This project aimed to provide vocational training to vulnerable people in Lusaka, Zambia to improve their employment opportunities. The project partner, Kanyama Youth Programme Trust, implemented the project and provided training facilities and local administration. 112 students graduated from vocational courses in 2006, and 58 additional students enrolled. The project strengthened the partner's training institution by improving teaching quality, marketing, and organizational capacity. External factors like currency fluctuations and unemployment impacted project implementation. The partner and local community took steps to increase sustainability through income-generating activities and donations. The project's direct beneficiaries were vocational students and the partner organization, while families and short-course participants indirectly benefited.
This annual report summarizes a vocational training project in Lusaka, Zambia run by Kanyama Youth Programme (KYP) from 2006-2008 with support from the National Union of University Students in Finland. The project aimed to provide vocational education to vulnerable youth to increase employment. Key results included improved education quality through new teaching materials and trained staff, as well as increased reputation through new marketing strategies. KYP managed project implementation and provided facilities while generating income through course fees, rentals and membership dues. Partners like the Lusaka City Council, TEVETA and Christian Children's Fund also supported the project through training, inspections and facility usage. The project addressed economic challenges in Zambia but
This annual report summarizes the activities of a project to develop a vocational training center in Lusaka, Zambia. The project aimed to provide vocational skills training to vulnerable people to improve employment opportunities. During 2009, 189 people received training in auto mechanics, electrical work, catering, hotel management, and tailoring. A tailoring workshop was established. Teachers received training and the carpentry workshop was established. Challenges included economic difficulties reducing student enrollment, and power outages affecting practical training. Overall the project worked to strengthen vocational skills and self-sufficiency in the community.
This project aims to develop the Kanyama Youth Programme (KYP) vocational training centre in Lusaka, Zambia over 2009-2011. The project seeks to enhance employment opportunities for young people, especially women, through improved and updated vocational training. This will be achieved by updating curricula to meet job market needs, improving teaching quality, integrating entrepreneurship training, and strengthening KYP's financial sustainability. The National Union of University Students in Finland and KYP have collaborated since 2003, resulting in increased employment and small business startups among graduates. However, further improvements are needed to teaching materials and equipment. If successful, this continuation project will diminish the negative impacts of poverty through expanded access to skills training.
The document summarizes the Philippine national budget allocation for education from fiscal years 2017 to 2021. It shows that funding has increased each year, with the Department of Education budget rising from ₱543 billion in 2017 to ₱556 billion in 2021. The bulk of funds are spent on personnel services and school operations, while capital outlays have fluctuated between ₱135 billion and ₱19 billion. Key areas that received additional funding include basic education facilities, assistance to students and teachers, and programs supporting continued education during COVID-19.
The document summarizes a workshop on microfinance as social business. It discusses the Grameen Credit Agricole Microfinance Foundation, its mission to invest in microfinance and social businesses. It then presents two case studies: Chamroeun, a Cambodian microfinance institution that operates as a social business, and ACAD, a Palestinian microfinance organization that transformed into a for-profit social business. Both case studies illustrate how the organizations use a social business model to maximize social impact for clients through services, governance and reinvesting profits.
This document presents a project proposal to develop an income generating scheme for a Youth Work Technical, Vocational Education and Training (TVET) College in Ethiopia. The proposal outlines plans to assess how the college currently collects and utilizes income generated across departments, with the goal of becoming financially self-sustaining and reducing reliance on government funding over three years. Key elements of the proposal include exploring the college's current status, setting objectives, identifying beneficiaries and impacts, developing solutions, and creating a strategic plan and sustainability measures.
The document provides an overview of the CSR activities of the GTL Foundation, which is the CSR arm of the Global Group telecom company. It details several projects across areas like education, disability, health, and community support. Key initiatives include mobile computer labs to provide IT education in rural schools, scholarships for underprivileged students, computer training centers for visually impaired people, and health camps for rural communities. The Foundation has received several awards and recognitions for its CSR work.
This annual report summarizes a vocational training project in Lusaka, Zambia run by Kanyama Youth Programme (KYP) from 2006-2008 with support from the National Union of University Students in Finland. The project aimed to provide vocational education to vulnerable youth to increase employment. Key results included improved education quality through new teaching materials and trained staff, as well as increased reputation through new marketing strategies. KYP managed project implementation and provided facilities while generating income through course fees, rentals and membership dues. Partners like the Lusaka City Council, TEVETA and Christian Children's Fund also supported the project through training, inspections and facility usage. The project addressed economic challenges in Zambia but
This annual report summarizes the activities of a project to develop a vocational training center in Lusaka, Zambia. The project aimed to provide vocational skills training to vulnerable people to improve employment opportunities. During 2009, 189 people received training in auto mechanics, electrical work, catering, hotel management, and tailoring. A tailoring workshop was established. Teachers received training and the carpentry workshop was established. Challenges included economic difficulties reducing student enrollment, and power outages affecting practical training. Overall the project worked to strengthen vocational skills and self-sufficiency in the community.
This project aims to develop the Kanyama Youth Programme (KYP) vocational training centre in Lusaka, Zambia over 2009-2011. The project seeks to enhance employment opportunities for young people, especially women, through improved and updated vocational training. This will be achieved by updating curricula to meet job market needs, improving teaching quality, integrating entrepreneurship training, and strengthening KYP's financial sustainability. The National Union of University Students in Finland and KYP have collaborated since 2003, resulting in increased employment and small business startups among graduates. However, further improvements are needed to teaching materials and equipment. If successful, this continuation project will diminish the negative impacts of poverty through expanded access to skills training.
