World vishion shiromeda_gulele_sub-3

0

G u l e l e S u b - C i t y

T V E T O f f i c e

G u l e l e S u b - C i t y

T V E T O f f i c e

+ 2 5 1 1 1 1 1 1 1 0 8 5

[ T y p e t h e f a x n u m b e r ]

[ P i c k t h e d a t e ]

Berhanu Tadesse Taye

Monitoring and Evaluation report on Shiro

Meda TVET Institute-world vision support

–the entire work in the particular work of

B+1 automotive building project of World

Vision Ethiopia and Government proposal

on expansion work for the Shuro Meda

TVET institute.

MONITORING AND EVALUATION REPORT: ON SHIRO MEDA TVET

INSTITUTE-WORLD VISION SUPPORT

Monitoring and Evaluation

Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support

August 2015

1

Gulele Sub-City TVET Office

Monitoring and Evaluation of Shuro Meda TVET Institute

entire work, in the particular work of B+1 automotive

building project of World Vision Ethiopia and Government

proposal on expansion work in the institute.

By Berhanu Tadesse Taye

Friday, August 7, 2015


August 2015

2

Tables of Content

Topics

Pages

Chapter one ................................................................................................ 4

1.1. Introduction .................................................................................. 4

1.2. Rational to the monitoring and evaluation of the project .............................. 6

1.3. Goal .............................................................................................. 8

1.4. Objectives of this project .............................................................. 8

1.5. Significant of this report .................................................................. 9

1.6. Scope of the project ...................................................................... 9

1.7. Establishment of integrated Programme of the institution phase 10

1.7.1. Project Activities and Budget Allocation ................................. 10

1.8. Financial allocation and expenditure of the budget ................................... 12

1.9. TVET relation with the community ............................................... 13

1.10. Project managerial structure ..................................................... 14

1.10.1. Structure of the project ................................................................ 15

2. Project Activity ............................................................................... 15

1.11. Monitoring and Evaluation result of the project for benchmarking

purpose............................................................................................... 16

1.12. Participation of stakeholders .................................................... 19

1.13. Evaluation of the Project plan ................................................... 19

1.13.1. The Project Life Cycle Consist Of Four Phase: .................................. 20

1.14. Conclusion………………………………………………………………………………………23


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Chapter two .............................................................................................. 25

2.1. Project Profile .............................................................................. 25

2.2. Systems of vocational education and Shiro Meda TVET institute expansion work

28

2.3. Project Controlling and Monitoring Activity ................................. 30

2.4. Challenges of the Project ................................................................... 31

2.5. Possible Solution ............................................................................ 31

2.6. Implementation .................................................................................. 31

2.7. Project Sustainability ...................................................................... 32

2.8. Strategic Plan ................................................................................. 33

2.9. Methods of Provision of the Training and tuition fee ................................ 33

2.10. The Standards of Trainers in the TVET Institution ................................ 34

2.11. Policy and Stratégies Ethiopian on TVET ........................................... 35

2.12. Financial Strategy ..................................................................... 37

2.12.1. Project Budget Estimation and Allocation ........................................ 39

Concept and Essence of Facility and Training Materials and Enough Space for

Training.............................................................................................. 39

2.12.2. Shiro Meda TVET institute expansion work (internal improvement) ....... 41

2.13. Intended Program of the institute ..................................................... 42

2.14. Environmental procedures ............................................................... 43

2.15. Budget Summary .......................................................................... 44

Photos of the institute…………………………………………………………………46


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Chapter one

Introduction of the programme

1.1. Introduction

The different between developed and developing nations/countries is the level of

their concern on producing human capital development through education.

However, there is a high interest in most of the developing nations, including

Ethiopia, to give in to the call for immediate action and concern in this regard.

Due to this fact the government of Ethiopia has established a new educational

reform so as to meet the challenges of education for enhancing sustainable

development by producing skilled man-power that can go in line with the world of

work or that can fill the gap of emerging current market demand of the country.

Among these educational reforms the TVET reform is one of the efforts done to

sustain development by means of amending the TVET policy and strategy to be

“Outcome Based” and “Demand driven”.

In order to achieve these, the government of Ethiopia in its GTP II gives due

emphasis for the expansion of TVET institutes in the country to take a paramount

role for the implementation of the reform and supporting TVET system for the

coming five years.

Other development partners like none governmental organization (NGOs) involved

in varies developmental activities are playing a pivotal role enhancing the quality

of education in the TVET sector. So as to strengthen the relation between south


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Korea and Ethiopia and make their historical relation, tight and sustainable, they

gave due considerations on the issue “If you give a man a fish you feed him a day”,

but if you teach him how to fish you feed him forever” South Korean government

through world vision Korea to Ethiopia, by emphasizing on sustainable

development for the country, is nowadays supporting one of the government policy

component, SIP (School improvement to strengthen school planning) for improved

teaching and learning conditions and outcomes, and to fund the quality

improvement plans through world vision grant (GQUIP 2013). So far it has

provided the grant opportunity for Shiro Meda TVET institute.

Government funding budget alone will not sufficient to support for the

implementation of all activities. After identifying the problems of Shiro Meda

TVET expansion work before 2012 by world vision Korea.

However, Shiro Meda TVET institute shall establish other mechanisms of support

from donor (world vision) for the purpose of improving quality, efficiency and

equity of accessibility to the Shiro Meda area beneficiaries. With this international

donor (NGOs) these allocating budget for the purpose of capital budget (building

new classes purchasing heavy machineries etc) recurrent budget provision of

training and development. The allocated budget gained covered a large part of

costs in maintenance, facilities and expansion of the institute. Thus make the

institute as much as possible self reliant and utopia for the future

generation.


