BULE HORA UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

DEPARTMENT OF SOCIAL WORK
Assessment- Group Report
Course-Field Education Practice One
Organization’s Name-IMAGINE 1 DAY INTERNATIONAL ORGANIZATION ETHIOPIA
COUNTRY OFFICE BETE PROJECT PROGRAM

PROJECT TITLE- STRENGTHENING ACCESS TO SAFE AND PROTECTIVE

EDUCATION SERVICES FOR GIRLS AND BOYS INTERNALLY DISPLACED AND
IN HOST COMMUNITIES IN WEST GUJI ZONE HAMBELA WAMENA AND
BIRBIRSA KOJOWA DISTRICT

.Group Names ID No
1. Dugo Banata Dube RU3082/13
2. Duba Udesa Boru RU 2939/13
3. Dabo Wako Jatan RU 2890/13
4. Danbobi Wayu Ware RU 3959/13

Advisor: Abdi Halake (MA)

Submission Date August, 2022
Bule Hora, University, Ethiopia

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Table of contents Pages
TABLE OF CONTENT
DECLARATION............................................................................................................................................................................ ii
ACRONYMS................................................................................................................................................................................. iv
ACKNOWLEDGEMENT..............................................................................................................................................................v
1. INTRODUCTION...........................................................................................................................................6
1.1 OBJECTIVES OF FIELD WORK..........................................................................................................................6
1.2 HISTORY OF ORGANIZATION..............................................................................................................................7
1.3 VISION OF IMAGINE 1DAY ORGANIZATION.................................................................................................7
1.4 MISSION OF IMAGINE1 DAY ORGANIZATION.............................................................................................7
1. 5 ACTIVITIES / PROJECT OF ORGANIZATION....................................................................................................9
I. LEARNING................................................................................................................................................................. 9
II. LIFE SKILL DEVELOPMENT...............................................................................................................................10
III. COMMUNITY DIALOG..........................................................................................................................................10
IV. PROTECTION ACTIVITIES...................................................................................................................................10
V. STRENGTHEN EDUCATION CLUSTER.............................................................................................................11
1.7 ORGANIZATION OF STRUCTURE.........................................................................................................................11
1.8 PROJECT CONCENTRATED...............................................................................................................................…11
1.9 ROLE OF SOCIAL WORK STUDENTS IN FIELD WORK ……………………………….…........................……...12

1.9.1 CASE STUDY OR CASE WORK…………………………………………………………………………………..…..13

1.9.2 ROLE OF THEORIES IN YOUR FIELD WORK ………………………….……………………………………….12

1.9.3 CHALLENGE OF FIELD EDUCATION……………………………………………...……………………………..13

1.9. CURRENT PROGRAMS.........................................................................................................................................17

1.10. ANNUAL BUDGET ALLOCATION.........................................................................................................................17
1.11. SWOT ANALYSIS (STRENGTH, WEAKNESS, OPPORTUNITY AND TREAT)............................................18
1.11.1. STRENGTH................................................................................................................................................................. 18
1.11.2 WEAKNESS......................................................................................................................................................... 18
1.11.3 OPPORTUNITY...................................................................................................................................................19
1.11.4 TREAT..................................................................................................................................................................19
2. TIME OFFICE (DAILY OF ATTENDANCE)..........................................................................................................21
3. WEEK WISE CONSOLIDATED OUTCOME BASED REPORT.....................................................................21
4. LEARNING OUTCOME BY TRAINEE...........................................................................................................21
7. RECOMMENDATIONS TO ORGANIZATION......................................................................................................23
8. RECOMMENDATION TO DEPARTMENT............................................................................................................24
CONCLUSION ...................................................................................................................................................................... 20
REFERENCE
INDEX

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 DECLARATION

This report information about Image 1 day international Organization and project program,
The Imagine 1 Day International Organization -Ethiopia Country Office's program is aimed at
contributing to the national efforts of improving and ensuring universal quality primary
education for children of Ethiopia. Imagine1day designed a project named Strengthening access
to safe and protective education services for girls and boys internally displaced and in host
communities in Oromia region in Ethiopia.

This is Your original field work and has not been presented for a bachelor degree in social
Work currently study second semester of two year under graduate in Bule Hora University and
all material sources are dully acknowledged.

Name: Dugo Banata Dube Signature: ______________ Date: _________________

Name: Duba Udesa Boru . Signature: ______________ Date: _________________

Name: Dabo Wako Jatan Signature: ______________ Date: _________________

Name: Danbobi Wayu Ware Signature: ______________ Date: _________________

This work has been submitted for examination with my approval as advisor.

Name: Mr. Mekuria

Signature: _____________________

Date: _________________________

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 CERTIFICATE OF GUIDE

This is to certify that Mr. Dugo Banata Dube, Mr. Duba Udesa Boru, Ms. Dabo Wako Jatan,
Mr. Danbobi Wayu Ware. (Students Department of Social Work) has worked for the Field
education Practice One Institute Observation “THE Image 1 day international Organization and
Its Project program “under your supervision. This is also to certify that he has Field education
the following report paper on Department.

