Project Proposal

ON

The Establishment of Technical and Vocational

Education and Training School (TVET) In Shebe

Sombo Wereda, Jimma Zone, Oromia National

Regional State of Ethiopia

By
Jibril Jemal

December, 2020
Shebe
 Date. Dec. 20, 2020

To: Oromia Forest and Wildlife Enterprise

Finfinne

Subject: Grant Request to Establish Technical and Vocational Education & Training School
(TVET) at Shebe Sombo Woreda.

Dear Mr. Didha Dirriba General Director of OFWE, I am writing this letter on behalf of the
Shebe Sombo Woreda Community. Currently, the number of young people attending elementary
and secondary schools is increasing from year to year but most cannot continue to post-
secondary education. As a result, many students leave schools after completing Grade 10 and
stay at home, jobless and hopeless. About 1287 students sit for grade 10 exams each year, but
only 20% percent of the secondary school students had opportunities to continue their
preparatory education to join universities and colleges. The remaining 80% had no alternative
but to stay at home, dependent on their families. This problem came to ahead when girls walking
far distances to work faced an extremely dangerous situation some were being killed so their
organs could be harvested and sold to rich people.

Their parents begged us to help. To meet the immediate need of Shebe Sombo community,
Rainbow for the future and Support for Sustainable Development embarked on the construction
and equipping of a TVET School in Shebe. The Goal of the project is to create competent and
self-reliant citizens to contribute to the economic and social development of the country, thus
improving the livelihoods of targeted community and sustainably reducing poverty. Therefore, a
grant of 8,000,000 Eth. Birr is kindly requested to implement this project within a time of two
years. We appreciate your interest in helping to establish Technical and Vocational Education &
Training School (TVET) that will help our students succeed!

Respectfully submitted,

Kalid Aba Meca

Head of Woreda Administration

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 Project Summary

Project Title: To Establish Technical and Vocational Education & Training School in Shebe
Sombo Woreda, Jimma Zone, Oromia National Regional State of Ethiopia

Project Location: Shebe Sombo Woreda, Jimma Zone, Oromia National Regional State of
Ethiopia

General Objective: To Establish Technical and Vocational Education & Training School
(TVET) to the community in Shebe Sombo district.

Specific Objectives: To create competent and self-reliant citizens to contribute to the economic
and social development of the country, thus improving the livelihoods of targeted community
and sustainably reducing poverty.

Grant Request: The total investment cost of the project including working capital is estimated
at 8,000,000 Eth. Birr

Project Implementer: Oromia Forest and Wildlife Enterprise in Collaboration with Shebe
Sombo Woreda Administration

Project beneficiary: The project is expected to benefit about 600 boys and girls enrolled
annually in vocational training, 100 residents with job opportunities during construction and 36
people permanently employed by the TVET School

Contact Information:

 Kalid Aba Meca: Shebe Sombo Wereda Administration Head

Telephone: 0471180270 Mobile +251917058067
 Awol Yazid: Shebe Sombo Wereda Vice Administration Head
Telephone: 0471180002 Mobile +251917006868
 Awel Jemal: Head of Shebe Sombo Woreda TVET Office,
Telephone 0471180465, Mobile 0945774269

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 1. Introduction

Studies in economics assert that sustainable economic development can only be

realized with efficient utilization of all types of resources. Human resource has the
most important contribution to the economic development of a country. Human
resource is endowed with the ability to blend all the other economic resources and
transform them into valuable goods and services that can satisfy human needs and
wants.

Human resource development must target at raising and augmenting the

productivity of labor. Technical Vocational Education and Training (TVET) are
instrumental in developing the human resource and enhancing human capital
formation. It provides job-specific technical and non technical training to render
individuals ready for paid job or for self-employment. It is worth noting that
proactive TVET management coupled with significant amount of investment can
augment the productivity of the labor force.

2. Project Location

Shebe Sembo is one of the Woredas in the Oromia Region of Ethiopia which is
found at a distance of 355km far from the capital city of Addis Ababa to the south
west direction. Geographically the Woreda is located between 7o 17’-7o 44’ North
Latitudes and 36o 17’-36o 52’ East longitudes, in Jimma Zone, Oromia regional
state. It shares borders with Seka Chokorsa Woreda in the north and northeast,
SNNP regional state in the south and southwest and Gera Woreda in west and
southwest. The Woreda has a total surface area of 755.43 km 2 that accounted for
3.8% of the total area of Jimma Zone.

