ANALYSIS OF RELEVANCE AND EFFECTIVENESS OF FTC-BASED

TRAINING: THE CASE OF ALAMATA WOREDA, SOUTHERN

TIGRAY, ETHIOPIA

M.Sc Thesis

LUCHIA TEKLE

August 2010
Haramaya University
ANALYSIS OF RELEVANCE AND EFFECTIVENESS OF FTC-BASED
TRAINING: THE CASE OF ALAMATA WOREDA, SOUTHERN
TIGRAY, ETHIOPIA

A Thesis Submitted to the Department of

Rural Development and Agricultural Extension, School of Graduate
Studies

HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF SCIENCE IN RURAL DEVELOPMENT AND
AGRICULTURAL EXTENSION

(AGRICULTURAL COMMUNICATION AND INNOVATION)

By

Luchia Tekle

August 2010

Haramaya University
 SCHOOL OF GRADUATE STUDIES

HARAMAYA UNIVERSITY

As thesis research advisors, we here by certify that we have read and evaluated this thesis
prepared, under our guidance, by Luchia Tekle entitled Analysis of Relevance and
Effectiveness of FTC-Based Training the Case of Alamata Woreda, Southern Tigray,
Ethiopia. We recommend that it can be submitted as fulfilment of the thesis requirement.

Tesfaye Lemma (Ph. D) _________________ _____________

Major Advisor Signature Date

Ranjan S. Karippai (Prof) _________________ _______________

Co-advisor Signature Date

As member of the Board of Examiners of the MSc Thesis Open Defense Examination, We
certify that we have read, evaluated the Thesis prepared by Luchia Tekle and examined the
candidate. We recommended that the Thesis is accepted as fulfilling the Thesis requirement
for the Degree of Master of Science in Rural Development and Agricultural Extension
(Agricultural Communication and Innovation).

______________________ _________________ _______________

Chairperson Signature Date

______________________ _________________ _______________

Internal Examiner Signature Date

______________________ _________________ _______________

External Examiner Signature Date

ii
 DEDICATION
I dedicate this thesis manuscript to my mother Brhana Hailu for her
love and untold-enormous effort in my life and academic success.

iii
 STATEMENT OF AUTHOR

First, I declare that this thesis is my original work and all sources of material used for this
thesis have been duly acknowledged. This thesis has been submitted in partial fulfillment of
the requirements of M.Sc. degree at Haramaya University and is deposited at the University
Library to be made available to borrowers under rules of the Library. I also declare that this
thesis can be submitted to any other institutions anywhere for the award of any academic
degree, diploma, or certificate, if the University found it necessary.

Brief quotations from this thesis are allowable without special permission, provided that
accurate acknowledgement of source is made. Requests for permission for extended quotation
from or reproduction of this manuscript in whole or in part may be granted by the head of the
major department or the Dean of the School of Graduate Studies when in his or her judgment
the proposed use of the material is in the interests of scholarship. In all other instances,
however, permission must be obtained from the author.

Name: Luchia Tekle Signature: ……………………

Place: Haramaya University

Date of Submission: August, 2010

iv
 BIOGRAPHICAL SKETCH

The author was born in 1988 in Asmara capital city of Eritrea, to her mother Brhana Hailu
and her father Tekle G\mariam. She attended her elementary and junior education at Betheal
Kale Hiwot elementary and junior secondary schools in Asmara. She also attended her High-
school education at Wukro Comprehensive Secondary School, in Wukro Eastern Zone of
Tigray. She joined Haramaya University in 2004\2005 academic year and graduated with
B.Sc. degree in Rural Development and Agricultural Extension in July, 2007.

Soon after her graduation, she was employed by Tigray Agricultural Research Institute
(TARI) in Alamata Agricultural Research Centre and had been serving as Socio-economic
and Research Extension Researcher, until she joined the School of Graduate Studies at
Haramaya University in 2009 academic year.

v
 ACKNOWLEDGEMENTS

First of all, I would like to thank God for his miraculous time to let me accomplish anything I
start and also for His help to go through every event successfully up to this minute.

I convey my deepest thanks to my major advisor Dr. Tesfaye Lemma for giving me
constructive pieces of advice, sharp guidance starting from the proposal writing to the
completion of the research work and also for providing me important literatures for proposal
and thesis write up. I thank him for his genuine and energetic encouragement, suggestion;
insight, guidance and professional expertise to complete this work. I am also thankful to my
co-advisor Professor Ranjan S. Karippai for his constructive comments, suggestion and
guidance at time when the proposal for this study was developed and for reviewing
questionnaire and giving comments and suggestion during thesis writing.

I would like to acknowledge Mr. Kebede Manjur (center manager of Alamata Research
Center), for his helpful comments and cooperation in every aspect of his professional
responsibilities and for his remarkable support right from the early preparation of my proposal
up to data management, analysis of the research. I also thank to Adhanom Belay for his
support in every step. In addition I would like to express my sincere gratitude to Tigray
Agricultural Research Institute (TARI) for offering the opportunity to pursue my MS.c study.
I further extend my gratitude to the ILRI / IPMS Project for funding tuition fee and other
expenses during the study period. Grateful thanks given to Berkie Enyew and Abraham Birru
(Alamata IPMS Development Research Officer) for their encouragement and facilitation of
financial matters to accomplish this study. I would like also to thank all management and staff
members of Alamata Agricultural Research Center for their hospitality and kindly cooperation
in all aspects.

I also remain thankful to all the enumerators who assisted me in data collection with patience,
commitment and dedication. Their cooperation was not on the basis of their material benefit
but is really their own commitment to help me. I am also grateful to farmers, DAs and experts
of Alamata Woreda who responded to all questions with patience and gave necessary
information for this research work. I would like also to thank Regional office of agriculture

vi
and rural development and Alamata woreda office of agriculture and rural development for
providing me with all the relevant secondary information.

Last but not least my special thank go to my mother w/ro Brhana Hailu and my Father Ato
Tekle G\mariam for being with me all the time providing me a moral support and
encouragement.

vii
 LIST OF ABBREVIATIONS

AI Artificial Insemination
ATVET Agricultural Technical Vocation and Educational Training
AWARD Alamata Woreda of Agriculture and Rural Development Office
CSA Central Statistics Authority
CSTC Community Skills Training Centers
FAL Functional Adult Learning
FAO Food and Agricultural Organization
FMPTC Farmers Multi-purpose Training Center
FTCs Farmers Training Centers
GOs Government Organizations
GPA Grade Point Average
HHs Households
HRD Human Resource Development
ICRAF International center of Rubber Agro forestry
IECAMA Imperial Ethiopian College of Agriculture and Mechanical Arts
IFAD International Fund for Agricultural Development
ILRI International Livestock Research Institute
IPMS Improving Productivity and Market Success
ITK Indigenous Technical Knowledge
KMs Kilo Meters
KAPs Knowledge, Attitude and Practices
M.a.s.l Meter above sea level
MoA Ministry of Agriculture
MoARD Ministry of Agriculture and Rural Development
MoI Ministry of Information
MoE Ministry of Education
NFE Non-Formal Education
NGO Non- Governmental Organization
NRM Natural Resource Management

viii
 ABBREVATIONS (CONTINUED)

PADETES Participatory Demonstration and Training Extension Systems

PPS Probability Proportional to the Size
REST Relief Society of Tigray
RD Research and Development
RISE Rural Institute for Social Education
SAILD Supper Service for Local Development Initiatives in Cameroon
SMSs Subject Matter Specialists
SPSS Statistical Package for Social Science
Sq. kms Square Kilo meters
SWC Soil Water Conservation
TLU Total Livestock Unit
TNA Training Need Assessment
TVET Technical and Vocational Education and Training
WOALP Work Oriented Adult Learning Program
WV World Vision

ix
 TABLE OF CONTENTS

STATEMENT OF AUTHOR iv

BIOGRAPHICAL SKETCH v

ACKNOWLEDGEMENTS vi

LIST OF ABBREVIATIONS viii

TABLE OF CONTENTS x

LIST OF TABLES xiii

LIST OF FIGURES xiv

LIST OF TABLES IN THE APPENDICES xv

ABSTRACT xvi

1. INTRODUCTION 1

1.1. Background 1

1.2. Statement of the Problem 4

1.3. Objectives of the Study 5

1.4. Research Questions 6

1.5. Scope of the Study 6

1.6. Significance of the Study 6

1.7. Organization of the study 7

2. LITERATURE REVIEW 8

2.1. The Evolution of Farmers Training and Extension in Ethiopia 8

2.1.1. Historical background 8
2.1.2. The emergence of Farmer training centers in Ethiopia 10

2.2. Key Concepts in Farmer Training 12

2.2.1. Training 12

x
 TABLE OF CONTENTS (Continued)

2.2.2. Participatory training and the principles of adult learning 14

2.3. Phases of Farmers Training 16

2.3.1. Planning phase 16
2.3.1.1. Training Need Assessment (TNA) 16
2.3.1.2. Objective and content development 17
2.3.1.3. Training methodology 18

2.3.2. Implementation phase 19

2.3.3. Monitoring and evaluation phase 19

2.4. The Concept of Positive Deviance and its application in Empirical Research 20

2.4.1. The evolution of approach and concept of ‘positive deviance’ 20

2.4.2. Measuring positive deviance for empirical analysis 22

2.5. Review of Empirical Research on Farmers Training Relevance and Effectiveness 24

2.5.1. Factors influencing the relevance and effectiveness of farmer training 24
2.5.2. Empirical research on training impact assessment 25

2.6. Conceptual Framework of the Study 27

3. METHODOLOGY 29

3.1. Description of the Study Area 29

3.2. Survey Design and Sampling 32

3.3. Data Collection Method 33

3.4. Data Analysis Method 34

4. RESULTS AND DISCUSSIONS 35

4.1. Socio-economic Characteristics of Respondents 35

4.1.1. Demographic characteristics of the sample households 35
4.1.2. Farm Household resource endowment 38

4.2. The Situation of Sampled Farmer Training Centers (FTCs) 40

xi
 TABLE OF CONTENTS (Continued)
4.2.1. Infrastructure and facilities 41
4.2.2. Human resource 42
4.2.3. FTCs Governance 42
4.2.4. Training planning and implementation 43
4.2.5. Monitoring and evaluation 43

4.3. Identified and Implied Training Needs of Different Farm Households 44

4.3.1. Training needs assessment process at the FTCs 44
4.3.2. Training needs implications of the analysis of households’ livelihood options, and
aspirations 45
4.3.2.1. Livelihood options and types of training offered at FTCs 45
4.3.2.2. Priority options and aspiration of sample households 47
4.3.3. Knowledge-gap assessment 54

4.4. Relevance of Farmer Training 58

4.4.1. Trainees selection criteria and process 59
4.4.2. Training period, duration, and schedule 60
4.4.3. Training content relevance 62
4.4.4. Training environment and facilities 63
4.4.5. Facilitators 64
4.4.6. Mode of delivery (training approach, processes and methods) 66

4.5. Effectiveness of Farmer Training 69

4.5.1. Knowledge change (acquired) 69
4.5.2. Skill change 71
4.5.3. Effectiveness of FTC based training on agricultural technology adoption and
practice change 73
4.6. Exploration of Positive Deviance case among the Studied FTCs 75
5. SUMMARY, CONCLUSION AND RECOMENDATIONS 84

5.1. Summary 84
5.2. Conclusion and Recommendations 86
6. REFERENCES 89

7. APPENDICES Error! Bookmark not defined.

xii
 LIST OF TABLES

Tables Page

1. Distribution of sampled households in the study area, Alamata Woreda, 2010 ............................... 32
2. Demographic characteristics of sample households Alamata woreda, 2010(N=130) ...................... 36
3. Distribution of household participation in rural institutions at Alamata Woreda, 2010 (N=130) ..... 37
4. Farm and household resources endowment of sample households, Alamata woreda, 2010
(N=130) .................................................................................................................................. 40
5. DAs response on inventory of facilities, infrastructure, and resources of the FTC Alamata Woreda,
2010 (N=14) ............................................................................................................................ 41
6. DAs response on FTC Human resources Alamata Woreda, 2010 (N=14) ...................................... 42
7. The response of trained farmers on TNA of trainees is summarized in Alamata Woreda, 2010
(N=65) ..................................................................................................................................... 44
8. Farmers response on types of training and Crop Livelihood choices Alamata Woreda, 2010
(N=130) .................................................................................................................................... 46
9. Farmers response on types of training and livestock livelihood choices Alamata Woreda, 2010
(N=130) ................................................................................................................................... 47
10. Distribution of respondents aspiration on crop option by training categories Alamata Woreda, 2010
(N=130) ................................................................................................................................... 49
11. Distribution of respondents aspiration on livestock option by training categories Alamata Woreda,
2010 (N=130) .......................................................................................................................... 51
12. Distribution of respondents aspiration on productivity enhancing factors of crop option by training
categories Alamata Woreda, 2010 (N=130) .............................................................................. 53
13. Distribution of respondents’ aspiration on productivity enhancing factors of livestock option by
training categories Alamata Woreda, 2010 (N=130) ................................................................. 54
14. Qualitative summary of Knowledge assessment overview ........................................................... 55
15. The response of trained farmers on trainee farmers’ selection process (N=65) ............................. 60
16. Trained farmers response on relevance of FTC training on timing issues and contents Alamata
Woreda, 2010 (N=65) .............................................................................................................. 63
17. Trained farmer’s response on training resource persons Alamata Woreda, 2010 (N=65) .............. 65
18. Trained farmer assessment of relevance of FTC based training on physical environment and
facilitators ability Alamata Woreda, 2010 (N=65) .................................................................... 66
19. Trained farmers’ response on methods of the training and its importance Alamata Woreda, 2010
(N=65) ..................................................................................................................................... 68
20. Levels of knowledge of trained versus untrained farmers Alamata Woreda, 2010 (N=130) .......... 69
21. Trained farmer’s response on effectiveness of training in skill change Alamata Woreda, 2010
(N=65) ..................................................................................................................................... 72
22. Trained farmers’ response on interpersonal development Alamata Woreda, 2010 (N=65) ............ 74
23. Distribution of respondents on technology practice change Alamata Woreda, 2010 (N=130) ....... 74
24. Experts levels of agreement on the analysis of Positive deviance FTC Alamata Woreda, 2010
(N=20) ..................................................................................................................................... 79
25. DAs response on FTC organizational linkages Alamata Woreda, 2010 (N=14)............................ 81
26. DAs response on trainings offered in agriculture and rural development in the past 12 months at
FTC Alamata Woreda, 2010 (N=14) ........................................................................................ 82
27. FTCs in technology dissemination .............................................................................................. 83

xiii
 LIST OF FIGURES

Figures Page

1. Conceptual Framework of the Study.................................................................................... 28

2. Map of the Study area .......................................................................................................... 31

xiv
 LIST OF TABLES IN THE APPENDICES

Appendix Table Page

1. Conversion factors used to calculate Tropical Livestock Units (TLU) ............................... 96

2. Farmers’ response on skill orientation of training Alamata Woreda 2010 (N= 65) ............ 96

xv
 ANALYSIS OF RELEVANCE AND EFFECTIVENESS OF FTC-BASED
TRAINING: THE CASE OF ALAMATA WOREDA, SOUTHERN
TIGRAY, ETHIOPIA

ABSTRACT

FTC-based farmer training is an emerging extension strategy geared towards human capital
development through need-based, hands-on practical training in order to facilitate
agricultural transformation and rural livelihood improvement. Although FTCs were
established and made functional in the Tigray National Regional State and Alamata Woreda
no systematic assessment of the relevance and effectiveness of the training were made. Unless
the situation of farmers is improved in terms of deciding on their affairs, access to
information, exposure to improved farming and practices, all efforts made will be go
unrewarding. Hence, to alleviate this problem, educating farmers through basic education
intervention and training on improved agricultural and living practices is important. This
research was initiated to fill the gap. Specifically the research attempted to address three
important questions: What is the relevance and effectiveness of FTC-based training? How do
farmers perceive the effectiveness and usefulness of FTC-based training? and Are there FTCs
with successful experience for scale-out\up? Primarily quantitative design was employed for
the study. The essential data were collected from 65 trained and 65 untrained farmers, 14
DAs and 20 woreda experts by means of semi-structure interview schedule. Qualitative
methods that were used at community, organizational and individual levels include: document
review, focused/group discussion, personal interviews and direct observation. The
quantitative data were also analyzed using descriptive and inferential statistical tools. The
results of the study revealed that FTC based training is relevant in terms of timeliness and
scheduling specially for male farmers, teaching aids, venue of training, the communication
and practical skills of the trainers were also relevant to the farmers. However, FTC based
training, lacks training need assessment, less in adequacy and quality of training facilities
and being more theoretical and lecture type in methodology, limited use of’ indigenous
knowledge, less female participation and follow up after the training were the major
deficiencies. The study also showed that trained farmers acquired better knowledge,
aspiration, and practice significantly than untrained farmers. Based on the indicators of
positive deviance like, departure from the norms, intentional behavior and honorable
outcomes such as technology dissemination, exemplary demonstration field management,
diversified and substantial training outreaches of the four sampled FTCs, Selambkalsi FTC is
found to be positively deviating. In this research context, positively deviant FTC is the one
that performed better than the other FTCs regardless of similar problems and resource base.
Therefore, it is recommended that policy aimed at FTC based training in the area could be
successful if there is proper training need assessment, increases females participations, gives
due focus on practice based training, make uses of indigenous knowledge, regular follow up
mechanism and the result of this study are taken in to consideration and there should be
experience sharing mechanisms among FTCs so as to cross fertilize the successful results
throughout the study area and lesson are developed and institutionalized.

xvi
 1. INTRODUCTION
1.1. Background

The development of the Ethiopian economy heavily depends upon the speed with which
agricultural growth is achieved. The rate of agricultural growth in Ethiopia in turn depends on
the speed with which the current subsistence oriented production system is transformed into
knowledge based and market orientated production system. Among the many institutional
support services that need to catalyze/support the transformation process, the agricultural
extension service plays critical role, since it contributes to the development of the skill and
knowledge of farmers to adopt new and improved technologies and the approaches and
processes with which the skill development and access to information are realized (Birhanu et
al., 2006).

In agricultural extension delivery systems, effective training is expected to change the

knowledge, attitude and practices (KAPs) of a trainee. According to Marsden (1998; as cited
in Adesoji et al., 2006) the aim of training is three folds: to provide workers with the
appropriate tools, which include both conceptual and technical issues to carry out their work
more effectively; to make them aware of recent comparative developments within their field
of interest; and to open up alternative ways of thinking and implementing social development
programs. Training thus combines holistic approaches in attempt to provide access to and
interpretations of current information.

However, Ethiopian agriculture is characterized by traditional and subsistence peasants

farming sub-sector whose access to modern technology and to that of basic education is very
limited. It is also noted that low investment in developing agriculture labor force is one of the
problems that hindered the transformation of the sector. Despite these desirable
characteristics, though, the sub-sector generates the bulk of the total agricultural output of the
country (MoA, 2000).

1
Therefore, agricultural change and development require the mobilization of human resources
through means such as education and technical training. Agricultural education and training
are key elements in the whole process of agricultural change and the achievement of rising
levels of rural prosperity. It can function effectively only if the national system of education
as a whole is geared effectively to the needs of development. Agricultural education and
training can succeed in their objectives only when integrated into an overall development
programs. The training programs must be shaped to meet the needs of the farmers. Identifying
and meeting the needs of the particular community requires trainers familiar with and
acceptable to the people among whom they work. The most important characteristics of the
good multipurpose trainers are those of maturity and ability to inspire confidence (Assefa,
1991).

Farmers are more likely to adopt new technologies and become more productive with the help
of basic education and extension services. They will be better equipped to make more
informed decisions for their lives and to be active participants in improving economic, social
and political dimension of development. Hence, rural youth are the farmers of the future and
most of them start farming at a very early age. In rural areas, especially poor farmers, access
to education is still much lower and the quality of non formal education is poorer and often
irrelevant to their lives (St.Mary, 2006; CSA, 2006).

Due to the ever-growing demand of the farmers for training as well as the need to raise the
agricultural output, large-scale multi-disciplinary training programs in well-equipped training
centers were recommended in the early 1980s (Zeleke, 2000). The first Farmers Multi-
purpose Training Center (FMPTC) of the country was established in the year 1980 at Agarfa
in Bale, Oromia Region. Its main objective was the quick transfer of technology to the rural
population so as to raise the quality of agricultural production, the living condition of the rural
community and the country as a whole. This farmers training center was one among the other
anticipated five FMPTCs to be established in various administrative zones of the country. The
FMPTC at Agarfa had the capacity to train 2,000 farmers at any one time (ibid).

2
Realizing the situation, the government had started FTCs programs, and planed to establish
about 15 thousand FTCs throughout the country to enhance the knowledge base of farmers
and to provide the institutional framework for increasing the efficiency and effectiveness of
agricultural advisory services. Almost every woreda in the country has been constructing
FTCs; and some woredas have already constructed the required number of FTCs. The FTCs
are constructed with the participation of the farmers. FTC were expected to serve as centers of
extension service and information, places where modular training to farmers from three up to
six months to be given, and also serve as sources of advice on projects. Local communities
are expected to gradually takeover ownership and management responsibility for the
functioning of the FTCs (MoARD, 2005; Birhanu et al., 2006).

The agricultural extension service at the FTCs was expected to play an active role in linking
farmers with other institutional support services such as input supply, credit, co-operative
promotion, and agricultural produce marketing. To bring realistic transformation in
agricultural extension service, farmers must be trained to improve their knowledge, skill and
attitude towards deciding in their own affairs, access to information, exposure to improved
farming and living practices (Birhanu et al., 2006).

Towards this end formal training was provided to farmers, based on a number of crops,
livestock and natural resource management to increase their production and productivity.
Formal and non-formal trainings are equally important. But farmers need to have an
opportunity to learn non-formal training at their farming community through different training
programs. And thus, the government has launched potential development goals including
modular training, extension and information service at FTC. Many efforts have been made by
different organization to strengthen this program such as the training of extension agents,
newly established and building FTCs (MoARD, 2008). In addition, the systematic processes
of farmers training must include; the selection of the participants, training need assessment,
goal and objective setting, organizing training techniques and exercises, and monitoring and
evaluation (Caffarela, 2002).

3
Although some time have elapsed since the government launched FTC-based farmers
training, assessment of the relevance and effectiveness of the training in a specific context is
rare. Hence, this study contributes towards addressing such a knowledge gap.

