O slideshow foi denunciado.
Utilizamos seu perfil e dados de atividades no LinkedIn para personalizar e exibir anúncios mais relevantes. Altere suas preferências de anúncios quando desejar.

World vishion shiromeda_gulele_sub-3

527 visualizações

Publicada em

Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute.

Publicada em: Educação
  • Entre para ver os comentários

World vishion shiromeda_gulele_sub-3

  1. 1. 0 G u l e l e S u b - C i t y T V E T O f f i c e G u l e l e S u b - C i t y T V E T O f f i c e + 2 5 1 1 1 1 1 1 1 0 8 5 [ T y p e t h e f a x n u m b e r ] [ P i c k t h e d a t e ] Berhanu Tadesse Taye Monitoring and Evaluation report on Shiro Meda TVET Institute-world vision support –the entire work in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work for the Shuro Meda TVET institute. MONITORING AND EVALUATION REPORT: ON SHIRO MEDA TVET INSTITUTE-WORLD VISION SUPPORT
  2. 2. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 1 Gulele Sub-City TVET Office Monitoring and Evaluation of Shuro Meda TVET Institute entire work, in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work in the institute. By Berhanu Tadesse Taye Friday, August 7, 2015
  3. 3. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 2 Tables of Content Topics Pages Chapter one ................................................................................................4 1.1. Introduction ..................................................................................4 1.2. Rational to the monitoring and evaluation of the project ..............................6 1.3. Goal ..............................................................................................8 1.4. Objectives of this project ..............................................................8 1.5. Significant of this report ..................................................................9 1.6. Scope of the project ......................................................................9 1.7. Establishment of integrated Programme of the institution phase 10 1.7.1. Project Activities and Budget Allocation .................................10 1.8. Financial allocation and expenditure of the budget ...................................12 1.9. TVET relation with the community...............................................13 1.10. Project managerial structure.....................................................14 1.10.1. Structure of the project ................................................................15 2. Project Activity...............................................................................15 1.11. Monitoring and Evaluation result of the project for benchmarking purpose...............................................................................................16 1.12. Participation of stakeholders ....................................................19 1.13. Evaluation of the Project plan ...................................................19 1.13.1. The Project Life Cycle Consist Of Four Phase: ..................................20 1.14. Conclusion………………………………………………………………………………………23
  4. 4. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 3 Chapter two ..............................................................................................25 2.1. Project Profile..............................................................................25 2.2. Systems of vocational education and Shiro Meda TVET institute expansion work 28 2.3. Project Controlling and Monitoring Activity .................................30 2.4. Challenges of the Project...................................................................31 2.5. Possible Solution............................................................................31 2.6. Implementation..................................................................................31 2.7. Project Sustainability......................................................................32 2.8. Strategic Plan .................................................................................33 2.9. Methods of Provision of the Training and tuition fee ................................33 2.10. The Standards of Trainers in the TVET Institution ................................34 2.11. Policy and Stratégies Ethiopian on TVET ...........................................35 2.12. Financial Strategy .....................................................................37 2.12.1. Project Budget Estimation and Allocation ........................................39 Concept and Essence of Facility and Training Materials and Enough Space for Training..............................................................................................39 2.12.2. Shiro Meda TVET institute expansion work (internal improvement) .......41 2.13. Intended Program of the institute.....................................................42 2.14. Environmental procedures...............................................................43 2.15. Budget Summary ..........................................................................44 Photos of the institute…………………………………………………………………46
  5. 5. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 4 Chapter one Introduction of the programme 1.1. Introduction The different between developed and developing nations/countries is the level of their concern on producing human capital development through education. However, there is a high interest in most of the developing nations, including Ethiopia, to give in to the call for immediate action and concern in this regard. Due to this fact the government of Ethiopia has established a new educational reform so as to meet the challenges of education for enhancing sustainable development by producing skilled man-power that can go in line with the world of work or that can fill the gap of emerging current market demand of the country. Among these educational reforms the TVET reform is one of the efforts done to sustain development by means of amending the TVET policy and strategy to be “Outcome Based” and “Demand driven”. In order to achieve these, the government of Ethiopia in its GTP II gives due emphasis for the expansion of TVET institutes in the country to take a paramount role for the implementation of the reform and supporting TVET system for the coming five years. Other development partners like none governmental organization (NGOs) involved in varies developmental activities are playing a pivotal role enhancing the quality of education in the TVET sector. So as to strengthen the relation between south
  6. 6. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 5 Korea and Ethiopia and make their historical relation, tight and sustainable, they gave due considerations on the issue “If you give a man a fish you feed him a day”, but if you teach him how to fish you feed him forever” South Korean government through world vision Korea to Ethiopia, by emphasizing on sustainable development for the country, is nowadays supporting one of the government policy component, SIP (School improvement to strengthen school planning) for improved teaching and learning conditions and outcomes, and to fund the quality improvement plans through world vision grant (GQUIP 2013). So far it has provided the grant opportunity for Shiro Meda TVET institute. Government funding budget alone will not sufficient to support for the implementation of all activities. After identifying the problems of Shiro Meda TVET expansion work before 2012 by world vision Korea. However, Shiro Meda TVET institute shall establish other mechanisms of support from donor (world vision) for the purpose of improving quality, efficiency and equity of accessibility to the Shiro Meda area beneficiaries. With this international donor (NGOs) these allocating budget for the purpose of capital budget (building new classes purchasing heavy machineries etc) recurrent budget provision of training and development. The allocated budget gained covered a large part of costs in maintenance, facilities and expansion of the institute. Thus make the institute as much as possible self reliant and utopia for the future generation.
