Hope for children rda 1pdf

HOPE FOR CHILDREN RDA TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)INSTITUTION PREPARED BY

BERHANU TADESSE TAYE May, 2015

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HOPE FOR CHILDREN RDA TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)INSTITUTION GULELE SUB-CITY

PROJECT PROPOSAL ON ESTABLISHING NEW TVET INSTITUTION

PREPARED BY BERHANU TADESSE TAYE

SUBMITTED TO: GULELE SUB-CITY TVET OFFICE

SUBMITTED BY HOPE FOR CHILDREN RDA TVET INSTIUTION

COMMENCING A NEW TVET INSTITUTEIN GULELE SUB-CITY AT ADDIS ABABA CITY ADMINISTRATIONIN THE PARTICULAR PLACE OF WOREDA 8 PROJECT

OWNER OF THE POLYTECHNIC PROJECT: NON GOVERNMENTAL ORGANIZATION (CHARITY ORGANIZATION)

May, 2007



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Addis Ababa Ethiopia

Table of contents

1. Project Schedule ................................................................................................................................... 8

1.1. Executive Summary ....................................................................................................................... 8

1.2. Key outcome targets TVET enrolments ........................................................................................ 9

2. Background of the project .................................................................................................................. 10

3. Project Initiation and Rationales ......................................................................................................... 11

4. Vision:. ................................................................................................................................................. 12

5. Mission:. .............................................................................................................................................. 12

6. Objective and scope of the project ..................................................................................................... 12

6.1. The Specific objectives: .............................................................................................................. 13

7. Beneficiaries ........................................................................................................................................ 14

8. Project Output .................................................................................................................................... 15

9. Target Market ..................................................................................................................................... 15

10. The First Phase of the Training Started by Giving Services Like: ................................................ 15

11. Project Team Members ................................................................................................................... 16

12. Team members ........................................................................................................................... 16

13. Organizational structures of the institution ................................................................................... 17

14. Project Budget Estimation and Allocation ...................................................................................... 17

15. Project Controlling and Monitoring Activity ................................................................................... 18

16. Challenges of the Project ................................................................................................................ 18

17. Possible Solution ............................................................................................................................. 18

18. Implementation .............................................................................................................................. 19

19. Project Sustainability ...................................................................................................................... 19

20. Strategic Plan .................................................................................................................................. 20

21. Policy and Stratégies Ethiopian on TVET ...................................................................................... 20

22. Financial strategy ............................................................................................................................ 22

22.1. Methods of Provision of the Training ..................................................................................... 25

23. Project Budget Estimation and Allocation and Source of financial summery ................................ 26



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26. Project Time Management ............................................................................................................. 27

27. Project Cost Management .............................................................................................................. 28

28. Project Quality Management .......................................................................................................... 29

29. The three processes associated with PQM are: .............................................................................. 29

30. Project Risk Management ............................................................................................................... 29

31. Source of Fund and Income ............................................................................................................ 30

32. Monitoring and Evaluation Procedure ............................................................................................ 30

33. Handover Plan ................................................................................................................................. 31

34. አ ባ ሪ 1የ ተ ቋ ሙ መተ ዳ ደ ሪ ያ ደ ን ብ .................................................................................. 37

35. አ ባ ሪ 2የ ተ ቋ ሙ አ ስ ተ ዳ ደ ራ ዊ መዋ ቅ ር ....................................................................... 38



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Tables

Table 1: Team Members, Their Qualifications and their Experience

Table 2: Financial Summery

Table 3: Types of Materials and Equipment for the Purpose of Training

Table 4: Human resource Trainers

Table 4.1: Administrative staff

Table: 5: Building



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Project Profile

Project title: Hope for children RDA TVET institution

Project Location: At Woreda 8Gulele Sub-City Addis Ababa city administration

Project Duration: For 5 years training programme Town: Addis Ababa Sub-city: Gulele Sub-City TVET office Wereda: 08 Region: Addis Ababa City Administration Country: Ethiopia,

P.o.box: 28872

Tele. No:0111570208

Mobile 0911240495

Fax No: =251-111-570208

E-mail: [email protected]

Website: http://www.hfc.ethiopia.org

Nature or type of organization: Non-Governmental Organization (NGO)

Nonprofits making Organization.



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Level of proposed TVET training: short term training according to market

demands.

Size of the institution (College): 519sm Expected enrolment for the programme: 50 per annum

Project Goals:

Key outcome targets of ESDPIV TVET by satisfying our beneficiary

increasing enrolments of both trainers and trainees decentralization of

vocational education.

Stakeholder Analyses:

Project sponsor: NGOs (HCE and Hidota)work with also

-Hotel and Tourism Training Institute, Hotels and Local Community

Customers

Trainers, Trainees, Entrepreneurs, Administrative workers,

Surrounding Community, Hotels and District Leaders

Users of the project outputs

-Hotels, Industries, entrepreneurs, Government, Trainees, marginalized

women; special needs, street children, (Especially youth)

Name of authorized representative of the applicant:

Yonas Tesfaye (HCE)

Gezehagne Andarssa (Hidota)

Project manager and project team

Yonas Tesfaye (HCE)




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___________________________

___________________________

___________________________

Project Budget Estimation and Allocation

For capital expenditure 510,258 Ethiopian Birr allocated Recurrent expediter 489,742 Ethiopian Birr Total amount of fund requested 100% from Donors finance

1,000,000 Ethiopian Birr For one year

I. Proposed training areas: 1. Cultural, Tourism and sports sector; tourism; catering operation (food

preparation), confectionery, baking and pastry making, 2. Health sector; Hair dressing and personal hygiene

II. Proposed new departments

Since the project will have different activities such as five year delivery hospitality training programs, intend to offer training Cultural , Tourism and health sector; i.e. tourism; catering operation (food preparation), confectionery, baking and pastry making, Health sector; Hair dressing and personal hygiene and family planning to provide regular short-term training in addition to this evening courses offered to the general public, consultancy service, testing of recruits (candidates for enterprises), organizing trade fair, the student in this institution will learn during training produce, such as fast food, breakfast, lunch and dinner for organization staffs and students, outdoor service, maintenance of hair dressing equipment and kitchen equipment, making internal income generating activity by using service centre (for example a coffee shop and restaurant ), Kab club practices, hair dressing service, Since the project will have different activities such as five year delivery of training programs, intend to offer training Cultural, Tourism and sports sector; tourism; catering operation (food preparation),



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confectionery, baking and pastry making, Health sector; Hair dressing and personal hygiene to provide regular short-term training in addition to this evening courses offered to the general public, consultancy service, testing of recruits (candidates for enterprises), organizing trade fair, the student in this institution will learn during training produce, such as fast food, breakfast, lunch and dinner for organization staffs and students, outdoor service, maintenance of hair dressing and kitchen equipment, making internal income generating activity by using service centre (for example a coffee shop and restaurant ), Kab club practices, hair dressing service, Key outcome targets of ESDPIV TVET by satisfying our beneficiary increasing enrolments of both trainers and trainees decentralization of vocational education.

