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TVET- Commission Regional Bureau Awassa GTZ – CIM Awassa, 15.04.2004 Heinz Ropertz IG Experte Awassa Regional Commission Bureau E-Mail [email protected]

mailto:[email protected]

Heinz Ropertz TVET Commission Awassa SNNPR GTZ-CIM Office

15.04.2004

Table of Contents Page Preplanning Document on the technical lay out scheme of the future Awassa Centre of Competence

4

5

What is a Centre of Competence?

6 6

Basic foundation, data on workforce and training adoption of trades in a Micro Small Entrepreneurs scheme of the Southern Region SNNPR

7

12

A general result out of the survey is defined in three major fields 13 14 Action planning of implementing first changes in the relation and promotion of Training infrastructure in SNNPR

15

20

Trade Testing approach on Regional Level

21 22

An example for occupational standard

23 23

Apprenticeship Training guideline

24 35

Future Building set up of Trainees intake and Trade testing need, for conducting Trade Tests in the Region in the CoC and Awassa College

36

41

The future role of Awassa Business College as a Centre of Competence, and its possible environmental construction

42

44

Determining of new Buildings 45 69 Validity cost of a Centre of Competence and College Awassa 70 73 Attachment 1 Trade Testing Workshop Attachment 2 Financing TVET, Information package No. 2

TVET Bureau Tel.: 251 6 20 54 73 - 2 -


15.04.2004

Introduction This document contains, design, cost calculation and some guidelines for the set-up of Centre of Competencies in Ethiopia, based on data of the Southern Region SNNPR, Regional Commission Bureau, Awassa. It was the wish of the TVET Commissioner to have a final based paper for the fore coming plan implementation of a Centre of Competency in Awassa. All figures are based on the new set-up of a College & CoC, it is not included the present status of machinery and Buildings of the College in Awassa. The full preplanning document includes all kinds of related subjects concerning the general layout of a Centre of Competence connected to the College in the fields of Trade Testing, Market research and the Apprenticeship program. Awassa Centre of Competence is one of the 5 planned CoC's in Ethiopia, and will be supported by the GTZ-TVET-Program and the German Bank for Reconstruction, Frankfurt. It has been prepared primarily for the Regional Plans of Technical Vocational Education and its Institutions. It provides information which can be useful to planners who are engaged in the primary stage of starting a school set- up in any place, and is confronted with special problems associated with data and expenditure of limited founds. It is not the intention to detail the many different methods in build of developing educational institutions and there systems. Part of to the information sources are from the Housing Research and Development Unit, University, Nairobi, Kenya. The Market Research MSE is part of the Trade Industry Tourism and Transport Bureau Awassa. Final Report Workshop for Trade Testing, prepared by Dr. Jens U. Schmidt Awassa, 15.04.2004 Heinz Ropertz

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15.04.2004

1. Preplanning Document on the technical lay out scheme of the future Awassa Centre of Competence

General Information According to the Federal Ministry of Education and the TVET Memorandum, five selected Region in Ethiopia will have Trade Testing Centres as named Centre of Competence (CoC). Those CoC’s are financially partly supported by the GTZ- TVET Program Addis Ababa and the German Bank of Reconstruction KfW Frankfurt. The Southern Region SNNPR with Awassa is one of the selected Regions and has decided internally through the Region TVET Commission on the following Centre of Competence location and Trades selected on the Business College Awassa. The Awassa College is located in the south west on the outskirts of Awassa. The Business College was set up in 1998 on a ground area of 25000 m² and has ca. 1308 Students in 12 Trades. In 2003, the School of Water- Technology, in the south west direction beside the College, was handed over to the Awassa College and the Regional TVET Administration. The financial part of the Institute is still located with the Ministry of Water. Through the hand over, the Number of Students in both Institutes are stated;

- 319 students in the technical trades, - 175 students in secretarial, accounting and information technology - 105 students in home science - 708 students in the water technology school

A total of 1308 students are trained on daily lesson activities and 480 students are trained on evening classes. Awassa College has at present the following Trade skills1

Present skilled areas; 10+1 10+2 10+3 • Draftsman X X 32 • Secretary/ Typist X X X 81 • Computer Technology X X X 22 • Bakery X X 22 • Machine Technology X X 11 • Surveying X X 38 • wooden technology X X 15 • Construction technology X X 26 • Electrics X X 55 • Electronics X X 45

1 only as institutional Trades

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• Car mechanics X X 37 • Gen. Mechanics X X 43 Total 427

The stated inventory for each workshop on Equipment, Machine, Hand machines, Tools, and others, in Appendix 1 At the present the following Trades are at the college compound; Trade Based M² Comment Construction Workshop/ Class room ~590,00 Metal- building Gen. mechanic Workshop/ Class room ~710,00 Metal- building Car-Mech. Electric Workshop/ Class room ~900,00 Metal- building Wood Technology Workshop/ Class room2 ~715,00 Metal- building3 In addition, at the College ground one Class- room building, size~ 422,00 m², in concrete skeleton design with concrete blocks, is existing; in some of the Class room the trades of Electronics and IT is located. The building of the Administration and Cafeteria, size~ 205,00 m² and size ~ 110,00 m², is constructed as the Class room building. All other buildings, workshops, are constructed in corrugated roofing sheets. Roads do not exist. At the moment, the Ministry of Education is building a Library, size ~ 422,00 m². According to the TVET Commission, the requested area of the future Centre of Competence is on a ground size of 200 m x 195 m (39000m²) without the Water Technology School. The extension is to the south – south west side close to the main road. The full preplanning document includes all kinds of related subjects concerning the general layout of a Centre of Competence in the fields of Trade Testing, Market research and the Apprenticeship program.

2 For each Trade a class room is available. 3 Buildings in corrugated Roofing sheets

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2. What is a Centre of Competence?

Centre of Competence set- up component;

1.) task provided by the governmental bodies, the Awassa College

buildings and Workshops, physical infrastructure water, Electricity supply and land, preparation on extension of 10+3 trades and a full functional trained Management.

2.) The centre of competence includes; New building for the Trade Testing Department/ Teams Additional equipment if not available, most properly not for all test/ trade fields, properly in selected trades only, If the need arise building changes of workshops if necessary,

If necessary College of Awassa withAdditonal Equipment

10+1 to 10+3

Centre of Competence

Trade Testing Department

According to understanding of the Aide Memoir from 28.11 – 6.12.2002 between the MoE, Vice Minister, KfW appraisal mission, and the Ethio- German Programme for the financial cooperation component in the reform of the Technical and Vocational Education. It is advised, that the implementation of the centre of competence on Regional level should be strictly coordinated with the different actors involved, TVET- Programme and Ministry of Education, to a uniform understanding as one conglomerate.

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15.04.2004

3. Basic foundation, data on workforce and training adoption of trades in a Micro Small Entrepreneurs scheme of the Southern Region SNNPR

The information written from a market survey of MSE’s is to clarify the decision on the CoC set-up in the SNNPR through the TVET- Commission Bureau Awassa. The Inhabitant of the Southern Region is roughly 13,6 Mill. The SNNPR covers ~ 19,2% of the National population. The area of the SNNPR is ~ 110.913,5 km² and covered ~ 10,5% of the country area. The average population density is ~ 124 people per km². According to the statistical survey census (1994G.C), from total population of the region ten year and above constitutes 62.3 percent, which represent active population size. Out of this 75.7 percent represent male. Urban active population of the region total, male and female consists of 49.1, 61.8, and 36.6 percent respectively. The highest active population number was registered in Burji special Woreda, which covers 76 percent of the urban population of the Woreda. The total population projection of the surveyed towns was estimated 356, 339 out of which 227, 392 male and 128,947 female. Out of total active population number of the surveyed towns the highest population number was estimated in BenchMaji Zone, which is 58 percent. The percentage of the unemployed population out of the economically active inhabitants of the regions is 11.4, 11.2, and 11.7 percent for total population, male and female respectively. Total unemployment of those surveyed zones indicated that 40,642 people, out of which 25,519 are male and 15,123 female. From total surveyed towns the highest unemployment was registered in Gedeo Zone 15.9 percent and next to this Sidama Zone 15.8 and Hadiya Zone third with 10.6 percent.4 Population activities in the gender format

Total population Active population No Zone Male Female Total Male Female Total 1 Gurage 30,730 32,906 63,636 19,944 12,438 32,382 2 Hodiya 38,029 39,537 77,566 24,377 15,261 39,638 3 Kembata 13,084 13,359 26,443 7,955 4,756 12,711 4 Sidama sidama 82,471 83,241 165,712 50,142 26,804 76,946 5 Gedeo 49,532 48,501 98,033 29,026 17,266 46,292 6 Woilata 48,779 48,313 97,092 30,341 17,393 47,734 7 Gamu. Go 49,479 50,476 99,955 30,776 18,171 48,947 8 Keficho 13,768 16,208 29,976 8,178 5,122 13,300 9 Bench 11,788 10,931 22,719 7,874 5,323 13,197 10 Dawero 7,338 7,744 15,082 4,564 2,788 7,352 11 Silti 21,903 9,589 31,492 14,215 3,625 17,840 Total 366,901 360,805 727,706 227,392 128,947 356,339

Source: CSA Volume II analytical report for SNNPR December, 1998

4 original From MSE’s Situation Analysis

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This survey also identified urban major occupational groups. According to CSA data nine major occupations were registered out of which service workers & shop and market sales workers consists 33.1 percent of the total active population of the region.