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1.2. Rational to the monitoring and evaluation of the project

This project monitoring and evaluation report is prepared to address the approaches

of weekly work progress through developing final evaluation of the allocated

budget.

Since the sub-city TVET office head delegate this responsibility to the institutional

Quality audit expert undertake work with stakeholders this evaluation work

prepared. The assigned body organized for the purpose of the effectiveness of the

task and to bring good achievement of the work should report to the office. The

assertion made for those stakeholders who perform properly and complete their

work fruitfully. This acknowledgement brought on behalf of the Sub-City office

assignment.

Gulele Sub-City TVET Office Institutional Quality audit Expert report on World

Vision Ethiopia. World vision Ethiopia particular donor of South Korea embarked

on building new construction. The donor undertake several activities like

expanding educational institutions, community development work and also

graduates trainees from the institution as well as benefiting them by purchasing

machineries and tools to make the graduate trainees organized in the form of MSEs

entrepreneurs or association. Consequently to bring them in to strong form of

organization, sustain enterprise, associated with micro finance. Due to this fact this

Monitoring and Evaluation of Shiro Meda TVET Institute entire work and in the

particular work of B+1 automotive building project of World Vision Ethiopia and

Government proposal on expansion work institute.


August 2015

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The task force evaluation was carried out at three TVET colleges for pre test

assessment purpose: namely Entoto, Tegbared, and General Wingate TVET

Colleges automotive workshops for the purpose of selecting the best workshop and

benchmark it. Due to proximity of Entoto TVET Polytechnic College G+1 building

auto workshop to the task force, the institute was visited persistently. After

thorough investigation, the task force found out enormous problems. To mention

some of the core problems:- the automotive workshops visited were not built in a

modern manner, the automotive department had a space capacity of occupying

only one car at a time as other rooms have not served other cars because of

unplanned space of the workshop, it is impossible to use the forklift as the roofs

are low in the over head to move cars from on place to place, no ventilation in the

work shop, even when the institute want change in to class room they can‟t change

the workshop in to class room because it built in the forms of castle no light

transfer to the building.

During visit, the researcher identified and realized indeed corruption problems in

the automotive department it were design for the purples of automotive training but

due to miss used of the allocated capital. Among these are: there is no design two

G+1 building, room for tools (mini-store) for the immediate use of training in the

workshop of the newly built tow G+1. The buildings which are deliberately made

for automotive department workshops haven‟t enough space for practical teaching

and learning processes. The new buildings accommodate not more than one car

including heavy machinery like fork-lift for holding the car repair and wash.

Although the department had in the old building different shops like, car fork-lifts,

enough space for storage of tools practical rooms, electric, painting and decorating

workshops were available, these are not quite enough for practical activities in the

department the workshop accommodate many car in on workshop.


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1.3. Goal

To assess the implementation phase of the project to make it proper

implementation of the intended project and proper utilization of the budget by

opening new department: automotive department.

1.4. Objectives of this project

The objectives of the building expansion is to empower Shiro Meda area

community i.e. to make the youth, the adult and the special needs skilled and

trained by offering them trainings to develop their capacity to bring about

sustainable development and make them economic beneficiaries.

The important of this report need to emphasize for the sake of asserting the

accomplished work of what the Sub-city TVET office Head delegated to

accomplish the design work of the Shiro Meda TVET institute on Automotive

department workshop. The organization of the task force incorporated;

The output of the TVET institute become competent and self reliant citizen;

Increase access to and participation in education and training and ensure

equity;

To create alternative income generation systems by opening automotive

department;

To serve as technology transfer for the institution and for MSEs;

Ensure education and training quality and relevance;

Lower educational inefficiency;

To make the management body realistic, accountable and transparent to the

society;


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To Increase the participation and mobilize all stakeholders in a concerted

effort to create synergies and share responsibilities for the renewal and

harmonization of TVET policies, programmes and strategies institute.

1.5. Significant of this report

This monitoring and evaluation report has significant importance to the sub-city

managements, government policy makers, researchers, NGOs, vocational and

technical education colleges and institutes, MSE office and for other relevant

sectors. It is expected to identify the community and Shiro Meda TVET institutions

that may benefit from the monitoring and evaluation report results. It is also

significant importance for the task forces i.e. the project personnel to help them

amend and criticize and also includes the remaining work of the project

stakeholders as follows;

Sub-city TVET office the delegated body both institutional quality

assurance head and quality auditor;

Shiro Meda TVET institution deans, assistant deans and parent and

teacher association;

World vision Ethiopia (WVE) engineer;

Sub-city construction and design office all experts.

1.6. Scope of the project

The scope of the project is to attain quality, equity of accesses, by ensuring

sustainable and feasible uses of the government budgets and donation. Initial

approach identifies the current situation of the institute and defines the service


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portfolio on proper uses of the allocated budget and material which has been

constructed and purchased by them on the following priority phases.

1.7. Establishment of integrated Programme of the

institution phase

The target area of their expansion work is Shiro Meda Technical Vocational

Education and Training (TVET) institution. The project donor has agreed to

expand the TVET institution. The special donation is from South Korea, the

specific name of the place is called, “Chungbuk” which is located in central part of

South Korea.

The project has been implemented in three phases:

1. The first phase completed with G+1 in 2012,

2. The second one also ended with G+4 building hence, beside to this,

that is even now September 2014.

3. The third phases was started work in September 2015. The newly

launched (September 2015) construction of B+1 (basement plus

ground) building will be built for the purpose of opening automotive

department. This project will also be completed after six months,

according to the schedule.