  7. 7. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 6 1.2. Rational to the monitoring and evaluation of the project This project monitoring and evaluation report is prepared to address the approaches of weekly work progress through developing final evaluation of the allocated budget. Since the sub-city TVET office head delegate this responsibility to the institutional Quality audit expert undertake work with stakeholders this evaluation work prepared. The assigned body organized for the purpose of the effectiveness of the task and to bring good achievement of the work should report to the office. The assertion made for those stakeholders who perform properly and complete their work fruitfully. This acknowledgement brought on behalf of the Sub-City office assignment. Gulele Sub-City TVET Office Institutional Quality audit Expert report on World Vision Ethiopia. World vision Ethiopia particular donor of South Korea embarked on building new construction. The donor undertake several activities like expanding educational institutions, community development work and also graduates trainees from the institution as well as benefiting them by purchasing machineries and tools to make the graduate trainees organized in the form of MSEs entrepreneurs or association. Consequently to bring them in to strong form of organization, sustain enterprise, associated with micro finance. Due to this fact this Monitoring and Evaluation of Shiro Meda TVET Institute entire work and in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work institute.
  8. 8. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 7 The task force evaluation was carried out at three TVET colleges for pre test assessment purpose: namely Entoto, Tegbared, and General Wingate TVET Colleges automotive workshops for the purpose of selecting the best workshop and benchmark it. Due to proximity of Entoto TVET Polytechnic College G+1 building auto workshop to the task force, the institute was visited persistently. After thorough investigation, the task force found out enormous problems. To mention some of the core problems:- the automotive workshops visited were not built in a modern manner, the automotive department had a space capacity of occupying only one car at a time as other rooms have not served other cars because of unplanned space of the workshop, it is impossible to use the forklift as the roofs are low in the over head to move cars from on place to place, no ventilation in the work shop, even when the institute want change in to class room they can‟t change the workshop in to class room because it built in the forms of castle no light transfer to the building. During visit, the researcher identified and realized indeed corruption problems in the automotive department it were design for the purples of automotive training but due to miss used of the allocated capital. Among these are: there is no design two G+1 building, room for tools (mini-store) for the immediate use of training in the workshop of the newly built tow G+1. The buildings which are deliberately made for automotive department workshops haven‟t enough space for practical teaching and learning processes. The new buildings accommodate not more than one car including heavy machinery like fork-lift for holding the car repair and wash. Although the department had in the old building different shops like, car fork-lifts, enough space for storage of tools practical rooms, electric, painting and decorating workshops were available, these are not quite enough for practical activities in the department the workshop accommodate many car in on workshop.