The document summarizes the Philippine national budget allocation for education from fiscal years 2017 to 2021. It shows that funding has increased each year, with the Department of Education budget rising from ₱543 billion in 2017 to ₱556 billion in 2021. The bulk of funds are spent on personnel services and school operations, while capital outlays have fluctuated between ₱135 billion and ₱19 billion. Key areas that received additional funding include basic education facilities, assistance to students and teachers, and programs supporting continued education during COVID-19.
The document summarizes a workshop on microfinance as social business. It discusses the Grameen Credit Agricole Microfinance Foundation, its mission to invest in microfinance and social businesses. It then presents two case studies: Chamroeun, a Cambodian microfinance institution that operates as a social business, and ACAD, a Palestinian microfinance organization that transformed into a for-profit social business. Both case studies illustrate how the organizations use a social business model to maximize social impact for clients through services, governance and reinvesting profits.
This document presents a project proposal to develop an income generating scheme for a Youth Work Technical, Vocational Education and Training (TVET) College in Ethiopia. The proposal outlines plans to assess how the college currently collects and utilizes income generated across departments, with the goal of becoming financially self-sustaining and reducing reliance on government funding over three years. Key elements of the proposal include exploring the college's current status, setting objectives, identifying beneficiaries and impacts, developing solutions, and creating a strategic plan and sustainability measures.
The document provides an overview of the CSR activities of the GTL Foundation, which is the CSR arm of the Global Group telecom company. It details several projects across areas like education, disability, health, and community support. Key initiatives include mobile computer labs to provide IT education in rural schools, scholarships for underprivileged students, computer training centers for visually impaired people, and health camps for rural communities. The Foundation has received several awards and recognitions for its CSR work.
The project aims to improve access to information and training for rural people in Mongolia. It will expand and improve travelling library services in three provinces, providing better resources and organizing special sessions. It will also expand and improve training centers, producing learning materials and organizing more systematic trainings on topics like vocational skills and small business management. The goal is for trained people to be more satisfied and for training centers to become better known. The project also aims to increase the capacity and self-sufficiency of the local partner organization, Information, Education and Communication Centre.
This document discusses the role and responsibilities of a NOM Coordinator position. It outlines administrative tasks like maintaining mailing lists and websites, organizing meetings, taking minutes, and disseminating information through a monthly newsletter. The coordinator would also facilitate regional cooperation projects. The role requires approximately 20 hours of work per month. Questions are raised about funding the position, including possible monthly compensation and travel costs. Participation in ESC/BM meetings and the coordinator selection and recruitment process are also discussed.
This annual report summarizes a vocational training project in Lusaka, Zambia run by the National Union of University Students of Finland (SYL) and their local partner, the Kanyama Youth Programme (KYP). The project aimed to provide vocational education to young people in Lusaka to increase their employment opportunities. Over 180 students participated in courses like auto mechanics, electrical work, hospitality, and tailoring. The report outlines the project's objectives, finances, implementation, beneficiaries, and sustainability efforts. It indicates that the project helped improve the quality of vocational education available and increased income generating activities for KYP.
This document discusses a project proposal for Youth Work TVET College in Addis Ababa, Ethiopia. The objectives are to identify income generating activities at TVET colleges and examine how income is collected and utilized. It will assess departments and solve problems related to income generation. It aims to eventually stop receiving capital budgets from the government.
The project will benefit students, teachers, and the community. It outlines the organizational structure, three-year budget and strategic plan, and implementation process. Challenges like lack of experts are addressed with solutions like training. Monitoring and evaluation will oversee the project's execution.
The project aims to improve access to information and training for rural people in Mongolia. It will expand and improve travelling library services in three provinces, providing better resources and organizing special sessions. It will also expand and improve training centers, producing learning materials and organizing more systematic trainings on topics like vocational skills and small business management. The goal is for trained people to be more satisfied and for training centers to become better known. The project also aims to increase the capacity and self-sufficiency of the local partner organization, Information, Education and Communication Centre.
This document discusses the role and responsibilities of a NOM Coordinator position. It outlines administrative tasks like maintaining mailing lists and websites, organizing meetings, taking minutes, and disseminating information through a monthly newsletter. The coordinator would also facilitate regional cooperation projects. The role requires approximately 20 hours of work per month. Questions are raised about funding the position, including possible monthly compensation and travel costs. Participation in ESC/BM meetings and the coordinator selection and recruitment process are also discussed.
This annual report summarizes a vocational training project in Lusaka, Zambia run by the National Union of University Students of Finland (SYL) and their local partner, the Kanyama Youth Programme (KYP). The project aimed to provide vocational education to young people in Lusaka to increase their employment opportunities. Over 180 students participated in courses like auto mechanics, electrical work, hospitality, and tailoring. The report outlines the project's objectives, finances, implementation, beneficiaries, and sustainability efforts. It indicates that the project helped improve the quality of vocational education available and increased income generating activities for KYP.
This document discusses a project proposal for Youth Work TVET College in Addis Ababa, Ethiopia. The objectives are to identify income generating activities at TVET colleges and examine how income is collected and utilized. It will assess departments and solve problems related to income generation. It aims to eventually stop receiving capital budgets from the government.
The project will benefit students, teachers, and the community. It outlines the organizational structure, three-year budget and strategic plan, and implementation process. Challenges like lack of experts are addressed with solutions like training. Monitoring and evaluation will oversee the project's execution.