1.7.1. Project Activities and Budget Allocation

The design, sketch building work finished by sub-city architectural, structural,

electrical and building quantity surveying etc. The work completed by Sub-city

Engineers after carrying out the building design provided for the donors.


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In the first phase this project was started (2009 and completed 2012), which is

G+1 building consisted three classrooms, five workshops and two office rooms.

Meanwhile the second phase was started (2012) which they completed and

provided for the college August 22, (2014), i.e. G+4 building with two workshops,

nine classrooms, library, meeting hall, a store and 5 office rooms had been

constructed at a cost of more than 22 million birr. This budget excluded the third

phase of the project. The aim of the building expansion empowering the Shiro

Meda area peoples i.e. the youth, the adult and the special needs.

Third phase of the project included The donor provided aggregate budget of

320,302.00 USD (6,406,040.00 Ethiopian birr) for the entire programme

supporting the TVET institution. The initial allocated of budget for building of

basement plus one (B+1) construction 270,000 USD (5,400,000 Ethiopian birr).

Due to this reason the institution department enhances in number as the

intention to open new departments to upgrade the status of the institution

from the institute to college by fulfilling the facility, criteria (standards); as

follows;

1. Construction department including electricity and plumbing offers level III.

2. Metal work fabrication and wood work technology offers level III.

3. Leather garment appropriate to offer training level II

4. This year new department will commence i.e. information communication

technology (ICT) and computer science level III.

5. Automotive technology (repaired car both electrical parts of the car,

mechanical parts…… including others cars‟ service), after the end of next

year (2015), we intend to launch this department. Due to the fact that intake


August 2015

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rate of the institution will rise from 1393-2500. It is good achievement of the

institution and for the Sub City TVET office.

1.8. Financial allocation and expenditure of the budget

Ethiopia as a whole has decentralized the education functions and management to

the Sub-City levels. The Sub-City TVET offices have been empowered to carry out

all educational functions and management with the clear and transparent

participation of the community whom is recipient of educational services. Even the

budgetary system is decentralized to sub-city levels and hence TVETs institutions

are financed by the sub-city TVET office finance. At TVET levels, projects are

managed by the TVET management board (task force) headed by the director.

This Week‟s Brief Work Progress Report about Shiro Meda TVET Institute based

on the donation obtained from World Vision Ethiopia. World Vision Ethiopia

donates a budget for Shiro Meda TVET institute for the purpose of opening new

automotive department, expansion and upgrading the institute. The budget includes

both capital expenditure and recurrent budget allocation and execution in 2014/15

fiscal budget year from Septembers on wards. The donor provided aggregate

budget of 320,302.00 USD (6,406,040.00 Ethiopian birr) for the entire programme

supporting the TVET institution. The initial allocated of budget for building of

basement plus one (B+1) construction 270,000 USD (5,400,000 Ethiopian birr).

Following this, budget was distributed for the programme which includes

purchasing of heavy duty machineries for a total sum of 27,865 USD (557,300

Ethiopian birr), tools (Utensils and equipment) 11407USD (228,140 Ethiopian

birr) according to world vision.

To fulfill the government standards automotive workshop, World Vision Ethiopia

equipped the institute with benches and shelves with the total sum of 2718 USD


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(54360 Ethiopian birr), the donors also allocated the institute with class rooms and

office furniture with expense of 1442 USD (28,840 Ethiopian birr), the allocation

was also distributed for reference books with 755 USD (15,100 Ethiopian birr), the

support goes for IG‟s at cost of 1903 USD (38,060 Ethiopian birr), the support

includes expenditures for trainees school fees for centre of occupational

competency assessment and certification (COCAC) with the total amount of 3462

USD (69,240 Ethiopian birr), and also for training for trainees and trainers on

themes of business competency and saving and credit with 750 USD (15,000

Ethiopian birr), Purchased heavy machineries, equipments and tools this fiscal year

for the Shuro Meda TVET institute automotive department in the amount of

1,384,740 Ethiopian birr. Really thanks for World Vision Ethiopia for its

bounteousness work of them!

1.9. TVET relation with the community

In Shiro Meda area community participation don‟t support in the form of cash,

labour or material from the community. This may not due to lack of cooperation

from the community. It appears that the institutions have not made attempts to get

support from the community. Shiro Meda TVET institution owned by government

supported by NGOs particularly donor of World Vision Korea. The modality of

delivery in some case is institutional, industry based, community based and

cooperative training/apprenticeship. However, in Shiro Meda TVET institute the

role of community participation dialogue and debate between the institute, it is also

week cooperative training and industry based training donors (NGOs) and

government bodies (sectors), parents, guardians and pupils and in general the

community must all relate to enhancing ownership and influence in the

management, design, development and sustain quality of education.


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1.10. Project managerial structure

The project implementation from planning up to execution handled by

project task force (teams) who have 14 members.

Sub-city TVET office the delegated body coordination of the project

facilitate to meet with stakeholders. Representative of institutional quality

assurance department head

Shiro Meda TVET institution deans the chair person of the project team is

the dean of the institute. Assistant dean also members of the team.

World vision Ethiopia (WVE) engineer responsible for financial allocation

of the budget. Continues follow-up the construction and Finance and

administration of the project

Sub-city construction and design office all experts

Representative from stakeholder (relevant to TVET, teacher parent

association (TPA) from the parent of the student)

Contractor of the building


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subcity TVET office

•quality audit expert

•institution quality assurance department head

sub-city

construc

tion

•architecture

•quantity survior

•structural engineer

•all engineers involved in the construction sector

world

vision

•World vision Ethiopia (WVE) engineer

•world vision Engineer

contrac

tor

•Contractor of the building

Shiro

Meda

TVET

institution

•deans and assistant dean and parent techers assosetion

1.10.1. Structure of the project

1 Figure

2. Project Activity

The project activity would be implementing within six month. But the

project started September 2015 construction of B+1 (basement plus ground)

will be built for the purpose of opening automotive department. Due to

uncertainty of the project additional work appear after starting it.