According to the 2007 national census report, the woreda has a total population
112,267 of whom 56,810 (51%) where males and 55,457(49%) were female
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population. In terms of area residence 107,003 (95%) Population has been living
in the rural areas. While; 5,264 (5%) has been living in the urban centers.
Currently, the Woreda is divided into 22 kebeles. Shebe town serve as a center of
political administrative and economic activity of the district. The woreda is
endowed with various natural resources and Belete forest is one of the remaining
natural forests found in the woreda.

According to Dereje (2004), 38,987 hectares of the total area of land in Shebe
Sombo Woreda have been covered by natural and plantation forests. The major
wild animals are Lion, Buffalo, Colobus Monkey, Vervet Monkey, Leopard,
Warthogs, Bush Pigs, Porcupine, Civet Cat, Fox, Antelopes, Bush Buck, Hyena,
Anubus Baboon and different kinds of Birds are also found in the area (Dereje,
2004; Disasa, 2012).

A total of 157 species of vascular plants belonging to 135 genera and 69 families
were identified in this Belete moist evergreen montane forest. Among these species
pteridophytes and gymnosperms were represented by two species each, and the
remaining 153 species were angiosperms. Podocarpus falcatus and juniperus
procera were the two gymnosperms found in the area.

Podocarpus falcatus, Hypericum lanceolatum, Hagenia abyssinica, Juniperus

procera, Albizia gummifera, Allophlus abyssinicus, Cardamine Africana,
Ekebergia capensis, Maytenus undata, Schefflera abyssinica, Oliia Africana,
Acacia nubica, Pygeum africanum and others are some of the most common
species of trees found in the area (Dereje, 2004; De Beenhouwer, et al.. 2013).

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 3. The Need for The Project

In Ethiopia, the number of young people attending elementary and secondary

schools is increasing from year to year but most cannot continue to post-secondary
education. As a result, many students leave schools after completing Grade 10 and
stay at home, jobless and hopeless. This national problem was magnified in the
marginalized area of Shebe Sombo Woreda. About 1287 students sit for grade 10
exams each year, but only 20% percent of the secondary school students had
opportunities to continue their preparatory education to join universities and
colleges. The remaining 80% had no alternative but to stay at home, dependent on
their families. This problem came to ahead when girls walking far distances to
work faced an extremely dangerous situation some were being killed so their
organs could be harvested and sold to rich people.

Their parents begged us to help. To meet the immediate need of Shebe Sombo
community, Rainbow for the future and Support for Sustainable Development
embarked on the construction and equipping of a TVET school in Shebe. About
250 students from the district and surrounding area will be enrolled annually for
essential technical skills and vocational training.

4. Targets of The Project

In Ethiopia, students in grades 10 and 12 take a centrally-organized examination,

conducted by the National Education Assessment and Examination Agency
(NEAEA). The students that pass the exam in grade 10 can continue to preparatory
school (grades 11 and 12), while the remainder are expected to pursue TVET or
join the labour force. According to the officials of the MOE, approximately 30%
of students that reach 10th grade will continue to higher education. The rest of the
students will either enroll in TVET, or leave the formal education system.

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Technical and vocational education (TVET) is institutionally separate from the rest
of the education system, and forms a parallel track. Students entering TVET stream
after completing grade 10, have three options open to them, depending on the score
received in the national exam: one year training (10+1); 2 year training (10+2), or
3 three year training (10+3). Students who complete three years of training after
grade 10 are considered to have completed first year of college level education and
can join universities to complete their undergraduate degree.

Accordingly this project is aimed to address one of the top problems existing in the
area; it will help to give short and long term training to build the capacity of the
workforce and to alleviate poverty by providing skill trainings of the poor and
improving their livelihood. Some skill training includes woodwork, metalwork,
tailoring, embroidery, weaving, typing, computer training and etc for about 170
female and 180 male students.

5. Technical and Vocational Education & Training in Ethiopia

The Ministry of Education and the Regional Education Bureaus have shown their
commitment to improving access to Technical Vocational Education and Training.
After the introduction of the Education and Training policy in 1994, the number of
formal and non-formal TVET provision centers has mushroomed. The Ethiopian
government has recognized the importance and the need for establishing a large
number of TVET institutions in the effort to promote economic and technological
development in the country.