1.2. Statement of the Problem

Farmers’ training is an integral component of the agricultural extension services of the

country. And it is a key to mobilize the farming community towards development for the
betterment of their live and the country’s development at large. The contribution that training
can make to agricultural development is substantial. But the existing farmers training process
is blamed with a number of deficiencies. The basic issues such as conduction of appropriate
farmer training needs assessment, participating farmers in curriculum development, content
determination and in deciding the duration and schedule of the training and incorporating
farmers indigenous knowledge in the program to make the learning experience participatory
and relevant are among the limitations (Kefyalew, 2006). Although, a number of workshops
were conducted to discuss and deliberate on as to how to make farmers training relevant,
effective and practically useful, these was often done in absence of the farmers and in rare
case with few farmer representatives.

The status of FTC program, in Tigray Region in general and in Alamata woreda in particular,
is no different. So far, 10 FTCs have been established in 10 of the 13 Kebele Associations in
Alamata Woreda and the FTCs started demonstrations of improved forage, crop and natural
resource management and conservation related technologies, delivery of modular training to
enhance technical capabilities of the farmers in crop and livestock production and in
cooperative related activities. The FTCs are also serving as venue where agricultural input
gathering and delivery takes place.

In general, in Alamata, so far emphasis has been given in fulfilling the necessary material,
human resources and expanding the FTCs outreach throughout the mandate areas of each PA.
However, the situation of each FTC with respect to the type and the quality of the training
offered in terms of content, methodology of delivery, training subject matter with respect to,

4
the demands of the direct beneficiaries are neglected. In addition the relevance and
effectiveness of the FTCs-based training as a whole is remained as one of the unattached
agenda for development studies. Moreover, factors such as demographic, socio-economic,
institutional and other related household level issues, which differentiate participants of the
training offered at FTCs from those non- participants have not been studied systematically.
Hence, addressing this knowledge and development gap is of paramount importance in order
to re-orient the directions of the training offered at FTCs towards demand-driven training
which is capable of bringing about significant development impacts. Hence, comprehensive
studies are required on the effectiveness of training, in terms of their relevance, curriculum
design, training methodology, materials and aids, training evaluation, and impact
assessment. Therefore, to address the aforementioned issues the researcher is motivated to
focus on analyzing the relevance and effectiveness of FTCs based training in Alamata
woreda, Southern zone of Tigray region.

1.3. Objectives of the Study

The purpose of this study is to analyze the relevance and effectiveness of FTC-based training
in Alamata woreda so as to come up with ways to make the training demand-driven or client
oriented and effective.

The specific objectives of the study are:

• to analyze the relevance of FTC-based training;

• to analyze the effectiveness of FTC-based training in knowledge, aspiration, and
practice change; and
• to identify and characterize positive deviance FTCs.

5
1.4. Research Questions

1. What is the relevance and effectiveness of FTC-based training?

2. How do farmers perceive the effectiveness and usefulness of FTC-based training?
3. Are there FTCs with successful experience for scale-out \ up?

1.5. Scope of the Study

In this study, an effort was made to analyze relevance and effectiveness of FTC-based training
and positive deviance FTCs. The study was delimited in Alamata woreda, Tigray Regional
state. Due to Pilot Learning Site of ILRI-IPMS; it is the area at which the study had
conducted. Besides the scope of the area, the study was focused on relevance and
effectiveness of FTC-based training and identified and characterized positive deviance FTCs.
Hence, it is important to note that because of the fact that the agricultural training program
delivered through out the country are pursued to be similar, its results could be an important
inputs to other areas. Moreover, taking the concerted efforts made to collect both qualitative
and quantitative data from multiple sources like farmers, development agents, and experts to
smoothen the research process could be plus points. Hence, the recommendations and policy
implications of the study can be used for other areas of similar contexts and as a basis for
further studies.

1.6. Significance of the Study

Agriculture is the most important sector of Ethiopian economy, and is mainly dependent on
traditional farming. Doing all possible efforts to eliminate agricultural problem is therefore,
updating the country’s labor force by giving dew consideration will contribute to the overall
development strategy of the country. In this regard, assessing the organizational issues and
constraints related to farmers training, has significant contribution in pin-pointing areas that
need attention for future improvement. However, so far no comprehensive research has been
done in assessing the overall performance of farmers training centers in changing the mindset
of the farming community in the study area in particular.

6
Therefore, this study is believed to generate useful information and provide feedback for
policy makers and development practitioners so as to make the training process demand
driven and effective. Moreover, the empirical information generated from this study is
expected to serve as a basic document for future reference and existing knowledge
improvement and suggest important alternative improvement insights to the ongoing training
processes and help the concerned actors improve in their day to day activities in the process
training delivery as well as relevant rural development endeavors of activities.

1.7. Organization of the study

The thesis is organized as follows. The next section reviews related literature of study,
methodology and area description is described in the third chapter. The fourth chapter deals
with results and discussion. The fifth chapter outlines summary, conclusion and
recommendations of the study in general.

7
 2. LITERATURE REVIEW

In this chapter the key concepts and ideas pertinent to the theme of the thesis are discussed. In
addition relevant empirical research and their findings are reviewed in order to inform the
current analysis.

2.1. The Evolution of Farmers Training and Extension in Ethiopia

2.1.1. Historical background

In Ethiopia agriculture related training started in the early 1940s, following the establishment
of Agricultural and Technical Schools at Ambo and Jimma (Beintema and Solomon, 2003).
During the socialist regime in Ethiopia, Functional Adult Learning (FAL) programs were
initiated in 1974 through Community Skills Training Centers (CSTC), though the need to
provide focal points for adult education programs to meet skill training needs had been
recognized much earlier. The community training program in Ethiopia was also initiated in
1975/76 (Zeleke, 2000).

The Education sector review of 1971/72 came up with proposals for what was known as
“Community practices”. Later on, these plans were converted into what is known as the
Community Skills Training Centers Program (CSTC), which was designed to reach rural
people all over the country. By 1977, about 408 CSTCs were established. Out of these, only
121 were active (Zeleke, 2000). Nevertheless, one should understand that CSTCs grew out of
the experiences of Work Oriented Adult Learning Program (WOALP) or what is generally
known as “Functional Literacy”. CSTCs were established to serve as focal points for various
development activities in the rural areas. Since they were closely located to the rural
communities, as the major beneficiaries, they were expected to gear their training programs to
the needs of the communities and the peasant associations they were intended to serve. The
overall objective of the CSTC program was to provide the rural population with knowledge,
skills and attitude needed for effective participation in the economic, social, political and
cultural development of the country (MoE, 1982). The program was thus part of the national

8
effort to create a knowledgeable and skilled society whose members were motivated to
continue learning as well as applying the new knowledge, skills and attitudes in their daily life
and work.

According to the Rural Development Policies and Strategies of Ethiopia (2001), one of the
major ways of implementing modern farming methods was through extensive utilization of
human labor by motivating the human labor in agriculture through agricultural education and
training. This method focuses on educating and training the agricultural labor and enabling
them to use modern agricultural technology and techniques. It is a direction, which fully
utilize all alternatives to enhance agricultural productivity per plot of land through the
development of irrigation and highly valued agricultural outputs. It is trained human power
centered productivity and technological development strategy. Efforts must also be made in
order to substitute the present farming generation by an educated one. An educated farming
generation is the one that will obtain general education and therefore will be able to read
written notes and understand and implement new agricultural technology in a scientific way.
This requires accomplishing at least the present elementary school education. However, this is
not enough. The farmer should also obtain agricultural skill training (MoI, 2001).

In the past, PADETES (Participatory demonstration and training extension system) had been
employed as a policy instrument to achieve sustainable agricultural growth through the
transfer of pre-defined technology and associated information to smallholder producers. With
the implementation of PASDEP, the national agricultural extension strategy has recently
made another shifted from the previous farm visits and on-farm demonstration of technologies
under PADETES to the Farmer Training Center (FTC) approach. Enormous public
investment was made to establish twenty five junior Technical and Vocational Education and
Training (TVET) colleges. ATVETs were primarily established to upgrade the educational
level of 15,000 development agents (DAs) who were in the service to diploma level, and train
about 51,000 new DAs at the same level (World Bank, 2006; Birhanu et al., 2006). The
ATVETs would gradual shift their focus to the private sector, and supposed to deliver custom-
made short and regular training to the sector. The MoARD’s target for establishing FTC in
every rural kebele, and training the required number of DAs and assigning three DAs,

9
specialized in crop, livestock and natural resource management, to each FTC that had already
been achieved in 2007 (Tesfaye, 2008).

2.1.2. The emergence of Farmer training centers in Ethiopia

The first Farmers multi-purpose training center (FMPTC) of the country was established in
the year 1980 at Agarfa, Bale in Oromia region. Its main objective was the quick transfer of
technology to the rural population so as to raise the quality of agricultural production, the
living condition of the rural community and the country as a whole. This farmer training
center was one among the anticipated five FMPTCs to be established in various
administrative zones of the country. The FMPTC at Agarfa has the capacity to train 2,000
farmers at any one time (Zeleke, 2000).

Addis (1991) indicated in his report as there were ten residential farmers training centers in
the past military government. These FTCs were run by the training department of ministry of
agriculture. They were, Agarfa MPTC, which have the capacity of training 2000 farmers in
one intake. Asmara FTC, (now free sovereign country) Kombolcha FTC(Wollo),Wereta
FTC,Holeta FTC ,Bako FTC ,Nejo FTC ,Welita FTC ,Bekoji FTC, Kombolcha FTC (East
hararge ).The smaller nine FTCs have a capacity of training 50-250 farmers in one intake. At
present all of them have became ATVET colleges.

The objectives of farmer training centers are stated in the project proposal of farmer
multipurpose training centers which states “to alleviate the prevailing rural development
problems and to bring rapid socialist transformation of agriculture with a view to raising in
the shortest possible time agricultural output and the standard of living of the rural masses”
(MoA, 1980).

To achieve the objectives, the strategy calls for training of farmers based on short term
introductory residential (with lodging and boarding facilities) programs at Agarfa
Multipurpose training center. Barwell (1985) argues that residential farmer training has a
number of advantages: i) courses are specially geared to particular needs of the trainees, ii)

10
practical work with demonstration can be given by the center, iii) training materials with the
necessary visual aids can be made available, iv) trainees have opportunity to share past
experiences because they stay together, v) study visits can be organized to nearby farmers
experiment, research stations, peasant cooperatives and agro- industrial plants.

The above ten farmers training centers teaching is conducted by more staff members trained
in training methods as compared to relatively the local extension assistants found in areas
from which farmers came. They are well equipped to teaching learning purposes with the
necessary accommodation, catering and teaching services. All of them were fulfilled by many
facilities. Training methods include 30 percent on theory and 70 percent of practical basis.
The practical works were supported by using the demonstration plots available within the
center and the nearby farms. The classroom instructors were facilitated with teaching aids.
However, the problem with the residential farmers training centers in Ethiopia was not only
that they were few in number when compare to the relative size of the farming population
were supposed to serve but, also they were not in position to fulfill their role of accelerating
agricultural production (Barwell, 1985).

Addis (1991), on the other hand, found major constraints of residential farmer training centers
such as biases during selection of trainees which is exclusion of women in training, selection
with personal relationship, trainings conducted so far were mostly not need based, deficiency
of the training policy, lack in revision of curriculum, lack of coordination between farmers
training centers and local extension service and also minimum consideration of evaluation.

The current government opted for having FTCs in each and every kebeles, rather than
havening limited residential FTCs as it was in the past. Hence, regional governments have
committed themselves for the establishment of FTCs in some 15,000 Kebeles, the technical
upgrading and expansion of front line extension agent to diploma level through ATVETs-
based training. Ultimately, the FTCs could develop into multi-purpose centers providing a
range of services and information beyond agriculture. Moreover, the FTC program implies
that providing a community focal point and expanding access to education for farmers will
accelerate the commercialization of agriculture and thereby rural transformation. This will

11
depend, however, on the quality and relevance of the training and services offered among
other things, on the operational support given to the three comparatively inexperienced DAs.
The significant expansion of DA numbers together with the number of FTCs has huge
implications for increased operating costs including in-service training and backup support
from woreda based staff. A crucial constraint of the existing extension service is the shortage
of operational funds. Further, quite apart from the building cost, the need to ensure the FTCs
are adequately equipped and maintained in order to carry out their intended task, will require
substantial capital, the availability of which is somewhat problematical (Ashworth, 2005;
Birhanu et al., 2006).

2.2. Key Concepts in Farmer Training

2.2.1. Training

According to different authors training defined as the process of providing knowledge, skills
and bringing about desired changes in attitudes in order to improve the competence of people
being trained. Van Dersal (1962; cited in Burton et al., 2000) also defined training as the
process of teaching, informing, or educating people so that (1) they may become as well
qualified as possible to do their job, and (2) they become qualified to perform in positions of
greater difficulty and responsibility. Usually an organization facilitates the employees'
learning through training so that their modified behavior contributes to the attainment of the
organization's goals and objectives. Human Resource Development (HRD) is one of the many
strategies in achieving the vision for development in any country. Training can be one of the
best ways to develop human resources. It aims to develop people’s potential and enable them
to use this potential towards the achievement of their vision of self–reliance and self
sufficiency. It covers the development of peoples’ KSA as they deal with their day-to-day life
situation (IIRR, 1997; Marrissa, 1998).

Farmer training is education that most often takes place outside formal learning institutions. It
differs from education in schools because it is geared towards adult learning. Mature adults
are self-directed and sufficient in most aspects of their lives. Adults tend to resent educators

12
that fail to take this fact into account. They do not appreciate being talked down to or having
their autonomy restricted in ways that show a lack of respect (Hassen and Amdissa, 1993).

Flippo (1961; as cited in Burton et al., 2000) differentiated between education and training,
locating these at the two ends of a continuum of personnel development ranging from a
general education to specific training. While training is concerned with those activities which
are designed to improve human performance on the job that employees are at present doing or
are being hired to do, education is concerned with increasing general knowledge and
understanding of the total environment. Education is the development of the human mind and
it increases the powers of observation, analysis, integration, understanding, decision making,
and adjustment to new situations.

In addition, extension education is generally the main, if not the only means for farmers'
education in developing countries and is a specialized form of the broader concept of adult
education (Arnon, 1981). Besides formal training, non-formal and informal learning
opportunities are important in enhancing the capacity of farmers. Non-formal training is
defined as any form of training for which the content and learning aims have been defined.
This usually means training is based on well-defined curricula, either within or without an
institution, with or without guidance from a teacher or trainer. Informal training, on the other
hand, is any form of training for which the content and the learning aims are not defined.
Hence this encompasses on the job-training, traditional apprenticeships as well as self-
organized learning. It includes any form of learning that happens “on the side”, i.e. through
activities whose primary aim is not learning. Learning is a by-product of these activities
(Cedefop, 2003).

The effect of formal and informal training on farmers income levels have long been analyzed
in economics literature. Specifically, Anderson (1997) suggests that education and training are
essential for managing and promoting the changes that farmers are to be sustainable.
Similarly, Kilpatrick (1997) showed that farm businesses with managers who had participated
in more education and training are more profitable. Similarly awareness of possible
innovations through mass media and contacts with expert advisers are proved to be leading

13
superior outcomes. This framework focuses primarily on training for people with at least
basic literacy. Training programs for illiterates, in particular functional literacy programs and
livelihood skills training, will be considered in a future step (Ibid).

2.2.2. Participatory training and the principles of adult learning

Participatory training is an educational process that is based on the assumptions of adult

learning, deciding on what they want to learn and the best way to learn. It encourages
participants to see themselves as a source of information and knowledge about the real world.
It refuses to accept that people do not know anything, recognizes the value of popular
knowledge and encourages people to participate in their own learning process. When they are
encouraged to work with the knowledge they have from experience, they can develop
strategies together to change their immediate situation. Participants control the process of
learning and trainers play the role of facilitators. Thus, this process gives participants a sense
of empowerment and they start recognizing their existing knowledge and its value. In doing
so, they become more open to and actively share responsibility for seeking new knowledge.
This enhances the learning process and feeling of ownership of the knowledge. Thus,
participatory training becomes a tool and a strategy for social change when people start
valuing the process of collective analysis. So, the first task of participatory training is to create
an understanding that change is possible, that it is possible to change one’s situation. The
second task is to enable individuals and communities to identify what types of change they
wish to achieve and how to go about attaining that (RISE, 2001).

In regards to adult learning, Verner (1964) finds adult education difficult to define but
succeeds in condensing his opinion into one sentence: “the term adult education is used to
designate all those educational activities that are designed specifically for adults."

The role of adult education in development is multi dimensional. Indeed, as one of the
building blocks of human development and not just a basic right, education including adult
education, is a foundation for progress in areas such as human capital, health, nutrition and

14
the development of institutions and democracy. Adult education also plays a major role in
social development. It is now widely admitted that growth will not reduce poverty unless poor
people are able to actively participate in it. Such participation can become effective to a large
extent through adult education. It is apparent from the foregoing that adult education is an
indispensable vector for social, economic and political progress in any society and in
particular in Africa, the least developed part of the world (Seya, 2005).

Another important point to consider in adult training is handling adults as groups. Reminding
us that adult education carried out in a group can be a great help towards achieving learning or
inhibit learning, Rogers (1988) states that, ‘the teacher of adults needs to balance the
usefulness of the group against the growth of individualism, describing action and self
reliance”.

Besides to this, many scholars have expressed their views at different times. For example,
Markham (1965) noted that, “The learning should be informal, with numerous demonstrations
and practice of the method taught. Visual aids are desirable. The best of which is good
farming (both on the training center’s farm and on neighboring farms) the very items
themselves used in agriculture, flannel graphs, models and specimens. The use of
sophisticated aids in adult farmers’ training should only be practiced by very experienced
people and then on a limited scale”.

Fay (1962) has also expressed his view that “Adults learn most rapidly when they have a
strong desire to learn, a clear goals, put forth an effort to learn and satisfaction from what they
have taught”. Therefore, in extension education in a democratic system, participation of the
people in extension programs is voluntary. The people have complete freedom whether or not
to join an extension program. The behavior of the people has to be changed not by ordering or
coercing, but by educating and motivating them. Unless the people are convinced, unless they
get good results, unless they are satisfied, they should turn their faces away from extension
(Singh, 2001).

15
2.3. Phases of Farmers Training

2.3.1. Planning phase

This phase includes the first two broad stages of training: Need assessment and design and
preparation of training. Determining what you want to achieve and how you will achieve it. It
is the curriculum development process, which includes a series of steps that it followed, and
will help ensure consistent and effective training efforts (Hassen and Amdissa, 1993).

2.3.1.1. Training Need Assessment (TNA)

The first component in developing a training program is finding out about the people to be
trained and the type of training they need. This process and the information collected are
usually called needs assessment. Needs assessment broadly defined, as a systematic process
for establishing priorities and making decisions regarding programme planning, development
and operations. It indicates what training should focus on and helps to define the training
objectives. It also aids in the selection of the training activities (Swanson et al, 1997).

Beside this, TNA is a systematic way whereby training needs are identified, prioritized and
selected for specific actions as part of training programmes and also prescribed to identify the
training needs of the participants. Training need is a condition where there is gap between “What
is” and: what should be” in terms of their knowledge, skills attitudes and behavior for a particular
situation or task in which they are involved. The gap is called “a problem” which usually occurs
when a difference exists between “desired performance” and “actual performance”. The needs
identification process helps the trainers in making sure that they have matched a training
programme to a training problem (IRRI, 1990).

Needs assessment, whether it is conducted using local or donor resources, must produce tangible
results and directly benefit the people involved in the Non-Formal Education (NFE) activities. If
extension workers want to score some success in getting tangible results in development work,
they must avoid the temptation of assuming that the people they are trying to serve are incapable
of identifying and analyzing their needs and that they must do it for them. Such assumptions run

16
the risk of turning people in to “objects” of development rather than in to active participants in the
change process (Moleco and Richard, 1995).

Training is more effective in changing behavior, if it is related to ones actual work situation
i.e. a felt problem, or a problem that is in some other way is experienced as important or
relevant. Individuals learn more when they themselves feel a need to improve or change than
if they are “told” to learn something or change for reasons that are alien to them (Hassen and
Amdissa, 1993).

2.3.1.2. Objective and content development

This is the most important part in a training program after a need for training has
been identified, the objective and content specifies what will be taught and how it will be. It
provides the frame work and foundation of training taught. The first phase of curriculum
development determines what will be taught that is the training content (Campbell and
Barker, 1997; as cited in Tsion, 2008). Setting clear training objectives based on the identified
participant need will yield fruitful results in training. If participants do not express a need for
training, even after initial needs assessment interactions with the trainers, then there should be
no training. Unfortunately, most training situations are devoid of training needs and
objectives. Because, such training is, a delight in the number of workshops held in a given
time, rather than in the impact of such training. Our belief is that trainers should be concerned
more for the quality and outcomes of training interventions than in their number (Rama et al.,
1993).

In converting needs into objectives, three areas of performance may be identified: skills,
knowledge and attitude. Skills-related objectives indicate what the trainee can do, demonstrate
or perform as result of the training. Knowledge-related objectives refer to the participants’
ability to identify, define or describe given concepts as a result of the training. Attitude
objectives are less easy to measure although it may be useful to make explicit the desired
attitudinal change. The trainer and the trainees should understand and agree on the objectives
of the training course. It is a useful technique for the trainer to refer to the course objectives at

17
key times in the course to ensure that the trainees recognize how the training is progressing
towards achieving the objectives. When participants know what is expected of them they can
organize their efforts more effectively (Swanson et al., 1997).

Setting objectives is useful and important for a number of reasons. First, when there is no
clearly defined objective, there is no ground for the selection and design of instructional
materials and content. Secondly, trainers have to state training objectives clearly so that they
are able to say whether the training has been a success or not. Thirdly, clearly defined
objectives provide participants at a given trainer encounter with the means to organize their
efforts toward fulfillment of these objectives.

2.3.1.3. Training methodology

A training programme has a better chance of success when its training methods are carefully
selected. A training method is a strategy or tactic that a trainer uses to deliver the content so
that the trainees achieve the objective (Wentling, 1992; as cited in Mahlangu and Sekgota,
2005). Selecting an appropriate training method is perhaps the most important step in training
activity once the training contents are identified. It is also good to use a variety of training
methods throughout a training to maintain the interest of the trainees. There are a variety of
methods and techniques for conveying information to trainees, but not all of these are equally
suitable for all topics and in all situations. To achieve the training objective, a trainer should
select the most appropriate training method for the content to involve the trainees in the
learning process. Four major factors are considered when selecting a training method: the
learning objective, the content, the trainees, and the practical requirements (Wentling, 1992;
as cited in Burton et al., 2000; FAO, 1996).

According to FAO (1996) training methods can be grouped under three broad categories:
presentation methods, where the trainer plays a leading role (e.g. lectures, demonstrations);
interactive methods, where trainees interact among themselves as well as with the trainer (e.g.
discussions, role play); exploratory methods, where trainees are involved in specific tasks
either in groups or on their own (e.g. case studies, exercises).

