COLLEGE OF AGRICULTURE
DEPARTMENT OF RURAL DEVELOPMENT AND AGRICULTURAL
EXTENSION
STATUS PERFORMANCE OF FTC AND ITS CHALLENGE :
THE CASE BANJA WOREDA, ETHIOPIA
PREPARED BY: ZEWDU YITAYIH
SENIOR RESEARCH PROPOSAL SUBMITTED TO WOLAYITA UNIVERSITY
COLLEGE OF AGRICULTURE
RURAL DEVELOPMENT AND AGRICULTURAL EXTENSION
ADVISOR:
SODO , ETHIOPIA
Table of content
page
TABLE OF CONTENTS.................................................................................................................I
ACRONYMS AND ABBREVIATIONS.......................................................................................II
1. INTRODUCTION.......................................................................................................................1
1.1 Back ground of the Study...................................................................................................1
1.2 Statement of the Problem...................................................................................................3
1.3 Objectives..................................................................................................................................4
1.3.1 The General Objective.....................................................................................................4
1.3.2 The Specific Objectives...................................................................................................4
1.4 Scope of study....................................................................................................................4
2. LITERATURE REVIEW...........................................................................................................5
2.1 Definition of Basic Terms..................................................................................................5
2.2 Farmer Education and Agricultural Extension...................................................................5
2.2.1 Education and Development............................................................................................7
2.2.2 Adult Education.............................................................................................................11
2.3 Requirements for effective training in FTCs....................................................................14
3 RESEARCH METHODOLOGY................................................................................................16
3.1Description of the Study Area...........................................................................................16
3.2 Sources of Data.................................................................................................................16
3.3 Sample size and Sampling Techniques............................................................................16
3.4 procedure and Tools of Data Collection...........................................................................18
3.5 Methods of Data Analysis................................................................................................19
4 WORK PLAN.............................................................................................................................20
5. BUDGET PLAN........................................................................................................................21
REFERENCES..............................................................................................................................22
I
ACRONYMS AND ABBREVIATIONS
ALE-----------------------------------------Adult Learning and Education
DAs-----------------------------------------Development Agents
FDRE---------------------------------------Federal Democratic Republic of Ethiopia
FTCs----------------------------------------Farmers Training Centers
MoA----------------------------------------Ministry of Agriculture
MoE----------------------------------------Ministry of Education
NGOs---------------------------------------Non-Governmental Organizations
PAs------------------------------------------Peasant associations
SWOT--------------------------------------Strengths, Weakness, Opportunities and Threats
TVET----------------------------------------Technical Vocation Education and Training
ADLI-----------------------------------------Agricultural Development Lead Industry
II
1. INTRODUCTION
1.1 Back ground of the Study
Adult education is a broad field that includes basic education and continuing education,
vocational and technical education, higher education and professional development and is offer
through formal, on-formal education means and by a variety of actors, the state, civil society
organizations and market. In Ethiopia, various ministries are putting adult education as the center
of their agenda more especially, the ministries of education. Agricultural and health are among
the ministries that are vigorously involving in adult education in Ethiopia. The ministry of
agriculture and rural development leads the program related to vocation trains offered to farmers
in collaboration with the region agricultural bureaus, which established an agricultural extension.
Technical Vocation Education and Training (TVET) development to oversee the affairs of the
program.The main aims of the farmer training centers are to give specialized training on modern
farming techniques. Provide agricultural extension services easily provide information (data) and
advisory services on market, entrepreneurship, ecological, demographical, social, etc
1.2 Statement of the Problem
1.3 Objectives
1.3.1 The General Objective
To assess status performance FTC and its challenge in the study area.
1.3.2 The Specific Objectives
TO assess the present status of FTCs in the study area.
To identify affecting FTCs in the study area.