1. Project Schedule

1.1. Executive Summary

Sustainable economic development and TVET are interdependent. Economic growth is a basic condition for the reduction of unemployment and poverty. However, it does not automatically lead to more jobs and less poverty. It can only contribute to poverty reduction if broad sections of society find productive work which offers a decent wage (BMZ, 2005). This can be achieved only if different policies and mechanisms, which focus on employment and broad access to work and TVET, can be implemented. Economic development cannot take place without the development of human resources. Therefore, well-qualified professionals must be trained in order to raise the competitiveness of hotels, companies, countries, and communities.

According to Ethiopian Sector Development Plan IV (ESDPIV) the main objective of the TVET sub-sector is to train middle level human power and transfer demanded technologies, and by doing so, to contribute to poverty reduction and sustainable development. The main challenges such as Society in general and implementing bodies in particular have low awareness about the benefits of TVET, Stakeholders’ participation in the management and delivery of TVET is

inadequate, TVET trainers lack capacity and competence, There is lack of capacity



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by TVET experts to implement the new TVET strategy, The monitoring and evaluation systems is inadequate, hence the institute need solve the above problem by supporting government intention.

Expected program outcomes by combating the above challenges, TVET providers and institutions strengthened to be centers for technology capabilities’

accumulation and transfer, TVET institutions capable of providing support to the incubation and establishment of MSEs as well as upgrading and strengthening existing MSEs, Quality of TVET (formal and non-formal) improved at all levels and made responsive to the needs of the labor market, A comprehensive, integrated, outcome based and decentralized TVET system for Ethiopia established, Relevant TVET offers which are crucial to national development expanded, Institutional set-up to manage the TVET strategy and deliver TVET programs reinforced, A sustainable financing system for TVET with efficient and cost-effective delivery systems and management structures developed, Equal access of females and people with special needs to TVET ensured and empowered.

1.2. Key Outcome Targets VET Enrolments

According to government intention in ESDP IV key outcome targets VET enrolments will increase to 1,127,330 in 2007, Number of TVET trainers will increase from 15,943 in 2002 to 24,492 in 2007, Number of TVET institutions will increase from 825 in 2002 to 1,137 in 2007, Number of trained technology adopters will be 3000 in 2007, Number of transferred technologies will be 1000 in 2007, Copied/imitated 950 in 2007, Improved 50 in 2007. No of incubated MSEs for technology transfer will increase from 600 to 3000 in 2007, 2670 micro-enterprises with capital acquired up to 20,000 Birr, 300 small scale enterprises from 20,000 to 500,000 Birr, 30 medium size entreprises above 500,000 Birr, Number of technologies transferred will be 1000 in 2007 (Copied/imitated 950 in 2007 Improved 50 in 2007). Number of trainees organized in MSEs will increase from 78,248 in 2002 to 563,665 in 2007,

Number of new MSEs established will increase from 7,771 in 2002 to 56,367 in 2007, Number of occupations with occupational standards increases from 250 in 2002 to 390 in 2007, Number of occupations with assessment tools will increase



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from 211 in 2002 to 390 in 2007, Number of accredited assessment centers will increase from 174 in 2002 to 500 in 2007. % of competent/certified candidates will increase from 20 % in 2002 to 60 % in 2007, Number of accredited assessors will increase from 1860 in 2002 to 5000 in 2007, Number of enterprises involved in co-operative training will increase from 1208 in 2002 to 9,174 in 2007, Share of trainees accommodated by co-operative training will increase from 206,945 in 2002 to 1,127,330 in 2007. Number of enterprises conducting in-company training will increase from 13 in 2002 to 293 in 2007. Share of TVET managers at national, regional and institutional level in modern management techniques trained will be 100 %, Share of enrolments of females will increase from 46 % in 2001 to 50 % in 2007, Number of institutions in rural areas will increase by 100 % in 2007, Share of enrolments of students with special needs will increase by 100 % in 2007, Number of TVET trainees placed in MSEs will increase to 23,920 in 2007.Food preparation and hairdressing highly demand in labour market hence government and private institution should open satisfy their customers.

2. Background of the project

Since education is considered the key to effective development strategies, technical and vocational education and training (TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development. Hope for children TVET institute also support the government plan. Technical and Vocational Education and Training (TVET) system plays in achieving Ethiopia’s targets to overcome

poverty. Under the over arching goal of poverty eradication, Ethiopia’s economic development strategy aims at fostering fast economic growth, fair and equitable distribution of incomes, the development of a competent and open economy, and long-term reduction of the country’s dependence on ODA (official development

assistance).

Ethiopia has made considerable progress towards universal primary education and continues to work hard to ensure relevance and quality at each educational level. As an increasing number of young people graduate from general education, it is of utmost importance to provide them with options for further education and training



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which increase their employability. In this context it is important to build a demand-driven, flexible, integrated and high quality TVET system.

The Government of Ethiopia (GoE) recognises the need to involve all stakeholders in the planning, policy making, training delivery and monitoring and evaluation of the TVET system. The on-going reform seeks to increase the engagement of the private sector – both of private TVET providers and enterprises as future employers of TVET graduates – and to provide students and trainees with knowledge, skills and abilities relevant for the world of work.

Urban unemployment and poverty are the two prominent and inter-related problems faced by the majority of the “developing world” including Ethiopia.

Where, both and many other problems of these countries pervasively originate from their Society in general and implementing bodies in particular have low awareness about the benefits of TVET, Stakeholders’ participation in the

management and delivery of TVET is inadequate, TVET trainers lack capacity and competence, There is lack of capacity by TVET experts to implement the new TVET strategy, The monitoring and evaluation systems is inadequate, TVET institutions have low capacity in adopting and transferring technology, Labor market information system to assess labor market demand is inadequate, The system for information sharing and coordination between the regions and the federal level is weak, There is a shortage of teaching materials especially in OS Newly developed, Utilization of resources and equipment is inefficient, TVET institutions are not always adequately equipped, There is low capacity to assess and certify TVET candidates.