  9. 9. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 8 1.3. Goal To assess the implementation phase of the project to make it proper implementation of the intended project and proper utilization of the budget by opening new department: automotive department. 1.4. Objectives of this project The objectives of the building expansion is to empower Shiro Meda area community i.e. to make the youth, the adult and the special needs skilled and trained by offering them trainings to develop their capacity to bring about sustainable development and make them economic beneficiaries. The important of this report need to emphasize for the sake of asserting the accomplished work of what the Sub-city TVET office Head delegated to accomplish the design work of the Shiro Meda TVET institute on Automotive department workshop. The organization of the task force incorporated;  The output of the TVET institute become competent and self reliant citizen;  Increase access to and participation in education and training and ensure equity;  To create alternative income generation systems by opening automotive department;  To serve as technology transfer for the institution and for MSEs;  Ensure education and training quality and relevance;  Lower educational inefficiency;  To make the management body realistic, accountable and transparent to the society;
  10. 10. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 9  To Increase the participation and mobilize all stakeholders in a concerted effort to create synergies and share responsibilities for the renewal and harmonization of TVET policies, programmes and strategies institute. 1.5. Significant of this report This monitoring and evaluation report has significant importance to the sub-city managements, government policy makers, researchers, NGOs, vocational and technical education colleges and institutes, MSE office and for other relevant sectors. It is expected to identify the community and Shiro Meda TVET institutions that may benefit from the monitoring and evaluation report results. It is also significant importance for the task forces i.e. the project personnel to help them amend and criticize and also includes the remaining work of the project stakeholders as follows; Sub-city TVET office the delegated body both institutional quality assurance head and quality auditor; Shiro Meda TVET institution deans, assistant deans and parent and teacher association; World vision Ethiopia (WVE) engineer; Sub-city construction and design office all experts. 1.6. Scope of the project The scope of the project is to attain quality, equity of accesses, by ensuring sustainable and feasible uses of the government budgets and donation. Initial approach identifies the current situation of the institute and defines the service
  11. 11. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 10 portfolio on proper uses of the allocated budget and material which has been constructed and purchased by them on the following priority phases. 1.7. Establishment of integrated Programme of the institution phase The target area of their expansion work is Shiro Meda Technical Vocational Education and Training (TVET) institution. The project donor has agreed to expand the TVET institution. The special donation is from South Korea, the specific name of the place is called, “Chungbuk” which is located in central part of South Korea. The project has been implemented in three phases: 1. The first phase completed with G+1 in 2012, 2. The second one also ended with G+4 building hence, beside to this, that is even now September 2014. 3. The third phases was started work in September 2015. The newly launched (September 2015) construction of B+1 (basement plus ground) building will be built for the purpose of opening automotive department. This project will also be completed after six months, according to the schedule. 1.7.1. Project Activities and Budget Allocation The design, sketch building work finished by sub-city architectural, structural, electrical and building quantity surveying etc. The work completed by Sub-city Engineers after carrying out the building design provided for the donors.
  12. 12. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 11 In the first phase this project was started (2009 and completed 2012), which is G+1 building consisted three classrooms, five workshops and two office rooms. Meanwhile the second phase was started (2012) which they completed and provided for the college August 22, (2014), i.e. G+4 building with two workshops, nine classrooms, library, meeting hall, a store and 5 office rooms had been constructed at a cost of more than 22 million birr. This budget excluded the third phase of the project. The aim of the building expansion empowering the Shiro Meda area peoples i.e. the youth, the adult and the special needs. Third phase of the project included The donor provided aggregate budget of 320,302.00 USD (6,406,040.00 Ethiopian birr) for the entire programme supporting the TVET institution. The initial allocated of budget for building of basement plus one (B+1) construction 270,000 USD (5,400,000 Ethiopian birr). Due to this reason the institution department enhances in number as the intention to open new departments to upgrade the status of the institution from the institute to college by fulfilling the facility, criteria (standards); as follows; 1. Construction department including electricity and plumbing offers level III. 2. Metal work fabrication and wood work technology offers level III. 3. Leather garment appropriate to offer training level II 4. This year new department will commence i.e. information communication technology (ICT) and computer science level III. 5. Automotive technology (repaired car both electrical parts of the car, mechanical parts…… including others cars‟ service), after the end of next year (2015), we intend to launch this department. Due to the fact that intake