Within a short period it has managed to increase the number of TVET centers from
15 in 1994 to 388 in 2006/7. Realizing the importance of linking education and the
world of work has finally bear fruit in Ethiopia, districts are requesting for the
provision more and more TVET centers. However, currently over the 200 districts

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don’t have TVET centers. Similarly Non- Formal TVET mapping survey report
showed that Non- formal TVET is provided in over 400 government, Private,
community and non-governmental organizations. Besides around 35 million
people of the Ethiopian work force are characterized by low skill levels and very
low average educational attainment.

TVET (formal and non formal) Realizing the need for skilled human power, it has
been envisaged that; to create competent and self-reliant citizens to contribute to
the economic and social development of the country, thus improving the
livelihoods of all Ethiopians and sustainably reducing poverty.”

Formal, Non-formal and informal TVET sector in Ethiopia: TVET is seen as an

overarching term to describe all modes of formal, non-formal and informal training
and learning below higher education provided by all government and non
government providers. The TVET aims to provide more TVET opportunities to a
wide range of different groups including, school leavers, dropouts, people without
formal education including illiterates, entrepreneurs and employees, farmers and
their families, people from marginalized ethnic groups and other groups.

The Formal TVET Sector: According to the Education and Training Policy
(ETP), the formal TVET system of the country requires completion of a tenth-
grade education to obtain certificate, diploma and advanced diploma upon
completion of the levels 10+1, 10+2 or 10+3 of the TVT program. In order to
provide options for the increasing number of school leavers, the Government
embarked upon a massive expansion of formal TVET since 1993. Between 1996/7
and 2006/7, the number of TVET institutions providing formal and non-agriculture
TVET increased from 17 to 388, and enrolment from 3,000 to 191,151.

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The Non-formal TVET: For decades short-term non-formal technical and
vocational training has been provided to different groups of youths and adults.
Community Skill Training Centers (CSTC), prisons, farmers training centers, rural
appropriate technologies, etc are known non-formal TVET training centers. The
government, NGOs and the private sector have been running the different training
programs.

The purpose of all these organizations has been to build the capacity of the
workforce and to alleviate poverty by providing skill trainings of the poor and
improving their livelihood. Some skill training includes woodwork, metalwork,
tailoring, embroidery, weaving, typing, computer training, driving, etc.

These trades have been given in institutions like Community Skill Training Centers
(CSTC), prisons and other government institutions. However experiences vary
across regions in the country and in other countries regarding the types of trainings
given and the modality under which it is given. From the general economic
development and the demand for better livelihood point of view, NFTVET is
considered a broad area of learning that accommodates learning/training needs of
various target groups both in content, scope and depth and goal orientations. It also
includes informal training, e.g. learning on the job or self-learning.

 Training over different periods of time – from short-term courses of a few

days to long-term programs of up to 6 months,
 Training through different modalities: (institutional, community based,
mobile, link and apprenticeship)
 Life skills or add-on components for
 Training for a wide range of target groups:
 Unemployed, youth and adults,

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  School dropouts and those with grade 8 - education or lower
including illiterate people,
 People potential /active in the informal economic sector,
 People from urban and rural areas,
 Landless poor, and
 Disadvantaged groups
 People with disabilities

Non-formal TVET differs from formal TVET in the following respects:

 The educational background of the target groups is different and very

diverse.
 Teachers/trainers/instructors are so far usually not certified or examined.
 There are no standardized curricula to be used in non-formal TVET
provision.
 The duration of training is usually shorter and varies widely.
 Non-formal TVET is more cost effective than formal TVET.

6. Background of Implementing Organization ( OFWE)

The Oromia Forest and Wildlife Enterprise (OFWE) is an autonomous fully

government-owned organization established with regulation number 122/2009,
issued in July 2009 by the Oromia State Council under the Federal Democratic
Republic of Ethiopia. OFWE works to ensure conservation, sustainable
development and the use of forest and wildlife resources in its concessions through
community participation; to ensure supply of forest products to domestic and
international markets by enhancing the forest industry; and subsequently contribute
to regional and national socio-economic development endeavors.