Pontis Foundation Sote ICT Project Evaluation Report Sote ICT
The evaluation of the project was commissioned by the Pontis Foundation with the main aim to receive sufficient evidence-based conclusions and recommendations in order to make strategic decisions about future “Information and Communication Technology” (ICT) projects to be implemented in Kenya. The structure of the evaluation followed OECD-DAC evaluation criteria.
The conclusion of evaluation findings is:
Relevance of the project - Very High
Efficiency of the project - Rather High
Effectiveness of the project - Rather High
Sustainability of the project - Medium
Impact of the project - Very High
Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.
The document discusses several initiatives by different organizations to promote quality education in Georgia. It describes projects focused on supporting university students, developing vocational skills, improving access to educational resources, and empowering underrepresented groups. Key initiatives include funding tuition for employees, internship programs, skills training centers, library projects, and coding schools for women. The organizations aim to make education more accessible and foster talent through these impactful education support programs.
This document summarizes several community development projects conducted by a SIFE team at a university. It describes projects that taught high school students financial literacy skills, provided volunteer tax preparation assistance to low-income families, and organized career networking events for college students. The projects empowered and targeted underserved audiences and applied business concepts. They improved beneficiaries' quality of life and had a high return on inputs. The SIFE team involved members and outside partners and had a positive financial and social impact on their community.
Summary of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET) project
This document proposes a school construction project in Uganda. It seeks €250,000 total with €100,000 sought from external donors. The project would construct student hostels and staff quarters to accommodate 500 students and 50 staff at Mmanze Secondary School. It aims to improve educational access and help achieve MDG2 of universal primary education. The project would be implemented over 2 years by MACERUDET, a local NGO, and aims to eventually become self-sufficient through complementary businesses at the facilities.
The social enterprise produces documentary videos and TV programs to educate communities in East Africa on social and economic issues like poverty reduction and climate change. It offers services like brand videos, corporate videos, training videos, and video editing. The business aims to empower communities and motivate positive change through its educational media.
Sustanability and csr-way forward for HNB- SHANEL PERERA -07445.shanel perera
The document discusses corporate social responsibility (CSR) initiatives of HNB, a large bank in Sri Lanka. It provides details of HNB's CSR programs focused on education, health, environment and entrepreneurship. It also discusses how CSR can increase profits by promoting a company's reputation and enhancing employee loyalty. The document analyzes HNB's strengths, weaknesses, opportunities and threats and proposes recommendations to further enhance the bank's sustainability and CSR strategies, such as expanding its microfinance program and investing in environmental management systems.
1) COSMIC is a social enterprise that provides IT services and training to support other social enterprises and organizations.
2) In 2009, COSMIC launched new leadership training programs called Lively Leadership and Digital Mentors to build skills in the sector.
3) Feedback on COSMIC's services was positive, praising their supportive approach and expertise, though some noted room for improving training pacing. COSMIC aims to continue developing new partnerships and leadership offerings.
Niger Delta Youth Employment Pathways Case Study - ICTPIND Foundation
This case study is a practice paper that follows one of several implementing partners of the PIND Foundation, Niger Delta Youth Employment Pathways Project (NDYEP). It showcases the NDYEP model implemented to create multiple employment pathways for youth in the Niger Delta in the ICT sector.
The Annual report on CSR Activities for the financial year 2019-2020.pptxBobitaBiswas
a wholly owned subsidiary of ICRA Ltd, provides services, solutions, analytics and digital platforms for Risk Management, Market Data, Knowledge Services, Consulting, Grading and Risk Assessment Services.
The document summarizes several initiatives by the Agricultural Training Institute (ATI) to strengthen its online presence and implement e-learning programs. It discusses:
1) A training held for ATI Regional Training Center webmasters on using the content management system Drupal to develop individual center websites and consolidate them into a new ATI website called ATIinteractive.
2) A courseware development training attended by staff from different agriculture and fisheries agencies to learn how to create online training modules.
3) A training on e-learning administration for new e-learning coordinators from ATI centers to familiarize them with operating procedures and responsibilities for managing e-learning programs.
4) Details on the first five
IBM Corporate Services Corps - Experience in MalaysiaAshish Patel
The document summarizes IBM's Corporate Service Corps program, which sends IBM employees to work on projects in developing countries similar to the Peace Corps. It describes a team of IBMers who worked in Malaysia on projects with two organizations: the Spastic Children's Association of Johor and the Handicapped and Mentally Disabled Children's Association Johor. The team helped develop strategies for improving computer education and marketing/fundraising capabilities at the respective organizations over the course of 4 weeks.
This document provides an overview of South Africa's Community Development Programme. It discusses the program's strategic goals of empowering marginalized groups and facilitating sustainable livelihoods. It outlines the roles of community development practitioners in identifying and implementing social programs. It then details several strategic focus areas, including youth development, poverty reduction, and improving nonprofit organization governance. Finally, it discusses achievements in these areas and sets targets for further progress in 2007/2008, such as developing an anti-poverty strategy, advocating for sustainable livelihood approaches, and expanding youth job programs.
Kwanele Mkhwanazl: Co-operative Management of Students Society of South Africacooperatives
This document outlines the establishment of a diploma program in cooperative management at the University of Zululand in South Africa. It provides details on the program curriculum, student society formed, activities conducted, and future plans and proposals to further cooperative education and youth participation in the sector. The program aims to build capacity for cooperative members and support the growth of cooperatives in the region.
This document summarizes the experiences and lessons learned from 32 projects supported by the International Institute for Communication and Development (IICD) that used information and communication technologies (ICTs) to enhance education over 8 years in 8 countries. Key lessons included the need to focus on training teachers to develop their own teaching materials using ICTs, to train teachers in basic ICT and pedagogical skills, and to support networking among teachers for sharing experiences and materials. The projects contributed to achieving universal primary education and gender equality goals by improving the quality of teaching and learning and providing equal access to education for men and women.