18
According to Paulo Freire, the methodology applied to empower the trainees to learn specific
and economic skills, integrated, oral communication is preferred to written communication.
Dialogue is the key methodology. Trainees are encouraged to discuss in groups. To create the
right mood, soliciting learners is done through brainstorming. Learners are also encouraged to
consolidate what they have learnt through questions and answers, exposing them to
demonstrations, media, and role-plays and through the participation in the analysis of case
studies. Trainees are also encouraged to genuinely involve and participate in problems
identification, the planning and implementation of tasks. Participation is central in Functional
Adult Learning (FAL) program areas. According to Melesse (1997), participation is critical.
Hence, through the vehicle of participation FAL empowers learners to help them develop new
attitudes, values and practices towards education in particular and development in general.

2.3.2. Implementation phase

It is the actual conduct on delivery of training based on physical facilities, sequence of

training and choosing effective training methods and techniques to deliver it. Once the
planning phase of the training program is completed, then it is time to implement the course.
Implementation is a point where a trainer activates the training plan or it is the process of
putting a training program into operation. Once the training center and concerned
organizations agree to implement training, the next step is to deliver effective training using
arranged available resources. All these resources need to be well managed and coordinated to
run the program smoothly (Swanson et al., 1997).

2.3.3. Monitoring and evaluation phase

Monitoring is an internal activity designed to provide constant feedback on the problem it is

facing, and the efficiency within which it is being implemented. It is continuous assessment of
gathering information on all the aspects of a given duty. Evaluation is a periodic assessment
of the relevance, performance, effectiveness and impact of a given activity in the context of its

19
stated objectives which involves comparisons requiring information from outside the project
in time, area and population (St Mary, 2006).

2.4. The Concept of Positive Deviance and its application in Empirical Research

2.4.1. The evolution of approach and concept of ‘positive deviance’

Positive deviance is an approach to personal, organizational and cultural changes based on the
idea that every community or a group of people performing a similar function have certain
individuals “the positive deviants” whose special attitudes, practices, behaviors; enable them
to function more effectively than with the exact same resources and conditions. Un-common
behaviors and strategies enable them to find better solutions to problems than their neighbors
or peers, while having access to the same resources and facing similar or worse challenges. It
is problem solving and community driven approach that enables the communities to discover
successful behaviors and strategies and develop a plan of action to promote their adoption or
scale-out\up by all concerned (Sternin, 1990). Besides, positive deviance focuses on new
application approaches to address issues and promote new ways of doing things. This
approach enables communities to solve problems, which require behavioral and social change
by offering workshops, trainings, technical support and on-line resources. Positive deviance is
also a concept originating in sociology to describe behaviours that do not follow dominant
beliefs and values, and that are intended to increase the well-being of a community or an
organization. It has profound effects on the individuals and organizations that partake and
benefit from such activities (Sternin, 2009; Ben-Yehuda, 1990 and Spreitzer et al., 2004).

According to Sternin (2009) and Galperin (2002), positive deviants are those persons whose
practices or behaviours allow them to perform better or to discover better solutions to issues
than other people who have access to the same resources. Moreover, positive deviant
behaviors may comprise behaviors that organizations do not authorize, but help the
organization reach its financial and economic goals. Thus, positive deviant behaviors may
include behaviors such as innovative behaviors, noncompliance with dysfunctional directives,
and criticizing incompetent superiors. The literature on innovation suggests that by its very

20
nature, innovation requires, at least in part, a departure from the organizational accepted
norms. This is because innovative thinking involves the creation and development of new
ideas that are not held by the majority (Galperin, 2002).

Sustainable ways of life is possible and desirable by taking positive solution-oriented

approach. Consider the reasons for challenges and outline new ways of thinking for the proper
designing. It is a strategy for change. A growing number of people are practicing positive
deviance (Sara, 2010). This approach has two assumptions: What solution the community
problem already exists within the community of interest, and that is possible to find successful
solution to problems right now before all the underlying causes are addressed. Positive
deviance has the following steps: The first step is defining the problem. It analyzes what
people want to achieve and what are the current practices (need and its objectives). The
second step is determining if positive deviances exist. Here farmers’ profile, identity, pool of
good performances (possible positive deviances) can be examined, defined and described by
the characteristics of the community. The third step discovers un-common behavior. Un-
common behaviors and practices enable to find better solutions to problems and identify poor
performers or agents in the poor performance group and their common practice in use of
resources. It scrutinizes the good performance group by contrasting with poor performers. The
fourth step is designing opportunities to practices. It is the system of monitoring poor
performance progress. Here the burning issue is how to make motivation to become positive
deviants and if successful, how to scale up. This is a new problem solving approach (Sternin,
2009).

Spreitzer and Doneson (2005), also states that there is a greater likelihood that employee with
engaged in positive deviant behaviors once they are psychologically empowered in the
working environment. “It is clear that psychological empowerment is likely to be a key
enabler of positive deviance. Empowerment enables employees to participate in decision
making, helping them to break out of stagnant mindsets to take a risk and try something new.
Organizational behavior researchers point out that, the pervasive influence of norms provides
a means of control over what people say and do.

21
In addition Positive deviance requires real risk, and it requires `departing from norms in a
positive way-often making others uncomfortable. In other words, when companies enable
their employees to be empowered the employees are more likely to engage in risk-taking
behaviors that depart positively from the norms of the organization in a way that is beneficial
to the organization. And, companies making their employees empowered have led to much
financial and psychological gain: “supervisors who reported higher levels of empowerment
were seen by their subordinates as more innovative, upward influencing and inspirational”
(Ibid).

2.4.2. Measuring positive deviance for empirical analysis

More contemporary work on deviance has sought to learn from the boundaries of human
behavior about social order, control and change. Although the study of deviance has changed
since its inception, one common thread that unites most deviance scholarship is a focus on the
negative: harmful behaviors, marginalized individuals, and so on. We wonder if the scholarly
gains from research on deviance have been limited by its almost exclusive focus on negative
behaviors. To understand possible constructions of positive deviance for organizations, it is
useful to consult other attempts at constructing a definition of positive deviance (Scull, 1988;
as cited in Spreitzer and Sonenshein, 2004).

The sociological literature offers four major perspectives on deviance: The first is statistical
approach (Perhaps the most common approach to deviance is referred to as statistical
deviance (Clinard and Meier, 2001). The statistical version of positive deviance is a useful
formulation, but it also comes with limitations. By definition, anyone scoring in the minority
within a behavioral curve is a deviant, either negative (to the left) or positive (to the right)),
the second approach is supra conformity (This kind of behavior is conceptualized as pro-
normative, but becomes deviant because it extends beyond the bounds deemed appropriate by
a referent group), third approach also reactive (This considers a behavior (traditionally)
deviant if a negative condemnation by an audience occurs, such as publicly labeling a
behavior as depraved or punishing an individual for engaging in a behavior), and the last is
normative approaches (The normative view defines deviance as a departure from norms.

22
Often are not cognizant of a norm until it is violated and there is a response to it. That is, infer
a norm exists from the presence of a reaction to a perceived violation of a norm (Oreilly and
Chatman, 1996). Spreitzer and Sonenshein (2003) also define the normative approach as
follows: intentional behaviors that depart from the norms of a referent group in honorable
ways. The normative formulation of positive deviance focuses on the nature of a behavior
(whether it departs from norms)).

Moreover, Spreitzer and Sonenshein, suggest that measuring positive deviance is critical to
conduct the kind of empirical research to test the proposition on the individual/psychological
facilitators of positive deviance. Also to understand the facilitators of positive deviance, the
proposed measurement of positive deviance will also play an important role in examining
possible outcomes or results of positively deviant behavior in organizations and communities.
For example, one research question could address whether positive deviance is contagious,
that is, when others observe positively deviant behaviors, do those others also tend to act in
positively deviant ways. For the purposes of this, we will not be presenting any data, but will
focus on the kinds of measures that capture the substance of positive deviance (Spreitzer and
Sonenshein, 2003).

For a measure to be valid, it must have a strong theoretical basis. The measure will be based
on the definition of positive deviance adopted for this article, which has a strong theoretical
underpinning: first part of the definition suggests that positive deviance is intentional
behaviors (voluntary, purposeful, and discretionary, rather than forced or coerced), the second
part of the definition suggests that significantly depart from the norms of a referent group and
the third part is honorable ways. In using this definition, the need to measure a specific set of
behaviors that are part of the episode of positive deviance (i.e., an event or series of events).
In other words, positive deviant behavior must be praiseworthy and must focus on actions
with honorable intentions; irrespective of the outcomes. This definition also has several parts
to it, each of which is necessary for articulating the option of positively deviant behavior.
Before having a respondent rate a possible episode of positive deviance along a set of items,
want to identify a particular episode to assess (Spreitzer and Sonenshein, 2004; Mathews and
Wacker, 2002).

23
2.5. Review of Empirical Research on Farmers Training Relevance and Effectiveness

2.5.1. Factors influencing the relevance and effectiveness of farmer training

Kefyalew (2006) reported that farmers training programs undertaken in Ethiopia are with a
number of problems. Some of the serious shortcoming of the trainings are that there is no
clear training policy that guides the involved actors, the presence of which may clear
those confusions of lack of uniformity in participation of the farmers, duration of the
training, absence of curriculum or guidelines to make it at least uniform but flexible. The
skill and knowledge gained through training was not sufficiently backed by provision of
inputs and services especially, for the poor farmers, because of inability of paying down
payment. On the other hand, the key issue of training which could help to solve a number of
problems, i.e. the training needs assessment was neglected. These could clearly indicate that
at the verge of the declared campaign in the country to open hundreds of Farmers Training
Centers (FTC).

According to Ousman (2007) the trainings offered to farmers were not responsive to farmers’
needs and all elements of the training process or cycle are defective and deficient. In both
cases, majority of the farmers applied the learning by modifying according to their situation.
Lodging of teff because of urea application, high costs of fertilizers and herbicides, difficulty
to plough the soil horizontally to the slope, losses during threshing, climatic conditions, lack
of credit and confidence because of insufficiency of the physical and socio-economic
environment were not considered. Since the plan is based on urgent quota given from
the top, it lacks adjustments according to the highly diversified local conditions. Menu
of choices were limited. Tsion (2008) also concluded that there was no need assessment done
in all research centers. The content of training were relevant with the need and farm operation.
The survey results clearly indicate that, the research centers give training for less than one
week. The training time was not sufficient to cover the content of training. The training
methodology that suggested by farmers were practice and practical demonstration were the
most important and appropriate for training. The centers were highly participating on the
farmers to share their experience.

24
Less emphasis was given on the uses of variety of methods, locally available materials and
aids that facilitate effective maximum learning through observations, interactions and
practice. However, the modular trainings that will be provided in FTCs, based on the
household and minimum package activities, are expected to be participative and experiential.
Because of lack of effective joint follow-up and evaluation activities, through participation of
all concerned stakeholders, measurements of participant's reactions, learning, changes in on-
the-job performances and outcomes of trainings have not been undertaken systematically.
Thus, trainings were not based on supportive and/or corrective feed backs, in which learners
take time and reflect back upon the experiences gained and draw conclusions (Ousman,
2007). Ousman concluded that the trainings are not as effective as required, as far as all the
above-mentioned conditions calls for improvement.

However, education in general, and training in particular, are expensive undertakings

involving the use of scarce resources. Training policies and programmes should therefore
meet the three criteria of relevance, effectiveness and efficiency. By relevance we mean the fit
between training objectives and national economic and social needs. The yardstick of the
effectiveness of training is whether training objectives are met, i.e. whether the training
system is willing and able to produce the intended quantity and quality of skills and
competencies. Finally, we define efficiency as producing skills without wasting resources
(Torkel and Theo, 1997).

2.5.2. Empirical research on training impact assessment

Marsden and Peter (1998) stated that the aim of training is threefold: to provide workers with
the appropriate tools (both conceptual and technical) to carry out their work effectively; to
make them aware of recent comparative developments within their field of interest and to
open up alternative ways of thinking and implementing social development programmes. In
agricultural extension effective training is expected to change the knowledge, aspiration and
practices (KAPs) of a trainee. Training thus combines sectoral with holistic approaches in
attempts to provide access to and interpretations of current information.

25
According to Saint (2004), learning is the primary approach for generating capabilities. Saint
further asserts that knowledge is a capability to take effective action and learning is a process
of turning information into knowledge to take effective action. These approaches to define
knowledge and learning are illustrative of the strong relationship between knowledge and
learning. Learning may be considered as the process of making meaning of internalizing
information where as knowledge forms the basis for how solutions are applied. Before
knowledge can flow, it is important to ensure that the learning process has filtered and
validated information as value-creating knowledge stocks. The end product of learning,
training and human resource development is knowledge.

Different authors defined ‘aspiration’ as ‘a desire or ambition to achieve something’. Thus

signifies some aim or target and a preference or wish to attain it. The meaning also suggests,
rather implicitly, that some effort would be exerted to realize the desired aim/target. In short,
aspirations combine or summaries the preferences held, the expectations formed, and the
constraints acknowledged by an individual with respect to the future (Tanguy et al., 2008).
Moreover, training helps individuals develop and up-grade their skills, improve their
prospects of finding and retaining a job, improve their productivity and thereby contributes to
raising their families’ living standards and well-being. Training provides people with a means
to change career, by widening the horizon of career opportunities (Torkel and Theo, 1997).

According to the World Bank (1997) learning which includes education and training is the
mechanism which has the potential to facilitate development and KASP (Knowledge,
Aspiration, Skills and Practice) change of individual. Farmers who participate in formal and
informal training are more likely to subsequently make successful changes to their practice,
compared to the level of successful changes among those who do not participate. Farmers
with more education get much higher gains in income from the use of new technologies and
adjust more rapidly to technological changes. Most changes to practice are influenced by
interaction with, and information from, a number of sources, including peers, experts and
training events. Family, extension workers and other farmers are relatively more important in
prompting change for farmers with limited educational qualifications. Moreover, extension
workers, other farmers and training events are important at all stages of the decision-to-
change process. They are major sources of awareness of subsequently implemented strategies

26
and practices as well as major sources of influence on the decision to change. (Kilpatrick,
1997).

The training organized by ICRAF in collaboration with Indonesia rubber research institutes
have been effective to improve farmers awareness and technical knowledge about rubber
cultivation. As a result most of the trainee were put their new knowledge and skills into
practice. Besides to these farmers followed up the training are found with real implementation
in the field (Ilahang et al., 2006). Similar study in China reveals vocational training to be an
important way to improve skills of rural laborers needed in China modernization drive and
more competitive in job market (anonymous).

With regard to knowledge and practice development profound result had been document in
Cameroon project of SAILD. The on-farm training of farmers by farmers in Cameroon
indicated improved farmers know how by providing them with practical and easily accessible
knowledge, turn farmers know how to good purpose, improve farmers income, facilitate the
establishment of farms and improve the productivity of small farms. In addition the training
fosters the creation of a network of relationships among farmers of different types, as much as
the trainers and trainees remain in touch after wards, forming what could be the beginning of
real farmers’ alliance (SAILD, 1998).

2.6. Conceptual Framework of the Study

Relevance and effectiveness of training is influenced by different aspects. It can also be

influenced by the way in which the whole process has been carried out. Hence, this
conceptual frame work presented in the figure below shows the given environment that
expected to influence the relevance and effectiveness of FTC-based farmers training and
positive deviant FTC in the study area.

In addition, appropriate assessment of farmers’ need, appropriate module design, training aids,
materials, facilities, mode of delivery, content, trainees and trainers (DAs and farmers) are
elements of relevance of trainings. In doing so, multiple effects of training, i.e. knowledge,
aspiration, skills, practice and positive thinking can be achieved through proper training cycle
and effective training situations.

27
 Appropriate assessment of
aspirations and needs Organizational (FTC) Facilitators (DAs):
of the community and resources, structures and
groups - knowledge (subject
processes:
matter + adult

Information and education),
communication and - Facilitation skills,
Appropriate identification training infrastructure, - Practical skills
of gaps: knowledge, skills
human resource - Knowledge and
aspiration and practice development information linkages

process and program -Monitoring,
Monitoring &Evaluation Evaluation and

linkages, partnership, Learning skills
Appropriate module design:
content and structure (theory and
practice), learning techniques
and processes (participatory and
interactive mode of delivery),
training materials (aids)

Relevant & Responsive Effective delivery

Module

- More farmers
participation in FTC
Improved learning Greater interest training, (farmers
are chosen now for
training based on
some criteria)
Farmer-to-farmers
knowledge sharing,

New Practice Adoption Increased diffusion and

adoption of new practice

Livelihood
improvement

Figure 1. Conceptual Framework of the Study

Source: Adapted from Tesfaye (2009)

28
 3. METHODOLOGY

This chapter describes the approaches and methods employed for data collection and analysis.
The first sub-section of this chapter presents the description of the study area. Then the details
of methodology used to conduct the overall study are discussed such as sampling procedure
and techniques, method and instrument used for collecting data pertaining to each of the
specific objectives as well as the method employed for data analysis.

3.1. Description of the Study Area

Alamata woreda is located at 600 km north of Addis Ababa and about 180 km south of the
capital of the Tigray Region Mekelle. It is the south most woreda of the Tigray Region and
borders with the Amhara Region from the south and west and the Afar Region from the east.
There are 13 kebele associations and 2 town dwellers associations in the woreda. The number
of agricultural households of the woreda is 17,597. The total population of the woreda was
128,872 in 2003/04. Altitude of the woreda ranges from 1178 to 3148m above sea level; and
75% of the woreda is low land (1500 masl or below) and the remaining 25% is found in
intermediate highlands (between 1500 and 3148 masl). The small undulating mountains
surrounding the woreda are very steep and with low vegetation cover (IPMS, 2005).

The total area of the woreda is estimated at 550 sq. km. Altitude and rainfall increase from
south to north and east to west. Shortage of rainfall (moisture stress) is a major constraint of
agricultural production in the woreda. Rainfall is usually intense and short duration (IPMS,
2005). As a result of all these, Alamata is one of the 16 drought prone woredas in the Tigray
region.

The district is characterized with bimodal rain fall with average annual rain fall of 663 mm.
Flood diversion is the most commonly used traditional system of supplementing the erratic
rain fall pattern of the area .In eight of the seasonal rivers that pass through the district, it is
estimated that around 6621 hectares of land can be irrigated using flood coming from high

29
land areas of the district during summer season (REST, 1998). The average annual
temperature is 29.7 o c with the maximum and 14.6 o c the minimum averaging 22.2 o c .

Agriculture is the mainstay of the community. Like in other parts of the country, the farming
techniques used by the rural communities are traditional. The study area is characterized as
mixed farming system where the livelihood of the rural community depends both on livestock
and crop farming. Crop production is almost dependent on rain fed. The dominant crops
produced in the district are cereals, pulse, horticultural crop and oil seeds. The cereals are
mainly sorghum, teff, and maize takes the largest portion of production. It is estimated the
district has livestock population 106,461 of which cattle population 74,853 comprises the
major share followed by small ruminants with a population of 24,971 (Alamata woreda
BoARD, 2009). In addition agricultural extension systems of the study area offers a
multitudes of activities such as home-economics, training, visit, arranging field days in
cooperation with the district administration officers and NGOs, organizing demonstration
trials etc. Since 2004 attempts have been devoted to employ three development agents at each
PA in order to offer training on livestock, natural resources and crop sub-sectors at farmer
training center.

30
 The study area

Figure 2. Map of the Study area

31
3.2. Survey Design and Sampling

The research is concerned with analyzing the relevance and effectiveness of FTC-based
farmer training in Alamata Woreda. Multi-stage sampling procedure was followed to select
FTCs from functional FTCs in the woreda and then representative sample households from
selected FTCs/ Tabias, including both households with at least a member who attended FTC-
based training and those without such a member.

In the first stage, out of 13 Tabia (Peasant Associations) with functional FTCs, 4 FTCs were
purposefully selected based on accessibility. In the second stage, the stratified random
sampling technique was employed to select sample households from both households with at
least a member who attended FTC training and those without. Respective kebeles provided
the list of households in each kebeles. Households in respective kebeles were categorized into
trained and non-trained households with the assistance of local DAs and other local key
informants. Finally, a total of 130 households were selected from the respective list of farmers
in the selected four PA by using probability proportional to the size technique (PPS). In total,
65 trained and 65 untrained households were selected by means of simple random sampling
technique (Table 1). In addition, interviews were held with 14 DAs working at the selected
FTCs; and group discussion was conducted with 20 experts of the Alamata Woreda Office of
Agriculture and Rural Development.

Table 1. Distribution of sampled households in the study area, Alamata Woreda, 2010

PA list Total HHs Sample size

Trained Un-trained Total
Timuga 2718 25 27 52
SelamBikalsi 1516 14 14 28
Gerjele 1103 11 10 21
Tao 1500 15 14 29
Total 6837 65 65 130
Source own compilation, 2010

32
3.3. Data Collection Method

To make the data collection process comprehensive and all inclusive, both qualitative and
quantitative methods have employed being both complement to each other and supplementing
the deficiencies of each in generating the required information to answer the research
questions.

Qualitative data were used to supplement and to fill gaps inquired during the quantitative data
collection process, particularly at exploratory phase. To identify priority issues to be focused
for the formal survey, exploratory study was first carried out. Here the researcher used a
checklist. For primary data collection group discussion, key informant interview and informal
discussion with farmers, subject matter specialists of the woreda, and development agents
were among the sources of information. Based on the knowledge gained through the
exploratory phase the formal survey was designed as follow.

Secondary data on the bio-physical, socio-economic and demographic factors of the Woreda
were gathered from Office of Agricultural and Rural Development of the Woreda. Additional
information about FTC was gathered from woreda, journals, research reports and books.

Semi-structured interview schedule was used to collect primary data from the sampled
households about the socio-economic characteristics, institutional factors of the household,
the knowledge, skills and practices gained by the trained farmers and their level of
understanding in reference to the delivered training. Qualitative data was gathered through
focus group discussion, individual interviews with development agents, experts and
observations which helped for triangulation as well as to enrich the findings of this study. In
addition, brainstorming was conducted with development agents, woreda level experts and
local administrative to identify positive deviance FTCs.

To facilitate the data collection process, the interview schedule was developed; pre-tested and
finally suitable modification was made by administering on non-sample farmers. The
interview was conducted by locally recruited and trained enumerators under the close follow

33
up of the researcher. Training was offered to enumerators about the ways of approaching the
respondents, the way to arrange the interview including the time when, and how to control the
interview situation and how to record the information accurately. At the end of the training
program the enumerators were made to practice the interview processes by asking each other,
in order to ensure their understanding to each question. Furthermore, before launching the
actual survey enumerators together with the researcher interviewed a limited number of
farmers as part of the pre test. Finally, the actual survey was conducted in the selected Peasant
Associations where the sampled FTC is found.

