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 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 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 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.
The document summarizes priorities for North Carolina public K-12 education in response to COVID-19 as presented by the NC State Board of Education and NC Department of Public Instruction to the NC General Assembly House Select Committee on Education. It outlines funding that has been appropriated, including for child nutrition, student support staff, exceptional children services, digital learning resources, and summer programming. It also lists additional funding needs for personal protective equipment, transportation, internet connectivity, holding school districts harmless for enrollment decreases, and continuing child nutrition support through federal waivers. The top priorities are presented as personal protective equipment, transportation funding, internet access, and holding districts harmless for enrollment changes due to 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 details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
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 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 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.
The document summarizes priorities for North Carolina public K-12 education in response to COVID-19 as presented by the NC State Board of Education and NC Department of Public Instruction to the NC General Assembly House Select Committee on Education. It outlines funding that has been appropriated, including for child nutrition, student support staff, exceptional children services, digital learning resources, and summer programming. It also lists additional funding needs for personal protective equipment, transportation, internet connectivity, holding school districts harmless for enrollment decreases, and continuing child nutrition support through federal waivers. The top priorities are presented as personal protective equipment, transportation funding, internet access, and holding districts harmless for enrollment changes due to 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 details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
The monitoring trip evaluated SYL's project in Mongolia from August 9-21, 2011. Representatives conducted interviews with beneficiaries and IEC staff in Tuv and Dornod provinces to assess whether objectives were met and the project made a difference. While trainings benefited many, sustainability is a challenge after SYL support ends. IEC works to find other funding and is a trusted partner, but lacks financial resources without SYL. The next SYL project will operate in Ulaanbaatar and Arkhangai only.
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.
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.
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.
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.
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.
Summary of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET) project
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
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.
This document provides a career and achievements summary for an individual with extensive experience in business management, community development, and education roles. Some of their key achievements include streamlining processes to improve efficiency and reduce debt, developing strategic plans to increase revenue and enrollment, successfully restructuring organizations and programs, and establishing financial and operating systems from scratch. They have a track record of innovating solutions, managing projects, and being recognized for their work through awards and media attention.
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.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document discusses two internship programs created by Halifax County Schools to address issues arising from the COVID-19 pandemic. The IT Helpdesk Internship program provided students to help repair devices as more learning went remote, addressing a lack of repair staff. The Solar Apprenticeship program offered students hands-on training in solar energy skills over summer 2021, allowing them to earn certifications. Both programs gave students real-world experience and career credentials while helping the school address needs during the pandemic.
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 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.
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 document provides information about the Network of Vocational Education Stakeholders in Kenya (NVES), a network of Kenyan organizations working in technical and vocational education and training. The organizations work to promote quality and innovative vocational education that effectively responds to market needs by linking with the private sector, advocacy, and policy work. The network aims to build the capacity of vocational training centers through modern training technologies and innovations. The newsletter provides updates on NVES' activities, achievements, and events, including success stories of students who benefited from their dual training system approach to vocational education.
The monitoring trip evaluated SYL's project in Mongolia from August 9-21, 2011. Representatives conducted interviews with beneficiaries and IEC staff in Tuv and Dornod provinces to assess whether objectives were met and the project made a difference. While trainings benefited many, sustainability is a challenge after SYL support ends. IEC works to find other funding and is a trusted partner, but lacks financial resources without SYL. The next SYL project will operate in Ulaanbaatar and Arkhangai only.
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.
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.
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.
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.
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.
Summary of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET) project
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
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.
This document provides a career and achievements summary for an individual with extensive experience in business management, community development, and education roles. Some of their key achievements include streamlining processes to improve efficiency and reduce debt, developing strategic plans to increase revenue and enrollment, successfully restructuring organizations and programs, and establishing financial and operating systems from scratch. They have a track record of innovating solutions, managing projects, and being recognized for their work through awards and media attention.
