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training methodology, material aids were not well designed. More of theoretical aspects of thetrainings were outweighed than practical sessions. In addition to unfair and urgent selection ofparticipants in training, time and place were not convenience to farmers (Tsion, 2008).Assessments on the experience of model FTCs shows that, there was lack of farm plan fordifferent demonstrations, there was no lesson plan on daily and weekly basis and lack ofhandouts for trainees were some of the challenges that should be mentioned (Adebabay et al.,2009).At ATVETs level, some courses were not offered for DAs related to HIV/AIDS, homescience and others. There was no clear training strategy that guides the involved actorstowards modular training. Gender insensitivity and top down approaches are anotherweakness of the program that can be mentioned. Reliable data might not be available,different educational level of farmers were trained together. These were some of thechallenges that researchers pointed out and different reports documented (AESP, 2009).2.9.2. Opportunities of modular trainings at FTC levelThere are different opportunities which can be available for proper functioning of FTCs. Suchprospects are: Access of information and technology dissemination (seed, fertilizer, pumps,ploughs, beehives, etc) can be easily undertaken. FTCs can also be serve as research center,demonstration area, participation on planning, center of DAs, place of development village forinfrastructures (telephone, road, water, electricity, schools, clinic, cooperatives etc), center ofadaptation trials for plant and animal species. FTCs could be also serve as a permanentexhibition center, farmers’ field school, and new intervention area, area of meeting forstakeholders and site of recreation and nursery plots. Improved technologies and indigenousknowledge can be compared at FTCs, contrasted and integrated at FTCs. Livelihood assetcreation and coping mechanisms for instance; apiculture, fattening, dairy cows, poultryproduction, fish-pond farming, fruit and vegetable production, sericulture, conservationtechniques, post harvest structures, organic fertilizer or compost, intercropping, rowplantation, and other technologies can be implemented at FTCs (BoARD, 2007).26
FTCs are expected to play active roles in linking farmers with the other institutions fordifferent purpose. FTCs also can be used for Participatory Technology Development (PTD)where farmers could select technology options and choose the best that suited to their owncondition based on their own criteria. Farmers can adapt and develop technologies togetherwith researchers and extension agents. The platforms can be used for participatory innovationdevelopment (PID) where promising local innovations, local practices or indigenousknowledge would be scaled- up or scale out (Habtemariam, 2007).Three DAs have been employed for each PAs. Upgrading of DAs from certificate to degreelevel is the most important opportunity (AESP, 2009). DAs must possess competencies ofskill, attitude, ability, knowledge and behavioral cluster. They should have an area ofexpertise to design, deliver, measure, evaluate, facilitate, manage, coach and plan the trainingutilities. They motivate, initiate and deliver trainings for farmers being involved inexperimentation, discussion and decision making. DAs strengthen the role of farmers in theresearch-extension-farmer linkage. They improve the sense of owner ship of ruralcommunities in technological packages and new knowledge sharing practices.2.10. Empirical StudiesResearchers explained about the advantages of farmer trainings in different style of programsin different times. In order to introduce development interventions and adopt technologiesfarmers’ training is paramount important part of capacity building. As Tesfaye (2006)explained in his thesis research, education was very important for the farmers to understandand interpret the information coming from any direction to them. Farmers’ education was alsoan essential element for the effective efforts of extension personnel because farmers havecapability to understand and interpret easily the information transferred from developmentagents. He was also reported the significant and positive association between training andadopting technologies but they need intensive training for proper and effective utilization ofthose technologies.27
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 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: e examined, defined and described b
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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