3. Project Initiation and Rationales

The overall history of this new TVET institution work as Non-Governmental and Non- Profit making organization the name of the organization is Hope for children: it is founded in 2015 in Addis Ababa by three Ethiopians and one US citizen, who are committed to mediate the concept of a viable community development by enhancing the introduction of new TVET institution. After the fall of the Derg regime, the new government of Ethiopia has been making tremendous efforts to restructure the educational system of the country. A new Education and Training



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Policy has been launched and implemented all over the country. Moreover, the government set out a decree, No.80/2005 in 2005, and established Technical and Vocational Education and Training (TVET) institutions to respond to the huge problems of unemployment and poverty. The establishment of the TVET institutions has so far contributed a lot in the country in general and in Addis Ababa in particular. For further implementation of policies and strategies qualified manpower at all levels is a must. Policies with good intentions fail due to lack of qualified people to implement them. This is mainly true in countries like Ethiopia. This must be given serious considerations. Cognizant to the above mentioned reasons, the justification for the establishment of nongovernmental TVET institution in Addis Ababa is to meets the government goal of producing competent middle level professionals that would meet the demands of the culture and tourism sector labor market. In health sector also hair dressing and beatification highly demand in labour market hence nongovernment TVET institution should open satisfy their customers.

4. Vision:To become the centre of Excellency and ensure enrolment of

all the people of the Gulele sub city Woreda 8 and any demanded in

our country and African migrant as a whole are economically strong

and pulled out of property.

5. Mission: speed the regional development rate up through the

provision of quality, equitable and relevant education and training to

all citizen of the sub-city.

6. Objective and Scope of the Project

The overall objective for establishment of the new Hope for children TVET institutions

To fill the gap for the skilled manpower demand of the concerned hotels and entrepreneurs. Specially focus on marginalized group women, special needs, destitute, or any citizen need fill their skill gap.



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Because of the marketable skill they acquire, graduates shall be competent, motivated, adaptable and innovative work force and hence shall be employed as soon as they graduate and work as entrepreneurs.

These kinds of graduates shall play a pivotal role in the hotel and industry, urban poverty reduction efforts.

6.1. The Specific objectives: To subsidize marginalized group such as women, special needs, youths by

providing training and other support provided by the donors for institution and trainers also increase income generating activities.

Training started by using 50 street children, women and special needs and prepared them for graduation.

Integration of 40 graduate students in the hospitality industry.

To identify and solve the major problems encountered related to poor training provision and solve the lever market shortage of skilled human power.

In general the objective of the project prepared in the form of SMART, in most cases, the problem solution becomes the goal of the project. Whenever possible, the goal should be SMART the abbreviation articulated as follows

• Specific

• Measurable

• Achievable

• Relevant to the corporate strategy

• Time-lined.



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7. Beneficiaries

The immediate beneficiaries of the project would be 50 trainees of marginalized group and economically need support who have little accesses of education with a great interest it will be great asset for themselves and for their country. The recruitment process from 10th and 12th grade school result where the student evaluated a very good achievement of communication skills of languages and the institution allowed any citizens who are interesting to join in our TVET. Also hotels, service sectors, on one hands and marginalized group such as women, youth (trainees,), adult, special needs any citizen who have been suffering from skill gaps resulting in incompetence, under employment as well as unemployment will acquire employable skills from the project, also trainers, families, community surrounding the sub-city, the city government, the private industry sector getting skilled manpower in the market, government and the society at large.

7.1. Stakeholders Participation in Implementing TVET training

Since this project nongovernmental organization (donors)the main stakeholder for Hope TVET institute are international bilateral and multilateral financial institute like World Bank, World Vision. In addition to this stakeholders which implement supporting nongovernmental TVET institute in our country working together with the governmental organization Ministry of Education (MoE), Federal TVET Agency (FeTA), Regional TVET Agencies (ReTAs), Sub-City TVET offices, Technical Vocational Education and Training Institute (TVETI) in addition to this it includes, Ministry of Industry (MoI), Ministry of Urban Development and Construction (MoUDC), Federal Micro and Small Enterprise Development Agency (FeMSEDA), Regional Micro and Small Enterprise Development Agencies (ReMSEDAs) .

All stakeholders hold a support policy plan the intention of the plan being achieving their targets. Thus, nongovernmental TVET institution take part the government strategy with related to the theme accordingly, the stakeholders taking parts to share in the proper implementation of poverty reduction of government policy. Poverty reduction more responsibility providing for TVET since intend with entire professional personnel. Despite the importance of the mentioned sector



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also un deniable effect for the proper implementation of the intended policy. From the above general policy, programme and strategy currently more emphasis improving their competitiveness and reduction of poverty the contribution of nongovernmental TVET plays important role to support government plan.

8. Project Output

Since the project will have different activities such as delivery of special or tailor made training programs, both regular and evening courses offered to the general public, consultancy service, testing of recruits (candidates for enterprises), organizing trade fair, Sale of products produced by students during the training, such as fast food, hair dressing serviceman club practices, catering and food preparation , during training session student experience all this and Special events, such as Cultural celebration and opening days with fundraising activities, dancing evenings, film show, outdoor and in-door games etc. all these activities will result in different out puts. But out puts can be categorized as tangible items and intangible services.

9. Target Market

Culture and tourism sector (Hotels restaurants and cafes) and also Health sector (hairdressing cleanness and beautification) highly demand in labour market hence, private nongovernmental institution should open satisfy their customers. Since the tangible goods and intangible services are intended to be offered to the market, it requires need assessment even before trained middle level human power. So much so that, the trainees, trainers, administrative workers of the college, and the surrounding community, are qualified as potential markets.

1.4 Target Group: marginalized women, street children, special needs trainees,

urban development, surrounding community, including teachers and students

10. The First Phase of the Training Started by Giving Services Like:

After observing market demand train formal education by short term training including evening course/programme



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Giving training for enterprises

For the purpose of increasing Income Generating Activity Renting machineries and other available materials which subsidized for teaching and learning process.

Cafeteria service for outsiders.

Others could be preparing trade fairs and special events, asking voluntary fund raisers and also by selling scraps (unneeded metals, etc) for the purpose of only increasing the beneficiaries not making profit.

11. Project Team Members

Our project is run by a team of people who serve in different specific roles. These are the detail roles of the managers found at the end of this paper:

1) Project managers

Yonas Tesfaye (HCE)


12. Team members

Yonas Tesfaye (HCE)


Project manager, whose job is to manage the project to success. He/she is in charge of the project, responsible and often accountable for the success of the project.



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Project team members are professionals and well experienced. They are believed to be interested, energetic and helpful. The team members of this project are recruited from hope for children TVET institute 5 in number.

13. Organizational structures of the institution

According to the international TVET organizational strictures shall be matrices organization hence this institution is at initial stage the next table showed as follows;

Table 1: Team Members, Their Qualifications and their Experience

No. Team Members Qualification Quantity

Years of experience

1. Project manager MA/MSC in professional vocational education and management

1 10

2. Deputy manager MA/MSC in general business management

2 8

3. Department heads

MA/MSC in different fields that the institution provides

2 5

4. Trainers BSC in different fields that the institution provide

2 -

5 Staff From mangers to janitors 6 - Total number of the team 13

14. Project Budget Estimation and Allocation

For capital expenditure 510,258 Ethiopian Birr allocated Recurrent expediter 489,742 Ethiopian Birr Total amount of fund requested 100% from Donors finance 1,000,000



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Annual contingency budget for any uncertainty 130258 Ethiopian Birr

15. Project Controlling and Monitoring Activity

While project is being executed, monitory and evaluation process is implemented

in each and every phase of activity. The TVET also established internal

institutional quality audit to mitigate the problem of the institution before exposing

to the external quality auditor.

