The researcher observed Entoto Vocational Training College (TVET) and noted several things. The TVET campus had large water tanks that could supply water to the surrounding community and support training. Workshops and classrooms were located throughout the premises. The automotive workshop was small and lacked proper ventilation. Some departments, like woodwork, had too much scrap material and dust. While the TVET offered various training programs and cooperative training with businesses, it lacked adequate internet access and ICT infrastructure to support modern training. The researcher discussed these observations with a TVET agency supervisor, who said the school was working to restore ICT services across campus.

1. 4.3 Persistent Researcher Observation at Entoto Vocational Training
College (TVET) and SMEs
The researcher has been observed at the Entoto TVET polytechnic cluster college, starting from
the gate poster, in the TVET in every office, workshops and class rooms that there are huge
water tanker/containers, which could be used to deliver water supply for the surrounding society
and training purpose within the TVET College. Then, after student researcher passed through a
bit longer asphalt road had noticed that business class in the left side, hotel management
department in the right hand side. Student researcher impressed with the garden church class in
front of the road and behind yellowish building on right hand side of the playing ground and
sport exercising field. Workshops, class rooms and the meeting hall are observed in all side of
the premises. The educational offices are found in one area, which makes the researcher visit to
few buildings to use detail observation efficiently.
As the researcher went to the workshop areas, the most interesting thing has observed was the art
and gallery, sculpture (monument) of the trainees‟ skill presented in visual form of art .these can
also be used as a means of income generating activity for the college by opening public
exhibition programme.
The college has also placed dustbin in every corner of the campus for the purpose of dispensable
the waste materials. The sites of the workshops have enough space, and built distance from the
class rooms, offices and from each other to ease out disturbance and sound pollution. The rooms
of the workshops had quite enough space, except the plumbing section and automotive which
seems stuffed into narrow space. The workshops of automotive as well as the wood work rooms
were not built in a modern manner. The automotive department had a space capacity of
occupying only for one car at a time without ventilation in the work shop and the roofs are low
with over head.
During his visit, the researcher realized some problems in the automotive department. Among
these are: there is no 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
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2. 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, practical rooms, electric, painting and decorating workshops were available, these are not
quite enough for practical activities in the department . The positive aspects of automotive
department have well equipped machineries for the training purposes. But the problem has come
about due to inappropriate architecture design of the two auto ground plus one which were not
functional at my visit to the college.
There were lots of scrap material in the workshop with manufactured products (probably waiting
for a take away). These had made the wood work rooms suffocated with dust from the wood
dusts although the cleanliness of the wood workshop improved every day by changing the usual
methods of keeping the room cleanliness. Accordingly, the scrap wood materials are being sold
for any volunteers and outsiders with lower price. This is aimed at cleaning the workshop by
obliging to make the room shining free from health hazardous.
The campus roads were not comfortable for personal day to day activities, and trainees to move
freely. The researcher recognized that most of the departments do not send their trainees to
cooperative training due to mal schedule or lack of proper schedule; however, the trainers of the
college were receiving trainees from other institution for cooperative training. Although there are
huge equipments and machineries, more than half of them are aged that need of maintenances.
However, the trainers and management bodies have been used these materials rather than
spending money for repair and maintenance. The new equipment and machinery available in the
workshops is like the class rooms, theoretical lesson classes and the production workshop seems
a little at a close proximity to the other workshops. Besides, the business and hotel management
classes are exposed to sound pollution they can easily disturbed during grinding and welding
among other.
The researcher recognized that after trainees had produced materials in each department, they
sold the by product their training to generate income for the TVET. As the strategy of the Federal
Ethiopian TVET bureau, the assessment system is given within the TVET and finally provides
recognition by the authorized Government office called centre of competency office which
provides accreditation or official approval and recognition. Thus, the trainees will be proved
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3. competent and not competent in the trainees‟ document and in a visual form of chart in the
workshop or class room (progressive chart). So far the teaching learning system does not
encourage such facilities in the college even though all of them use it but not updating it. The
researcher has been assured during observation there is no progressive chart, which the
management system of Kaizen encourage visual management.
