Hope for children_rda

HOPE FOR CHILDREN RDA TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING (TVET)INSTITUTION PREPARED BY
BERHANU TADESSE TAYE May, 2015
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EDUCATION AND TRAINING (TVET)INSTITUTION GULELE SUB-
CITY
PROJECT PROPOSAL ON ESTABLISHING NEW TVET INSTITUTION
PREPARED BY BERHANU TADESSE TAYE
SUBMITTED TO: GULELE SUB-CITY TVET OFFICE
SUBMITTED BY HOPE FOR CHILDREN RDA TVET INSTIUTION
COMMENCING A NEW TVET INSTITUTEIN GULELE SUB-
CITY AT ADDIS ABABA CITY ADMINISTRATIONIN THE
PARTICULAR PLACE OF WOREDA 8 PROJECT
OWNER OF THE POLYTECHNIC PROJECT: NON
GOVERNMENTAL ORGANIZATION (CHARITY ORGANIZATION)
May, 2007

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Addis Ababa Ethiopia
Table of contents
1. Project Schedule ...................................................................................................................................8
1.1. Executive Summary.......................................................................................................................8
1.2. Key outcome targets TVET enrolments ........................................................................................9
2. Background of the project ..................................................................................................................10
3. Project Initiation and Rationales.........................................................................................................11
4. Vision:..................................................................................................................................................12
5. Mission:...............................................................................................................................................12
6. Objective and scope of the project.....................................................................................................12
6.1. The Specific objectives:..............................................................................................................13
7. Beneficiaries........................................................................................................................................13
8. Project Output ....................................................................................................................................14
9. Target Market .....................................................................................................................................15
10. The First Phase of the Training Started by Giving Services Like: ................................................15
11. Project Team Members...................................................................................................................16
12. Team members ...........................................................................................................................16
13. Organizational structures of the institution ...................................................................................16
14. Project Budget Estimation and Allocation ......................................................................................17
15. Project Controlling and Monitoring Activity...................................................................................17
16. Challenges of the Project................................................................................................................18
17. Possible Solution.............................................................................................................................18
18. Implementation ..............................................................................................................................18
19. Project Sustainability ......................................................................................................................19
20. Strategic Plan ..................................................................................................................................19
21. Policy and Stratégies Ethiopian on TVET ......................................................................................20
22. Financial strategy............................................................................................................................22
22.1. Methods of Provision of the Training .....................................................................................24
23. Project Budget Estimation and Allocation and Source of financial summery ................................26

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26. Project Time Management .............................................................................................................27
27. Project Cost Management ..............................................................................................................27
28. Project Quality Management..........................................................................................................28
29. The three processes associated with PQM are:..............................................................................29
30. Project Risk Management...............................................................................................................29
31. Source of Fund and Income ............................................................................................................29
32. Monitoring and Evaluation Procedure............................................................................................30
33. Handover Plan.................................................................................................................................30
34. አባሪ 1የ ተቋሙ መተዳዯሪያ ዯንብ......................................................................................................36
35. አባሪ 2የ ተቋሙ አስተዳዯራዊ መዋቅር ................................................................................................37

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Tables
Table 1: Team Members, Their Qualifications and their Experience
Table 2: Financial Summery
Table 3: Types of Materials and Equipment for the Purpose of Training
Table 4: Human resource Trainers
Table 4.1: Administrative staff
Table: 5: Building

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Project Profile
Project title: Hope for children RDA TVET institution
Project Location: At Woreda 8Gulele Sub-City Addis Ababa city administration
 Project Duration: For 5 years training programme
 Town: Addis Ababa
 Sub-city: Gulele Sub-City TVET office
 Wereda: 08
 Region: Addis Ababa City Administration
 Country: Ethiopia,
P.o.box: 28872
Tele. No:0111570208
Mobile 0911240495
Fax No: =251-111-570208
E-mail: hopehope@ethionet.et
Website: http://www.hfc.ethiopia.org
 Nature or type of organization: Non-Governmental Organization (NGO)
Nonprofits making Organization.
 Level of proposed TVET training: short term training according to market
demands.
 Size of the institution (College): 519sm
 Expected enrolment for the programme: 50 per annum
Project Goals:

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 Key outcome targets of ESDPIV TVET by satisfying our beneficiary
increasing enrolments of both trainers and trainees decentralization of
vocational education.
Stakeholder Analyses:
 Project sponsor: NGOs (HCE and Hidota)work with also
-Hotel and Tourism Training Institute, Hotels and Local Community
 Customers
 Trainers, Trainees, Entrepreneurs, Administrative workers,
Surrounding Community, Hotels and District Leaders
 Users of the project outputs
-Hotels, Industries, entrepreneurs, Government, Trainees, marginalized
women; special needs, street children, (Especially youth)
Name of authorized representative of the applicant:
 Yonas Tesfaye (HCE)
 Gezehagne Andarssa (Hidota)
Project manager and project team
 Bezawork Lakew (Programmer)
 Henok Wondimu (proect)
 Mamo Assfa (Programmer)
Project Budget Estimation and Allocation