Beaumont Leys is a suburb in Western Leicester with a population of 16, 480 as at the 2011 census.
The main operation of the project is to partner with the Cooke e-learning foundation which promotes computer and internet literacy skills., English and financial skills for the local community, to provide entrepreneurship and business management skills.
K d bhardwaj presentation green productivity material flow costRojarsharin
The document discusses material flow cost accounting (MFCA) and its promotion by the Asian Productivity Organization (APO). It provides background on the APO, which was established in 1961 as an intergovernmental organization to promote productivity in Asia. The APO carries out projects and training to build capacity for national productivity organizations in areas like industry, agriculture, and green productivity using tools such as MFCA. MFCA is a management tool that promotes efficient material use, waste reduction, and cost savings to increase resource productivity and firm profits in line with green productivity concepts.
Mozambique project plan 2013-15_final_updatetd_9.2013SYL
The document is a project plan for 2013-2015 that aims to improve reading and writing skills for students in grades 1-2 at six schools in Maputo, Mozambique by providing training and materials for teachers, increasing parental involvement, and establishing advocacy. Over 2,200 students and 60 teachers will directly benefit from activities like procuring books, improving teacher quality, and raising family awareness of education's importance. Implementation will be carried out in partnership with local organizations and monitored according to indicators and timelines outlined in the plan.
The project monitoring trip to Maputo, Mozambique took place from August 31st to September 14th, 2013. Representatives from SYL monitored a reading and writing project implemented by the NGO Afortalecer. The objectives were to learn how the project launched, identify any needed changes, and improve the partnership. While the project started with fewer activities than planned, the atmosphere was optimistic. Some indicator changes and replacement of activities with "learning cafés" were made. It was decided that Afortalecer will systematize their activities and have a more participatory outreach, with new monitoring formulas created.
The document summarizes updates on KENKKU's development projects in Mongolia, Guatemala, and Mozambique.
In Mongolia, representatives from the IEC partner organization visited Finland to prepare for the upcoming project application due in May 2014, which aims to establish a social company to increase the IEC's self-sufficiency. The visitors learned about various cooperatives and entrepreneurship models.
In Guatemala, the second year of the natural disaster prevention project is underway through training local leaders, offering scholarships, establishing plant nurseries, and tree planting. Both successes and challenges have occurred.
In Mozambique, the project focusing on improving pedagogical skills and reading enthusiasm has moved from
Campus Conexus II Kyky -projektin (2011-2013) kokoava tuotos Innolla opiskelukykyä -materiaalipaketti sisältää tietoa ja virikkeitä opiskelukyvyn ja opiskeluinnon edistämiseen yliopistoyhteisössä. Tässä tiedostossa materiaalin vihko, virikekortit, juliste ja tarrat koottuna.
Tiedosta kauppatavaraa? - Näkökulmia koulutuksen kaupallistumiseen ja kansain...SYL
Tiedosta kauppatavaraa? - Näkökulmia koulutuksen kaupallistumiseen ja kansainvälistymiseen.
(toim.) Juhana Harju & Juuso Leivonen
SYL-julkaisu 2/2013
ISBN: 978-951-703-276-5
ISSN: 0356-8245
Julkaisija: Suomen ylioppilaskuntien liitto (SYL) ry
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. ANNUAL REPORT FOR NGO DEVELOPMENT
CO-OPERATION PROJECT
YEAR 2006 ____ PROJECT CODE__28812601_______________________
1. Hankkeen perustiedot
1. Basic information on the Project
1.1 Name of Organisation registered in Finland
Suomen ylioppilaskuntien liitto SYL ry
1.2 Name of Organisation in English
National union of students in Finland
1.3 Name of Project in Finnish
Ammatti- ja yrittäjyyskoulutuksella paremmat työllistymismahdollisuudet Lusakan nuorille
1.4 Name of Project in English
Vocational and entrepreneurial education: increasing employment possibilities of young people in Lusaka
1.5 Name of Project in other relevant language
1.6 Location of Project (country, province, village/community)
Lusaka, Sambia
1.7 Name of co-operation Partner
Kanyama Youth Programme Trust (KYPT)
1.8 Planned initiation and termination dates of the Project
January 2006 – December 2008
1.9 Summary of the core idea of the Project and the key results and impacts achieved
(see Project plan, 1.11.)
The aim of this project is to diminish the negative effects of poverty by offering vocational training for
vulnerable people in Kanyama constituency in Lusaka. This would strengthen the self-sufficiency of the
people by improving their possibilities for employment, either as an employee or self-employed in small
scale business.
The project’s second stage is focusing on improving and further developing the operations of the KYPT
Technical Institution. The objectives/results and activities to reach those are:
- Quality of education
o means and materials for teaching have been acquired
o staff have been trained
o teaching premises have been renovated
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2. - Image and reputation
o marketing strategy has been completed
o Marketing and Information Manager has been employed
o Internet pages have been designed
- Improvement of KYPT as an organisation
o income generating activities have been surveyed
o KYPT is able to finance administrative activities
1.10 Financing summary
Year ____2006______ Euros
Project support not used in the previous year
(incl. not withdrawn + withdrawn unused funds)
Support approved for the reporting year 39651
Total Project support available for the reporting year 39651
Total Project support used during the reporting year 39 077,00
Funds not used, transferred to be used and reported in the following year 574,00
(incl. not withdrawn + withdrawn unused funds)
1.11 Other financing of the Project during the reporting year, if any.
Please state here the amount and source of this financing.