Advisor: Mr. Mekuria.

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ACRONYMS

CBO Community Based Organization

ESDP: Education Sector Development Program
Imagine1day: Imagine 1day International Organization
ICT: Information Communication Technology
MoFED: Ministry of Finance and Economic Cooperation Office
NBoFEC SNNP Bureau of Finance and Economic Cooperation
PAC: Project Advisory Council
PTA: Parent Teachers Association
OREB: Oromia Region Education Bureau
OOSC Out Of School Children
OVC Orphan Vulnerable Children
WASH: Water Sanitation and Hygiene
DEO: District Education Office
DHO: District Health Office
DOFEC: District office of Finance and Economic Development
DWCYAO: District Women, Children and Youth Affairs Office
DYSO: District Youth and Sports Office

EIE፡Education in Emergencies

APLP: Accelerated primary learning program

ASR: Accelerate school Readiness

IDP: internal Displaced people

CWD: Children with disability

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ACKNOWLEDGEMENT

First of all, we would like to thank the almighty God for His assistance throughout your
whole life. Next, we would like to express your heartfelt-gratitude to Your Field education 1
advisor Mr. Mekuria his valuable advice and constructive comments that have shaped this report
appropriately. Without his proper guidance, the study would have never seen in the light of
today. We also express your deep and genuine gratitude to Head, Department of Sociology and
Social work Mr. Abdi Halake for her good guidance and leadership. Without her essential
leadership and guidance it was unthinkable to complete and present this report in form.
We also express my genuine thank to Birbisa kojowa, and Hambela Wamana woredas
Imagine1day registered as a legal International NGO employees, Schools principals, teachers
and students for their cooperation during data collection.
My heartfelt thanks also go to Your University and Department for her financial and moral
support. When we was really on the state of hopeless, they gave Your morale support in addition
to financial support Moreover, we greatly interest to extend thank to your best Advisor , Mr
Dawit Aman Image 1day International Organization CP/GPV and EIE Program Coordinator
who supported your in different situation to accomplish your work. Lastly, we also thankful to
all your department students as whole for their close intimacy and friendly relationship, respect
and tolerance during all the period of your report study.

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 1. INTRODUCTION

Field education in social work is a component of social work education programs where
students learn to practice social work through educationally focused service experiences in
agency and community settings .Field education is also referred to as field instruction and field
practicum, and earlier it was known as field work or student supervision. The term “practice
learning” is used in the United Kingdom to refer to field education. The aim of field education is
to promote practice competence through students’ learning to integrate and apply the knowledge,
values, and skills of social work while also offering services to individuals, families, groups, and
communities. Students can also do field work in administration, planning, or policy development
activities. An experienced social worker, usually an employee of the service setting, provides
educationally focused field instruction and is accountable for services provided to clients.
Schools of social work provide orientation and training for field instructors and linkage to the
program through some form of faculty field liaison or field seminar. Field education is expected
to be systematic, with educational objectives or outcomes specified as practice behaviours, the
provision of relevant learning activities, and assessment of students’ mastery of practice
competencies.
1.1 OBJECTIVES OF FIELD WORK

The following are some of the general objectives of fieldwork

 To strengthen the link between social work theory and practice,
 To foster collaboration between the Department of Social Work and Social P and human
service agencies.

 To crystallise the international recognition of the programme(s) and enhance confidence of

students enrolling on accredited programmes in the university.

 To test all social work method, tools and techniques in fields

 To facilitate social work trainees to obtain skills out of the field work Experience
 To possess social work attitude
 To practice the theories in to field
 To Understand confronting professional problem while practicing

1.2 HISTORY OF ORGANIZATION

Imagine1day is an international non-profit organization that was established in 2007 by