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.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document discusses two internship programs created by Halifax County Schools to address issues arising from the COVID-19 pandemic. The IT Helpdesk Internship program provided students to help repair devices as more learning went remote, addressing a lack of repair staff. The Solar Apprenticeship program offered students hands-on training in solar energy skills over summer 2021, allowing them to earn certifications. Both programs gave students real-world experience and career credentials while helping the school address needs during the pandemic.
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 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.
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 document provides information about the Network of Vocational Education Stakeholders in Kenya (NVES), a network of Kenyan organizations working in technical and vocational education and training. The organizations work to promote quality and innovative vocational education that effectively responds to market needs by linking with the private sector, advocacy, and policy work. The network aims to build the capacity of vocational training centers through modern training technologies and innovations. The newsletter provides updates on NVES' activities, achievements, and events, including success stories of students who benefited from their dual training system approach to vocational education.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves final reporting and sustaining volunteer engagement.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves reporting and sustaining the program's impact.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
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
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, 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.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. ANNUAL REPORT FOR NGO DEVELOPMENT
CO-OPERATION PROJECT
YEAR 2007 ____ 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 university 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, Zambia
1.7 Name of co-operation Partner
Kanyama Youth Programme (KYP)
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 KYP
Technical Institution. Key results achieved so far are:
- Quality of education has improved
o means and materials for teaching have been improved
o staff have been trained
o teaching premises have been renovated
Page 1/16
2. - Image and reputation has improved
o marketing has improved significantly from previous years
o marketing strategy has been completed
o Marketing and Information Manager has been employed
o Internet pages have been designed
- KYP as an organisation has improved
o income generating activities have been surveyed
o student run restaurant is working and profitable
o KYP is able to finance administrative activities
1.10 Financing summary
Year ____2007______ Euros
Project support not used in the previous year 574,00
(incl. not withdrawn + withdrawn unused funds)
Support approved for the reporting year 39 651
Total Project support available for the reporting year 39 651,00
Total Project support used during the reporting year 40 225,00
Funds not used, transferred to be used and reported in the following year 0,00
(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.
Tuition fees: 6755 euros
Tenants: 5729 euros
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?)
KYP has been responsible of the project’s implementation.
KYP 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. During the reporting year KYP made a small computer lab at City Campus. KYP’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 offered technical assistance to the board on various policy issues that affected the programme. This
was done through board meetings where these officials were invited as ex-official to the board.
.
Page 2/16
3. 2. The Association of CISEP1 Users (ACU)
KYP being a member of ACU continued the implementation of the Concept for Informal Sector
Employment Promotion through the KYP Service centre. Information on business matters, market
development and other business opportunities was given to both existing and potential entrepreneurs. No
funding was received from Cisep during the reporting year.
3. Umoyo Training Centre
Umoyo Training Centre2 continued its cooperation with KYP by sponsoring vulnerable girls for training at
KYP.
4. Technical Education Vocation and Entrepreneurship Training Authority (TEVETA)
TEVETA being the training authority was involved in the programme through their annual routine
inspection. They ensured that the recommended standards of training were met by KYP. 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.
During the year 2007, TEVETA funded the construction of a carpentry workshop and minor renovation
on the buildings at KYP’s City campus.
5. Christian Children Fund (CCF)
KYP provided technical training in collaboration with CCF for 80 vulnerable young persons from different
compounds (townships). These individuals were trained in Tailoring and Carpentry and Joinery. These
courses were tailored according to the level of understanding and education of the trainees. CCF rented
KYP’s facilities for training and CCF provided their own experts for training.
6. KEPA Zambia office
KEPA Zambian office has helped in communication and monitoring the project in general. The
administrative staff of KYP 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 was quite stable against Euro during the reporting year
The increase of unemployment in the country affected the target group negatively. 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.
Increased prices of fuel and other petroleum products lead to high prices of materials and equipment
for practicalities.