2. Co-operation Partner and co-operation procedure
2.1 How did the co-operation Partner participate in the implementation of the Project?
(e.g. Did they provide labour, economic resources, other assets?)
KYPT has been responsible of the project’s implementation.
KYPT has provided the teaching premises for the project, and carried financial responsibility for all local
administrative costs (including administrative staff), financing of short courses and the maintenance of the
campus area. KYPT’s own financial contribution is composed of course fees from the students, rental
income from campus area businesses and from the cellular network tower on campus premises, and
organization’s membership fees.
2.2 Were there other parties involved in the co-operation (e.g. local or international organisations or
officials)? Please describe their role and involvement in the Project.
1. The Lusaka City Council (LCC)
LCC has a representative on the board and this way LCC has offered technical assistance to the board on
various policy issues that affected the programme. They also assisted to moderate the 2006 Annual General
Meeting (AGM).
2. The Association of CISEP1 Users (ACU)
1
Centre for Informal Sector Employment Promotion
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3. KYPT being a member of ACU continued the implementation of the Concept for Informal Sector
Employment Promotion through the KYPT Service centre. ACU participated through financing the short
term training programmes which aim at improving the skills of the youth and enabling them to venture into
self employment.
3. Umoyo Training Centre
Umoyo Training Centre2 continued its cooperation with KYPT by sponsoring vulnerable girls for training
at KYPT.
4. Technical Education Vocation and Entrepreneurship Training Authority (TEVETA)
TEVETA being the training authority was involved in the programme through their routine annual
inspection. They ensured that the recommended standards of training were met by KYPT. By their
recommendations, the programme was certified as TEVETA grade two (2) training centre which is the
second highest standard for training providers in the country.
They also financed the implementation of HIV/AIDS work place policy for KYPT.
5. KEPA Zambia office
KEPA Zambian office has helped in communication and monitoring the project in general. The
administrative staff of KYPT takes part in organizational development courses offered by KEPA.
3. Sustainability of the Project
3.1 How did predictable or unprecedented external factors affect the implementation of the Project?
(economic, social, environmental or cultural factors)
Economic Factors
The Zambian Kwacha revaluated against USD and Euro. This partially affected the project because the
amount budgeted for activities in Kwacha were reduced.
The increase of unemployment in the country negatively affected our target group. Some of the
students could not meet the expense of tuition fees for their training. This affected the recruitment and
smooth implementation of some programme activities.
Environmental factors
The closure of the Soweto Market which is located across the road from KYPT’s City Campus affected
the implementation of the programme. This is because hundreds of marketers trade right outside the
walls of city campus. This has affected the sanitation of the outside environment for the training centre.
School advertisements and messages have been covered by make shift stores and the surroundings have
become dirty.
3.2 How has the local government, local organisation or the beneficiaries themselves taken
responsibility for the economic sustainability and continuation of the Project?
Local Government
The local council has established a coordinating committee of all schools offering vocational training in
an effort to find a coordinated approach towards sustainability and efficiency in the provision of quality
training.
2
Umoyo Training Centre is a residential life skills program near Lusaka run by Kara Counselling where vulnerable teenage girls who are
orphaned (mainly due to HIV/AIDS) are taught practical and income generating skills. Orphan girls are chosen by their communities (by
elders, local political leaders, or at a community meeting). For one year a safe environment is provided for girls where they can learn skills
such as tailoring, farming, batiking and candle making. In addition to these income-generating skills, they are taught family planning and
HIV/AIDS prevention, household care giving, financial budgeting, personal health and hygiene and especially the importance of social
responsibility, community values, ethics and self-awareness. Umoyo also helps the girls with job placement or further training after
graduation. Many girls come to study at KYPT.
Page 3/13
4. Local Organisation (KYPT)
During the reporting year KYPT surveyed possibilities of the KYPT’s course related business ventures
and opened a restaurant run by students. Efforts are being made to open Auto mechanics and Tailoring
income generating business ventures.
KYPT will continue to generate revenue through the lease of offices and premises. Although the money
received from tenants can not sustain the entire training institute, it is assisting to cover costs such as
water bills, electricity and paying for other members of staff. Plans are underway to build more offices
and a multi purposes hall to generate enough money for the sustainability of the project.
Local actors’ responsibility to the project
The Chibolya Residence Development committee (RDC) donated a tools box worth ZMK 100,000
(approx. 18 euros). This indicates that the community is making efforts to support the project.
4. Beneficiaries
4.1 Who were the direct beneficiaries of the Project, and how many were there?
Direct beneficiaries were the students of KYPT Technical Institute. In 2006 a total of 112 students
graduated from the courses financed by the project. An additional 58 students started their course in July of
the reporting year.
Other direct beneficiaries have been KYPT as an organisation, teachers of the Institute (6) and other actors
on KYPT’s organisation such as the Board of Trustees (13), administrative staff (3) and the other workers
(15).
4.2 Who were the indirect beneficiaries of the Project?
Students’ families have been benefited of the Project.
Ninety potential or existing entrepreneurs benefited from the short term technical skills courses such as:
Professional Photography, Meat Processing, Leadership Skills, Lobby and Advocacy Training and
Professional Photography Follow-up. These courses took a period of one to five days covering 8 hours per
day. These are not financed by this project but were organized by KYPT at their premises.
Other indirect beneficiaries were community groups (like drama and other art groups) and their activists
operating at KYPT’s premises.