After completing the project (B+1 (basement plus ground)) new automotive

department start work to teach the student both electrical parts of the car and

mechanical parts of it level the training starting from short term training to

Level one to level three the service also maintenance, ointment and car

washing among other.


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1.11. Monitoring and Evaluation result of the project for

benchmarking purpose.

For the progress of the project, the assigned body worked in such a way that the

task force evaluation was carried out at three TVET colleges for pre test

assessment purpose: namely Entoto, Tegbared, and General Wingate TVET

Colleges automotive workshops for the purpose of selecting the best workshop and

benchmark it. Due to proximity of Entoto TVET Polytechnic College, the task

force visited two G+1 buildings auto workshops. The institute was visited

persistently. After thorough investigation, the task force found out enormous

problems.

To mention some of the core problems: - the automotive workshops visited were

not built in a modern manner, no room for tools (mini-store) for the immediate use

of training in the workshop of the newly, the automotive department had a space

capacity of occupying only one car at a time as other rooms have not served other

cars because of unplanned space of the workshop. It is impossible to use the

forklift as the roofs are low in the over head to move cars from place to place, no

ventilation in the work shop, misused of the allocated capital budget,

The buildings which are deliberately made for automotive department workshops

haven‟t enough space for practical teaching and learning processes, if the institute

wants to change in to other department or classroom they can‟t change the

workshop in to classrooms because it was built in the forms of castle as it is not

transparent. Therefore the building should be demolished because of the above

problems.


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From the experiences of those visited polytechnic colleges, both constructive and

destructive lessons have been obtained. The visit was intended to share the

constructive experiences from them and to be careful not to repeat the

shortcomings of the institutes.

To avoid the quality problem of the training workshop, the task force team has

assessed three TVET colleges design of automotive department. Hence, we have

preferred Tegbareid TVET polytechnic college. The standards criteria to make

selective such as the organization of Auto workshop has enormity (great size) both

the ground and the first floor which is capable and enough space to hold and

accommodates cares.

During the visit, the researcher noticed that the building of the Entoto polytechnic

college not giving service since it was built; therefore, the researcher was

convinced that the two buildings in the compound were not giving service either

because of ignorance or corruption problems of the administrators.

The visit was intended to benchmark the practices of the polytechnic Colleges.

Among these are: there is no proper design two G+1 building, The new buildings

accommodate not more than one car including heavy machinery like fork-lift for

holding the car repair and wash.

The old automotive building of the Entoto TVET polytechnic College is better than

the new one because the workshop has car fork-lifts, accommodate many cars in

the workshop enough space for storage of tools, practical rooms, electric, painting

and decorating workshops are available.

The researcher is confident that the donation granted by the world vision Ethiopia

would resolve the current problems faced by Shiro Meda TVET institute by


August 2015

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helping design a new all rounded building that easily help facilitate the teaching

and learning process.

Consequently, Shiro Meda TVET has been design two building parts i.e. the

ground floor accommodate mechanical parts of the cars and first floor

accommodate electrical parts of the department units. The cars also facilitating

able to climb the first floor but after the donor agreement they omit it.

As we have already requested Gulele Sub City House and Construction

Development Office, among other works or the entire parts of the building the

remaining,

1. Size of grade beam, basement and roof beams and stirrup size and

spacing,

2. Reinforcement details for car ramp and how it is joined with beams

and columns.

3. Roof truss detail

4. Column stirrups size and spacing retaining wall/at least for the three

sides of the building (it is threatening both the old building and the

new one)

5. Retaining wall/at least for the three sides of the building (it is not

included in bill of quantity) (new amendment works ready for bid and

tender) the sub-city House and Construction Development Office

completed detail blueprint,

6. Sewage (water drainage) it is threatening the compass.

Indeed most of the above work finished by the office. I hope that the office would

work hand in hand with Gulele Sub City TVET office and Shiro Meda TVET

institute by solving the problems of the design, monitoring and evaluation work of


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the new building of the institute. Therefore, I hope that the office would provide us

with all the necessary support so that we would accomplish the implementation of

the plan based on the schedule.

1.12. Participation of stakeholders

I would like to acknowledge the great kindness work of South Korea (Chungbuk)

World vision Ethiopia (WVE), that shows their keen relation regarding to our

countries Historical and social contact. Their office is situated in Gulele sub-city

world vision development program office in A.A. around Shiro Meda area. Thank

You, for your expansion work!!

I would like to extend my heartfelt thanks to those stakeholders who contributed

for the realization of this project. Namely: Gulele Sub-city construction and design

office (Engineers). Specially I appreciate the contribution of Gulele sub-city

engineers for preparing the blueprint of initial project. Had it not been for their

concerted efforts, the budget allocated for the projected would have been

transferred to other sub-cities. The Engineers enthusiastically exert their effort by

using even their spare time to complete the blueprint of project and saved the

transfer other sub-cities.

1.13. Evaluation of the Project plan

The project plan includes the list of phase and activities with time frame and

required resources to complete the project. But this project B+1 building not

completed according to their time frame and schedule.


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1.13.1. The Project Life Cycle Consist Of Four Phase:

The life cycle component elaborated as follows are (1), project initiation (2),

project planning phase (3),project execution phase (4), project closure phase.