Environmental factors
Severe floods that started in November 2007 have been affecting institution’s work negatively.
The closure of the Soweto Market which is located across the road from KYP’s City Campus continued
to affect the implementation of the programme. This is because hundreds of marketers trade right
1Centre for Informal Sector Employment Promotion
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, batik and candle making. In addition to these income-generating skills, they
are taught family planning and HIV/AIDS prevention, household caretaking, 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 of these girls come to study at KYP.
Page 3/16
4. 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
Local government hasn’t done much to support the sustainability of the project. However, efforts are
being made to ensure the involvement of the local government in financing some community training.
Local Organisation (KYP)
KYP has been working on strengthening existing business ventures and establishing new ones. During
the reporting year KYP’s lunch serving restaurant was operating smoothly and KYP will continue to
generate revenue through the lease of offices and premises. During the reporting year KYP built three
new offices, which will widen the income base from rentals. These new 7-10 square meter offices will
be rented starting February 2008. Although the money received from tenants cannot sustain the entire
training institute, it is assisting to cover costs such as water bills, electricity and paying for other
members of staff.
Beneficiaries
During the year 2007, students contributed positively in the payment of tuition fees. Based on the 2007
records, about 70% of the students completed payment of tuition fees.
Local actors’ responsibility to the project
The Kanyama Member of Parliament, late Henry Mtongo, supported KYP financially by making
contributions during the Youth Day Celebration Concert, which was organised by KYP and the 14th
Graduation Ceremony. The donation during the graduation met the cost of prizes for the Best Students
in all the courses.
4. Beneficiaries
4.1 Who were the direct beneficiaries of the Project, and how many were there?
Direct beneficiaries were the students of KYP Technical Institute. In 2007 a total of 103 students (55 male,
48 female) graduated from the courses financed by the project. An additional 50 students started their
course in July of the reporting year.
Other direct beneficiaries have been KYP as an organisation, teachers of the Institute (6) and other actors
on KYP’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 benefited from 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 KYP at their premises.
Other indirect beneficiaries were community groups (like drama and other art groups) and their activists
operating at KYP’s premises.
If the project support granted was less than 20.000 €, please answer the following question:
Page 4/16
5. 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 KYP Technical Institute
Students gave feedback on how training could be improved at the training centre. Students’
representatives participated in monthly monitoring meetings with the management to share student
point of view in the project’s implementation. Students actively participated in marketing of the
Training Centre and leading to high enrolment levels for 2008 intake. They also participated during
the review and planning of the 2008 activities.
- KYP administration participated in
• identifying and recruiting the target group
• appraising and supervising teachers 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
• involving different parties in the planning and implementation
• acquiring training materials
- Teachers of the Institute
Teachers had the responsibility to plan and provide quality training during the implementation of
this programme. They also recommended and gathered 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 the project. The board members were assigned to various
responsibilities in training, finance and administration and commercials etc.
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 the action plan have been followed as planned. Main activities are listed below.
Page 5/16
6. 1. Quality of the education
• Tools were acquired for all courses (i.e. tool boxes for automechanics and autoelectrics, pressing irons for
tailoring, mixers, pots and cake decorators for catering)
• Teaching materials for all courses were acquired (i.e. food ingredients for catering, fabric for
tailoring)
• There were visiting lecturers in all courses (from Hadac engineering, South Gate diesel, Fairview
Hotel and Lusaka City Clothing).
• The training needs assessment was carried out by two ETVO volunteers in the end of 2007.
• Two lecturers were trained at the Technical Vocational Teachers Training in Luanshya Copperbelt
province of Zambia. The training was for a period of two (2) weeks. The training was aimed at
improving training delivery techniques.
• Educational visits to various companies were implemented, like Boyd Mawaso motor repairs, Auto
field, Ministry of works and supply workshop, Amanita Zambia, Garden house hotel, Chrisma
Hotel, Protea Hotel, City Clothing and Master John Designers.
