ASSESSMENT FOR SELECTION OF -...

ASSESSMENT FOR SELECTION OF A-TVET/TVETs

June 2015

Sub-consultant: AG Consult

Consulting Hydrogeologists & Engineers

Submitted by: AGRITEAM CANADA CONSULTING LTD.

Suite 200, 14707 Bannister Road S.E. Calgary AB T2X 1Z2

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs i June 2015

TABLE OF CONTENTS

ACRONYMS AND ABBREVIATIONS ................................................................................................................. IV

EXECUTIVE SUMMARY ..................................................................................................................................... 1

1. INTRODUCTION/BACKGROUND .............................................................................................................. 2

2. OBJECTIVES AND SCOPE OF THE ASSESSMENT ........................................................................................ 3

2.1. OBJECTIVES ............................................................................................................................................... 3 2.2. SCOPE OF THE ASSESSMENT ......................................................................................................................... 3

3. ASSESSMENT METHODOLOGY ................................................................................................................. 4

4. BRIEF PROFILE OF THE A-TVET/TVET COLLEGES ....................................................................................... 5

4.1. BAKO A-TVET COLLEGE .............................................................................................................................. 5 4.2. WOLISSO POLYTECHNIC COLLEGE .................................................................................................................. 5 4.3. KOMBOLCHA A-TVET COLLEGE .................................................................................................................... 6 4.4. WOLAITA SODDO A-TVET COLLEGE .............................................................................................................. 7 4.5. MERSA A-TVET COLLEGE............................................................................................................................ 8 4.6. KOMBOLCHA A-TVET COLLEGE .................................................................................................................... 9 4.7. WUKRO A-TVET COLLEGE ........................................................................................................................ 10

5. FINDINGS ............................................................................................................................................... 12

5.1. BAKO A-TVET COLLEGE ............................................................................................................................ 12 5.1.1. A-TVET System ............................................................................................................................ 12 5.1.2. Physical Facilities ........................................................................................................................ 12 5.1.3. Program and Service................................................................................................................... 13 5.1.4. Staffing ....................................................................................................................................... 13 5.1.5. Stakeholders Engagement .......................................................................................................... 14 5.1.6. M&E ............................................................................................................................................ 14

5.2. WOLISSO POLYTECHNIC COLLEGE ................................................................................................................ 14 5.2.1. A-TVET System ............................................................................................................................ 14 5.2.2. Physical Facilities ........................................................................................................................ 15 5.2.3. Program and Service................................................................................................................... 15 5.2.4. Staffing ....................................................................................................................................... 15 5.2.5. Stakeholders Engagement .......................................................................................................... 16 5.2.6. M&E ............................................................................................................................................ 16

5.3. KOMBOLCHA AGRICULTURAL A-TVET COLLEGE ............................................................................................. 16 5.3.1. A-TVET System ............................................................................................................................ 16 5.3.2. Physical Facilities ........................................................................................................................ 16 5.3.3. Staffing ....................................................................................................................................... 17 5.3.4. Stakeholders Engagement .......................................................................................................... 17 5.3.5. Monitoring and Monitoring ........................................................................................................ 18

5.4. WOLAITA SODDO ATVET COLLEGE ............................................................................................................. 18 5.4.1. A-TVET System ............................................................................................................................ 18 5.4.2. Physical Facilities ........................................................................................................................ 18

TABLE OF CONTENTS

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs ii June 2015

5.4.3. Program and Service................................................................................................................... 19 5.4.4. Staffing ....................................................................................................................................... 19 5.4.5. Stakeholders and Engagement ................................................................................................... 19 5.4.6. M&E ............................................................................................................................................ 19

5.5. WUKRO A-TVET COLLEGE ........................................................................................................................ 19 5.5.1. A-TVET System ............................................................................................................................ 19 5.5.2. Physical Facilities ........................................................................................................................ 20 5.5.3. Program and Services ................................................................................................................. 21 5.5.4. Staffing ....................................................................................................................................... 21 5.5.5. Stakeholders Engagement .......................................................................................................... 21 5.5.6. M&E ............................................................................................................................................ 21

5.6. MERSA A-TVET COLLEGE.......................................................................................................................... 22 5.6.1. A-TVET System ............................................................................................................................ 22 5.6.2. Program and Services ................................................................................................................. 23 5.6.3. Staffing ....................................................................................................................................... 23 5.6.4. Stakeholders Engagement .......................................................................................................... 24 5.6.5. M&E ............................................................................................................................................ 24

5.7. KOMBOLCHA A-TVET ............................................................................................................................... 24 5.7.1. A-TVET System ............................................................................................................................ 24 5.7.2. Physical Facilities ........................................................................................................................ 24 5.7.3. Program and Services ................................................................................................................. 25 5.7.4. Staffing ....................................................................................................................................... 26 5.7.5. Stakeholders Engagement .......................................................................................................... 26 5.7.6. M&E ............................................................................................................................................ 26

6. CONCLUSION AND RECOMMENDATIONS .............................................................................................. 27

6.1. CONCLUSION ........................................................................................................................................... 27 6.2. RECOMMENDATIONS ................................................................................................................................ 27

TABLE OF CONTENTS

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs iii June 2015

ANNEXES

ANNEX 1: BAKO A-TVET COLLEGE, OROMIA ............................................................................................. 1-1

ANNEX 2: KOMBOLCHA A-TVET COLLEGE, OROMIA ................................................................................. 2-1

ANNEX 3: WOLAITA SODDO A-TVET COLLEGE, SNNP ............................................................................... 3-1

ANNEX 4: WOLISSO POLYTECHNIC COLLEGE, OROMIA ............................................................................. 4-1

ANNEX 5: WUKERO A-TVET COLLEGE, TIGRAY ......................................................................................... 5-1

ANNEX 6: MERSA A-TVET COLLEGE, AMHARA .......................................................................................... 6-1

ANNEX 7: KOMBOLCHA A-TVET COLLEGE, AMHARA ................................................................................ 7-1

TABLES

TABLE 1: LIST OF SHORT-LISTED A-TVET/TVET BY REGION ................................................................................................. 2

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs iv June 2015

ACRONYMS AND ABBREVIATIONS

A-TVET Agricultural Technical and Vocational Education and Training BoA Bureau of Agriculture BSc Bachelor of Science CoE Center of Excellence DAs Development Agents E.C Ethiopian Calendar Year Ha Hectare HRM Human Resource Management ICT Information and Communication Technology IDDC Irrigation, Drainage Design and Construction MI Micro-Irrigation MoA Ministry of Agriculture MoU Memorandum of Understanding MSc Master of Science M&E Monitoring and Evaluation NRC Natural Resource Conservation OS Occupational Standards SSI Small-Scale Irrigation SSID Small- Scale Irrigation Development SMI Small-Scale and Micro Irrigation SMIS Small Scale and Micro Irrigation Support SNNPR Southern Nation, Nationality and People’s Region TVET Technical Vocational Education and Training WADU Wolaita Agricultural Development Unit WUA Water Users Association

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs 1 June 2015

EXECUTIVE SUMMARY

There is reasonably wide recognition of the potential merits of A-TVET/TVETs in Ethiopia producing skilled and semi-skilled manpower that contributes to economic growth. The Small Scale and Micro Irrigation Support (SMIS) project is planned to engage in supporting capacity development activities. The program components of the project include small-scale irrigation (SSI) capacity building, capacity building of selected A-TVETs and promotion of micro-irrigation (MI). To provide active capacity building support, the project has undertaken assessment among short-listed A-TVETs/TVETs in the four project regions, namely, Oromia, Amhara, SNNP and Tigray. The purpose of the assessment has been to identify one A-TVET/TVET per project region to serve as Center of Excellence (CoE). As the assessment result indicate, the A-TVET/TVETs covered by the assessment have exhibited wide ranging capacity differences in areas of staff quality and number, physical training resources availability and to a limited extent in occupational standards (OS) and concomitant curriculum contents. Various checklists were prepared around critical issues or criteria for data collection purpose. These criteria include system, physical facilities, program and services, staff, stakeholder networking, monitoring and evaluation (M&E) that can provide data on the basis of which selection is done. However, the selection criteria were not of equal importance and weight. There are some which are mandatory and of high value when it comes to selection. This includes water resources potential, availability of a 10 ha demonstration site, access road, staff profile, physical resources for training, the curriculum being used in SSI and MI. To this effect, based on the obtained qualitative and quantitative data, the following A-TVETs were suggested to play the role of CoE in each of the project regions.

• Kombolch A-TVET – East Hararghe of Oromia Region • Mersa A-TVET – East Amhara • Wolaita Soddo – SNNP Region • Wukero in was suggested to play the role of CoE for Oromia region.


