (Wiley andInc., 2007). Once the training needs of farmers have been identified, then the next step isorganizing of training programs follows. Modular trainings were designed to be given at FTClevel for selected farmers on identified contents using training guidelines. Hence, modulartrainings were offered at FTC level using different modules for selected duties andcommodities.2.1.2. Effectiveness of training and theories of adult learningAssessment of training is a process to determine the effectiveness of activities in light of theirobjectives. To evaluate training effectiveness one needs to consider that most importanttraining activities exist in the system. There are different adult learning theories and modelstowards training.TIER modelThis model indicates that the training activity includes four essential steps such as formative;process, out come and impact assessments indicated in the following figure.10
Figure1. Four Stages of the TIER Model Source: Loos et al., 1999.Stage 1: Formative stage: Training efforts are conceived, reviewed, and structured.Typically, this stage involves the following research questions:What are the needs and how are they determined? What are the target populations served bythe training? How do the goals and objectives of the training relate to identified needs? Howwill the attainment of these goals be assessed? What instructional approach should be taken?Assessment instruments and training materials are also drafted in this stage. During formativeresearch, TIER model users collaborate with (1) end users to ascertain preferredcommunication channels, learning styles, and instructional mediums; (2) content experts toprovide technical and policy reviews; and (3) training professionals to perform pedagogic andinstructional reviews.Stage 2: Process stage: Training materials, instructional approaches, and researchinstruments are drafted, proposed and tested in pilot sites. Several typical questions for thisstage are: What modifications are needed? Are the materials educationally and pedagogically11
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 and 24: panel discussion, conference, exper
Page 25: 2. LITERATURE REVIEWIn this chapter
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
Page 75 and 76: 4.3.5. Actor linkage matrixActor li
Page 77 and 78:
According to actor linkage matrix;
Page 79 and 80:
followed by projects, NGOs and rese
Page 81 and 82:
may have access for information abo
Page 83 and 84:
4.5.3. Lessons learned from better
Page 85 and 86:
SWOT AnalysisStrength, Weakness, Op
Page 87 and 88:
Opportunities• Participatory plan
Page 89 and 90:
Practice was assessed based on trai
Page 91 and 92:
with communication media, articles,
Page 93 and 94:
BoARD and SWHISA (Bureau of Agricul
Page 95 and 96:
IPMS (Improving Productivity and Ma
Page 97 and 98:
Taddesse Mulugeta, 2007. Rural wate
Page 99 and 100:
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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