This research proposal investigates the practice and challenges of income-generating activities (IGAs) in five government-run technical and vocational education and training (TVET) colleges in Addis Ababa. It aims to assess the current status of IGAs to enhance financial sustainability and quality education, employing a descriptive survey method involving various data collection techniques. The study addresses major financial constraints and seeks to identify potential sources, utilization, and marketing strategies for IGAs within the institutions.

1. ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES COLLEGE OF EDUCATION AND
BEHAVIORAL STUDIES MANAGEMENT OF VOCATIONAL EDUCATION
TITLE: RESEARCH PROPOSAL
TOPIC: PRACTICE AND MAJOR CHALLENGES OF INCOME
GENERATING ACTIVITIES IN INDUSTRIAL AND CONSTRUCTION FIELDS IN SELECTED TVET
COLLEGES A.A. CITY ADMINSTRATION
BY BERHANU TADESSE
SUBMITTED TO: ADVISOR
ASSISTANT PROFESSOR WORKU MEKONNEN (PHD)

2. Aug. 2012
ADDIS ABABA
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills
training for employment, self employment and enterprises. The main purpose of this study is to
investigate the Practice of Income Generating Activities (IGAs) in selected government run five
Technical and Vocational Education and Training Colleges in Addis Ababa city administration
exploring the existing and emerging challenges in the areas of self-generated financial
sustainability and utilization of this generated income. In view of this, the basic questions of the
study are formulated and descriptive survey method will be employed to assess the current
condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET
Colleges involving a non-random sampling technique preferred to be appropriate and to serve
the desired ends in the study. The sample population will include department heads, deans of
the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include
questioner which consist of little open ended questioner ended and more on close-ended
question, structured interview questions document analysis and observation; the data will be
analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying
constraint, budget requirement to run this study also well prepared, it hold time schedule to
carry out the entire parts of the study. Last but not least the researcher will make use of
descriptive analysis and the methodology combines qualitative methods using document
review, services and production observation and structured interview.

3. List of Acronyms
ETP:
Education and Training Policy
GTZ:
Germen Technical Co-operation
IGAs:
Income Generating Activities
ILO:
International Labor Organization
KAB:
Know About Business
MDGS:
Millennium development goals
MOE:
Ministry of Education
MOTI:
Ministry of Trade and Industry
NGO:
TVET:
Non-Governmental Organization
Technical and Vocational Education and Training

4. UNESCO:
United Nations Educational, Science of Cultural
Organization
List of Tables
Tables
Page
Table 1 Sampling Population ---------------------------------------------------------------------14
Table 2 Work plan ---------------------------------------------------------------------------------16
Table 3 Budget Breakdown of the Study--------------------------------------------------------17

5. Table of Content
Contents
Page
Acknowledgments----------------------------------------------------------------------------------------I
List of Tables----------------------------------------------------------------------------------------------II
List of Acronyms-----------------------------------------------------------------------------------------III
CHAPTER ONE
1. Introduction -------------------------------------------------------------------------------------------------1
1.1 Background------------------------------------------------------------------------------------------------1
1.2 Statement of the Problem--------------------------------------------------------------------------------3
1.3 Objectives of the Study----------------------------------------------------------------------------------5
1.4 Significance of the Study--------------------------------------------------------------------------------6
1.5 Theoretical Frame work----------------------------------------------------------------------------------6
Chatter two
2.Literature Review-------------------------------------------------------------------------------------------8
2.1Concept and purpose of the study-----------------------------------------------------------------------8
2.2 Historical Background of TVET in Ethiopia----------------------------------------------------------9
2.3 TVET Financing-----------------------------------------------------------------------------------------10
2.4 Current Situation of Financing TVET in Ethiopia--------------------------------------------------11
2.5 International Experiences of Income Generating Activates---------------------------------------11
2.6 Justification for the Establishment of Production Centers in TVET Institutions---------------12
Chapter three
3.Research Design and Methodology --------------------------------------------------------------------13
3.1 Source of Data-------------------------------------------------------------------------------------------13
3.2 Sampling Population and Sampling Techniques----------------------------------------------------13
3.3 Data Collecting Instruments and Procedure---------------------------------------------------------14
3.4 The method employed----------------------------------------------------------------------------------14
4