1. INTRODUCTION/BACKGROUND

SMIS project supports the expansion of small-scale and micro irrigation (SMI) activities at different levels by reaching out to communities while addressing gender and environmental sensitivity. It has three major components to achieve its objectives: 1) SSI capacity building; 2) capacity building of selected agriculture technical and vocational education and training centers (A-TVETs); 3) the promotion of MI. As part of the second component; the capacity building of selected A-TVETs, AG Consult has undertaken an assessment of short-listed TVETs to identify one TVET for each of the four project regions. Table 1: List of short-listed A-TVET/TVET by region

Project Region Short listed A-TVET/TVET

Oromia Bako Woliso Kombolcha

Amhara Mersa Kombolcha

Tigray Wokiro SNNPR Wolaita Soddo

The assessment was done between March 15 – 30, 2015. It included physical observations in the A-TVET/TVETs, consultations with the authorities and staffs of the A-TVET/TVETs and stakeholders.


2. OBJECTIVES AND SCOPE OF THE ASSESSMENT

2.1. Objectives

The objectives of the assessment are to:

• collect quantitative and qualitative data of the short-listed A-TVET/TVETs • observe the existing situation including physical facilities, equipment and tools of the short-

listed A-TVET/TVETs • observe the potential resources that include irrigable land and water sources in relation to

the provision of training in SMI program • identify the capacity of the short-listed A-TVET/TVETs.

2.2. Scope of the Assessment

The scope of the assignment was to collect relevant data from the seven A-TVET/TVET colleges that can enable the project office to select four to serve as CoE at each project region. After the assessment a concise report will be prepared and submitted to the project office for further action.


3. ASSESSMENT METHODOLOGY

In order to undertake trustworthy assessment for selection of CoE among A-TVET/TVET colleges for SMIS project, the study team has employed the following methodologies:

• Data collection: Quantitative and qualitative data collection at field level in all the short-listed A-TVET/TVETs have been undertaken using the checklists that were prepared before the assessment.

• Field visit: The field visit has been made in the seven short-listed A-TVET/TVET colleges and

their existing situation has been observed.

• Consultation: The major stakeholders at regional and woreda level have been contacted and informed about the proposed project objectives and the scope of the assessment and its requirements.


4. BRIEF PROFILE OF THE A-TVET/TVET COLLEGES

4.1. Bako A-TVET College

Bako Agricultural Technical Vocational Educational and Training College (A-TVET) is found in Oromia regional state, West Shoa Zone, BakoTebe woreda, Bako town. The college is situated at 238 km (asphalt road) to the west of Addis Ababa and the regional capital on the main highway to Nekemte. The college was established as farmers training center by Swedish missionaries in 1937. Later on, it was upgraded to an agricultural college under Ministry of Agriculture (MoA) to train development agents (DAs). However, since 1994, A-TVET College embraces TVET system and provides training in different occupations or training programs at Level I, II, III and IV TVET qualification framework in field of: Natural Resource Conservation (NRC), Crop Production, Animal Health, Animal Production, Auto-mechanic and SSI.

Classroom Building Students while attending class The college has gotten a total of 51 academic instructors (3 female and 48 male). In NRC there are 13 instructors at the moment where only 1 female instructor is assigned to work with Small-Scale Irrigation Development (SSID) field of training. Out of the 13 instructors in the NRC, 1 holds a Master of Science (MSc), 4 have Bachelor of Science (BSc) and 8 have diplomas. All are full time having 1 – 9 years of service. There are 2,257 trainees/students (1,198 female and 1,059 male). The college has gotten 10 ha of irrigable land for SSID training adjacent to the college (see Annex 1 C for details).

4.2. Wolisso Polytechnic College

Wolisso Polytechnic College (not A-TVET) is found in Oromia Regional State, South-West Shoa Zone, Wolisso woreda, Wolisso town. It is located 113 km (asphalt road) south-west of Addis Ababa and the regional capital on the main high way to Jimma. The college was established in 1986 as Agro-Technical College. In 2002 it became TVET College to provide training after embracing the TVET system and finally it was named Polytechnic College in 2013. It provides training from Level I – IV in the following fields of training: Irrigation, Drainage



Design and Construction (IDDC) and Animal and Crop Production. Along this, there are also other fields of training such as Water Supply System Design and Construction; Information and Communication Technology (ICT); Industrial Development; Building Construction; Industrial Production; Culture; Sport and Tourism etc.

Water tank for drip irrigation Water source (River) for Irrigation

There is no training in SSID at the moment and it had no plans to introduce it in the future. The academic staff of the college are in total 175 (117 academic - 58 are non-academic). In the area of IDDC there are 4 instructors of which 3 are males and 1 female who holds 3 BSc and 1 diploma. Currently there are 103 students who are attending classes at different levels in IDDC, Animal Production and Crop Production fields of training. Out of this total number 59 are females. The college has more than 7 ha of irrigable land for SSI training adjacent to the college (see Annex 4 C for details).

4.3. Kombolcha A-TVET College

Kombolcha A-TVET College is found in Oromia Regional State, East Harerege Zone, Kombolcha woreda, Melka Harafu town. It is located at 538 km (520 km asphalt road up to Harar and 18 km good condition gravel road off the main highway to Harar) from Addis Ababa and the regional capital. The college was established in 1970 under MoA to train farmers in improved agricultural technologies. In 2001, it was promoted to A-TVET College and has put under Oromia TVET commission.



The college provides training in various fields of study including NRC, Crop Production, Animal Production, Animal Health and ICT.

Class room building Trainees The college has a total of 120 staff (40 are academic and 80 are non-academic). Under NRC there are 8 male instructors where 2 of them provide training in SSID. Out of the total 8 instructors, 1 holds a MSc, 3 have a BSc and 4 have diplomas. Currently there are 544 trainees/students who attend the various fields of studies of which 285 are males while 259 are females (see Annex 2 C for details).

4.4. Wolaita Soddo A-TVET College

The college is found in Southern Nations, Nationalities and People’s Regional (SNNPR), in Wolayita Zone, Soddo Zuriya woreda and Wolaita Soddo Town. The college is located at a distance of 320 km (asphalt road) from Addis Ababa via Butajira and Alaba towns and 170 km from the Hawassa, the regional capital. The college was established in 1972 as Wolaita Agricultural Development Unit (WADU) to train DAs. This program continued until 1981, introducing and promoting improved agricultural technologies to farmers. From 2001 it was upgraded to a college (ATVET) level to provide training in 10+3 to DAs. Finally, from 2009, it has expanded its training program to attain its current status i.e., training of DAs for three years. The college provides training in the following major fields of studies: Natural Resource Management (NRM), Crop Production and Animal Production.



Class room building Students’ dormitory Wolaita A-TVET College has 90 academic and 124 non-academic staff. In Natural Resource Management (NRM) field of study there are 22 instructors (21 male and 1 female), and 7 of them hold a MSc, 14 have BSc, and 1 has a diploma. There is 1 female instructor who provides training in SSID. All are full time having 1 – 13 years of service. Currently there are 1,419 trainees/ students (882 males and 537 females) in various fields. The college has more than 10 ha of irrigable land for training purposes (see Annex 4 C for details).

4.5. Mersa A-TVET College

Mersa A-TVET is located in Mersa town, Norh Wollo Zone of Amhara Regional state. The college is found at a distance of 390 km from regional capital town Bahir Dar and 490 km from Addis Ababa to the north direction. The college was established in 1985 E.C., and provides training service in the area of agriculture to bridge the existing gap in middle level skilled labor that would support farmers and farms to improve productivity and adopt new technology. The general objective of the college is to produce well equipped and motivated lower and middle level agricultural personnel, model farmers and micro small enterprises that can play key role in the agricultural transformation effort of the nation. At present, the college is providing training service in different occupational sandaled of various level for 1,109 trainees (636 male and 473 female). The college is staffed by 146 workers (76 academic and 70 non-academic). At present the college provides training in the following major field of specialization: Agricultural Cooperation, Animal Production, Animal Health, Plant Science, Natural Resource, ICT and Industrial and Construction.



Library building Class room building The college has facilities for different services including classrooms, library, laboratory, workshops, dormitories and staff housings. However, the student dormitories and staff housing are currently being used by Woldia University by decision of the regional government. The college is equipped with different equipment and tools that are helpful for teaching and learning processes. It is reported that the college currently has limitations in the area of skilled man power for SSI, laptops and latest versions of agricultural books (see Annex 6 C for details).

4.6. Kombolcha A-TVET College

Kombolcha A-TVET is located in Kombolcha town, South Wollo Zone of Amhara Regional state. The college is found at a distance of 500 km from regional capital, Bahir Dar, and 376 km from Addis Ababa to the north direction. The college was established in 1970 E.C to give training services to local communities. The target groups of the training service in most cases include DAs and model farmers. The regional Bureau of Agriculture (BoA) will nominate such groups according to its plan. The general objective of the college is to produce well-equipped and motivated lower and middle level agricultural personnel and model farmers that can play key roles in the agricultural transformation effort of the nation. At the time this assessment was undertaken, the college had 383 trainees (301 males and 82 females) and 200 employees (37 academic and 163 non-academic). During the time the assessment was undertaken, the college has been providing training in the area of Natural Resources, Animal Science and Plant Science. The college has different facilities such as classroom, library, laboratory, different workshops, dormitory and staff housing; and it is equipped with different equipment and tools that are helpful in the teaching and learning processes. It was reported that the college has shortage of the latest agricultural books (see Annex 7 C for details).