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To date, OFWE by concession owns and manages an estimated area of 1.75
million hectares of forestland, including 1.2 million hectares of natural forest,
74,000 hectares of forest plantations and 470,000 hectares of other land types
within the Oromia region. According to Dereje (2004), Among those about 38,987
hectars of natural and plantation forests was found in Shebe Sombo Woreda of
Jimma Zone, mainly located on highland and steep slope extending within the
administrative boundaries of some five rural Kebeles.

For the ease of administration, OFWE has its headquarters in Addis Ababa, eight
of its branch forest enterprises (Finfinne, Arsi, Wollega, Illu-Ababora, Jimma,
Borana, Bale, Hararge) are found at the vicinity where the forest resources are
found, and one forest industry (Shager) based in Addis Ababa.

As a governmental institution, OFWE closely works with different Ministries,

State and Province and District level government institutions including the lowest
administration systems at grass roots level. OFWE also collaborates with like-
minded international and local organizations working in key areas of sustainable
forest management, biodiversity conservation, climate change and adaptation and
participatory natural resource management. OFWE also works with smallholder
farmers who live in or around its forest estates.

The Oromia Forest and Wildlife Enterprise is working to benefit communities from
forest and wildlife resources. The enterprise is undertaking sustainable
conservation and development to benefit the community. The Enterprise has been
engaged in various development activities in the previous time. But, it was not able
to make the communities beneficiary from their local forest and wildlife resources.

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 7. Project Description
7.1. General Objectives

To Establish Technical and Vocational Education & Training Center (TVET) to

the community in Shebe Sombo district.

7.2. Specific Objectives

 To create competent and self-reliant citizens

 To contribute to the economic and social development of the country, thus

improving the livelihoods of targeted community and sustainably reducing

poverty.

7.3. Description of Beneficiaries

Shebe Sombo Woreda has a population of 112,267 residing in 22 peasant

associations. The young generation represents a major proportion of these
communities and is either at school or directly engaged in farming. Livelihood in
the area is based on agriculture, mainly cereals and cash crop production. In
addition to Shebe Sombo Woreda community, communities from other adjacent
Woredas such as Saqa Coqorsa and SNNP would be direct beneficiaries.

The government believes that TVET is one of the mechanisms through which the
stubbornly high unemployment rate in the country could be reduced. Through
these schools, a competent workforce can be developed, people’s employ ability in
the labour market can be improved, and self-employment can be enabled. The
Shebe TVET Center will provide one-year training at certificate levels and more
short-term informal training in particular subjects. Training will offered in:

 Woodwork

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  Metalwork
 Construction management
 Concrete work
 Carpentry and joinery
 Computer training
 Tailoring, embroidery, weaving
8. Project Narration, Reporting & Monitoring and Evaluation

To implement the planned project activities the main stakeholders of the project
are the community (beneficiaries), wereda administration, wereda TVET office and
woreda women, youth & children affairs office and, especially Shebe Sombo
wereda administration as legal holder of the project is the main management body.
While expected main funding partner is Oromia Forest and Wild Animal
Enterprise. Woreda administration will be responsible for the mobilization of local
community for local resource contribution and securing land for construction the
facilities.

For the last one year time Shebe Sombo woreda administration have been working
on the project development and Accordingly Woreda administration have allocated
2500M2 of land for construction with possible expansion and Construction office
have developed all necessary designs, Bill of quintiles and bid documents for
implementation.

The funding partner of the project, will be responsible in disbursing the project
budget on annual basis, ensuring the project expenses are according to the agreed
project budget line items and within the project financial plan, regular supervision
to ensure the program quality as well as to provide technical assistance for the staff
of directly implementing partner, and organizing auditing of yearly expenses and

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reported activities. With regard monitoring and reporting mechanism, all activities
accomplished (services provided) and financial expenditures incurred by the
project will be recorded on monthly basis. Using standard formats developed, all
the monthly-recorded information will be compiled on quarterly, semiannual and
annual basis. Therefore, regular reports to all concerned stakeholders on quarterly,
semiannual and yearly basis will be presented. The specific information to be
included in the report are: activities planned vis-à-vis accomplished in the
reporting period, if the activities are accomplished in time frame specified, if
budget is spent as planned, if any change needed in implementation, specific
problems encountered in implementing the planned activities, if work plan needs
modification and other relevant issues pertaining to the program activities.

9. Project Budget and Duration

This TVET School project total investment cost of the project including working
capital for one year is estimated at 4,000,000 Birr. The project is expected to be
finalized within two years time starting from February 2021-Decemnber 2023.

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