Total coverage in percent No Major occupational groups Male Female Total

1 Skilled agricultural and fishery workers 21.8 13.1 18.6

2 Elementary occupation 14.7 14.2 14.5

3 Service workers, shop and market sales workers 23.8 49.0 33.1

4 Crafts and related trades workers 11.6 8.4 10.4

5 Technicians and associate professional 10.5 5.5 8.7

6 Clerks 4.3 4.3 4.3

7 Plant and machine operators and assembles 3.7 0.3 2.5

8 Legislators, senior officials, managers 3.0 0.7 2.2

9 Professionals 2.3 0.4 1.6 10 Others 4.3 4.3 4.3

Source: - CSA Volume II analytical report for SNNPR Market survey, data for the basic understanding on the foreseen setup of a CoC in the regional capital Awassa: in Service/ Industry Market survey, data from April 2001, assessed by Mr. Edelmann

Number of registered/ licensed Trades in Service/ Industry in Sidama Zone

Electrical 20 Automotive 25 Metalworker 50 Furniture 80 Grain mill 120 Coffee washing 100 others 30 Total 425

Number of registered/ licensed Trades in Service/ Industry in Awassa

Electrical 15 Automotive 22 Metalworker 30 Furniture 55 Grain mill 25 Coffee washing 5 others 18 Total 170

Single big Factories in Awassa Textile Factory with a total of 1000 workers Technical staff 216

Mechanics 65 Electricians 52 Chemists 40 Plumbers 22 Welders 14 Electronics 8 others 15 Total 216

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Awassa Flour Company, with a total of 160 workers Technical staff 35

Mechanics 9 Electricians 7 Car mechanics 4 Plumbers 3 Welders 3 Carpentry 4 others 5 Total 35

Awassa Tabor Ceramics Products Factory, with a total of 650 workers Technical staff 81

G. Mechanics 28 Electricians 12 Building 9 Plumber/ Welder 5 Carpentry 7 Car Mechanics 9 others 11 Total 81

Total population projection of surveyed towns5 in SNNPR the following data are based on the coverage of

Total data of 1902 entrepreneurs were questioners 82% were answering; the total of registered entrepreneurs in the SNNPR is 24.989 entrepreneurs, the % of the questioner’s basic data is 6,5% out of the total. The % in the total registration of entrepreneurs is for the following areas: 1,2% on whole sales, 6,6% on retail sales, 7,4% on services 13% on industry and 14% on agriculture

Zones Towns Male Female Total

1 Gurage Walketle 11,319 11,670 22,989 0 2 Gurage Bue 1,743 2,003 3,746 0 3 Gurage Batajira 14,674 16,088 30,762 0 4 Gurage Arkit 1,347 1,434 2,781 0 5 Gurage Emdibir 1,647 1,711 3,358 202 6 Hodiya Hosaena 23,284 24,260 47,544 0 7 Hodiya Gimbichu 3,314 3,325 6,639 0 8 Hodiya Shone 6,166 6,176 12,342 0 9 Hodiya Hamecho 1,204 1,223 2,426 0 10 Hodiya Fonko 1,472 1,527 3,000 0 11 Hodiya Doesha 1,039 1,099 2,139 200 12 Kembata Angach 2,648 2,709 5,357 0 13 Kembata Durame 5,341 5,294 10,635 0 14 Kembata Shinshicho 5,095 5,356 10,451 150 15 sidama Aawassa 52,308 51,417 103,724 0 16 sidama Aleta Wondo 8,273 8,707 16,979 0 17 sidama Kebado 1,120 1,151 2,271 0 18 sidama Tefer Kela 2,700 2,723 5,423 0 19 sidama Hagereselam 3,452 3,575 7,028 0 20 sidama Daya 4,389 4,455 8,844 0

5 Data from MSE’s Situation Analysis May 2003

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21 sidama Yerba* 1,658 1,533 3,191 0 22 sidama Tula* 3,150 4,850 8,000 0 23 sidama Bona* 5,421 4,831 10,252 200 24 Gedeo Dilla 25,902 24,681 50,583 0 25 Gedeo Bule 2,734 2,869 5,603 0 26 Gedeo Yirgachefe 8,682 8,682 17,364 0 27 Gedeo Wenago 3,781 3,807 7,588 0 28 Gedeo Fisehagenet 1,704 1,786 3,490 200 29 Gedeo Chelelektw 3,212 3,063 6,275 0 30 Gedeo Gedeb 3,517 3,612 7,128 150 31 Woilata Sodo 28,167 26,242 54,409 0 32 Woilata Boditi 9,675 10,423 20,098 0 33 Woilata Humbo Tebela 2,022 2,124 4,145 0 34 Woilata Areka 8,915 9,524 18,439 200 35 Gamu. Go Arba Minch 30,009 30,007 60,015 0 36 Gamu. Go Chencha 3,927 4,755 8,682 0 37 Gamu. Go Sawla 11,739 11,902 23,641 0 38 Gamu. Go Selamber 1,501 1,395 2,895 0 39 Gamu. Go Birbir 2,304 2,417 4,721 200 40 Keficho Boga 7,514 8,764 16,278 0 41 Keficho Ufa 1,758 2,056 3,813 0 42 Keficho Bita Ganet 1,151 1,461 2,612 0 43 Keficho Shishinda 2,371 2,753 5,124 0 44 Keficho Wushwush 974 1,175 2,148 100 46 Bench Mizan 8,380 7,591 15,971 0 47 Bench Aaman 2,546 2,575 5,121 0 48 Bench Sheko 862 765 1,627 100 50 Dawero Waka 2,843 2,837 5,681 0 51 Dawero Tocha 820 819 1,639 0 52 Dawero Torecha* 1,920 2,114 4,034 0 53 Dawero Gesamura* 1,755 1,973 3,728 100 54 Silti Torra 1,907 1,764 3,670 0 55 Silti Wulbareg 1,141 1,182 2,323 0 56 Silti Dalocha 3,034 2,910 5,944 0 57 Silti werabe 553 482 1,034 0 58 Silti Lera 1,550 1,926 3,476 0 59 Silti Kibet 1,347 1,434 2,781 0 60 Silti Alem gebeya 13,106 1,122 14,228 0 61 Silti Qawqoto 817 696 1,512 100 Total 366,901 360,805 727,706 1902

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Out of the survey the following Fields of Business operation was classified

No

Business Field

No of micro enter-prise

No. of small entrepreneurs

Total

%

1 House and Office Furniture 27 39 66 4,3 2 Snack 36 22 58 3,7 3 Restaurant 56 17 78 5,2 4 Hotel 36 34 70 4,6 5 Hair Dressing 46 7 53 3,5 6 Laundry 2 1 3 0,2 7 Clinic 8 - 8 0,5 8 Garage 7 10 17 1,1 9 Bakery 28 12 40 2,6 10 Photo graphing 14 10 24 1,6 11 Butcher 23 2 25 1,6 12 Hides and skin 4 4 8 0,5 13 Typing 1 - 1 0,05 14 Glass work 2 - 2 0,1 15 Jewellery 7 4 11 0,7 16 Merchandise trade 295 56 351 22,9 17 Pastry 1 - 1 0,05 18 Grocery 7 1 8 0,5 19 Stationery 5 3 8 0,5 20 Home-made food items trade 26 - 26 1,7 21 Construction materials 5 5 10 0,7 22 Tires repair 8 - 8 0,5 23 Metal workshop 5 15 20 1,3 24 Const. materials production 1 - 1 0,05 25 Blacksmith 7 - 7 0,7 26 Weaving 15 - 15 1,0 27 Pottery 8 - 8 0,5 28 Tannery 3 - 3 0,2 29 Wood and Bamboo work 5 - 5 0,4 30 Knitting and Embroidery 17 - 17 1,1 31 Key moulding 1 - 1 0,05 32 Bicycle repair 4 - 4 0,3 33 House and gift mater. Shop 1 - 1 0,05 34 Textile trade 28 5 33 2,2 35 Ready-mades 38 6 44 2,9 36 Drug shop 11 8 19 1,3 37 Grain trade 63 45 108 7,1 38 Veg. and Fruits trade 5 - 5 0,4 39 Elec. Internal trade 6 - 6 0,5 40 Beverages and Alcohol 8 2 10 0,7 41 Block, Bricks production - 1 1 0,05 42 Tailoring 22 19 41 2,7 43 Elec materials repair 23 - 23 1,5 44 Fish trade 4 - 4 0,3 45 Construction & fire wood trade 1 - 1 0,05 46 Live animal trade 2 - 2 0,1 47 Traditional Drinks 96 25 121 7,9

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48 Coffee collecting 4 4 8 0,5 49 Honey trade 3 1 4 0,3 50 Carpet and shutter work 1 - 1 0,05 51 Shoe repair 5 - 5 0,4 52 Typing and photo copy 1 - 1 0,05 53 Malt trade 1 - 1 0,05 54 Edible oil processing - 2 2 0,1 55 Public transport - 4 4 0,3 56 Soap plant - 1 1 0,05 57 Warp and weft - 1 1 0,05 58 Coffee cleaning and pulping - 1 1 0,05 59 Grinding mill 21 88 109 7,1 60 Kindergarten 1 - 1 0,05 61 'Kocho' trade 3 - 3 0,2 62 Traditional cloth renting 2 - 2 0,1 63 Spare parts - 1 1 0,05 64 Coffee supplying 1 - 1 0,05 65 Fuel station - 2 2 0,1

Total 1060

464

1524

100,00

Number and Scale of Employment by MSE’s Micro and small enterprises are the major sources of employment in our national and regional economy next to agriculture, like any other developing countries. Micro and small enterprises have dominance over medium and large-scale enterprises in terms of their number and employment creation. Micro and Small Enterprises Manpower Employment Status

Micro and Small Enterprises against their personnel Number of employees Micro Enterprises Small enterprises Total

MSEs 1 47% 23% 40% 2 29% 29% 29% 3 11% 16% 12% 4 5% 13% 7% 5 3% 5% 4% 6 1.5% 3% 1.9% 7 1.4% 1.5% 1.4% 8 0.9% 0.5% 0.8% 9 0.3% 0.5% 0.3%

10 0.6% 1.7% 0.9% Above 10 0.6% 6% 2% Total valid replies 1089 403 1492 Total employees of surveyed MSEs

2339(55%) 1878(45%) 4217(100%)

Source: MSE’s survey

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4. A general result out of the survey is defined in three major fields:

No Problems Micro scale Enterprises

Small scale Enterprises

All MSEs.