Partial view of Classroom Building Library building

4.7. Wukro A-TVET College

Wukro Agricultural Polytechnic College is located in Wukro town, Eastern Tigray Zone of Tigray Regional state. The college is found at a distance of 43 km from regional capital, Mekele, and 825 km from Addis Ababa to the Northern direction. The college was established in 1994 E.C to give training services for the local communities. The target groups for the service are local youth who fulfill the entrance criteria and local farmers. The general objective of the college is to produce well-equipped and motivated lower and middle level agricultural experts, model farmers and micro small enterprises that can play key role in the agricultural transformation effort of the nation. Currently the college is providing a training service in different occupational sandaled of various level for 830 trainees (324 male and 506 female). The college is staffed by 165 workers (87 academic and 78 non-academic). The major field of training in the college include: Horticulture, Field Crop Production, Dairy, Animal Health, SSI and Soil and Water Conservation. Along this, the college provides training for the local farmers, unemployed youths and micro small scale enterprises in the area of: Poultry Production, Dairy Production, Beef Production, Beekeeping Production, Irrigation Management, Fruits and Vegetables, Silkworm Production and Mushroom Production. The college has facilities for different services such as classrooms, library, laboratory, workshops, dormitories and staff housings.



Partial view of Classroom building Corrugated iron sheet dormitory (for male) The college is equipped with different equipment and tools that are helpful for the teaching and learning processes; however, it has limitations in the area of skilled man power, new industrial technology exposure, water shortage, computer and latest agricultural books (see Annex 5 C for details).


5. FINDINGS

5.1. Bako A-TVET College

5.1.1. A-TVET System The vision of the college is well linked to National TVET Strategy and formal trainings are carried out with strict observance to the TVET system. Training to the informal sector is somewhat modest. Planning documents does not indicate clearly regarding future directions in Water Users Association (WUA), SSI, and related issues except indications of future intake of trainees and trainers based on overall directions sent from federal TVET Commission. In this respect, the number of trainees is planned to increase by 150 trainees annually in 2015 – 2016 (2008 E.C) and 2016 – 2017 (2009 EC) in ISSD in Level II, whereas in 2015 – 2016 (2008 E.C) and 2016 – 2017 (2009 EC) 200 trainees are planned to be admitted to Level IV starting from Level III. Female participation as students is very much encouraged as observed by the number of female students that exceeds the number of males; however, it is not the same when it comes to trainers. The strength of leadership support to SSID seems to be less than average in terms availability of training resources and quality of instructors assigned for SSID. Furthermore, the efforts shown by the leadership to improve the situation of simple infrastructure and access path or way to demonstration site and within the college campus and the inadequacy of care give to handle property that are laid bare in the open unattended.

5.1.2. Physical Facilities There is good road access to the college from Addis Ababa and regional capital (see section on Profile for details). College’s basic physical infrastructure (classrooms, library, and laboratory) is available but it needs renovation, and even though there is a dormitory, this is not used. Transport services for students and trainers are also available; however, most of them require maintenance. Water resource potential is high (Gibe river- perennial) and is close to center; however, it is observed that the college has a crucial problem in getting a heavy duty water pump generator to pump water from the Gibe River to a higher level so it can be easily delivered to the farm land. Irrigable farm land for training is available (10 ha). Irrigated farms in surrounding areas are also available. It has demonstration site for training within the college compound. The informal trainings which are on-the-job and usually accomplished on request have been provided to farmers and other groups organized on small and micro-enterprises and those who have received plots of land from irrigation from local government to grow variety of horticultural crops. The professional support and trainings given were on drip irrigation pumps, pump operation and related supports. These supports were executed in 2012 – 2013. The actual number of associations and farmers who received support was not available. The water resource potential of the area is high, the only thing it needs is a high capacity water pump generator.

5. FINDINGS


Water pump Disc plow

5.1.3. Program and Service The A-TVET has its curriculum linked to OS. Although there was no training in SSID at the time the assessment was undertaken, there was a SSID Level II training for 14 students in 2013 – 2014 and a Land Use, Soil and Water Conservation training for 16 students (Male-11 and Female 5) in 2013 – 2014 (2006 E.C.).

5.1.4. Staffing There are 13 NRC instructors; 1 of them is female and she is part of SSID. Of the 13 instructors, 1 holds a MSc; 4 have BSc and 8 have diplomas. The college has planned to increase the number of instructors with improved qualification to 5 diploma holders and 10 with BSc for 2015 – 2016 (2008 E.C.). This plan is based on the fact that the SSID department will admit new trainees at Level IV. The same trend would continue for the rest of the years until 2010. Details on names of staff members in NRC subsector and other related information are available in checklist (see for the checklist in the annexes). Training plans for academic staff are in place for supporting professional development and improvement; however its implementation seems very weak. This plan does not include non-academic staff.

5. FINDINGS


Trainees in the laboratory call Trainees while attending class

5.1.5. Stakeholders Engagement Networking with stakeholders especially with research institutes around (regional TVET Commission, woreda TVET Office, woreda Agriculture Office) seems to be strong but there in not much involvement of the private agricultural sector in the implementation of cooperative training.

5.1.6. M&E Self-evaluation and M&E of planned activities are well-implemented practices in this college. On the other hand, concerning to the practice of labour market assessment, the college undertakes labor market assessment every year and sets its training program (see Annex 1 and Bako Pictures in Annex 2 for details).

5.2. Wolisso Polytechnic College

5.2.1. A-TVET System The vision of the college is well linked to National TVET Strategy and formal trainings are carried out with strict observance to the TVET system. Informal training for users (farmers) in surrounding areas is not very encouraging. Planning documents do not indicate clearly regarding future directions regarding WUA, SSI, and related issues except indications of future intake of trainees and trainers based on overall directions sent from federal TVET Commission. In this respect the number of trainees who would join IDDC starting Level II is 35 in 2008. The same trend will continue in 2009 and the years to follow if things go as planned. Female participation as students is very much encouraged, as observed by the number of female students, is exceedingly larger than males. However, it is not seen much when it comes to trainers.

5. FINDINGS


Mediocre leadership in place in terms of the level of commitment shown to discharge responsibilities effectively; displaying no clear vision of where the college has to reach; significant number of trainees sitting in the open for lack of instructors.

5.2.2. Physical Facilities There is a good access road to the college from Addis Ababa and regional capital. See section on Profile for more on this. Basic physical Infrastructure (classrooms, library, and laboratory) are available but need renovation. However, there is no dormitory and the library is very poor and small. There are limited transport vehicles available for students and trainers. Water resource potential is moderate (small river where upstream users are many and hence the flow of water may be reduced during the dry season) and is close to college and demonstration field. Irrigable farm land for training is available (10 ha.) adjacent to the college. Irrigated farms in surrounding areas are also available. The college has been giving technical support to six associations, farmers, self-employed, youth, TVET graduates and similar other groups in the area of irrigation works, water resources utilization, pump operation, water harvesting to grow horticultural crops, nursery seedling management and similar others through industrial extension services. Details on names of those who got the services were not possible.

Library ICT Classroom

5.2.3. Program and Service The ATVET has got its curriculum linked to OS. There is no training specialized in SSID but they provide training in IDDC. The ratio of teacher student ratio is low (1:25). Practical training takes 70% of the total training time. Look at relevant annexes for details of the type of courses and length of training durations and related data are available

5.2.4. Staffing Under IDDC there are four instructors, one of which is female. Out of the four instructors, three hold BSc and 1 has a diploma. Details on names of staff members in IDDC field of specialization are available in the relevant checklist.

5. FINDINGS


Staff training plans are in place for support of professional development and improvement of instructions. This does not include non-academic staff. However, plan implementation seems weak.

5.2.5. Stakeholders Engagement Networking with stakeholders such as regional TVET bureau, zone TVET office seem to be strong. Involvement of the private agricultural sector in the implementation of cooperative training is strong.

5.2.6. M&E The self-evaluation practice of the college is recognized to be strong. Similarly, the practice of M&E in the college with regard to planned activities is found to be strong. On other hand concerning the practice of labour market assessment, it is noticed that the college undertake labor market assessment every year and set its training program accordingly (see Annex 4 and Wolisso Pictures in Annex 2 for details).

5.3. Kombolcha Agricultural A-TVET College

5.3.1. A-TVET System College vision is well linked to National TVET Strategy and formal trainings are carried out with strict observance to the TVET system. The formal and informal training to farmers i.e., SMEs and farmers cooperatives are very strong. Efforts were made to see college’s planning documents and found out no clear indications regarding future direction of WUA, SSI, and related issues except indications of future intake of trainees and trainers based on overall directions sent from federal TVET Commission. When it comes to the five-year trend in the regular school/formal sector, we discovered that for the entire NRC stream students, in 2016 – 2017 the total number of students is planned to increase by 30% and the same will continue for the next two years. The number of short term trainees, individual farmers, associations also increase every year. Beyond training farmers from the surrounding areas do get improved seedlings and on farm support. The short term formal trainings have been organized by signing the Memorandum of Understanding (MoU) with farmers from the local areas. Female participation as students is very much encouraged though it is not seen much when it comes to trainers. Strong leadership is in place in the sense of the level of commitment shown to discharge responsibilities, the level and intensity of support activities undertaken with the formal and informal sectors, clear vision to improve the college as a whole.