Entoto technical and vocational education and training centre has continued to provide the
trainings in different fields of formal and non-formal trainings for the trainees. It implemented
in the modes of shorter term training starting from one week to five or six month to fill the actual
demands of the labour market. Therefore, the formal programme focuses on middle level
technical skills, while the session should be offered by considering 70 present of practical
training works in the company training for the co-operative training part. The TVET-institution
and identified companies will sign an agreement to co-operate with regarded to implementation
of this programme for the purpose of jointly linked between the company and the TVET. The
time spent by the trainees in the industry will give enough exposure to the actual world of work
and enable them to get hands-on experience. The co-operative approach will be supported with
lecture-discussion, simulation and actual practice. Organization of in-company training will be
either/ both industry attachment or apprenticeship. The 100 hours of the programme duration will
be spent in company training and it will only start after the learner successfully completed all the
modules in this programme.
The trainings went in line with the curricula despite demands of market assessment and tracer
study not properly undertake in the TVET College. Moreover, the occupational standards, unit of
competency and desired outcomes were checked through continuous assessment. Based on the
results, instructors and workshop technicians were given feedbacks on how to strengthen the
training. Meetings were also held within the TVET department staff in order to discuss about
various issues, including Certification of Competence (COC), networking, educational trips,
evaluation of trainees and cooperative trainings, Kaizen, planning and implementation,
preparation and implementation of action plans. The mode of training used was cooperative
training, where the training was given at the centre, with additional training in different
companies.
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4. During the finished off the one competency, all 1st, 2nd and 3rd year trainees of general metal
fabrication (GMF) and wood work department conducted cooperative training with their
instructor supervision in this year at ATW engineering, DOBE, DTM, Enterprises cooperatively
with Entoto TVET Polytechnic College. For the second time, all first and second year trainees of
GMF with their instructors conducted the cooperative training at Lalibela and Beza constriction
furniture and metal enterprises, where they were able to acquire knowledge about power hammer
tools and formers, hammer forging techniques and different types of counterfeit machines. For
the third time, second year trainees of GMF attended a three weeks cooperative training
indifferent industry manufacturing firm Installation Industry on “press operation”.
The short term training has also been provided for the purpose of settling migrants returning to
home from Saudi Arabia, in different department of the TVET College. This was undertaken in
collaboration with Gulele Sub-city TVET office. According to Addis Ababa TVET Agency
(2012), the training was tailored to fill their skills gaps with regards to preparation of projects
create their own business to settle them permanently in their home town. The reformed Ethiopian
TVET-system is designed an outcome-based TVET system to fulfil the requirements as of the
world of work are analyzed and documented-taking into account international benchmarking- as
occupational standards (OS)-quality driven TVET-Delivery the department want to the Colleges
provision .
The TVET Curriculum -programme design includes program title, description of necessary
knowledge, skill and attitude of the learner to the standard required by the OS. The contents of
this program are designed in line with the occupational standard (OS).
According to the TVET strategy, the training has flexibility with no specific target group, and its
programs are able to encompass any Citizen who wants learning. According to TVET agency,
most of the hard skill streams are suggested that “any citizen can learn” in AACA TVET Agency
(2012). Secondly, those of who meet the entry requirements under this items and capable of
participating in the learning activities are entitled to take part in the programme. The federal
government of Ethiopian TVET Qualification Framework (ETQF) set enrolment standards that
aimed at creating capable and competent citizens (trainees) to join the world of the TVET
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5. enrolment requirements (Criteria‟s) which are set out to receive students . The requirements or
directives of the ministry of Education are that after grade 10 students should achieve cumulative
grade point average (GPA) above 2 accordingly departments require level one to level five.
Furthermore, after completing the level five TVET program, they can join further education at
universities with engineering courses for the purposes of attending degree program and above.
Students are also required to have the ability to speak, read and understand English, and basic
Computer skills. They must completed 10th grade, fulfil general education in TVET
Qualification Framework (ETQF), and they must be both physically and mentally healthy with
good ethics or moral character (Ibid).
The trainers are expected to prepare detailed Session/Lesson/ Plan and annual plan including
teaching methods by considering 80 present of practical session TVET-programme structure. It
includes unit of competence, mode of delivery, learning outcomes and time table for each
session.