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 For capital expenditure 510,258 Ethiopian Birr allocated
 Recurrent expediter 489,742 Ethiopian Birr
 Total amount of fund requested 100% from Donors finance
1,000,000 Ethiopian Birr For one year
I. Proposed training areas:
1. Cultural, Tourism and sports sector; tourism; catering operation (food
preparation), confectionery, baking and pastry making,
2. Health sector; Hair dressing and personal hygiene
II. Proposed new departments
Since the project will have different activities such as five year delivery hospitality
training programs, intend to offer training Cultural , Tourism and health sector;
i.e. tourism; catering operation (food preparation), confectionery, baking and
pastry making, Health sector; Hair dressing and personal hygiene and family
planning to provide regular short-term training in addition to this evening courses
offered to the general public, consultancy service, testing of recruits (candidates
for enterprises), organizing trade fair, the student in this institution will learn
during training produce, such as fast food, breakfast, lunch and dinner for
organization staffs and students, outdoor service, maintenance of hair dressing
equipment and kitchen equipment, making internal income generating activity by
using service centre (for example a coffee shop and restaurant ), Kab club
practices, hair dressing service, Since the project will have different activities such
as five year delivery of training programs, intend to offer training Cultural,
Tourism and sports sector; tourism; catering operation (food preparation),
confectionery, baking and pastry making, Health sector; Hair dressing and
personal hygiene to provide regular short-term training in addition to this
evening courses offered to the general public, consultancy service, testing of
recruits (candidates for enterprises), organizing trade fair, the student in this
institution will learn during training produce, such as fast food, breakfast, lunch
and dinner for organization staffs and students, outdoor service, maintenance of

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hair dressing and kitchen equipment, making internal income generating activity
by using service centre (for example a coffee shop and restaurant ), Kab club
practices, hair dressing service, Key outcome targets of ESDPIV TVET by
satisfying our beneficiary increasing enrolments of both trainers and trainees
decentralization of vocational education.
1. Project Schedule
1.1.Executive Summary
Sustainable economic development and TVET are interdependent. Economic
growth is a basic condition for the reduction of unemployment and poverty.
However, it does not automatically lead to more jobs and less poverty. It can only
contribute to poverty reduction if broad sections of society find productive work
which offers a decent wage (BMZ, 2005). This can be achieved only if different
policies and mechanisms, which focus on employment and broad access to work
and TVET, can be implemented. Economic development cannot take place without
the development of human resources. Therefore, well-qualified professionals must
be trained in order to raise the competitiveness of hotels, companies, countries, and
communities.
According to Ethiopian Sector Development Plan IV (ESDPIV) the main objective
of the TVET sub-sector is to train middle level human power and transfer
demanded technologies, and by doing so, to contribute to poverty reduction and
sustainable development. The main challenges such as Society in general and
implementing bodies in particular have low awareness about the benefits of TVET,
Stakeholders‟ participation in the management and delivery of TVET is
inadequate, TVET trainers lack capacity and competence, There is lack of capacity
by TVET experts to implement the new TVET strategy, The monitoring and
evaluation systems is inadequate, hence the institute need solve the above problem
by supporting government intention.
Expected program outcomes by combating the above challenges, TVET providers
and institutions strengthened to be centers for technology capabilities‟
accumulation and transfer, TVET institutions capable of providing support to the

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incubation and establishment of MSEs as well as upgrading and strengthening
existing MSEs, Quality of TVET (formal and non-formal) improved at all levels
and made responsive to the needs of the labor market, A comprehensive,
integrated, outcome based and decentralized TVET system for Ethiopia
established, Relevant TVET offers which are crucial to national development
expanded, Institutional set-up to manage the TVET strategy and deliver TVET
programs reinforced, A sustainable financing system for TVET with efficient and
cost-effective delivery systems and management structures developed, Equal
access of females and people with special needs to TVET ensured and empowered.
1.2.Key Outcome Targets VET Enrolments
According to government intention in ESDP IV key outcome targets VET
enrolments will increase to 1,127,330 in 2007, Number of TVET trainers will
increase from 15,943 in 2002 to 24,492 in 2007, Number of TVET institutions will
increase from 825 in 2002 to 1,137 in 2007, Number of trained technology
adopters will be 3000 in 2007, Number of transferred technologies will be 1000 in
2007, Copied/imitated 950 in 2007, Improved 50 in 2007. No of incubated MSEs
for technology transfer will increase from 600 to 3000 in 2007, 2670 micro-
enterprises with capital acquired up to 20,000 Birr, 300 small scale enterprises
from 20,000 to 500,000 Birr, 30 medium size entreprises above 500,000 Birr,
Number of technologies transferred will be 1000 in 2007 (Copied/imitated 950 in
2007 Improved 50 in 2007). Number of trainees organized in MSEs will increase
from 78,248 in 2002 to 563,665 in 2007,
Number of new MSEs established will increase from 7,771 in 2002 to 56,367 in
2007, Number of occupations with occupational standards increases from 250 in
2002 to 390 in 2007, Number of occupations with assessment tools will increase
from 211 in 2002 to 390 in 2007, Number of accredited assessment centers will
increase from 174 in 2002 to 500 in 2007. % of competent/certified candidates will
increase from 20 % in 2002 to 60 % in 2007, Number of accredited assessors will
increase from 1860 in 2002 to 5000 in 2007, Number of enterprises involved in co-
operative training will increase from 1208 in 2002 to 9,174 in 2007, Share of
trainees accommodated by co-operative training will increase from 206,945 in
2002 to 1,127,330 in 2007. Number of enterprises conducting in-company training