1 Shortage of counselling and training services

100% 95.1% 97.9%

2 Shortage of timely and reliable market information services

- 3.3% 1.4%

3 Interruptions to get support letters for loan services

- 1.6% 0.7%

Total 100% 100% 100% According to sources, the micro scale entrepreneurs are complaining over the shortage in skilled manpower, 72% of all questioned entrepreneurs were complaining about this shortage with the linkage to the exciting illegal business operators. The second mention problem was the shortage and not functional market information services. It minds, the understanding of marketing in products is underdeveloped and needs a bigger attention from the side of the training components in technical vocational education and its extension to adults education. The side effect of low business understanding has the result for the low investment and asking for Bank loans, what includes the understanding of business plans and market demands. The figure and tables has one common impact of understanding, industrialisation is in the beginning and not yet established in the SNNPR and the result of training in skilled manpower will have a different approach and will only develop if training services are provided to the general need of the present market situation. The market can be identified to the areas of the economic event of the formal and Informal service areas. It has developed its own extraordinary business character. This business character is strongly characteristic for all regions. The classic forms of the occupation and education market are only relevantly executable here. The area of Medium and Small Entrepreneurship belongs to the economic social branch of industry with its own regulations. These rules cannot be disregarded, since its self dynamic forms the economic support for the urbane and rural population. The existing economic business culture in the region is mainly definite by the economic and cultural condition and their social and ethnic basic environment. It is recommended to the TVET Commission bureau to include the real facts on the market system to the training concept in the following supporting scheme:

1. Defining and applying the appropriate training in trades according to the market demand orient request and market locations,

2. TVET Commission should install a network of apprenticeship program in

coordination and understanding of the private business community and other associations, as one of the major training provider in SNNPR,

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3. Installing of a business market exchange system, in providing basic courses in

business training application, and a general public discussion in the approach of business training application to all business actors in the SNNPR,

4. Installing a interrelationship with other business providers, governmental,

non governmental, companies and micro small entrepreneurs, and to offer training courses according to requirements,

5. Installing of the TVET Council as an active supporting body in which all

partners of the private business community, chamber of commerce have equal shares of constructive work power in training activities, to the benefit of the SNNPR and its training components as part of an economically development,

6. A set-up and mutual understanding of Public Relation work as network for all

partners involved in training provision,

7. Developing a cooperative training system with the private business community as well as with the chamber of commerce

Internally the TVET Commission should improve more actively the structure of technical vocational education in each institution by;

8. Opening of business opportunity in the institutional workshops, and realise its potentiality of school equipment and technical know how as a technically transference of technology knowledge to outsiders,

9. Set up of Business promotion centre with the private business community,

10. Including business applications as part of the curricula, for instant CEFE in the

formal and non formal training program,

11. Trade skills area in 10+3 to be summarized in few potential institutions

12. More involvement of the private business community on institutional level through an advisory board,

13. Permanent curricular revision according to the labour market request by the

curriculum team and institutions,

14. Cooperation between micro small finance institutions/ banks,

15. Income generating activities with a concept related to the private business community

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5. Action planning of implementing first changes in the relation and

promotion of Training infrastructure in SNNPR To 1 Business training program for school leavers and WS-owners designed by the Department –Input Supply and Apprenticeship- in

a) CEFE course for the private business community and schools leavers by October 2004

b) Adult training program with the Micro & Small Enterprises Production Quality & Productivity Improvement Centre (before MSITPC) in different trades and with the Awassa College in, carpentry, welding, and metalwork with a minimum length of 6 weeks by October 2004, including course preparation in short curriculums.

To 2 After inaugurating the TVET Council the TVET Commission, through the Department of –Needs Study and Quality- should call on a public debate for all Training providers, the private business community, and the chamber of commerce for a public relation campaign in promotion of the infrastructure of training in the SNNPR. Preparation should be done in an invitation to all training providers and business actors by May 2004 To 3 The department and team –Need and tracer Studies- should work out a market exchange system on the need of training applications for the business ground in the SNNPR, starting with Awassa town, in

a) Conducting regular meetings with officials, and private business owners on the demand and feasibility of implementing training application and the financial input for it and for the different target groups on the market,

b) Preparing and conducting data on relevant financial and business changes/opinion from private business actors to an information system and news paper for the region.

The action oriented work should start latest July 2004 To 4 The TVET Commission will open a Public Relation Office within the TVET Bureau which have the aim of bundling information on the mention task force (4) and work out, processing the information to the different departments/ teams for subject oriented task, starting with this action from now going on by employing necessary Staff in the responsibility of the Deputy commissioner.

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To 5 Inaugurating of the TVET Council as soon as possible to an actively body for the implementation and connection of business and training plan in the improvement of the economy in the SNNPR,

a) guiding the TVET Bureau in governmental and private business connection b) to advice and ensure that all relevant economic sectors for the TVET program

in the region are coordinated c) to advice and support the TVET commission in developing strategies of

promoting business opportunities for school leavers and the private market demand,

The action needs a very deep action attention from the TVET Deputy Commissioner. To 6 Refer to point 4 To 7 The Department/ Team –Apprentice and Entrepreneurship – work out an action oriented training system on cooperative training in the facts of,

a) Financial sharing system, as market-oriented financing (Voucher system), employment sponsoring, and self- financing system, etc.

b) Preparing of basis contracts in the arrangement of apprenticeship agreements for cooperative training and its responsibility,

c) Preparing data from companies, who are taking part in the activity for future recommendations and actions,

d) Evaluating the fields of activities to the practical occupational profile, to the curriculum fields

e) Open discussion with the internal departments in the connection and involvement of the private business community.

To 8 Trough the TVET Commission and Council, directors of the institutions should open there institutions to the private business community and governmental sector in the set-up of production and construction units in services on a real business component in close relation to the business market and as a fact of training opportunities to students,

a) in a learn factory as part of the practical training application of giving services to the public and the institution,

b) in opening of the workshops to the private business community in giving services of using the workshop facilities by payment contribution,

c) to set up a transparent financial income system,

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The implementation of those changes should be guided by the Department/ Team -Input Supply and Apprenticeship Department- Action should be started by an example Institute SDC Dilla and Arba Minch as a Pilot Project starting in July 2004, To 9 As one of the first Regional State, the SNNPR TVET Bureau should establish a joint venture program in a Business Promotion Centre with the private business community as a cooperative set-up,

a) for the exchange of technical knowledge transfer of all community participation bodies in the Region, (NGO’s,)

b) learning and service centre for trainees and WS-owners c) constructing a real world of work and implementing market relevant

technology by sponsoring new technology transfer, This task should be worked out with the Department/Team –Need Study and Quality Assurance- in a work-out document of a feasibility study with NGO’s, governmental Offices, and Donors. To 10 Refer to point 1 and 7 To 11 Decision will be done through the presentation of this document To 12 The TVET Commission and the TVET Council should establish an advisory Board on each Institute for a smooth running in connection between Institutions and private business community, with the aim in conducting relevant objectives for the exchange in training applications and production service as an all over understanding. The process should be guided from the Department/ Team -Need Study and Quality Assurances- by preparing and implementation of necessary document from now going on in May 2004, To 13 Refer to point 7 To 14 Refer to point 3, 7, 8 To 15 Refer to point 8

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Business (Technology) development and its relation to Technical Vocational Education

Development Technology

Development Technology Application

Traditional Training

Time

4- 6 12- 20 years years

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TVET Commission as main provider in Technical Vocational Education in the SNNPR, with the following Institutions;

1 2 3 M F Total 1 Awassa College/ CoC 10+1, 10+2,

10+3

2 Hossana College 10+1, 10+2, 10+3

3 Arba Minch College 10+1, 10+2, 10+3

4 Dilla SDC 10+1, 10+2, 5 Butajira SDC 10+1, 10+2, 6 Bonga Technical 10+1, 10+2, 7 Sodo Technical 10+1, 10+2, 8 Yirgalem Technical 10+1, 9 Alta-Wondo Technical 10+1,

10 Bodity Technical 10+1, 11 Waka Technical 10+1, 12 Durame Technical 10+1, 13 Goro-Welkite Technical 10+1, 14 Amane Technical 10+1, 15 Tapei Technical 10+1, 16 Jinka Technical 10+1, 17 Sawla- Gofa Technical 10+1, 18 Alaba Technical 10+1, 19 Agena Technical 10+1,

Training fields Kind of Institution Training fields Kind of Institution Business Textile Techn. Accounting Co. SDC Textile Tech. Sec. Science Co. SDC Tailor Tech Info. Technology Co. SDC Dress Making Tech Industrial Technology Home Science Machin. Technology Co. SDC Bakery& Confec. Co. Tech Gen. Mechanic Co. SDC Cook Co. Tech Car Mechanic Co. SDC Hotel Service Co. Tech Electronics Co. SDC Home Manag. Tech Electric Co. SDC Hair Dress Tech Construction Drafting Co. SDC Survey Co. SDC Building Co. SDC Wood work Co. SDC

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SNNPR- State with Zones and Woredas The areas of market research;

The area of Technical Vocational Education Technical Institutions Skill Development Centres College

TVET Bureau Tel.: 251 6 20 54 73 - 20 -


15.04.2004

TVET Bureau Tel.: 251 6 20 54 73 - 21 -

6. Trade Testing approach on Regional Level The set- up of a Trade Testing Department at Regional level is a Federal commitment and should be implemented as a decentralised instruction to the Region. In the development process of the TVET-program/ system it becomes a necessary fact to introduce a comprehensive Trade Testing System in Ethiopia. The new TT- component should be developed in a framework by the Ministry of Education and will be recognized and implemented by the Regional TVET- Commission. In this cooperation, the present testing system of testing in accordance to the curriculum will be abolished. For the new set-up, the frame work condition for the TT has to be given by the MoE where guidelines and structure are defined. In general, with the establishment of the CoC program component to the existing selected College of Awassa the preplanning document recommends the following proposal for the future decision making process. The additional Final Report of the workshop on Trade Testing from 4th -6th February 2004 is part of this document. Structure and Guidelines (Frame work) will be from Federal Level by the Ministry of Education, Vice Minister for Technical Vocational Education. Aims and Objectives of the Trade Testing set- up could be:

1. To support the development and set up of a national occupational standards and certification body for all relevant occupational fields,

2. with all involved private business community partners, 3. on the national wide recognised level, 4. To develop new trade professions according to requirement and market

demand oriented needs, 5. with the implementation of a conceptual lay-out of training with financial

contribution and, cooperative training approach. Perhaps following structure will be suitable for a functional CoC in trade testing on the Regional level: Set-up of a Trade Testing Department in a CoC

Trad

e Te

stin

g Bo

ard

(Com

mis

sion

) on

Re g

iona

l lev

el

Stakeholders involved: Training providers, Institutions, companies etc. Regional MoE by TVET Commission and Council, Local business community Chamber of commerce and trade union,


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TVET Bureau Tel.: 251 6 20 54 73 - 22 -

Communicated and facilitate in the national trade testing system according to the national occupational standards,

Trad

e Te

stin

g St

anda

rd B

oard

assure the quality of occupational standards and supervise the operation of CoC’s in there testing function, Accredit trade testing location and trade testers for the CoC’s, set up a Trade tester pool and register certify trade testers Issue of trade testing certificates to TVET Commission,

Trad

e Te

stin

g D

evel

opm

ent Develop trade tests from delivered trade test items and

distribute those items to the centre of competence or the selected satellite CoC, Set up training regulations for trade testers, Edit trade testing items; develop evaluation instructions for trade testing,

Schedule the annual trade testing in the region and issue

Trad

e Te

stin

g C

ertif

icat

ion

and

Regi

stra

tion Register test candidates

Register trade testing results, and prepare the certification, Submit results to the data bank for further statistical use,

In general the administration of the Trade Testing Department is responsible for the evaluation of tests the selection and accreditation of testers. Those testers should be from different associated Members of the private business community, training centre and chamber of commerce. All testers or experts should be from the world of work and should have high emphasises in his profession. Therefore, it is one of the most important criteria in selecting and accreditation for testers. It is also one important aim of the Trade Testing Department to summarise all test items in a data bank. The development of test items should be designed in an open and practical way, according to demands and new development in craftsman work and industry, without any restrictions but on a technical based system. Details and more Information are in the Final Report mention before.