Measurements of the trainees‟ Institutional Assessments (Unit of Competency, Occupational
Standards) are conducted using project based evaluation methods; as well as by employing
practical, and theoretical tests. The amount of mark clearly measured the trainees in institutional
level. The specific learning outcomes are stated in the modules. In assessing them, verifiable and
observable indicators and standards shall be used. Two types of evaluation will be used in
determining the extent to which learning outcomes are achieved. The formative assessment is
incorporated in the learning modules and form part of the learning process. Formative evaluation
provides the trainees with feedback regarding success or failure in attaining learning outcomes.
Summative Evaluation is the other form of evaluation which is given when all the modules in the
unit of competence have been accomplished. It determines the extent to which competence have
been achieved. And, the result of this assessment decision shall be expressed in the term
„competent or not yet competent or in this form “C‟/”NOT C” written after completing the
project. As observed in the Entoto case, not all departments use the up to date student profile
observed in visual management system. Therefore, the techniques or tools for obtaining
information about trainees‟ achievement include oral or written test that demonstrates and on-site
observation.
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6. TVET trainers‟/facilitators‟ profile, for this particular TVET programme and especially for the
main modules, trainers and facilitators are expected to have 1st Degree (B level trainers)
educational status. It included the trainers conducting this particular TVET programme are at
least “B” level and have satisfactory practical experiences or equivalent qualifications. Other
requirements for the trainers‟ qualification will be checked whether they have attended relevant
training and seminars. By demanding whether she/he should take centre of competency COC
accreditation certification or not. S/he has to complete some methodology course like
Curriculum and pedagogy, and s/he must have at least 1 year industry experience (Ibid).
It has been observed that Entoto TVET College has enough learning modules and other required
materials such as Library, TTLM, textbooks and references books. Besides, other class related
activities (for example. lab, workshop, field trips/works/ ) available more than expected in the
college but all OS and learning models were not fulfilled due to the focused of the shorter
training.
In Entoto TVET as mentioned in its curriculum and premises bulletin, it includes all the
mission/Vision/Goal or part of them. Since Kaizen encourage visual management description,
training delivery in terms of curriculum manual were available in materials Course Objective,
and Expected Outcome topics (or highlights of the whole course) are clearly mentioned. In the
particular curriculum, they prepared and used course code by considering (entire TVET-program
learning Outcomes), Credit Hours, duration of the TVET- programme and subject level example.
Level one (I) or level two (II)..., version and year based on the descriptors are elaborated on the
Ethiopian TVET Qualification Framework (ETQF).
According to Federal Negarit Gazeta -Proclamation number 391/2004- Vocational Education of
the Federal Democratic Republic of Ethiopia Art. 35/1/b, Cooperative Training (article 10/g)
programs should be pre-planned by the key partners and a mutually signed “Memorandum of
Understanding” with enterprises. Similarly, like that of Apprenticeship and Cooperative training,
concerning the Kaizen implementation there should be a signed agreement between the
partnering parties before starting the implementation. Such a memorandum of understanding has
been observed signed between the enterprises, which were pre-planned before starting Kaizen
implementation with Entoto TVET polytechnic college according TVET proclamation (2004).
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7. Trainees in the different departments were also given moral lessons by the guidance and
counselling staffs. Provision of the training is continued as in previous years, and all the first
year trainees completed have started working on business plan preparations. In addition to this,
second year trainees have organized mini enterprises on the job training. The college provided
training for graduate student about how to form their own organization, in collaboration with
Sub-City TVET and MSE office. The respective instructors also engaged in coaching while the
trainees prepared and presented their mini enterprises. The College also visits the application of
Kaizen in the shed around them.
The accessibility of information and communication technology (ICT) Infrastructures, in Entoto
TVET polytechnic cluster College which must provide the necessary human and financial
resources, materials and equipment, like internet and computer were not fully provided for the
trainers and trainees. For example, before last year internet service was available even in the
college cafe (internet cafe), but at this time it has totally ceased the service in the College. There
are no electronic information sources for both the college staff and students library. Thus, in
order to make them be able to collect new technology there should be improvement adaptation
and transfer among themselves and to the users by introducing new thinking and modification
through reading details and observe design, new technology measurements, architecture and
among others query. However, they don‟t seem want to restart this ICT technology in abundant
way like both wireless and wire connection to ease the teaching learning activity in the college.
How they can alleviate the problems of trainers and trainees for innovation purpose without
internet services? Therefore, if they have made internet infrastructure accesses available, they
can collect new technologies form these technologies which are used for improvement
adaptation, transferring to users. Introducing new thinking and modification through observing
the design, new technology measurements, architectures are among other queries also need to be
resolved for both the trainers and the trainees.