3.4. Data Analysis Method

Based on the objectives of the study and nature of the data available, different analytical
techniques have been employed for the composed of qualitative data generated from sample
farmers, group interview, focused group discussion, key informants and other relevant
sources; encompass tabulation, triangulation, description, interpretation, appreciation of
situations, views, perceptions, and reviewing document contents from multiple sources.

Using descriptive and inferential statistics quantitative data obtained from the sample
households was compared and contrasted. Descriptive statistics such as, mean, standard
deviation, frequency of occurrences, and percentage were employed to assess the relevance
and effectiveness training delivered at FTC. In addition inferential statistics such as, chi-
square and t-test were employed to compare the trained and untrained farmers’ knowledge,
aspiration and practices changes. Knowledge test (Teacher-made Test) was used to measure
the knowledge of both trained and untrained farmers. Moreover, a Likert-type response
format were used to rate positive deviance FTC, the anchors for this scale were (1) disagree,
and (3) agree with the middle point on the scale being neutral (2). The whole quantitative data
have processed by SPSS version 12.

34
 4. RESULTS AND DISCUSSIONS

In this chapter, the results of qualitative and quantitative analysis that was conducted to
address specific objectives of the thesis are presented and discussed. The chapter has been
organized into six sections. Sections 4.1, 4.2, 4.3 provide background information on,
respectively, Socio-economic characteristics of the sampled households, the situation of the
sampled FTCs and training needs implications of analysis of households’ livelihood options,
constraints and aspirations in the study area. The results of analysis of the relevance and
effectiveness of FTC-based farmer training are presented and discussed in Section 4.4 and
Section 4.5. The subsequent section, Section 4.6, focuses on the identification and description
of positively deviant FTC(s) to see the possibility of scaling out.

4.1. Socio-economic Characteristics of Respondents

4.1.1. Demographic characteristics of the sample households

Age, family size and education

Age is one of the household characteristics important to describe households and can provide
a clue as to age structure of the sample and the population too. Both trained and untrained
categories have nearly equal mean age. The average age of the untrained sample household is
42.5 years, while trained farmers had an average age of 42.6 years. Age can either generate or
erode confidence in new technology and learning new things, that is, with more experience or
confidence a farmer can become more or less risk- averse. An independent sample t-test was
conducted to test if there is significant difference in the mean age of trained and untrained
farmers. The t-value (t=0.06) indicates that there is no significant difference between the
mean age of trained and untrained farmers.

The number of persons permanently living in a household is referred to as family size. Large
households are able to provide the labor that might be required to implement improved
agricultural technologies and participation in extension services. As shows in Table 2, the
average family size for trained is 5.95, while the average family size for the untrained

35
category is 4.6. An independent sample t-test shows that the mean difference in family sizes
of the trained and untrained is statistical significant difference (t= -4, p<1 %).

Education is one of the important indicators of human capital, which increases farmer’s ability to
obtain process and effectively use agriculture related information, the ability to participate in
agricultural activities and the ability for effective use of technologies. In fact, education level
of farmers is assumed to increase the ability to use agriculture related information in a better
way. In the study area, the education level of farming community is relatively low similar to
the national literacy level. As Table 2 shows, from the total trained and untrained farmers
about 22.3% and 7.7% of them were formally literate. From Table 2, one can readily conclude
that trained farmers were relatively more educated than untrained farmer taking into account
their relative proportion to the total sample households. The chi-square test shows that, there
is statistical significant difference on education level of the trained and untrained households
at less than 1 percent probability level (χ2= 18.6). Literate farmers are in a better position to
get information and use it in such a way that it contributes in their farming practices. Hence, it
was expected to influence training effectiveness on knowledge, attitude, skill and practice
change.

Table 2. Demographic characteristics of sample households Alamata woreda, 2010(N=130)

Demographic characteristics
Description Mean\ Std. Deviation T-value
Category Percentage
Age of household heads T 42.6 8.1 0.06 NS
(mean) Un 42.5 11.5
Households’ average family T 5.95 1.8 -4***
size Un 4.6 1.9
Heads with formal T 22.3 - χ 2=18.6***
education (%) Un 7.7 -
NS- Non significant ***= significant at P< 1%
T- Trained Farmers UT- Untrained Farmers
Source: Survey result, 2010

36
Household participation in rural institutions or organizations

As presented in Table 3, trained farmers and untrained farmers were involved or participated
in different formal rural institution or organizations like development group, tabia food
security task member, model farmer, farmers’ research group and cooperative. Besides to this,
the analysis shows that there is significant percentage difference between trained and
untrained emphasizing farmers with respect to the involvement of formal rural institutions or
organizations in development group member (χ2= 3.1 at less than 10 percent), and also tabia
food security task member, model farmer, farmers research group member and cooperative
member is found to be significant at less than 1 percent probability level. This shows most of
the trained farmers are member of different formal organizations. Since they are members and
participants of different organization they may obtain many information and experience
related to their livelihood.

Table 3. Distribution of household participation in rural institutions at Alamata Woreda, 2010

(N=130)

Description Percentage of participation

Untrained Trained χ2
Members of development group 20 27.7 3.1*

Member of Tabia Food security task force 9.2 33.1 13.22***

Model farmer 6.9 26.2 21.72***

Member of FRG 9.2 27.7 19***

Member of cooperative 21.5 43.8 28.58***

*** Significant at P<1% * Significant at P<10%
Source: Own survey, 2010

37
4.1.2. Farm Household resource endowment

Total land holding

Productive land is a primary source of livelihood for rural households. It was assumed that
larger the farm size, higher is the possibility to use a combination of technological packages.

The average land holding of the total untrained sample household was 5.8 Timad, while
trained farmers had an average holding size of 7.2 Timad. An independent sample t-test
shows that the mean difference in total land holding of the trained and untrained is statistically
significant at less than 10 percent probability level (t=-1.84) (see Table 4). Probably,
households with better holding may further want to intensify their productivity through
enhancement

Livestock holding

Livestock in the study area are part of the mixed subsistence-farming complex in which they
are closely interrelated with crop farming activities. The majority of the sample households
covered by the survey own animals of different kinds in order to produce animal products for
food as well as to generate income. Livestock in the area provide inputs like transport and
manure to other parts of the farming system and generate consumable or salable outputs like
milk, meat, egg, hides and others. People who own livestock can resort to their livestock for
source of cash in order to fulfill their needs. Especially, among livestock, small ruminants and
chickens are the first to be sold during a serious money shortage period. Donkey and horse
also play great role in transportation activities of the rural people.

The average livestock holding of untrained farmers is 4.15 TLU while the average livestock
holding of trained HHs is 5.54 TLU. An independent sample t-test was conducted for the
comparison of the mean difference in TLU owned between trained and untrained farmers. The
result shows that there is statistically significant difference between the two categories at less
than 1% level of significance (t=-2.1). Probably farmers with different type of animals were

38
able to apply what they learn or get from the training like natural fertilizer in increasing
productivity, fattening, poultry production and other activities etc. Hence, they further give
due attention in training participation.

House type

Besides, house type is also one of the proxy indicators used to indicate wealth status of
respondents. Individual who have iron-roofed house are assumed to be wealthier than those
who have only grass-roofed houses. Wealth status enhances the capacity of individuals to pay
for new innovation. If a farmer possess corrugated iron-roofed house, he\she is considered as
rich. The finding indicates that about 10.8 % of trained households were living in corrugated
iron-roofed house, while 13.1% of untrained were living in corrugated-roofed house. Chi-
square test of house ownership between the two groups was run and the difference was not
statistically significant.

Radio ownership

Radio plays the greatest role in provision of information in shortest possible time over large
area of coverage than other communication channels. The assumption was that respondents
who own radio have a higher opportunity of getting agricultural information and use
technology than the others. The finding of the study indicates that, out of the total untrained
and trained respondents about 11.5 and 22.3 percent were owned radio. The result shows that
there is significant difference between untrained and trained HHs who own radio (χ2 =6.1,
P<1%) (see Table 4). This implies that farmers who have access to radio were exposed to
agricultural information which intern improved awareness. From this result it can be
concluded the trained farmers were more expose to any information than the untrained one.
Radio ownership is also used to indicate wealth status of the respondents provided that there
is no power and transmission problem. Most importantly, these are devices that connect
individuals to mass media sources.

39
This result is line with results reported by different authors (Walday, 1999; Mulugeta, 2000).
The implication is that those farmers who have Radio are wealthier and have access to
different information that helped them to adopt earlier than those who do not.

Table 4. Farm and household resources endowment of sample households, Alamata woreda,
2010 (N=130)
Farm and household resources Category Mean Std. T value
endowment /percentage Deviation
Households average total T 7.2 4.7 -1.84*
landholding area(ha/local unit) Un 5.8 3.1
Households’ average total TLU T 5.54 3.6 -2.1***
ownership Un 4.15 2.7
Ownerships of iron roofed T 10.8 - χ 2=0.38NS
house(%) Un 13.1 -
Transistor radio (%) T 22.3 - χ 2=6.1***
Un 11.5 -
*** Significant at P<1% * Significant at P<10% NS- No Significant
Source: Survey result, 2010

4.2. The Situation of Sampled Farmer Training Centers (FTCs)

The entire sample FTCs were established in 2004. The FTC were established with the
following objectives:- to train farmers and graduate in green certificates, to conduct on farm
and on station demonstrations of agricultural technologies, to enhance the livelihoods of
smallholder farmers through transferring and multiplying improved seeds. Each FTC was
established to serve from 1103 to 2718 with an average of 1709.25 farm households.

The situations of sampled FTCs were the current and actual performance as compared to
others FTCs. It is all about the construction design, its organizational structure, management
and requirements for the teaching-learning process; a detail guide line has been prepared and
sent to every region by the federal MoARD as an indicator. Some of the indicators expressed
in the guide line document are infrastructures to be fulfilled, teaching materials required,
number of seats, human resource (number of extension agent needed), governance, planning,
implementation, monitoring and evaluation of the training etc. Hence, the assessment was
carried.

40
4.2.1. Infrastructure and facilities

Resources/ facilities availability also vary between the sampled FTCs. All the sampled FTC
has buildings with slight variability in internal facilities. With regards to workshop and
residences buildings, Gerjalle and Tao are among the better equipped FTCs of the woreda. In
terms of physical materials such as chair, table and shelves all FTC are similar. In addition
Gerjalle, Tumuga and S/bkalsi FTCs also have modern electronic materials like telephone,
TV and DVD which are pertinent for smooth functioning of the training. The sample FTC
also has enough facilities for demonstration of crop production, post-harvest, tridle pump,
spade, and harrowing and cultivation materials. However, facilities for demonstration
livestock production, post-harvest handling and processing such as beef, dairy and beekeeping
are very limited. The FTCs have only plastic sheet and high box for livestock related
materials. The FTCs also lacks reference material except manual which was brought in
training forums and by BOARD at different times.

Table 5. DAs response on inventory of facilities, infrastructure, and resources of the

FTC Alamata Woreda, 2010 (N=14)

Type infrastructure FTCs

Gerjalle Tumuga S/Bikalsi Tao
Residence for DA 4 - - 4
Workshop 1 - 1 1
Office 1 1 1 1
Set for trainer 72 72 72 72
Table 3 4 3 3
Chair for DA 3 3 4 3
Shelf 3 3 3 3
Class room 1 1 1 1
Training materials and visual aids
Telephone 1 1 1 -
TV 1 1 1 -
DVD 1 1 1 -
Computer with printer 1 1 1 -
Black board 2 1 2 2
White board 10 - 8 -
Reference material - - - -
Information board - 1 1 -
Rain gauge - 1 - -

Source: Own compilation, 2010

41
4.2.2. Human resource

The numbers of DA varies from FTC to FTC; in FTCs like Tumuga and Gejalle where there
is access to irrigation, one can get 4 DA staff members working in the areas of irrigation,
Natural Resource Management, crop and livestock. While in Selambikalsi and Tao only 3 DA
are available working in the areas of Natural Resource Management, crop and livestock.

Table 6. DAs response on FTC Human resources Alamata Woreda, 2010 (N=14)

FTC Number of Development agent work experience in year

Development agent Minimum (years) Maximum (years) Average
Gerjalle 4 5 12 7
Tumaga 4 4 12 6
S/Bikalsi 3 4 12 10
Tao 3 1 2 1.5
Source: Own compilation, 2010

DAs work experiences also vary with the FTC proxy to urban area. In FTC like Selam
Bikalisi which is 5 km from Alamata town the average DAs years of experience is 10. While
in distant FTC like Tao (15km) the average DAs working experience is 1.5 years. As known
experience is critical factor for successful knowledge and information flow. Hence, alternative
incentive arrangement mechanisms need to be developed for remote areas so as to benefit the
whole farming equally. Beside to this, the criteria for recruitment of position of the DA are
age, experience and skill while promotion is a function of GPA, performance, efficiency and
experiences. With regards to financial management the FTC don’t have any financial matter
to run except the DA salary which is monitored by the WOARD.

4.2.3. FTCs Governance

FTC is technical backstopped from WOARD Research Extension Core-Process. While

management crew is governed by PA chair person and PA rural development head which is
the head of the DAs. DAs also have direct contact with their heads and PA chair person on the
issues of FTC and agriculture related matters. FTC resources are governed by PA committee
headed by chair person. FTC based training is mainly led by DA of each discipline. Besides,

42
trainee selection is also executed by development agent, peasant association leaders and
woreda cabinets.

4.2.4. Training planning and implementation

Short term training at FTC is designed by DA, Woreda and PA administration. Trainee farmer
identification is basically based on the DA pre-consumed knowledge of the commodity to be
trained. The major objectives set during the training are skill, production, productivity, and
technology transfer related issues. Lecture is also the most frequently used training methods
while black board and videos are the teaching aids. Training customization is based on
cropping season, religion and cultural holly days. Mostly, training is commenced during
Sunday and Saturday so as to accommodate most of the farming community need and to use
the days which are not allowed to do other farming activities.

4.2.5. Monitoring and evaluation

The purpose of monitoring and evaluation is to improve and achieve efficient and effective
program implementation performance by providing feedback to the organization at all levels
of implementation processes of a training program. Therefore, it is part of the FTC and
Woreda Office of Agriculture and Rural Development management information system and
an internal activity, which is performed by the DA responsible for the training implementation
at every level of the training program. The mechanisms used by the FTC for continuous
evaluation of training during implementation of the program called on going evaluation
through immediate assessment using group discussion and collection of individual trainees’
comments at the end of training session.

But, so far no FTC has conducted ex-post evaluation so as to assess the positive or negative
impact of the implemented program on the situation of target group. This analysis may help
the evaluators to assess the overall achievement of a given population due to the
implementation of a given program and draw lessons for future planning that is future
formulation; implementation, monitoring and evaluation of FTC based training programs.

43
4.3. Identified and Implied Training Needs of Different Farm Households

4.3.1. Training needs assessment process at the FTCs

Trainers should aim at extending the people’s active participation in need assessment through
dialogue and discussions rather than only through surveys, questionnaires, and interviews. By
involving the people in the process of development rather than just the end product, their
critical awareness and their ability to solve problems will be mobilized. Training need
assessment is a pre-request for successful and outcome oriented training program. In the study
area different formal and informal need assessment methods are used. Data regarding training
needs assessment were gathered from trained farmers. The point rose to assess the need base
of farmers training programs, whether the farmers need was assessed or not before training.

Table 7. The response of trained farmers on TNA of trainees is summarized in Alamata

Woreda, 2010 (N=65)

Item Response Frequency Percentage

Before training Consulted 5 8.3
Not consulted 60 91.7
Source: survey result, 2010

As we can see from the (Table 7), most of the trained farmers respond that there was no
attempt made to assess their need before the training in all aspect. In general the result of the
study indicate that, the absence of any attempt made by the training organizations to practice
training needs assessment on a regular and continuous basis, aimed at extending the
beneficiaries active participation. Training need assessment is one of the crucial steps towards
identifying the area of farmers’ interest, design and develop curriculum that can best suit to
the existing real conditions of farmers. It is important to remember that participation and
involvement of the trainee is an essential part, whatever the method or combination of
methods chosen. Moleco and Richard, (1995) underscored the necessity of need assessment
stating that: If non-formal education trainers hope to foster meaningful development, they
should bear in mind that the needs of adults constantly change. As such it is important for

44
trainers to possess skills to respond positively to these ever-changing needs. This can be done
on by a constant identification of participants’ needs.

4.3.2. Training needs implications of the analysis of households’ livelihood options, and
aspirations

4.3.2.1. Livelihood options and types of training offered at FTCs

Crop livelihood choices and types of training offered at FTCs

Farmers in the study area produce diversity of crop types. Among others crop like maize,
sorghum, teff, onion, pepper and barley are the dominant. Despite of this, only maize and
onion livelihood choices were found to be influenced by different types of training offered at
FTCs. Table 8 shows the relationship between household crop livelihood options and training
type offered at FTCs. The number of trained households on maize and onion livelihood
choices is found to be relatively higher than that of untrained once. With regards to onion as
livelihood choice there is highly statistical significant differences between trained and
untrained households on training offered in compost preparation, manure preparation,
improved seed use, tillage practices, row planting, irrigation management practices, cropping
calendar, use of soil water conservation practices and use of credit at less than 1 percent
probability level. This indicates on the importance of training on promoting commercial crop
commodities like onion that need intensive agricultural technological interventions. In the
other way such commodities are also highly responsive to improve management practices for
which farmers are easily persuaded on new interventions being gross margin out weight
production costs.

The connection\relationship between farmers access to different training types and maize as
livelihood choices show significant difference only on compost and manure preparation
trainings at less than 10 and 5 percent probability levels (χ2 = 2.7 and 4.4), respectively. In
general the result of this study shows weak connection between maize, other cereal crops
livelihood choices and different types of trainings. Perhaps this could be due to the

45
insufficient moisture availability of the study area that results in shifting from long duration to
short duration and from consumption to commercial commodities like onion.

Table 8. Farmers response on types of training and Crop Livelihood choices Alamata Woreda,
2010 (N=130)
Type of trainings being offered Livelihood options%
Maize Onion
T UT χ 2
T UT χ2
Compost reparation 83 60 2.7* 36 14 8.2***
Manure preparation 86 59 4.4** 37 15 8***
NS
Use of improved seed 78 58 2 43 15 11.6***
NS
Tillage practice 88 51 2.6 46 17 9***
NS
Row planting 81 63 0.65 38 18 4.9**
NS
Irrigation water management practices 79 60 0.3 46 17 9***
NS
Cropping calendar 75 59 0.02 55 19 7***
Soil Water Conservation Practices 78 60 0.49 NS 35 13 8.8***
NS
Use of Credit 83 62 1.18 56 16 9***
*** Significant at P<1% ** Significant at P<5% * Significant at P<10%
Source: survey result, 2010

Livestock livelihood choices and types of training offered at FTCs

Livestock is also important livelihoods option preceded by crop. Small scale dairy, Cattle
fattening, Poultry and Beekeeping practices are the common livestock livelihood choices of
the study area. However, shoat, small scale dairy and cattle fattening livelihood choices were
found to be influenced by different types of training offered at FTCs.

The under mentioned Table 9 shows the relationship between household livestock livelihood
options and training type offered at FTCs. Only shoat production, small scale dairy and cattle
fattening livelihood choice were influenced by different type of training. With regards to
shoat production as livelihood choice there is highly statistical significant difference between
trained and untrained households with respect to training offered on forage husbandry, shoat
fattening and zero grazing at 5, less than 1 and 5 percent probability level (χ2=3.7, 10.8 and
5.5), respectively; Whereas in small scale dairy livelihood choice there is significant
difference between trained and untrained farmers with respect to training offered on animal

46
house and use of credit at less than 5 and 10 percent (χ2=5 and 3.48), respectively. In addition
to this, cattle fattening is also as livelihood choice which is only influenced by training
offered in stall feeding. The result shows that there is significant difference between trained
and untrained respondents with respect to training offered in stall feeding\zero grazing at less
than 10 percent probability level. As shows in Table 9 the number of trained households on
shoat production, dairy cow and cattle fattening livelihood choices is found to be relatively
higher than that of untrained farmers. This indicates on the importance of training on
enhancing productivity of their priority options that need intensive agricultural technology
involvement. However, the survey result of this study shows weak connection among other
livestock livelihood choices and different type of training. This could be due to frequently
moister stress and shortage of grazing area that results shift from large ruminant to small
ruminant.

Table 9. Farmers response on types of training and livestock livelihood choices Alamata
Woreda, 2010 (N=130)

Type of trainings being offered Livelihood choices

Seep and Goat Small scale dairy Cattle fattening

T UT χ 2 T UT χ 2 T UT χ 2
Forage husbandry 56 32 3.7**
72 52 2.6 NS 94 86 0.88 NS
Seep and goat fattening 65 29 10.8***
61 53 0.4 NS 96 85 1.6 NS
Animal housing 44 34 0.56 NS 81 51 5**
100 86 2.56 NS
NS
Zero grazing 53 30 5.5** 57 54 0.07 97 85 2.9*
Use of Credit 58 36 3.48*
75 26 20*** 99 87 0.4 NS
NS- no significant *** Significant at P<1% ** Significant at P<5% * Significant at P<10%
Source: Survey result, 2010

4.3.2.2. Priority options and aspiration of sample households

Training is one of the most important instrument for improving practical and imagination/
aspiration of human capacity. To this effect analyzing both the livelihood options and their
important goal setting for trained and non-trained households can enable to see the effect of

47
training on overall human perspective developments. For this purpose farm livelihoods and
their important aspirations were identified through group discussion, personal interview,
secondary sources and percentage responses are discussed here under.

In the study area crop and livestock mixed farming is the major livelihood options with
varying aspiration between households. Among others maize, sorghum, teff, barley, onion,
pepper are the dominant crop livelihood options with different livelihood goals. Dairy,
fattening and production are also important goals for cattle, sheep goats and poultry livelihood
options.

As Table 10 shows, trained and untrained farmers aspires maize for market, consumptions,
seed and animal feed with more percent of response than the untrained one. A chi-square test
also conducted for the comparison of the significant difference in aspiration or goal of maize
between trained and untrained farmers with respect to market, consumption, seed and animal
feed. The result shows that there is statistically significant percentage difference on animal
feed (χ2=5.24 at P<5%). Nevertheless there was no significance percentage difference
between two groups with respect to market, consumption and seed of maize.

Sorghum is also one of the crop livelihood option and major cereal in the study area. The
survey result shows that more percent of the trained farmers were intend sorghum for seed
and animal feed. In addition, the analysis shows that there is significant percentage difference
between trained and untrained farmers with respect to seed and animal feed objectives at less
than 5 percent significance level, perhaps this is could be due to the fact that the majority of
the respondents’ aimed sorghum and maize for consumption. But, there is no significance
percentage difference between trained and untrained farmers with respect to market and
consumption. The other major crop livelihood option is teff which is similar with the former
crops. From the sample untrained households about 0.8% and 7.7% of the trained respondents
aimed for animal feed which is statistically significance at 1% probability level (χ2=7.75).