5.3.2. Physical Facilities There is a good access road to the college. Asphalt road (520 km), 8 hours-drive to Harar and 18 km gravel with good condition or 30 minutes-drive to and from Harar. Basic physical Infrastructure (classrooms, library, and laboratory) are available and in good condition. There is a dormitory for female students but it is not in good condition. When it comes to transport facilities, it is modest but

5. FINDINGS


requires more to go in line with the planned targets of expansion. See section on profile for more. Irrigation equipment and tools are adequately available and in good condition and well organized. However, availability of computers and related equipment is low. Water resource potential is high (ground water, pond, roof harvesting). Irrigable farm land for training is available (10 ha). Irrigated farms in surrounding areas are adequately expanded which is encouraging. The college has been giving informal training on site and technical support to wide range of associations (farmers and other groups) - in the area of irrigation works, water resources utilization, pump operation, water harvesting to grow horticultural crops, nursery seedling management and similar others. See specially attached paper for detail on Kombolcha.

Irrigation farm pond Potato farm

There is training specialized in SSID where teacher student ratio is low (1:30). Practical training takes 70% of the total training time. The ATVET has its curriculum linked to OS. Currently there are 31 trainees attending Level II in area of SSI in the regular program. Under NRC there are 8 instructors where 2 of them provide training in SSID and all are males. Of the 8 instructors, 1 holds MSc; 3 have BSc and 4 have diploma. They all work full time with service years stretching 1 – 11 years. Details on names of staff members in IDDC field of specialization are available in the relevant checklist.

5.3.3. Staffing The college has eight instructors for natural resources conservation; out of this two instructors provide training in SSID. By profession out of the total instructors, one holds MSc, three hold BSc and the rest hold diplomas. All the instructors are male. Staff training plans are in place for support of professional development and improvement of instructions. This does not include non-academic staffs. However, plan implementation seems weak.

5.3.4. Stakeholders Engagement Networking with stakeholders such University of Haramaya, employers, regional TVET Commission, Woreda TVET Office, local farming associations and cooperatives is very strong. The involvement of the private agricultural sector in the implementation of cooperative training is strong.

5. FINDINGS


5.3.5. Monitoring and Monitoring The self-evaluation practice of the college is recognized to be strong. Whereas the practice of M&E in the college with regard to planned activities is found to be moderate. On other hand concerning the practice of labour market assessment, it is noticed that the college undertake labor market assessment every year and set its training program accordingly (see Annex 2 and Kombolcha Pictures in Annex 2 for details)

5.4. Wolaita Soddo ATVET College

5.4.1. A-TVET System There is poor adherence to National TVET Strategy and formal trainings are carried out with less observance to the TVET system. The formal and informal training to farmers i.e., MSE and farmers cooperatives is a bit remote. Planning documents do not indicate clearly regarding future direction regarding WUA, SSI, and related issues except indications of future intake of trainees and trainers based on overall directions send from BoA. Leadership is visionary and dedicated to promote the college to a higher level.

5.4.2. Physical Facilities There is a good access road to the college from Addis Ababa and from regional capital. See section on college Profile for more. Evidently, the college is well organized with good facilities as a training college. Basic physical Infrastructure (classrooms, library, and laboratory) are available and in excellent condition. There is a dormitory facility for all students and also to all instructors which is in good condition. Transport facilities are quite adequate. The college has adequate irrigable land for training within the compound. It also provide informal training about 29 km away from the college for farmers and other individuals who are engaged in irrigation development activities.

Water tank for drip irrigation demonstration field

5. FINDINGS


5.4.3. Program and Service The ATVET has got its curriculum but poorly linked to regional TVET Bureau. The curricula and OS used here are not similar to other ATVET colleges, which are under the TVET Commissions/Bureaus. The college offers a holistic, multi-disciplinary approach to training to produce DAs. The college does not give specialized training as SSID. Staff profile is very sound and motivated.

5.4.4. Staffing Under NRC there are 22 instructors. Of the total, seven hold a MSc; 14 have BSc and 1 has a diploma. There is only one female instructor. All are full-time having 1 to 13 years of service. Besides formal training, the college undertakes projects such as watershed, biogas etc. associated with natural resource management. Academic staff training plans are in place for support of professional development and improvement of instructions. This does not include non-academic staffs. Plan implementation seems strong.

Trainees while attending class Trainees at field exercise

5.4.5. Stakeholders and Engagement Networking with stakeholders such as regional BoA, Wolaita-Soddo University, woreda Agriculture Office, other training and research institutes around is strong. Involvement of the private agricultural sector in the implementation of cooperative training is also strong.

5.4.6. M&E The self-evaluation practice of the college is recognized to be strong. Similarly, the practice of M&E in the college with regard to planned activities is found to be strong. On other hand concerning the practice of labour market assessment, it is noticed that the college undertakes labor market assessment every year and set its training program accordingly under demand driven situation. (See Annex 3 and Wolaita Soddo Pictures in Annex 2 for details)

5.5. Wukro A-TVET College

5.5.1. A-TVET System The college has direct relation with the regional TVET Bureau and administered by Board. It has no specific plan related to the proposed program but has a five year strategic plan that comprises the program activities of the SSI and NRM.

5. FINDINGS


The leadership commitment for continual improvement of the college is very strong but the support given to SSI program is moderate because of the fact that the water source limitation that hampered the desired activities. During the assessment period it has been recognized that the college has no other project activity except a plan to solve the problem of water shortage by constructing one deep well in surrounding area.

5.5.2. Physical Facilities The college as a technical training center is equipped with various physical facilities such as classrooms, library, a dormitory and staff housing. Apart from this it has been found out that the college has a dormitory for male trainees which is constructed from corrugated iron sheet walls. This is true for laboratory and workshops that are found in poor condition. Regarding the availability of instructional material such as training, teaching learning material, instructional manual and textbooks references is rated to be high except the limitation of journals/publication/magazine. The college has got different types of irrigation equipment and farm tools for practical trainings. With regard to the availability of computer in the college it is rated to be moderate and to this effect the ratio of trainers versus lap top, trainers versus desktop and trainees versus desktop is found out to be 1:12, 1:2 and 1:30 respectively. Whereas, the availability of virus protection and IT services is low. The college uses different water sources for irrigation activities that include town water supply system, wells that have a very poor yield and commonly used earth dam that reserves water during rainy season. Under this situation the college practiced water shortage problem for irrigation and other activities that triggered the college to utilize the water more economically adopting appropriate irrigation types such as dripping and sprinkler. The availability of potential water sources is noticed to be dependent on the ground water that will involve well construction in the area. During the assessment period it has been observed that the college has owned about 6 ha that is suitable for irrigation and out of this 3 ha is developed under irrigation and 3 ha is not developed yet mainly because of the shortage of water for irrigation. For the future the college has a plan to develop the undeveloped land and expand its irrigation land to more than 10 ha upon solving the water shortage problem.

Irrigation land Irrigation Demonstration site

5. FINDINGS


Concerning the transport facilities it has been noticed that the college has one bus, two pickups long one tractor (that needs maintenance) and three motor bikes.

5.5.3. Program and Services In the college, the teacher-student ratio for SSI program is 1:30 and the proportion of 30:70 ratios for theory and practice is adopted. The curriculum used for teaching learning processes is prepared in relation to the occupational standards. During the assessment period there were a total of 80 formal trainees who are attaining SSI program, out of the total trainees the male and female constitutes 13 and 67 respectively. In the same development, there were a total of 87 informal trainees out of this the male and female constitutes 329 and 242 respectively.

5.5.4. Staffing The college has three male instructors who are employed on permanent base for SSI program. These instructors have given the serves in the college from 2 – 3 years. By educational background, among the instructors one has the first Degree in Agricultural Engineering and the other two instructors are Diploma graduates in SSI. Beside this, the college has neither technicians nor lab technicians. It has been noticed that the college has human resource planning every year to fill the vacancy with low discrepancy in implementation. Along this line, it has been also observed that the recent staff turnover rate is low. The college has also staff training program practice particularly for skill gap program purpose for short-term so as to have professional development and in addition to this it facilitates the long-term training in collaboration with others concerned bodies. Following every professional development training it is recognized that the college facilitates experience and knowledge sharing forum and monitor the implantation process.

5.5.5. Stakeholders Engagement The college has strong networking with major stakeholders particularly the woreda Agriculture Office that is the potential employer of the SSI graduates’ students. The college collects data and information as feedback about the performance of the graduates’ informally. On other hand, regarding the college’s effort to have network with various bodies it is reported to be strong.