Monitoring and controlling consists of those process performed to observe project

executive so that potential problems can be identified in a timely manner and

correction action can be taken when necessary to control the execution of the

project.

16. Challenges of the Project

Lack of community attitude towards TVET benefit and Lack of professional to conduct the training and education.

Trainers, Experts and student may not be motivated.

Lack of knowledge using new technology.

Shortage of budget to punches row materials for training.

Shortage of attending trainees (enrolment rat) and may occur dropout rate.

17. Possible Solution Positively Changing community attitude towards TVET, Determine the required skill sets before recruiting the team. Find out if any formal training may fill the knowledge gaps, plan and secure the necessary training funds and times. Discussion will be held with the team if knowledge gaps can be filled by informal



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training. Train the team members in missing skills/experience to accomplish the work package. The project will meet the criteria by using SMART goals.

18. Implementation The implementation of the project is undertaken through participatory approach which involves society, nongovernmental, government, and other sectors from the start up to the end of the project. TVET institute consider the following project implementation procedures.

19. Project Sustainability The project is being implemented under favorable policy environment,



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nongovernmental and government and community commitment. This institute has established strong organizational structures to manage and administer the various aspects of the project and educational functions. There is also high control over the training and development and proper usage of funds that found from government allocation giving responsibility for each department and have internal audit section that will control all financial activities of each department.

20. Strategic Plan This TVET institution will have totally five ears strategic plan i.e. training will start the first year 20015-2020 build the construction. After the building will be finished the TVET institution program the training and education program will be start in 20015/08Et by admitting trainees each catering and food preparation, hair dressing etc. Similarly in 20015/08Et, for the first years 25 applicant trainees will be admitted in each department totally 50 student.

The budget estimation prepared only for one year i.e. one million Ethiopian birr and for five years strategic plan it will take more than 5 million. Sours of fund also will bring from the donors (HCE and Hidota) and other volunteers.

21. Policy and Stratégies Ethiopian on TVET

The government of Ethiopia TVET strategy of 2001 will guide the content of components and activities to be deployed under ESDP IV together with new orientations, such as to strengthen the role of the TVET sector in technology capability, accumulation and transfer. In particular, TVET institutions are also expected to play a stronger role in providing support to the incubation and establishment of MSEs as well as upgrading and strengthening existing MSEs. A combination of strategies relating to the legal framework for TVET (TVET Proclamation under way), the organizational set up and the development of managerial capacities throughout the system will be deployed. A review of the TVET is suggested for policy development, update and the formulation of new guidelines regarding technology, transformation and cooperative training. Raising awareness will be conducted within the broader society as well as among



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stakeholders on the benefits of TVET. At the systems level, the capacity of TVET agencies and councils will be developed so as to reinforce their role in policy development, implementation, monitoring and evaluation of the TVET system. Labor market intelligence, research capacity and EMIS will need to be strengthened so that national and regional authorities can fully play their role in policy development and systems coordination.

With a view to creating a comprehensive, outcome based and flexible TVET system, the development of occupational standards, assessment tools, and certification based on labor market analysis, benchmarking and stakeholder consultation will be continued. Curriculum content will be designed and teaching materials prepared in line with occupational standards, assessment tools and certification requirements. In this respect, priority sectors will be emphasized in order to concentrate efforts and be better connected to market and increase relevance. It is also foreseen to provide support and enhance the capacity of centers of competencies assessment and certification (COCACs).

TVET programs will be modularized and institutions equipped with ICT in order to make the TVET offer more flexible in its delivery in terms of entry and exit levels, Career guidance structures will be strengthened so as to obtain a better match between individual aspirations, the available TVET offer and labor market prospects, The TVET system will expand its offer via public and private provision of training programs. An increasing number of TVET trainers will be trained in line with the new TVET trainers’ qualifications framework and TVET trainers will be provided opportunities for professional development. Private providers of TVET will play a stronger role in the delivery of the TVET system. Incentives will be provided by the government and support through access to occupational standards, certification guidelines and model curricula and material. Regional accreditation systems for private TVET providers will also be strengthened, TVET institutions are expected to become agents of technology capability and transfer to micro- and small enterprises (MSEs). With this in mind, it will be necessary to include this new function in the pre-service and in-service training of TVET trainers, taking care of females’ participation.



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Equity will receive greater attention under ESDP IV. In particular the participation of females in management and training positions needs to be strengthened so as to ensure an increasing number of role models for female students. Females will be encouraged to join non-traditionally female professional training. Preferential access will be provided to students from disadvantaged regions and students with special needs. In order to ensure a sustainable system of financing, income generating schemes and cost sharing by users will be enhanced and an effective utilization of training machines and equipment promoted.

The Ethiopian government sees education and training as an important factor in the process of human resource development in order to break the vicious cycle of poverty that the country has been entangled in. Cognizant of this fact, the government promulgated a number of social and economic policies since it came to power in 1991. One of these policies is the current Education and Training Policy (hereafter ETP) that came into effect as of 1994. Hence, our nongovernmental charity organization hope for children TVET mitigates the government intention.

22. Financial Strategy

TVET programs are expensive by nature and their sustainability requires effective management and administration. Funding is also a structural problem in the TVET sector, particularly in the public system. Costs of TVET will remain high, if it is to be provided as center based training, which is still the predominant mode of TVET delivery in Ethiopia. As with most other countries, public TVET programs in Ethiopia are usually more expensive than general education, requiring lower than average teacher/student ratio and substantial capital and recurrent expenses incurred through practical training. As a consequence of budgetary constraints, most urban public TVET programs are under-funded while rural public TVET programs suffered from poor facilities and shortages of training materials.

One major challenge of the current TVET reform in Ethiopia is to develop sustainable financing mechanisms to guarantee a stable funding of the system and its gradual expansion in line with Ethiopia’s development needs. The National

TVET Strategy has suggested that the financing challenge would be addressed by a



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combination of cost saving mechanisms, generation of external resources into the TVET system and diversification of funding sources for public TVET programmers.