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7. An example for occupational standard in Building construction 10+3 (building technician): Shortly: Study the executive draws and specification quantities schedule and determine the preliminaries arranging with the responsibility engineer and:

- Sharing in appraisal of workers numbers and examines them. - Check the quality and specifications of constructive materials, which

brought to the site and make test for a sample of it in the laboratory to adjust the quality.

- Arrange with the building survey foundation planning supervising on excavating it and compare its specifications and dimensions according to the engineering draws.

- Supervising on operations of moulds and reinforcement the basics and foundations of buildings in accordance to specifications.

- Supervising the quantities and ratios of the concrete mixture and following the molding operation, take samples of cubes like for laboratory tests to get sue of strength of the concrete watching tiling and finishing works.

- Arrange and coordinate with the mechanical, water and electrical installation of the building.

- Check the quantity and specifications of doors and windows according to executive draws and specifications, following the works of installing them supervise the paint works according to the specifications conditions and tile finishing, sharing in measurements works and quantities calculating and in the final delivery to the building.

- Prepare and introduce the technical work reports to the responsible engineer.

- Make sure of securing and using safety and protection tools. - Apply the vocational health and safety protection tools, applying the

vocational health and safety instructions. - Train and supervise the workers to improve their work competence,

and what he will achieve and implement to this work.

TVET Bureau Tel.: 251 6 20 54 73 - 23 -


15.04.2004

8. Apprenticeship Training guideline6 Apprenticeship Training and Partnership Organisation is a part of a Monitoring System in the set up of Technical Vocational and Educational Training. It combines different elements of a work method in comprehensive training. In this Training agreement different partners meet together to work out the methods in gaining work-qualifications for occupational skills and knowledge in a wide range of work based requirement. World of Work Work based requirement Training Institution Trainees Companies of local market Before Training is taking place the Vocational Guides has to undertake a Market survey, to find appropriate and adequate Companies for cooperation. This inquired a large amount of work steps in organisation and training experience. Therefore it is advisable to establish an office of Apprenticeship Training whereby the office will follow specific tasks;

• Looking and selecting private business community • Providing Students with information and advice • Developing information material for the private business community and

Students • Collecting reports on practical studies • Financing contracts and insurance policies

Apprenticeship Training is based on an agreement made between a Training Institute, Trainees, and Companies. Hereby the each has his representative:

• The Vocational Guides (Mentor, Counsellor). • The Trainee and his/her parents • The Companies, Department or Owner

It is strongly recommended that the apprenticeship program TVET Commission Bureau is more over involved to give students in there second and third year intensive training in the local business community.

TVET Bureau Tel.: 251 6 20 54 73 - 24 -

6 part of the scrpt is from TEVT App-program


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If three partners, with different aim will meet, there should be an agreement to meet the differentiation. Each representative has to fulfil second tasks to meet the final goal (objectives) to release the agreement. Also there is a benefit for each actor in the agreement.

a. Publish relation and reputation work for the Training Institute b. Motivation of work and social training of Trainees c. Support the Training Institute and the Educational System through feedback

of Companies on there work requirement needs All over the Apprenticeship Training supports the Community and the Country in improving Technical and social development, in reducing of unemployment, maintaining of skilled trades and contributing to the society as a whole. In the technical senses Training promote science and technology, change of skilled occupation and requiring good technological and information processing expertise. All actors of the agreement are assigned to have an imported logical approach in the order to prepare Training with success.

a. Preparation of him/ her self b. Planning and organising c. Implementation of Training phase d. Evaluation and Assessment e. Reporting

The Training Institute has to fulfil in order of the TVET Bureau following tasks: Work tools for market survey are:

a. approach your Head office and ask for a design form on market research what should contain the following data, Evaluation sheet on requirement

b. Name of the Company, owner, and address, Telephone, Fax e.g. c. Production and Services and repair areas d. Department or owner who can carry out the Training area or requests e. Different occupations of Training areas available in Company f. Workshops and Offices equipment g. How many employees male/female h. Specialised occupational areas (PLC, electronics or Computer programming) i. Precondition of cooperation contract as general basic information for further

contacts According to the selected Companies the Vocational Guide has to perform for each training place a work assessment sheet what contains all Tools and work equipment in the Company.

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In addition the Vocational Guide should perform a job analysis sheet. This will find the qualification of each job sequence. Apprenticeship planning comprises important targets, stages, links, and channels, evaluated earlier and are amplified in the following summery:

Fulfilments of basic needs and aspirations of the individual and the society such as, employment for a income generation matter. Definition of environmental objectives mentioned hereafter; Realisation of efficiency in economics at the regional and local levels; Functional integration and synchronisation among activities and training components, among activities and the circulation network of institutions and the private business community into a comprehensive whole which takes into consideration business growth and economical conditions. Cohesion, accessibility and the organic interrelationship among institutions and the private business community components is needed for their efficient training offer. Variety of opportunities in terms of activities and training function for all partners and services to the population needs. Fostering of social interaction among all social and economic groups Work out adaptability in parts within the training structure into local work activities, and technological exchanges to different levels of transformation and work expansion to offer intensive practice-oriented training. Explain identifiable transparently in training organisation.

TVET Bureau Tel.: 251 6 20 54 73 - 26 -


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Some samples of collection and analysis of basic data and information’s questions.

Relation or the institution to the surrounding region in terms of location its use, economical growth and its influence. What are the topographical and geological conditions? Qualitative and quantitative analysis of circulation work systems and future trends on the labour market situation. Find out population characteristic, family sizes, occupational structure, and required services and to forth. Find out in addition the employment and economic base of labour force, occupations, employment of variety activities in comparison with regional rates and local income rates.

Contents of and method of job analysis:

a. analysis the place of work by interviewing the work occupants, age and training, who long hi/ her is working e.g. and collect data of work place as field of activities e.g.

The working activities can be analysed to the following criteria’s

a. kind of activities as assembling, painting, welding e.g. b. kind of working object which is treated, timber, metal, bamboo e.g. c. means of production and auxiliary tools which facilitate treatment or without

which treatment is impossible, marking tool, ruler e.g. d. information which is received; transmitted or stored in the working process e. person with which the workplace occupant has to do within the scope of his

job and f. working conditions, such as g. Organisational condition h. Local condition i. Condition on time j. Climate condition

TVET Bureau Tel.: 251 6 20 54 73 - 27 -


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All data collected are compiled in a questionnaire. Questionnaire provides the guideline for the job analysis interview. It has to be considered that the interview on the workplace should not excited more than 20 minutes. The job analysis ends with the compilation of the colleted data which then make up the respective profiles. In order to collect a sufficient number of data within the available time, the questions have to be put in such a way that the answers can be ticked off or expressed by numbers. Sentence should be put down only in exceptional cases, as important additional information diff. groups Other

factors Work

activities Workplaces Experts Result of job Curriculum Training Teachers Analysis Elements schedule

New

qualification Learning

activities + additional

Existing Training Qualification

Qualification Result QN = QD + QE

TVET Bureau Tel.: 251 6 20 54 73 - 28 -


15.04.2004

Model of the correlation between working activity and learning activity Possible activities relating to work action START

UNDERSTANDING OF WORK TASK; DEFINDING

INTENDED RESULTS

ANALYSING STARTING SITUATION

DEFINED WORK STEPS CARRYING OUT WORK STEPS CONTROLLING RESULTS

NO RESULTS CORRECT? END

Information

Evaluation Planning

Decision Making Control

Performing

TVET Bureau Tel.: 251 6 20 54 73 - 29 -


15.04.2004

Work- Profile demand in qualification of manpower

Training Skills Knowledge ability Behaviour

Job sequence Job sequence 2 Profile of qualification The Vocational Guides has to keep records of Company and Students profile. If you pay the visit to a Company, give a brief introduction over the Technical Vocational Educational Training in Ethiopia; introduce the curriculum, the training programme, specific jobs, and the number of Trainees you want to send. Secondly, discuss on the contractual agreement: duties, responsibilities of the Company, as well as the duties for the Institution and Trainees. Draft the contractual pre-agreement for final endorsement with each party and consider the back up information to your TVET Bureau. Roles and responsibilities of each party,

a. Employee or Company

It is the responsibility to provide an opportunity for the trainee to learn his/her trade by offering a well- rounded, practical trade training experience It is the responsibility to provide a safe learning environment and to encourage training at all levels, you set the example By foster a work ethic conducive to training while minimizing productive losses. You provide the fair and equitable treatment of all employees and recognize and reward excellence. You provide the foundation for the apprenticeship training and the continuum for passing trade skills on the future.

TVET Bureau Tel.: 251 6 20 54 73 - 30 -


15.04.2004

b. Trainee

It is your responsibility to know what is involved in your trade, to learn, to apply your skills, and to serve your employer’s productivity needs to the best of your ability. It is your responsibility to take control of your training, ask questions, and seek answers.

c. Institution and Vocational guide You are responsible to pass on your trade skills to the trainee. You are responsible for providing appropriate supervision and honest feed back. You are responsible of the training plan and be the coordinator between Trainees and Employers (company) you are responsible for records and information flow in all levels, set up a Training Monitoring system. You are committed to training by fostering training culture to the workplaces by keeping everyone informed of quality control and efficiency requirement. You have to recognize and give training sufficient time and remember training is an investment.

