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The guidelines of modular training were prepared at national level and reorganized at theregional level based on the local language of the people. Schedule of modular training hasbeen designed to take full or partial content of the module. One training intake covers 3 to 6months, 2 days per week, 6 hrs per day or 48 hrs per month so that trainees can “get greencertificate”. Each Development Agent supposed to train 20 farmers per one intake at each PA.Four hrs (80%) per day of the training supposed to be given practically and two hrs (20%)theoretically at FTC level (BoARD, 2007).In Fogera, modular training started in 2006. In the district, 15 FTCs have been established till2009. Among those established institutions 7 FTCs had delivered training for targetedfarmers. These are Alember (apiculture), Woreta Zuria (Dairy), Avua Tihua (crop), QuaherMichael (nursery), Quaher Abo (crop), and Shina (fattening). These PAs were deliveredtraining in 2006 while Woji Awuranba (apiculture) was offered training in 2008.According to the guideline of modular training the total area of one FTC ranges from 2.5 to 3ha. Preferably this land should be located at the center of PA administration adjacent to FTCs.Different activities and interventions can be put into practice at FTC level. Therefore, morethan 12,000 training materials have been distributed to South Gondar Zone in which morethan 2000 modules, texts and manuals were offered to Fogera.2.6. Benefits and Purposes of Modular TrainingsIn Ethiopian situation, FTCs have many duties and responsibilities at a given community.Awareness creation of farmers can be created through agricultural package training at FTCslevel. Orientation about a given technologies, theoretical explanations, skill trainings andother types of meetings can be delivered in FTCs. Agricultural extension services, modulartraining that enable farmers to get “Green Certificate”, market price information, knowledgesharing, counseling, advising services, permanent exhibition center, socio economy data anddemonstrating different improved agricultural technologies are the major functions that weresupposed to organize in each FTC (BoARD, 2007; Adebabay et al., 2008).20
Modular training was supposed to given for those farmers who are grade four and above. Thisis because the trainees can understand the content of the text. After the training, farmers areexpected to run their own enterprise on their field so that not only knowledge and skillacquired by trainees but also different income generating schemes can be raised throughdifferent commodities of animal, crop and natural resource as a means of profits (BoARD andSWHISA, 2006).Training is used to improve the performance of individuals and social purposes in addition toget the job done effectively and for the improvement of productions (Spring, 2002; Pitchai,2005). Adebebey, et al. (2008) pointed out that FTCs assist farmers to make good decisions,leading to optional use of their resources and efficient use of water and other resources.Furthermore, training has additional benefits for moral building, individual motivation,financial gain, capacity to develop new technologies and methods, leads to higherproductivity or profit, increase the quality of output and customer satisfaction and fosterdynamic and forward looking. Training helps a business run better, adds flexibility andefficiencies in processes. Training is essentials for knowledge transfer, gives seasonal workand an investment in a company. It can also give a better service to clients (Pitchai, 2005;YICDOL, 2008).2.7. Institutional LinkageInstitutions are, whether organizations or not, complex of norms, rules of conduct andbehaviors that persist over time by serving collectively valued purposes. Institutions mediatethe rural poor access to knowledge service, market, employment, strategy and livelihoodassets. For instance, Debo, Wonfel, Senbete, Mahber, Idir (funeral groups), Jigie (work orlabor saving groups), Iquob (saving and loan type of groups), water user associations andother traditional and cultural institutions and informal organizations that help to disseminateand gathering information (Dejene,1999; Ellis, 1999).21
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 and 34: stated objectives which involves co
Page 35: trainees’ farm cooperation and co
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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