6. 3.5 Data Collecting Instrument----------------------------------------------------------------------------14
3.6 Procedure of Data Collection--------------------------------------------------------------------------15
3.7 Methods of Data Analysis -----------------------------------------------------------------------------15
3.8Work plan------------------------------------------------------------------------------------------------16
3.9 Budget Breakdown of the Study---------------------------------------------------------------------17
References---------------------------------------------------------------------------------------------------19
CHAPTER ONE
1. INTRODUCTION
1.1 Background of the study
Progress towards sustainable development makes good business sense because it can create
competitive advantage and new opportunities. The culture of productive in TVET, productivism
assumes that economic growth is essential to human existence, despite any environmental impact
and consequences. TVET being seen only as training for growth and skills for work. The broader
general education needed for personal autonomy, citizenship and sustainability is often over
looked to be a second class education compared to university studies. However today, TVET is
increasingly seen as the master key to poverty alleviation and social cohesion and a chance for
countries to jump on the bandwagon of development and globalization. The most important
business asset today is knowledge, rather than capital unfortunately, however, TVET in many
countries remains locked in to the role of being a supplier of skilled traditional labour to industry
and is thereby, unable to respond effectively to the needs of organizations in the information
Age.
5

7. It is widely recognized that skillsdevelopment for employability, and TVET, have an important
contribution to make in achieving the MDGs. We have considered the emerging challenges of
the twenty-firsts century, a century, that will be an era of knowledge, information and
communication. Globalization and the revolution in information and communication technology
have signaled the need for a new human center development paradigm. We have concluded that
technical and vocational Education, as an integral component of lifelong learning has a crucial
role to play in this new era as an effective tool to realize the objectives of a culture of peace,
environmentally sound sustainable development, social cohesion, and international citizenship
(UNESCO, 2011)
The major source of finance for the government technical and vocational education and training
institutions is funding from the government which is collected from general tax revenues, public
borrowing and other stakeholders. Even though the government is the major source of finance
for TVET institutions, income generating activities should also support TVET institutions in
order to share the financial burden UNESCO, 1998).
To some extent, income generating activities (IGAS) were practiced in the Ethiopian TVET
institutions, however, public financial management rules were not encouraging until recently.
TVET institutions were not also allowed to open their own accounts, and all the generated
income had to be transferred to the state finance bureaus. In this regard, nowadays the TVET
proclamation (No. 391/2004) constants a substantial improvement in the regulatory environment.
There were also grants and financial autonomy to the TVET institutions and stipulate that every
public TVET institution shall have the right to utilize the income it generates and to utilize any
residue of any such income beyond any budget year (Arts 51/2)
The most source of public funding for TVET are government which is collected from general tax
revenues, public borrowing, external donor agencies, communities and other stakeholders But
due to the expensiveness of TVET, many developing countries in general and Ethiopia in
particular are exercising income generating activities to diversify mechanism of financing TVET.
The main purpose of this research proposal is to explore the current status of Income Generating
Activities (IGAs) to deliver quality education through quality training materials/facilities. The
Ministry of Education (2006) proclaimed some of the income generating activities in the TVET
6