How to keep a Training Monitoring System Informal and formal and informal Training Monitoring on the base of Student and Company records. There should be a balance between periodic formal performance review by the Vocational guides and informal daily observation and feed back by the company foreman The informal daily observation and feedback builds up confidence and allows for straight action wherever problems may occur, a feedback to the trainee where his/her stands of training is. The regular formal performance review involves the Trainee and the Vocational guides for the purpose of Identifying strengths and weakness of the trainee

Identifying strength and weakness of the training programme Determining training requirements

The trainees record books provides following data; Work tools on Student record book and assessment sheet

1. Name of Student, male/ female, age, address, and Parents 2. Grade of school leaving Certificate 3. Grade of last Vocational assessment 4. Attendance record and behaviour remarks,

TVET Bureau Tel.: 251 6 20 54 73 - 31 -


15.04.2004

and a check list of skills; a fair and objective assessment of the trainee competence in each skill area is essential for the trainee to be able to progress in the trade. Formal performance review should be documented in writing and referred sub-sequent review. Evaluate knowledge of each trainee to the defined criteria’s;

a. Communication skills b. Ability to solve problems c. Independence d. Team work e. Co.-operation skills f. Flexibility g. Ability to make decision h. Responsible behaviour i. Precision j. Information processing k. Independent learning

Formal Monitoring should be documented, and formal Monitoring should be at regular intervals. Trainees need supervision and leave room to foster independence, but trainees should be never left completely on their own. Trainees should always work under the direction of a qualified person in his/her trade. Monitoring and Evaluation Scheme for Apprenticeship Training

Training Plan Assessment Trainee record Book Company/ Trainer Company Trainer Trainee and trainer Vocational Guides Vocational Guides

Trainee

Certification Company and

Institution Introduce Company work (on the job training) to Trainees and trainers as following

a. To be introduced to jobs and to a knowledge of implications for individuals throughout the span of working life.

b. To provide experience in a range of industrial activities so that students can explore their interests and abilities and make a good choice.

TVET Bureau Tel.: 251 6 20 54 73 - 32 -


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c. To give an insight into the nature and purposes of the all over industrial work. d. To gain knowledge and understanding of the industry structure, and of the

various personnel and their function. e. To give knowledge of those scientific principles that are necessary for a full

understanding of the various aspects of education. f. To develop good practical skills commonly required in the main occupations

of the industrial work. g. To provide experience in designing and undertaking useful projects within

the range of predetermined specification. h. To develop the ability to recognise quality, reliability and good design in

manufactured goods required in a work and to implement it to the advantage of the public community.

An all over gaol of achievement for Company Training is

a. subject competence, which is the ability and readiness to fulfil tasks independently, professional and with method

b. Human and social competence, is the ability and readiness to communicate in responsibly and with argumentatively in the social environment; and be fully ready as an individual to develop the profession.

c. Apart of what is stated above (or besides it) the competence of method and learning are involved.

d. method competence, that is the ability and readiness to achieve and proceed in planning the work of the professional problems

e. learn competence, which is the ability and readiness to give information about facts that exhibits coherency as compared to common understanding

Work profile of 10+3 (diploma holders) profile and training concepts and aims, (Building Construction) Technicians (diploma holders), on their successful completion of the course, shall rank between the ruling classes of architects and building engineers. They will certainly, and ultimately, belong to the leaders of their pertaining field. Their function area is within this leadership, and is cover’s an enlarged volume of independent works, co.-operations, and self-responsibility. It is used an according to the various building tasks and participating skilled workers and institution related to the building work and site. The following important indication list of occupation to which the technician has relevance:

TVET Bureau Tel.: 251 6 20 54 73 - 33 -


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Planning

a. Construction b. Calculation and economics c. Award of building performance d. Building supervision and building direction e. Object management f. Personnel planning and leadership

Within this indication of the training technical courses for student for building construction the following aims will be carried out:-

a. To be introduced to jobs and to a knowledge of implications for individuals throughout the span of working life.

b. To provide experience in a range of industrial activities so that students can explore their interests and abilities and make a good choice.

c. To give an insight into the nature and purposes of the construction industry.

d. A knowledge and understanding of the industry structure, and of the various personnel and their function.

e. A knowledge and understanding of procedures and materials in construction.

f. To give knowledge of those scientific principles that are necessary for a full understanding of the various aspects of education.

g. To develop good practical skills commonly required in the main occupations of the woodwork and construction industry.

h. To provide experience in designing and undertaking useful projects within the range of predetermined specification.

i. To develop the ability to recognise quality, reliability and good design in manufactured goods required in a construction work and to implement it to the advantage of the public community.

j. To develop an appreciation of the environment, the value of natural resources, and the need of a clean surrounding.

k. To contribute to the development of social environmental skills and qualities.

The aim of the technicians is the acquirement based on skilled professional competence, which is comprehensive and is a key qualification with the following traits:

a. Communication skills b. Ability to solve problems c. Independence d. Team work e. Co.-operation skills f. Flexibility g. Ability to make decision h. Responsible behaviour i. Precision j. Information processing k. Independent learning

TVET Bureau Tel.: 251 6 20 54 73 - 34 -


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With all that skilled competence, the technician requires the capability of the task solution in workshops, building sites, industry, and enterprises. The scope of the technicians is the activity of building workshops, engineering, public work as undertaken by national contractor's medium and small firms, public authorities and maintenance departments and other free market organisations. Co.-operation with Companies, Offices, and the Chamber of Commerce Important relation to the industry in the

a. Reciprocity of Information on the conception of Training b. Reciprocity of consultation in the pedagogical approach in the field of

Training c. Procurement of visiting and practical work in the different occupational

trades d. Arrangement of practical work e. Establishment common possibilities of future educational interest of

training competence f. Reciprocity on the joint responsibilities of the trade tests

As basic paper it is referred to the document; A Proposal for its Introduction, Cooperative Training at Skill Development Centre Presented by; Dr. R. Edelmann April 2001 to the SNNPR/REB/Awassa. It is foreseen; that a change of the today apprenticeship program will not be converted imminently it will be a continuous process with the change of market driven demands and it will growth with a mutual understanding of all actors involved in the change process.

TVET Bureau Tel.: 251 6 20 54 73 - 35 -


15.04.2004

9. Future Building set up of Trainees intake and Trade testing need, for

conducting Trade Tests in the Region in the CoC and Awassa College,

Future skilled areas; 10+1 10+2 10+3 • Draftsman 25 25 50 • Secretary/ Typist 25 25 25 75 • Computer Technology 25 25 25 75 • Hotel Management (Bakery) 25 25 X 50 • Machine Technology 25 25 50 • Surveying 25 25 50 • wooden technology 25 25 X 50 • Construction technology 25 25 50 • Electrics 25 25 X 50 • Electronics 25 25 50 • Car mechanics 25 25 X 50 • Gen. Mechanics 25 25 50 Total (maximum figure) 300 300 50 650 Extension (maximum figure) 300 300 150 750

Class rooms;

Future skilled areas; 10+1 10+2 10+3 • Draftsman 25 25 2 • Secretary/ Typist 25 25 25 37 • Computer Technology 25 25 25 38 • Hotel Management (Bakery) 25 25 X9 2 • Machine Technology 25 25 S10 1 • Surveying 25 25 1 • wooden technology 25 25 X 2 • Construction technology 25 25 S 1 • Electrics 25 25 X 2 • Electronics, TV/ Radio 25 25 S 1 • Car mechanics 25 25 X 1 • Gen. Mechanics 25 25 S 1 Total Extension 20

7 The Secretary section should have a Computer- lab for the 3 year 8 IT most properly should have 1 labour of IT- Technology of practical application. 9 X= extended to 10+3 10 S= Satellite CoC

TVET Bureau Tel.: 251 6 20 54 73 - 36 -


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Demand on Workshops

Future skilled areas; 10+1 10+2 10+3 • Draftsman • Secretary/ Typist • Computer Technology • Hotel Management (Bakery) 25 25 X11 1 • Machine Technology 25 25 S12 1 • Surveying • wooden technology 25 25 X 1 • Construction technology 25 25 S 1 • Electrics 25 25 X 1 • Electronics, TV/ Radio 25 25 S • Car mechanics 25 25 X 1 • Gen. Mechanics 25 25 X 1 Total Extension 7

Each workshop will accommodate roughly 25 student’s minimum up to 50 student’s maximum. The class room blocks will have the following additional functional rooms; laboratory and drawing rooms for the following trades. Trade; IT/ Electronics, Laboratory Hotel Management (Bakery), Laboratory Secretary/ Typist, Laboratory wooden technology and gen. mechanic Drawing room13 Secondly, four trade areas have to be extended to 10+3 and curricula’s have to be developed and introduced. Third, the teaching staffs have to be changed to a higher education. The list of available Teachers degree in Awassa College, this list shows the present situation and will have to be amended to the CoC need. The list will be as Appendix 2 For explanation, in Table Future skilled areas, is calculated as maximum figure with out drop downs in 10+1 and 10+2, see here the three step graduation model in Page 37 what could be the real figures.

11 X= extended to 10+3 12 S= Satellite CoC 13 can be used be the surveying and draftsman trades

TVET Bureau Tel.: 251 6 20 54 73 - 37 -


15.04.2004

Capacity demand on Class rooms and workshops WS present 7 CL present 20 Perioden time 9 Students planed 750 Students/CL 25 Perioden week 35 Trades 12 Demand on Classrooms Students Students/CL

475 25 19 CL CL Perioden time

19 5 95 Perioden time Perioden time Days

95 5 475 Perioden week Perioden week 20% flexi.

475 95 570 incl. 20% Flexibility incl. Flexi. Period week

570 35 16,29 Classrooms needed Demand on workshops Students Students/WS

275 25 11 WS WS Period time

11 4 44 Perioden time Perioden time Days

44 5 220 Perioden week Perioden week 20% felxi.

