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skill training needs had been recognized much easier, which was designed to reach ruralpeople all over the country. These centers were established to: Raise level of indigenous skilland introduce new knowledge, acquire skills for the development of rural communities, helpself employed and community development work, and Introduce basic technologiesTraining enables to make conscious and consecutive contributions to the development processthrough the acquisition of knowledge, skill and positive attitude for individuals and society. Inline with this, the government has already adopted a new comprehensive education andtraining policy which is expected to contribute a lot of improvements for the performance ofagricultural sector (BoARD, 2007).2.2. Evolution of Education and Extension in EthiopiaInformal education was the only means for people in the primitive society. Religion andculture were carried to people through special program of non-formal education aroundtemples, and churches through secular methods like folk media, music, proverbs, tales andsongs. As societies grow more complex and modernized, the present formal education systemcame in but non-formal education system did not disappear merely because formal educationappeared on the scene. Extension education had become a powerful instrument of change forbringing about socio-economic transformation of rural people in utilizing the latest scientificand technological innovations and technical knowhow (Pitchai, 2005).Extension has an important role to play both in improving production efficiency and inpromoting technologies to change circumstances and disseminate information on impactevaluation (Madhur, 2000). In Ethiopia, formal extension system was started at the time whenthe agricultural and technical school at Ambo, Jimma and college of Agricultural andMechanical Arts of Alemaya that opened in 1947, 1952 and 1953 respectively. The firstextension agent was Minilik II in 1889 due to sever cattle disease and famine was occurredthroughout the country. He also introduced rubber tree to Ethiopia in 1897 (YICDOL, 2006).14
In 1963, agricultural extension was transferred from Alemaya College of Agriculture to MoA.It became the department of agricultural extension which was then organized into three unitsnamely, field service unit, youth club unit and training unit. In 1966, the Institute ofAgricultural Research was established and it was the first nationally coordinated agriculturalresearch system in Ethiopia to carry out agricultural research policy, research on crops,livestock, and natural resource and related disciplines (Tsion, 2008). Formal extension servicehas been started with in establishment of agricultural higher learner institution in 1950s. TheEthiopian government was initiated various comprehensive package development projectsfocused on the defined geographical areas financed by Swedish International DevelopmentAuthority (SIDA) (Ebrahim, 2005).In 1986, the then MoA launched the Peasant Agricultural Development Program (PADEP)and implemented T and V based extension system funded by different donor agencies. SG-2000 programs were started in 1993 with the main aim of increasing agricultural foodproduction at the level of small scale farmers. The major policy framework for economicdevelopment of Ethiopia is currently known as Agricultural Development LedIndustrialization (ADLI), which was formulated in 1993. Since, 1995 PADETES is the mainextension program to be mentioned (Berhanu, 2006; Kaleb, 2008).2.3. Phases of TrainingTraining is a circular process that begins with needs identification and after a number of stepsends with evaluation of the training activity. Training cycle is the process of need assessmenton training to set objectives and design training curriculum so as to implement trainingthrough a serious of monitoring and evaluation processes.TNA-problemidentificationTraining planTraining programMonitoring andevaluationFigure 2: Training CycleOutput and impactof trainingSource: Panjabi (2008), modifiedDelivery oftraining15
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 and 28: Figure1. Four Stages of the TIER Mo
Page 29: Level 1: Reactions: At this level,
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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