Following the TVET Proclamation and the TVET Financing Strategy published by MoE tuition fees (cost-sharing) and improved financial management regulations for public TVET institutions were introduced in many states. As a result, cost recovery through tuition fees and income generating activities has increased. Yet, proceeds are rather limited. It appears that on average, fees may contribute some 5-10% and IGA some 10% of the overall institutions budget. Another mechanism to improve the resource base is cost-saving through increased efficiency in the delivery of training. Studies have shown a substantial potential for increasing efficiency in TVET institutions by modernizing management structures and procedures, granting more financial autonomy to the institutions, and income generating effort. It must be noted that internal revenue generation shall be the main source of finance for TVET institutes and to transfer their technological development to consumers with continuity. The system will need to generate sufficient resources for public TVET provision and for the intended reinforcement of its governance and management structures, as well as to develop necessary support services. This diversification will be approached in a way that government budgetary allocations and funds provided by foreign donors are gradually supplemented by contributions from direct beneficiaries of TVET without putting too much burden. Incentives will be developed to encourage employers to contribute to the cost of TVET through scholarships, donation of equipment, and other means.

22.1. International Donor Assistance Donors support plays a very important role in development TVET systems in many developing countries the large amount of international aid has contributed to the setting up of a base of training capacity. Infrastructure and facilities have been created, staff trained and instructional systems implemented through donor assistance. Mostly donors provide financial resources for capital costs and it is limited for short periods (Herschbach, 1993)1.

1 Project manual method 123 empowering managers to succeed financing vocational education, Herschbach, 1993



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From 1963 to 1979, 40% of lending for education by the Word Bank was for TVET at the secondary and post-secondary levels. But evaluation conducted in the 1970’s regarding cost effectiveness of vocational schooling especially diversified schooling began to raise doubts. The World Bank lending then began to shift from diversified vocational education to center based vocational training and development of national authorities (World Bank, 1991) In the 1980s international assistance to vocational and technical education and training averaged about $ 600 million annually of which the World Bank provided 45%, bilateral agencies 30% and other multilateral agencies 25%. Approximately 40% of multilateral assistances for education were used to support TVET programmes. NGOs and private sources also made a sizeable contribution but the exact amount is not known (World Bank, 1991). In Africa about 7% of direct international aid goes to finance primary education, 40% to secondary education and 17% to TVET. For every $ 1 spent on a primary school pupil, % 11 is spent on a secondary school student and $ 182 on a TVET student (World Bank). In Latin America countries much of the institutional infrastructure for TVET was built through international donor assistance. A study of SENA in the 1970’s

showed that it had taken the maximum advantage of technical assistance of nearly all countries of the EEC and Canada, Israel, Japan and USE (Ducci, 1991). In the beginning vocational training institutions sought international support for starting the institution. Subsequently international resources tried to achieve that transfer of productive technology which would be appropriate for national development. Among multinational donors a very high amount goes towards capital expenditures and among bilateral donors a greater share goes for technical assistance and overseas fellowships at the expenses of supporting for recurrent costs (World Bank 1988).



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22.2. Methods of Provision of the Training and tuition fee

The Ethiopia Occupational Standard (EOS) is the core element of the Ethiopian National TVET-Strategy and an important factor within the context of the National TVET-Qualification Framework (NTQF).There are national Ethiopian standards, which define the occupational requirements and expected outcome related to a specific occupation without taking TVET delivery into account. The provision of

TVET training for trainees 70% focused on practical 30% of theoretical the number 70%

also serve for cooperative, apprenticeship or in company training.

Training Modules hold; Unit of Competence describes a distinct work activity. It is documented in a standard format that comprises:

Occupational title, NTQF level

Unit code

Unit title

Unit descriptor

Elements and Performance criteria

Variables and Range statement

Evidence guide - By using standardized Training Modules - Exercises - Project Work / model exam - Exam

Together all the parts of a Unit of Competence guide the assessor in determining whether the candidate is competent. For teaching learning process the donors are responsible to cover entire tuition fee.

Presentation

Practical training

Formative and summative Assessment

Cooperative training

COCAC



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22.1. The Standards of Trainers in the TVET Institution

Teaching is a form of interpersonal influence, stimulation, guidance, direction and encouragement of learning aiming at changing the attitudes and behaviour of another person.The teacher must know teach another person properly, hence, teaching and learning process (pedagogical knowledge) for the purpose of transferring the skills, knowledge, and attitudes to their student is mandatory. Teacher profession shall be known, What is teaching for you? How do you perceive the concept of learning? Bas ic questions in the process of education despite, education have numbers of questions some of thus, are as follows, Why to teach? What to teach? “How” to teach? Whom to teach? Who teaches? When to

teach? Where to teach?

According to Federal TVET Agency decree in May, 2015 trainers at C level at list level 4 completers only teach in TVET rather than level 3 and level 2. Level 4 graduate grasp pass make of centre of competency assessment and certification (COCAC) for the purpose of improve the quality and efficiency of TVET institute trainers.

23. Project Budget Estimation and Allocation and Source of financial

summary.

Total amounts of budget Governmental 1,000,000. Ethiopian Birr

24. Table; 2: Financial Summery

Types of expenditure Amount Ethiopian Birr

Can’t Remark

I For capital expenditure 510,258

A Purchasing Equipment and machineries

380,000

B Other capital expenditure

C Contingency 130258 II Recurrent expediter 489,742



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A Teachers’ salaries and staff family

Birr 150,000 --

B Training materials 200,000 C Purchas of supplies Birr -- C Car maintenance and

Transportation vehicle punches

Birr 25,000 --

D School rent 15,000 E Electric Birr 73,859 -- F Water Birr 7,550 -- G Telephone Birr 18,333 -- General total 1,000,000

For capital expenditure 510,258 Ethiopian Birr allocated Recurrent expediter 489,742 Ethiopian Birr Total amount of fund requested 100% from Donors finance

1,000,000 Annual contingency budget for any uncertainty 130258 Ethiopian

Birr

The budget estimation prepared only for one year i.e. one million Ethiopian birr and for five years strategic plan it will take more than 5 million. Sours of fund also will bring from the donors (HCE and Hidota) and other volunteers.

25. Project Time Management

Time estimates and planning.

Accurate time estimation is a skill essential for good project management. It is important to get time estimates right for two main reasons:

1) Time estimate drive the setting of deadlines for delivery and planning of projects and hence will impact on other people’s assessment of our reliability and competence as a project manager.



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2) Time estimate often determine the pricing of contracts and hence the profitability of the contract (project in commercial terms).

Often people under estimate the amount of time needed to implement projects. This is true particularly where the project is not familiar with the task to be carried out. Unexpected events or unscheduled high priority work may not be taken in to account.

26. Project Cost Management

Effective project cost management allows each project to be specific and unique because that project entails costs and requires specific funding. However, no matter whether you lead a catering and food preparation or hairdressing we shall consider. Project cost management as a process that consists of the three steps.

The process of managing project costs is activity for estimating costs, developing project budget and controlling spending. The project cost management process has the following key steps.