220 44 264 incl. 20% Flexibility incl. flexi. Period week

264 35 7,54 Workshop needed 1 Periode 45 min Daily Perioden 2 8,00 9,30 Break 30 min

4 10,00 11,30 Break 15 min 5 11,45 12,30 Break 30 min 7 1,00 2,30 Break 60 min

9 3,30 5,00

TVET Bureau Tel.: 251 6 20 54 73 - 38 -


15.04.2004

For the intake of students, it is recommended to have 25 Students per academic year, on the whole 10+1 to 10+3 TVET program. To accomplish his/her higher education, students have to decide on their pass marks per year or on his/her willingness to finish one of the 10+1 to 10+3 TVET program. Theoretically, if the institutions have 25 students per year as intake the experience shows the following data; A three step graduation model should be implemented; Intake 10+1 Drop down 10+2 Drop down 10+3 Final Out come 25

25

30%

18

20%

14

5%

Min. 12

To support the second and third year program in its drop downs of students, the institutions should establish -supporting classes- to minimise the failure figure of students. Supporting class’s minds, all subjects of a trade will be supported in evening classes to strengthen the student’s ability of passing his/her academic year. The indication of the following lesson applications areas in % are; Common lesson Subject specific lesson Practical lesson Not more than 10% 30% 60% Also it is recommended to have an implementation of a allocation of class-room- plan, whereby the following fields of lesson are indicated and are presented for a secure smooth running of institutional organisational pattern without interruption. Determining the number of class rooms, and Producing a schedule of class rooms In general for planning of class rooms and workshop the following steps are taken Rooms + classes + teachers + subjects + lessons For example;

1. Type and numbers of rooms and their allocation

2. Type and number of class rooms according to different specialisation

3. Type and number of workshop groups according to areas of specialisation

4. Number of teachers and their commitment

5. Teaching subjects and their sequence

6. Course of training/ timetable

TVET Bureau Tel.: 251 6 20 54 73 - 39 -


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Wooden technology workshop builds in local timber structure. Workshops in Dilla (also Awassa) build in corrugated Roofing sheets Class room in Arba Minch (also in Awassa and Dilla) build in corrugated RS

TVET Bureau Tel.: 251 6 20 54 73 - 40 -


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All legal papers or ownership documents are approved from the Awassa Town Administration, Municipal Service, and in hand of the TVET Commission Bureau. The ownership documents on the Water-Technology Institute have to be clarified yet. In general, the infrastructure of the Awassa College is basically available. The public water supply as well as the main supply of electricity should be assured for the future extension to a Centre of Competence. All technical specifications on the Water and Electricity supply as well the ownership Documents will be as attachment to preplanning Document. Appendix No 3 Decision by TVET Commission The TVET Commission Bureau, the Commissioner and The Deputy Commissioner, agreed on the following proposal in the lay out of Trade selection for the new Centre of Competence. Further, discussion on the satellite Centre of Competence is in the process and the Centre in Dilla, Hosianna, and Arba Minch are possible will be selected: Future Trade skills areas are;

1. Awassa College as main Centre of Competence,

• Secretary/ Typist 10+3 • Computer technology 10+3 • Hotel Management 10+3 • Wooden technology 10+3 • Electronics 10+3 • Car mechanic 10+3 • Gen. mechanics 10+3

2. Hosianna Construction College satellite Centre of Competence,

• Construction technology 10+3

3. Arba Minch Industrial College satellite Centre of Competence,

• Electricity, power supply and

household

10+3

TVET Bureau Tel.: 251 6 20 54 73 - 41 -


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10. The future role of Awassa Business College as a Centre of Competence, and its possible environmental construction

The emphasis on human values, social integration, and psychological aspect of planning is a fundamental concern of environmental planning. The future land-use pattern of the CoC Awassa has to obtain the following specifically details on the land area and it’s physically buildings- set up. The necessitate of the set up are;

Technical Institutions has a differentiation on activities areas, Workplace, Learning, Administration, and Boarding areas as well as Health, Sanitary buildings and Sport and Resting zones.

The topography of the future CoC is to ⅔ a hilly (north- east direction) site. The drainage and subsoil have a good natural drainage and consist in different subsoil, from sand, clay, and gravels (rock). As mention before, the general services of water and electricity will be defined by the authorities. The existing buildings have to be asset to the general new layout of the CoC master plan. Before plans can be drawn up a survey of the chosen site must be carried out. New building problems are intently, the variable of needs, topography and climate as well as personalities involved, combine to make the application of any standard solution a gross over simplification. The functional relationship that exists within a Technical Vocational Institution of the various types of building arrangement can be shown in the relation diagram. In the case of the CoC buildings and it’s belonging to a nucleus of a training department and the institution as a whole. The nucleus simplified;

Boarding area

Health Resting and sport area area

Administration

Learning Workshop area area

TVET Bureau Tel.: 251 6 20 54 73 - 42 -


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The nucleus relationship diagram as part example; Learning area Theory Lesson Plan

Administration Record books Teaching aid Trade Testing

Commission Director Workshops area Vice Director

Practice Examination Students affairs Production

Services Registration

M&R Financing

Record books Teaching aid For the successful and workable building its function and relationship some other factors have to be satisfied, which have considerable impact upon a shape of a Technical Vocational Institution. The climate zone in which Awassa falls must be established into the basic planning process. Generally, however in tropical areas (countries) the sun should be excluded by facing buildings north and south and any available breeze should be caught. Open arrangement of buildings allows more ventilation. A sufficiency of natural light is not normally a problem in tropical areas. Generally, the faces of buildings requiring light should not be spaced closer together than twice the height. The problem of sound, especially from Workshops is usually, but between learning, resting and heath areas and the Workshops areas should be enough spaces > = 10 m or the location of the Workshops are based on the periphery of a functional Institution area. The layout of buildings should be loose enough to allow growth. It is ideal to allow for the extension of individual buildings by leaving space beyond the gable end of each building block and for the addition of further units by setting aside zones of expansions within the master plan. The future of the circulation and services net work should also be considered.

TVET Bureau Tel.: 251 6 20 54 73 - 43 -


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The connection of services such as sewerage and water supply is always expensive. Buildings should therefore be arranged in such way these connections are short and direct as possible. The particularly applies to those parts of the buildings such as toilets and workshop blocks which consume as most water and disposals of most waste material. Due to the frequent maintenance required by most services the main runs should be easily accessible. Besides adhering to the principle of maintaining buildings zones there are some basic requirements which must be fulfilled,

-Cleanliness, adequate space, and good quality of light and ventilation-. It is recommended that a form of solid building construction should be adapted and standardized building solutions are implemented in which case the building types will meet all requirements with respect to climate and other local conditions. The below site plan indicates the present and extend building plan of the CoC Awassa Institute.

TVET Bureau Tel.: 251 6 20 54 73 - 44 -


15.04.2004

11. Determining of new Buildings

A plan for a department can be made by combining the elements needed in such a way as to satisfy the requirement of the relation ship diagram done before. It is impossible to generalise about design solution. There are so many variables as to what should be included, as well as differences in local conditions. For identical circumstances several alternatives are possible, in order to give ideas in same examples are given. All examples satisfy the criteria’s set written before. From an economy point of view, a standard building module for class room blocks, (3,625x 4,45 m), Workshops ( 5,10x 6,40 m) and administration (2,25x 2,25 m) is used. The buildings are simple rectangular blocks suitable for most types of material and construction methods. The sanitary fittings are all placed in such a way as to minimise internal underground connections. An element of flexibility is maintained by spanning the roof trusses from the front to the back wall which means that any of the internal walls could be demolished and can be modified again to a future plan without affecting the stability of the building. For the satisfying the climate requirement the blocks should be in the positioned so that the main faces of the building can always face north and south. The extension of the administration block and its accommodation required will depend upon the staffing of the unit and its role within the regional Technical Vocational framework. In this case it is the TVET Commission and the MoE to construct the body of the Regional Trade Testing Office and its general requirement. A layout plan of those units in the Trade Testing offices is shown as an example. Once again it will be stressed out that the basic requirement is the quality of lighting system and ventilation. Specifically for class rooms, computer working places should by not less than 350 lux (physical unit for measurement light density) provide. Most class rooms are designed in the way that daylight can perform the requirement. The windows face the north south direction and are shadowed by a roof overhang of at least 80 cm. The ventilation is regulated by single room lines what gives a easy and essential ventilation. Most essential would be glass louvers in the arrangement of separate top and down divisions. A well appointed vehicle and garage building for the institution cars is essential. The garage should have at least a maintenance bay of ~6,00m x 2,00m for inspection. It will be mention here as a site relation to institutional administration, that workshops can also be used for the manufacture of items of furniture to avoiding the cost and difficulty of obtaining such items from outside

TVET Bureau Tel.: 251 6 20 54 73 - 45 -


15.04.2004

It is recommended on the following new buildings: The present workshops of, construction, wooden technology, car and electric, gen. mechanic and machine, should be demolished and the remaining material used for the new buildings, special the corrugated roofing sheets. The base structure, foundation, and concert slabs should be used as layout area for boarding and health buildings. The administration building should be extended at the present building place to the functional building size with all necessary departments: Administration Registration Financing Trade Testing14 Examination/ Students affairs Public relation Maintenance & Repair15 The all over administration should have: Secretaries offices Stores 2 gen. Meeting rooms Waiting room Library room Toilets Copy room For the establishment of the Trade Testing Department additional rooms are requirement and demanded; Registration Examination/Certification Tester pool Trade development Training room Director Vice Director Public relation Meeting room Copy room Stores Media room Library room Standard board Training (class rooms) Class rooms HD - Instructor/ meeting Stores Media Workshops Workshop Instructor office Stores

14 new department on regional level 15 not for maintaining machineries.

TVET Bureau Tel.: 251 6 20 54 73 - 46 -


15.04.2004

Needed space requirement on a class room for 25 students; Table for two students 120x60 cm 0,72m² Chairs 120x30 cm 0,36m² Space around 2x (90x30) + 2x (180x30) cm 0,54+1,08m² Subtotal 2,70 m² Teacher area ~15 m² Furniture ~2,80 m² Class room area 13 x 2,70+ (15,00 + 2,80 m²) ~ 54 m² Room requirement for tow students The class rooms are extendable up to 32 students. Students and Institution work area as basic guideline

LA = Learn area 1,70 m² AD = Administration 5,00 m² WS = Workshops 10,50 m2

LA AD WS

TVET Bureau Tel.: 251 6 20 54 73 - 47 -


15.04.2004

The total requirement of a student area is 17,2m² ~17m² (1,7m² for learning, 5,0m² for office and 10,5m² as working area), the figure is an average based upon survey of a numbers of Institutions and one-man workshops, with the adequacy of their facilities. Other essential relating spaces can come into the student floor area like machinery space, stores, laboratory, and lavatories. The area requested can be more or less as mentioned according to student’s intake. If the number of students will increase the number of floor area per mention area in the chapter below can be calculated with the factor 7,5 to 8 as rough calculation for a institution set- up area.

Student LA/m² AD/m² WS/m² 1 1,70 5,00 10,50 17,20 100 210,00 75,00 525,00 810,00 200 350,00 135,00 1050,00 1535,00 300 490,00 185,00 1575,00 2250,00 400 700,00 220,00 2100,00 3020,00 500 840,00 260,00 2725,00 3825,00 600 1050,00 300,00 3250,00 4600,00 700 1190,00 340,00 3775,00 5305,00 800 1400,00 400,00 4300,00 6100,0016

The diagram below showing the relation and proportional m² of the different functional space required in an institute from the student intake 1 to 800. Awassa CoC with properly 750 students will require ~ 7000 m² (including old buildings), whereby the Trade Testing will have additional administrational space.