• Text books where acquired for all courses, total number of text books purchased in reporting year
was 25.
• During the reporting year minor renovations to classrooms and workshops were done, e.g. the
automechanics workshop was finalized.
• Black chalk boards were replaced with white boards and installed in the workshops
• Overheard projector, which uses transparencies, was introduced.
• Entrepreneurship and communication skills were included in each course and in 2007 were taught
by ETVO volunteers. The courses were rated extremely useful in student feedback.
• Students’ committee comprising of representatives from all courses was established to enable
students to have a channel of presenting their concerns and views on the quality of training.
• Suggestion box has also been introduced to get written feedback from the students.
• Follow-up questionnaire has been developed to monitor the impact of the programme after the
course.
2. KYP’s image
• Marketing strategy has been implemented throughout the year.
• TV and radio commercial was completed (TV advertisement CD is attached and can also be viewed
from http://www.syl.fi/syl_toimii/kehy/Sambia)
• Marketing was done through radio (16 slots, Hone FM and Radio 4 stations) and television (8 slots,
Muvi and Mobi channels), newspaper advertisements, posters and targeted letters to school leavers
& churches. By organizing a Youth Day event on the campus, KYP introduced itself also to local
community as well as potential students.
• Walls and billboards outside campuses were painted and sign posts done to ensure adequate
visibility of the training center in Lusaka.
• KYP participated in national expositions such as the Youth Expo and the TEVET Fair
• All classrooms and offices were repainted this year. A change in colour from white to cream white
was made to ensure that the walls do not get dirty easily.
• KYP implemented the HIV/AIDS prevention programme in collaboration with the community
members. 20 youths and women were trained as peer educators in the year 2007. The HIV/AIDS
awareness raising activity has been integrated in the training program. Students have peer education
once per week from a professional peer educator from Family Health Trust.
• Other community activities conducted during the reporting period were; drama performances and
training of 70 street kids in art.
3. KYP’s sustainability
• A one-day board orientation programme was held in March 2007. Eight out of thirteen board
members participated in the orientation programme that was aimed at developing policy
Page 6/16
7. development capacities of the board members. Mr. Cosmos Mwale of Dynamic Consultants was
hired to conduct the orientation.
• Board’s term has been 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 KYP operations. Sub-committees are:
o Education
o Financial management
o Business ventures
o Security
o Fund raising
• KYP’s own course related business venture started in September 2006 when the restaurant was
opened. No new business ventures have been started, but the hotel and catering students as well as
ETVO Laura Matilainen have looked into how to improve the profitability of the restaurant.
• The annual review and planning meetings were held in November and December 2007.
Representatives from the board, students, lectures and other members of staff were involved in this
process. The process enabled the institution to develop a draft work plan for the continuation of
the project in 2009-2011.
The only deviations are:
- Company visits and visiting lecturers are slightly behind the schedule
- Teaching materials were acquired, but due to a tight budget, materials could not be guaranteed for all
courses at all times.
- Two members of the staff were laid off due to lack of trust, and three members of the staff have
resigned partly due to differences in views with the board. See 6.1. for further details.
- Training of staff is slightly behind schedule mainly due to the lack of a training manager in April-
December. New Training manager David Zulu started in December 2007 and has taken an active
approach in developing the training centre.
- The motivation of the teaching staff suffered due to the lack of training manager.
- According to student feedback, the quality of the training materials and premises has not been raised
according to planned schedule.
- The KYP Internet connection was broken during end of year 2007 and thus KYP Internet pages
have still not been opened.
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:
5.4 Please describe the results that have been achieved since the beginning of the Project and during
the reporting year.