A. Cost estimation: it is the project cost management process step when the project manager cooperates with the financial department to estimate costs required for purchasing all necessary good/services and undertaking necessary activities to deliver the project. Project cost estimation is conducted at the planning phases. The project manager uses project costs management catering to food preparation and make calculation kilo calories of age level consumption in order to reach correct decision.

B. Budget Determination: at this step of the cost management process cost catering and food preparation the budget framework and determines the budget. The project manager can use project cost management hotel and tourism catering to work in collaboration with the financial department to determine items of the budget and sources of funding and to allocate the budget. The step entails close cooperation with the project sponsor.



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C. Spending control: it is the step of the project cost management process where the allocated budget reviewed and spending is tracked. The project manager takes responsibility for control spending and to ensure that the budget allocation is optimized and costs are fully covered with the planned and allocated budget.

27. Project Quality Management

Project quality management is all about the energy of continuous improvement of the project and the principal of project delivery using a quality management approach play a key role in assuring the project meets the customer requirements.

28. The three processes associated with PQM are:

1) Quality Planning: quality planning identifies the standards which are relevant to the project and now to assure standards are achieved. This is a key process of the planning process group.

2) Perform Quality Assurance: performing quality assurance is the execution of the quality activities during project execution.

3) Perform Quality Control: it is the monitoring deliverables to evaluate whether they comply with the projects quality standards and to identify how to permanently remove cause of unsatisfactory performance. This process occurs as a part of the monitoring and controlling process group.

29. Project Risk Management

Project risk management can be defined as “the systematic excision and

monitoring of tasks to detect, analyze and optimize project risks.

Hope for children RDA TVET institute assumes a risk from both physical and natural hazards. Physical risks could be shortage of raw materials suppliers for production, theft, machinery blockage. Natural hazards like flood fire, etc. In order to avoid such risks the company set optional way (contingency plan) joins



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in the insurance and other legal institution for the sustainability of the project. To avoid these problems the institution enters an insurance policy and settles an optional supplier of raw materials.

30. Source of Fund and Income

As the project stated a grant total of 1,000,000 birr is required for allocating resource and contingency budget, to launch a first year training program in Hope TVET institution. The source of funding is expected to be raised from donors or nongovernmental organization, USAID, GIZ, World Vision, MIDROC, UNICEF, other local and international donors that have strong goal of assisting development activities in Ethiopia.

31. Monitoring and Evaluation Procedure

Hope for children TVET abides to work in accordance to its declared value, namely transparency. With that, it will have the system of internal audit that will assess the financial performances of the TVET institute every year, as per the annual implementation plan. The project is also monitored by the project committee; this committee is responsible to give support and check whether there is shortage of facilities and tries to fulfill what is required for the project. And the evaluation of the project will be handled by the committee; the evaluation will be conducted whether the project meets the objectives with the time set and budget allocated. Besides, it will have an external auditing system that will check financial status, once in every year of performance.

Internal control system extends beyond cash; it includes physical and record keeping controls over all the assets of the TVET. One part of this system assures that appropriate planned acquisitions are made, received in good condition billed at correct amounts and paid for all time. In the TVET what we mentioned in the organizational structure top executive are usually involved directly in controlling generating income in each of these activity. The purpose of safeguarding of internal control of the TVET, it increase and help ensuring efficiency and effectiveness of the TVET institutional.



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32. Handover Plan

The project manager shall prepare detail project handover plan which will be developed from handover plan include in the technical advisory group end stage document. Since this typical educational sector not ended the committee will provided for the newly hired professional. The plan will be distributed to all relevant parties (donors).

33. Conclusion; The Project Life Cycle Consist Of Four Phase:

It life cycle component elaborated as follows are (1), project initiation (2), project planning phase (3),project execution phase (4), project closure phase.

Project Life Cycle

(1), project initiation

(2), project planning

phase

(3), project execution

phase

(4), project closure phase.



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The initiation phase is the first phase in the project. In this phase a business problem or opportunity is identified and a business case which provides various solution options is defined. A feasibility study is then conducted to investigating the likelihood of each solution option addressing the business problem and final recommended solution is put forward. Once the recommended solution is approved, a project is initiated to deliver the approved solution. A ‘Terms of Reference’ is completed, which outlines the objectives, scope and structure of the new project, and a project manager is appointed. The project manager begins recruiting a project team and establishes a project office, environment. Approval is then sought to move in to the detailed planning phase.

The second phase is project planning once the scope of the project has been defined in the ‘Terms of Reference ‘the project enters the detailed planning phase. This involves the creation of a: Project Planning(outlining the activities, tasks, dependencies and timeframes);Resource Plan(listing the labor, equipment and materials required);Financial Plan(identifying the labor, equipment and material costs); Quality Planning(providing quality targets, assurance and control measures); Risk planning (highlighting potential risks and actions taken to mitigate them); Acceptance Plan(listing the information needed to inform stakeholders); Communication Plan(listing the information needed to inform stakeholders); Procurement Plan(identifying products to be sourced from external suppliers).

Third phase; involves the execution of each activity and task listed in the project plan. While the activities and tasks are being executed, a serious of management process is under taken to monitory and controls the deliverables being output by the project. This includes the identifications of changes, risks and issues, the review of deliverables quality and the measurement of each deliverables have been produced and the customer has accepted the final solution, the project is ready to closure.

The last phase is called project closure; it involves realizing the finals deliverables to the customer, handling over project documentation terminating



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supplier contracts, releasing project resources and communicating the closure of the project to all stakeholders. The last remaining step is to undertake a post implementation review to qualify the overall success of the project and list any lessons leant future projects.

Each management section provides a more detailed description of each phase and list of document and template which provides the project manager with guidance on how to complete each phase successfully.

34. Table 3: Types of Materials and Equipment for the Purpose of Training

No. Types of Materials Quantity Size Processing Equipment for Training

1 Egg mixer 1 Medium size 2 Dough mixer 1 Heavy 3 Slice Machine 1 Middle 4 Grading equipment 3 Middle 5 Meat minces 2 Medium size 6 Ice-cream machine 1 Medium size 7 Juice machines 2 Medium size

Cooking equipment for Training 1 Oven (different types) work by radiation

electrical and gas (cylindrical) 2 Heavy

2 Toaster 1 Small 3 Grills 2 Medium size 4 Deep fryer 2 Mid 5 Boiler 1 Medium size 6 Steamers 1 Medium size 7 Frying pans 2 Medium size 8 Poach pan 1 Small 9 saucepan 18 Different size 10 Toasters 6 Small 11 Stove 9 Different size 12 First aid kit 1 Medium size

Holding and preserving equipment



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1 Refrigerators 3 Heavy 2 Rushed/preserve food after cooked ready for

eating 1 Small

Cleaning equipment/implements 1 Dish washer machine (manual & mechanical) 1 Medium size 2 Sinks 4 Medium size 3 Bowls 5 Medium size 4 Cleaning agents e.g. soaps OMO. CC14 50 Mid 5 Sponges and wires 100 Mid

