effectiveness of modular training at farmers - IPMS Information ...

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BIOGRAPHICAL SKETHThe author was born on November 5, 1972 in Debre Sina, South Gondar, and AmharaNational Regional State. He completed his primary and secondary school at Maynet andTheodros II Elementary and Senior Secondary School respectively.After passing the Ethiopian School Leaving Certificate Examination (ESLCE), he joined inJimma College of Agriculture in 1990 with General Agriculture and completed his diploma inAugust, 1992. Then he was employed by Ministry of Agriculture and served with differentdisciplines and job responsibilities in Districts of South Gondar Zone. He, then, joined atHaramaya University in 2003 in summer program with Rural Development and AgriculturalExtension Department and graduated in September 2007.After his graduation of B.Sc degree he has served in South Gondar Zone Department ofAgriculture and Rural Development as planning expert and communication expert fromJanuary 2008 until he joined the School of Graduate Studies at Haramaya University in 2008,as IPMS sponsored candidate to pursue his post graduate studies in Rural Development andAgricultural Extension Department.vii
ACKNOWLEDGMENTFirst and foremost let me praise and honor the Almighty God for the opportunity and capacitygiven to me to realize my hope. This study is the result of the contributions and supports ofmany individuals and institutions. I would like to express my deepest grateful thanks to myresearch advisor Professor Ranjan S. Karippai for his encouragement, field support,intellectual stimulation as well as constructive comments all along. Without his guidance andadvice, the completion of this study would have hardly been possible.I would like to extend my gratitude to Dr. Ranjitha Puskur and Dr. Tesfaye Lemma for theirhelpful comments and practical insights for the study. My sincere appreciation goes to ILRI-IPMS project for granting me learning and research funds. Grateful thanks also given toBerkie Enyew and Tilahun Gebey (Fogera IPMS Development Research Officer) for theirencouragement and facilitation of financial matters to accomplish this study.It is worth to mention here many individuals’ contributions; especially, I am indebted to mysenior graduate Tesfaye Alemu who has supported me starting from my entry till my researchwork is completed. My appreciation extends to W/ro Birke Aycheh who was concerned formy children in every aspect. Special thanks also go to Adebabay Mengist, Anteneh Girma,Dessalegn Alemu, Tefera Mekonen, Aklog Yimer, Berihun Yigzaw, Getnet Beyene,Endalkachew Fekadu and my office colleagues for their moral support. Respondent farmers,DAs, supervisors and Woreda experts were also encouraged me at the time of my study.I am particularly indebted to my wife, Wubit Tialhun, for unreserved moral support,encouragement and responsibility to take care of our children during my leave of absence.Finally, yet importantly, I would like to thank my parents who pray for my health andwellbeing.viii
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: ABBREVIATIONS (Continued)RAAKSSGSWH
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 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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