  13. 13. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 12 rate of the institution will rise from 1393-2500. It is good achievement of the institution and for the Sub City TVET office. 1.8. Financial allocation and expenditure of the budget Ethiopia as a whole has decentralized the education functions and management to the Sub-City levels. The Sub-City TVET offices have been empowered to carry out all educational functions and management with the clear and transparent participation of the community whom is recipient of educational services. Even the budgetary system is decentralized to sub-city levels and hence TVETs institutions are financed by the sub-city TVET office finance. At TVET levels, projects are managed by the TVET management board (task force) headed by the director. This Week‟s Brief Work Progress Report about Shiro Meda TVET Institute based on the donation obtained from World Vision Ethiopia. World Vision Ethiopia donates a budget for Shiro Meda TVET institute for the purpose of opening new automotive department, expansion and upgrading the institute. The budget includes both capital expenditure and recurrent budget allocation and execution in 2014/15 fiscal budget year from Septembers on wards. The donor provided aggregate budget of 320,302.00 USD (6,406,040.00 Ethiopian birr) for the entire programme supporting the TVET institution. The initial allocated of budget for building of basement plus one (B+1) construction 270,000 USD (5,400,000 Ethiopian birr). Following this, budget was distributed for the programme which includes purchasing of heavy duty machineries for a total sum of 27,865 USD (557,300 Ethiopian birr), tools (Utensils and equipment) 11407USD (228,140 Ethiopian birr) according to world vision. To fulfill the government standards automotive workshop, World Vision Ethiopia equipped the institute with benches and shelves with the total sum of 2718 USD
  14. 14. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 13 (54360 Ethiopian birr), the donors also allocated the institute with class rooms and office furniture with expense of 1442 USD (28,840 Ethiopian birr), the allocation was also distributed for reference books with 755 USD (15,100 Ethiopian birr), the support goes for IG‟s at cost of 1903 USD (38,060 Ethiopian birr), the support includes expenditures for trainees school fees for centre of occupational competency assessment and certification (COCAC) with the total amount of 3462 USD (69,240 Ethiopian birr), and also for training for trainees and trainers on themes of business competency and saving and credit with 750 USD (15,000 Ethiopian birr), Purchased heavy machineries, equipments and tools this fiscal year for the Shuro Meda TVET institute automotive department in the amount of 1,384,740 Ethiopian birr. Really thanks for World Vision Ethiopia for its bounteousness work of them! 1.9. TVET relation with the community In Shiro Meda area community participation don‟t support in the form of cash, labour or material from the community. This may not due to lack of cooperation from the community. It appears that the institutions have not made attempts to get support from the community. Shiro Meda TVET institution owned by government supported by NGOs particularly donor of World Vision Korea. The modality of delivery in some case is institutional, industry based, community based and cooperative training/apprenticeship. However, in Shiro Meda TVET institute the role of community participation dialogue and debate between the institute, it is also week cooperative training and industry based training donors (NGOs) and government bodies (sectors), parents, guardians and pupils and in general the community must all relate to enhancing ownership and influence in the management, design, development and sustain quality of education.
  15. 15. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 14 1.10. Project managerial structure The project implementation from planning up to execution handled by project task force (teams) who have 14 members.  Sub-city TVET office the delegated body coordination of the project facilitate to meet with stakeholders. Representative of institutional quality assurance department head  Shiro Meda TVET institution deans the chair person of the project team is the dean of the institute. Assistant dean also members of the team.  World vision Ethiopia (WVE) engineer responsible for financial allocation of the budget. Continues follow-up the construction and Finance and administration of the project  Sub-city construction and design office all experts  Representative from stakeholder (relevant to TVET, teacher parent association (TPA) from the parent of the student)  Contractor of the building
  16. 16. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 15 subcity TVET office •quality audit expert •institution quality assurance department head sub-city construc tion •architecture •quantity survior •structural engineer •all engineers involved in the construction sector world vision •World vision Ethiopia (WVE) engineer •world vision Engineer contrac tor •Contractor of the building Shiro Meda TVET institution •deans and assistant dean and parent techers assosetion 1.10.1. Structure of the project 1 Figure 2. Project Activity The project activity would be implementing within six month. But the project started September 2015 construction of B+1 (basement plus ground) will be built for the purpose of opening automotive department. Due to uncertainty of the project additional work appear after starting it. After completing the project (B+1 (basement plus ground)) new automotive department start work to teach the student both electrical parts of the car and mechanical parts of it level the training starting from short term training to Level one to level three the service also maintenance, ointment and car washing among other.
  17. 17. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 16 1.11.Monitoring and Evaluation result of the project for benchmarking purpose. For the progress of the project, the assigned body worked in such a way that the task force evaluation was carried out at three TVET colleges for pre test assessment purpose: namely Entoto, Tegbared, and General Wingate TVET Colleges automotive workshops for the purpose of selecting the best workshop and benchmark it. Due to proximity of Entoto TVET Polytechnic College, the task force visited two G+1 buildings auto workshops. The institute was visited persistently. After thorough investigation, the task force found out enormous problems. To mention some of the core problems: - the automotive workshops visited were not built in a modern manner, no room for tools (mini-store) for the immediate use of training in the workshop of the newly, the automotive department had a space capacity of occupying only one car at a time as other rooms have not served other cars because of unplanned space of the workshop. It is impossible to use the forklift as the roofs are low in the over head to move cars from place to place, no ventilation in the work shop, misused of the allocated capital budget, The buildings which are deliberately made for automotive department workshops haven‟t enough space for practical teaching and learning processes, if the institute wants to change in to other department or classroom they can‟t change the workshop in to classrooms because it was built in the forms of castle as it is not transparent. Therefore the building should be demolished because of the above problems.