1.4 Scope of study
The scope of this study is limited
1.5. Significance of the Study
xv LIST OF TABLES IN THE APPENDIX Appendix Table Page
1.Distribution and number of FTCs established through out the
country....................... 131 2.Distribution of sampled house hold respondents by PA/
FTC ..................................... 132 3. Number of farmers who were benefited from
FTC .................................................... 133 4 Status of FTCs in relation with the
national standard .................................................. 134
xvi PROBLEMSAND PROSPECTS OF FARMERS TRAINING
CENTERS: THE CASE OF ADA’A WOREDA, EAST SHEWA ZONE,
OROMIA REGION, ETHIOPIA ABSTRACT Ethiopian agriculture is
characterized by traditional and subsistence peasant farming whose access to modern
technology and basic education is very limited. It is also noted that low investment
in developing agriculture labor force are one of the problems that hinder the
transformation of the sector. Agricultural change and development require the
mobilization and development of human resource through such means as education
and technical training. Realizing the importance of educating and training the rural
community the government has formulated rural development policies and
strategies. The cornerstone of the government’s strategy is the establishment of
FTCs in about 18, 000 kebeles and the recruitment, training and deployment of
number of front line extension agents who teach farmers at FTCs. Starting 2004 upto
2008, 59, 348 extension agents have been graduated and 8500 FTCs have been
constructed. However, the status of FTCs and the constraints that hamper them in
implementing their mandatory roles are not systematically assessed through
empirical studies to take proper action. The objectives of the study were to assess the
present status of FTCs, to identify opportunities and constraints of FTCs and to
know the opinion of farmers towards the mandatory roles of FTCs in Ada’a woreda,
East shewa zone, Oromia region. For this study 160 house hold heads from 16 FTCs
were selected through simple random sampling technique and personal and group
interviews. Fourty (40 )extension agents from 16 FTCs were also included as source
of information for the study. Data were collected from both primary and secondary
sources. The method of data collection employed includes interview schedule, self-
administered questionnaire, focus group discussions and personal observation. The
data were analyzed by using simple descriptive statistics such as percentage,
frequency, mean, standard deviation, rank correlation and z-test. Qualitative data
were analyzed through interpretation and conceptual generalization. Moreover
SWOT analysis was done to summarize the results of the research objectives. The
findings revealed that the organizational and operational status of FTCs was poor.
The woreda has ample opportunities and potential for the advancement of FTCs.The
major constraints identified by the respondents were low community participation,
high dropout rate, non- extension work load, lack of budget, lack of training
materials and high expectations of benefit in the side of farmers. Therefore, the
woreda should take into consideration the socio-cultural, institutional, economic,
and general constraints that hinder the implementation of farmer training centers.
1. INTRODUCTION 1.1 Background Ethiopia is one of the oldest nations;
agriculture has been practiced here for some 11,000 years (FAO,2008). Ethiopia is
endowed with natural resources, especially in agriculture, which sustained its
inhabitants for thousands of years without receiving any technological support from
outside (Habtemariam, 1997). Ethiopia has some 10 million small holder family
farms that produce over 95% of agricultural output. Agriculture provides
employment to 80% of the economically active population. On average the sector
contributes nearly 50% of GDP. Within agriculture, about 64% of value added
comes from crops, 23% from livestock and 13% from forestry. Agriculture
constitutes mainly cereals (83%) pulses (12%) and oil seeds (5%). Ethiopia has the
largest livestock population in Africa. Crop and livestock management is dominated
by traditional systems. Approximately, 37% of farmers are estimated to use
inorganic fertilizer. Improved seeds (mainly wheat and maize) are used by
approximately 13% of farmers. Cereal yields at around 1151kg on an average are
reasonable but productivity per labor unit is very low. Poverty and hunger in
Ethiopia are pervasive. Some 45% of the rural population is classified as poor.
Nearly two-third of adult are illiterate, of which 68% of them are women. Women
continue to suffer periodically from the disastrous consequences in almost all
aspects of life. The spread of HIV/AIDS is counteracting gains in human
development and has the potential for serious social dislocation especially in rural
areas (World Bank, 2003 as cited in Vince, 2005). In the history of Ethiopian
agriculture, it is only recently that development interventions began to penetrate into
rural areas with the aim of improving the life of the people. Especially, after the
second half of this century, various extension intervention programs have begun
either in the form of fully fledged programs or as pilot projects. Unfortunately, the
impacts of all of these development interventions were not given
2. LITERATURE REVIEW
2.1 ANALYSIS OF BASIC TERMS
A problem is an obstacle which makes it difficult to achieve desired goal, objective
2.3 THEORETICAL AND EMPERICAL LITERATURE
2.3.1 Theoretical Literature
2.3.2. Empirical Literature
3. RESEARCH METHODOLOGY
3.1 Description of the Study Area
3.2 Sources of Data
The sources of data to use in this study are both primary and secondary data. The primary data
will collect from agricultural extension expert, developmental agents and trainers through
interview and secondary data will be gathered from different relevant document related to
learners, facilitators and education bureau.