5.5.6. M&E Continual self-evaluation practice in the college is strong so as to retain the strengthen and avoid limitation. The college undertakes assessment to obtain labour market information every year to plan its training program. (See Annex 5 and Wukero Pictures in Annex 2 for details)

5. FINDINGS


5.6. Mersa A-TVET College

5.6.1. A-TVET System The college has direct relation with the regional TVET Bureau and administered by board. It has been noticed that the college has the experience of planning program and activities based on labour market information. The leadership commitment for continual improvement of the college is moderate. In the same development the support given to SSI program is strong that is attributed to availability of adequate water sources for irrigation and developed irrigation land. The college as a technical training center is equipped with various physical facilities that are found in different conditions. Hence, the college has buildings for various services including classroom, library and a laboratory in good condition. Apart from this currently the college has no dormitory for trainees and housing for trainers. This is because the college has shared some of its physical facilities to Woldia University on the decision of the regional state council. Regarding the availability of instructional material such as training/teaching learning material, instructional manual and textbooks is rated to be high except the limitation of reference books and journals/publication/magazine that are rated moderate and low respectively. The college has different types of irrigation equipment, farm tools and implementations to provide training. With regard to the availability of computers in the college it is rated to be moderate except the absence of lap tops for trainers. To this effect the ratio of trainers versus desktop was noticed to be 1:4. On the other hand, there is no computer access for trainees in the college. The college uses river water for irrigation activities. Under this situation the college gets water for irrigation activities from diversion system that is utilized using earth canal and dripping. Hence, the availability of potential water sources is noticed to be high. During the assessment period it has been observed that the college has owned about 13.5 Ha of land that is developed under irrigation for various crops, fruits and vegetables. The irrigation farmland is found adjacent to the college compound.

5. FINDINGS


Irrigation farm land Potential Irrigable farm land In the surrounding area there are a number of irrigated farm land plots owned by individuals and associations. Concerning the transport facilities it has been noticed that the college has one bus, one coaster (that needs maintenance) one station wagon, one double pickup, one single pickup (that needs maintenance), two tractors (that need maintenance) and two motor bikes.

5.6.2. Program and Services In the college, the teacher-student ratio for SSI program was 1:30 and the proportion of 30:70 ratios for theory and practice is adopted. The curriculum used for teaching learning processes is prepared in relation to the occupational standards. Currently there is no trainee but in the last year program, there were 32 trainees who have attended the SSI program under formal program and out of this the males and the females were 20 and 18 respectively. Under the informal program there were also 128 trainees. Out of this, the number of male and female constitutes 83 and 45 respectively.

5.6.3. Staffing During the assessment period the college has one male instructor who was employed on a permanent basis for SSI program. The instructor has given the service in the college for two years. By educational background, the instructor has the first Degree in Soil, Water and Conservation. Beside this, it is noticed that the college has neither technicians nor lab technicians. With regard to the human resource planning it is recognized that the college has the practice to fill the vacancy with low discrepancy in implementation. Along it has been also observed that the recent staff turnover rate to be low. The college has also staff training program practice particularly for skill gap program purpose for short-term so as to have professional development and in addition to this it facilitates the long-term

5. FINDINGS


training in collaboration with others concerned bodies. Following every professional development training it is recognized that the college facilitates experience and knowledge sharing forum and monitor the implementation process.

5.6.4. Stakeholders Engagement The college has strong networking with major stakeholders particularly the woreda Agriculture Office that is the potential employer of the SSI graduates’ students. The college has no formal way of a feedback collection system about graduates’ except in an informal way. For cooperative irrigation activities it has been noticed that the college has a strong relation with private irrigation sectors and water user association. As far as the college’s relation with learning and research institutions is concerned it is found to be moderate. On other hand, regarding the college’s effort to have network with various bodies is reported to be strong on the increase base.

5.6.5. M&E Continual self-evaluation practice in the college is strong so as to retain strengthen and avoid limitation. The college undertakes assessment to obtain labour market information every year to plan its training program. (See Annex 6 and Mersa Pictures in Annex 2 for details).

5.7. Kombolcha A-TVET

5.7.1. A-TVET System The college has direct relation with the regional BoA. It has no specific plan related to the proposed program but implements activities that have been assigned by the regional BoA. The leadership commitment for continual improvement of the college is recognized to be very strong and supportive for SSI program that is manifested by the effort that has been made to get irrigable land for the college. During the assessment period the college has no other project activity but a plan to have water sources by digging and constructing well at the farm land for irrigation purpose.

5.7.2. Physical Facilities The college as a technical training center is equipped with various physical facilities that are found in different conditions. Hence, the college has buildings for different services such as classroom, library, workshop, dormitory and staff housing purpose in good condition and in adequate numbers and space. Regarding the availability of instructional material such as training teaching learning material, instructional manual, and textbooks it is found to be moderate. Whereas regarding reference books and journals/publication/magazine it is noticed to be low and very low respectively. On the other

5. FINDINGS


hand, the available curriculum and instructional materials for the program are not prepared seriously following the national occupational standard except adaptation. The college has different types of irrigation equipment, farm tools and implementations to provide training. Availability of computer in the college is recognized to be high and to this effect the ratio of trainers versus laptop, trainers versus desktop and trainees versus desktop is noticed to be 1:2, 1:1 and 1:5 respectively. Along this the availability of virus protection and IT service are found at high level that is supported by updated software. The college uses Borkena River as source of water for irrigation activity at the first farm site that is located at a distance of 5 km from the campus. At this point the water is pumped to irrigation farm land using small water pump. For the case of other sites that is located at a distance of 25 km the college uses river water with diversion where there is high water scarcity. To overcome the water shortage at this site the college has planned to get water from ground sources. Although it is at a distance, the college has more than 10 ha of irrigable plot of land for training that is 3.2 ha and 25 ha at a distance of 5 km and 25 km from the campus respectively. On other side, irrigated farms are not available in surrounding areas of the college.

Irrigation farm land Potential Irrigation farm land

Concerning the transport facilities it has been noticed that the college has one bus, two tractors, four land cursor and two motor bikes.

5.7.3. Program and Services In the college, the teacher student ratio for SSI program is 1:30 and the proportion of 30:70 ratios for theory and practice is adopted. The curriculum used for teaching learning process is prepared in relation to the occupational standards. Currently there is no trainee but in the last year program, there were 81 trainees who have attended the SSI program under formal program and out of this the males and the females were 13 and 67

5. FINDINGS


respectively. Under the informal program there were also 571 trainees, out of this the number of male and female constitutes 329 and 242 respectively.

5.7.4. Staffing During the assessment period the college has three male instructors who are employed on permanent base for SSI program. These instructors have given service to the college from 2 – 3 years. By educational back ground, among the instructors one has the first Degree in Agricultural Engineering, and the rest two instructors are Diploma graduates in SSI. Beside this the college has neither technicians nor lab technicians. It has been noticed that the college has human resource planning every year to fill the vacancy with low discrepancy in implementation. Along it has been also observed that the recent staff turnover rate to be low. The college has also staff training program practice particularly for skill gap program purpose for short-term so as to have professional development and in addition to this it facilitates the long-term training in collaboration with others concerned bodies. Following every professional development training it is recognized that the college facilitates experience and knowledge sharing forum and monitor the implantation process.

5.7.5. Stakeholders Engagement The college has strong networking with major stakeholders particularly the woreda Agriculture Office that is the potential employer of the SSI graduates’ students. The college has no formal ways of feedback collection system about graduates’ except in an informal way. For cooperative irrigation activities it has been noticed that the college has a strong relation with private irrigation sectors and water use association. As far as the college’s relation with learning and research institutions is concerned it is found to be moderate. On other hand regarding the college’s effort to have network with various bodies is reported to be strong previously and currently.

5.7.6. M&E Continual self-evaluation practice in the college is strong so as to retain strengthen and avoid limitation. The college undertakes assessment to obtain labour market information every year to plan its training program. (see Annex 7 and Kombolcha (Amhara region) Pictures in Annex 2 for details).


6. CONCLUSION AND RECOMMENDATIONS

6.1. Conclusion

The assessment undertaken for selection of A-TVET/TVETs has been carried out with good cooperation from all concerned stakeholders particularly from the short listed A-TVET/TVETs. The required data has been collected and organized so as to ease the selection process. The collected data that is organized shows the current situation the A-TVET/TVETs as far as the selection criteria is concerned. It was also possible to provide initial feedback by way of suggestions which A-TVET is potentially suitable to be CoE and deserve support from SMIS project. Water sources potential, existence of demonstration site of not less than 10 ha, physical resources availability, staff profile, the curricula in use in training and the strength of the A-TVET System have been some of the critical areas considered during the data collection processes. In general, the finding of this assessment is believed to be helpful to select A-TVET/TVETs for regional CoE. Accordingly, it was possible to suggest one A-TVET at each project region to be CoE. These colleges suggested are listed down under the Section 6.2 of this report.

6.2. Recommendations

Selecting A-TVET colleges to play the role of CoE at each of the project regions has been the primary concern of this entire task. It is a step in the direction of supporting SMIS Project. It would help the project to undertake capacity building activities effectively in these A-TVET colleges. Accordingly, based on the data that was obtained during the assessment period and with an emphasis on the most suitable condition for SSI, the following A-TVET are suggested for CoE. These are:

• Kombolcha A-TVET (Oromia region) • Mersa A-TVET (Amhara) • Wukro A-TVET (Tigray region) • Wolaita Sodo A-TVET (SNNP)

It is hoped that where appropriate support packages are designed and implemented most effectively and efficiently right after needs assessment are undertaken at each CoE, the project outcome delineated in the log frame can be realized on time.