1. Quality of the education of KYP has improved
1.1 During the reporting year 103 students graduated. Below is a summary distribution of graduated
students according to courses:
Page 7/16
8. Course July 2006 Intake Jan. 2007 Intake
Male Female Male Female Total
Auto Mechanics 13 2 24 1 40
Auto Electrical 10 0 8 2 20
Hotel and Catering 0 8 0 11 19
Tailoring and Designing 0 14 0 10 24
Total 23 24 32 24 103
Table below shows number of student per course for July 2007 intake; they will graduate in June 2008
Auto Mechanics Auto Electrical Hotel and Catering Tailoring & Designing Total
male female male female male female male female male female
16 0 10 2 3 7 0 12 29 21
16 12 10 12 50
1.2 Performance in terms of students’ grades has increased, based on both theoretical and practical
assessment. See example below of Hotel & Catering course:
1.3 Almost all students were able to find traineeship placements (industrial attachment). KYP 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 Market 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
1.4 Students were able to find employment
Page 8/16
9. Considering the dwindling formal sector, finding employment in Zambia is quite difficult. However,
students have been able to get employment after proving their skills during the traineeship period.
The table below shows the share of employed students
july 2005 jan 2006 july 2006 jan 2007
automechanic 38 % 50 % 40 % 32 %
hotel & catering 46 % 9% 63 % 50 %
tailoring & design 57 % 69 % 43 % 40 %
autoelectrical 80 % - 30 % 10 %
Note: January 2006 Autoelectrical course was cancelled.
This table shows employed students that KYP knows, some students may be employed but they haven’t
contacted KYP or KYP has not reached them.
1.5 KYP’s teaching facilities and resources of education have improved
• In 2007, KYP attained 95% computer literacy levels among its students
• According to the survey done by ETVO volunteers Marianne Winberg and Laura Matilainen:
o The vast majority (90%) considered it wise to choose to study at KYP and the same
amount of former students would recommend KYP to other people
o 72% were satisfied with the content of the course
o The most popular reasons for choosing KYP were the quality of teaching and affordable
tuition fees.
1.6. The motivation and commitment of the teachers has improved
• 69% of the students answering the Training needs assessment, considered the teachers to be
motivated, committed and qualified.
• However, lack of training manager affected the motivation of teachers and this could be seen
as one reason why two teachers resigned during the end of 2007.
2. KYP is better known among employers and youth and has developed a better profiled image
o KYP marketing has improved significantly from previous years.
o The statistics below are collected from the student’s application forms about how they have heard
about KYP:
20% respond that they heard through friends who had benefited from the training programmes
60% through TV, radio and newspapers adds or posters
10% through the notes board and sign post
10% through other institutions like the Umoyo Training centre
o number of enquiries and applications has increased:
2006 2007
st nd st
1 Visit (enquiries) 2 Visit (Applicants) 1 Visit (enquiries) 2nd Visit (Applicants)
3000 84 3500 140
• According to the experiences of the students, when telling other people about KYP, they respond
mainly positively (Source: Training needs assessment)
3. KYP’s sustainability in the administration and financing has increased
o Accounting, financial administration and the auditing of accounts have improved with an active
participation from the Board’s Financial committee.
o Based on new conditions and contracts that have been signed with the tenants, payment of rents
has improved from 60% in 2006 to 80% in 2007. There are still many tenants who don’t pay on
Page 9/16
10. time. With a few tenants there have been bigger payment problems and a decision has been made to
evict them. Currently there are 17 tenants on the premises of KYP.
o The board members are more committed with a 3-year term and are more actively participating in
sub-committees.
o TEVETA grade was managed to keep in the second highest level (2) during the reporting year.
Before the start of this project in 2003 it had fallen to the third category.
o Increased self-finance through renting premises and operating restaurant.
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.
KYP is owned by the community (Kanyama constituency) who delegates control to a democratically
elected Board of Trustees. The board develops policies based on the goals and mission of KYP 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 & 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 with all daily tasks of the training institute.