8. colleges includes: delivery of special or tailor made training programs, evening courses offered
to the general public, Sale of products produced by students during the training, such as
garments, wooden and metal furniture, tools, etc. “Training With Production”, i.e. practical
training as contract work (e.g. construction work, building maintenance, furniture production,
sewing of school uniforms, typing services, etc.), or service center (for example a coffee shop
and restaurant), Letting and lending out of buildings, equipment and machinery, Commercial use
of equipment (e.g. Internet facilities in computer lab), Special events, such as open days with
fundraising activities, dancing evenings, etc. Currently, some TVET colleges started to
implement the income generating activities differently based on several factors, such as the
economic status of surrounding community of training institutions, the degree of flexibility the
institution is granted, creativity of institutional management and so on 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 The most source of public funding for TVET are government
which is collected from general tax revenues, public borrowing, external donor agencies,
communities and other stakeholders But due to the expensiveness of TVET, many developing
countries in general and Ethiopia in particular are exercising income generating activities to
diversify mechanism of financing TVET.
Actual IGAs are manifold and depend substantially on the social and economic environment of
the institutions. In general they are more diversified in urban than rural areas. In Addis Ababa
TVET colleges are engaged in income generating activities such as evening courses, skills
testing for employers, furniture production, income of college‟s music band, sale of firewood,
renting of TVET institutions facilities (rooms, machinery, meeting halls.etc (Franz, 2006).
However, the actual practice in making use of the income generated is not as it is develop. Thus,
it seems important to conduct a research on how TVETs generate their income and utilize it.
1.2. Statement of the Problem
There are financial related problems in government TVET institutions because TVET institutions
demand expensive equipment, human recourses, and raw materials in order to run the program
properly and to deliver quality education able to meet markets and industrial needs.Promoting
income generating activities in government TVET has a great role to empower the TVET
7

9. institutions in terms of financial capacity and the development of competent skilled manpower.
Financing the technical and vocational education and training is very expensive when compared
with the general education. Because TVET institution require high cost in order to run the
program when compared to the general academic education.In Addis Ababa TVET colleges,
there seems lack of marketing and business management skills to creatively identify market
opportunities and in particular to engage in profit making activates by the school management.
Generally, cost sharing and profitability analysis skills are under developed in terms of income
generating activates (IGAS). There is also the lack of guideline about how to use the income and
how to distribute income from production between the college and the trainee (Franz, 2006).
Technical and vocational education and training institutions demanded a great agreement of
financial resources to implement the program properly. Now a day, there is a good potential to
increase the income generating activities in Ethiopia through the previously established traditions
in many of the TVET Colleges. The potential for income generating activities in public training
institutions appear to be under-utilized, due to obstructive financial regulations of the past for
many of the institutions as it is reported by the Ministry of Education (MoE, 2003).
In general, TVET institutions required sufficient financial capacity in order to meet the
objectives of TVET program. The failure to meet adequate financial resource could result in poor
quality of education training in government TVET colleges. Therefore, in order to enhance the
financial capacity of TVET colleges, encouraging income generating activities (IGAs) could be a
remarkable solution. In Addis Ababa TVET colleges have also confronted with financial scarcity
(Neway, 2008). In line with this, the effective implementation and utilization of income
generating activities have a tremendous value.
As it has been indicated in (GTZ), German Technical Cooperation Development (2007) Addis
Ababa TVET colleges are confronted with problems such as lack of institutional autonomy in
terms of the use of the generated income, inappropriate and rigid financial regulation and
8

10. procedures, the low capacity of institutions to deliver special training program, poor marketing
strategy of training institutions and poor quality of TVET and poor quality of education. But the
seriousness of the problems are now well identified. Hence, the purpose of this study is to assess
the practice and major constraints of income generating activities and the degree of utilization
the generated income activity in industrial technology and construction field of some selected
government TVET colleges in Addis Ababa city administration.
Based on the statesmen of the problem, the study tried to answers the following basic
research questions.
1. What are the main sources of income generating activates in the selected TVET colleges
in Addis Ababa?
2. What are the major problems related to income generating activities in the Addis Ababa
TVET colleges?
3. What is the attitude of managerial members towards the promotion of income generating
activates of government colleges in Addis Ababa?
4. How do TVET colleges in Addis Ababa manage and utilize their generated income?
1.3 Objective of the Study.
The major objective of this study is to investigate the practice and major constraints of income
generating activities in selected public TVET Colleges in Addis Ababa City Administration
The Specific objectives:
To identify the main sources of income generating activities in the Addis Ababa TVET
colleges.
To examine incentives provided by the sub-city and woreda (local governments in
Income generating activities of public TVET colleges).
To assess how colleges are collecting and utilizing in generating income by department.
9

