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To analyse the experiential learning approach to induce attitudinal change in the Ethiopian agricultural extension system to transform services from a top-down teaching to a participatory and interactive way. Reconstruction of three training of trainers’ pilot trainings in a regional Ethiopian extension system from 2017 to 2020. The article analyses authors’ reflections and trainees’ self-assessment of the process and learning outcomes in view of the experiential and transformative learning perspective. The article showcases how theories are translated to concept development and application of an innovative training of trainers’ pilot. It describes the actors, processes, outcomes and main learnings of a repeated training of trainers. Experiential learning-based training has the potential to activate individual agents as starting points that enable transformative changes in the Ethiopian extension system. In order to increase that potential, such a design should consider the prerequisites inside the extension system and among its agents. The study offers insights for practitioners working towards enhancing the competences of agricultural advisors. Based on learned lessons, it serves as a guidance in the design of training the trainer approaches in similar contexts and whenever reorganisation of advisory services is required. There is a need to include the long-term dynamics of knowledge and attitudes between individuals and their organisations; the way how organisations learn and transform themselves and how systematic reflections can be used to better assess the effectiveness of innovative training methods for more participatory advisory systems. The iterative sequence of theories, concepts, application, and outcomes, and referring back to concepts, and the clear demonstration of peer learning processes.

Translating the transformative learning approach into practice: the case of a training of trainers’ pilot in client-centred extension approach