Structure of implementation Annual General Meeting
SYL Board of Trustees TEVETA
Executive
Coordinator
Commercial and Accountant Training Manager
projects Manager*
Marketing and Lecturers
Information (tailoring, catering, autoelecrical, automechanics)
Manager
Cashier
Students
Page 10/16
11. Bolded staff are part of the project (financed by SYL and Ministry for Foreign Affairs of Finland)
* KYP didn’t have Commercial and Projects Manager during the reporting year because he was employed as new Executive
Coordinator and Board hasn’t employed anyone to replace him yet.
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 KYP’s use. In October of the reporting year a two-week monitoring
visit was implemented by two members of KENKKU (Niina Niemi and Sini Numminen). The report of
the monitoring visit is attached.
5.8 How did the local co-operation partners follow the implementation of the Project?
KYP 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
Monthly quality assurance meetings were held as suggested by the Marketing Manager
Class registers
End of the months assessment results
Students’ representatives
5.9 What kind of qualitative or quantitative data was collected on the advancement of the Project?
- The improved quality of teaching in KYP
• Students gave feedback through interviews, questionnaires, field visits, review meetings and
Annual General Meetings (AGM) and suggestion box
• 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 teachers’ attendance register.
• The development of the facilities were monitored e.g. with the reports of TEVETA.
• Employers of traineeships were asked to fill in an evaluation form on the skills of the
trainees. The form contains details of the employer, personal details of the students,
student’s practical performance competence level, feedback on student’s work attitude and
professionalism, adaptation to modern equipment, and commitment towards work and
adherence to workshop rules and regulations.
• ETVO volunteers Marianne Winberg and Laura Matilainen did a survey of graduated
students’ employment
Page 11/16
12. • ETVO volunteers Marianne Winberg and Laura Matilainen surveyed former students’
opinions on KYP. The questionnaire consisted of 36 multiple choice and open questions
concerning the experiences on studying at KYP Technical Institute. 29 former KYP
students filled in the questionnaire.
- The improvement of the image and visibility of KYP among the employers and the youth
• The success of the marketing strategy was monitored by the statistics on the ways in which
the students had heard about KYP.
• 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
• KYP’s first business venture’s (restaurant) financial sustainability was monitored
During the monitoring visit self-evaluation questionnaires were filled in by students, management, board
members and lecturers.
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.
Training Manager’s contract was terminated and there was long cap before the new one was employed, and
equally only 7 months of budgeted 12 months salaries were paid. Difference was re-allocated towards books
and teaching materials.
Price of cement skyrocketed during the reporting year due to the construction boom in South Africa. That
affected the cost construction of new workshops.
See attached cost breakdown and audit reports for further 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 KYP,
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.
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 2007. 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 KYP had improved: the institute’s own restaurant had been opened and was running
well, and KYP’s renting activities had been made more efficient by monitoring rents and terminating
contacts with non-creditworthy tenants.
Monitoring delegation’s main recommendations were:
1. Sustainable human resource policy must be created
• The primary aim of the board should be a low human resource turnover and sustainable human
resource policy
• There hasn’t been written contracts with their employees. This must be corrected as soon as
possible.
Page 12/16
13. 2. Continuous monitoring of monetary funds
• Accounting, financial administration and the auditing of accounts have improved. SYL understands
that the project budget is partially not sufficient to realize all the planned actions. However, it is very
important to ensure that all funds budgeted for certain activities are used accordingly, and the role
of the board is to supervise this.
• Since the KYP finances are suffering from lack of funds, it is important to cut unnecessary expenses
to a minimum and all activities should be made more cost-efficient.
3. More active involvement of the board members in KYP activities and development
• Board members are more dedicated and board’s subcommittees are great improvement but there
still seems to be big gap of understanding between board and management. Board’s job is not just
to monitor all activities; board is there to support employees’ work.
• The internal communication of KYP must be improved.
4. Keeping up the quality of teaching
• City Campus area must be cleaned. Also the noise disturbance caused by the tenants must be
brought down
Report is attached.