Measuring devices 1 Scale (weighing machine) or Mizan 2 Medium size 2 Scale jogs 4 Medium size 3 Cups 25 Small 4 Scoop spoons 8 Small 5 Ladles 8 Medium size

Cutting materials 1 Knives (different types) 20 Medium size 2 Cutting board (plastic and wooden) 8 Medium size 3 Shaper (for cakes, vegetables etc.) 5 Small 4 Peelers 7 Small 5 Graters 6 Small

Utensils 1 spoons 10 Small 2 Forks 10 Small 3 Glasses 25 Small 4 Bowls (plastic & nickel) 15 Middle 5 Plates Small 6 whiskers Small 7 Station tables 8 Large 8 Shelves 2 Medium size 9 Aluminum foil (a very thin flexible sheet of

metal) 2 Medium size

Consumables (raw materials) 1 Different packed and un packed food items As required during training

2 Different spices and herbs 3 Different seasoning agent 4 Oil and fat/creams



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5 Powders As required during training

6 Food colors 7 Food napkins 8 Milk 9 Yoghurt 10 cheeses 11 butter 12 flour 13 Baking powder 14 orange 15 vegetables 16 Spices and herbs 17 Fruits 18 Beef meat 19 Mutton meat 20 Poultry meat 21 Fish meat 22 Spaghetti 23 Macaroni 24 Onion, garlic, ginger, sugar, etc.

Books, manuals, Documents 1 Learning materials 2 CBLM recommended ratio (for each unit of

competency during training time) 3 OS per each level 4 Curriculum 5 TVET strategy and Guide lines 6 Occupation standard 7 Module curriculum 8 Training manuals 9 Project proposal 10 Internal work guide 11 Reference books in food preparation/cookery

Table 4: Human resource



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Trainers

No Name Roles Educational background

Types employment

Accreditation

perm cont temp yes no

Main trainers

Level 4

Shop Assistant

Level 2

Beginner Level 4

Table 4.1: Administrative staff

No. Name of the employees

Roles Educational background

Work Experian

Remark

Human resource head

Human resource, management

Finance Head

Accounting and public finance

Table 5: Building

No Types the class Quantity 1 bureaus 2 Workshops 3 Class rooms 4 Library 5 Latrines/a communal toilets



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35. አ ባ ሪ 1 የ ተ ቋ ሙየ መተ ዳ ደ ሪ ያ

1. ተ ቋ ሙአ ን ድ የ ስ ራ መሪ (ዳ ሪ ክ ተ ር )ሲ ኖ ረ ውበ ስ ሩ እ ነ ደ አ ስ ፈ ላ ጊ ነ ቱ ም ክ ት ል (ም ክ

ት ሎ ች ) ይ ኖ ሩ ታ ል ፡ ፡

2. የ ተ ቀ ቋ ሙየ ዳ ሪ ክ ተ ር አ መራ ረ ጥ ፡ -

የ አ ማ ካ ሪ ም ክ ር ቤ ት የ ሚወ ክ ላ ቸ ውሁ ል ት አ ባ ላ ት ለ ስ ራ ውብ ቁ ነ ውያ ሉ ት ን አ ወ ዳ ድ

ር ውከ አ ሰ ተ ያ ት ጋ ር ለ ተ ቋ ሙባ ለ ቤ ት አ ቅ ር በ ውያ ጸ ድ ቃ ሉ ፡ ፡

3. የ ተ ቋ ሙዳ ሪ ክ ተ ር ሀ ላ ፈ ነ ት

3.1. የ እ ለ ት አ ለ ት የ ተ ቋ ም ሥራ ዎ ች ይ መራ ል ያ ስ ተ ባ ብ ራ ል ፡ ፡

3.2. ተ ቋ ሙን በ መወ ከ ል ከ ማ ን ኛ ውም መ ን ግ ሰ ታ ዎ ና መ ን ግ ሰ ታ ዊ ያ ል ሆ ኑ ተ ቋ ማ ት ጋ ርግ ን ኙ ነ ተ ያ ደ ር ጋ ል ከ ተ ቋ ሙበ ለ ቤ ት ጋ ር በ መመካ ከ ር ት ብ ብ ሮ ች ን ይ ፍ ራ ረ ማ ል

ድ ር ድ ሮ ች ን ያ ደ ር ጋ ል ፡ ፡

3.3. በ ተ ቋ ሙየ ውስ ጥ መመሪ ያ ዎ ች በ መታ ገ ዝ ይ ቀ ጥ ራ ል ያ ስ ተ ዳ ድ ራ ል እ ድ ገ ት ይ ሰ ጣል ከ ሰ ራ ያ ሰ ና ብ ታ ል የ ደ ሞ ዝ ና ሌ ሎ ች ክ ፍ ያ ዎ ች ን መጠ ን ይ ወ ስ ና ል ፡ ፡

3.4. ከ ሚመለ ከ ታ ቸ ውክ ፍ ሎ ች ጋ ር በ መሆ ን የ ተ ቋ ሙን አ መታ ዊ በ ጀ ት የ ሥራ እ ቅ ድ ያ ዘጋ ጃ ሉ ፡ ፡

3.5. የ ተ ቋ ሙን አ መታ ዊ እ ን ቅ ስ ቃ ሲ በ ተ መ ለ ከ ተ ሪ ፖ ረ ት በ ማ ዘ ጋ ጀ ት የ አ ማ ካ ሪ ም ክር ቤ ት ያ ስ ተ ቻ ል በ መጨረ ሻ ም ለ ሚመለ ከ ታ ቸ ውሁ ሉ ይ በ ት ና ል ፡ ፡

3.6. ከ ሒሳ ብ ክ ፍ ል ሓ ላ ፊ ውጋ ር በ መሆ ን የ ተ ቋ ሙን የ ባ ን ክ ሒሳ ብ ይ ከ ፍ ታ ል ያ ን ቀ ሳቅ ሳ ል ፡ ፡

3.7. ከ ሚመለ ከ ታ ቸ ውክ ፍ ሎ ች ጋ ር በ መሆ ን የ የ ኮ ር ሶ ቹ ን ካ ሪ ኩ ለ ም በ የ ጊ ዜ ውማ ሻ ሻያ ዎ ች ን ያ ስ ወ ስ ዳ ል ፤ የ አ ካ ዳ ሚጉ ዳ ዩ ች ን በ በ ላ ይ ነ ት ይ ስ ተ ባ ብ ራ ል ፡ ፡

