environmental base, flexibly structured, learner centered, part time, practical, non-terminaland so on. Extension service, <strong>modular</strong> <strong>training</strong>, package <strong>training</strong>, skill <strong>training</strong>, adult-learning,on the-job-<strong>training</strong> and other agricultural rel<strong>at</strong>ed extension services are examples <strong>of</strong> nonformal<strong>training</strong>s (YICDOL, 2006). Usually formal and non-formal <strong>training</strong>s overlap. There isno clear cut boundary to say formal and non-formal for instance ‘extension’.Informal <strong>training</strong>: It is a casual and incidental type <strong>of</strong> <strong>training</strong> having no special goals andhas no curriculum. Learning from experience on the job, listening a group <strong>of</strong> people, talkingabout a new idea, discussion, brain storming and reading a book are examples <strong>of</strong> informal<strong>training</strong>s (YICDOL, 2006).2.5. Experiences <strong>of</strong> Modular TrainingFarmer <strong>training</strong> was provided <strong>at</strong> local level through voc<strong>at</strong>ional agricultural school and fielddemonstr<strong>at</strong>ions in organic agriculture <strong>of</strong> sustainable farming systems such as composting,integr<strong>at</strong>ed pest management and sericulture in India. These <strong>training</strong> classes were conducted onspecific or vast topics. The new inform<strong>at</strong>ion th<strong>at</strong> <strong>farmers</strong> gain through <strong>training</strong> sessions maketheir daily farming activities much easier. Moreover, the <strong>training</strong> was supported by field trial,agricultural exhibitions, field visit, group discussion, experience sharing, video film andpractical sessions for three months dur<strong>at</strong>ion (Frontier N<strong>at</strong>ural Products Coop., 2008).Dairy farming <strong>training</strong> center was established and the <strong>training</strong> was delivered using differenttechniques in China. Training in farming technologies and pr<strong>of</strong>essional skill <strong>training</strong>. Thecentral government was invested US $ 75 million for farmer <strong>training</strong>. In China out <strong>of</strong> 1.3billion people 800 million are <strong>farmers</strong>. Training boosts income for land less <strong>farmers</strong>. Tourism,c<strong>at</strong>ering, mechanical and electrical maintenance and clothes making were the focus <strong>of</strong> the<strong>training</strong> (Davis, 2006; iNet Solutions Group, 2009).In Asian countries (Ceylon, Philippines and Indonesia) project based <strong>training</strong>s had been takentwo hrs per week courses for one year dur<strong>at</strong>ion. In Ceylon 16 to 25 age group youthindividuals were trained farm project <strong>at</strong> home. Two-third time <strong>of</strong> trainers spent time on18
trainees’ farm cooper<strong>at</strong>ion and coordin<strong>at</strong>ion to make successful programs. In Philippines twoyears farmer <strong>training</strong> was delivered for 12 to 25 age groups <strong>of</strong> males and females. InIndonesia also young <strong>farmers</strong>’ course was given two hours <strong>of</strong> lecture per week for m<strong>at</strong>uredfarm youth who engaged in the project. One terminal agricultural educ<strong>at</strong>ion <strong>of</strong>fered to young<strong>farmers</strong> <strong>training</strong> center to future <strong>farmers</strong> <strong>of</strong> 17 to 25 age groups (Eric, 2001).In Africa, two hundred fifty <strong>farmers</strong> were also particip<strong>at</strong>ed in agricultural apprenticeship<strong>training</strong> in Indonesia, Kenya, Uganda, Zambia and Mozambique. Two hundred <strong>farmers</strong> weretrained in Gambia, Guinea Bissau, Mali, Senegal and Sierra Leone since 1997. The <strong>training</strong>was concentr<strong>at</strong>ed on agribusiness and entrepreneurs (Eric, 2001).In Ethiopia, Farmer Training Centers have been established <strong>at</strong> the center <strong>of</strong> a given PA inwhich <strong>farmers</strong> trained in different commodities <strong>of</strong> the production system (Habtemariam,2007).Table 1: Estim<strong>at</strong>ed number <strong>of</strong> FTCs and DAs in EthiopiaFarmer Training CenterDevelopment Agents (DAs)Region Required Established Functional Male Female TotalFTCs FTCs FTCsTigray 602 588 55 1879 188 2067Oromia 6420 2459 1147 19 6 25Amhara 3150 1725 318 7532 2664 10196SNNP 3681 1610 857 9707 1266 10973Afar 558 3 3 - - 748Somali 2 2 2 1176 102 1278Harari 17 5 3 47 5 52Dire Dawa 25 7 7 73 15 88Benshangul 54 54 54 - - 677Total 14509 6543 2446 20433 4246 26104Source: Kristin et al., 200919
- 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 and 32: In 1963, agricultural extension was
- Page 33: stated objectives which involves 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
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- 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
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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
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IPMS (Improving Productivity and Ma
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Taddesse Mulugeta, 2007. Rural wate
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Appendix Table 1. Category of train
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Appendix Table 5: Extent of linkage
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3.2. What do you think about the ti
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4.5 Practice (Indicate whether you
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