If the project support granted was less than 20.000 €, please answer the following question:
4.3 How did the beneficiaries participate in the Project?
If the project support granted was 20.000 € or more, please answer the following question:
4.4 Please specify the way in which each group of beneficiaries participated in the Project.
- Students of KYPT Technical Institute
Students gave feedback on how training could be improved at the training centre; they also directly
participated in preventive maintenance on a weekly basis to ensure that a conducive learning
environment was created. They also participated during the review and planning of the 2007 activities.
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5. - KYPT administration participated in
• Identification and recruitment of the target group
• Appraising and supervising trainers during the project
• Ensuring that training standards where met
• Ensuring that a work plan was developed and that there was total commitment in implementation
of the training programme
• Ensuring that there was full participation of all parties in the planning and implementation of the
programme.
• The institute also ensured that adequate training materials where procured to facilitate efficiency in
the delivery of training.
- Teachers of the Institute
Teachers had the responsibility to plan and provide quality training during the implementation of
this programme. They were also required to recommend and gather necessary training materials.
- Board of Trustees
• The board of trustees was responsible for policy making and ensuring that there is effectiveness
and efficiency in the management of project.
5. Project objective, implementation and monitoring
OBJECTIVE
5.1 Has the objective(s) of the Project remained the same as in the original Project plan? If they have
changed, please describe how.
The objectives have not changed.
IMPLEMENTATION
5.2 Have the objectives of the Project been implemented by the activities as mentioned in the Action
Plan? If the activities are different from the original plan, please state the reason for the change and
the nature of the current plan of action. Has the Project proceeded according to the original
timetable?
Most parts of action plan have been followed as planned. The only deviations are:
- Marketing manager was recruited in November, not beginning of the year as planned.
- Company visits and visiting lectures are slightly behind the schedule
- Second auto-electrical course was cancelled due to low number of applicants
- Implementation of KYPT’s own course related business ventures are ahead of the schedule:
restaurant was opened already during the reporting year.
If the project support granted was less than 20.000 €, please answer the following question:
5.3 Please estimate how and how successfully the objectives of the Project have been achieved from
the beginning of the Project and during the reporting year.
If the project support granted was 20.000 € or more, please answer the following question:
Page 5/13
6. 5.4 Please describe the results that have been achieved since the beginning of the Project and during
the reporting year.
- Quality of the education of KYPT has improved
o 112 students graduated. Below is a summary distribution of graduated students according to courses:
Course July Intake 2005 to Jan. Intake 2006
06
Male Female Male Female Total
Auto Mechanics 18 0 13 2 33
Auto Electrical 06 0 0 0 06
Hotel and Catering 02 11 0 08 21
Tailoring and Designing 0 38 0 14 52
Total 26 49 13 24 112
Table below shows number of student per course for July 2006 intake, they will graduate in June 2007
Auto electrical Auto mechanics Catering Tailoring Total
10 18 7 23 58
Total 58
Only one drop out, female, was recorded in Hotel and Catering due to medical reasons.
o Performance in terms of students’ grades has increased, based on both theoretical and practical
assessment. See example below:
Hotel & Catering
70 %
60 %
50 %
40 % 2005
30 % 2006
20 %
10 %
0%
Excellent Good Satisfactory Pass Fail
o Students were able to find traineeship placements (industrial attachment). KYPT has been able to
build relationships with some hotels and other companies. This has made it easier for the students
to find traineeship placements. See list below:
Course Name of Institution
Tailoring and * Lusaka Clothing Factory * City Marketing Tailoring shops
Designing
Automotive * Ministry of Agriculture * Ministry of Health
Mechanics * Mawaso Motors * Jones Motors
Hotel and * Pre-cem * Zamcom Lodge
Catering * Suwilanji Gardens * Cross Roads Lodge
* Kafue Garden Hotel * C.V.I.T.C.
* Sambalayas Lodge * River Motel
Auto-Electrical * Ministry of Health * Ministry of agriculture
o Educational visits to various companies were implemented, like Chrismar hotel, Mount Makulu
research centre automechanics workshop, Dzithandizeni Trades School, Precem Motel, South gate
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7. motor, Lusaka City Clothing and Zambia National Service. There were visiting lecturers in all
courses (from Hadac engineering, South Gate diesel, Fairview Hotel and Lusaka City Clothing).
o Students were able to find employment
Considering the dwindling formal sector, finding employment in Zambia is quite difficult. However,
most of the students have been able to get employment after proving their skills during Industrial
Attachments. The table below shows a comparison between the 2005 and 2006 intakes.
Automotive Mechanics 2005 Automotive Mechanics July 05 July 06
8 out of 16 employed 6 out of 16 employed
Auto electrical 2005 Auto electrical July 05 July 06
- 4 out of 5
Tailoring and Design January 2005 Tailoring and Design July January 2006
31 out of 45 8 out of 14
Hotel and Catering Jan to Dec 05 Intake Hotel and Catering July 05 to July 06
1 out of 11 students employed 6 out of 13 students employed
Note: Information on the January 2006 Intakes is not available considering that they have just graduated.
o KYPT’s teaching facilities and resources of education have improved
Renovations and construction of workshops met the required standards of training as set by
TEVETA, institution is rated in the second highest grade by TEVETA. A conducive classroom and
workshop learning environment has been created. The workshops now have adequate space for
students to operate. All the buildings were painted in and outside. The floor of mechanics and
tailoring classes were resurfaced.