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will increase from 13 in 2002 to 293 in 2007. Share of TVET managers at national,
regional and institutional level in modern management techniques trained will be
100 %, Share of enrolments of females will increase from 46 % in 2001 to 50 % in
2007, Number of institutions in rural areas will increase by 100 % in 2007, Share
of enrolments of students with special needs will increase by 100 % in 2007,
Number of TVET trainees placed in MSEs will increase to 23,920 in 2007.Food
preparation and hairdressing highly demand in labour market hence government
and private institution should open satisfy their customers.
2. Background of the project
Since education is considered the key to effective development strategies, technical
and vocational education and training (TVET) must be the master key that can
alleviate poverty, promote peace, conserve the environment, improve the quality of
life for all and help achieve sustainable development. Hope for children TVET
institute also support the government plan. Technical and Vocational Education
and Training (TVET) system plays in achieving Ethiopia‟s targets to overcome
poverty. Under the over arching goal of poverty eradication, Ethiopia‟s economic
development strategy aims at fostering fast economic growth, fair and equitable
distribution of incomes, the development of a competent and open economy, and
long-term reduction of the country‟s dependence on ODA (official development
assistance).
Ethiopia has made considerable progress towards universal primary education and
continues to work hard to ensure relevance and quality at each educational level.
As an increasing number of young people graduate from general education, it is of
utmost importance to provide them with options for further education and training
which increase their employability. In this context it is important to build a
demand-driven, flexible, integrated and high quality TVET system.
The Government of Ethiopia (GoE) recognises the need to involve all stakeholders
in the planning, policy making, training delivery and monitoring and evaluation of
the TVET system. The on-going reform seeks to increase the engagement of the
private sector – both of private TVET providers and enterprises as future

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employers of TVET graduates – and to provide students and trainees with
knowledge, skills and abilities relevant for the world of work.
Urban unemployment and poverty are the two prominent and inter-related
problems faced by the majority of the “developing world” including Ethiopia.
Where, both and many other problems of these countries pervasively originate
from their Society in general and implementing bodies in particular have low
awareness about the benefits of TVET, Stakeholders‟ participation in the
management and delivery of TVET is inadequate, TVET trainers lack capacity and
competence, There is lack of capacity by TVET experts to implement the new
TVET strategy, The monitoring and evaluation systems is inadequate, TVET
institutions have low capacity in adopting and transferring technology, Labor
market information system to assess labor market demand is inadequate, The
system for information sharing and coordination between the regions and the
federal level is weak, There is a shortage of teaching materials especially in OS
Newly developed, Utilization of resources and equipment is inefficient, TVET
institutions are not always adequately equipped, There is low capacity to assess
and certify TVET candidates.
3. Project Initiation and Rationales
The overall history of this new TVET institution work as Non-Governmental and
Non- Profit making organization the name of the organization is Hope for children:
it is founded in 2015 in Addis Ababa by three Ethiopians and one US citizen, who
are committed to mediate the concept of a viable community development by
enhancing the introduction of new TVET institution. After the fall of the Derg
regime, the new government of Ethiopia has been making tremendous efforts to
restructure the educational system of the country. A new Education and Training
Policy has been launched and implemented all over the country. Moreover, the
government set out a decree, No.80/2005 in 2005, and established Technical and
Vocational Education and Training (TVET) institutions to respond to the huge
problems of unemployment and poverty. The establishment of the TVET
institutions has so far contributed a lot in the country in general and in Addis
Ababa in particular. For further implementation of policies and strategies qualified

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manpower at all levels is a must. Policies with good intentions fail due to lack of
qualified people to implement them. This is mainly true in countries like Ethiopia.
This must be given serious considerations. Cognizant to the above mentioned
reasons, the justification for the establishment of nongovernmental TVET
institution in Addis Ababa is to meets the government goal of producing competent
middle level professionals that would meet the demands of the culture and tourism
sector labor market. In health sector also hair dressing and beatification highly
demand in labour market hence nongovernment TVET institution should open
satisfy their customers.
4. Vision:To become the centre of Excellency and ensure enrolment of
all the people of the Gulele sub city Woreda 8 and any demanded in
our country and African migrant as a whole are economically strong
and pulled out of property.
5. Mission: speed the regional development rate up through the
provision of quality, equitable and relevant education and training to
all citizen of the sub-city.
6. Objective and Scope of the Project
The overall objective for establishment of the new Hope for children TVET
institutions
 To fill the gap for the skilled manpower demand of the concerned hotels and
entrepreneurs. Specially focus on marginalized group women, special needs,
destitute, or any citizen need fill their skill gap.
 Because of the marketable skill they acquire, graduates shall be competent,
motivated, adaptable and innovative work force and hence shall be
employed as soon as they graduate and work as entrepreneurs.
 These kinds of graduates shall play a pivotal role in the hotel and industry,
urban poverty reduction efforts.