In addition, onion is also the dominant cash crop in the study area. About 5.4 and 16.2 percent
of the untrained and trained respondents intended for market, but small number of the trained

48
aimed for seed while none of the untrained farmer planted onion for seed production. The
result shows that, there is significant percentage difference between trained and untrained
farmers with respect to market (χ2=8.38) at less than 1% significance level. The probable
reason could be due to the short term benefit obtained from tuber than onion seed. But there is
no significant percentage difference between trained and untrained farmers with respect to
onion production for consumption purpose.

Pepper is also other cash crop livelihood option of the respondent. The result shows that there
is no significance percentage difference between trained and untrained farmers with respect to
market, consumption and seed. The finding indicates that, generally training has helped them
to open and be receptive to modern life style, though training was specific and confined to
agriculture or in most cases natural resource management. This indicates that, undergoing
training by formal institutions and exposing oneself to the scientific information, helps the
individual to aspire, think rationally and seek new scientific information in all aspects of
his/her life.

Table 10. Distribution of respondents aspiration on crop option by training categories Alamata
Woreda, 2010 (N=130)
Liveliho Farmers Important aspirations/goals on their livelihood options (%)
od Market χ 2 Consumpti χ 2 Seed χ 2 Feed χ2
options on
Un T UT T U T U T
T T
NS NS N
Maize 6.2 10 1.2 19.2 25.4 1.57 7. 11. 1.06 6. 14. 5.24**
S
7 5 2 6
NS
Sorghum 6.9 5.4 0.36 34.6 36.2 0.013 8. 16. 4.47* 3. 9.2 4.29**
NS
5 9 * 1
NS
Teff 10. 13. 0.27 35.4 39.2 0.5 NS 3. 10 3.85N 0. 7.7 7.75**
S
8 1 8 8 *
Onion 5.4 16. 8.38** 0.8 3.1 1.78 - 1.5 1.97N - - -
NS S
2 *
N
Pepper 3.1 3.1 0.002 0.8 3.1 1.78 0. - 1.04N - - -
S NS S
8
*** Significant at P<1% ** Significant at P<5%
Source: survey result, 2010

49
In the study area livestock farming is also one of the livelihood option and important farming
system. The dominant domestic animals reared in the study area include cattle, sheep, goat,
chicken donkey, mule, and horse. Sample farmers rear animals for various purposes,
including milk, meat, eggs, breeding and draft power and for transportation.

From the total untrained farmers who rear cattle about 13.1% and null while 22.3% and 3.1%
of the trained farmers aimed at market and fattening. Majority of the sample households’
aspired goal of cattle is mainly for market. Chi-square test was also conducted for the
comparison of the significant percentage difference in aspiration of cattle between trained and
untrained farmers with respect to market and fattening. The result shows that there is
statistical significant percentage difference in aspiration of cattle between trained and
untrained farmers with respect to market and fattening, respectively (χ2=4.29 and χ2= 4 at
P<5 and 1%). However, there is no significant difference between trained and untrained
farmers with respect to consumption and breeding.

Moreover, farmers in the study area also rear small ruminant for different purpose like
market, consumption etc. From the 65 sampled households’ who rear small ruminant 8.5% of
the untrained farmers’ and 19.2% of the trained farmers’ aimed at market. The Chi-square
analysis shows that there is significant percentage difference on small ruminant between two
groups with respect to market (χ2=6.95 at P<10%), but no significance percentage difference
between trained and untrained farmers with respect to consumption, breeding and fattening.

Poultry is also other type of livestock livelihood option of the farmers. Households aimed
poultry production for market, consumption and breeding, respectively. The chi-square
analysis disclosed that, there is no significant percentage difference between trained and
untrained farmers with respect poultry production to market, consumption and breeding,
respectively.

50
Table 11. Distribution of respondents aspiration on livestock option by training categories
Alamata Woreda, 2010 (N=130)

Liveliho Farmers Important aspirations/goals on their livelihood options (%)

od
options
Market χ 2 Consumptio χ 2 Breeding χ 2 Fattening χ2
n
UT T UT T U T UT T
T
Cattle 13.1 22.3 4.29** 2.3 1.5 0.24 6.9 12.3 2.17NS - 3.1 4***
NS

Shoat 8.5 19.2 6.95* 4.6 8.5 1.5NS 3.1 3.1 0.002 - 0.8 0.98NS
NS

poultry 13.1 13.8 0.008 4.6 3.1 0.5 NS 3.1 1.5 0.77NS - - -
NS

*** Significant at P<1% ** Significant at P<5% * Significant at P<10%

Source: survey result, 2010

Farmers’ aspiration on yield enhancing factors

As we discussed above, training can help individual to develop and up-grade their goals and
skills; to improve their productivity and thereby contributes to raising their families’ living
standards and well-being. To this effect, analyzing both the livelihood options and how to
achieving their important goals for both categories can enable us to see the outcome of
training on the overall dimensions of development. In addition, aspirations become a valuable
analytical device and a critical entry point for policy relevant to poverty reduction and
ultimate socio-economic transformation.

Crop and livestock mixed farming is the major livelihood options of the study area. The
following (Table 12) shows that farmers’ aspiration on how to enhance their goals in different
type of livelihood options. Farmers of the study area who plan to use maize as livelihood
option intended to enhance its yield by using input (seed; fertilizer, herbicides…etc), SWC1,
land expansion and intensive management practices (planting date, row planting,
intercropping etc.) with slight difference between trained and untrained farmers. The chi-
square test also conducted for the comparison of the significant percentage difference on how

1
using biological and physical soil and water conservation practices like soil bund, stone bund and agro-forestry
practices

51
intend to achieve their goal on maize enhancing factors between trained and untrained farmers
with respect to using the above mentioned yield enhancing factors. But, the result shows that
there is no significant percentage difference between trained and untrained farmers with
respect to using input, SWC land expansion and management practice.

In addition, sorghum is among the dominant livelihood option in the area. Survey results
revealed that, out of the total untrained household only 6.9% whereas about 13.8% of the
trained farmers planed to enhance sorghum yield by using management practices. Chi-square
test reveals the existence of statistically significant percentage difference on how intend to
achieve their goal on sorghum enhancing factors between the two category with respect to
management practices (χ2= 3.45, at less than 10% significant level), but there is no significant
percentage difference between trained and untrained farmers with respect to using input, SWC
and land expansion, respectively. In addition teff is also another livelihood option. From the
total respondents majority of the trained and small number of untrained farmers were planning
to enhance teff production by using management practices, respectively. The analysis shows
that there is significant percentage difference between trained and untrained farmers with
respect to management practices (χ2= 4.29 at P<5%), although there is no significant
percentage difference between the two category with respect to using input, SWC and land
expansion.

With regarding to onion about 2.3% of the untrained and 10.8% the trained farmers who plant
onion intended to enhance its yield by management practices. The chi-square test also
conducted for the comparison of the significant percentage difference on how intend to
achieve their goal on onion enhancing factors between trained and untrained farmers with
respect to using input, SWC, land expansion and management practice. The survey result
shows that there is statistical significant percentage difference in achieving their goal on onion
enhancing factors between trained and untrained farmers with respect to management
practices (χ2=7.81) at less than 1 percent probability level.

52
Table 12. Distribution of respondents aspiration on productivity enhancing factors of crop
option by training categories Alamata Woreda, 2010 (N=130)

Crop Farmers’ aspiration on yield enhancing factors (%)

options Using χ 2 Using2 χ 2 Land χ 2 Manageme χ2
inputs SWC expansion nt practice
U T UT T UT T UT T
T
Maize 9. 19. 5.84N 23. 22. 0.11N 3.8 5.4 0.3NS 9.2 19.2 5.84NS
S S
2 2 1 3
Sorghu 3. 3.8 0.003 26. 29. 0.11N 13. 15. 0.22N 6.9 13.8 3.44*
NS S S
m 8 9 2 1 4
Teff 5. 9.2 1.37N 27. 30 0.11N 10 5.4 2.35N 13.1 22.3 4.29**
S S S
4 7
Onion - 2.3 2.98* 3.1 7.7 2.68N 0.8 3.8 2.67N 2.3 10.8 7.81**
S S
*
Pepper 0. - 1.04N 0.8 2.3 0.97N 0.8 0.8 0NS 2.3 0.8 1.096N
S S S
8
*** Significant at P<1% ** Significant at P<5% * Significant at P<10%
Source: survey result, 2010

Beside to this, livestock farming is also one of the livelihood options in the study area. Table
13, shows that, from the total sampled respondents about 23.8% and 2.3% untrained farmers
and 32.3% and 8.5% of trained farmers who reared cattle intend to enhance yield using
intensification of different animal feed and husbandry practice, respectively. The chi-square
analysis also shows that there is statistical significant percentage difference in achieving goal
of cattle between trained and untrained farmers with respect to intensification of different
animal feed and husbandry practice (χ2 =5.11 and χ2=4.85 at < 5% significant level,
respectively). Moreover, there is no significant percentage difference between trained and
untrained farmers who reared small ruminants and poultry with respect to using breed
improvement, increase quantity of live animal, feed improvement and intensive husbandry
practice, respectively. In this issue Appadurai, (2001) has clearly explained aspiration, is
operationalized as strong desire or an ambition to achieve something better in the life.
Moreover, the capacity to aspire, in turn, is a cultural capacity that relates to the manner, in
which people visualize the future and engage in forward-looking behavior.

53
Table 13. Distribution of respondents’ aspiration on productivity enhancing factors of
livestock option by training categories Alamata Woreda, 2010 (N=130)

Livestock Farmers aspiration on yield enhancing factors (%)

options Using χ 2 Increase χ 2 Feed χ 2 Husbandry χ2
improved quantity improvement practice
breeds of live
animals
UT T UT T UT T UT T
cattle 10 9.2 0.095NS 6.9 5.4 0.36NS 23.8 32.3 5.11** 2.3 8.5 4.85**
NS NS NS
Shoat 2.3 1.5 0.24 4.6 7.7 1 4.6 12.3 0.22 3.1 3.8 0.09NS
poultry 2.3 1.5 0.24NS 4.6 6.2 0.26NS 10 5.4 2.35NS 4.6 4.6 0.003NS
NS- no Significant ** Significant at P<5%
Source: survey result, 2010

4.3.3. Knowledge-gap assessment

Knowledge assessment process on crop, livestock and natural resources were developed
jointly with development agents, and experts based on the ground realties of the study
community. Later on discussion were made with different communities till we reach at
saturation point. With regards crop knowledge, issues like their level of knowledge on the
availability, application rate and importance of land fertility enhancing and productivity
improvement practices, agronomic practices, protection and marketing. With respect to
livestock, knowledge gap assessment breed improvement, commercialization, feed
improvement and husbandry practices were the major ones while knowledge on causes and
severities of natural resources degradation and on physical and biological natural resources
conservation methods were the major one.

54
Table 14. Qualitative summary of Knowledge assessment overview

No. Description of knowledge gap Knowledge Identification process

gap target
1 Lack of knowledge on inorganic DAs and *Field visit and discussion. DA advices farmers to apply
fertilizer rates farmers the blanket recommendation rates
2 Lack of knowledge on the economic Farmers *Discussion. Farmers did not realize the importance of
importance of external agricultural agricultural inputs regardless of DA advices
inputs
3 Lack of skill on the preparation and Farmers *Discussion. Framers did not apply organic fertilizer in
application of organic fertilizers their farmland since they do not have enough knowledge
and skill on the preparation of compost and manure

4 Lack of experience on cropping Farmers, *Discussion with experts and DAs. Farmers, DAs and
methods and cropping sequences DAs and experts did not know the appropriate cropping methods
experts and sequences such as crop rotation, plant spacing, inter-
cropping, harrowing , etc.
5 Lack of knowledge on different Farmers, *Discussion with experts and DAs. Farmers, DAs and
horticultural crop protection DAs and experts did not know the new emerging pests and
management practices in response experts diseases of horticultural crops problems so as to arrange
to the emerging infestations management option prior
6 Lack of knowledge of group Farmers, *Discussion with farmers, experts and DAs. Farm
marketing DAs and product of vegetables like onion and tomato mostly faces
experts market failure due to an organized marketing systems
7 Lack of knowledge on livestock Farmers *Field visit and discussion. Local cattle breeds are not
breed improvement practices(AI) and DAs improved for betterments of milk and meat yields

8 Lack of experience on livestock Farmers *Field visit and discussion with farmers and DAs. Most
commercial orientation and DAs of the farmers rear livestock traditionally for re-
production and plowing purposes rather than commodity
oriented commercialization like dairy and fattening.
9 Lack of experience to improve the Farmers *Field visit and discussion with farmers. Most farmer
feed value of teff and barley straw, feed their livestock on teff and barley straw, sorghum and
and sorghum and maize Stover’s by maize Stover’s as it is and burn the rest hence it is less
urea treatment palatable and helpful/nutritious to animals without
treatment.
10 Lack of knowledge and experiences Farmers, *Field observation and discussion with farmers. Farmers
to supplement livestock with DAs and feed their animal only grass or crop residue without
alternative feed sources like wheat experts additional supplementation which enhance livestock
barn and concentrates productivity
11 Lack of experiences on improved Farmers *Field observation and discussion with farmers. Farmers
livestock husbandry handle their livestock with little care for housing and
sheltering hence they freely release their animals.
12 Lack of knowledge on causes and Farmers, *Discussion with experts and DAs. The local community
severities of natural resources DAs and did not show any control measures of causative factors of
degradation experts natural resources degradation
13 Lack of knowledge and experiences Farmers *Field observation and discussion with farmers. Farmers
on physical and biological natural did not properly manage their farmlands for controlling
resources conservation methods wind and water erosion
Source; survey result, 2010

55
Farmers’ knowledge on crop commodity was assessed into yield enhancement rated
technologies, crop management practices, sequences and crop protection rotation items.
Farmers and DAs knowledge gap was assessed qualitatively on consequence based.

Crop production and productivity is a function of different factors among others, use and
proper application of organic and inorganic fertilizer is the major one. On this issue farmers
knowledge gap on know-how of the availability, preparation and rate of application in
reference to the recommended rate was triangulate.

Based on the assessment results most of the study community lacks the rate of inorganic
fertilizer application of urea and DAP. As known for the study area 50kg of urea and
100kg\ha of DAP was the recommended rates. But most of the community knows about 10-
150kg\ha of urea and 10-100Kg\ha of DAP. This lack of knowledge is emanated due to the
gap that was not covered by the concerned bodies of governmental and nongovernmental
sectors. Theoretical the concerned DAs and experts’ also know that fertilizer application can
enhance crop yield for which they are expected to disseminate to the concerned farming
communities. But due to lack of outreaches the study community have not showed interest of
fertilizers. Regardless of its importance farmers fear the cost for which they are requested to
pay. This indicates how far result demonstration missing in which farmers can easily per
suited on the importance of fertilizer. Besides to fertilizer farmers are also found lacking
knowledge of other external inputs like herb and insect control mechanisms for they are
effective in minimizing risk of crop loss.

With respect to livestock knowledge gap assessment breed improvement, commercialization,

feed improvement and husbandry practices were the major ones. In the study area breed
improvement practice like AI, bull services (Borona bull) and introduction of selected breeds
of cattle from western Tigray zone has been started two decades back. As result few farmers
especially in the urban and pre-urban areas are now fetching the benefits in terms of milk
yield and beef production. However, the dissemination of the breed improvement practices is
still unsatisfactory. The basic reason behind this fact is the lack of knowledge of the farming
on the importance of such breeds on improving milk and meat yields within a given livestock

56
growth periods. The reason for such resistance is mainly associated with lack of visible results
created on the farming community by the development practitioners of the area. The other
reason for such gap in knowledge is associated with the cost and emphasis on livestock
number rather than intensifying on specific commodities like dairy and fattening. Surely, such
intensification needs depth knowledge on cost benefit analysis and personal commitments.

The other knowledge gap on livestock also relates with feed supplementation and husbandry
practices like housing and health. On the study area, isolation of livestock housing and proper
sanitation are poorly addressed issues. Construction of separate livestock housing/shelter is
not common practices rather farmers thatched animals along sides of their garden fences or
they construct small circular structure using thorn where group of animals can stay during
night times which is highly exposed to wind, frost and wild enemy.

Numbers of livestock is an indication of wealth and prestige of the study community. As a

result major focus is given in livestock quantity rather than qualities. Regardless of the effort
made in introducing dairy and fattening practices the available knowledge on such commodity
is very poor. Moreover, the community did not know the associated benefits of such practices.
As a result the farming community is not gaining from the avail local and international
markets of meat and milk industry. To create market opportunities different arrangements are
available in the study area for which the study community is not aware.

In reference to knowledge on natural resource issues like cause and consequences of

degradation and control measures were traced with regards to this farmers knowledge on the
natural and the man made causes of degradation like frequency fallowing, construction of soil
and water conservation measure have been assessed. Based on the discussion find that there is
wide gap on the cause of degradation in which the farming community perceives in the other
ways rather on the consequence to natural host habitation see the above Table 15. For
example, ploughing more than five times for a given plot before one season planting is
common in which the farming community is considering positive.

57
For resource degradation there are different options among other planting of trees out sides of
the farm as multipurpose agro forestry practices is the major one. Such practice is not
common in the study area which emanates from the emphasis give to cereal sole, as source of
household livelihood options and free grazing practices. Even, the existences of multipurpose
trees for such control option is unknown which needs better emphasis to be addressed by
development practitioners of the study area for the benefit of nature.

4.4. Relevance of Farmer Training

The relevance of FTC-based training to the needs and constraints of farm households with
different capabilities, resource endowment and with male-headship and female-headship can
be assessed from different dimensions. In the first place whether or not the training needs of
farm households with different capabilities, resources headship and livelihood options was
properly conducted determine the extent to which farmers training addresses diversified
needs. Secondly, the relevance of farmers training can be seen in terms of venue, method of
delivery and the availability of appropriate audio\visual\non-audio-visual aids, infrastructure
and facilities for practical learning. Monitoring and evaluation processes are important to
ensure both the relevance and effectiveness training along with appropriate section of trainees.

The first most essential component of the process in developing relevant farmer training
program is finding out about the people to be trained and the type of training they need. The
issue of developing appropriate content is critical to extension process; the performance of
extension systems depends, in large part, on the appropriateness of its message (Campbell and
Barker, 1997; as cited in Tsion, 2008). On the other hand, timeliness according to the
immediate need of farmers is an important factor (Kefyalew, 2006). If training is to be
essential components of designed interventions, a uniform system of research is needed to
explain how training is made effective and to indicate how resources for training should be
organized.

This section aimed at examining farmers’ assessment of the relevance of FTC-based training
in terms of attributes that are theoretically known to be determinants of the relevance of not

58
just the content but also the process of training. Indicators of the relevance of farmer training
can be categorized here under, which include:
i) schedule and timing issues- Timeliness of training, suitability of the timing and the
schedule of the training, for trainees
ii) physical environment of the training- Training environment and teaching aids\methods at
FTC, adequacy and quality of training facilities, suitability of the venue and the place where
sessions were conducted,
iii) Learning objectives of the training in addressing farmers felt need- Practices to farmers
pressing problems and needs, the extent to which the learning experience reflected and rooted
in the local context and indigenous knowledge
iv) Trainer’s ability– Trainers’ (DAs) knowledge, practical skills and communication skill of
trainers as presented in below tables.

4.4.1. Trainees selection criteria and process

Assessing the method and approaches how the training selection process and actors involved
in it, is an important issue to be researched. In the study area the major actors who involve in
trainee selection are development agent, local or peasant association leaders and woreda
cabinets. Most of the trained respondents were selected by DAs and local administration or
Peasant Association leaders jointly, development agent as the sole responsible person for
trainee selection. Beside to this about 9.2 % of them also selected by woreda cabinet. There
are also farmers who perceived as if they have been selected jointly by development agent and
woreda cabinet 4.6%, development agent and local leaders 7.7% as well as by development
agent and local administrators.

The other point is the selection criteria for the trainee farmers. In the study area criteria’s set
for selection is based on different criteria such as blood relation based, farmers educational
background based, model farmers’ based, Political elites based, farmers interest based and
wealth status based. Table 15 shows most of the trained farmers who participate in FTCs
based training, respond that the selection criteria of the farmer trainees were based on model
farmers’, followed by farmers’ educational background and political affiliation, respectively,

59
while about 3% of them react that the selection criteria of the farmer trainees were farmers’
willingness and blood relation based. However, none of the respondents point out that wealth
status based criteria. As the result shows that, the selection criteria were based on model
farmers and educated farmer.

Table 15. The response of trained farmers on trainee farmers’ selection process (N=65)

s/n Actor Frequency Percentage

1 Peasant Association leader(PAL) 32 49.2
2 Development agent (DA) 35 54
3 Woreda Cabinet(WC) 6 9.2
4 DA and WC 3 4.6
5 DA and PAL 5 7.7
Trainee Selection criteria
1 Blood relation based 2 3
2 Farmers educational background based 26 40
3 Model farmers based 37 57
4 Political elites based 4 6.1
5 Farmers interest based 2 3
6 Wealth status based - -
Source: survey result, 2010

4.4.2. Training period, duration, and schedule

Timeliness

Timing dimension of training is important, as it can affect the relevance of the training in
many aspects. Among the important points under the dimension of farmers training, the
convenience of the selected time is on the front line. It is also one of the variables that signify
the uniqueness of adult learners. As the farmers for whom the training programs prepared are
bounded by a number of responsibilities, which they have to perform in a time frame and the
training issues related to suitability of time equally for male and female. Out of the total
sample respondents 80.3% of them respond that the existing training was timeliness in terms
of delivery with respect to farming activities and rainfall patterns. Of these about 39.4% of
them were highly appreciated with the existing training delivery in regards to timeliness.
About of 18.3% of them also respond fairly on the timelines of the training. Despite of this
about 1.5% of them feel disappointed on the timeliness of the training delivery (see in Table

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16 below). This implies that at least to a considerable occasion, the trainings are being
conducted in inappropriate times.

Duration of training

Duration can be affect the relevance of the training in many aspects and also setting the
appropriate length of the training period is sufficient condition for successful training session.
In this regard 39.4 percent of the respondents appreciate the duration of training for which
they are satisfied on the program. But about 60.6 percent of the respondents who have been
participated in FTC training also perceive irrelevance as compared to what they have been
exposed in other training environ (see Table 16). This obviously shows duration of training
was not in line with the interest of the farmers but to the interest and provisions of the training
resource persons.