11. To identify and solve the major problems encountered related to income generating
activity.
To alleviate the financial problem of the selected TVET In the long term by maintaining
quality of education.
To ensure quality of education by providing project for trainee to enhancing production
on their own field.
1.4 Significance of the Study
The study aims to assess the current status of income generating activities in public
TVET colleges. Having this in mind, the prevailing conditions related to income
generating activities in training institutions would help to improve the system in order
to increase its contribution, through various methods of financing TVET program. In
addition to this it will contribute its part by providing relevant information for the
concerned it will contribute its part by providing relevant information for the concerned
bodies (like, technical and vocational education and training TVET agency, sub city TVET
bureau, woreda industry extensions cooperatives’) to understand and overcome
problems which influenced against income generating activities performed in TVET
colleges. And it will also enable training providers to identify potential sources of
income generating activities in their context. Last but not list other researchers may use
this work as a spring board to make researches in this area.
1.5 Theoretical Frame Work
The manager of TVET institution need to acquiresolid business management competences to
ensure the engagement in IGAs improve the quality of training provision. Instructors also
involved in training providing project for trainee with production programme or other kinds of
10

12. production based training should be able to apply good quality standards in their productive
worker and convey these standards in their training. Technical and vocational education and
training programs are delivered to the trainees through governmental colleges. In Addis Ababa
there are six governmental TVET colleges and nineteen TVET institutions of which five of them
(TVET Colleges) are researcher will focuses. These colleges currently offering training in
different fields of studies, but this study will be carried out only in six streams of industrial
technology field. Namely Automotive and Auto machine, textile, leather, construction,
Electricity and Electronics, and metal fabrication technology. This study will be delimited to only
five public TVET colleges in Addis Ababa, by leaving private TVET also.
Income generating activities in Selected TVET colleges in Addis Ababa
Selling tailor made
trainings to target group
Addis Ababa TVET
Renting sport fields for
different activities
Agency Officers
TVET colleges
Dean/Director
OJT and Evening course
Industrial extension
vice dean
Renting building halls for
meeting and wedding
ceremony Etc.
Sale of products
of trainees
Renting Equipment
and machines
Research and technology
transfer core process
Income generating
activities
Qualified trainers
Quality training
Cafeteria service for
outsides
Trainees
Renting graduation
gowns etc.
Independent
variables
Moderator
variables
Moderator
variables
Dependent
Variables
11

13. Chatter two
2. Literature Review
In this chapter the researcher made an attempt to establish an insight regarding to income
generating activity in the area of TVET particularly in industrial technology i.e.
construction & Leather technology. By assessing and looking at the research works
carried out so for in relation to the research topic.
Major areas which will be covered in this chapter are:-starting from concept and purpose,
History, foundation and spread of TVET in Ethiopia, TVET Financing in Ethiopia,
Current situation of financing TVET in Ethiopia, TVET from global perspective, TEVT
in the present Ethiopian context.
2.1Concept and purpose of the study
Definitions of Income generating activities (IGAs): are activities that generate
finance in TVET College and those activities including the scale of products
which could be produced by trainees‟ commercial unit of the institutions (MOE,
2006)
The most source of public funding for TVET are government which is collected
from general tax revenues, public borrowing, external donor agencies,
communities and other stakeholders But due to the expensiveness of TVET, many
developing countries in general and Ethiopia in particular are exercising income
12