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)
Delay in employing the training manager was a huge problem during the reporting year; the institution
operated without the training manager for more than six months. The new training manager was employed
in December 2007 to replace Mr Mwaanga whose contract was terminated. Lack of training manager
diminished motivation of lecturers and increased stress of the staff. The prolonged absence of the training
manager has had a negative impact on the teachers’ motivation and harmed the operations of KYP’s
teaching and the aims of the project.
During the reporting year there was a debate of the name of the institution (Trust or not). Whether the
organisation was going to remain a trust also posed a challenge to the operation of the institution. The
AGM of 2007 decided that the TRUST to be removed from the name. Currently Kanyama Youth
Programme Trust is just Kanyama Youth Programme. The reason for this name change was Zambia’s new
legislation, which would have made Trust to pay tax of its premises. Part of the staff was against this
change. This was one of the reasons that three members of staff resigned from their position because they
felt that their jobs were at risk.
KYP’s marketing has improved significantly during this project. However, the timing of the marketing
could still be scheduled earlier, since according to feedback it is still common to get enquiries from potential
students when the courses have already started.
Budget is partially not sufficient to realize all the planned actions. In future it is important to cut
unnecessary expenses to a minimum and all activities should be made even more cost-efficient.
There have been problems with internal communication of KYP. Ideas to improve the situation are that a
teacher representative and the training manager could participate in board meetings as non-voting, expert
members. The minutes of all board meetings should also be distributed to the teachers in order to keep
them well informed.
Page 13/16
14. City campus area must be tidied up to be more welcoming and more appropriate for studying. Also the
noise disturbance caused by the tenants must be brought down since many students complained that the
noise disturbs their studies. KYP is planning a Green Campus campaign to improve the situation.
6.2 Describe the next stages of the implementation of the Project.
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. Renovation and purchases
of practical equipment shall be needed, a training centre library is needed and staff shall be motivated to
ensure efficient and effective provision of training and other services.
KYP is going to establish income-generating activities in Tailoring and Auto mechanics. This is an effort to
improve the economic position of KYP 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.)
Page 14/16
15. 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 4 592,00
Other personnel costs 0 0,00
Value of Finnish voluntary work 0 0,00
Personnel costs, subtotal 5 520 4 592,00
2. Activity costs (e.g. training) (Appendix 2)
Fees of hired experts 9 264 8 614,02
Other costs 9 720 9 765,44
Activity costs, subtotal 18 984 18 379,46
3. Materials, procurements and investments (Appendix
3)
Procurement of materials and appliances 4 200 4 437,68
Construction 4 620 5 451,64
Other procurements 0 0,00
Value of donated goods 0 0,00
Materials, procurements and investments, subtotal 8 820 9 889,32
4. Operation and maintenance (Appendix 4)
Operation costs 420 1 777,76
Maintenance costs 0 0,00
Operation and maintenance, subtotal 420 1 777,76
5. Monitoring and evaluation (Appendix 5)
External services (incl. experts) 820 1 574,34
Travel and accommodation 5 400 4 495,68
Other costs 2 020 2 632,97
Monitoring and evaluation, subtotal 8 240 8 702,99
Total implementation costs 41 984 43 341,53
6. Administrative costs (Appendix 6)
Salaries and related costs of administrative personnel 2 777 3 551,26
Office costs 207 20,25
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 1 236,00
Total administrative costs 4 664 4 807,51
Total project costs 46 648 48 149,03
Page 15/16
16. Approved
Project Cost
Project financing Budget performance
1. Self-financing (Appendix 7)
Cash contributions 3 517 4 312,03
Voluntary work and material donations 3 480 3 612,00
Total self-financing 6 997 7 924,03
Self-financing as a % of total costs (5) 15,00 16,46
2. Project support from the Ministry for Foreign Affairs
Earlier allocation of project support
Support used during the project year 39 651 40 225,00
Total financing 46 648 48 149,03
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
❏
Page 16/16