CTA working document (2000) categorically suggested that the aim of farmers training is not
just to impart knowledge and skills in one-short intensive training courses, but to involve rural
people in the development activities through a continuous process of learning week after
week. When the training is imparted on daily life related critical activities, it should be
continuous and complete well connected to the activities the beneficiaries undertake

Schedule of the training

This is also an instrument used to measure the relevance of farmers training. The dimension
of suitability of the schedule of farmers training for both male and female, the convenience of
the selected date, time table, the season of the year at which the training was conducted and
selects the season of the year for training, are on the front line. In regards to suitability of
schedule of the training about 53 percent of the respondent who join in the FTC training were
appreciated while about 47 percent of the trained farmers have negatively response on the
suitability of schedule of the training for both gender (male and female) as presented in (Table
16).

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4.4.3. Training content relevance

Content of the training is one aspect to be considered in the process of human resource
development. The decision on the content of the training is highly attached to the needs of the
farmers. Conducting needs assessment, on the other hand means knowing the components on
which the farmers are willing to be trained.

Practices to farmers pressing problems and needs

Need assessment of the training is one feature to be considered in conducting different

training activities. Conducting needs assessment, on the other hand means knowing the
components on which the farmers are willing to be trained and practices critical problems of
the farmers. With these issues about 34.8 percent of the trained respondents appreciate the
practices that pressing problems and needs. Whereas about 65.2 percent of them are not
appreciate or fell unsatisfactory on that issues see (Table 16). The result shows that most of
the training offered at FTC was not pressed the problems and needs of the households.

The extent to which the learning experience reflected and rooted in the local context and
indigenous knowledge

Indigenous knowledge is important for adult learning or farmers training in interpreting or

teaching process in order to get active participants. The term local or indigenous knowledge
(IK) is used to distinguish the knowledge developed by a given community from international
knowledge systems or scientific knowledge (Kolawole, 2001). The teaching and learning
process to be active should incorporate the past experience of adults with the new one.
Concerning incorporation of farmers’ indigenous knowledge to the training, 43.9% of them
appreciated; while 56 % were unsatisfactory (see Table 16). The importance of ensuring that
new knowledge, concepts, skills or frameworks of interpretation are presented to adult
learners in a manner that is comprehensible in terms of their own experiences is a major tool
for using participatory learning methods. As Bligh (1992) notes, is useful in presenting
information in short. As a host of research studies cited by Bligh indicate, however, that the

62
lecture is of little use if the educator or trainer is seeking to promote critical thinking or to
encourage adults to be more flexible in their attitudes.

Table 16. Trained farmers response on relevance of FTC training on timing issues and
contents Alamata Woreda, 2010 (N=65)

Relevance of training activities/process Very good Good Fair Poor

Period, duration and schedule
Timeliness of training 39.4% 40.9% 18.2% 1.5%
Duration 30.3% 9.1% 22.7% 37.9%
schedule of the training 15.2% 37.9% 34.8% 12.1%
Training content relevance
Practices to farmer pressing problems and 6.1% 28.8% 37.9% 27.3%
needs
Incorporation of farmers IK 12.1% 31.8% 42.4% 13.6%
Source: Survey result, 2010

4.4.4. Training environment and facilities

Selecting the appropriate training material/aids, venue and facilities for demonstration are as
important as training schedule and timing. One of the requirements for the teaching-learning
process is the fulfillment of teaching materials. As depicted in table 18, in this issue most of
the respondents appreciate the training materials used at FTC in transferring the planned
training objectives. While a few of them feel not relevant on the materials/aids used at FTC
training during the training sessions to deliver the desired knowledge. The participants
mentioned that, in most of the FTCs use the training material during training session, but
some of the FTCs have limited skill of DAs in using computer during period.

Adequacy and quality of training facilities

Adequacy and quality of training facilities are essential for farmers training or adult learning.
Selecting an appropriate training material and method is perhaps the most important step in
training activity once the training contents are identified. It is also good to use a variety of
training materials and methods throughout a training to maintain the interest of the trainees.

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To achieve the training objective, a trainer should select the most adequacy and quality of
training facilities for the content to involve the trainees in the learning process. Regarding this
issue a few number of the respondent has positive response on the quality of training
facilities, where as a majority of the HHs who participated on FTC training, were reflected
negatively with adequacy and the quality of training facilities see table 18.

Venue of training

As farmers’ training is dealing with experienced adults, the place at which the training is
offered will have great impact. The response of trained farmers on the suitability of venue or
place of training is summarized in Table 18. During the theoretical training session FTC based
training is conducted in a class room designed for this purpose. In most of the Tabia carrying
of the FTC class room ranges 70 to 72. A presented in Table 18 of the trained farmers 93.9
percent of them appreciate and feel relevant and convenient with the venue while the rest of
them disappointed with the venue where the training is delivered. Most of the studies FTC are
said to be accessible to their villages and ability to accommodate all participants perhaps this
might be the reasons given for convenience of the training.

4.4.5. Facilitators

Training resource persons

As presented in the Table 17 below, in the study area beyond the development agent the FTC
based training is also delivered by woreda experts, regional bureau experts and local
administrations. In this regard 30.8 percent of them react that they trained by woreda expert.
While about 24.6 percent and 23 percent of the respondent who participate in FTC based
respond that training were delivered by regional bureau expert and local administrative
bodies, respectively.

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Table 17. Trained farmer’s response on training resource persons Alamata Woreda, 2010
(N=65)
S\N Resource persons Frequency Percentage
1 Woreda experts 20 30.8
2 Experts from Regional Bureau 16 24.6
3 Local administrative bodies 15 23
Source: Survey result, 2010.

Knowledge of the trainer

Knowledge requires a theoretical or practical understanding of a subject. Agricultural

knowledge implies knowledge about the contribution of agriculture to the overall economy
and to the way of life of the society. Based on composite indicators of the DAs like practical
and communication skills the respondents reply that most of the trainers were technically
skilled, familiar with local situation and they have rural and/or farming background.
Concerning the issue about 72.7% of the trained farmers have positive response on the
knowledge of trainers, but 27.2 percent of the farmers who participated in FTC training did
not appreciate the knowledge of trainers (see Table 18).

Practical farming skills of the trainers (DAs)

In this study, the Practical farming skill of trainers as a resource person and their interaction
with the farmer trainees was also investigated. Regarding this issue of practical farming skill
of trainers about 59% of the respondent have positive reaction, while 40.9% of the trained
HHs have not appreciated the practical skill of the trainer. This implies that skill of facilitator
could be one concern, solely assisting adults to meet those learning needs that they themselves
perceive and express as meaningful and important.

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Communication skill of the resource person

Concerning the resource person’s communication skill, among the total trained HHs 74% was
appreciate the resource person’s skill of communication which means communicate clearly.
While the rest about 25.7% trained farmers were not appreciate the communication skill of the
resource persons (see Table 18). Instead, a resource person is often seen as someone who
assists adults to locate individuals and material resources in order that they may complete
learning efforts that they, as learners, have defined. This view emphasizes the primacy of the
learner; grant a substantial measure of control to learners, and places learning directly in the
context of learners’ own experiences (Sullivan, 1998).

Table 18. Trained farmer assessment of relevance of FTC based training on physical
environment and facilitators ability Alamata Woreda, 2010 (N=65)
Relevance of training activities/process Very good Good Fair Poor
Physical environment of the training
Training environment and Teaching Aids 12.1% 39.4% 31.8% 16.7%
at FTC
Suitability of the venue and the place 66.7% 27.3% 4.5% 1.5%
where sessions were conducted
Adequacy and quality of training 24.2% 16.7% 28.8% 30.3%
facilities, particularly for practical sessions
Trainer’s ability
Knowledge of the trainers (DAs) 37.9% 34.8% 22.7% 4.5%
Practical farming skills of the trainers 22.7% 36.4% 36.4% 4.5%
Communication skill of the resource 34.8% 39.4% 22.7% 3%
person
Follow-up and regular evaluation 7.6% 7.6% 25.8% 59.1%
Source: Survey result, 2010

4.4.6. Mode of delivery (training approach, processes and methods)

Training Methods

In training delivery choosing the proper teaching aids and methods of delivery are paramount
important. A training programme has a better chance of success when its training methods are
carefully selected. There are a variety of methods and techniques for conveying information

66
to trainees, but not all of these are equally suitable for all topics and in all situations. Table 19
displays farmers’ responses on teaching methodologies used during training session. In this
regard class room lecture, visiting demonstration fields, group discussion, field practices and
visiting model/exemplary farmers field are the major methods used in the study area. From
the total trained farmers’ most of them were mentioned class room lecture and visiting
demonstration fields are the dominant training methods in the study FTCs. Group discussion
and field practices were also the second commonly used teaching methods respectively. Only
3% of the respondents point out, visiting model farmers as means of teaching methods. With
regards to importance, respondents indicate that the class room lecture, field practices and
visiting demonstration fields are all important at varying degree, although some discrepancy
was observed, most of the respondents were appreciate visiting demonstration fields and field
practices, respectively as the most suite methods in addressing the outcomes of the training.
According to the survey data presented in this study, field practice training and visiting
demonstration fields was found to be the most appropriate methods for effective
training. Classroom session followed by group discussion and visiting model farmers are the
second, third and the fourth important methods in addressing farmers’ knowledge gap. Only
very few respondents seemed to prefer class room lecture, group discussion and visiting
model farmers’ methodology see Table 19. A training method is a strategy or tactic that a
trainer uses to deliver the content so that the trainees achieve the objective (Wentling, 1992;
cited in Mahlangu and Sekgota, 2005). Different training methods can be used to achieve the
objectives of a particular training.

In addition, skill orientation of the training process is an instrument used to measure the
relevance of training methods. In this case, combination of theory and practice in training is
essential to better improvement. Training methods compresses 30 percent theory and 70
percent practice is behaved to enhance the capability of individual trainees.

The relevance of training process in terms of skill orientation was assessed based on different
categories (crop, livestock NRM and rural institution) of training delivered at FTCs in
2009G.C. As depicted in Appendix Table 2 most of the trained farmers respond that the
training which offered at FTCs were highly theoretical rather than practical. In general most

67
of the training was highly theoretical and lecture type of methodology hence, redirecting in
mixing both theory and practice should be future assignment.

Table 19. Trained farmers’ response on methods of the training and its importance Alamata
Woreda, 2010 (N=65)
Exposed to farmer Importance
during
training session
S/N Training methods Frequency % Frequency %
1 Class room lecture 31 48 7 10.7
2 Visiting demonstration fields 31 48 31 48
3 Group discussion 11 17 6 9.2
4 Field practices 11 17 30 46.1
5 Visiting model farmer 2 3 5 7.7
Source: survey result, 2010

Follow-up and regular evaluation

Among several phases of training, evaluation is a process to determine the relevance,

effectiveness, and impact of activities in light of their objectives. In these regard the result
showed that about 15.2% of the trained farmers responded positively, while 84.9% were
negatively reflected on follow up after the training (see Table 18). Unfortunately, the general
discussions made with trained farmers indicated that there were no expose follow-up activities
after training. The probable reason for not conducting evaluation of the training could be lack
of a systematic needs assessment that can guide and serve as the basis for the design,
development, delivery, and evaluation of the training program. Moreover as found in many
other organization in Ethiopia (Kefyalew, 2006 Ousman, 2007 and Tsion, 2008), the training
organizers might not consider its value in completing the training process and end up
conducting the training. Thus Raab et al., (1987), define training evaluation as “a systematic
process of collecting information for and about training activities which can then be used for
guiding, decision making and for assessing the relevance and effectiveness of various training
components. Raab et al., (1987) demonstrated that there are three phases of a training process
such as planning, implementation, and evaluation. Absence of training evaluation phase from
the FTC based training program, therefore, could lead to lack of information on the immediate

68
results of the training activities. Also, Tyler (1971; cited in Tsion, 2008) perceives follow up
of training as a mechanism for the analysis of the relevance and effectiveness of the
objectives.

4.5. Effectiveness of Farmer Training

4.5.1. Knowledge change (acquired)

Training is the most important approach for generating and changing in Knowledge and
capabilities. In addition, it is helped the farmers to change their attitude towards improved
agricultural practices and living. Knowledge of the trained and untrained farmers was
measured using a “Teacher-made type test” containing relevant items. Item selection for the
test was done using similar procedure as indicated above. The test items included questions
related to basic aspects of rural household lives such as crop production, livestock
management, natural resource management, family planning and gender issues.

Table 20. Levels of knowledge of trained versus untrained farmers Alamata Woreda, 2010
(N=130)
Knowledge Untrained Farmers Trained Farmers χ 2 (p-value)
Scale Number % Number % 105.99
Low(0-13) 55 42.3 0 - (0.000)***
Medium(14-26) 10 7.6 17 13.1
High(27-40) 0 - 48 36.9
Source: survey result, 2010 *** Significant at <1% of probability level

Though there were 17 questions, some of them were seeking multiple answers, and hence
total 40 answers were expected. The answers were of nature specificity to avoid any
ambiguity in scoring. The scoring pattern was 1 score for correct answer and 0 score for
wrong reply. The respondents were asked the question and the answers were recorded. Later
these answers were evaluated and their total knowledge scores were calculated.

As depict in the above Table 20 the knowledge score of the trained household ranges from 14
to 40 with an average of 30.01. While the score of untrained farmers’ ranges from 0 to 15

69
with an average of 8.73. To see the effect of training on knowledge change first farmers
knowledge was ranked as Low, high and medium orders with total knowledge scores ranges
of 0-13, 14-26 and 27-40, respectively. The result of the knowledge test shows that, most of
the untrained sample households are under the low and a small number of them were under
medium knowledge categories whereas few numbers of the trained respondents are under
medium and majority of them are under high knowledge categories. Chi-square test also
conducted for the comparison of the significant percentage difference in knowledge test
between trained and untrained respondents with respect to low, medium and high knowledge
level. The result of the chi-square test shows that there is highly significant percentage
difference in knowledge score between the trained and untrained respondent ( χ 2=105.99,
P=0.00). Generally, when we assessed the knowledge of the sample households who have
different know how on the items, that is trained HHs were more aware than the untrained
farmers. For instance, farmers respond that the rate of DAP for crops in hectare ranges from
10-100Kg, whereas the rate of Urea for crops in hectare also ranges from 10-150kg. In this
case, most of the trained sample HHs responds that the correct answer which is 100kg of Dap
and 50kg of Urea for crops in hectare respectively. While from the total untrained farmers a
small number of them were accurately react.

As can be seen from the Table 20, knowledge test indicated that the trained farmers had better
level of knowledge when compared to the untrained farmers. The result also implying that the
trained farmers have better practical and theoretical know-how and related human relation and
livelihood enhancement arenas. The results of the study are in line with the findings of Babur
(2009), who reported that knowledge of coffee management practices of members of Farmer
Field School was higher than the non members. Perhaps this difference could be the
attributes of farmer to farmer experience sharing during and after training sessions, exposure
visit, and result and method demonstrations. As a result the number of farmers adopt
improved agricultural practices is increased. For instance before training commencement most
of the farmers were not aware of compost preparation, row planting and cultivation of
commercial oriented horticultural crops etc while currently most of them are able to justify on
such farm management practices.

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Moreover, the perceived impacts of the training shows quite promising and long are lasting.
On this issue, training can inspire people for a better life and notices that enable to enhance
production, income and better improvement on their overall life. In order to achieve the best
results farmers need to be aware of the real situation on adult learning. The experts also
seemed to be able to transfer the required levels of knowledge for a specific technology,
which is the key factor to implement extension packages.

4.5.2. Skill change

Training is the main instruments available to prepare individuals for a rapidly changing,
increasingly demanding of work and to improve their capability. It is also important tools for
assisting government officials, development personnel, extension experts and agriculturalists
in the realization of their program objectives and plans. Often we are faced with the need to
change something or to implement a new way of doing something. Hence, generally
assessment of indicators of training process is most important for effective training. Based on
these indicators of skill change on crop, livestock and natural resource related technology
training were summarized in Table 21 below. As can be seen from the Table during the last
one year about 10 major areas of crop training have been carried out at FTCs. Most of the
trained households were skilled on preparation of compost and manure, use of improved seed,
timely weed and pest management practices, tillage practices, proper fruit husbandry and
irrigation water management practices (timing and scheduling). Regarding livestock of
training 11 major areas have been executed at FTCs. As can be seen from table 21 a number
of the farmers skilled and practiced on forage husbandry, cattle fattening, sheep and goat
fattening, dairy production, poultry production and stall feeding/zero grazing respectively.
Whereas in NRM training majority of the farmers who participated in FTC based training are
found to be capable in soil and water conservation practices, followed by forest management
practices. However in rural institution training most of the trained respondents were
functionally applied or practiced on use of credit and use of family planning, respectively.
From this one can conclude important role of FTC based training improving the levels of
capability and application of the scientific principles in different agricultural technology.

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Table 21. Trained farmer’s response on effectiveness of training in skill change Alamata
Woreda, 2010 (N=65)
S/N Skill Change Frequency Percentage
Crop production technologies
1 Preparation and application of compost 26 40
2 Preparation and application of manure 36 55.4
3 Use of improved seed 27 41.5
4 Use of inorganic fertilizer 13 20
5 Timely weed and pest management 26 40
6 Tillage practices 20 30.8
7 Proper fruit husbandry 25 38.5
8 Row planting 11 16.9
9 Irrigation water management(timing and 21 32.3
scheduling )
10 Proper cropping calendar 9 13.8
Livestock production technologies
1 Forage husbandry 12 18.5
2 Cattle fattening 18 27.7
3 Sheep and goat fattening 9 13.8
4 Livestock housing 5 7.7
5 Dairy production 14 21.5
6 Poultry production 12 18.5
7 Beef production 2 3.1
8 Modern beehive 4 6.2
9 Stall feeding/zero grazing 20 30.8
10 AI services 5 7.7
Natural Resources Management
1 Soil and water conservation practices 52 80
2 Forest management practices 12 18.5
3 Nursery management practices 5 7.7
4 Improved stove use 5 7.7
Other social issues
1 Use of family planning 21 32.3
2 Use of Credit 15 23.1

Source: survey result, 2010

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In general, the knowledge, aspiration and practice test clearly indicates that training
significantly improved knowledge of farmers, aspiration towards different livelihood options
and application of technology related to different agricultural production system.

4.5.3. Effectiveness of FTC based training on agricultural technology adoption and

practice change

Practice is operationalized as the application of knowledge acquired from the training. It is the
transfer of learning. Practices of farmers were evaluated based on their responses on the
application of recommended technologies. As shows in Table 22 majority of the trained
farmers have notice better improvement in their overall behaviors towards the external worlds
of development, interpersonal communication, enhancement in group solidarity for collective
resource managements saving habit enhancements and also improvement in quality
production, respectively.

In addition to these, most of the trained farmers and a small number of the untrained
respondents also notices enhanced in improved seed adoption, inorganic fertilizer adoption,
herbicide/pesticide use, breed improvement, fodder adoption and veterinary service,
respectively. However, trained farmers are better adopters and practiced of technology than
untrained farmers. Chi-square test also conducted for the comparison of the significant
percentage difference in practice change between trained and untrained respondents with
respect to improved seed adoption, inorganic fertilizer adoption, herbicide/pesticide use, breed
improvement, fodder adoption and veterinary service. The result shows that there is highly
statistical significant percentage difference at less than 1 percent probability level (see Table
23). The probable reason for the difference in significance could be due to the training
effectiveness brings know how and practices change towards the technology. This area of
human resource development is quite pertinent for improvement of the quality of life of the
grass root farming communities. This was in agreement with the findings of Babur (2009)
who stated that the management practices of coffee by FFS member farmers were
significantly higher than those of non-FFS member farmers. To see the impact of training on
farmers’ practices comparisons were made using chi-square tests on different technologies

73
promoted by the extension system during that specified cropping calendar. Summary of the
result of trained and untrained farmers’ response on the introduced practices is presented here
under.

Table 22. Trained farmers’ response on interpersonal development Alamata Woreda, 2010
(N=65)
S/N Change in practices Percentage responses
1 Behavioral change 46.2
2 Interpersonal communication skill 18.5
3 Collective action enhancement 20
4 Saving habit enhanced 26.2
5 Quality production improvement 41.5
Source; survey result, 2010

In the study area extension service are common on credit, crop technologies, livestock
technologies, improved livestock, household packages, improved seeds, inorganic fertilizer,
herbicide/pesticide, improved breeds, fodder technologies and veterinary services. According
to the survey result majority of the trained with small number of the untrained farmers were
beneficiaries of credit services. The facilitation of credit is also very weak or even absent in
the past. But recently the situation is showing improvement and the credit facilitation is better.
In this case, there is a statistically significant difference between the trained and untrained
households from each other (X2 =4.74, P<5%) indicating that training is an important
development mix in bringing positive behavioral and practices change towards credit.

Table 23. Distribution of respondents on technology practice change Alamata Woreda, 2010
(N=130)
S/N Practices changes/ adopted Trained Un trained χ2
1. Credit 15.5 7 4.745**
2. Improved seed 42.3 24.6 16.31***
3. Inorganic fertilizer adoption 17.7 8.5 5.25**
4. Herbicide/pesticide use 43.1 21.5 24***
5. Breed improvement 21.5 6.2 14.53***
6. Fodder adoption 23.1 10.8 8.068***
7. Veterinary service 41.5 25.4 13.44***
*** Significant at P<1% ** Significant at P<5%
Source; survey result, 2010

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4.6. Exploration of Positive Deviance case among the Studied FTCs

The term positive deviance refers to ‘a departure from the norm’ which results in a positive
outcome. Our measure of positive deviance is based on the definition of positive deviance
which we have adopted from Speritzer and Sonenshein (2004). The authors define positive
deviance as: “Intentional behaviours that significantly depart from the norms of a referent
group in honourable ways.” The two key concepts for understanding and analyzing positive
deviance are ‘departure from the norm’ and ‘intentional behavior’. The former suggests that
positive deviance involves a departure from the norms of a referent group with some visible
indicators often unexpectedly. The second, intentional behavior underlines that the positive
deviance ought to be voluntary, purposeful, and discretionary.

In this research context, positively deviant FTC is the one that performed better than the other
FTCs regardless of similar problems and resource base. Of the four sampled FTCs Gerjalle,
Selambikalsi and Tumuga are supported by IPMS as a result they are more resourceful in
terms of communication facilities like computer TV and wire less telephone. However, all the
4 FTCs attended the training organized by IPMS. Background information on each FTCs
establishment, resources, activities, governance, linkages and partnership, etc were collected;
and individual interviews and group discussion were conducted with DAs and document
review were employed to identify and characterize any positive deviance case.