14. generating activities to diversify mechanism of financing TVET. The main
purpose of this research proposal is to explore the current status of Income
Generating Activities (IGAs) to deliver quality education through quality training
materials/facilities
2.2 Historical Background of TVET in Ethiopia
The history of vocational and technical education and training (TVET) in Ethiopia date
back to the first half of 20th century even though its development has slowed and has not
been up to the desired level (Tilahun, 2008). Similarly according to Neway (2008), before
the coming of the western type of education to Ethiopia, the heterogeneous societies of
the country had their own craftsmen and artisans who were traditionally trained through
parent-to-child on the job training (OJT). The father-to-son and mother-to-daughter type
of training system was the basic source for the skilled people such as potters, blacksmith,
weavers, tanners and many others. However, these skilled people were delegated to a
lower status by their fellow countrymen, who most of the time called themselves
“Chewas” ; they were also marginalized being labeled as having evil spirits.
In the early 1940s and 1960s some specialized were established and organizations like
ELA, ERA, ETA, nonpublic organizations like Debena and Kuyera had their own
training centers where technicians were being trained for specific purposes. After 1974,
more technical and vocational institutions were established (Hopper and Kumba, 1995
and FDRE,2004 cited in Tilahun2008).
As far as the historical development of the modern TVET system in Ethiopia is
concerned, the country has experienced three different TVET provision schemes before
the introduction of the current TVET system in 1994. It had experienced the provisions in
13

15. (a) separate technical and vocational schools in years between 1940 and 1960; (b)
Comprehensive schools, in the years between the 1960s and the 1970s; and (c) general
polytechnic schools, in the years between the late 1970s and 1994 (TGE,1994;
MOE,2002; Wanna, 1998 cited in Neway, 2008)
There was also more emphasis on the creation of technical and vocational schools, most
of which were operated by the government. The Ministry of Education operated or
supervised nine such schools scattered around the country. These schools had an
enrollment of more than 4,200 in 1985/86, and their graduates were in great demand by
industries. With Soviet assistance, Ethiopia established its first polytechnic institute, in
Bahir Dar, in the 1960s. It trained personnel in agro-mechanics, industrial chemistry,
electricity, textile and metal working technology. In addition, a system of general
polytechnic education had been introduced into the senior secondary school curriculum
so that those who did not continue their education still could venture into the skilled job
market (Ojo, 2008).
2.3TVET Financing
The overall costs on education are the increase. The main sources of fund for the training
institutions are government allocations, donation and tuition (AnbesuBeyazen 2008).
Developing countries are particularly hard hit due to economic crisis, but still need to
compete in an era of rapid economic and technical change (Bolina, 1996). TVET
programs are expensive to run compared to general education, as it has been estimated
that the cost of one technical school is equivalent to three schools offering general
education (Kerre, 1997).
There is currently a debate about the need for more diversified sources of finance in order
to cope with high unit costs and tight public finances. In public institutions, this typically
would mean moving from full (or nearly full) reliance on ministerial budgets, to:
-
Charging fees to the trainees
14

16. -
“Selling short courses” to industry,
-
Selling products produced in production Units at TVET institution (e.g., “training
with production (In Went-2006)
Governments are therefore getting more concerned about financing of TVET to meet
the newly emerging labour markets requirements. Various financing strategies are
practiced in different parts of the world. UNEVOC (1996) classifies some of the wellknown financing mechanisms as follows:
Public financing
Enterprise financing
Private and public sponsored financing, andalso International donor assistance.
Therefore, since education and training generate benefit for both society and individual,
financing of TVET program should be shared among government, local community,
beneficiaries (mainly employers and trainer), religious and private organizations and
donors (UNESCO, 1998)
2.4Current Situation of Financing TVET in Ethiopia
According to Franz (2006) the public TVET system suffers from substantial inefficiencies, mainly caused
by:
(a) A budgetary allocation system that is not linked to enrolment or outcome indicators;
(b) Low capacity utilization,
(c) Inflexible management structures and
(d) Insufficient curricular flexibility to allow the development of cost-effective modes of delivery and
etc.
The funding structure in the Ethiopian TVET system mirrors the diversified delivery structures, with
separate funding systems and principles in the public and not-public sub occupations of TVET.
15