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6.1.The Specific objectives:
 To subsidize marginalized group such as women, special needs, youths by
providing training and other support provided by the donors for institution
and trainers also increase income generating activities.
 Training started by using 50 street children, women and special needs and
prepared them for graduation.
 Integration of 40 graduate students in the hospitality industry.
 To identify and solve the major problems encountered related to poor
training provision and solve the lever market shortage of skilled human
power.
In general the objective of the project prepared in the form of SMART, in
most cases, the problem solution becomes the goal of the project. Whenever
possible, the goal should be SMART the abbreviation articulated as follows
• Specific
• Measurable
• Achievable
• Relevant to the corporate strategy
• Time-lined.
7. Beneficiaries
The immediate beneficiaries of the project would be 50 trainees of marginalized
group and economically need support who have little accesses of education with a
great interest it will be great asset for themselves and for their country. The
recruitment process from 10th
and 12th
grade school result where the student
evaluated a very good achievement of communication skills of languages and the
institution allowed any citizens who are interesting to join in our TVET. Also
hotels, service sectors, on one hands and marginalized group such as women,

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youth (trainees,), adult, special needs any citizen who have been suffering from
skill gaps resulting in incompetence, under employment as well as unemployment
will acquire employable skills from the project, also trainers, families, community
surrounding the sub-city, the city government, the private industry sector getting
skilled manpower in the market, government and the society at large.
7.1.Stakeholders Participation in Implementing TVET training
Since this project nongovernmental organization (donors)the main stakeholder for
Hope TVET institute are international bilateral and multilateral financial institute
like World Bank, World Vision. In addition to this stakeholders which implement
supporting nongovernmental TVET institute in our country working together with
the governmental organization Ministry of Education (MoE), Federal TVET
Agency (FeTA), Regional TVET Agencies (ReTAs), Sub-City TVET offices,
Technical Vocational Education and Training Institute (TVETI) in addition to this
it includes, Ministry of Industry (MoI), Ministry of Urban Development and
Construction (MoUDC), Federal Micro and Small Enterprise Development Agency
(FeMSEDA), Regional Micro and Small Enterprise Development Agencies
(ReMSEDAs) .
All stakeholders hold a support policy plan the intention of the plan being
achieving their targets. Thus, nongovernmental TVET institution take part the
government strategy with related to the theme accordingly, the stakeholders taking
parts to share in the proper implementation of poverty reduction of government
policy. Poverty reduction more responsibility providing for TVET since intend
with entire professional personnel. Despite the importance of the mentioned sector
also un deniable effect for the proper implementation of the intended policy. From
the above general policy, programme and strategy currently more emphasis
improving their competitiveness and reduction of poverty the contribution of
nongovernmental TVET plays important role to support government plan.
8. Project Output
Since the project will have different activities such as delivery of special or tailor
made training programs, both regular and evening courses offered to the general

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public, consultancy service, testing of recruits (candidates for enterprises),
organizing trade fair, Sale of products produced by students during the training,
such as fast food, hair dressing serviceman club practices, catering and food
preparation , during training session student experience all this and Special events,
such as Cultural celebration and opening days with fundraising activities, dancing
evenings, film show, outdoor and in-door games etc. all these activities will
result in different out puts. But out puts can be categorized as tangible items and
intangible services.
9. Target Market
Culture and tourism sector (Hotels restaurants and cafes) and also Health sector
(hairdressing cleanness and beautification) highly demand in labour market hence,
private nongovernmental institution should open satisfy their customers. Since the
tangible goods and intangible services are intended to be offered to the market, it
requires need assessment even before trained middle level human power. So much
so that, the trainees, trainers, administrative workers of the college, and the
surrounding community, are qualified as potential markets.
1.4 Target Group: marginalized women, street children, special needs trainees,
urban development, surrounding community, including teachers and students
10. The First Phase of the Training Started by Giving Services Like:
 After observing market demand train formal education by short term training
including evening course/programme
 Giving training for enterprises
 For the purpose of increasing Income Generating Activity Renting
machineries and other available materials which subsidized for teaching and
learning process.
 Cafeteria service for outsiders.

