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Box 1. Alember FTCAlember is small town located about 80 km far from Bahir Dar to North. Household number ofAlember is about 1462 (1316 males and 146 females). It is accessible to asphalt road,multipurpose and dairy cooperatives services, credit and saving institutions for credit and inputsupply purposes, private and public health clinics, market, public phone, both primary and juniorschools, and it is the center of supervision sites.Modular training was delivered for 14 male and 2 female farmers in 2006 for consecutive threemonths (April to May). The subject of the training was apiculture. Apiculture was selected due tohigh potential of honey production in this locality. The training was delivered on different tasksand duties of beekeeping such as bee splitting, transitional and improved traditional hivesmaking, bee hunting, wax making and other honey production systems. Training methodologywas • more of practical. The trainees have done those activities at their home and discussed ingroups at FTC. This method of training enabled them to continue beekeeping managementpractices. At the end of the course, trainees got certificates prepared by WoARD.Keeping other things similar, the main deviations from other FTCs are, two guards wererecruited at PA level for the safety of FTC, and their salary was being paid from the people’scontribution. 4.5.3. Experience More of practical of FTCs aspect from other of training districts was of conducted ANRS using trainees’ resources attheir village. Moreover, group discussions were made in FTC. Recruitment of trained farmerswas also better than other three FTCs. Most of (81%) trained farmers were literate (grade fourand above).Having these, there was problem of water, training was delivered without lesson plan, turnoverof DAs, lack of demonstration areas, non functional management committee that formed at thetime of FTC establishment are some of the deficiencies that should be considered and reinforcedby concerned bodies to take corrective measures.Source: Key informant interviews, 201066
4.5.3. Lessons learned from better performed FTCs in Amhara regionThere was an experience sharing undertaken by the team of Regional, Zonal, Woreda andKebele extension workers. The team has visited best performed FTCs in Amhara Region,Mekdela and other Woredas in February, 2009. The purpose of tour was to disseminatepromising ideas and understand how to put into practice and carry out modular training atFTC level. The team had prepared feedback what the team members had observed at the timeof experience sharing and delivered the document to all concerned bodies. The premises ofthe content of the report are: Roles of civil service and its implementation, overall structuresand functions of FTCS, commitment of farmers and development practitioners, roles andresponsibilities of FTC management committee, and joint planning, organizing, leading,controlling and monitoring systemsTable 13: Roles and Responsibilities of CommitteeNo Responsibilities At PA level At Woreda level1 Chairman PA leader Administrator2 Secretary and member Development Agent Head of WoARD3 Member Police Police4 Member Administration and security Administration and security5 Member Local elders Justice6 Member Land administration andEnvironmental protectionLand administration andEnvironmental protectionSource: Field report, 2009Roles of the committee at PA level: FTC management committee deals with establishment,construction and functions of FTCs. The committee also looks for and assesses the sources ofland for FTCs construction. If the selected site of the land tenure belongs to the farmer(s), thecommittee set alternative solutions and put priorities. The one who evicted the land has to bereplaced or compensated. There are alternative solutions to access the land for FTCs:67
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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
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undertaken. If institutions focused
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panel discussion, conference, exper
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2. LITERATURE REVIEWIn this chapter
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Figure1. Four Stages of the TIER Mo
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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 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: may have access for information abo
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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