  18. 18. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 17 From the experiences of those visited polytechnic colleges, both constructive and destructive lessons have been obtained. The visit was intended to share the constructive experiences from them and to be careful not to repeat the shortcomings of the institutes. To avoid the quality problem of the training workshop, the task force team has assessed three TVET colleges design of automotive department. Hence, we have preferred Tegbareid TVET polytechnic college. The standards criteria to make selective such as the organization of Auto workshop has enormity (great size) both the ground and the first floor which is capable and enough space to hold and accommodates cares. During the visit, the researcher noticed that the building of the Entoto polytechnic college not giving service since it was built; therefore, the researcher was convinced that the two buildings in the compound were not giving service either because of ignorance or corruption problems of the administrators. The visit was intended to benchmark the practices of the polytechnic Colleges. Among these are: there is no proper design two G+1 building, The new buildings accommodate not more than one car including heavy machinery like fork-lift for holding the car repair and wash. The old automotive building of the Entoto TVET polytechnic College is better than the new one because the workshop has car fork-lifts, accommodate many cars in the workshop enough space for storage of tools, practical rooms, electric, painting and decorating workshops are available. The researcher is confident that the donation granted by the world vision Ethiopia would resolve the current problems faced by Shiro Meda TVET institute by
  19. 19. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 18 helping design a new all rounded building that easily help facilitate the teaching and learning process. Consequently, Shiro Meda TVET has been design two building parts i.e. the ground floor accommodate mechanical parts of the cars and first floor accommodate electrical parts of the department units. The cars also facilitating able to climb the first floor but after the donor agreement they omit it. As we have already requested Gulele Sub City House and Construction Development Office, among other works or the entire parts of the building the remaining, 1. Size of grade beam, basement and roof beams and stirrup size and spacing, 2. Reinforcement details for car ramp and how it is joined with beams and columns. 3. Roof truss detail 4. Column stirrups size and spacing retaining wall/at least for the three sides of the building (it is threatening both the old building and the new one) 5. Retaining wall/at least for the three sides of the building (it is not included in bill of quantity) (new amendment works ready for bid and tender) the sub-city House and Construction Development Office completed detail blueprint, 6. Sewage (water drainage) it is threatening the compass. Indeed most of the above work finished by the office. I hope that the office would work hand in hand with Gulele Sub City TVET office and Shiro Meda TVET institute by solving the problems of the design, monitoring and evaluation work of
  20. 20. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 19 the new building of the institute. Therefore, I hope that the office would provide us with all the necessary support so that we would accomplish the implementation of the plan based on the schedule. 1.12.Participation of stakeholders I would like to acknowledge the great kindness work of South Korea (Chungbuk) World vision Ethiopia (WVE), that shows their keen relation regarding to our countries Historical and social contact. Their office is situated in Gulele sub-city world vision development program office in A.A. around Shiro Meda area. Thank You, for your expansion work!! I would like to extend my heartfelt thanks to those stakeholders who contributed for the realization of this project. Namely: Gulele Sub-city construction and design office (Engineers). Specially I appreciate the contribution of Gulele sub-city engineers for preparing the blueprint of initial project. Had it not been for their concerted efforts, the budget allocated for the projected would have been transferred to other sub-cities. The Engineers enthusiastically exert their effort by using even their spare time to complete the blueprint of project and saved the transfer other sub-cities. 1.13.Evaluation of the Project plan The project plan includes the list of phase and activities with time frame and required resources to complete the project. But this project B+1 building not completed according to their time frame and schedule.
  21. 21. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 20 1.13.1. The Project Life Cycle Consist Of Four Phase: The life cycle component elaborated as follows are (1), project initiation (2), project planning phase (3),project execution phase (4), project closure phase. 2. Figure 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 Project Life Cycle (1), project initiation (2), project planning phase (3), project execution phase (4), project closure phase.
  22. 22. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 21 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.
  23. 23. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 22 The last phase is called project closure; it involves realizing the finals deliverables to the customer, handling over project documentation terminating supplier contracts, releasing project resources and communicating the closure of the project to all stakeholders. The last remaining step is to undertake a post implementation review to qualify the overall success of the project and list any lessons leant future projects. Each management section provides a more detailed description of each phase and list of document and template which provides the project manager with guidance on how to complete each phase successfully.
  24. 24. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 23 1.14. Conclusion Since the Sub-City TVET office Head delegate this responsibility to the office worker and stakeholders the mission was successfully accomplished within a short paired of time the designed Sketch of Automotive department in the Shiro Meda TVET institute. Due to this enthusiastic work the donors provided additional dollars for this satisfactory works. The assertion made for those stakeholders who perform properly and complete their work fruitfully. This acknowledgement brought on behalf of the Sub-City office. Monitoring and Evaluation report on Shiro Meda TVET Institute world vision support entire work and in the particular work of B+1 automotive building project of World Vision Ethiopia and Government proposal on expansion work institute. The visit was intended to benchmark the practices of the polytechnic Colleges. Among these are: there is no proper design two G+1 building, The new buildings accommodate not more than one car including heavy machinery like fork-lift for holding the car repair and wash. The old automotive building of the Entoto TVET polytechnic College is better than the new one because the workshop has car fork-lifts, accommodate many cars in the workshop enough space for storage of tools, practical rooms, electric, painting and decorating workshops are available. The researcher is confident that the donation granted by the world vision Ethiopia would resolve the current problems faced by Shiro Meda TVET institute by helping design a new all rounded building that easily help facilitate the teaching and learning process.