Small Scale and Micro Irrigation Support Project (SMIS) Agriteam Canada Consulting Ltd Assessment for Selection of A-TVET/TVETs 1-1 June 2015

ANNEX 1: BAKO A-TVET COLLEGE, OROMIA

SMALL SCALE AND MICRO IRRIGATION SUPPORT PROJECT (SSMISP) BAKO ATVET – Assessment Framework and Selection Criteria for A-TVET

S/N Criteria Framework Indicators Rating Remarks

1 2 3 4 5

1 A-TVET system

1.1. Planning document in place outlining college's direction to PIDM/WUA, SSI, MI, pump technologies, NRM and environment, nutrition, gender.

YES NO

1.2. Dean and deputy-dean support SSI and MI programming and provide innovative and creative leadership

Strongly YES YES Moderately Weak Very weak

1.3 Any other project in place that operates in the TVET/ATVET and regards SSI and MI and the project scope (capacity building, training, infrastructure, equipment)

YES NO If "YES", explain the scope:

2 Physical facilities

2.1 Road access is available YES and asphalt YES but gravel YES but

seasonal Not at all

2.1.1 To and from Addis Ababa 238 KM – 5 HRs

2.1.2 To and from the regional capital 238 KM – 5 HRs




1 2 3 4 5

2.2 Availability of basic infrastructure for training /buildings, facilities, (see the standard available)

YES with good condition and

adequate number and

space

YES with good condition but

less than adequate

number and space

YES with enough space

but poor condition and

inadequate number

Poor condition and inadequate

number and space

None at all

2.2.1 Classrooms X

Assess potential for

expansion ___________ Yes, there is

enough space

2.2.2 Library X 2.2.3 Laboratory X 2.2.4 Workshop X

2.2.5 Dormitory

There are dormitories

unused

2.2.6 Housing X

2.3 Availability of instructional materials to support programs: Very high High Moderate Low Very low/none-

existent

2.3.1 Training, teaching and learning material /TTLM/ X 2.3.2 Instructional manuals X 2.3.3 Textbooks X 2.3.4 Reference books X 2.3.5 Journals/publication/ magazines X




1 2 3 4 5 2.4 Availability of irrigation equipment including farm tools and implements

Type Number Model Make Year and condition

Motor water pump

All equipment and farm tools have given long service already

Drip irrigation plastic pipes Pick axe Shovels Rake Hoe (traditional) Mattock Hand driven small tractor Dredger 2.5 Computer and related equipment

2.5.1 Availability of computer and related equipment for information services used in the learning process

Very high High Moderate Low Very low

2.5.1.1 Availability of computer X

2.5.1.2 Availability of software - programs and applications within the college X

2.5.1.3 Availability of virus protection X 2.5.1.4 Availability of IT support services X




1 2 3 4 5 2.5.2 Availability of IT facilities and support services

2.5.2.1 Availability of computer and related equipment - considering the following ratios

Write down the ratios between the following pairs of items

2.5.2.1 Trainers versus lap top

None * There are nine laptops with the various departments and offices. They are owned by the

dean and vice dean; Human Resource Management (HRM) head: Planning; Income generating; Industry Extension Services; Crop Production Department head; Plant Science

2.5.2.2 Trainers versus desk top computers 4 trainer: 1 desk top 2.5.2.3 Trainees versus desk top None 2.6. Availability of future plans regarding physical facilities YES NO

2.7 Availability of water resources for irrigation /high potential for irrigation

YES and high Potential

YES but low potential

NO but high potential

NO and low potential None (river, spring,

lake, etc.)

2.8 Means to utilize water resources for irrigation Diversion weir Dam Pond Canals None

They use small motor water

pump

2.9 Farm land

2.9.1 Availability of farm land (10 ha) suitable for irrigation (in topography, soil characteristics) and agricultural ecology

YES YES but less than 10 ha, Not at all




1 2 3 4 5

2.9.2 Where there is no farm land available or where there is less than 10 ha, the potential for getting equal to 10 ha is:


2.9.3 Existence of irrigated farms in surrounding area YES NO

2.9.4 Is there a need for irrigation development in surrounding area YES NO

3 Program and Services

3.1 See 3.1 on Checklist 4 3.2 Actual teacher to student ratio in: 1:25 1:30 1:35 1:40 1:50 3.2.1 SSI Courses X 3.2.2 MI Courses 3.3 Actual Ratio of theory to practice 30:70 40:60 50:50 60:40 70:30 3.3.1 SSI Courses X 3.3.2 MI Courses 3.4 Does the A-TVET have it curriculum in place linked to occupational standards?

YES NO

3.5 Training impact assessment has been undertaken in the past YES NO Not idea




1 2 3 4 5

4

Student related profiles,

policies and services

4.1 Demographic profile (Including five-year trend) of student body in SSI and MI, pump technologies both for the formal and informal trainings. (See Checklist 2 for 4.1 for details)

Quantitative data to be collected

4.2. Please see Checklist 2 for 4.2

5 Staffing and HRM

5.1 Demographic profile of instructors, technicians, lab technicians:

Five-year trend - trainers: Currently there is only 1 female trainer exclusively reserved for SSID. However, it is planned to increase the number of instructors with improved qualification with 5 Diploma holders and 10 with BSc for 2015/16 (2008 E.C.). This planning is based on the fact that the SSID department is going to

admit fresh trainees at Level 4. The same trend would continue for the rest of the years until 2010.

Male/Female/Age

Discipline/ Degree Rank Employment

Status

Experience Teac and Industry

Years at the A-TVET

5.1.1 Name of instructors 5.1.2 Name of technicians 5.1.3 Name of lab technicians




1 2 3 4 5 For 5.2,5.3,5.4 please see Checklist 2 5.5 Teaching loads, committee works, administration duties of academic staff members


5.6 HR Planning in place within the colleges YES NO

5.7 If "YES" to "5.6" above, degree of discrepancy between planned versus occupied positions in each area academic stream

Very low Low Moderate High Very high

5.8 Staff training plans are in place for support of professional development and improvement of instructions

YES NO

5.8 Instructional Improvements achieved has been implemented and monitored

YES NO None

5.9 Staff turnover Very high High Moderate Low Very low

6 Stakeholder Engagement

6.1 Practice of networking with employers in place in SSI and MI Very strong Strong Moderate Weak Very weak

6.2 The practice of feedback collection on graduates' performance from employers

Very strong Strong Moderate Weak Very weak

6.3 The extent to which the ATVET is connected to private agriculture irrigation sector





1 2 3 4 5 6.4 Involvement of the private agriculture sector in the implementation of Cooperative Training

Very strong and on the increase

Strong and on the increase

Moderate and stagnant

Weak and on the decline

Very weak and the decline

6.5 The extent to which the ATVET/TVET linked with research and learning institutions


6.6 The college's effort to link with regional networks - Regional TVET Bureau, regional BoA, woreda Agriculture Office, zone level Agriculture Office, other related TVET colleges such as water at regional level, woreda administration, donors/funding agencies such as NGOs, UN agencies and others in capacity and professional development in areas of SSI and MI staffs etc.


7 M&E

7.1 The practice of "self-evaluation" in the college Very strong Strong Moderate Weak Very weak

7.2 The practice of monitoring where Initiatives are tested in real settings


7.3 Availability of labor market information and employment intelligence for employment



ANNEX 2: KOMBOLCHA A-TVET COLLEGE, OROMIA

SMALL SCALE AND MICRO IRRIGATION SUPPORT PROJECT (SSMISP) KOMBOLCHA ATVET – Assessment Framework and Selection Criteria for A-TVET


1 2 3 4 5

1 A-TVET System

1.1. Planning document in place outlining college's direction to PIDM/WUA, SSI, MI, Pump technologies, NRM and Environment, Nutrition, Gender.

YES NO




YES NO If "YES", explain the scope:



seasonal Not at all Harar to

Kombolcha A-TVETC is 18 KM

hasphalt and gravel but under

construction

2.1.1 To and from Addis Ababa 546 KM – 8:30 HRs

2.1.2 To and from the regional capital 546 KM – 8:30 HRs




1 2 3 4 5

2.2 Availability of basic infrastructure for training /buildings, facilities, (see the standard available)


adequate number and

space


less than adequate

number and space



inadequate number

Poor condition and

inadequate number and

space

None at all

2.2.1 Classrooms X

Assess potential for expansion

________ Yes there is

enough space

2.2.2 Library X 2.2.3 Laboratory X 2.2.4 Workshop (same as 2.2.2)

2.2.5 Dormitory X

2.2.6 Housing X

2.3 Availability of instructional materials to support programs: Very high High Moderate Low

Very low/None-

existent

2.3.1 Training, teaching and learning material /TTLM/ X 2.3.2 Instructional manuals /same as 2.3.1 2.3.3 Textbooks X 2.3.4 Reference books X 2.3.5 Journals/publication/ magazines /local newspaper/ X





Type Number Model Make Year and condition

Motor water pump

All equipment and farm tools

have given long service

already

Drip irrigation plastic pipes Pick axe Shovels Rake Hoe (Traditional) Mattock Hand driven small tractor Dredger Fork Soil auger Range pole Chain pin Watering plastic Caliper Nursey plastics Bucket Meter String 2.5 Computer and related equipment




1 2 3 4 5 2.5.1 Availability of computer and related equipment for information services used in the learning process


2.5.1.1 Availability of computer X

2.5.1.2 Availability of software - programs and applications within the college X


2.5.2 Availability of IT facilities and support services



2.5.2.1 Trainers versus lap top None

* There are 5 laptops one in each department with the exception of Crop Production which has got 2. In the NRC stream, the ratio is 1 Laptop for 7 instructors

2.5.2.2 Trainers versus desk top computers There are 10 desk top computers for staff use but more numbers are with ITC.

2.5.2.3 Trainees versus desk top There are desk top computers with IT workshop for use by trainees 2.6. Availability of future plans regarding physical facilities YES NO




1 2 3 4 5 2.7 Availability of water resources for irrigation /high potential for irrigation





lake, GW etc.)