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Others could be preparing trade fairs and special events, asking voluntary fund
raisers and also by selling scraps (unneeded metals, etc) for the purpose of only
increasing the beneficiaries not making profit.
11. Project Team Members
Our project is run by a team of people who serve in different specific roles.
These are the detail roles of the managers found at the end of this paper:
1) Project managers
12. Team members
 Bezawork Lakew (Programmer)
 Henok Wondimu (proect)
 Mamo Assfa (Programmer)
Project manager, whose job is to manage the project to success. He/she is in charge
of the project, responsible and often accountable for the success of the project.
Project team members are professionals and well experienced. They are believed to
be interested, energetic and helpful. The team members of this project are recruited
from hope for children TVET institute 5 in number.
13. Organizational structures of the institution
According to the international TVET organizational strictures shall be matrices
organization hence this institution is at initial stage the next table showed as
follows;
Table 1: Team Members, Their Qualifications and their Experience

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No. Team Members Qualification Quan
tity
Years of
experien
ce
1. Project manager MA/MSC in professional
vocational education and
management
1 10
2. Deputy manager MA/MSC in general business
management
2 8
3. Department
heads
MA/MSC in different fields that
the institution provides
2 5
4. Trainers BSC in different fields that the
institution provide
2 -
5 Staff From mangers to janitors 6 -
Total number of the team 13
14. Project Budget Estimation and Allocation
 Total amount of fund requested 100% from Donors finance 1,000,000
 Annual contingency budget for any uncertainty 130258 Ethiopian Birr
15. 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.

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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.
16. Challenges of the Project
 Lack of community attitude towards TVET benefit and Lack of professional
to conduct the training and education.
 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.
17. 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.
18. Implementation
The implementation of the project is undertaken through participatory approach
which involves society, nongovernmental, government, 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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19. Project Sustainability
The project is being implemented under favorable policy environment,
nongovernmental and government and community commitment. 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.
20. Strategic Plan
This TVET institution will have totally five ears strategic plan i.e. training will

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start the first year 20015-2020 build the construction. After the building will be
finished the TVET institution program the training and education program will be
start in 20015/08Et
by admitting trainees each catering and food preparation, hair
dressing etc. Similarly in 20015/08Et
, for the first years 25 applicant trainees will
be admitted in each department totally 50 student.
The budget estimation prepared only for one year i.e. one million Ethiopian birr
and for five years strategic plan it will take more than 5 million. Sours of fund also
will bring from the donors (HCE and Hidota) and other volunteers.
21. 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.
With a view to creating a comprehensive, outcome based and flexible TVET
system, the development of occupational standards, assessment tools, and

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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 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.

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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. Hence, our
nongovernmental charity organization hope for children TVET mitigates the
government intention.
22. 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.
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-

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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 developed to encourage employers to
contribute to the cost of TVET through scholarships, donation of equipment, and
other means.
22.1. International Donor Assistance
Donors support plays a very important role in development TVET systems in many
developing countries the large amount of international aid has contributed to the
setting up of a base of training capacity. Infrastructure and facilities have been
created, staff trained and instructional systems implemented through donor
assistance. Mostly donors provide financial resources for capital costs and it is
limited for short periods (Herschbach, 1993)1
.
From 1963 to 1979, 40% of lending for education by the Word Bank was for
TVET at the secondary and post-secondary levels. But evaluation conducted in the
1970‟s regarding cost effectiveness of vocational schooling especially diversified
schooling began to raise doubts. The World Bank lending then began to shift from
diversified vocational education to center based vocational training and
development of national authorities (World Bank, 1991)
1
Project manual method 123 empowering managers to succeed financing vocational education, Herschbach, 1993

24
In the 1980s international assistance to vocational and technical education and
training averaged about $ 600 million annually of which the World Bank provided
45%, bilateral agencies 30% and other multilateral agencies 25%. Approximately
40% of multilateral assistances for education were used to support TVET
programmes. NGOs and private sources also made a sizeable contribution but the
exact amount is not known (World Bank, 1991).
In Africa about 7% of direct international aid goes to finance primary education,
40% to secondary education and 17% to TVET. For every $ 1 spent on a primary
school pupil, % 11 is spent on a secondary school student and $ 182 on a TVET
student (World Bank).
In Latin America countries much of the institutional infrastructure for TVET was
built through international donor assistance. A study of SENA in the 1970‟s
showed that it had taken the maximum advantage of technical assistance of nearly
all countries of the EEC and Canada, Israel, Japan and USE (Ducci, 1991). In the
beginning vocational training institutions sought international support for starting
the institution. Subsequently international resources tried to achieve that transfer of
productive technology which would be appropriate for national development.
Among multinational donors a very high amount goes towards capital expenditures
and among bilateral donors a greater share goes for technical assistance and
overseas fellowships at the expenses of supporting for recurrent costs (World Bank
1988).
22.2. 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.

25
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.
22.1. 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? Bas ic questions in the process of education
despite, education have numbers of questions some of thus, are as follows, Why to
Presentation
Practical
training
Formative and
summative Assessment
Cooperative
training COCAC

26
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 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.
23. Project Budget Estimation and Allocation and Source of financial
summary.
Total amounts of budget Governmental 1,000,000. Ethiopian Birr
24.Table; 2: Financial Summery
Types of expenditure Amount Ethiopian
Birr
Can’t Remark
I For capital expenditure 510,258
A Purchasing Equipment
and machineries
380,000
B Other capital
expenditure
C Contingency 130258
II Recurrent expediter 489,742
A Teachers‟ salaries and
staff family
Birr 150,000 --
B Training materials 200,000
C Purchas of supplies Birr --
C Car maintenance and
Transportation vehicle
punches
Birr 25,000 --
D School rent 15,000
E Electric Birr 73,859 --
F Water Birr 7,550 --