2. Figure

The initiation phase is the first phase in the project. In this phase a business

problem or opportunity is identified and a business case which provides various

solution options is defined. A feasibility study is then conducted to investigating

the likelihood of each solution option addressing the business problem and final

ProjectLife Cycle

(1), project initiation

(2), project planning

phase

(3), project execution

phase

(4), project closure phase.


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recommended solution is put forward. Once the recommended solution is

approved, a project is initiated to deliver the approved solution. A „Terms of

Reference‟ is completed, which outlines the objectives, scope and structure of the

new project, and a project manager is appointed. The project manager begins

recruiting a project team and establishes a project office, environment. Approval

is then sought to move in to the detailed planning phase.

The second phase is project planning once the scope of the project has been

defined in the „Terms of Reference „the project enters the detailed planning phase.

This involves the creation of a: Project Planning(outlining the activities, tasks,

dependencies and timeframes);Resource Plan(listing the labor, equipment and

materials required);Financial Plan(identifying the labor, equipment and material

costs); Quality Planning(providing quality targets, assurance and control

measures); Risk planning (highlighting potential risks and actions taken to

mitigate them); Acceptance Plan(listing the information needed to inform

stakeholders); Communication Plan(listing the information needed to inform

stakeholders); Procurement Plan(identifying products to be sourced from external

suppliers).

Third phase; involves the execution of each activity and task listed in the project

plan. While the activities and tasks are being executed, a serious of management

process is under taken to monitory and controls the deliverables being output by

the project. This includes the identifications of changes, risks and issues, the

review of deliverables quality and the measurement of each deliverables have

been produced and the customer has accepted the final solution, the project is

ready to closure.


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The last phase is called project closure; it involves realizing the finals deliverables

to the customer, handling over project documentation terminating supplier

contracts, releasing project resources and communicating the closure of the

project to all stakeholders. The last remaining step is to undertake a post

implementation review to qualify the overall success of the project and list any

lessons leant future projects.

Each management section provides a more detailed description of each phase and

list of document and template which provides the project manager with guidance

on how to complete each phase successfully.


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1.14. Conclusion

Since the Sub-City TVET office Head delegate this responsibility to the office

worker and stakeholders the mission was successfully accomplished within a short

paired of time the designed Sketch of Automotive department in the Shiro Meda

TVET institute. Due to this enthusiastic work the donors provided additional

dollars for this satisfactory works. The assertion made for those stakeholders who

perform properly and complete their work fruitfully. This acknowledgement

brought on behalf of the Sub-City office.

Monitoring and Evaluation report on Shiro Meda TVET Institute world vision

support entire work and in the particular work of B+1 automotive building project

of World Vision Ethiopia and Government proposal on expansion work institute.

The visit was intended to benchmark the practices of the polytechnic Colleges.

Among these are: there is no proper design two G+1 building, The new buildings

accommodate not more than one car including heavy machinery like fork-lift for

holding the car repair and wash.

The old automotive building of the Entoto TVET polytechnic College is better than

the new one because the workshop has car fork-lifts, accommodate many cars in

the workshop enough space for storage of tools, practical rooms, electric, painting

and decorating workshops are available.

The researcher is confident that the donation granted by the world vision Ethiopia

would resolve the current problems faced by Shiro Meda TVET institute by

helping design a new all rounded building that easily help facilitate the teaching

and learning process.


August 2015

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The project plan includes the list of phase and activities with time frame and

required resources to complete the project. But this project B+1 building not

completed according to their time frame and scheduled.


August 2015

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Chapter two

2.1. Project Profile

I. Project title: Shiro Meda TVET Expanding Works

II. Project Location : Shiro Meda TVET Institution

III. Project Duration: for construction it takes 3 years

IV. Project address

Town: Addis Ababa

Sub-city: Gulele Sub-City TVET office

Wereda: 3

Region: Addis Ababa City Administration

Country: Ethiopia,

P.o.box: ---------

Tele. No: 011-1-11085

Mobile 0911-086066

Fax No: =251011-1-11085

E-mail: [email protected]

[email protected]

V. Nature or type of organization: Governmental, nonprofits making

Organization.


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VI. Level of proposed TVET training: level 1, level2, level3, level4, level5.

Size of the institution (College): 5550M2

+6200m2=11750m2

Expected enrolment for the programme: 3000 additional Trainees.

VII. Author: Berhanu Tadesse Taye

VIII. Project Goals:

IX. Key outcome targets of GEQIP and ESDPIV TVET increasing enrolments of

both trainers and trainees decentralization of vocational education.

Stakeholder Analyses:

X. Project sponsor:

-Government, Addis Ababa University technology faculty and Local Community

Customers

- Trainees, Trainers, Administrative workers, Surrounding Community, district leaders

Users of the project outputs

-Industries, entrepreneurs, Government, Trainees, special needs (Specially youth)

XI. Name of Authorized Representative of the Applicant:

Ambalaye Zeru; head of Gullele/TVET/ office +251911850021.

-Eshete Belete ; Institution Quality assurance head =+251910685882

-BerhanuTadesse; Institution Quality Expert +251911086066.

Teklwoiny W/giorgis Institutional Capacity Building +251925851964.

Getu Ayele Shuro Meda TVET institute dean.

Tesfaye Cary Shuro Meda TVET institute vice dean.


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XI. Project manager

Ambalaye Zeru; head of Gullele/TVET/ office +251911850021.


-BerhanuTadesse; Institution Quality Expert +251911086066.

XII. Project team

- Ambalaye Zeru; head of Gullele/TVET/ office +251911850021.


