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MoARDATVETAdministrationACSIWoARDBoARDFTCCooperativeSchoolIPMSDAsFarmersDoARDKeys of linkage strengthStrong linkageMedium linkageWeak linkageFigure 6: Actor linkage map Source: Own qualitative data (2010)Strong linkage: DAs, WoARD, farmers, cooperatives, and ACSI have strong linkage withFTCs. These actors have identified with their linkage intensity and mutual benefits betweenFTCs and those mentioned actors for different purposes. The probable reason for strong andtwo way linkages may be those institutions are exist in the locality so that information sharingand daily communication is possible. IPMS project has strong but unidirectional linkage with56
FTCs and this project supports only four FTCs in the Woreda. Detailed roles of actorsexplained in Appendix Table 4.Medium linkage: Actors such as DoARD, BoARD and MoARD have medium andunidirectional linkage types. These actors have their own roles for FTCs, but they do not getdirect services and benefits from FTCs where as Administration have medium and mutuallinkages and get services from FTCs. Types of linkages and roles of actors indicated inAppendix Table 4 that gathered from key informants and group discussions.Weak linkage: Two actors (schools and Woreta ATVET College) were identified. Bothactors have weak and unidirectional linkage and their roles were insignificant based on itsrelationship. Weak linkage disrupts the knowledge flow processes, lowers adoption rate,increase time lag between developments, reduce efficiency in the use of resources,unnecessary completion and duplication of efforts, and make confusion among farmersregarding which institutions to approach. Such type of linkages explained in Appendix Table44.3.3. Roles of private actors in relation to modular trainingFarmers are the first primary stakeholders who have been contributed many resourcestowards FTCs. Most of the respondent farmers indicated that, farmers were participated forlabor and construction materials at the time of FTCs establishment. Moreover, they are thebeneficiaries of functioning of FTCs.IPMS project: Improving Productivity and Market Success Project is a project that hassupported the activities for four FTCs (Quahir, Woji, Alember and Meneguzer). In the studyarea, two PAs (Alember and Woji) were supported by the project for different materials suchas computer with printer, Television, VCDs, chairs and tables. The project was alsofacilitating seed supply, training and experience sharing of farmers, development agents andWoredra experts.57
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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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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 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: system. Actors’ interactions can
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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