Policy and strategy of Ministry of Education (MoE), the TVET strategy of 2009 should guide the
content of components and activities to be deployed under Ethiopian sector development plan
(ESDP) IV together with new orientations; such as strengthening the role of the TVET sector in
technology capability, accumulation and transfer. In particular, TVET institutions are also
expected to play major role in providing support to the incubation and establishment of MSEs as
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8. well as upgrading and strengthening existing MSEs. When we count what the MoE planned
during the initial time, Entoto TVET polytechnic college does not accomplish fully the expected
technology capability, accumulation and transfer (3000) to themselves and to the users according
to (MoE 2009).
During tea break the researcher met one supervisor from Addis Ababa TVET Agency during
observation in the TVET College, and got information. When do the college want to resume ICT
service in the college community? He replied that “In the campuses they ceased totally
including internet cafe before last year and this problem is still continuing even though they have
told to use the service, we are starting to install the ICT service to all departments, yet, till now
the services have not been functioning”. The researcher also assured the connection problem in
the college.
He added on, “Nevertheless, these problems had existed even in our Agency, yet, indeed we had
recommenced after two years of interruption of the service in the AACA TVET Agency”. The
adequacy and availability of these facilities for the effectiveness of teaching and learning activity
like computer, lap top and over head projectors are scarcely available in the college. Hence, we
cannot only expect for the trainees but also for trainers, significant numbers of improvement.
Even the availability of ICT equipments were not maintained after being affected by virus and
replacing the changing spare part of the damaged computers even in the office some of the
existed ones did not work properly.
Since most of the buildings are old, hence, lack of extensive retrofitting (movable and available
in the necessary place) to ensure proper electrical wiring, in proper network cable line, lack of
cooling, ventilation and lack of safety and security. In addition few telephone line, no wireless
telephone line and technology, poor telecommunication infrastructure, lack of technical support
specialist who were professional in installation, operation, and maintenance of ICT, lack of
technical equipment including software and network administrator are the major problems but in
the college different workshop, which had few recent type desk top computer, few VCD plays,
few educational video , inadequate lap top computers, few electricity uninterruptable power
supply (UPS) in computer room and library and workshops.
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9. Concerning the reuse of the damaged materials, due to high turnover of the professional in
installation and maintenance of technical equipment machinery, software and network
administrator there was lack of technical support specialist for ICT and other departments
operation. Effective training is largely dependent on a lot of physical facilities, concerning on the
use of emerging modern and relevant equipment to fit in the ever-changing world of work and
technological innovation and invasion. Most of the Entoto TVET equipment responsible the
poor, obsolete equipment used, and the graduates‟ non- compliance with modern technology due
to this the outcome training strategy should fulfil the gap.
Entoto TVET College has expended a large proportion of fulfilling on work-shop equipment.
Thus, it is imperative that measures are taken to ensure that this equipment is maintained and
custodian for by the dedicated team of work-shop workers and trainers in TVET College.
Maintenance is a continuous operation to keep the college equipment in the best form for normal
use, and to ensure the performance of its required function at any time of operation. The
maintenance of college equipment is a daily activity of the college trainers and its personnel. It is
an important factor in the delivery of education and addition to cost minimization if the college
applied implementing maintenance in the college these will reduce cost of maintenance. As
observed in the college, most of the maintenances are made by the trainers but severely damaged
machineries were beyond their capacity. In addition to this, they are expected to maintain in the
enterprises when their machineries are out of use but they were not in position to do that, though
all types of professionals are available in the TVET College.
During my visit to the college, I have got a chance to see the construction department carefully
and interestingly in which there are well equipped different hand tool materials, heavy and so
expensive machineries such as surveying materials, thedo-light, vibrators, and mixer. In relation
to utilizable materials consumption, the college has enough store keepers. In the stock, by using
government rules for property administration the storekeepers make use of receipt for materials
received (model 19), materials issued (model 22), material requisition (model 20). The
department uses these models according to the rules and regulations of the government in which
these are used by the trainers and others. Therefore, the department head and the responsible
trainers received raw materials accordingly, and they put them in mini-store so as to be used by
the trainees during the project work, they are also custodian for what they received.