27
G Telephone Birr 18,333 --
General total 1,000,000
 Total amount of fund requested 100% from Donors finance
1,000,000
 Annual contingency budget for any uncertainty 130258 Ethiopian
Birr
The budget estimation prepared only for one year i.e. one million Ethiopian birr
and for five years strategic plan it will take more than 5 million. Sours of fund also
will bring from the donors (HCE and Hidota) and other volunteers.
25. Project Time Management
Time estimates and planning.
Accurate time estimation is a skill essential for good project management. It is
important to get time estimates right for two main reasons:
1) Time estimate drive the setting of deadlines for delivery and planning of
projects and hence will impact on other people‟s assessment of our
reliability and competence as a project manager.
2) Time estimate often determine the pricing of contracts and hence the
profitability of the contract (project in commercial terms).
Often people under estimate the amount of time needed to implement projects.
This is true particularly where the project is not familiar with the task to be
carried out. Unexpected events or unscheduled high priority work may not be
taken in to account.
26. Project Cost Management

28
Effective project cost management allows each project to be specific and unique
because that project entails costs and requires specific funding. However, no
matter whether you lead a catering and food preparation or hairdressing we
shall consider. Project cost management as a process that consists of the three
steps.
The process of managing project costs is activity for estimating costs,
developing project budget and controlling spending. The project cost
management process has the following key steps.
A. Cost estimation: it is the project cost management process step when the
project manager cooperates with the financial department to estimate costs
required for purchasing all necessary good/services and undertaking
necessary activities to deliver the project. Project cost estimation is
conducted at the planning phases. The project manager uses project costs
management catering to food preparation and make calculation kilo calories
of age level consumption in order to reach correct decision.
B. Budget Determination: at this step of the cost management process cost
catering and food preparation the budget framework and determines the
budget. The project manager can use project cost management hotel and
tourism catering to work in collaboration with the financial department to
determine items of the budget and sources of funding and to allocate the
budget. The step entails close cooperation with the project sponsor.
C. Spending control: it is the step of the project cost management process
where the allocated budget reviewed and spending is tracked. The project
manager takes responsibility for control spending and to ensure that the
budget allocation is optimized and costs are fully covered with the planned
and allocated budget.
27. Project Quality Management
 Project quality management is all about the energy of continuous
improvement of the project and the principal of project delivery using a

29
quality management approach play a key role in assuring the project meets
the customer requirements.
28. The three processes associated with PQM are:
1) Quality Planning: quality planning identifies the standards which are
relevant to the project and now to assure standards are achieved. This is a
key process of the planning process group.
2) Perform Quality Assurance: performing quality assurance is the execution of
the quality activities during project execution.
3) Perform Quality Control: it is the monitoring deliverables to evaluate
whether they comply with the projects quality standards and to identify how
to permanently remove cause of unsatisfactory performance. This process
occurs as a part of the monitoring and controlling process group.
29. Project Risk Management
Project risk management can be defined as “the systematic excision and
monitoring of tasks to detect, analyze and optimize project risks.
Hope for children RDA TVET institute assumes a risk from both physical and
natural hazards. Physical risks could be shortage of raw materials suppliers for
production, theft, machinery blockage. Natural hazards like flood fire, etc. In
order to avoid such risks the company set optional way (contingency plan) joins
in the insurance and other legal institution for the sustainability of the project.
To avoid these problems the institution enters an insurance policy and settles an
optional supplier of raw materials.
30. Source of Fund and Income
As the project stated a grant total of 1,000,000 birr is required for
allocating resource and contingency budget, to launch a first year training
program in Hope TVET institution. The source of funding is expected to be
raised from donors or nongovernmental organization, USAID, GIZ, World

30
Vision, MIDROC, UNICEF, other local and international donors that have
strong goal of assisting development activities in Ethiopia.
31. Monitoring and Evaluation Procedure
Hope for children TVET abides to work in accordance to its declared value,
namely transparency. With that, it will have the system of internal audit that
will assess the financial performances of the TVET institute every year, as per
the annual implementation plan. The project is also monitored by the project
committee; this committee is responsible to give support and check whether
there is shortage of facilities and tries to fulfill what is required for the project.
And the evaluation of the project will be handled by the committee; the
evaluation will be conducted whether the project meets the objectives with the
time set and budget allocated. Besides, it will have an external auditing system
that will check financial status, once in every year of performance.
Internal control system extends beyond cash; it includes physical and record
keeping controls over all the assets of the TVET. One part of this system
assures that appropriate planned acquisitions are made, received in good
condition billed at correct amounts and paid for all time. In the TVET what we
mentioned in the organizational structure top executive are usually involved
directly in controlling generating income in each of these activity. The purpose
of safeguarding of internal control of the TVET, it increase and help ensuring
efficiency and effectiveness of the TVET institutional.
32. Handover Plan
The project manager shall prepare detail project handover plan which will be
developed from handover plan include in the technical advisory group end stage
document. Since this typical educational sector not ended the committee will
provided for the newly hired professional. The plan will be distributed to all
relevant parties (donors).