3.8. አ ዳ ዲ ስ ሃ ሳ ቦ ች ና እ ቅ ዶ ች ከ ተ ቋ ሙባ ለ ቤ ት ጋ ር ሆ ኖ ይ ወ ጣ ሉ ፤

ተ ግ ባ ራ ዊ ነ ታ ች ውን በ መ ከ ታ ተ ል ሪ ፖ ር ት ይ ደ ራ ጋ ል ፡ ፡

3.9. ተ ቋ ሙከ ሳ ሽ ም ሆ ን ተ ከ ሳ ሽ በ ሚሆ ን በ ት ጊ ዜ ጠ በ ቃ በ መያ ዝ ማ ህ በ ሩ ን ይ ወ ክ ላ ሉ፡ ፡

4. የ ተ ቋ ሙየ አ ማ ከ ሪ ም ክ ር ቤ ት ይ ኖ ረ ዋ ል ፡ ፡ ይ ህ የ አ ማ ከ ካ ም ክ ር ቤ ት አ ን ድ ሰ ብ ሳ ቢበ አ ባ ላ ት የ ሚመረ ጥ ሲ ኖ ረ ውየ ስ ራ መሪ ውጸ ሐ ፊ ሆ ኖ ያ ገ ግ ላ ል ፡ ፡ የ አ ማ ከ ሪ ም ክ ሪ

ቤ ት አ ባ ለ ት ሁ ለ ት አ ባ ላ ት ባ በ ለ ቤ ቱ የ ሚመረ ጡ፣

አ ን ድ አ ባ ል ከ ወ ለ ጆ ች የ ሚወ ከ ል ፣ አ ን ድ አ ባ ል ከ መም ህ ራ ን ፡

እ ነ ዲ ሁ ም ዳ ሪ ክ ተ ሩ አ ጠ ቃ ላ ይ አ ም ስ ት አ ባ ለ ት ይ ኖ ሩ ታ ል ፡ ፡

5. የ አ ማ ካ ሪ ም ክ ር ቤ ት የ ሥራ ድ ር ሻ

5.1. የ አ ማ ካ ሪ ም ክ ር ቤ ት በ ተ መ ለ ከ ተ የ ሁ ለ ት ወ ሩ መደ በ ኛ ስ ብ ሰ ባ ይ ኖ ረ ዋ ል እ ን ደአ ስ ፈ ለ ጊ ነ ቱ ፀ ሓ ፊ ውበ ሚጠ ራ ውመስ ረ ት አ ሰ ቸ ኮ ይ ስ ብ ሰ ባ ዎ ች ይ ኖ ሩ ታ ል ፡ ፡

5.2. ከ ህ ብ ረ ተ ሰ ቡ የ ሚቀ ር ቡ ቅ ሪ ታ ዎ ች ን ተ ቀ ብ ሎ የ መፍ ት ሂ ሃ ሳ ቦ ች ን ያ ቀ ር ባ ሉ ፡፡

5.3. የ በ ለ ቤ ቱ ን የ መ ነ ሻ እ ቅ ዶ ች ላ ይ በ መመር ኮ ዝ ዝ ር ዝ ር የ ማ ሳ ፈ ጸ ሚያ እ ቅ ዶ ች ከባ ለ ሞ ያ ዎ ች ጋ ር ሆ ኖ ይ ሰ ራ ል ፡ ፡

6. የ ተ ቋ ሙን ባ ለ ቤ ት (መስ ራ ቾ ዎ ች )በ ተ መ ላ ከ ተ



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6.1. ተ ቋ ሙን በ በ ላ ይ ነ ት ይ መራ ል ይ ቆ ጣ ጠ ራ ል

6.2. ኢ ዲ ተ ሮ ች / የ ሒላ ብ መር ማ ሪ ዎ ች / የ ሾ ማ ሉ ፡ ፡

6.3. የ ተ ቋ ሙን አ መታ ዊ በ ጀ ት የ ሥራ እ ቅ ድ ያ ጸ ድ ቃ ል

6.4. የ የ ወ ሩ ን የ ተ ቋ ሙን የ ስ ራ ሂ ደ ት ሪ ፖ ረ ት ከ ሰ ራ መ ሪ ውይ ሰ ማ ል ፡ ፡

መመሪ ያ ም ይ ሰ ጣ ል ፡ ፡

6.5. የ የ ኦ ዲ ተ ሮ ች ን ና የ አ ማ ከ ሪ ም ክ ር ቤ ት አ ባ ላ ት ን የ አ ገ ል ግ ሎ ት ይ ወ ስ ና ል ፡ ፡

6.6. በ የ ስ ድ ስ ት ወ ሩ የ ኦ ዲ ተ ሮ ች ን ሪ ፖ ር ት ይ ሰ ማ ል ፡ ፡

6.7. በ የ ስ ድ ስ ት ወ ሩ የ ተ ቋ ሙን የ ስ ራ አ ፈ ጻ ጸ ም ይ መ ረ ም ራ ል መመሪ ያ ም ያ ሰ ጣ ል ፡ ፡

6.8. የ ሥራ መሪ ውን ቅ ጥ ር ያ ጸ ድ ቃ ል እ ን ደ አ ስ ፈ ላ ጊ ነ ቱ ለ ስ ራ መሪ ውእ ድ ገ ት ይ ስ ጣል ያ ባ ር ራ ል ፡

6.9. የ ተ ቋ ሙን የ ስ ራ እ ን ቅ ስ ቃ ሴ ሪ ፖ ር ት ይ ገ መግ ማ ል ውሳ ኔ ይ ሰ ጣ ል ፡ ፡

6.10. ከ ዳ ሪ ክ ተ ሩ የ ስ ል ጣ ን ክ ል ል ውጭበ ሆ ኑ ጉ ዳ ዮ ች ላ ይ ውሳ ኔ ይ ሰ ጣ ል ፡ ፡

7. የ አ ስ ተ ዳ ደ ር ና የ አ ካ ዳ ሚሠ ራ ተ ኞ ች የ ስ ራ ድ ረ ሻ በ መተ ዳ ደ ር ያ ውደ ን ቡ ይ ደ ራ ጃ ሉ፡ ፡

36. አ ባ ሪ 2

የ ተ ቋ ሙአ ስ ተ ዳ ደ ራ ዊ መዋ ቅ ር

የ ተ ቋ ሙባ ለ ቤ ት

(መስ ራ ቾ ዎ ች )

የ አ ማ ካ ሪ ም ክ ር ቤ ት

ኦ ዲ ተ ር

ዳ ሪ ክ ተ ር (የ ሥራ መሪ )

አ ስ ተ ዳ ደ ር ና ፋ ይ ና ነ ስ የ ት ም ህ ር ት ና የ ም ክ ር አ ገ ል

ግ ሎ ት

መደ በ ኛ 10+1

ፕ ሮ ግ ራ ም

አ ጫጭር ፕ ሮ ፌ ሽ

ና ል ኮ ር ሶ ች

አ ጫጭር ፕ ሮ ፌ ሽ

ና ል ኮ ር ሶ ች



39

References

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