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sound? Are the assessment instruments valid? Is there enough confidence in the approach towarrant higher-cost enhancements (e.g., video, multimedia) and wider distribution ofmaterials?Stage 3: Outcome stage: Involves a controlled evaluation study. This stage is primarilyconcerned with the following questions: Does the approach produce intended outcomes suchas increased knowledge, appropriately shaped attitudes, and positive behavioral intent? Aretargeted behaviors modified? What are the critical elements of the instructional approach thatcontribute to desired results?Stage 4: Impact Assessment: This final stage emphasizes on these questions: Do theapproaches under study met the educational needs identified in Stage1? What are the intendedand unintended impacts of the training on the learners and their environment? What are thedirect effects on the learner? What are the indirect effects on others whom the traineesinfluence? Why are the approaches studied effective or not? Stage 4 also examines the impactof study-related materials as they are applied to practice. The products of Stage 4 assessmentsare similar to those of Stage 3 except that the former emphasizes on longer-term impactswhile the later on immediate outcomes.Uses of the TIER model refine and focus the efforts of training evaluation studies. The modelalso provides researchers with practical knowledge of training research design andconsistency, and with a reliable reference point for launching other investigations. Suchbenefits complement the primary goals of identifying the critical elements of effectivetraining and creating validated templates.Donald Kirkpatrick modelOne of the most popular methodologies for measuring training effectiveness was developedby Donald Kirkpatrick. This model articulates a four-step process (Loos et al., 1999).12
Level 1: Reactions: At this level, it indicates what they thought and felt about the training. Itmeasures the participants’ reaction to the program. This is measured through the use offeedback forms termed as “happy-sheets”. It throws light on the level of learner satisfaction.Here “happy sheet”, feedback and verbal reaction tools can be used.Level 2: Participant learning: It measures changes pertaining to knowledge, skill andattitude. The result increases in knowledge and capability. Pre-test and post-test measures canbe taken. An assessment or test of before and after measurement can be used.Level 3: Transfer of learning: It is the extent of behavioral change and capabilityimprovement and implementation. It measures the application of the learning in the workcontext. It makes sense to obtain feedback from the participants on the application of learningon the job. Observation and interview are the best tools for this level.Level 4: Results: This measures effectiveness of the program in terms of business objectives.At this level productivity increases and defects decreases. Reporting the measured results isneeded at this level. For a long time, many generation of farming communities have beenevolved different farming technologies that can provide a basis of intervention that enablehuman resources more capable.In the context of modular training effectiveness of program conducted has to be measured interms of knowledge, skill, attitude and behavioral change of the participants depending on thetype of the training and its objectives. It is a common practice in many countries includingEthiopia for most of households who exercise training in general and non-formal training inparticular. Farmer trainings often focus on imparting knowledge along with changing attitudein favor of modern farming system. Skill development enables the farmers to reduce povertyand hunger so that self sufficient society can be possible.Kefyalew (2006) pointed out some points about adult education in Ethiopia. In the Dergregime, functional adult learning programs were initiated in 1974 through community skilltraining centers, though the need to provide focal points for adult education programs to meet13
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 and 26: 2. LITERATURE REVIEWIn this chapter
Page 27: Figure1. Four Stages of the TIER Mo
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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