-BerhanuTadesse; Institution Quality Auditor Expert +251911086066

-Teklwoiny W/giorgis Institution Expansion Expert +251925851964

- Getu Ayele Shiro Meda TVET institute dean

XII. Project Budget Estimation and Allocation

For capital expenditure _/75.000.000/ million Ethiopian Birr

Recurrent expediter _10,000,000/ million Ethiopian Birr

Contingency 15,000,000 million Ethiopian Birr

Total amount of Fund Requested 100% from Government finance

100.000.000million Birr.

XII. Proposed training areas after completion of the project:

1. Automotive

2. Textile garment weaving/kiting and embroidery

3. ICT


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4. Culture and tourism

5. Train technology

2.2. Systems of vocational education and Shiro Meda TVET

institute expansion work

Technical and vocational education and training (TVET) is an aspect of

the educational process involving, in addition to general education, the

study of technologies and related sciences, and the acquisition of

practical skills, attitudes, understanding and knowledge relating to

occupations in various sectors of economic and social life. The earlier

and most widely accepted of vocational education was to provide a

mechanism for meeting the needs of the local community for skilled

workers (Evans, 1978:9).

Nowadays education and training institutes at all levels are

confronted with the task of expanding and deigning relevant programs

on the bases of capacity building, implement requirement and desirable

work performance. However, it is highly important for important for

TVET institutions to relate their expanding vocational program closely

the requirement of occupational environment by implementing

appropriate programs. This can also be realized if TVET institutions able

to conduct inquire investigation, studies, and occupational surveys


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constantly in order to much training outcomes of the world of works

which keep constant change.

The expansion of vocational education program is characterized by the

effort it show to adjust its curriculum to changing business and industrial

conditions, technological change and the requirement of the labor

market (American vocational education, 1971). And the three basic

objectives of any vocational education and training programs are

meeting the human needs of the society, increasing the options available

to each student and serving as a motivating force to enhance all types of

learning. It was believed that vocational programs in Ethiopia were

entangled with complex chronic problems that needs urgent remedy, to

mention a few, limited access, lack of relevance, inefficiency (TGE,

1994). Likewise, the expansion of vocational programs in Shiro Meda

TVET institute as part of education system may face most of the

programs. Accordingly the expansion of the programs may highly affect

by week institutional facilities financial shortages and lack of vocational

educational management skills.

Problems encountered the TVET program, various literatures in

different time relevant the link between vocational education and

training programs and the world of work. This is also possible to certain

extent what training institutions are capable enough to develop and

implement systematic and coordinated labor marketing-driven programs.


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Vocational education training effectiveness is measured by its dedication

and success that it shows to relate the programs with labor-market

(vocational education national society for the study of educational

1965:54).

Thus, to meet the demand of the labor market, it is unquestionable for

Shiro Meda TVET institute institution to expand its vocational education

and training programs as far as possible, and would have achieve in its

concern and capacity if programs expansion limiting problems were not

encountered it strongly. Affect the provision of training delivery.

Therefore, this project is relatively distinct from others in which its

focus is in assessing the factors that limits Shiro Meda TVET institute

institutions from expanding its vocational program.

2.3. Project Controlling and Monitoring Activity

While project is being executed, monitory and evaluation process is implemented

in each and every phase of activity. The TVET also established internal

institutional quality audit to mitigate the problem of the institution before exposing

to the external quality auditor.

Monitoring and controlling consists of those process performed to observe project

executive so that potential problems can be identified in a timely manner and

correction action can be taken when necessary to control the execution of the

project.


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2.4. Challenges of the Project

Lack of community attitude towards TVET benefit and Lack of professional

to conduct the training and education higher level.

Trainers, Experts and student may not be motivated.

Lack of knowledge using new technology.

Shortage of budget to punches row materials for training.

Shortage of attending trainees (enrolment rat) and may occur dropout rate.

2.5. Possible Solution

Positively Changing community attitude towards TVET, Determine the required

skill sets before recruiting the team. Find out if any formal training may fill the

knowledge gaps, plan and secure the necessary training funds and times.

Discussion will be held with the team if knowledge gaps can be filled by informal

training. Train the team members in missing skills/experience to accomplish the

work package. The project will meet the criteria by using SMART goals.

2.6. Implementation

The implementation of the project is undertaken through participatory approach

which involves society, government, nongovernmental, and other sectors from the

start up to the end of the project. TVET institute consider the following project

implementation procedures.


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2.7. Project Sustainability

The project is being implemented under favorable policy environment, government

commitment and nongovernmental, community at large. This institute has

established strong organizational structures to manage and administer the various

aspects of the project and educational functions. There is also high control over the

training and development and proper usage of funds that found from government

allocation giving responsibility for each department and have internal audit section

that will control all financial activities of each department.


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2.8. Strategic Plan

This TVET institution will have totally three years strategic plan until to finish the

building including training department undertake the previous year till finished the

project. New department will start at the end of the project plan 20015-2018/19

build the construction by admitting trainees each newly established departments.

Similarly the capacity of the institute will increase by 100%.

The budget estimation prepared for three year i.e. one hundred million Ethiopian

birr and for three years strategic plan. Sours of fund also will bring from the

government of Ethiopia.

2.9. Methods of Provision of the Training and tuition fee

The Ethiopia Occupational Standard (EOS) is the core element of the Ethiopian

National TVET-Strategy and an important factor within the context of the National

TVET-Qualification Framework (NTQF).There are national Ethiopian standards,

which define the occupational requirements and expected outcome related to a

specific occupation without taking TVET delivery into account. The provision of

TVET training for trainees 70% focused on practical 30% of theoretical the

number 70% also serve for cooperative, apprenticeship or in company training.