Secondly, brainstorming was conducted with experts at woreda office and local
administrations representing, respectively, supervising body and part of FTCs management
body. The discussion was held to elicit their views as regard to which FTC and in what
respect might represent a special case among the studied four FTCs. The dimensions of the
FTCs considered during the discussion included factors such as resource governances, linkage
with both governmental and non-governmental actors/organizations, client-orientation in
training design, delivery, monitoring and evaluation, actual and/or perceived impacts of the
training in addressing practical needs of different categories of farm households in their
respective kebeles. Further, discussion was held with other key informant farmers to compare

75
and contrast the FTCs from the same area, which are working to address more or less similar
challenges with comparable physical, financial and other resources. The brainstorming and
group discussion process helped to understand the key practices of each FTCs and to
highlighted and analyze the perceived superior results of the respective FTCs.

On the basis of data from interview and the participatory processes, activities (both
conventional and non-conventional) of the FTCs were differentiated, categorized and
contrasted to explore into the existence of any departure from norms (expected/conventional
roles and performance) and whether the departure that might exist was desirable of ‘an
honorable nature’. A list of set of behaviours perceived deviating positively and substantially
from norms or the expected roles and/or performance of FTCs were singled out and attempt
was made to learn about what exactly made the deviants successful.

Finally, a Likert- type response format was used for rating FTC in the positive deviance
analysis. The anchors for this scale were (1) disagree, and (3) agree with the middle point on
the scale being neutral (2). The instrument employed for assessing positive deviances were
refined with the relevant experts before actual application. The instrument was designed to
capture the extent to which the respondents agree or disagree to each item with reference to
each FTC. To understand whether a departure from norms has occurred, it is important for a
respondent from the appropriate referent group to rate the behavior. In our case identifying
positive deviance among the FTCs involves a unit departing from the office of agriculture and
rural development, hence the final rater were experts from the Alamata Woreda Office of
Agriculture and Rural Development who are engaged in a continuous assessment of activities
and performances of each of the FTCs and those who also understand the norms regarding
FTCs. Besides, the input of each DAs collected during FTC survey was instrumental for the
final rating of the deviance FTC.

According to the result (Table 24), S/Bikalsi FTC has been found a positive deviant. About 97
percent of the respondents agreed that the outputs of S/Bikalsi FTC was positively and
substantially different from outputs of the other FTCs. S/Bikalsi FTC outperformed as
reflected in indicators such as its diversified and substantial training outreaches, better credit

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access, effective use of technology, and high repayment rates among its clients , successful
promotion of commercial vegetable production and fattening, better cattle breeding service
provision (exotic bull service) well designed demonstration fields of the FTC, large and
increasing number of improved technology adoption among its client farmers. Further, more
than 85 percent of the respondents agreed that the outstanding performance of S/bikalsi FTC
was resulted from intentional behavior, did not happen by chance.

In the second place, about 58 percent of the respondents agreed that Tao, although established
relatively late and got less support, also represents a substantial departure from the remaining
FTCs. Among others, in its training outreach and the quality of demonstration field
management incorporating new crops like jathropha, moringa and different fodder banks are
some of the indicators of recognizable norms of the FTC.

The result with regard to Gerjalle FTC is mixed. Although 52 percent of the respondents
perceive favorably the relative performance of Gerjalle FTC, more than 50 percent of the
respondent disagreed that the performance represents a substantial departure and expressed
some reservation as regards to the FTC sustainability indicators.

This is witnessed by the availability of field demonstration of commercial crops and forage
multiplications, the availability of family drip systems and water reservoirs built by the
community mobilization and the availability of physical and biologically soil and water
conservations are some of the indicators for the existence of intentional actions. In this regard
about 75 and 55 percent of the respondents also agreed on the intentional actions of Gerjalle
and Tao FTCs, respectively. However, more than 50 percent of the respondents also agree that
Tumuga lacks the element of intention from all stakeholder, the indicators for such responses
were justified by the absences of representative field demonstration sites and supporting
infrastructures.

The third criteria used to characterize positive deviance FTC was the performance represent
an honorable nature beyond the ambitions of the FTCs actors. To capture this issue indicators
and certificate offered by the woreda to the FTCs were assessed. Based on the document

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assessment and experts rating of the sampled FTCs about 95 percent of the respondent agreed
on the performances of S/bikalsi as an honorable nature than the rests of the woreda FTCs. To
verify this response we also get some important indicators of honor and prizes given to it like
the modular training graduation and the certificate they obtained before 4 years. In this regard,
about 65 percent of the respondents also pointed out on the performances of Tao FTC as an
honorable nature. However, more than 50 percent of the respondents disagreed on the
performances of Tumuga and Gerjalle to be honorable nature in their performances.

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Table 24. Experts levels of agreement on the analysis of Positive deviance FTC Alamata
Woreda, 2010 (N=20)
S Items used to measure Positive FTC
/ Deviance Level of Gerjalle Tumuga S/Bikalsi Tao
N agreement (%) (%) (%) (%)

Departure From Norms

1 The behaviors/ outputs described in the Disagree 20 25 - 5
FTC (training, technology Neutral 35 45 - 20
dissemination, loan repayment etc)/ Agree 55 35 100 75
significantly departed from other FTCs
2 The FTC out smarts/acted in a way that Disagree 5 5 - 30
was not expected Neutral 55 45 5 25
Agree 40 40 95 45
3 The actions of the FTC did not Disagree 30 65 - 5
represent Neutral 10 25 - 30
"business as usual." Agree 60 10 100 65
Intention
1 The behaviors/outputs described in the Disagree 15 30 - 5
FTC (training, technology Neutral 10 25 15 45
dissemination etc) were intentional Agree 75 45 85 55
rather than happening by chance.
2 What occurred happened in the FTC Disagree 10 30 10 25
(training, technology dissemination, Neutral 25 25 5 35
loan repayment etc) by accident Agree 65 45 85 40
3 The DAs, administrators and Disagree 5 10 - 10
stakeholders in the FTC acted Neutral 30 15 10 45
voluntarily rather than being coerced by Agree 65 75 90 50
others.
4 The actions of the FTC were Disagree 5 10 - 10
discretionary/open/unlimited. Neutral 30 15 10 45
Agree 65 75 90 50
Honorable Nature
1 The outputs described in the FTC Disagree 25 55 - 15
(training, technology dissemination, Neutral 30 5 5 20
disbursement loan repayment etc)/ in Agree 45 40 95 65
the episode/FTC were honorable.
2 The actions of the FTC could be Disagree 25 55 - 15
characterized as virtuous. Neutral 30 5 5 20
Agree 45 40 95 65
3 The FTC outputs described in the FTC Disagree 30 35 20
(training, technology dissemination, Neutral 25 55 5 15
loan repayment etc) / episode could be Agree 55 5 95 65
described as ennobling.
4 The FTC performance is honorable Disagree 25 55 - 15
Neutral 30 5 5 20
Agree 45 40 95 65
Sources: own compilation, 2010

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Knowledge and information Network

The DAs stationed at FTCs besides conducting farmers training and technology
demonstration, they facilitate various field level activities relating to extension, on-farm
research, mobilization, organization of farmers, input delivery, services provision by various
state and non-state actors. DAs are supported by both public and non-governmental
organization in different areas of their daily activities. Hence, actors’ description is an
important issue to know positively deviant FTCs. Description of the actors and their roles in
the FTC is primarily based on information collected during the appraisal with DAs and the
FTC management bodies. The public actors such as zonal and regional bureaus of agriculture
and rural development, Alamata agricultural research center, EIAR, Maichew ATVET and
Mekelle University are the important sources of Knowledge and information of the FTCs.
IPMS project and World Vision are the major external supporters of the FTC in capacitating
the FTC both financial and infrastructures. From the total sample FTCs Tumuga, S/bikalsi and
Gerjalle have been supported by IPMS. In Tumuga, S/bikalsi and Gerjalle FTCs IPMS have
invested in capacity development activities such as information and infrastructure
development to improve connectivity of the FTC, knowledge sources, equipping the FTCs by
providing communication, audio-visual equipment, on job training as well as organizing and
covering different educational tours. The facilitation and capacity development role of IPMS
is pivotal.

At FTC level, PA administration is an important actor in mobilizing farmers for collective

actions like natural resource rehabilitation and management, encouraging farmers’
participation in extension packages, organizing and supporting cooperatives. Beside, farmers’
organizations like Shewit cooperative and privet firms are also important actors in supporting
the FTC. In general Selambkalsi has a better linkage followed by Gerjalle FTC and Tumuga
with different sources of finance, information, knowledge and technologies (see table 25).

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Table 25. DAs response on FTC organizational linkages Alamata Woreda, 2010 (N=14)

Organization linked with FTC

Gerjalle Tumuga S/bikalsi Tao
Ethiopian Institute of Agricultural Research Formal - Formal -

Alamata Agri.reseach Center Formal Formal Formal -

Public extension services (Federal) - Formal Formal -
Public extension services (Regional) Formal Formal Formal -
Public extension service (Zonal) Formal - -
Mekelle university Informal - Informal -
Foreign technical assistance (projects) Informal Informal Informal -
Maichew ATVETs Informal Informal Informal -
Private firm (Solomon) Formal Informal - -
IPMS Formal Formal Formal Informal
World Vision - Informal Formal -
DECSI Formal Informal Formal Formal
TAMPA - - Formal -
IFAD - Formal -
Farmers organizations or coop (specify) Formal Formal Formal -
Source: Own compilation, 2010

Training outreaches of the FTCs

The very objective of FTC establishment was to upgrade knowledge and practical skills of the
farming households and to avail agricultural information and technical support so as to
positively contribute for agricultural development of its mandate area. During 2009/2010
production season, each FTC has offered training activities in the area of crop, livestock,
natural resource management commodities and related issues. The durations of the training
varies based on the content and complexity of the topic to be trained. Major areas of the
training were soil and water conservation, household package, compost preparation, livestock
fattening, credit, fertilizer usage, agronomic practices such as row planting, irrigation and
livestock feed managements on urea treatment and urea molasses blocks etc. Target
beneficiaries of the training vary from commodity to commodity and from FTC to FTC as
well.

As Table 26 shows, Selambikalis FTC has performed relatively much better interns of
outreach and gender sensitivity in training. For instance, of the total 1516 farm households

81
86% of MHH and 47% FHH were beneficiaries of the training delivered in crop commodities.
Similarly, about 65 and 46 percent of MHHs were trained in livestock and natural resources
commodities, respectively. While about 53% and 28% of the FHHs were also trained in
livestock and natural resources related commodities. Toa FTC is also the second efficient
FTC in crop technology related training with 85% of the MHHs and 17% of FHH training out
reaches. Toa is also second in terms of NRM training with 28% MHH and 14% FHH out
reaches and third with respect to livestock training that cover about 63% MHH and 10%
FHHs.

Table 26. DAs response on trainings offered in agriculture and rural development in the past
12 months at FTC Alamata Woreda, 2010 (N=14)

Training Percentage of Trainee Categories by sex and FTC

subject
Gejalle Tumuga S/bikalsi Tao
M F M F M F M F
Crop 30 2.1 57 3.2 86 47 85 17
Livestock 9 2 67 14 65 53 63 10
NRM 14 4 1.8 0.07 46 28 28 14
Source: own compilation, 2010.

In regards to livestock commodity training outreach Tumuga is the second next to Selam-
bikalis with 67 percent MHH and 14 percent FHH beneficiaries while it is the fourth with
respected to NRM that covers 1.8 percent and 0.07 percent of the MHH and FHHs. Gerjalle
FTC is the least in terms of crop and livestock technology training out reaches with 9 and 2
percent in crop and 30 and 2.1 percent MHH and FHH in livestock related technology
beneficiaries, respectively while Gerjele is ranked third in terms of NRM trainings with 14
and 4 percent FHH and MHH out reaches.

The role played by each FTC in technology dissemination

Fertilizer

During the 2009/2010 production season except Gerjalle three of the sampled FTCs have
supplied fertilizer to their clients in collaboration with fertilizer supplier institutions. Of the

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total supplied amount for the 4 FTC Selambikalsi covers 61 percent while Tao and Tumuga
supplied 23 and 16 percent.

Commercial crop

Onion is one of the newly introduced commercial vegetable crops in Alamata. From the total
formally disseminated onion seed during the 2009/2010 production season S/bikalsi received
40 percent followed by Tumuga, Gerjelle and Tao. This is one of the indications for departing
and success of the FTC from others in shifting in cropping system from food crops to market
oriented commodities.

Table 27. FTCs in technology dissemination

Technology dissemination Percentage share of the FTC in technology
dissemination
Gejalle Tumuga S/bikalsi Tao
Fertilizer - 23 61 16
Onion seed 13 38 40 9
Cereal(Maize and sorghum) 51 22 18 9

Sources: AWARD, 2009

Staple food crop technology adoption

In the 2009/2010 production season improved seeds of these commodities were supplied to
each FTC. Out of the total supplied seeds of these crops 51 percent of them were disseminated
in Gerjalle followed by Tumuga, Slembikalsi and Toa. Diffusion/ dissemination of
consumption crops could be also an indication for weakness of introducing and influencing
the farming community in commercial orientation which is also witnessed in the relatively
poorly deviating FTCs like Tumuga and Gerjalle.

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 5. SUMMARY, CONCLUSION AND RECOMENDATIONS

5.1. Summary

The critical challenge confront most developing countries including Ethiopia is improving the
life situation of rural community at least in securing them with basic needs. The prevalence of
poverty and its severity made millions of people out of the basic needs of survival. Among the
reasons for the rural households to live in poverty is lack of knowledge and skill on improved
farming and poor utilization of new technologies, and thereby lack of improvement in
agricultural production and productivity. To alleviate this problem, educating farmers through
basic education intervention and farmers training on improved agricultural and living
practices is paramount important. Among others, the establishing of FTCs in every peasant
associations in Tigray region in particular and Ethiopia in general is an emerging agricultural
extension strategy aiming at developing human capital through training to enhance farmers’
knowledge, practical skills, aspiration and practice change for improving production and
productivity and rural livelihoods.

Sometime has elapsed since FTCs have been made functional in Alamata Woreda to facilitate
human resource development and agricultural transformation. However, systematic
assessment including from the farmers’ viewpoint of the relevance and the effectiveness of
the various aspects of trainings has not been done yet. Thus, addressing these knowledge gap
is paramount important. Hence, this study was aimed at analyzing the relevance and
effectiveness of FTC-based training in knowledge, aspiration and practice change. In addition,
the study has made an attempt to explore whether there is (are) positively deviating FTC(s)
among the studied four FTCs. The latter was done to identify any successful practices for
scaling out.

The study was conducted in four purposefully selected PAs of Alamata Woreda; and the
household survey covered 130 randomly selected farmers, 65 trained and 65 untrained. In
addition, 14 DAs and 20 woreda experts were also consulted during the data collection

84
process specifically to identify and characterized positive deviance FTCs. Semi-structured
interview schedule was used for collecting the essential quantitative data from the sampled
trained and untrained respondents. Qualitative data was collected through observation, focus
group discussions, expert and DAs interviews. The quantitative data was analyzed by using
descriptive and inferential statistics such as cross tabulation, frequency, percentage, chi-
square and t-test. The qualitative data was analyzed through interpretation, triangulation,
description and appreciation of facts. Moreover, a Likert- type response format were used to
rate positive deviance FTC, the anchors for this scale were disagree, and agree with the
middle point on the scale being neutral.

Based on the result of this study, FTC based training is found relevant in terms of timeliness,
schedule and venue of training, the overall knowledge, practical farming skills of the trainers
and communication skill of the resource person. However, in the entire sample FTCs well
organized and planned training needs assessment was not conducted. This signifies that the
trainings made so far were mostly not need based. Besides the study also revealed that, all the
FTCs used class room lecture, visiting demonstration fields, group discussion, field practices
and visiting model/exemplary farmers’ field training methodologies at varying degree,
although all the FTCs seem to give more emphasis to classroom lecture. However, field
practice and practical demonstration were the two most important and appropriate for
effective training on a specific agricultural production technology. Mostly the training
delivered was theoretical, being lecture one of the most commonly used methods. Follow-up
and regular evaluation of trainings did not exist and measurements of participant's reactions
and outcomes of trainings have not been undertaken systematically.

With respect to the effectiveness of the training, the knowledge, aspiration and practice
change brought through training were also assessed. The study shows that there is
significance change in knowledge, aspiration and practice of trained and untrained farmers.
Trained farmers knowledge, aspiration and practice were found to be higher than the
untrained farmers had acquired. It was observed that the significant numbers of untrained
farmers’ knowledge, aspiration and practice level on extension packages were categorized in
the low range for all of the FTCs.

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From the 4 sample FTCs Slembikalsi is found to be positively deviating FTCs. Based on
departure from the norms, intentional behaviors, and honorable outcomes such as technology
dissemination, exemplary demonstration field management, diversified and substantial
training outreaches with relatively balanced gender equality as indicators of positively
deviating successful FTCs of S/bikalsi. In addition, Tao, although established relatively late
and got less support, also represents a substantial departure from the remaining FTCs next to
Slembikalsi. In this research context, positively deviant FTC is the one that performed better
than the other FTCs regardless of similar problems and resource base. In fact, the result is a
function different stakeholder, among others the role played by IPMS and wereda offices of
agriculture were pivotal.

5.2. Conclusion and Recommendations

The study has revealed that FTC based farmers training is relevant in most of the training
components except that of TNA, practical orientation, in inclusion of ITK, follow up\ regular
evaluation of trainings and gender considerations. However, FTC based training is effective in
changing the level of knowledge, aspiration and practice of the farmers have on different farm
commodities. Based on composite indicators of positive deviance like intentional behavior,
departure from the norm etc.., two successful FTCs were also found for scale out. Based on
the results of this finding the following recommendations have been forwarded so as to
improve the relevance and effectiveness of FTC based trainings.

• As agriculture is the base for this country, thus way to enhance productivity through
promoting of training or extension education throughout the region in general and the
study area in particular need to take into account. To implement this development
policy and program intervention should be designed at the grass root levels.

86
• In this study we observe training need assessment is a lacking element. Hence,
emphasis should be placed on making decisions and setting priorities based on
information gathered from the people likely to be affected by these training programs.

• Most of the training was highly theoretical and lecture type of methodology hence,
redirecting in mixing both theory and practice with the help of audio visual aids and
different demonstration methods should be future assignment as most of the farmers of
our country are illiterates.

• The results of this study indicate the existences of disparities among FTCs in facilities
which may influence the relevance and effectiveness of training. Hence, there is a
need to make concerted effort to capacitate the FTCs. Towards this end, policy makers
should allocate sufficient resources to FTCs for extension education, if need be
thought generate from NGOs.

• One of the issues raised by trained farmers and DAs was lack of reference manual and
training materials in the FTCs. Hence, training to be relevant as much as possible
written manuals and training materials should be available in the FTCs and for trainees
after the training so to sustain the trained knowledge. In addition, uses of locally
available materials, such as specimen of weeds, plant diseases, samples of fertilizers
etc. should be encouraged based on the learning objectives, availability, conditions of
the audiences and skills of users.

• In this study female farmers’ participation is found poor. Hence, alternatives training
programs should be arranged to encourage females’ participation equally with their
counter parts so as to improvement productivity and to solve various farming
problems of females.

• This study also disclosed absences of monitoring and evaluation mechanisms. Hence,
developing joint follow-up and regular evaluation activity at all levels of training and
FTCs, through participation of all concerned stakeholders to make the roles of FTCs

87
 more effective, to sustain their knowledge and improve practice as a whole is
paramount important.

• We find also there is gap between FTCs in linkage and networks. Therefore, the
linkage of FTCs should be strengthen with different stakeholders for improving the
status and potential of FTCs and enhancing the capability of the DAs as well as
farmers at least through experience sharing from within and at most through creating
suitable network with different institutions to each FTC.

• We find also lack of budget in the daily routine activities of all FTCs. Hence, to solve
the financial constraint, the woreda in collaboration with different stakeholders and
respective kebeles have to allocate budget and they have to search other income
options. For example, revenue generation schemes within the FTC compounds which
can be used at least for training.

• Training outreach varies among FTCs which is the results of both endogenous and
exogenous factors of the FTCs. Therefore, there should be immediate attention in
assessing these governing factors and resolving the shortfalls and creating alternative
incentive/reward systems for successful DAs and FTCs

• This study also revealed that positive deviance FTCs are relatively better in
disseminating commercial oriented commodities. Hence, there should be experience
sharing mechanisms among FTCs so as to cross fertilize the successful results
throughout the study area.

• Finally the author recommend that, to improve the relevance and effectiveness of
farmers training at FTCs in different aspects and to generate more information in order
to enhance the knowledge and capability of farmers which can serve as an experience
for others further studies has to be conducted at regional and national level.

88
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being outcomes in Ethiopia towards an empirical exploration Addis Ababa.

Tesfaye Lemma, 2008. A report on appraisal of dairy and forage innovative system.
Unpublished paper.

Torkel A., and Theo S., 1997. Shaping a Labor Market Based Training Policy for Lesotho.
South Africa.

93
Tsion Tesfaye, 2008. Effectiveness of farmers training offered by Ethiopian Institute of
Agricultural Research to farmers: the case of Holeta, Melkassa and Deber Ziet agricultural
Research Centers. An MSc Thesis Presented to the School of Graduate Studies of Haramaya
University.76p.

Verner, C., 1964. Adult Education: The Center for Applied Research in Education, Inc.
Washington DC.

Wolday Amha, 1999. Improve Seed Marketing and Adoption in Ethiopia. Ethiopian Journal
of Agricultural economics. 3:41-80.

World Bank, 1997. Emerging issues in developing countries. World Bank Policy and
Research Bulletin, 8, 4, pp. 1-25, World Bank, Washington DC.

World Bank, 2006. Linking agricultural innovations to knowledge sharing in Africa. IK

Notes, No. 88.

Zeleke, W.M., 2000. Study on Functional Literacy Programme for Agricultural and Rural
Development in Ethiopia, Addis Ababa.

