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

More documents

Recommendations

Info

2.3.1. Planning phase.The planning phase contains several activities. Training need assessment and curriculumdevelopment are very important steps of this phase. Training need is a condition where thereis a gap between ‘‘What is” and ‘‘What should be” in terms of incumbents’ knowledge, skill,attitude and behavior for a particular situation at one point in time. Training needidentification is possible through different analytical procedures. The possible methods forindividual analysis include performance appraisal, interviews, and questionnaires, analysis ofbehavior, informal talks, checklists, counseling, recording, surveys and observations.Curriculum development is also the most important part in a training program after a need fortraining has been identified. The curriculum specifies what and how it should be taught(Swanson et al., 1998).2.3.2. Implementation phaseIt is the actual conduct on delivery of training based on physical facilities, sequence oftraining and choosing effective training methods and techniques to deliver it. Once theplanning phase of the training program is completed, then it is time to implement the course.Implementation is a point where a trainer activates the training plan or it is the process ofputting a training program into operation. Once the training center and concernedorganizations agree to implement training, the next step is to deliver effective training usingarranged available resources. All these resources need to be well managed and coordinated torun the program smoothly (Swanson et al., 1998).2.3.3. Monitoring and evaluation phaseMonitoring is an internal activity designed to provide constant feedback on the problem it isfacing, and the efficiency within which it is being implemented. It is continuous assessment ofgathering information on all the aspects of a given duty. Evaluation is a periodic assessmentof the relevance, performance, effectiveness and impact of a given activity in the context of its16
stated objectives which involves comparisons requiring information from outside the projectin time, area and population (St Mary, 2006).2.4. Definitions and Typology of TrainingsIn spite of the fact that many authors have been defined training in different ways, theirmeaning was more or less similar. But different scholars had different definitions about thetraining. Although professionals had given some short and precise definitions on trainings,there are consequently a dozen of different definitions of training. As written by Dahama(1979; cited in Kefyalew, 2006) described as, training helps people to become qualified andproficient in doing some job. Van Dorsal (1962) also defined as, training is a process ofteaching, informing or educating people so that they become as well qualified as possible todo their job.Training is concerned with increasing general knowledge and understanding of the totalenvironment. It is usually short term, intensive, narrowly focused, specific, designed to meetspecific needs and has immediate benefits. Training also can be seen as complementary tobroader education (Sunnane, 1994). Training varies with its scope, duration and typology. Italso can be short, medium and long periods in terms of its duration.Formal training: It has learning objectives and learning materials and then applying somesort of evaluation activities at the end of the training. It is applied in schools, colleges,polytechnics and universities for preparatory of latter applications with fixedcompartmentalized content and selective entry. It is organized and accredited with licensedteachers having characteristics of standard curricula. Mostly it is long cycle, rigidlystructured, full time, terminal, examination oriented, self assessing with regular academicyears and recognized certification.Non-formal training: It is non-school based program that provides basic skills to individuals.It is personal oriented for all age groups, especially for adults for their immediate applicationto change and integrate contents with an open entry and any location. It is short cycle,17
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 and 30: Level 1: Reactions: At this level,
Page 31: In 1963, agricultural extension was
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?