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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2775

Title: ADULT AND LIFE LONG LEARNING UNIT
Authors: ARAGAW, ADEME
Advisors: Dr. Woube Kassaye
Copyright: Jun-2010
Date Added: 7-May-2012
Abstract: Abstract This research was preferred descriptive survey study to assess the implementation of the modular training that was being given to farmer trainees in Burie, JabTehenan and Merawi Woredas farmers’ training centers (FTCs) in light of adult and non-formal education principles and practices. The subjects were selected using purposive, stratified and available sampling techniques. The main techniques of data collection for the study was questionnaire which was filled by 120 trainee farmers found in four different FTCs in the Woredas. To supplement the data, interview with Extension Experts was made at MoARD, RBOARD, ZoARDD and WoARD departments. Similarly, focus group discussions with facilitators, DA Coordinators, PA representatives and trainee farmers of the FTCs were conducted. In addition, classroom and center observations were carried out and information was also collected from training modules and other relevant documents. The data collected using questionnaires was analyzed quantitatively using descriptive statistics such as percentages, frequency distribution and mean value. The major finding of the study indicated that the FCs in Burie, Jabitehenan and Marawi Woredas faced series problems in giving both theoretical and practical training due to lack of teaching aids, modules for trainees, proper facilitation, direct participation of trainees’ in the preparation of materials, demonstration plots with the necessary inputs, and facilities like workshops, exhibitions, water supply and toilets. It was also found out that factors like interruption of training, and the presence of incompatible structures in the FTC compound were worsening the situation in which the trainings is implemented. Based on these findings, recommendations were made.
URI: http://hdl.handle.net/123456789/2775
Appears in:Thesis - Curriculum & Instruction

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