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and practical training remain silent at those PAs. Monitoring, evaluation and feedback werenot undertaken by FTCs. There was no clear linkage modalities designed by policy makershow development partners could integrate with FTCs.5.2. Conclusion and RecommendationsThe study has revealed that modular training is potential growth indicator in the study area. Itis the training that farmers could perform better enterprises having knowledge gained, skillacquired and attitude changed. Although, restless efforts have been made by government andrelevant stakeholders effectiveness of the training couldn’t result in at required level, due tomultiple challenges. Based on this fact the following recommendations have been made:• Training Need Assessment should be prepared with full participation of farmers so thatfarmers can properly learn. Learning helps to acquire knowledge and changes in attitude.• ToT is required for DAs and supervisors on the module of the training content andmethodologies so that delivery systems, training techniques and teaching aids will be atease for them.• Asset creation and income generating schemes can be possible at FTCs level that thetrainees can have images on alternatives to specialize in their own farm and to have offfarm activities for their employment and livelihood opportunities.• The role of agricultural extension in knowledge and skill transformation should stronglybe reviewed and continued until the farmers are acquainted with best practices. There hasto be alternative information and knowledge sharing techniques such as farmers’ club,audio and video cassettes, magazines, radio, telephone, television, internet, anddemonstration plots. These all, are required in addition to experience sharing, workshop,panel discussion, tour, visit, and similar facilities that can be designed to be undertaken byFTCs. Knowledge centers at Woreda level are very valuable that should accommodate74
with communication media, articles, TVs, projectors, internets, books, VCDs, DVDs,news letter, etc that can be served as libraries of an educational institutions.• Private and public sector should be reconfigured into training policy analysis so as toparticipate and make integration. For instance, FTCs can be run by state universities,colleges, bilateral and multilateral NGOs, and industries. FTCs also should be conceivedas rural vocational training centers to impact knowledge and skills to farmers so that theycould increase their productivity and efficiency.• Potential and missed actors should collaborate and get rid of constraints and takeadvantages of opportunities to improve institutional linkages and innovative performancesby encouraging their commitment and better interactions.• ATVETs, Colleges and Universities should develop linkages with their closest FTCs tooffer training programs and to work together adaptive researches with farmers.• Entrepreneurs and private investors should contribute for training and proper functioningof FTCs by demonstrating various technologies and disseminating information forfarming communities.75
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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,
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In 1963, agricultural extension was
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stated objectives which involves co
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trainees’ farm cooperation and co
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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: Practice was assessed based on trai
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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