  25. 25. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 24 The project plan includes the list of phase and activities with time frame and required resources to complete the project. But this project B+1 building not completed according to their time frame and scheduled.
  26. 26. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 25 Chapter two 2.1. Project Profile I. Project title: Shiro Meda TVET Expanding Works II. Project Location : Shiro Meda TVET Institution III. Project Duration: for construction it takes 3 years IV. Project address  Town: Addis Ababa  Sub-city: Gulele Sub-City TVET office  Wereda: 3  Region: Addis Ababa City Administration  Country: Ethiopia, P.o.box: --------- Tele. No: 011-1-11085 Mobile 0911-086066 Fax No: =251011-1-11085 E-mail: gullelletvetoffic@yahoo.GOV gtvt@yahoo.com V. Nature or type of organization: Governmental, nonprofits making Organization.
  27. 27. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 26 VI. Level of proposed TVET training: level 1, level2, level3, level4, level5.  Size of the institution (College): 5550M2 +6200m2=11750m2  Expected enrolment for the programme: 3000 additional Trainees. VII. Author: Berhanu Tadesse Taye VIII. Project Goals: IX. Key outcome targets of GEQIP and ESDPIV TVET increasing enrolments of both trainers and trainees decentralization of vocational education. Stakeholder Analyses: X. Project sponsor: -Government, Addis Ababa University technology faculty and Local Community Customers - Trainees, Trainers, Administrative workers, Surrounding Community, district leaders Users of the project outputs -Industries, entrepreneurs, Government, Trainees, special needs (Specially youth) XI. Name of Authorized Representative of the Applicant: Ambalaye Zeru; head of Gullele/TVET/ office +251911850021. -Eshete Belete ; Institution Quality assurance head =+251910685882 -BerhanuTadesse; Institution Quality Expert +251911086066. Teklwoiny W/giorgis Institutional Capacity Building +251925851964. Getu Ayele Shuro Meda TVET institute dean. Tesfaye Cary Shuro Meda TVET institute vice dean.
  28. 28. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 27 XI. Project manager Ambalaye Zeru; head of Gullele/TVET/ office +251911850021. -Eshete Belete ; Institution Quality assurance head =+251910685882 -BerhanuTadesse; Institution Quality Expert +251911086066. XII. Project team - Ambalaye Zeru; head of Gullele/TVET/ office +251911850021. -Eshete Belete ; Institution Quality assurance head =+251910685882 -BerhanuTadesse; Institution Quality Auditor Expert +251911086066 -Teklwoiny W/giorgis Institution Expansion Expert +251925851964 - Getu Ayele Shiro Meda TVET institute dean XII. Project Budget Estimation and Allocation  For capital expenditure _/75.000.000/ million Ethiopian Birr  Recurrent expediter _10,000,000/ million Ethiopian Birr  Contingency 15,000,000 million Ethiopian Birr  Total amount of Fund Requested 100% from Government finance 100.000.000million Birr. XII. Proposed training areas after completion of the project: 1. Automotive 2. Textile garment weaving/kiting and embroidery 3. ICT
  29. 29. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 28 4. Culture and tourism 5. Train technology 2.2. Systems of vocational education and Shiro Meda TVET institute expansion work Technical and vocational education and training (TVET) is an aspect of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. The earlier and most widely accepted of vocational education was to provide a mechanism for meeting the needs of the local community for skilled workers (Evans, 1978:9). Nowadays education and training institutes at all levels are confronted with the task of expanding and deigning relevant programs on the bases of capacity building, implement requirement and desirable work performance. However, it is highly important for important for TVET institutions to relate their expanding vocational program closely the requirement of occupational environment by implementing appropriate programs. This can also be realized if TVET institutions able to conduct inquire investigation, studies, and occupational surveys
  30. 30. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 29 constantly in order to much training outcomes of the world of works which keep constant change. The expansion of vocational education program is characterized by the effort it show to adjust its curriculum to changing business and industrial conditions, technological change and the requirement of the labor market (American vocational education, 1971). And the three basic objectives of any vocational education and training programs are meeting the human needs of the society, increasing the options available to each student and serving as a motivating force to enhance all types of learning. It was believed that vocational programs in Ethiopia were entangled with complex chronic problems that needs urgent remedy, to mention a few, limited access, lack of relevance, inefficiency (TGE, 1994). Likewise, the expansion of vocational programs in Shiro Meda TVET institute as part of education system may face most of the programs. Accordingly the expansion of the programs may highly affect by week institutional facilities financial shortages and lack of vocational educational management skills. Problems encountered the TVET program, various literatures in different time relevant the link between vocational education and training programs and the world of work. This is also possible to certain extent what training institutions are capable enough to develop and implement systematic and coordinated labor marketing-driven programs.