Presentation

Practical

training

Formative and

summative Assessment

Cooperative

training

COCAC


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Training Modules hold; Unit of Competence describes a distinct work activity. It is

documented in a standard format that comprises:

Occupational title, NTQF level

Unit code

Unit title

Unit descriptor

Elements and Performance criteria

Variables and Range statement

Evidence guide

- By using standardized Training Modules

- Exercises

- Project Work / model exam

- Exam

Together all the parts of a Unit of Competence guide the assessor in determining whether

the candidate is competent. For teaching learning process the donors are responsible to

cover entire tuition fee.

2.10. The Standards of Trainers in the TVET Institution

Teaching is a form of interpersonal influence, stimulation, guidance, direction

and encouragement of learning aiming at changing the attitudes and behaviour

of another person.The teacher must know teach another person properly, hence,

teaching and learning process (pedagogical knowledge) for the purpose of

transferring the skills, knowledge, and attitudes to their student is mandatory.

Teacher profession shall be known, What is teaching for you? How do you

perceive the concept of learning? Basic questions in the process of education

despite, education have numbers of questions some of thus, are as follows, Why

to teach? What to teach? “How” to teach? Whom to teach? Who teaches?

When to teach? Where to teach?

According to Federal TVET Agency decree in May, 2015 trainers at C level at

list level 4 completers only teach in TVET rather than level 3 and level 2. Level


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4 graduate grasp pass make of centre of competency assessment and certification

(COCAC) for the purpose of improve the quality and efficiency of TVET

institute trainers. According to (GEQIP II, 2013) “Component 2: Teacher

Development to improve the quality of teaching through pre-service teacher

education, in-service teacher training, Continuous Professional Development

and professional licensing and re-licensing”.

2.11. Policy and Stratégies Ethiopian on TVET

The government of Ethiopia TVET strategy of 2001 will guide the content of

components and activities to be deployed under ESDP IV together with new

orientations, such as to strengthen the role of the TVET sector in technology

capability, accumulation and transfer. In particular, TVET institutions are also

expected to play a stronger role in providing support to the incubation and

establishment of MSEs as well as upgrading and strengthening existing MSEs.

A combination of strategies relating to the legal framework for TVET (TVET

Proclamation under way), the organizational set up and the development of

managerial capacities throughout the system will be deployed. A review of the

TVET is suggested for policy development, update and the formulation of new

guidelines regarding technology, transformation and cooperative training.

Raising awareness will be conducted within the broader society as well as

among stakeholders on the benefits of TVET. At the systems level, the capacity

of TVET agencies and councils will be developed so as to reinforce their role in

policy development, implementation, monitoring and evaluation of the TVET

system. Labor market intelligence, research capacity and EMIS will need to be

strengthened so that national and regional authorities can fully play their role in

policy development and systems coordination.


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With a view to creating a comprehensive, outcome based and flexible TVET

system, the development of occupational standards, assessment tools, and

certification based on labor market analysis, benchmarking and stakeholder

consultation will be continued. Curriculum content will be designed and

teaching materials prepared in line with occupational standards, assessment tools

and certification requirements. In this respect, priority sectors will be

emphasized in order to concentrate efforts and be better connected to market and

increase relevance. It is also foreseen to provide support and enhance the

capacity of centers of competencies assessment and certification (COCACs).

TVET programs will be modularized and institutions equipped with ICT in order

to make the TVET offer more flexible in its delivery in terms of entry and exit

levels, Career guidance structures will be strengthened so as to obtain a better

match between individual aspirations, the available TVET offer and labor

market prospects, The TVET system will expand its offer via public and private

provision of training programs. An increasing number of TVET trainers will be

trained in line with the new TVET trainers‟ qualifications framework and TVET

trainers will be provided opportunities for professional development. Private

providers of TVET will play a stronger role in the delivery of the TVET system.

Incentives will be provided by the government and support through access to

occupational standards, certification guidelines and model curricula and

material. Regional accreditation systems for private TVET providers will also be

strengthened, TVET institutions are expected to become agents of technology

capability and transfer to micro- and small enterprises (MSEs). With this in

mind, it will be necessary to include this new function in the pre-service and in-

service training of TVET trainers, taking care of females‟ participation.

Equity will receive greater attention under ESDP IV. In particular the

participation of females in management and training positions needs to be


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strengthened so as to ensure an increasing number of role models for female

students. Females will be encouraged to join non-traditionally female

professional training. Preferential access will be provided to students from

disadvantaged regions and students with special needs. In order to ensure a

sustainable system of financing, income generating schemes and cost sharing by

users will be enhanced and an effective utilization of training machines and

equipment promoted.

The Ethiopian government sees education and training as an important factor in

the process of human resource development in order to break the vicious cycle

of poverty that the country has been entangled in. Cognizant of this fact, the

government promulgated a number of social and economic policies since it came

to power in 1991. One of these policies is the current Education and Training

Policy (hereafter ETP) that came into effect as of 1994.

2.12. Financial Strategy

TVET programs are expensive by nature and their sustainability requires

effective management and administration. Funding is also a structural problem

in the TVET sector, particularly in the public system. Costs of TVET will

remain high, if it is to be provided as center based training, which is still the

predominant mode of TVET delivery in Ethiopia. As with most other countries,

public TVET programs in Ethiopia are usually more expensive than general

education, requiring lower than average teacher/student ratio and substantial

capital and recurrent expenses incurred through practical training. As a

consequence of budgetary constraints, most urban public TVET programs are

under-funded while rural public TVET programs suffered from poor facilities

and shortages of training materials.


