4.3.1. Actor linkageIn undertaking any intervention, the first step is to identify the key actors who bring about orprevent change in an innov<strong>at</strong>ion system (Anandajayasekeram, et al. 2008). The purpose <strong>of</strong>this section is to list actors, who were involved for <strong>modular</strong> <strong>training</strong>s, and looking in to theroles <strong>of</strong> actors, knowledge and inform<strong>at</strong>ion sharing and how the linkage system is functioning.Farmers, development agents, supervisors, experts, <strong>of</strong>ficials, researchers and relevantinstitutions were consulted and discussed through focused group discussions, key informantinterviews, own observ<strong>at</strong>ions, case studies and indirect particip<strong>at</strong>ory techniques.A number <strong>of</strong> actors were involved in <strong>modular</strong> <strong>training</strong>. Key actors th<strong>at</strong> were c<strong>at</strong>egorized in topublic sectors include: DAs, administr<strong>at</strong>ors, cooper<strong>at</strong>ives, primary schools, Amhara Creditand Saving Institute (ACSI), Bureau <strong>of</strong> Agriculture and Rural Development (BoARD),Department <strong>of</strong> Agriculture and Rural development (DoARD), Woreda <strong>of</strong> Agriculture andRural Development Office (WoARD), ATVETs and Ministry <strong>of</strong> Agriculture and RuralDevelopment (MoARD). Priv<strong>at</strong>e sectors and NGOs were also identified as key actors withregard to <strong>modular</strong> <strong>training</strong> system. These actors were <strong>farmers</strong> themselves and <strong>IPMS</strong> project.Thus, a total <strong>of</strong> 12 actors were identified who are involved in <strong>modular</strong> <strong>training</strong> <strong>at</strong> FarmerTraining Center in study area.4.3.2. Actor linkage mapLinkage has many advantages. It develops trust and confidence among partners <strong>of</strong>development, it enables sharing <strong>of</strong> roles and responsibilities foster an interdisciplinary andholistic approach, and linkage also avoids duplic<strong>at</strong>ion <strong>of</strong> work and enables communic<strong>at</strong>ionbetween <strong>farmers</strong>, researchers, and NGOs as they work together. Five Focused GroupDiscussions were undertaken with DAs, <strong>farmers</strong> and supervisor and group <strong>of</strong> Woreda experts;and fifteen Key Informant Interviews revealed th<strong>at</strong> the following actors had linkages withFTCs. Actors’ role and interest were analyzed using checklists and respondent <strong>farmers</strong>.Interaction <strong>of</strong> actors was made using actor linkage map. Actor linkage map was produced byplacing FTC <strong>at</strong> the center and connecting other actors based on their contribution to the54
system. Actors’ interactions can be shown by septa-grams. These prime movers in thediagram are also called as drivers <strong>of</strong> the change. Prime movers are internal and external actorswho take the decisions th<strong>at</strong> are most important to the system.The common tool used to analyze actors’ linkage is actor linkage map in Figure 6. The mapshows the intensity <strong>of</strong> each actor’s linkage. Respondents and key informants tried to put andc<strong>at</strong>egorized actors as primary, secondary, and tertiary levels according to their roles. Hence,the primary identified actors are <strong>farmers</strong>, DAs, WoARD, cooper<strong>at</strong>ives, ACSI and <strong>IPMS</strong>project. Administr<strong>at</strong>ors, DoARD, BoARD and MoARD identified under medium c<strong>at</strong>egory,and ATVETs and primary schools are classified as tertiary levels <strong>of</strong> actors.55
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EFFECTIVENESS OF MODULAR TRAINING A
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SCHOOL OF GRADUATE STUDIESHARAMAYA
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STATEMENT OF AUTHORFirst of all, I
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ABBREVIATIONS (Continued)RAAKSSGSWH
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ACKNOWLEDGMENTFirst and foremost le
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TABLE OF CONTENTS (continued)2.5. E
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LIST OF TABLESTablepageTable 1. Est
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LIST OF TABLES IN THE APPENDIXAppen
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1. INTRODUCTION1.1. Background of t
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- Page 25 and 26: 2. LITERATURE REVIEWIn this chapter
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