94
7. APPENDICES

95
Appendix Table 1. Conversion factors used to calculate Tropical Livestock Units (TLU)

Animals TLU-equivalent
Calf 0.25
Heifer & Bull 0.75
Cows & Oxen 1.00
Horse 1.10
Donkey 0.70
Ship & Goat 0.13
Chicken/poultry 0.013
Source: Strock et al., (1991)

Appendix Table 2. Farmers’ response on skill orientation of training Alamata Woreda

2010(N= 65)
S/N Areas of training Training skill orientation (%)
Very theoretical Very theoretical Very theoretical
Natural resource management 47.95 36.13 15.95
1 Soil water conservation practices 27.8 48.1 24.1
2 Forest protection and management 65.2 26.1 8.7
3 Nursery management practices 57.1 28.6 14.3
4 Use of improved stove 41.7 41.7 16.7
Crop technology 61.53 27.25 11.23
1 Compost preparation 66.7 16.7 16.7
2 Back yard manure preparation 47.6 40.5 11.9
3 Use of improved seed 75.7 16.2 8.1
4 Use of inorganic fertilizer application 64.3 32.1 3.6
5 Weed and pest management practices 63.3 30 6.7
6 Tillage practices 64 32 4
7 Fruit husbandry 51.5 33.3 15.2
8 Row plating 57.7 23.1 19.2
9 Irrigation water management practice 60.9 30.4 8.7
10 Crop calendar 63.6 18.2 18.2
Livestock technology 66.86 20.83 12.27
1 Forage husbandry 55.6 27.8 16.7
2 Cattle fattening 60.7 17.9 21.4
3 Sheep and goat fattening 60.9 30.4 8.3
4 Animal housing 64.3 35.7 -
5 Dairy production 63.6 27.3 9.1
6 Poultry production 80.8 11.5 7.7
7 Beef production 75 8.3 16.7
8 Modern Beehive 73.3 20 6.7
9 Cut and carry/ zero grazing 67.7 16.1 16.1
10 AI service 66.7 13.3 20
Other social issues 67.97 21 10
1 Use of credit 73.9 13 13
2 Family planning 63.3 23.3 13.3
Source: survey result, 2010

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Appendix 4. Interview schedule

General Instruction for the interviewer

Please make sure that the interviewee has fully understood the objectives of the interview and the
information s/he gives will be confidential.

It is absolutely necessary to win the confidence of the interviewee by creating climate of friendship
and trust and asking her/him convenient time and place to get reliable information.

Please skip questions you feel sensitive or the interviewee is reluctant to answer at the beginning of
the survey.

Don’t make any promise of help and use local unit and expression while interviewing farmers.

Write any additional information you get from interviewees in your notebook and/ or at bottom of the
pages of the questionnaire in the language you are comfortable with (Tigray, Amharic or English).

Serial No. of the interview schedule_______________________

Name of the kebele (tabia) ______________________________
Name of the village ___________________________________
Name of the FTC ____________________________________
Interviewee name _____________________________________
Date of interview _____________________________________
Interviewer name _____________________________________

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A. HOUSEHOLD CHARACTERISTICS
1. Household demography

Age group Number Education@ Currently going Health status

to school Yes/No Ok/sick*
Adult male (17 – 50 years old)
Adult female (17 – 50 years old)
Female greater than 50 years old
Male greater than 50 years old
Young male (14 – 16)
Young female (14 - 16)
Children less 14 years
Legend- Education level: 0 = Can not read and write 1 = Able to read and write, but no formal Schooling
2 = Primary school 3 = Secondary school
2. CHARACTERISTICS OF THE RESPONDENT
No. Attributes
1 Age
2 Sex
3 Religion
4 Marital status
5 Education level (codes the same as above)
6 Experience in farming_____ (year)?
7 How long s/he participated in crop extension
8 How long s/he participated in livestock extension
9 How long s/he participated in other household package other
than crop and livestock such as adult education, health &
nutrition, non-farm, etc (specify)
10 Have you ever been a model farmer? Yes\No
Legend: Sex- 1=male Religion 1= Christian Marital status 1= single 3= widow
2= Female 2= Islam 2= married 4= divorce
Educational level 0= Can not read and write 2= Primary school
1= Able to read and write 3= Secondary school

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B. Farm Household resource endowment
3. FARM RESOURCES
3.1. Did you face shortage of labor in the past 12 months (√)? Yes No
3.2. Do you use hired labor in the past 12 months (√)? Yes No
3.3. If your answer is yes, the number of labor hired used ------------------------?
3.4. Livestock ownership
Category Number owned (heads) current
Cows
Heifer
Oxen
Bulls
Calves
Camel
Donkey
Sheep
Goats
Hives (local)
Hives (improved)
Chicken

3.5. Did you face shortage of oxen during this crop season? Yes/no ____
3.6. If yes, how did you overcome it? 1. By rent 2. By begging 3. By digging 4. Shared in

4. Farm implement and household items

4.1. Farm implements
Implement /equipment √)
Yes(√ √)
No(√ Number
Akafa (spade)
Dongora (hoe)
Gorbotta (saddle for donkey transportation)
Maresha (yoke & plough)
Machid (Sickle)
Kotto (axe)
Pump
Latrine
Other (specify)

99
5. House type and household items
5.1. House type
Type √)
Yes(√ √)
No(√ Number Value
Thatched house
Tine- roofed house without partitions
Tine- roofed house with partition
Other (specify)

5.2. Purchased household items

Items Yes(√) No(√) Number Value
TV
Transistor radio
DVD/VCD player
Tape recorder
Bicycle
Any mat
Lantern thermos flask lump
Other (specify)
6. Access to land and land use
6.1. How much is the current total holding size in timad?
6.2. How did the household acquire the land?
1. Land distribution 2. Inheritance 3. Gift 4. Rented in 5. Shared in

7. Participation and position in rural institutions/organizations

Organization name Member? Leader/management member?

Yes(√) No(√) Yes(√) No(√)

Development group
Tabia Food security task force
Model farmer
FRG
Cooperative
Women affairs
youth association
Member of political Party
Other (specify)

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C. LIVELIHOOD OPTION AND CHOICES

8. Get the lists of the main livelihood options for the household including cereal, vegetables, fruits, livestock- dairy, cattle fattening,
sheep/goats, beekeeping, poultry, off/non-farm, etc with most important option in the last 12 months.
Options Yields Participation Contributing factors Price Income Contributing Rank Total Responsibility
Yield
trend trend trend trend factors Production post- marketing Control Make

Yields Participation Price income harvest over spending

income decisions

Crop

Livestock

Off\Non
farm

Legend- Yield trend: rate on scale 1 (declined substantially) to 5 (increased substantially) tendency Participation trend: rate on scale 1 (declined
substantially) to 5 (increased substantially) tendency Price trend: rate on scale 1 (declined substantially) to 5 (increased substantially) tendency
Income trend: rate on scale 1 (declined substantially) to 5 (increased substantially) tendency
Rank: in order of relative importance to household from 1 (most important), 2(second most important), etc.
Responsibility: 1= mainly husband 2= mainly wife 3= both 4= son 5= daughter
Crop option: 1. Cereals 1.1. Maize 1.2. Sorghum 1.3. Teff 1.4. Wheat 1.5. Barley 2. Vegetables 2.1. Onion 2.2. Tomato 2.3. Potato 2.4.
Cabbage 2.5. Carrot
Livestock option: 1. Cattle fattening 2. Shoat fattening 3.Dairy 4. Poultry 5. Beekeeping
Off\ Non-farm Option: 1. Trading 2. Beverage 2.1. Swa 2.2 Tej 2.3 Caticala 3. Guard 4. Builder 5. Daily labour 6. Crafts men 6.1 Pottery 6.2.
Wood and metal work 6.3. Weaving

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 Legend- Contribution factor for declined substantially Contribution factor for increased substantially
Contribution factor
Yield 1. Shortage of rainfall 2. Flood 3. Diseases and pest 4. Lack of Knowledge on inputs 5. 1. Proper use of input 2. Access to input 3.Enough rain
Traditional farming system 6. Inappropriate handling product 7. No access to full 4. Enough Awareness
inputs/technology
Participation 1. High population 2. Lack of employment 3.Less advantage 4.Lack of money 5.Lack of 1. Availability of infrastructure 2. Availability of work
market 6.Lack of infrastructure 3. Availability of market 4. Availability of enough oney
Price 1. Shortage of market information 2. Distance 3. Lack of Production quality 4. Lack of 1. Access of market information 2. Production quality 3.
infrastructure 5. Lack of credit service Availability of infrastructure 4. Access to credit service
Income 1. Shortage of money 2. Shortage of materials 3. Shortage of market information 1. Enough money 2. Access of market information 3.
4.Inappropriate handling product 5. High interest rate 6. Shortage of rainfall Access to input 4.Enough materials 5. Enough rain full
6. Proper use of input

9. ASPIRATION AND, PERCEPTION OF CONSTRAINTS AND SOLUTIONS

Options Your important goal How you intend to Constraints to achieve the Have you try to overcome
\aspiration achieve goal Yes\No How?
Crop

Livestock

Off\none-farm

Legend- 1.goal on Crop &livestock: 1. For selling 2. Human food 3.For seed 4.Animal feed 5. For breeding 6. Plough 7. Draft power
Goal for Off\non farm:1. Create livelihood options 2. Agricultural income is not sufficient 3. Occurrence of Rapidly drought
2. Crop achievement:1. Using inputs 2. Soil water conservation 3. Land expansion 4. Management practice
Livestock Animal breeding achievement: 1. Animal breeding 2. Increase the quality and quantity of animal 3. Use different animal feed
Off\non farm achievement: 1. Daily labour 2. petty\different trade
3. Constraints: 1. Shortage of money 2. Lack of credit service 3. Shortage of rainfall 4. Flood 5. Disease and pests 6. Shortage of awareness on inputs
4. Overcome on crop option: 1. Land expansion 2. On time sowing 3. Properly use of inputs 4. Water harvest practice
Overcome on livestock option:1. Breeding 2. use different animal feed 3. Proper feeding

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10. Access to credit
Items Yes(√) No(√) Who access Amount Purpose/
Male Female Male Female reason
Do you need loan for your agricultural
activities?
Do you need loan for activities other
than agriculture (off/non-farm)
Did you borrow from formal source in
last 12 months?
Other (specify)
Legend- Purpose/reason: 1. To bought improved seed 4. To educate my children 7. To payment (daily labour)
2. To bought farm equipment. 5. To bought medicine 8. To rent house 10. To bought animal
3. To bought fertilizer (pest\insect side) 6. To return packages 9. To bought materials
11. Access to inputs and supportive services for priority livelihood options
Access to inputs and services for priority Access Source(in the Accessibility and utilization
crop option livestock option and Off/non- Yes (√) No order of Constraints
farm (√) importance)
crop option
Access to improved seed 1
2
Access to inorganic fertilizers 1
2
Access to irrigation moisture 1
conservation(rainwater harvesting 2

technology) 3

Access to inputs and/or protection 1

service(anti weed, herb side and insect 2

side) 3

Livestock option
Access to improved breeds or breeding 1
service 2
3
Access to improved feeds (Forage, 1
grass 2

Access to inputs and/or protection 1

service(veterinary service) 2

Access to preservation and processing 1

technology 2

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Access to inputs and services for priority Access Source(in the Accessibility and utilization
crop option livestock option and Off/non- Yes (√) No order of Constraints
farm (√) importance)

Off/non-farm option
Access to inputs/technology 1
2
Legend- Sources: 1. Woreda bureau of agriculture 3. Union 5. WV 7. Farmer 9. Private sectors
2. Cooperatives 4. IPMS 6. REST 8. Research center
Constraints: 1. Shortage of money 3. Lack of credit service 5. Inappropriate payment 7. Bureaucracy
2. Price expensive 4. High interest rate 6. Shortage of rainfall 8. Bureaucracy 9. Untimely access of input

12. Access to extension advisory service

1. What are your main sources (in the order of importance) of knowledge & information for your
priority livelihood options?

Knowledge domain Access Option 1 Option 2 Option 3

Yes No
Knowledge & information on improve 1. 1. 1.
production input/technology in crop, livestock, 2. 2. 2.
and off/non-farm technology 3. 3. 3.
Knowledge & information on crop protection 1. 1. 1.
/animal health 2. 2. 2.
Knowledge & information on products 1. 1. 1.
(farm/non-farm) handling & processing 2. 2. 2.

Knowledge & information on product market 1. 1. 1.

(quantity and quality demanded, price trend, 2. 2. 2.
market outlet, etc)? 3. 3. 3.
Knowledge & information on specific policies 1. 1. 1.
such as access to land, water and grazing area; 2. 2. 2.
animal health regulation, cooperative law, etc 3. 3. 3.
Other specify 1. 1. 1.
2. 2. 2.

Legend- Sources: 1. Radio 2. TV 3. Magazine\Newspaper 4. Model farmers 5. Training 6.Experience

sharing 7. Private input suppliers 8.Tabia /community meeting 9.Pamphlet 10. DAs

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13. Participation in other extension activities in the past 12 months

Learning events Participation Who took part Please specify Practical

Yes No the subject usefulness
Managing demonstration/on-farm trial
Farmer field day
Experience sharing visit
Farmer-to-farmer knowledge sharing
Discussion with model farmer
FRG /FFS
Other (specify)
Legend- Who took part: 1= husband 2= wife 3= both 4= son 5= daughter Practical usefulness: 1. not useful 2. Useful
3. Highly useful
14. Frequency of contact with DAs during last cropping season: 0. no contact 1. Once in a season 2. Quarterly
3. Every other month 4. Fortnightly 5. At least once in a week? ______

15. Which other means do you use for accessing knowledge and information?
Possible means √)
Yes(√ √)
No(√ Importance@
TV/Radio
Training (non-modular)
Training (modular)
Tabia /community meeting
Private input suppliers
Other (specify)
News paper/fliers
Local school
Legend- Rate relevant sources@ from: 1. not useful 2. Useful 3. Highly useful

16. Knowledge gap assessment

No. Description of knowledge gap Knowledge gap target Identification process

1
2
3
4
5
6
7
8
9

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17. In your view, what are the 3 main constraints in accessing knowledge/information and in accessing
credit in your priority livelihood options?

Livelihood options Constraints in accessing Constraints in accessing

knowledge/information finance/credit
Crop option 1 1
2 2
Livestock option 1 1
2 2
3 3
Off\non-farm option 1 1
2 2
Legend- Constraints in accessing knowledge/information: 1. Distance of residence from 2. Distance of residence from FTC Woreda
3. Lack of innovators Constraints in accessing finance/credit: 1. High interest rate 2. Bureaucracy 3. Inappropriate payment
4. Lack of credit Utilization 5. Lack of information 6. Belief\Religion 7. Lack of credit service

18. Assessment of farmers’ Knowledge & perception of new technologies & practices

18.1. What is the rate of DAP for crops in hectare?

18.2. What is the rate Urea fertilizer for crops in hectare?
18.3. What are the artificial fertilizers?
18.4. What are the natural fertilizers?
18.5. What are the advantages of compost and manure over inorganic fertilizer?
18.6. What are the advantages of row planting over broadcasting method?
18.7. What are the advantages of anti weed over hand weeding?
18.8. Mention the advantages of artificial insemination?
18.9. What are the advantages of animal vaccination?
18.10. Mention the advantages of modern beehive over local one?
18.11. What are the things used for fattening?
18.12. Mention the causes of soil degradation?
18.13. What is soil conservation structures used for controlling soil degradation?
18.14. Mention the consequence of natural resource degradation?
18.15. Mention the advantages of family planning?
18.16. What are the contraceptive methods?
18.17. What are methods used to HIV prevention?
18.18. How confident are you in practically applying the technology effectively or teaching other farmers
how to effectively apply it? 1. Very low 2. Low 3. Medium 4. Good 5. very good

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 For trained farmers
I. ACCESS TO AND, PERCEPTION ABOUT THE RELEVANCE AND EFFECTIVENESS OF FARMR
TRAINING
1. Have you attended modular training at FTC?

Reasons
1.1 No, neither ever attended modular training (please 1.
provide detailed reasons) 2.
3.
1.2 Do you wish to attend modular training in the 1.
future (yes/no)? 2.
3.
1.3 Yes, I started and discontinued 1.
2.
1.4 Yes, I attended & successfully completed the 1.
training 2.
1. Have you ever attended non-modular short training at FTC?

Motivating/inhibiting factors
1.1 No, neither ever attended non-modular short 1.
training at FTC 2.
3.
1.2 Do you wish to attend non-modular training in the 1.
future? 2.
3.
1.3 Yes, I started and discontinued. 1.
2.
3.
1.4 Yes, I attended & completed the training 1.
2.
Legend- Reason

1.1: 1. Labor shortage 2. Selection bias 3. Gender sensitive 4. Lack of awareness 5. No modular training at all
6. Distance of residence from place of training

1.2: 1. To get Knowledge 2. To enhance our productivity 3. To change our environment 4. To change Attitude

1.3: 1. Labor shortage 2. Not need based 3. For so long time 4. In appropriate timeliness 5. Distance of
residence from place of training

1.4: 1 Interest\ need based 2. Relevant and convenient 3. Effective in knowledge 4. Attitudinal change
5.Appropriate schedule

107
II. FTC Training content and mode of delivery
1. If you have ever attended training at FTC in the past 12 months, please take the most recent experience and provide the details and also application and
effect of new technologies & practices learnt by the farmer (provide your feedback on modular\ non modular training if you have attended both)

Training course Duration of Venue (if not at Skill- orientation Do you have Technology or practices Level of satisfaction with
the training FTC) capability on… you have applied performance
Practice
Yes No Yes No
Compost preparation
Manure preparation
Use of improved seed
Use of inorganic fertilizer
application
Weed and pest management
practice
Tillage practices
Fruit husbandry
Row planting
Crop calendar
Irrigation water management
practice
Forage husbandry
Cattle fattening
Sheep and goat fattening
Animal housing
Dairy Production
Poultry production
Beef production
Modern beehive
Zero grazing

108
 Training course Duration of Venue (if not at Skill- orientation Do you have Technology or practices Level of satisfaction with
the training FTC) capability on… you have applied performance
Practice
Yes No Yes No
AI service
Soil water conservation
Forest protection and
management
Nursery

Improved stove
Market oriented production
Credit service
Family planning

Legend- Scale for skill orientation: 1. Highly theoretical 2. Highly practical 3. Both
Level of satisfaction with performance: 1. Very disappointed 2. Disappointed 3. Medium 4. Satisfied 5. Very satisfied

1.1. Before participating on the training you took, were you consulted about your need for training?

1.1.1. If yes, how was the need assessment made?

1. By asking your interest

2. By discussing on the practices followed by you and identifying gap

3. By discussing on the problems related to agricultural activities

4. By asking the knowledge you have on the topic of the training

1.2. Do you think the training you obtained was relevant and in line with your need?

1. Yes 1. No

109
1.3. Who was selecting the farmer trainees?

1. Woreda bureau of agriculture 4. Woreda cabinet

2. DAs 5. Other (specify): _________
3. PA leaders\local administration
1.4. What are the criteria for trainees’ selection?
1. Friendship based 4. Model farmer focused
2. Blood relation based 5. Political tie focused
3. Biased towards educated farmer 6. Rich farmers
1.5. What were the methodologies used during your training?

1. Class room lecture 4. Field practices

2. Visiting demonstration fields (result and method
5. Visiting model farmers
demonstration)
6. Other (specify): _________
3. Group discussion
1.6. Which method do you think is more appropriate to teach farmers?
1. Class room lecture 5. Visiting model farmers
2. Visiting demonstration fields (result and method 6. Other (specify): _________
demonstration)
3. Group discussion
4. Field practices
1.7. Who was developed the training schedule?
1. Woreda bureau of agriculture 4. Woreda cabinet
2. DAs 5. Other (specify): ________
3. PA leaders\local administration
1.8. Who else, other than the DAs at FTC, involved during the training as resource persons (practical session,
sharing knowledge and/or personal experience)
1. Regional bureau of agriculture
2. Woreda experts
3. PA leaders\local administration
4. Woreda cabinet
5. Other (specify): _________

110
 19. Have the trainings been effective in producing the desired outcomes and impacts up on you\ on your neighbors?
1. Yes 2. No
If the training was effective in producing the desired outcomes and impacts please provide the effects

1. Behavioral change such as increased knowledge seeking behavior

2. Communication improvement such as farmer-to-farmer knowledge flows, two way flow of
knowledge and information between farmers and DAs
3. New practice learnt and adopted such as technology assessment skills, technology adaptation
and use or rejection on the basis of rational decision
4. Increased collective action on voluntary basis for natural resource management,
5. Loss reduction,
6. Quality improvement
7. Ecological benefits such as improved soil and water management, improved management of
communal property regimes
8. Economic benefit such as improved income and saving
9. Social benefit such improved gender relations

2. Farmer assessment of the relevance and appropriateness of FTC-based training.

No. Relevance of training activities/process Very good Good Fair Poor

1 Timeliness of training
2 Relevance of the new technologies
3 Practices to your pressing problems and needs
4 The extent to which the learning experience
reflected and rooted in the local context (ITK)
indigenous
5 Suitability of the timing of the training
6 Suitability of the schedule of the training
7 Suitability of the venue and the place where
sessions were conducted
8 Adequacy and quality of training facilities,
particularly for practical sessions
9 Knowledge of the trainers (DAs)
10 Practical farming skills of the trainers (DAs)
11 Communication skill of the resource person
12 In knowledge change
13 Follow up after the training
14 Your overall level of satisfaction with the
relevance of the training
15 Suitability of the timing of the training for both
male and female
16 Suitability of the schedule of the training for both
male and female

111
III. Exploration of positive deviance

1. Experts levels of agreement on the analysis of Positive deviance FTC

S/ Items used to measure Positive FTC(√)

No Deviance Gerjalle Tumuga S/Bikalsi Tao
Departure From Norms
1 The behaviors/ outputs described in the Disagree
FTC (training, technology dissemination Neutral
loan repayment etc)significantly departed Agree
from other FTCs
2 The FTC out smarts/acted in a way that was Disagree
not expected Neutral
Agree
3 The actions of the FTC did not represent Disagree
"business as usual." Neutral
Agree
Intention
1 The behaviors/outputs described in the FTC Disagree
(training, technology dissemination etc) Neutral
were intentional rather than happening by Agree
chance.
2 What occurred happened in the FTC Disagree
(training, technology dissemination, loan Neutral
repayment etc) by accident Agree
3 The DAs, administrators and stakeholders Disagree
in the FTC acted voluntarily rather than Neutral
being coerced by others. Agree
4 The actions of the FTC were Disagree
discretionary/open/unlimited. Neutral
Agree
Honorable Nature
1 The outputs described in the FTC (training, Disagree
technology dissemination, disbursement Neutral
etc)/ in the episode/FTC were honorable. Agree
2 The actions of the FTC could be Disagree
characterized as virtuous. Neutral
Agree
3 The FTC outputs described in the FTC Disagree
(training, technology dissemination, loan Neutral
repayment etc) / episode could be described Agree
as ennobling.
4 The FTC performance is honorable Disagree
Neutral
Agree

112
 For DAs

2. In your opinion, which organizations are important sources of information/knowledge

and/or technology for your FTC, and are your linkages with these organizations formal or
informal?

Organization Linkage Importance@ as Importance@ as source

(formal/informal) source of k/I of technology
Ethiopian Institute of
Agricultural Research
Alamata Agri.reseach Center
Public extension services
(Federal)
Public extension services
(Regional)
Public extension service
(Zonal)
Mekelle university
Foreign technical assistance
(projects)
Maichew ATVETs
Private firm (Solomon)
IPMS
World Vision
DECSI
TAMPA
IFAD
Farmers organizations or coop
(specify)
Rate on scale 1(some what important) to 3 (very important)

113