17. 2.5International Experiences of Income Generating Activates.
Income generating activities will be regarded as a source of income, which will reduce
government fund allocations to the VTET institutions (PNA, 1999). As public and NGO
resources for vocational training becomes scarcer, systematic strategies to increase
income generating activities of training institutions are gaining popularities worldwide.
Increasingly, public TVET schools in African countries are encouraged and incentivized
to earn their own income, through sale of non-formal training programmers, sale of items
produced during the training and other commercial activities (MOE,2003)
As a result of the implementation, World Bank Structural Adjustment Policies, a number
of institutions have opted for cost effective approaches in training. One of such
approaches is integrating training with production where the institution is able to recover
some of the training costs through sales of students‟ projects or contracts. In addition to
the financial returns, student will also be able to acquire skills (Ngerechi, 2003).
According to Kawachi (2009), in recent years, policymakers in many African
countries as well as the international donor community have renewed their
perspective of the role of TVET as a key to create wealth and emerge out of poverty
by producing skilled and entrepreneurial or employable workforce.
2.6Justification for the Establishment of Production Centers in TVET
Institutions
The need for the production centers in TVET institutions was based on the fact that the TVET college
faces the problems of acquiring adequate materials and supplies especially hardware and raw
materials for practice exercises, modern production techniques, and for the development of trainee
manipulative skills. These shortages sometimes lead to the theoretical aspects gaining at the expense
of the acquisition of vital practical skills (GTZ, 2006)
TVET institution, having accumulated technology capabilities and using this potential to promote
technology transfer contribute to the enhancement of productivity and the competitiveness of
16

18. industries. TVET institutions are expected to restore and supply services to the market to transfer the
newly selected technologies. Another task of the institutions is to properly utilize their respective
resources and to deliver services against fees. The income generated from such activities enables to
create further potential to increase the capability of the institutions (MoE, 2008).
Chapter three
3. Research Design and Methodology
3.1 Source of Data
The researcher will collect the data for this study from primary and secondary sources. Primary
data sources will be the respondents such as trainees (both sexes) in industrial technology field
the respondents also trainees, trainers, department heads and deans. Secondary data collecting
sources will be books, journals, and information from websites, statistical evidences, reports on
different seminaries and conferences, comparative study of other country, documents in TVET
colleges/ MOE, ILO, World bank, NGO‟s like USAID, GTZ, UNESCO &UNEVOC, etc. Who
support the TVET sector in Ethiopia and TVET Agency; sub city bureau and woreda industrial
extension will be reviewed.
3.2Sampling Population and Sampling Technique
In Addis Ababa currently there are six governmental TVET colleges from the six TVET colleges
five of them will be selected by using stratified sampling. The rationale behind the selection of
the five TVET colleges is that currently they are offering the respective industrial technology and
construction fields in level 2 and 3, the researcher can check their quality production for sale
material and trainers which produce by them, since three years (from 2001). Respondent to be
included in the study are trainees and trainers selected by using Simple random Sampling. Deans,
and department heads selected by using availability sapling in industrial streams. From six TVET
college out of that sample take five TVET college (83.33%). The sample taken of respondent
will, 75 Trainees, 36 trainers, randomly selected and, 36 department heads, and 15 deans selected
using availability sampling from one third out of the total populations a sample study.
17

19. Departments in the institutions sample taken will distribute and the questioner will feeling by
field of study namely Automotive and Auto mechanic. Textile and leather, construction,
Electricity and Electronics, and,. Metal fabrication technology for trainees and trainer.
Table I. Sampling Population
Deans &
College
Trainees
Trainers
Industrial
Department heads
Extension vice
Deans
Pop
Sample
Pop
Sample
Pop
Sample
Pop
Sample
197
15
39
6
3
3
6
6
101
15
36
6
3
3
6
6
90
15
35
6
3
3
6
6
Nefassilk
115
15
34
6
3
3
6
6
General
84
15
31
6
3
3
6
6
587
75
175
36
15
15
36
36
Entoto
TVET
Tegbare-ed
TVET
Misrak
TVET
Wingate
Total
3.3 Data Collecting Instruments and Procedure
3.4 The method employed
The research method to be conducted is the descriptive survey method because of its
appropriateness to acquire enormous quantitative information and to identify practice and major
challenges of income generating activities in selected TVET in industrial technology trainees
3.5Data Collecting Instrument
18