31
33.Conclusion; The Project Life Cycle Consist Of Four Phase:
It life cycle component elaborated as follows are (1), project initiation (2),
project planning phase (3),project execution phase (4), project closure
phase.
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 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,
Project
Life Cycle
(1), project
initiation
(2), project
planning
phase
(3), project
execution
phase
(4), project
closure
phase.

32
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.
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.

33
34.Table 3: Types of Materials and Equipment for the Purpose of Training
No. Types of Materials Quantity Size
Processing Equipment for Training
1 Egg mixer 1 Medium size
2 Dough mixer 1 Heavy
3 Slice Machine 1 Middle
4 Grading equipment 3 Middle
5 Meat minces 2 Medium size
6 Ice-cream machine 1 Medium size
7 Juice machines 2 Medium size
Cooking equipment for Training
1 Oven (different types) work by radiation
electrical and gas (cylindrical)
2 Heavy
2 Toaster 1 Small
3 Grills 2 Medium size
4 Deep fryer 2 Mid
5 Boiler 1 Medium size
6 Steamers 1 Medium size
7 Frying pans 2 Medium size
8 Poach pan 1 Small
9 saucepan 18 Different size
10 Toasters 6 Small
11 Stove 9 Different size
12 First aid kit 1 Medium size
Holding and preserving equipment
1 Refrigerators 3 Heavy
2 Rushed/preserve food after cooked ready for
eating
1 Small
Cleaning equipment/implements
1 Dish washer machine (manual & mechanical) 1 Medium size
2 Sinks 4 Medium size
3 Bowls 5 Medium size
4 Cleaning agents e.g. soaps OMO. CC14 50 Mid
5 Sponges and wires 100 Mid

34
Measuring devices
1 Scale (weighing machine) or Mizan 2 Medium size
2 Scale jogs 4 Medium size
3 Cups 25 Small
4 Scoop spoons 8 Small
5 Ladles 8 Medium size
Cutting materials
1 Knives (different types) 20 Medium size
2 Cutting board (plastic and wooden) 8 Medium size
3 Shaper (for cakes, vegetables etc.) 5 Small
4 Peelers 7 Small
5 Graters 6 Small
Utensils
1 spoons 10 Small
2 Forks 10 Small
3 Glasses 25 Small
4 Bowls (plastic & nickel) 15 Middle
5 Plates Small
6 whiskers Small
7 Station tables 8 Large
8 Shelves 2 Medium size
9 Aluminum foil (a very thin flexible sheet of
metal)
2 Medium size
Consumables (raw materials)
1 Different packed and un packed food items As required during training
2 Different spices and herbs
3 Different seasoning agent
4 Oil and fat/creams
5 Powders
6 Food colors
7 Food napkins
8 Milk
9 Yoghurt
10 cheeses
11 butter
12 flour
13 Baking powder

35
14 orange
As required during training15 vegetables
16 Spices and herbs
17 Fruits
18 Beef meat
19 Mutton meat
20 Poultry meat
21 Fish meat
22 Spaghetti
23 Macaroni
24 Onion, garlic, ginger, sugar, etc.
Books, manuals, Documents
1 Learning materials
2 CBLM recommended ratio (for each unit of
competency during training time)
3 OS per each level
4 Curriculum
5 TVET strategy and Guide lines
6 Occupation standard
7 Module curriculum
8 Training manuals
9 Project proposal
10 Internal work guide
11 Reference books in food preparation/cookery
Table 4: Human resource
Trainers
No Name Roles Educa
tional
backg
round
Types
employment
Accreditation
perm cont temp yes no
Main
trainers
Level 4
Shop
Assistant
Level 2
Beginner Level 4

36
Table 4.1: Administrative staff
No. Name of the
employees
Roles Educational
background
Work
Experian
Remark
Human
resource
head
Human
resource,
management
Finance
Head
Accounting
and public
finance
Table 5: Building
No Types the class Quantity
1 bureaus
2 Workshops
3 Class rooms
4 Library
5 Latrines/a communal toilets
35. አባሪ1
የ ተቋሙየ መተዳዯሪያ
1. ተቋሙአንድየ ስራመሪ(ዳሪክተር)ሲኖረውበስሩእነ ዯአስፈላጊነ ቱምክትል(ምክትሎች) ይኖሩታል፡ ፡