3.3 Sample size and Sampling Techniques
Tiyo woreda have 18 rural and 3 urban kebeles from those the researcher select only one Dosha
Kebele. In this kebele selected purposively because transportation problem, financial, power to
save we effective use of time, financial limitation for personal expense. In this study the one
center kebeles the total numbers of population 3149. 1509 are males and 1640 are females. The
Kebele has totally 3 village(gott). we select 3 village namely haro hilena, teba gulele and dosha
sefer. The reason for selecting such 3 village is that of lack of available documented data,cost of
transportation, the respondent, from haro hilena village number of female trainees are 15 and
male trainees are 27, totally they are (42 trainees). From teba gulele male trainees are 25 and
female trainees are 12, totally they are (37 trainees). From dosha sefer village male trainees are
31 and female trainees are17, totally they are (48 trainees). Select sampling size technique from
the learner as shown above. Such formula is
By using Yemane`s Formula;
Where:-
N
n
1 N (e) 2
n = sample size,
N = total number of trainees in dosha kebele,
e = margin of error
n =127/1+127 (0.01) =56 respondents. But d/t reasons we decide to undertake the study only 30
trainees from the three village means trainees head from each village and key informant (Kebele
administration, Kebele police, religious leader and so on). The reason determining number of
sampling size is due to lack of capital & shortage of time. Systematic random sampling
probability proportional to sampling will be employ to fix the proportion and respondent from
each respective sub- Kebele.
Taken 127 total trainee =30 trainees but from 42 trainees we will take 10 trainees.
Taken 127 total trainees = 30 trainees but from 37 trainees we will take 9 trainees as respondent
&from 48 we will take 11 trainees as the respondent.
3.4 procedure and Tools of Data Collection
The researcher interest to conduct data effectively in the tiyo zuriya woreda in one selected
dosha Kebele because of the nearer to the researcher to obtain sufficient data or more
information in the study area. The researcher is full time learner, selects the near place for more
gathering of data, to save time, resource, power, capital for conducting relevant data. The
researcher motivated to obtain more information about problems and prospects of FTCs in the
study area and availability of the extension workers, development agents, and agricultural
professionals.
3.5 Methods of Data Analysis
4 WORK PLAN
Table 1: Tentative Work Plan of the study on prospects of farmers training center and its
determining of functions in tiyo woreda Arsi zone.
NO Activities September October November December January February March April May J
1 Title selection x
2 research X
proposal
writing
3 proposal x
submission
4 Data collection x
5 Data analysis x
6 Research X X
writing
7 Submission of X
research
8 Research X
presentation
5. BUDGET PLAN
A. Personal cost
No Categories Unit Unit cost(birr) Multiplying factor
1 Pencil Number 5 3 15
2 Pen Number 10 7 70
3 A4 paper Rims 70 3 210
4 Copying Questionnaire Per page 2 80 160
B. Itemized budget for transportation & communication
No Categories Unit Unit cost (birr) Multiplying factors Total cost
1 Transport Per Diem 20 5 100
2 Mobile card Number 15 30 450
C. Total Cost
1 Personal cost 455
2 Transport & mobile card 550
Total = 1005
Total budget with 1.05% contingency = 1055.25
REFERENCES
34
CHAPTER FOU
4. RESULTS AND DISCUSSION4.1. Socio-economic Characteristics of Sample
Respondents
The
socio-economic characteristics of sample respondents in this study include, sex distribution,age
category, marital status, educational status, family size and farm land holdings.
4.1.1 Sex and Age of Respondents
The total sampled households of the study were 128 respondents, out of which 91 (71.1
percent)were males and the remaining 37(28.9 percent) were females. Thus, the analysis of the
sex of therespondents show that majority of households in the study are males. In addition to
this,according to DAs and key informants during the focus group discussion, the participation
offemale households in FTCs activities like planning, implementation, monitoring and
evaluation,training, experiences sharing and so on were low. This indicates that the community
participation based on the sex differentiation affected the performances of FTCs based activities
in the studyarea.Table3. Distribution of Respondents Based on Sex and Age CategoriesSource:
survey result, 2014 No Variables Category Frequency Percent1. SexMaleFemaleTotal
913712871.125.9100.02. Age in years 15-2425-3435-4445-
54Total1359451112810.246.035.28.6100.0
36
Concerning the
educational
background of
respondents table4
describes that from
the totalsample
respondents, 37.5
percent were under
the category of
grade 1-4 (junior
level
education),and 25
percent were under
the category of
grade 5 - 8. On the
other hand 8.6
percent were
thehigh school
dropouts. There
were 5.5 percent
respondents who
have certificates
and diploma.The
respondents who
had never attended
formal education
(illiterate) account
23.4 percent.
This justifies
one of the major
constraints which
were listed by
extension agents in
their centers. Allof
the extension
agents at sample
FTCs expressed
lack of educated
farmers who can
read andwrite
during the training
as the main
problems
of communication.
Regarding the
marital status,
from the total
sample
respondents 84.4
percent were
married.
Verysmall
proportions (only
3.9 percent) were
single. The
remaining 5.5 and
6.2 percent
weredivorced and
widowed
respectively (table
4).
