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are also essential aspects towards farmers’ day-to-day activities and continuous practices inrural areas. Hence, 88.3% of respondents were preferred with-interval style of the trainingwhile 11.7% of the responses indicated continuous ways of training. With-interval waspreferred due to farming practices need continuous follow up. About 90.0% of the traineesindicated that trainings were carried out more on theoretical parts of the training content.Practical and balanced techniques were 5.0% for both proportions. As far as trainingmethodology is concerned, 76.6% of the respondents replied that the training system wasclass lecture. The remaining records of the training methodologies were 15%, 5%, 1.7% and1.7% for mixed type, group discussions, demonstrations, and filed visits respectively.As per the data gathered from sample respondents of four PAs, training sessions wereconducted for different durations as short as 30 days to 90 days. For instance, Alember FTChas conducted training from April to June, Woji FTC has conducted for one month of trainingin February, W.Zuria FTC has delivered from April to May and Shina has trained in April.Most of the trainings were delivered two days per week and for 2 to 4 hrs daily. This trainingduration was designed by DAs and Office of Agriculture and Rural Development of thedistrict considering cropping seasons and other technical and other agro ecological situations.According to the training guideline training was allowed to be conducted two times per yearas per the preferences of trainees for months. The slack periods of production system inFogera are around October and February. Length and styles of the trainings were done in linewith the interest of majority of the farmers. Here the most challenging issues were trainingmethods and the proportions of methodology of the training. The syllabus has been designedto be 80% practical and 20% theory (Adebaby et al., 2007). Training materials, skills oftrainees, interest of trainees and trainers, demonstration sites, etc were supposed to beconvenient for the delivery of the training but practically it did not happen.According to key informants and focused group discussions, limitations of training deliverysystems were observed. Some of the challenges of effective training were: poor timemanagement, more class lecture, low participatory method of training, poorly organizeddelivery of the training without lesson plan are the major limitations of the program. Trainees46
also have not participated with full commitment and interest; rather they were recruited as ifsome benefit or incentive is being paid by the trainers. Alember and Woji FTCs usedsomehow practical teaching aids such as framed, transitional and traditional beehives tocompare and contrast traditional with modern techniques of practice and its application interms of production and productivity. They had taken practical training on bee splitting,transferring, wax making, honey harvesting techniques and some other important tasks toincrease the productivity of honey. The remaining two PAs (W. Zuria and Shina) had selectedand trained farmers on dairy and sheep fattening practices.In totality, in the absence of facilities and training materials, demonstration areas, inputs,training of trainers and appropriate training methodologies, the trainings couldn’t achieve itsobjectives to address the required level of knowledge sharing experiences.4.1.3.4. Monitoring and evaluationMonitoring and evaluation are used to improve performance of modular trainings that makedecisions and choices, give lessons and increase accountability in progress, establishment andimplementation processes. Ex-ante, ongoing, terminal and ex-post evaluations types areneeded. Before, during and after modular training, monitoring and evaluation help to improvethe performance of trainees and their institutions. However, results of group discussionsrevealed that number of trainees and training contents were usual measurements forachievement of the trainings and follow up of activities rarely and spontaneously undertaken.There was no proper monitoring and evaluation system used by trainers and trainingorganizations.There was no follow up, feedback and continuous assessment at the time of training.Moreover, researcher’s observation also indicated that there was difficulty in gettingorganized, disaggregated, reliable, timely and accurate data on related issues of modulartraining due to many reasons such as DAs’ turnover, low level of data compiling techniques,low management skills, lack of stationeries and lack of commitment at all levels.47
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 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: 4.1.3.3. Delivery of modular traini
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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