  31. 31. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 30 Vocational education training effectiveness is measured by its dedication and success that it shows to relate the programs with labor-market (vocational education national society for the study of educational 1965:54). Thus, to meet the demand of the labor market, it is unquestionable for Shiro Meda TVET institute institution to expand its vocational education and training programs as far as possible, and would have achieve in its concern and capacity if programs expansion limiting problems were not encountered it strongly. Affect the provision of training delivery. Therefore, this project is relatively distinct from others in which its focus is in assessing the factors that limits Shiro Meda TVET institute institutions from expanding its vocational program. 2.3. 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.
  32. 32. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 31 2.4. Challenges of the Project  Lack of community attitude towards TVET benefit and Lack of professional to conduct the training and education higher level.  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. 2.5. Possible Solution Positively Changing community attitude towards TVET, Determine the required skill sets before recruiting the team. Find out if any formal training may fill the knowledge gaps, plan and secure the necessary training funds and times. Discussion will be held with the team if knowledge gaps can be filled by informal training. Train the team members in missing skills/experience to accomplish the work package. The project will meet the criteria by using SMART goals. 2.6. Implementation The implementation of the project is undertaken through participatory approach which involves society, government, nongovernmental, and other sectors from the start up to the end of the project. TVET institute consider the following project implementation procedures.
  33. 33. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 32 2.7. Project Sustainability The project is being implemented under favorable policy environment, government commitment and nongovernmental, community at large. 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.
  34. 34. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 33 2.8. Strategic Plan This TVET institution will have totally three years strategic plan until to finish the building including training department undertake the previous year till finished the project. New department will start at the end of the project plan 20015-2018/19 build the construction by admitting trainees each newly established departments. Similarly the capacity of the institute will increase by 100%. The budget estimation prepared for three year i.e. one hundred million Ethiopian birr and for three years strategic plan. Sours of fund also will bring from the government of Ethiopia. 2.9. 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. Presentation Practical training Formative and summative Assessment Cooperative training COCAC
  35. 35. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 34 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. 2.10. 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? Basic 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
  36. 36. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 35 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. According to (GEQIP II, 2013) “Component 2: Teacher Development to improve the quality of teaching through pre-service teacher education, in-service teacher training, Continuous Professional Development and professional licensing and re-licensing”. 2.11. Policy and Stratégies Ethiopian on TVET The government of Ethiopia TVET strategy of 2001 will guide the content of components and activities to be deployed under ESDP IV together with new orientations, such as to strengthen the role of the TVET sector in technology capability, accumulation and transfer. In particular, TVET institutions are also expected to play a stronger role in providing support to the incubation and establishment of MSEs as well as upgrading and strengthening existing MSEs. A combination of strategies relating to the legal framework for TVET (TVET Proclamation under way), the organizational set up and the development of managerial capacities throughout the system will be deployed. A review of the TVET is suggested for policy development, update and the formulation of new guidelines regarding technology, transformation and cooperative training. Raising awareness will be conducted within the broader society as well as among stakeholders on the benefits of TVET. At the systems level, the capacity of TVET agencies and councils will be developed so as to reinforce their role in policy development, implementation, monitoring and evaluation of the TVET system. Labor market intelligence, research capacity and EMIS will need to be strengthened so that national and regional authorities can fully play their role in policy development and systems coordination.
  37. 37. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 36 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. Equity will receive greater attention under ESDP IV. In particular the participation of females in management and training positions needs to be
  38. 38. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 37 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. 2.12. 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.