37
2. የ ተቀቋሙየ ዳሪክተርአመራረጥ፡ -
የ አማካሪምክርቤትየ ሚወክላቸውሁልትአባላትሇስራውብቁነ ውያለትንአወዳድርውከአሰተያትጋርሇተቋሙባሇቤትአቅርበውያጸድቃለ
፡ ፡
3. የ ተቋሙዳሪክተርሀላፈነ ት
3.1. የ እሇትአሇትየ ተቋምሥራዎችይመራልያስተባብራል፡ ፡
3.2. ተቋሙንበመወከልከማንኛውምመንግሰታዎናመንግሰታዊያልሆኑተቋማትጋርግንኙነ ተያዯርጋልከተቋሙበሇቤትጋርበ
መመካከርትብብሮችንይፍራረማልድርድሮችንያዯርጋል፡ ፡
3.3. በተቋሙየ ውስጥመመሪያዎችበመታገ ዝይቀጥራልያስተዳድራልእድገ ትይሰጣልከሰራያሰናብታልየ ዯሞዝናሌሎችክፍያ
ዎችንመጠንይወስናል ፡ ፡
3.4. ከሚመሇከታቸውክፍሎችጋርበመሆንየ ተቋሙንአመታዊበጀትየ ሥራእቅድያዘጋጃለ፡ ፡
3.5. የ ተቋሙንአመታዊእንቅስቃሲበተመሇከተሪፖረትበማዘጋጀትየ አማካሪምክርቤትያስተቻልበመጨረሻምሇሚመሇከታቸ
ውሁለይበትናል፡ ፡
3.6. ከሒሳብክፍልሓላፊውጋርበመሆንየ ተቋሙንየ ባንክሒሳብይከፍታልያንቀሳቅሳል፡ ፡
3.7. ከሚመሇከታቸውክፍሎችጋርበመሆንየ የ ኮርሶቹንካሪኩሇምበየ ጊዜውማሻሻያዎችንያስወስዳል፤ የ አካዳሚጉዳዩችን
በበላይነ ትይስተባብራል፡ ፡
3.8. አዳዲስሃሳቦችናእቅዶችከተቋሙባሇቤትጋርሆኖይወጣለ፤ ተግባራዊነ ታችውንበመከታተልሪፖርትይዯራጋል፡ ፡
3.9. ተቋሙከሳሽምሆንተከሳሽበሚሆንበትጊዜጠበቃበመያዝማህበሩንይወክላለ፡ ፡
4. የ ተቋሙየ አማከሪምክርቤትይኖረዋል፡ ፡ ይህየ አማከካምክርቤትአንድሰብሳቢበአባላትየ ሚመረጥሲኖረውየ ስራመሪውጸሐፊሆኖያገ ግ
ላል፡ ፡ የ አማከሪምክሪቤትአባሇትሁሇትአባላትባበሇቤቱየ ሚመረጡ፣ አንድአባልከወሇጆችየ ሚወከል፣ አንድአባልከመምህራን፡
እነ ዲሁምዳሪክተሩአጠቃላይአምስትአባሇትይኖሩታል፡ ፡
5. የ አማካሪምክርቤትየ ሥራድርሻ
5.1. የ አማካሪምክርቤትበተመሇከተየ ሁሇትወሩመዯበኛስብሰባይኖረዋልእንዯአስፈሇጊነ ቱፀሓፊውበሚጠራውመስረትአ
ሰቸኮይስብሰባዎችይኖሩታል፡ ፡
5.2. ከህብረተሰቡየ ሚቀርቡቅሪታዎችንተቀብሎየ መፍትሂሃሳቦችንያቀርባለ፡ ፡
5.3. የ በሇቤቱንየ መነ ሻእቅዶችላይበመመርኮዝዝርዝርየ ማሳፈጸሚያእቅዶችከባሇሞያዎችጋርሆኖይሰራል፡ ፡
6. የ ተቋሙንባሇቤት(መስራቾዎች)በተመላከተ
6.1. ተቋሙንበበላይነ ትይመራልይቆጣጠራል
6.2. ኢዲተሮች / የ ሒላብመርማሪዎች / የ ሾማለ፡ ፡
6.3. የ ተቋሙንአመታዊበጀትየ ሥራእቅድያጸድቃል
6.4. የ የ ወሩንየ ተቋሙንየ ስራሂዯትሪፖረትከሰራመሪውይሰማል፡ ፡ መመሪያምይሰጣል፡ ፡
6.5. የ የ ኦዲተሮችንናየ አማከሪምክርቤትአባላትንየ አገ ልግሎትይወስናል፡ ፡
6.6. በየ ስድስትወሩየ ኦዲተሮችንሪፖርትይሰማል፡ ፡
6.7. በየ ስድስትወሩየ ተቋሙንየ ስራአፈጻጸምይመረምራልመመሪያምያሰጣል፡ ፡
6.8. የ ሥራመሪውንቅጥርያጸድቃልእንዯአስፈላጊነ ቱሇስራመሪውእድገ ትይስጣልያባርራል፡
6.9. የ ተቋሙንየ ስራእንቅስቃሴሪፖርትይገ መግማልውሳኔ ይሰጣል፡ ፡
6.10. ከዳሪክተሩየ ስልጣንክልልውጭበሆኑጉዳዮችላይውሳኔ ይሰጣል፡ ፡
7. የ አስተዳዯርናየ አካዳሚሠራተኞችየ ስራድረሻበመተዳዯርያውዯንቡይዯራጃለ፡ ፡
36. አባሪ 2
የ ተቋሙአስተዳዯራዊመዋቅር
የ ተቋሙባሇቤት (መስራቾዎች)
የ አማካሪምክርቤት
ኦዲተር

38
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