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 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.

August 2015
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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
7
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.

August 2015
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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;

August 2015
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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

August 2015
10
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.

August 2015
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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
12
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

August 2015
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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.

August 2015
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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.

August 2015
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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.

August 2015
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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

August 2015
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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
Project
Life 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
24
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
25
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: gullelletvetoffic@yahoo.GOV
gtvt@yahoo.com
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

August 2015
29
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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30
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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31
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
4photo

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5. photo
6. photo

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