20. Two types of questionnaire dominantly will contain closed ended questions and a few openedended questions which help respondents to the study. The validity of instruments can be checked
by pilot test to make free from bias. Questionnaires are prepared for trainees in Amharic and for
instructors, deans and Department head in English. For basic types of data collection instrument
will be employed in this study. These are questioner, interviews, document analysis and
observation.
Questionnaires are prepared in order to assess the practice and major challenge of income
generating activity in industrial technology target group are trainees, trainers, deans, and
department heads the adequacy of training materials and facilities and about IGAs.Questionnaire
are structured in the form of licker scale type and the level of agreement will be on a five point
scale ranging from strongly agree to strongly disagree and others consist of multiple choice items
and some with open-ended questionnaires. Structured interview will be employed for Deans and
Department heads in English but for clarity the interview will be conducted in Amharic
language.
3.6 Procedure of Data Collection
Pilot study will be conducted before the actual administration of the questionnaires to check for
some modifications. Subjects for the pilot study will be selected by random sampling: 10 trainees
and 5 instructors in the industrial streams will be included and based on the results obtained from
the study questionnaires will be prepared both in Amharic and English language. The
administration of questionnaires, explanation of purpose are to be occurred by the researcher but
distribution and collection of questionnaire will be done by the assigned persons.
3.7 Methods of Data Analysis
For the data analysis, both qualitative and quantitative approaches will be employed to
examine the phenomena into their constituent parts with a view to obtain greater
insights into specific aspects. With regard to this, mixed methods are useful to capture
the best of both qualitative and quantitative method approaches. Hence, data obtained
through closed ended questionnaires were quantified using percentage, frequency, rank
19

21. and mean value. In addition the data obtained fromclosed ended, open ended questions
and interviews were narrated along with the description of quantitative data to
substantiate the quantitative analysis.Hence, raw data from respondents will be tallied,
organized, systematically tabulated and analyzed using appropriate statistical tools for
each part of the data. Accordingly, the results of the study will be adequately
interpreted.
20

22. Table 2
3.8 Work plan
Stage
Research activates
Stage I preliminary work
I
II
III
IV
Months and weeks
Remark
August
Septmber
October
Novembr
December
January
February
March
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3
4 1 2 3 4 1 2 3 4
1.1. Draft proposal preparation and submission
1.2. Modifying proposal based on comment from
the advisor
1.3. Final submission of proposal
1.4. Gathering, organizing and submission review
of related literature
1.5. Preparation of data collecting instrument
and translation to local language and submission
1.6. Conducting pilot study /pretest of data
collection instrument
1.7. Modifying and preparing final data collection
instrument
Stage II. Data collection
2.1. Recruiting and training of data collector
2.2. Actual data collection
Stage III data processing
3.1. Data editing and sorting
3.2. Data analysis and interpretation
3.3. Submission of data analysis
3.4. Submission of summary, conclusion and
recommendation
3.5. Incorporating all feedback and preparing
final draft
Stage IV- finishing
4.1.Review of results
4.2.Submission of the final draft
4.3.Binding and submission of the completed
thesis
21