2.8 Means to utilize water resources for irrigation Diversion weir Dam Pond Canals None Pump form deep

well

2.9 Farm land







3 Program and services

3.1 See 3.1 on Checklist 4 3.2 Actual teacher to student ratio in: 1:25 1:30 1:35 1:40 1:50 3.2.1 SSI Courses X 3.2.2 MI Courses 3.3 Actual Ratio of theory to practice 30:70 40:60 50:50 60:40 70:30




1 2 3 4 5 3.3.1 SSI Courses X 3.3.2 MI Courses 3.4 Does the A-TVET have it curriculum in place linked to occupational standards?

YES NO


4



4.1 Demographic profile (Including five-year trend) of student body in SSI and MI, pump technologies both for the formal and informal trainings. (See checklist 2 for 4.1 for details)



5 Staffing and HRM


Male/Female/

Age Discipline/

Degree Rank Employment Status


Years at the A-TVET

5.1.1 Name of Instructors

5.1.2 Name of technicians




1 2 3 4 5 5.1.3 Name of lab technicians For 5.2,5.3,5.4 please see Checklist 2 5.5 Teaching loads, committee works, administration duties of academic staff members


5.6 HR Planning in place within the colleges YES NO

5.7 If "YES" to "5.6" above, degree of discrepancy between planned versus occupied positions in each area academic stream



YES NO Limited

opportunities


YES NO



6.1 Practice of networking with employers in place in SSI and MI Very strong Strong Moderate Weak Very weak




1 2 3 4 5 6.2 The practice of feedback collection on graduates' performance from employers


6.3 The extent to which the ATVET is connected to private agriculture irrigation sector


6.4 Involvement of the private agriculture sector in the implementation of Cooperative Training

Very strong and on the

increase







6.6 The college's effort to Link with regional networks - regional TVET Bureau, regional BoA, woreda Agriculture Office, zone level Agriculture Office, other related TVET colleges such as water at regional level, woreda administration, donors/funding agencies such as NGOs, UN agencies and others in capacity and professional development in areas of SSI and MI staffs etc.


7 M&E 7.1 The practice of "self-evaluation" in the college Very strong Strong Moderate Weak Very weak




1 2 3 4 5 7.2 The practice of monitoring where Initiatives are tested in real settings


7.3 Availability of labor market information and employment intelligence for employment



ANNEX 3: WOLAITA SODDO A-TVET COLLEGE, SNNP

SMALL SCALE AND MICRO IRRIGATION SUPPORT PROJECT (SSMISP) Soddo TVET – Assessment Framework and Selection Criteria For A-TVET


1 2 3 4 5

1 A-TVET System

1.1. Planning Document in place outlining College's direction to PIDM/WUA, SSI, MI, Pump technologies, NRM and Environment, Nutrition, Gender.

YES NO




YES NO If "YES", explain the Scope:



seasonal Not at all

2.1.1 To and from Addis Ababa 330 KM – 5 HRs

2.1.2 To and from the regional capital 170 KM – 2:30 HRs




1 2 3 4 5

2.2 Availability of basic Infrastructure for training /buildings, facilities, (see the standard available)


adequate number and

space


less than adequate

number and space



inadequate number

Poor condition and

inadequate number and

space

None at all

2.2.1 Classrooms X

Assess potential for expansion ____________

Yes there is enough space

2.2.2 Library X 2.2.3 Laboratory X 2.2.4 Workshop X

2.2.5 Dormitory X

2.2.6 Housing X

2.3 Availability of instructional materials to support programs: Very high High Moderate Low

Very low/None-

existent

2.3.1 Training, teaching and learning material /TTLM/ X 2.3.2 Instructional manuals Same as 2.3.1

2.3.3 Textbooks Same as 2.3.1

2.3.4 Reference books X 2.3.5 Journals/publication/ magazines X





Type Number Model Make Year and Condition

Drip irrigation equipment

All equipment and farm tools

have given long service

already

GPS Clinimeter Compas Caliper Ranging poles Theodolite Shovels Pick axe Watering plastic Mattock Wheel barrow Rke Hoe Tractor (multi-purpose) Meter 2.5 Computer and related equipment 2.5.1 Availability of computer and related equipment for information services used in the learning process


2.5.1.1 Availability of computer x




1 2 3 4 5 2.5.1.2 Availability of software - programs and applications within the college x


2.5.2 Availability of IT facilities and support services



2.5.2.1 Trainers versus laptop None 2.5.2.2 Trainers versus desk top computers 2 trainers:1 desk top computers in the NRM

2.5.2.3 Trainees versus desk top None

2.6. Availability of future plans regarding physical facilities YES NO

2.7 Availability of water resources for irrigation /high potential for irrigation





lake, GW,

2.8 Means to utilize water resources for irrigation Diversion weir Dam Pond Canals None

Use motorized water pump from

deep well

2.9 Farm Land




1 2 3 4 5






But far away from the college - up to

29 KM


3 Program and Services

3.1 See 3.1 on Checklist 4 3.2 Actual teacher to student ratio in: 1:25 1:30 1:35 1:40 1:50 3.2.1 SSI Courses /Irrigation and drainage/NRM X 3.2.2 MI Courses None 3.3 Actual ratio of theory to practice 30:70 40:60 50:50 60:40 70:30 3.3.1 SSI Courses NRM (See Checklist 4) X X 3.3.2 MI Courses




1 2 3 4 5 3.4 Does the A-TVET have it curriculum in place linked to occupational standards? (Irrigation and Drainage)

YES NO


4



4.1 Demographic profile (including 5 year trend) of student body in SSI and MI, pump technologies both for the formal and informal trainings. (See Checklist 2 for 4.1 for details)



5 Staffing and HRM


There is plan to increase instructions by in the NRM department. Annually for the coming 5 years 2008 E.C. to 2012 E.C.

Male/Female/Age

Discipline/ Degree Rank Employment

Status


Years at the A-TVET

5.1.1 Name of Instructors Look at Checklist 5.2 in separate sheet

5.1.2 Name of Technicians NONE




1 2 3 4 5 5.1.3 Name of Lab technicians

For 5.2,5.3,5.4 please see Checklist 2 5.5 Teaching loads, committee works, administration duties of academic staff members


5.6 HR Planning in place within the Colleges YES NO 5.6 If "YES" to "5.4" above, degree of discrepancy between planned versus occupied positions in each area academic stream



YES NO But not for

support staffs


YES NO



6.1 Practice of networking with employers in place in NRM SSI and MI (irrigation and drainage)


6.2 The practice of feedback collection on graduates' performance from employers





1 2 3 4 5 6.3 The extent to which the ATVET is connected to private agriculture irrigation sector


6.4 Involvement of the private agriculture sector in the implementation of cooperative training

Very strong and on the

increase







6.6 The college's effort to link with regional networks - regional TVET Bureau, regional BoA, woreda Agriculture Office, zone level Agriculture Office, other reacted TVET colleges such as water at regional level, woreda administration, donors/funding agencies such as NGOs, UN agencies and others in capacity and professional development in areas of SSI and MI staffs etc.


7 M&E

7.1 The practice of "self-evaluation" in the college Very strong Strong Moderate Weak Very weak

7.2 The practice of monitoring where Initiatives are tested in real settings





1 2 3 4 5 7.3 Availability of labor market information and employment intelligence for employment



ANNEX 4: WOLISSO POLYTECHNIC COLLEGE, OROMIA

Student - Related Profiles, Policies and Services Demographic Profiles of Students in the Formal Sector since 2007 EC

SSI /Irrigation and Drainage MI Pump Techn. NRM Environment Nutrition Gender Remarks

Number Total 38 Note: 5 year. trend in the formal sector: The number of trainees who would join Irrigation and Drainage

starting Level II is 35 in 2008. The same trend will continue in 2009 and the years to follow if things go as planned.

Female 26 Male 12 Background

Farmers Farmers and surrounding

DAs None Subject Matter Specialist None

Opportunities for different target groups None

Drop Out Rates 2-3% Demographic Profiles of Students in the Informal Sector Number Total: The college has been giving technical support to 6 associations (farmers, self-

employed, youth, TVET graduates and similar other groups in the area of irrigation works, water resources utilization, pump operation, water harvesting to grow horticultural crops, nursery seedling management and similar others through

industrial extension services.