- KYPT is better known among employers and youth and has developed a better profiled image
o Marketing strategy has been completed
o Marketing and communication manager has been employed
o Visiting lecturers and study visits have been implemented
o About 50 existing and potential students were interviewed to find out how they knew about KYPT:
40% respond that they heard through friends who had benefited from the training programmes
30% through advertisements, posters, radio and newspapers
10% through the notes board and sign post
20% through other institutions like the Umoyo Training centre
o number of enquires and applications has increased:
2005 2006
1st Visit (enquiries) 2nd Visit (Applicants) 1st Visit (enquiries) 2nd Visit (Applicants)
2000 70 3000 84
- KYPT’s sustainability in the administration and financing has increased
o Based on new conditions and contracts that have been signed with the tenants, payment of rents
has improved over 66% compared to the previous year. Tenants that have not been able to pay
rents have been evicted. In some cases even court orders have been sought. Currently there are 17
tenants on the premises of KYPT.
o Better committed Board
Board’s term was changed from one year to three years to increase commitment to
their task
Five sub-committees have been formed inside the board. Each board member is
now specialized in one field of KYPT operations. Sub-committees are:
• Education
• Financial management
• Business ventures
• Security
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8. • Fund raising
o TEVETA grade was managed to keep in the second highest level (2)
o New Excel-based cost management workbook has been adopted
o KYPT’s own course related business venture started in September 2006 when the restaurant was
opened.
If the project support granted was less than 20.000 €, please answer the following question:
5.5 How did the separation of responsibilities in the implementation of the Project work?
If the project support granted was 20.000 € or more, please answer the question:
5.6 Describe the implementation and monitoring procedure of the Project and the responsibility of each
party therein.
KYPT is owned by the community (Kanyama constituency) who delegates control to democratically
elected Board of Trustees. The board develops policies based on the goals and mission of KYPT and
employs management to put the policies into action. They monitor the process of how management
implements the activities and utilizes the resources of the project.
The board monitored the implementation of the project through quarterly reports from management
and by approving the budgets and withdrawals of project funds from the bank.
Management
In this project, management has been responsible for planning, organising, leading and controlling the
operations of the project. Management ensures that activities are implemented in accordance with the
project plan. Management comprises of the Executive Co-ordinator, Marketing & Information
manager, Training Manager and the Commercial and Projects Manager.
Implementing staff (lower management)
The implementing staff ensured that activities were implemented in accordance with the objectives and
action plan of the institution. The implementing staff reports to the management.
Auxiliary staff
Auxiliary staff’s responsibility is to protect property and help to create a conducive learning
environment.
Structure of implementation Annual General Meeting
SYL Board of Trustees TEVETA
Executive
Coordinator
Commercial and Accountant Training Manager
projects Manager
Marketing and Business Counsellor Lecturers
Information (tailoring, catering, autoelecrical, automechanics)
Manager
Cashier
Students
Bolded staff are part of the project (financed by SYL and Ministry for Foreign Affairs of Finland)
Page 8/13
9. MONITORING
5.7 How did the responsible persons in the Finnish organisation follow the implementation of the
Project and the use of financial resources? How did they participate in the implementation
themselves?
SYL has monitored the project both by regular e-mails and by quarterly and annual reports. In addition to
the part-time Project Coordinator Teemu Sokka, also the advisory board KENKKU that consists of
voluntary representatives of the student unions participates in monitoring. Kepa Zambia’s Project Advisor
(Senja Väätäinen) has helped SYL’s monitoring by making regular monitoring visits to the institute.
SYL has prepared cost management workbook, self evaluation questionnaires, quarterly annual reporting
forms and student feedback forms for KYPT’s use. In October of the reporting year a two-week
monitoring visit was implemented. The report of the monitoring visit is attached.
5.8 How did the local co-operation partners follow the implementation of the Project?
KYPT carried out monitoring through:
Monthly reporting systems which were developed to monitor the progress of the project. All
lecturers were advised to hand in progress reports to the training manager at the end of each month.
Direct observation by responsible supervisors
Feedback questionnaire for students
Student assessment reports from trainee companies
5.9 What kind of qualitative or quantitative data was collected on the advancement of the Project?
- The improved quality of teaching in KYPT
• Students gave feedback through interviews, questionnaires, field visits, review meetings and
Annual General Meetings (AGM). A suggestion box has also been introduced to get written
feedback from the students.
• The amount and gender of students were compiled and the statistics were monitored.
• The development of students’ grades was monitored.
• The motivation and commitment of teachers were monitored through confidential
discussions within the work community and with the constancy of the teachers.
• The development of the facilities were monitored e.g. with the reports of TEVETA.
• Employers of industrial attachments were asked to fill in an evaluation form on the skills of
the trainees.
• The distribution of gender among the drop outs were monitored (only one drop-out).
- The improvement of the image and visibility of KYPT among the employers and the youth
• The success of the marketing strategy was monitored by the statistics on the ways how the
students had heard about KYPT.
• Teachers and students reported both verbally and in written form for Training Manager
about the quality of industrial attachment places and how easy it was to get one.
• Success of marketing was monitored also by compiling statistics of the evolution of number
of applications and enquiries.
- Sustainability of financial base and managerial working methods
• Tenants’ capability to pay rents has been monitored.
• TEVETA inspection report
• KYPT’s first business venture’s (restaurant) financial sustainability was monitored
Page 9/13
10. During the monitoring visit self evaluation questionnaires (8 pages) were filled in by students, management,
board members and lecturers. Summary of answers is attached.
5.10 How has the Project budget been realised? If the realised costs in one or more of the budget
sections differ by 15 % from the planned costs, please explain here.
