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27 PAs in theDistrict15 PAs(Constructed FTCs)7 PAs(Training delivered)Purposive samplingPA 1 PA 2 PA 3 PA 4Tr UT Tr UT Tr UT Tr UTPPSTrUtSimple randomsamplingKey:Tr: TrainedUT: Un-Trained120RespondentsFigure: Sampling procedureSource: Own presentation36
3.2.3. Types and sources of dataTo draw out the necessary information for a given research, it has been decided the types ofdata that need to be collected and the source from where the data are to be gathered. Bothprimary and secondary data were gathered. Primary data were collected from sampledrespondents and key informants on different aspects assumed to affect the effectiveness ofmodular training at FTC level using semi-structured interview and check lists. In order todraw the right conclusion from the survey work, qualitative information was also gatheredthrough group discussions, observations, key informant interviews and indirect participation.Secondary data were also searched and collected from books, journals, reports, magazines,proceedings, documents, and different communication media.3.2.4. Methods of data collectionBased on both primary and secondary data sources, qualitative and quantitative data werecollected using different methods. For primary data, semi-structured and structuredinterviews, five focused group discussions, fifteen key informants were interviewed, anddirect observation using checklists have been used depending on the context of specificobjectives of the study. Secondary data were gathered from different documents. Eightenumerators were selected from the study area and they had taken training in Dec, 2009 foradministering structured and semi-structured interview schedules. Pre-test was done andessential amendments were made based on such comments. After formulating the interviewschedules, necessary editing has been done for its validity, consistency and clarity, based on apre-test on selected non-sample respondents.To supplement the quantitative data gathered through respondent farmers, qualitative datawere also collected through key informant interviews, observations, focused groupdiscussions and check lists. Efforts had been made to explain to respondents about thepurpose of survey. In addition to the above, some appropriate tools such as RAAKS windowsand tools have been employed. Moreover, knowledge test, practice assessments and Likertscale has been used for trained and untrained farmers on beekeeping, dairy and fattening37
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 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: 3.2.2. Sample size and sampling pro
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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