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10. But the college has not clear determination of financial receiving document on price of
commodities, a list of fixed charges which are produced by students during training (project
work) for the purpose of income generating activity of the college during demand from the
customer.
Accordingly, the college managements state the lack of funds as source of these problems among
other things as follows;
 The TVET source of funds is insignificant amount of money allocated by the
Government and NGOs who were willing to offer as source of fund for both capital
budget and purchasing equipment, also for capacity building of trainer, trainee and staff.
 There is no purchasing department like the international standards of matrix organization
of others countries‟ TVET college,
 Due to financial delay the training was not undertake according to the college plan.
Some of the standards of training facilities at list must holds and fulfil the materials and
equipment for each specialization areas. Facilities are material resources provided for training
purpose to simplify teaching and learning process, and optimize students‟ productivity as
international ones‟.
The college is working in collaboration with different stakeholders. Korea embassy is one of the
collaborators of Entoto cluster TVET including Shuromeda TVET institution.
The objective of my visit was: to assess what educational facilities the college has, share
experience on the Kaizen concepts, look at indirectly the short comes of TVET, and examine
management outcomes on hindering provision of Kaizen training in the MSEs. Due to this fact,
the college were not 100% correct like that of the originators therefore, the received some
standards of five “s” rules for them. The application and implementation of the Kaizen concept,
including, application of 5s, issues of workshop layout, arrangement of tools, equipments,
machines and accommodating of the implementation of outcome based training- such as use of
information sheet, progressive chart, and job sheet were observed during the visit despite a little
5s problems indeed they were more than 3s implementation.
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11. In the GMF section and wood work workshop there are ventilation problem but the roofs of the
wood work workshop were better by far. Trainees in the carpentry and joinery section undertook
different projects such as construction of wood joints, tools, bed, doors, wall frames, boards etc
among others. Sale of items and income generation was also part of this section and other
achievement of the TVET too. Other department were engaged in income generating activity to
supplement the financial demand of the TVET indeed there were not observed their sales
collection methods in the finance office as the researcher experience in other TVET institution
there were no clear collection of the money in terms of soled material.
The rating scale which are presented during observation in Entoto TVET Polytechnic Cluster
College and the enterprises about 5s were presented lickerst scale by using five scale as
excessively available, sufficiently available, available, and unavailable.
The following steps are taken by the organization‟s core implementation teams: Plan a course of
action, Educate the work group, Evaluate the work area, Initiate the 5S‟s, Measuring results,
Maintaining 5S activities, 5S implementation the name of the original terms of (Japans) with
equivalent English words. They were translated as : (1)“Seiri” – Sorting, (2)“Seiton” –
Stabilize, (3)“Seiso” – Shine, (4)“Seiketsu” – Standardization, (5)“Shitsuke” – sustain. If we
do not do 5S, we can‟t do any other work efficiently. These are features which are common to all
places and are the indicators of how well an organization is functioning. Seiri = Sorting.
Distinguish between necessary and unnecessary items and eliminate the unnecessary items.
Establish criteria for eliminating unwanted items to eliminate unwanted items either by disposing
them or by relocating them. Despite, the correct steps were the above most of the enterprises
were not fulfilled.
The following work under take from excessively available these initial standards measures of
Kaizen implementation assessment in the Entoto TVET College starting from the first level of
Kaizen implementation of 5s. I.e. Japans term Seiri – (sorting) clutter free and tidy environment
in the college premises, inside offices, work place. Evidence of removal of unwanted items were
evident all around excessively available in the college were available Tops and insides of all
cupboards, shelves, tables, drawers, etc. Free of unwanted items, Walls are free of old posters,
calendars, pictures, Notice boards – current notices with removal instructions, Rules for disposal
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12. with red tags, available. Maintenance/prevention of sorting projects established with mechanism
to reduce paperwork, stocks, was available.
According to top set standards of the Japans term “Seiton” – (setting / organisation), the ability
to find what so ever is required with the least possible delay, evidence of eliminating the waste of
time throughout the enterprise/organization. Availability of photographic evidence of pre 5-s
implementation and afterwards Visual control methods adopted to prevent mix-up availability of
directional boards to all facilities from the entrance onwards workshop and stores, were
observed.