100

700

1300

1900

2500

3100

3700

4300

4900

5500

1 2 3 4

m²

16 Calculated by gross space = net space + 10%

TVET Bureau Tel.: 251 6 20 54 73 - 48 -


15.04.2004

The following relation for students is:

120 No. personnel for 750 students 1 person for 6,25 students 60 No. teachers for 750 students 1 teacher for 12,5 students 1 No. students has on building space 9,34 m²

Learn area of 1 Student 9,34 m² No. of Student 750,00 No. Cost / m² 1050,00 Birr

Financial Matrix for a College with CoC,

Cost of students yearly monthly daily Total Students in No. 750,00 No. 6.470,47 Birr 539,21 Birr 17,97 Birr 4.852.850,00 Birr

Salaries Running Cost Depreciation Total Demand p.a 1.517.322,00 786.740,00 2.548.788,00 4.852.850,00 In % 31,26 16,22 52,52 100,00

Salaries Students Fees Income Public 1.517.322,00 990.000,00 280.000,00 2.065.528,00 4.852.850,00 In % 31,26 20,41 5,77 42,56 100,00

01.0002.0003.0004.0005.0006.000

Salarie

s

Running Cost

Deprecia

tion

Total

Students F

eesIncome

PublicTotal

Taus

ende

Cost recovery area

TVET Bureau Tel.: 251 6 20 54 73 - 49 -


15.04.2004

The recovering cost sharing per Student per months is 20,41% of the total school running cost The following remarks are very important; The figure of income generating for schools is fictive, it is well known that income generating schools will have a maximum income of 15%-20% only, of the school running cost. The implementation of those Production and Construction Units will have an establishment time of 6 to 7 years. Therefore the figure is estimated by 15% only. Production schools can be optimally integrated into -industrialisation strategies- and programs devoted to the furtherance of small and medium-size independent businesses.17 Also it is known that staff members should be trained well to have the necessary support for the income generating activities. All experience on income generating schools (Production Schools) shows a large independency from administrative work instruction but transparent in financial subjects. The cost splitting is in the cost spreadsheet page 70-73 Paper 2 (in preparation) An explanation and strategy of change management in Colleges and a possible strategy of income generating (Production Schools) in connection with the Apprenticeship Program,

1. classifying different approach in Production Schools and Training combination,

2. relation in the act of learning fields and production units, 3. what is possible for Ethiopia, and the SNNPR, the TVET locations and the

implementation of Production Schools 4. History of Production Schools and its various approaches in governmental

and none governmental lay-outs, 5. Social impact of Production Schools and its acceptances in a social economic

environment.

17 The Training & Production Concept Book 3 GTZ

TVET Bureau Tel.: 251 6 20 54 73 - 50 -


15.04.2004

Administration Building Set up in the new layout: It is recommended on the following new layout: Construction Examples

College

No. Name Ground floor [m2]

Wall area [m2] Surrounding Walls [m]

1 Archive1 8.63 33.26 12.65 2 Office 1 18.12 41.18 17.15 3 Exams &

Students affairs 27.30 51.97 21.50

4 Secretary Deputy

17.81 39.56 17.00

5 Deputy Director 27.30 49.00 21.50 6 Secretary

Director 17.81 37.04 17.00

7 Director 27.30 42.99 21.50 Sub Total 144.28 295.01 128.30

Finance Section No. Name Ground floor

[m2] Wall area [m2] Surrounding

Walls [m] 1 Gen. Finance

Office 41.86 56.51 26.00

2 Book-keeping 17.81 41.68 17.00 3 Secretary

Finance 27.30 49.60 21.50

4 Director Finance 27.30 49.60 21.50 Sub Total 114.27 197.38 86.00

TVET Bureau Tel.: 251 6 20 54 73 - 51 -


15.04.2004

General No. Name Ground floor


Waffs [m] 1 Registration 41.59 70.35 30.15 2 Meeting room 41.86 49.54 26.00 3 Secretary P&R 36.17 76.97 30.50 4 Public Relation 27.30 49.60 21.50 5 Library 27.30 50.74 21.50

Sub Total 174.22 297.19 129.65 Trade Testing Department


Wall area [m2] Surrounding Walls [m]

1 Trade Commissioner

27.30 42.74 21.50

2 Secretary Comm. 17.81 37.04 17.00 3 Vice

Commissioner 27.30 48.49 21.50

4 Secretary Vice 17.81 39.31 17.00 5 Trade

Development 36.80 63.42 26.00

6 Exams & Certification

36.80 63.42 26.00

Sub Total 191.12 345.26 150.50 Service


Wall areas [m2]

Surrounding Walls [m]

1 Wc 1.88 15.47 6.05 2 Wc 1.88 15.47 6.05 3 Wc 1.88 15.47 6.05 4 Wc 1.88 15.47 6.05 5 WC Man 4.03 17.42 8.15 6 Wc Women 4.03 17.55 8.15 7 Wc 1.81 15.05 5.90 8 Wc Men 3.88 17.13 8.00 9 Wc Women 3.88 17.13 8.00

TVET Bureau Tel.: 251 6 20 54 73 - 52 -


15.04.2004

10 Wc 1.81 15.05 5.90 11 Wc 1.81 15.05 5.90

Sub Total 30.58 191.34 80.10 Total m² 654.48 1326.19 574.55

Ground floor area 654.48 m² 654.48 m²

Construction area 128.69 m²

Gross floor area = 783.16 m²

Gross volume = 2192.86 m³

TVET Bureau Tel.: 251 6 20 54 73 - 53 -


15.04.2004

Set up in the new administration layout: It is recommended on the following new layout: Construction Examples

TVET Bureau Tel.: 251 6 20 54 73 - 54 -


15.04.2004

Back side of the Administration Building Front side of the Administration Building

TVET Bureau Tel.: 251 6 20 54 73 - 55 -


15.04.2004

Set up in the new class room layout: It is recommended on the following new layout: Construction Examples

Building raster measurement of Class room Block: Raster measurement is 3,625 m x 9,90 m Short construction description: Floor: to increase the quality of work, all floors are covered with Terrazzo tiles, size 25 cm x 25 cm. Ceilings: all ceilings are in the construction of hardboard plates ~ 120 cm x 225 cm Roof cover: corrugated roofing sheets in aluminium, the material are virtually maintenance free. Overhang around the building not less than 80 cm. Walls: all walls are in 25 cm thick concrete blocks, with dpc- layer to the footings. Out and inside plaster work in a structural surface. Furniture: see separate page. On each class room block is the instructor area for meetings and preparation work and for student’s affairs.

TVET Bureau Tel.: 251 6 20 54 73 - 56 -


15.04.2004

TVET Bureau Tel.: 251 6 20 54 73 - 57 -


15.04.2004

The size and the class room description: According to the requirement planed, the Class room content is as following: 13 Tables 120 cm x 80 cm 26 Chairs 1 Teacher table and chair 1 Black board 1 Cabinet 120 cm x 210 cm x 42 cm 9 double fluorescent lamps

TVET Bureau Tel.: 251 6 20 54 73 - 58 -


15.04.2004

Building floor area and volume Project: Class- room- block 1 Ground floor Gross area: (including 2,5 cm plastering) 39.8×7.5 + 9.9×3.88 + 3.63×10.2 + 3.63×0.25 + 9.9×7.5 + 0.03 × (39.8 + 4×3.63 + 2×9.9 + 2×7.5 + 2×10.1 + 39.3)

= 453.65 m²

(c):

class room 2 (1.5 cm Plaster)

7×9.65 - 0.015 × (2×9.65 + 2×7) = 67.05 m²

Class room 4 (1.5 cm Plaster)

7×9.65 - 0.015 × (2×9.65 + 2×7) = 67.05 m²


7×9.65 - 0.015 × (2×9.65 + 2×7) = 67.05 m²

Meeting room (1.5 cm Plaster)

7×3.39 - 0.015 × (2×3.39 + 2×7) = 23.40 m²


7×9.65 - 0.015 × (2×9.65 + 2×7) = 67.05 m²


7×9.65 - 0.015 × (2×9.65 + 2×7) = 67.05 m²

Store 1 (1.5 cm Plaster)

3.38×2.38 - 0.015 × (2×2.38 + 2×3.38) = 7.84 m²

Prep- room (1.5 cm Plaster)

5.38×3.39 - 0.015 × (2×3.39 + 2×5.38) = 17.94 m²

Entrance (1.5 cm Plaster)

1.38×3.39 - 0.015 × (2×3.39 + 2×1.38) = 4.51 m²


2.38×3.37 - 0.015 × (2×3.37 + 2×2.38) = 7.84 m²

Total = 396.80 m²

Net ground area total: 67.05 m² + 67.05 m² + + 67.05 m² + + 67.05 m² + + 17.94 m² + + =

TVET Bureau Tel.: 251 6 20 54 73 - 59 -


15.04.2004

23.40 m² + + 7.84 m² + + 7.84 m² + + 4.51 m² + + 67.05 m² + 396.80 m² Construction ground area: 453.65 m² - 396.80 m² = 56.85 m² Gross-room volume: 3.2 × (39.8×7.5 + 9.9×3.88 + 3.63×10.2 + 3.63×0.25 + 9.9×7.5) + 3.2×0.03 × (39.8 + 4×3.63 + 2×9.9 + 2×7.5 + 2×10.1 + 39.3)

= 1451.68 m³

Ground floor: a b c a + b + c

0.00 0.00 396.80 396.80 m²

Net-Ground floor total: a b c a + b + c

Ground floor: 0.00 0.00 396.80 396.80 m²

Construction ground area: 56.85 m²

Gross ground area = 453.65 m² Gross ground volume = 1451.68 m³

TVET Bureau Tel.: 251 6 20 54 73 - 60 -


15.04.2004

Set up in the new workshop layout: It is recommended on the following new layout: Construction Examples Recommendation of a workshop

Building raster measurement of Workshops: Raster measurement is 5,10 m x 6,40 m Floor: to increase the quality of work, all floors are covered with Terrazzo tiles, size 25 cm x 25 cm. Ceilings: all ceilings are in the construction of hardboard plates ~ 120 cm x 225 cm Roof cover: corrugated roofing sheets in aluminium, the material are virtually maintenance free. Overhang around the building not less than 80 cm. Walls: all walls are in 25 cm thick concrete blocks, with dpc- layer to the footings. Out and inside plaster work in a structural surface.