23. Table 3
3.8 Budget Breakdown of the Study
Ser.
No
I
II
Items/Description
Stationary materials
Computer paper
Lined paper
Square paper
Flash disk (8 GB)
Re writable CD
CD-R
Pen
Marker
Fixer
Lead for fixer
Highlighter
Correction fluid
Erasers
Stapler
Stapler pins
Writing pad (not
book)
Bag (document
holder)
Sub total
Payment for
secretarial services
-Printing cost per
internet page
-Photocopies of
reference Material
(sources)
-Writing and printing
cost of draft proposal
-Writing and printing
draft questionnaire in
both English
Amharic
-Photocopy of the
final questionnaire
-Writing the first
draft of the thesis
Unit
Quantity
Unit price
Birr
Cent
Total price
Birr
Cent
Reams
“
“
Piece
“
“
“
Packet
Piece
Piece
Piece
Piece
Piece
Piece
Piece
Piece
8
2
1
1
5
50
25
1
1
2
3
1
3
1
5
5
75
40
40
450
125
4
1
90
25
10
10
8
1
40
2
40
00
00
00
00
00
00
75
00
00
00
00
00
50
00
50
00
600
80
40
450
125
200
43
90
25
20
30
8
4
40
12.50
200
00
00
00
00
00
75
00
00
00
00
00
50
00
50
00
Piece
1
200
00
200
Sub total
Birr
Cent
00
2168
Pages
1800
0
75
1350
00
Pages
1500
0
30
450
00
Pages
20
3
00
60
00
Pages
30
3
50
105
00
Pages
800
0
30
240
00
Pages
130
3
00
390
75
00
22

24. Ser.
Items/Description
No
II
-Printing the final
thesis
-Binding
Sub total
III
Payment for research
assistance
-Per diem payment
for data collection for
one day training in
each size (3)
(2×3×70)
-Per diem payment
for data collectors
2×6×70
Sub total
IV
Payment for the main
researcher
-per diem during the
polite study
-per diem during
actual data collection
time for researcher
(field work)
-For communication
(Telephone expense)
-Taxi transport
Sub total
Grand total
Contingency
Grand total
Unit
Quantity
Pages
650
Unit price
Birr
Cent
0
75
No
5
100
00
Total price
Birr Cent
487
50
500
Sub total
Birr
Cent
00
3582
Days
4×2
50
5
00
50
50
400
250
650
Days
4
50
00
200
00
Days
30
50
00
1500
00
Mobil
card
2
100
00
200
00
30
30
00
900
00
2800
9201
920
10121
25
13
38
23

25. References
GebruZemenay (2008).Financing public TVET Colleges in Addis Ababa.Unpublished).
FNG (2004) Federal NegaritGazeta, BerhanenaSelam Printing
Federal „NegaritGazeta‟ (2004). Technical and Vocatonal Education and Training proclamation
No. 391/2004. Addis Ababa: Federal Democratic Republic of Ethiopia.
Franz Jutta (2006) Financing Framework for TVET in Ethiopia. Addis Ababa: Engineering
Capacity Building Program
.ILO (1996) Diversifying sources of financing vocational training a set of training
---------------- (2002) Learning and training for work in the knowledge society, ILO Generva.
Modules (unpublished report of the ILO)
MoE (2006) TVET Financing frame work, MoE,2006. Dire DawaEthiopia.ILO.(2001)
Modernization in Vocational Education and Training in Latin and the Caribbean
Region.Montevideo.
MoE. (1999). Education Sector Development Program: Acton Plan, June,1999; Addis Ababa,
Central Printings Press.
------------(2003). Financing TVET in Ethiopia: Addis Ababa, MoE.
------------(2006). The Ethiopian TVET System: ECBP/TVET System Reform
Component.AddisAbaba.
-----------(1994). Education and Training Policy. Addis Ababa: BerhanenaSelam Printing
Enterprises.
Neway (2008) Assessing the current status of IGAs of selected public TVET colleges
UNESCO (1998).The Development of Technical and Vocational Education in Africa, Dakar,
Senegal.
--------------(2011) Promoting Skill Development Report of international seminar,
Ziderman 4(2003) Financing vocational training in Sub-Saharan African, WashingtonD.C the
world bank.
-----------Paris. ILO.(2001) Modernization in Vocational Education and Training in Latin andthe
Caribbean Region. Montevideo.
24