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One major challenge of the current TVET reform in Ethiopia is to develop

sustainable financing mechanisms to guarantee a stable funding of the system

and its gradual expansion in line with Ethiopia‟s development needs. The

National TVET Strategy has suggested that the financing challenge would be

addressed by a combination of cost saving mechanisms, generation of external

resources into the TVET system and diversification of funding sources for

public TVET programmers.

Following the TVET Proclamation and the TVET Financing Strategy published

by MoE tuition fees (cost-sharing) and improved financial management

regulations for public TVET institutions were introduced in many states. As a

result, cost recovery through tuition fees and income generating activities has

increased. Yet, proceeds are rather limited. It appears that on average, fees may

contribute some 5-10% and IGA some 10% of the overall institutions budget.

Another mechanism to improve the resource base is cost-saving through

increased efficiency in the delivery of training. Studies have shown a substantial

potential for increasing efficiency in TVET institutions by modernizing

management structures and procedures, granting more financial autonomy to the

institutions, and income generating effort. It must be noted that internal revenue

generation shall be the main source of finance for TVET institutes and to

transfer their technological development to consumers with continuity. The

system will need to generate sufficient resources for public TVET provision and

for the intended reinforcement of its governance and management structures, as

well as to develop necessary support services. This diversification will be

approached in a way that government budgetary allocations and funds provided

by foreign donors are gradually supplemented by contributions from direct

beneficiaries of TVET without putting too much burden. Incentives will be


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developed to encourage employers to contribute to the cost of TVET through

scholarships, donation of equipment, and other means.

2.12.1. Project Budget Estimation and Allocation

3. For capital expenditure _/75.000.000/ million Ethiopian Birr

4. Recurrent expediter _10,000,000/ million Ethiopian Birr

5. Contingency 15,000,000 million Ethiopian Birr

6. Total amount of Fund Requested 100% from Government finance

100.000.000million Birr.

Table 1Concept and Essence of Facility and Training Materials and

Enough Space for Training

No G+4 Building Construction in Type Amount Ethiopian

Birr result

Remark

1 Registrar office 1 Bid result

2 Record and documentation

office

1 bid result

3 HR office 1 bid result


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No G+4 Building Construction in Type Amount Ethiopian

Birr result

Remark

4 Teachers and staff offices 1 bid result

5 Finance office 1 bid result

6 Administration office 1 bid result

7 Meeting room 1 bid result

8 Workshop (shed) Large

in size

2 bid result

New building training area must be away from the road and but rooms of

both construction and furniture workshop now found in proximity to the

outside main road, which, creates disturbance and sound pollution for

the trainees during teaching learning posses, most of the building rooms

intended to serve, staff offices and store

Facility and training materials are the indispensable core of vocational

education and training. Training materials covers efficient training

materials, putting in mind the right number with right quality. Adequate

resources and training materials includes content that is reflected in


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curricula and materials for the acquisitions of knowledge and skills, well

managed classrooms, and necessary facilities the training process needs.

Moreover, the facility of TVET institutions the water supply, health

center, internet access, trainers and trainees cafeteria, sport fields and

standard library create a conducive environment for the training process

of the college (ESDP, III, 2005).

2.12.2. Shiro Meda TVET institute expansion work (internal

improvement)

Table 2 Concept and essence of facility and training materials and enough space for training

No Building construction in sheds Amount Ethiopian

Birr

Remark

1 Electric department 1 bid result

2 Leather department 1 bid result

3 Textile and garment department 1 bid result

4 Knitting and weaving

department

1 bid result

5 Foot wear department 1 bid result


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No Building construction in sheds Amount Ethiopian

Birr

Remark

6 Embroider department 1 bid result

7 Modern store room 1 bid result

2.13. Intended Program of the institute

The Total Size of the proposed project is 5340m2. The task force

found this measurement in blueprint of Shuro Meda TVET

institute.

The actual measurement of the task force by using meter is 5550

Total size of the institute 11750m2

G+4 building is will be constricted around the premises after the

demolishing of construction and furniture department within

582M2 areas of land.

G+2 around store room within premises 192m2

for the purpose of

store.

Fence 266m*60.


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Road 874.5m2 +

Asphalt concrete road from G+4 building (South

Korea (Chungbuk) World vision Ethiopia (WVE), building) to the

main gate. 600m2

Cobble stone all-round the institute.

The buildings around the institution will be demolished. The area of the

occupied place these buildings is estimated to 6410m2. The owners will

be given replacement site by the Addis Ababa Administrative region.

The demolished houses are some of slum areas or shanty houses and one

Business Corporation. The expansion of the educational institution is

supported by the government decree.

2.14. Environmental procedures

Owing to very nurture of the planned activity, the project‟s like

educational institute very minimal on the environment is assumed to be

negative. Since, TVET consider as production areas like industries it is

hard to say zero toxic waste. However, environmental issues will be

carefully considered from the very beginning of the project to the

closeout phase. Beneficiaries will be duty bound to exercise the norm

build by the project not only within the life time but also after the phase-

out of the project. Beneficiaries will be informed about the importance

of keeping to the regulation of the Ethiopian Environmental Authority.

The implementing TVET institution and the beneficiaries of the project

will work in line with environmental rules and regulations of the donor

and the government of Ethiopia.


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2.15. Budget Summary

The total estimated budget Fund Requested for the implementation of

the project is about 100% from Government finance 100.000.000million

Birr will be expected from the Addis Ababa TVET agency the detailed

budget will finalized by task force. This project request only budget to

gets permission from the agency.

With best regard

Berhanu Tadesse


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3. photo

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5. photo

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World vishion shiromeda_gulele_sub-3

Education

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