TVET Bureau Tel.: 251 6 20 54 73 - 61 -


15.04.2004

The size and the work shop description: The workshops are constructed in two parts; whereby it can be used in the individual lay-out of each requirement of trade. General Mechanic in machine workshop and bench workshop, the stores can be used as washing area, toilets, and material. Additional places for big size material should be provided be side of the workshops.

TVET Bureau Tel.: 251 6 20 54 73 - 62 -


15.04.2004

Building floor area and volume Project: Workshop Ground floor Gross building area: (with 2.5 cm plastering) 41.1×13.1 + 0.025 × (2×13.1 + 2×41.1) = 538.41 m2 (a)

WS Office (1.5 cm Plaster)

4.65×3.9 - ½×3.9×0.437 - ½×0.438×3.9 - 0.015 × (2×3.92 + 3.77 + 4.65)

= 16.17 m2


6.18×3.18 - 0.015 × (2×3.18 + 2×6.18) = 19.34 m2


3.18×6.18 - 0.015 × (2×6.18 + 2×3.18) = 19.34 m2


2.9×6.17 - 0.015 × (2×6.17 + 2×2.9) = 17.62 m2


2.9×6.18 - 0.015 × (2×6.18 + 2×2.9) = 17.66 m2

(a) Total

= 90.11 m2

(c):

Workshop 2 (1.5 cm Plaster)

½×0.46×4.1 + 8.45×2.47 + 14.3×12.6 - 0.015 × (2.01 + 4.13 + 14.3 + 12.6 + 16.8 + 8.45)

= 200.74 m2

Workshop 1 (1.5 cm Plaster)

½×4.1×0.461 + 14.6×4.1 + 8.45×17.1 - 0.015 × (14.6 + 4.13 + 2.01 + 8.45 + 17.1 + 12.6)

= 204.20 m2

Total

= 404.94 m2

TVET Bureau Tel.: 251 6 20 54 73 - 63 -


15.04.2004

Net ground area total: 17.66 m² + 204.20 m² + + 200.74 m² + + 19.34 m² + + 19.34 m² + + 16.17 m² + + 17.62 m² +

= 495.06 m²

Construction ground area: 538.41 m² - 495.06 m² = 43.35 m² Gross room volume: 4 × (41.1×13.1) + 4×0.025 × (2×13.1 + 2×41.1) = 2153.63 m³ Ground floor: a b c a + b + c

90.11 0.00 404.94 495.06 m²

Net ground floor area:

a b c a + b + c

Ground floor: 90.11 0.00 404.94 495.06 m²

Construction area: 43.35 m²

Gross ground floor area = 538.41 m² Gross volume total = 2153.63 m³

TVET Bureau Tel.: 251 6 20 54 73 - 64 -


15.04.2004

Set up in the new car garage layout: It is recommended on the following new layout: Construction Examples Recommendation of a Institution Car Garage Building raster measurement of Car Garage: Raster measurement is 3,50 m x 3,50 m

TVET Bureau Tel.: 251 6 20 54 73 - 65 -


15.04.2004

Building floor area and volume Project: Car- Garage Ground floor Gross building area: (including 2,5 cm plastering) 14.3×7.25 + 0.03 × (2×7.25 + 14.3 + 7.24 + 0.25) = 104.38 m² Net ground area

Maintenance Bays (1.5 cm Plaster)

6.75×6.99 - 0.015 × (6.99 + 6.75 + 7) = 46.92 m²

Workshop (1.5 cm Plaster)

3.5×3.25 + 3.25×6.75 - 0.015 × (2×6.75 + 2×3.25 + 2×3.5)

= 32.91 m²

Store (1.5 cm Plaster)

3.25×3.25 - 0.015 × (4×3.25) = 10.37 m²

Net ground area (c) total

= 90.19 m²

Net ground area total: 46.92 m² + 32.91 m² + + 10.37 m² + = 90.19 m² Construction ground area: 104.38 m² - 90.19 m² = 14.18 m² Gross ground area: 3.8 × (14.3×7.25) + 3.8×0.03 × (2×7.25 + 14.3 + 7.24 + 0.25) = 396.63 m³ Net ground area: a b c a + b + c

ground floor: 0.00 0.00 90.19 90.19 m²

Net ground area: a b c a + b + c

ground floor: 0.00 0.00 90.19 90.19 m²

Construction area: 14.18 m²

Gross ground area = 104.38 m² Gross volume area = 396.63 m³

TVET Bureau Tel.: 251 6 20 54 73 - 66 -


15.04.2004

Set up in the new toilets layout: It is recommended on the following new layout: Construction Examples Recommendation of a Institution Toilets Building raster measurement of Toilets: Raster measurement is 3,50 m x 3,50 m According to Students ~ 4 buildings are needed

Toilets No. Name Ground floor


Walls [m] 1 Washing room 46.44 60.01 24.15 2 To 1.80 14.07 5.50 3 To 1.73 13.78 5.40 4 To 1.73 13.78 5.40

TVET Bureau Tel.: 251 6 20 54 73 - 67 -


15.04.2004

5 To 1.73 13.78 5.40 6 To 1.80 14.07 5.50 7 Toilets 28.39 48.05 23.90 8 To 1.73 13.78 5.40 9 To 1.73 13.78 5.40 10 To 1.80 14.07 5.50

Sub Total 88.89 219.18 91.55 Total 88.89 219.18 91.55

Ground floor area 0.00 0.00 88.89 88.89 m²

Construction area 16.05 m²

Gross floor area = 104.94 m²

Gross Volume = 330.57 m³

TVET Bureau Tel.: 251 6 20 54 73 - 68 -


15.04.2004

TVET Bureau Tel.: 251 6 20 54 73 - 69 -

Master Plan A master plan of the site which will from the basis for current and future development should be drawn up at the scale 1: 200. The plan should indicate all existing and proposed elements including:

The proper boundary Topographical feature, with contour of lines for hills etc Existing buildings and structures Existing vegetation and ground covers The compass point and direction The position of existing service lines and roads crossing the site The direction of the population area (city) and transport routes The position of proposed new buildings with area of expansions The position of proposed service lines Proposed roads and pedestrian routes Proposed landscaping

The master plan is an extremely important work out sheet, drawing and ought to be discussed as widely as possible and modify accordingly until it meets the entire established requirement. It is impossible for such a plan to remain valid for ever or for a long period during which needs and the ability to meet those needs are changing. The master plan document should therefore be revised periodically, especially at time if new buildings will be added.

Cost calculation CoC/ College Institutions

Awassa

Base data Cost calculation

1 BuildingsGround 39000,00 m²area of buildings 6992,00 m² Workshops 3770,00 m² 1050,00 Birr 3.958.500,00 Birrvolume of buildings Class rooms 1600,00 m² 1050,00 Birr 1.680.000,00 Birr

Administration 1072,00 m² 1050,00 Birr 1.125.600,00 Birrother places 550,00 m² 1050,00 Birr 577.500,00 Birr

Total 6992,00 m² 1050,00 Birr 7.341.600,00 Birr 712.776,70 €

2 Infrastructure 32008,00 m² 32008,00 m² 300,00 Birr 9.602.400,00 Birr 932.271,84 €All over cost 16.944.000,00 Birr 1.645.048,54 €

lay-out on 750 Students3 Investment

WS/ AD/ CL 28.634.000,00 Birr 2.780.000,00 €

4 Staff employment No. Old/Year New/ YearTeachers 60,00 1.300.806,00 Birr 1.300.806,00 BirrAdministration 40,00 216.516,00 Birr 216.516,00 BirrGuards 6,00 Birr Birr present figuresMaintenance 4,00 Birr Birrothers 10,00 Birr BirrTotal 120,00 1.517.322,00 Birr 1517322,00 Birr 1.517.322,00 Birr 147.312,82 €

5 Running costindirect costingWater/ Electricity/ etc. 28.930,00 Birr 57.860,00 Birr for 750 studentsTraining material, etc. Com./ Others 364.440,00 Birr 728.880,00 Birr 786.740,00 76.382,52 €

Validity cost of a Centre of Competence and College in Awassa SNNPR

14.05.2004


Awassa


Deprecition timeBuildings 40,00 years Interest 15,00 % 487.140,00 Birr 47.295,15 €

Investment 15,00 years Interest 8,00 % 2.061.648,00 Birr 200.160,00 €

Cost of staff 1.517.322,00 Birr 147.312,82 €

Running cost per year 786.740,00 Birr 76.382,52 €

14.05.2004


Awassa


Cost of students yearly monthly dailyStudents in No. 750,00 No. 6.470,47 Birr 539,21 Birr 17,97 Birr 4.852.850,00 Birr 471.150,49 €

From the above figures a composite cost per m² cn be arrived at and the overall construction cost to Numbers of students x area of students x cost per m² = Construction cost

CostLearn area of 1 stude 9,34 m²No. of student 750,00 No.Cost / m² 1050,00 Birr

Cost break down for the first investment in seven trades and AdministrationCar mechanic and bodyworks 450.000,00 €Gen. Mechnanics 450.000,00 €Metall works 300.000,00 €Electric 350.000,00 €Electronics 400.000,00 €Carpentry 300.000,00 €Building 280.000,00 €Administration 100.000,00 €PLC basic 50.000,00 €Classrooms & Computer lab 100.000,00 €

2.780.000,00 €

14.05.2004


Awassa


Cost of students yearly monthly daily Total Students in No. 750 No. 6.470,47 Birr 539,21 Birr 17,97 Birr 4.852.850,00 Birr

Demand p.a Salaries Birr Running cost Birr Depreciation Birr Total Birr1.517.322,00 786.740,00 2.548.788,00 4.852.850,00

in % 31,27 16,21 52,52 100,00 %

Cost recovery p.a Salaries Birr Students Fees Birr Income Birr Public Birr Total BirrDemand p.a 1.517.322,00 Birr 990.951,97 Birr 280.009,45 Birr 2064566,59 Birr 4.852.850,00 in % 31,27 20,42 5,77 42,54 100,00 %

14.05.2004

SalariesRunning Cost

Depreciation Total

Students Fees Income Public Total

Demand p.a 1.517.322,00 786.740,00 2.548.788,00 4.852.850,00 990.000,00 280.000,00 2.065.528,00 4.852.850,00In % 31,26 16,22 52,52 20,41 5,77 42,56 100

01.0002.0003.0004.0005.0006.000

Salar

iesRunning C

ostDep

reciat

ionTotal

Studen

ts Fee

sInco

mePublic

Total

Taus

ende