  39. 39. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 38 One major challenge of the current TVET reform in Ethiopia is to develop sustainable financing mechanisms to guarantee a stable funding of the system and its gradual expansion in line with Ethiopia‟s development needs. The National TVET Strategy has suggested that the financing challenge would be addressed by a combination of cost saving mechanisms, generation of external resources into the TVET system and diversification of funding sources for public TVET programmers. Following the TVET Proclamation and the TVET Financing Strategy published by MoE tuition fees (cost-sharing) and improved financial management regulations for public TVET institutions were introduced in many states. As a result, cost recovery through tuition fees and income generating activities has increased. Yet, proceeds are rather limited. It appears that on average, fees may contribute some 5-10% 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
  40. 40. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 39 developed to encourage employers to contribute to the cost of TVET through scholarships, donation of equipment, and other means. 2.12.1. Project Budget Estimation and Allocation 3. For capital expenditure _/75.000.000/ million Ethiopian Birr 4. Recurrent expediter _10,000,000/ million Ethiopian Birr 5. Contingency 15,000,000 million Ethiopian Birr 6. Total amount of Fund Requested 100% from Government finance 100.000.000million Birr. Table 1Concept and Essence of Facility and Training Materials and Enough Space for Training No G+4 Building Construction in Type Amount Ethiopian Birr result Remark 1 Registrar office 1 Bid result 2 Record and documentation office 1 bid result 3 HR office 1 bid result
  41. 41. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 40 No G+4 Building Construction in Type Amount Ethiopian Birr result Remark 4 Teachers and staff offices 1 bid result 5 Finance office 1 bid result 6 Administration office 1 bid result 7 Meeting room 1 bid result 8 Workshop (shed) Large in size 2 bid result New building training area must be away from the road and but rooms of both construction and furniture workshop now found in proximity to the outside main road, which, creates disturbance and sound pollution for the trainees during teaching learning posses, most of the building rooms intended to serve, staff offices and store Facility and training materials are the indispensable core of vocational education and training. Training materials covers efficient training materials, putting in mind the right number with right quality. Adequate resources and training materials includes content that is reflected in
  42. 42. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 41 curricula and materials for the acquisitions of knowledge and skills, well managed classrooms, and necessary facilities the training process needs. Moreover, the facility of TVET institutions the water supply, health center, internet access, trainers and trainees cafeteria, sport fields and standard library create a conducive environment for the training process of the college (ESDP, III, 2005). 2.12.2. Shiro Meda TVET institute expansion work (internal improvement) Table 2 Concept and essence of facility and training materials and enough space for training No Building construction in sheds Amount Ethiopian Birr Remark 1 Electric department 1 bid result 2 Leather department 1 bid result 3 Textile and garment department 1 bid result 4 Knitting and weaving department 1 bid result 5 Foot wear department 1 bid result
  43. 43. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 42 No Building construction in sheds Amount Ethiopian Birr Remark 6 Embroider department 1 bid result 7 Modern store room 1 bid result 2.13. Intended Program of the institute The Total Size of the proposed project is 5340m2 . The task force found this measurement in blueprint of Shuro Meda TVET institute. The actual measurement of the task force by using meter is 5550 Total size of the institute 11750m2 G+4 building is will be constricted around the premises after the demolishing of construction and furniture department within 582M2 areas of land. G+2 around store room within premises 192m2 for the purpose of store. Fence 266m*60.
  44. 44. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 43 Road 874.5m2 + Asphalt concrete road from G+4 building (South Korea (Chungbuk) World vision Ethiopia (WVE), building) to the main gate. 600m2 Cobble stone all-round the institute. The buildings around the institution will be demolished. The area of the occupied place these buildings is estimated to 6410m2 . The owners will be given replacement site by the Addis Ababa Administrative region. The demolished houses are some of slum areas or shanty houses and one Business Corporation. The expansion of the educational institution is supported by the government decree. 2.14. Environmental procedures Owing to very nurture of the planned activity, the project‟s like educational institute very minimal on the environment is assumed to be negative. Since, TVET consider as production areas like industries it is hard to say zero toxic waste. However, environmental issues will be carefully considered from the very beginning of the project to the closeout phase. Beneficiaries will be duty bound to exercise the norm build by the project not only within the life time but also after the phase- out of the project. Beneficiaries will be informed about the importance of keeping to the regulation of the Ethiopian Environmental Authority. The implementing TVET institution and the beneficiaries of the project will work in line with environmental rules and regulations of the donor and the government of Ethiopia.
  45. 45. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 44 2.15. Budget Summary The total estimated budget Fund Requested for the implementation of the project is about 100% from Government finance 100.000.000million Birr will be expected from the Addis Ababa TVET agency the detailed budget will finalized by task force. This project request only budget to gets permission from the agency. With best regard Berhanu Tadesse
  46. 46. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 45 3. photo 4photo
  47. 47. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 46 5. photo 6. photo
  48. 48. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 47
  49. 49. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 48
  50. 50. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 49
  51. 51. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 50
  52. 52. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 51
  53. 53. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 52
  54. 54. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 53
  55. 55. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 54
  56. 56. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 55
  57. 57. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 56
  58. 58. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 57
  59. 59. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 58
  60. 60. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 59
  61. 61. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 60
  62. 62. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 61
  63. 63. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 62
  64. 64. Monitoring and Evaluation report: On Shiro Meda TVET Institute world vision support August 2015 63

×