Marketing Manager was employed only in beginning of November, and equally only 2 months of budgeted
12 months salaries were paid. Difference was re-allocated towards books and construction of Auto
mechanics and Auto electrical workshop extension.
See attached cost breakdown and audit reports for more details.
5.11 Where and how were the accounting and audit of the Project arranged?
The accounting and auditing of the project were arranged in Zambia. The accounts were prepared by
KYPT, while auditing was performed by KJK and Associates, an independent and accredited auditing firm.
The selection of auditors was done by the board in cooperation with KEPA Zambia representatives.
5.12 Has the organisation carried out an evaluation of the Project during the reporting year?
If so, please state here the findings in brief. Please also attach the evaluation report.
SYL implemented a monitoring visit in October. Based on the delegation’s experiences (attending classes as
well as on student feed-back) the quality of teaching was found good. Teachers and students seemed very
motivated and were genuinely interested in further developing the institute. The income generating activities
of KYPT had improved: the institute’s own restaurant had been opened and was running well, and KYPT’s
renting activities had been made more efficient by monitoring rents and terminating contacts with non-
creditworthy tenants.
Monitoring delegation’s main recommendations were:
o Internal communication of KYPT must be improved.
o KYPT must build closer contacts with the business world.
o City Campus area must be tidied up to be more welcoming and more appropriate for studying.
o Noise disturbance caused by the tenants must be brought down.
Report is attached.
KYPT did an end-of-year evaluation of students, both enrolled at the time and those who were about to
graduate. A total number of 120 students responded to the questionnaires. Most of the students expressed
satisfaction with the training offered. They also expressed that the training was relevant to their needs. The
following concerns were raised by the students:
i. difficulties in reaching the training centre due to congestion caused by Soweto Marketers
ii. difficulties faced in getting placements for industrial attachment
iii. fees are quite high for some vulnerable youngsters
6. Lessons learned and the continuation of the Project
6.1 Describe the nature of problems encountered during the Project and the attempts to solve them.
(e.g. in reaching the beneficiaries, working to keep to the timetable and other risks not included in
3.1)
In addition to 5.12., it has been especially difficult to find trainee places (industrial attachment) for
automotive mechanics and electrical. In future links to local business community have to be intensified.
6.2 Describe the next stages of the implementation of the Project.
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11. The project shall continue to offer skills training to the youth. Additional focus shall be put on marketing
and image building so that the institution gets a larger number of beneficiaries than was the case in 2006.
Renovation and purchases of practical equipment shall be needed, a training centre library shall be
established and staff shall be motivated to ensure efficient and effective provision of training and other
services.
KYPT also hopes to establish income generating activities in Tailoring and Auto mechanics. This is an
effort to improve the economic position of KYPT and assist in achieving sustainability.
7. Free-form description of the Project and its operation
(optional: if the other questions in this form are not suitable or sufficient to describe the
Project, please use this space to give additional information.)
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12. 8. Project costs and financing
Approved
Project Cost
Project costs budget performance
1. Personnel costs (Appendix 1)
Salaries and related costs of Finnish personnel 0 0,00
Travel and accommodation of Finnish personnel 0 0,00
Salaries and related costs of local personnel 5 520 3 172,51
Other personnel costs 0 0,00
Value of Finnish voluntary work 0 0,00
Personnel costs, subtotal 5 520 3 172,51
2. Activity costs (e.g. training) (Appendix 2)
Fees of hired experts 9 264 9 230,60
Other costs 9 720 8 647,94
Activity costs, subtotal 18 984 17 878,54
3. Materials, procurements and investments (Appendix
3)
Procurement of materials and appliances 4 200 4 963,05
Construction 4 620 6 694,56
Other procurements 0 267,03
Value of donated goods 0 0,00
Materials, procurements and investments, subtotal 8 820 11 924,64
4. Operation and maintenance (Appendix 4)
Operation costs 420 333,79
Maintenance costs 0 0,00
Operation and maintenance, subtotal 420 333,79
5. Monitoring and evaluation (Appendix 5)
External services (incl. experts) 820 778,85
Travel and accommodation 5 400 5 156,20
Other costs 2 020 2 133,79
Monitoring and evaluation, subtotal 8 240 8 068,84
Total implementation costs 41 984 41 378,32
6. Administrative costs (Appendix 6)
Salaries and related costs of administrative personnel 2 777 2 915,29
Office costs 207 35,50
Statutory audit costs of the Finnish organisation 0 0,00
Fund-raising and information 0 0,00
Value of Finnish voluntary work in administration 1 680 1 644,00
Total administrative costs 4 664 4 594,79
Total project costs 46 648 45 973,11
Administrative costs as a % of total costs ( max. 10%) 10,00 9,99
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13. Approved
Project Cost
Project financing Budget performance
1. Self-financing (Appendix 7)
Cash contributions 3517 3 452,11
Voluntary work and material donations 3480 3 444,00
Total self-financing 6997 6 896,11
Self-financing as a % of total costs (5) 15,00 15,00
2. Project support from the Ministry for Foreign Affairs
Earlier allocation of project support
Support used during the project year 39651 39 077,00
Total financing 46648 45 973,11
9. Signatures
Place and date Place and date
Signature Signature
Name in Capitals Name in Capitals
Position Position
❏ Copy of the co-operation agreement between organisations (if it was not attached to the Project
plan)
❏ Report of the Board of Directors
❏ Financial Statement of the organisation
(= income statement, balance sheet, notes to the financial statement)
❏ Audit report on the organisation's annual financial statements
❏ Auditor's assurance on the legal use of the Project funds
❏
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