The number and sex

composition unknown

Female

Male

Background: farmers YES

ANNEX 4: WOLISSO POLYTECHNIC COLLEGE, OROMIA


SSI /Irrigation and Drainage MI Pump Techn. NRM Environment Nutrition Gender Remarks

DAs NO Subject matter specialists NO Opportunities for different target groups YES See explanation given under the Informal sector above.

Drop Out /Retetion rates None List of Staffs in the area of Irrigation and Drainage:

Name Male/ Female (M/F) Discipline Degrees Rank Full or Part

Time (F/P) Years of Teaching Years at Alage

Years of industry/ technical

experience

Description of professional development

in last two years

Messay Aklilu Male Irrigation Engineer B. SC (Level B) Instructor Full time 11 Years no no no

Gerachew Legesse Male Irrigation

Engineer B. SC (Level B) Instructor Full time 6 Years no no no

Challa Bekele Male Irrigation Engineer B. SC (Level B) Instructor Full time 6 Years no no no

Safaye Deme Female Irrigation Engineer

Collge Dip. (Level C) Trainer Full time 2 Years no no no


ANNEX 5: WUKERO A-TVET COLLEGE, TIGRAY

The Training Institution: Name Wukro Agriculture Poly Technic College Region Tigray Zone Eastern Woreda Wukro Town City/town Wukro Year of establishment 1994 E.C. Size of total staff 165 Academic 87 Non-academic 78

Major Fields of Specialization / Training

Programs

Fields Horticulture Production (I

- IV)

Field Crop production

(I - IV) Dairy (III)

Animal Production

(II)

Animal Health (I-

IV) SSI (III)

Soil and Water

Conservation

BAN (I) Levels I,II,III,IV

Academic instructors

Male 3 14 18 5 3 10 All

Instructor Female ˗ 2 3 1 ˗ ˗ Total 3 16 21 6 3 10

Qualification: Diploma, BSc.

MSc.1 BSc.2

MSc. 11 BSc. 2 Dip. 3


MSc.2 BSc.4

BSc. 1 Dip. 2


˗

Years of Experience within the Institutions 2 – 11 2 – 20 2 – 33 4 – 10 2 – 8 2 – 12 ˗

COC Status - Taken/Not taken All have qualified "COC" ˗

Staff working rooms - Available/Not Available

Available ˗

Trainees/students Number 88 31 43 89 62 80 87 350 Male 28 9 12 31 30 13 53 148 Female 60 22 31 58 32 67 34 202

Learning materials: TTLM 72 50 38 38 48 46 38 44



Major Fields of Specialization / Training

Programs

Fields Horticulture Production (I

- IV)

Field Crop production

(I - IV) Dairy (III)

Animal Production

(II)

Animal Health (I-

IV) SSI (III)

Soil and Water

Conservation

BAN (I) Levels I,II,III,IV

Lab Manual ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Text Books 36 25 19 19 24 23 19 22 Reference Books ˗ ˗ ˗ ˗ ˗ ˗ ˗ ˗ Journal/Publications No journal/publications seen; local newspaper available

Learning facilities and infrastructures:

Availability, number and/or capacity, equipment available Classrooms 2 1 1 2 2 2 2 6 Library One common use Laboratory ˗ ˗ ˗ ˗ 1 ˗ ˗ ˗ Workshops 1 1 1 1 1 1 1 1 Consumables Available Multi-purpose halls including staff meeting

2 Common use

Communication and transport facilities

Availability, number where possible, capacity… Internet Facility Broad band with capacity of 2MB Telephone 7 Fixed and 1 wireless Vehicle field service 1 bus, 2 mini vehicles (Toyota hardtop and Ford), Tracter (Non-functional) Motor Bikes 2 old and 1 actively service giving

Office tools, equipment: Availability, number where possible, capacity… Working rooms 22 Computer and printers 46 computers and 14 printers LCD projectors 1 White board 8

Current Fiscal Year Budget Planned Actual 2003 3,275,416.00 5,025,262.00 2004 9,224,196.00 7,101,110.00 2005 9,375,464.00 8,164,542.00 2006 9,948,373.00 9,771,870.00 2007 10,113,676.00 9,557,093.00



Support from: YES NO UN Agencies X NGOs X Previously with Israel gov. and (GIZ) Other Bilateral/Multilateral sources


ANNEX 6: MERSA A-TVET COLLEGE, AMHARA

SMALL SCALE AND MICRO IRRIGATION SUPPORT PROJECT (SSMISP) TVET PROFILE

The Training Institution: Name Mersa ATVET College Region Amhara Zone North Wollo Woreda Habru City/town Mersa Year of establishment 1985 E.C. Size of total staff 146 Academic 76 Non-academic 70

Major Fields of Specialization / Training Programs

Fields Agricultural Cooperative

Animal Production

Animal Health

Plant Science

Natural Resource ICT Industrial and

Construction Levels I,II,III,IV

Academ. instructors

Male 8 3 4 6 5 5 27 Female 1 1 1 5 Total 9 4 4 6 6 5 32

Qualification: Diploma, BSc.

BSc. MSc. BSc.

Diploma

DVM Diploma BSc. BSc

Diploma BSc

Diploma BSc

Diploma

Years of experience within the Institutions

6 months – 5 years 1 – 12 years 6 months –

12 years 1 – 14 years 1 – 5 years 6 months – 4 years

6 months – 7 years

COC Status - Taken/Not taken All have qualified "COC"

Staff working rooms - Available/Not Available Available

NB:- The no of trainers doesn't include those in long term training (Further education) Trainees/students Number 148 64 68 120 128 230 351



Major Fields of Specialization / Training Programs

Fields Agricultural Cooperative

Animal Production

Animal Health

Plant Science

Natural Resource ICT Industrial and

Construction Levels I,II,III,IV Male 83 30 33 76 83 101 230 Female 65 34 35 44 45 129 121

Learning materials:

TTLM Available Lab Manual ˗ Text Books Available Reference books Available Journal/ publications No journal/publications seen; local newspaper available


Availability, number and/or capacity, equipment available Classrooms 2 2 2 2 2 3 3 Library One common use Laboratory 1 1 2 Workshops 5 1 1 3 Consumables available Multi-purpose halls including staff meeting No


Availability, number where possible, capacity… Internet Fac. Available Telephone Available

Vehicle field ser. 1 bus, 1 coaster (maintenance), 1 station wagon, 1 double pickup, 1 single pickup (maintenance), 2 tractor (maintenance)

Motor Bikes 2 motor bikes Office tools, equipment: Availability, number where possible, capacity… Working rooms 26 Computer and printers LCD projectors 2 While board



Current Fiscal Year Budget: Planned Actual

2003 2004 2005 11,971,899.00 5,774,934.00 2006 7,145,000.00 6,022,919.00 2007 7,116,185.00 5,096,185.00

Support from: YES NO UN Agencies X

NGOs X Other X

Bilateral/Multilateral sources X


ANNEX 7: KOMBOLCHA A-TVET COLLEGE, AMHARA

SMALL SCALE AND MICRO IRRIGATION SUPPORT PROJECT (SSMISP) TVET PROFILE

The Training Institution: Name Kombolcha Agricultural Technical Vocational Education College Region 3 Zone South Wollo Woreda Kombolcha City/town Kombolcha Year of establishment 1970 E.C. Size of total staff 200 Academic 37 Non-academic 163 Major Fields of Specialization / Training Programs:

Fields Natural Resource SSI Levels I,II,III,IV

Academic instructors

Male 5 4 Female ˗ ˗ Total 5 4 Qualification: Diploma, BSc. MSc, BSc MSc Years of Experience within the Institutions 4 ˗ 12 2 ˗ 12

COC Status - Taken/Not taken All have qualified "COC" Staff working rooms - Available/Not Available Available

Trainees/students Number 302 Male 230 Female 72

Learning materials: TTLM Marginally Available Lab Manual ˗ Text Books Available

ANNEX 7: KOMBOLCHA A-TVET COLLEGE, AMHARA


Major Fields of Specialization / Training Programs:

Fields Natural Resource SSI Levels I,II,III,IV Reference books Available Journal/publications No journal/publications seen; Local Newspaper available


Availability, Number and/or Capacity, equipment available Classrooms 38 40 students per class Library One common use Laboratory 1 Workshops 5 Consumables Available Multi-purpose halls including staff meeting Two


Availability, number where possible, capacity… Internet Fac. 4G Telephone 10 land lines, 5 mobile phones, 10 inner lines Vehicle field ser. 1 bus, 2 tracks, 4 field land cruisers Motor Bikes 2 motor bikes

Office tools, equipment: Availability, number where possible, capacity… Working rooms 35 Computer and printers Available LCD projectors 10 While board 19

Current Fiscal Year Budget: Planned Actual

2003 12,000,000.00 9,000,000.00 2004 13,000,000.00 10,000,000.00 2005 15,000,000.00 9,000,000.00 2006 14,000,000.00 12,000,000.00 2007 15,000,000.00 10,000,000.00

11

Support from: YES NO UN agencies X

NGOs X Previously SIDA Other X

Bilateral/multilateral sources X

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