The TVET have not clearly marked grid references of all machines/rooms/toilets that have
identified labels in the observation. All equipment/tools/files are arranged as: “can see,” “can
take out” and “can return” as has been observed. X-axis and y-axis alignment is evident
everywhere as Visual control methods for defects / rework / files / equipment in order to prevent
mix-up. The gangways are clearly marked with passageways / entrances & exit lines / curved
door openings/ direction of travel. Besides, observation has been rating for enterprises
concerning what they have and have not. The Observed and not observed traits are rated also by
the assessment based on international standards of “five s” (5s).
Since the enterprises are stakeholders of TVET College, they are expected always to produce
middle level skilled technician for the need of the labour market. The employer (enterprises
owners) values at the actual work place during employment for the trainees‟/graduates‟ skills,
attitude, dependability, team work and other affective skills and traits. The new employees must
have good discipline, and they should fulfil strict adherence to health and safety precautions,
time management, and record keeping, and factors that were expected to fulfil before join world
of work. The expected requirement by the employers on the TVET graduates during employment
and the ongoing activity of the employee should be more ethical, disciplined, show enthusiasm to
learn new ideas and innovation, flexible (easily changed), devoted and dedicated with his/her
work, can work under pressure, well-mannered/courteous, able to learn from his/her mistake,
able to create smooth relationship with their colleagues and with their immediate supervisor. In
addition to this, they should respect safety rules and regulation of the enterprises like proper
wearing of clothes and work without putting head phone in their ears. They should have miner
accounting and bookkeeping skills. In relation to these issues the enterprises almost always
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13. complaint about ethical issues of the new comers employees almost 20% of the TVET graduates
not conform the rules and regulations of the organisation according to guidance and counsel
officers. The TVET has not provided ethical issues as a common course but only a short training
is given on the good will of the guidance and counsel.
In every organization implementation of 5s can be assessed using the parameters provided in the
appendixes part of this thesis; figure 19 standard criteria for identification of necessary
equipments and parts set for the future and in figure 19/1 the follow up of systematic
arrangement should have to use the following guide. Firstly, the implementation of 5s in the
enterprises were observed that against standard which set by the Kaizen training according to
their pace of organization implementation phase. For this reason rating takes place when we say
the enterprises were lower in average. It could be provided at lower level. For example, when the
enterprises pace of implementation frequency like things have not used once in the last 6-12
months their storage methods show as throw out store at distance or Keep in store rated as lower
level.
The second one is said to be average performers of frequency 5s, when we say average
performers organization uses the pace of the enterprises. They should have to implement
frequently use things they have used only once in the last 2-6 months. Storage methods of the
organization should have to Store in central place of its zone store it in central place in your zone
rated at average level.
The last part of this organizational assessment is frequency implemented, stored in methods of
organizational and rated 5s. If things are used more than one month, the storage methods also
should be used to store in central place in the zone. We can say that the performance of the
college/enterprises is highly used to implement within a week and a day, an hour, a minute and
seconds. Methods of storage the enterprises are used to store near the workplace which is easy
for production. The rating of the implementation of the organization is said to be higher
performance from other which cannot implement as them.
Due to this fact the observation was made on six small and micro enterprises which were
expected to correctly implementing the right form of Kaizen. The scores were provided in the
form of the correct application of the enterprises. Above all, the parameters that were used to
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14. measure their application were based on the earlier mentioned parameters. These are found on
table 14 and 15 given an idea about that in the enterprises starting from moderately available to
unavailable, from the observed phenomenal to unobserved one, better a completion to the rated
result of the enterprise ATW engineering enterprise has got a score 120 the first one from the
same areas of production.
Dobbe enterprise which scores 110 stands second followed by Beza enterprise which ranks
third. The forth rank is DTM enterprise followed by the fifth and sixth rank Lalibela and Ralcon
enterprise respectively. According to the levels of the enterprises parameter, except ATW,
Dobbe and Beza enterprises the others were not implemented 5s properly. In the enterprises that
were observed the standard which set by the Kaizen training according to their Pace, concerning
human capital ATM engineering and Dobbe enterprises better position than other enterprises.
The methods of their bookkeeping and accounting system are in a better position than others
enterprises; they are ethical, honest and open. The criteria which offer first position from others
enterprises are more than five innovation discovered by ATW engineering enterprise such as
modern weaving machine, knitting machine, movable clinic and among others.
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