Canadian philanthropists Shannon Wilson and Chip Wilson. Through facilitation and provision
of better access to education, Imagine 1day registered as a legal International NGO with the
Ministry of Justice of the Federal Democratic Republic of Ethiopia in November 2007 and
following the Charities and Societies Agency Proclamation No. 621/2009 reregistered bearing
certificate number 0885 in November 2019. The Imagine 1 Day International Organization -
Ethiopia Country Office's program is aimed at contributing to the national efforts of improving
and ensuring universal quality primary education for children of Ethiopia. Imagine 1 day has
been implementing education projects in Tigray, Oromia and SNNPR region using the resources
pooled from different sources.imagine1day is transforming generations to come. Education and
transformational leadership training. Since 2007, Imagine1day has been exclusively focused on
implementing projects that contribute to Ethiopia’s commitment to universal primary education.
Imagine1day is current program scope impacts over 431 primary schools and 250,000 children
each year and their goal is to ensure:
Imagine1day reviewed available documents and conducted practical assessment in the preferred
intervention areas and selected the Raiytu and Sawena districts in East Bale Zone, Meda Welabu
district in Bale Zone, Liben and Goro Dola in Guji zone, Hambela Wamena and Birbisa Kejowa
in west Guji zone, Boji Bermeji district in west Welega zone, and Haro Limu and Gida Ayana
districts in East Welega zone considering the number of out of school children, number of
children with protection concern, skill development needs and availability of other NGOs in the
areas to address the need gap. As part of the planning process, the organization has been trying to
understand and capture the actual needs and problems related to basic access to safe and
protected quality primary education in the ten districts by conducting a rapid document review
practice and participatory interview with education bureau staff members and Oromia regional
UNICEF representative. Following the participatory need assessment, Imagine1day developed
plans to meet the actual gaps in terms of learning, skill development and protection concerns.
A total of 15,025 children are benefiting from the project. The provision of learning service, skill
development and access to protection service for needy children and adolescent girls are major
areas of intervention. Capacity building program to PTAs and other stake holders is also another
area that could be done with great attention. This is carried out to provide quality service and
sustain the project activities longer.
The project targeted to create access of safe and protected education for both pre-primary and
primary out of school children so as to make the school age children an informed, healthy
population that is capable of bringing about economic growth, peace, democracy and sound
governance. Imagine1day will implement the program effectively by focusing its efforts and
efficiently by maximizing project outputs while reducing overhead and administration
costs .Accordingly, Imagine1day designed a project named “Strengthening access to safe and
protective education services for girls and boys internally displaced and in host communities in
components of pre-primary and primary education, provision of protection services and provide
life skill developments for those with the age of three categories. These projects improved the
education quality and created access to school for many children in targeted communities and
thus contributed to the overall educational achievements in the regions/country. Project for
strengthening access to safe and protective education services for girls and boys internally
displaced and in host communities in Oromia region, West Guji zone, Hambela Wamena and
Birbisa Kejowa district.

1. 3 VISION OF IMAGE 1 DAY ORGANIZATION

Based on our observation the Organization vision was stated as “world where all people are
connected to their Greatness”.

1.4 MISSION OF IMAGE 1 DAY ORGANIZATION

Mission of the Organization can be stated as “Developing Leaders to elevate the World ” and to
ensure that all Ethiopian children have access to quality education, free of foreign aid, by 2030.
1.5 OBJECTIVES OF ORGANIZATION
The overall objective of the project: A Project for learning, skill development and protection
through community Mobilization is to contribute towards alleviating the problems of OOSC in
ten districts of Oromia region. The specific objectives of the projects include: -

 To strengthen access to education services in safe and protective learning environment for
girls and boys internally displaced and in host communities.

 To provide skills development opportunities for 10,825 out-of-school girls and boys (50
percent girls) in safe and protective learning environment for learning, personal
empowerment, active citizenship and/or employability.

 To promote community dialogues on positive gender norms (e.g. girls’ education and gender
equality in education, early marriage, child labour and violence against children both in and
around the school equal opportunity for participation and leadership, challenging negative
stereotypes) through school/learning program-based children/gender clubs.

 To ensure an integrated approach to empowerment and protection of girls and boys through
strengthening of linkage with mental health and psychosocial support.

 To strengthen education cluster systems to ensure effective and coordinated implementation

of Education in Emergencies (EIE) interventions.
1.6 ACTIVITIES / PROJECT OF ORGANIZATION
The major project activities can be categorized into three pillars. Namely, Learning, Skill
development and Protection. The major activities of the project are categorized as indicated
here under;
I. LEARNING
 Strengthen access to education services in safe and protective learning environment for girls
and boys internally displaced and in host communities, with a focus on accelerated learning
program for 9,782 Oromia out of school children (50% girls, 1,956 children are from host
community) to enter / re-enter formal education.
 Recruit 313 ASR facilitators (50% female) for two months
 Printing of ASR curriculum including 7 conversation cards, teachers guide, story book,
individual work book, visual picture card, and rhymes
 Provide essential teaching and Learning materials for 122 ASR sites
 Provide five days training for 168 ASR female and male facilitators on ASR Curriculum
and methodology with an emphasis on play-based learning, including child friendly and
gender sensitive pedagogy, Psychosocial First Aid (PFA), Psychosocial Support (PSS), and
inclusive education
 Provide five days training for 145 facilitators on condensed formal and flexible curriculum,
child friendly and gender sensitive pedagogy, gender, GBV and the prevention of sexual
exploitation and abuse (PSEA) and holistic life-skills.
 Procurement and provision of scholastic materials for 3625 accelerated learning program
students including CWDs
 Procure and provide recreational materials for 73 accelerated learning sites
 Procure and distribute reference and supplementary books for 73 ALP learning site
 Procure and distribute eyeglasses, hearing aids and brail for children with disabilities
(CWDs)
 Procurement of a one vehicle
II. LIFE SKILL DEVELOPMENT
 Provide skills development opportunities for 10,825 Oromia Region out of school girls and
boys (50 per cent girls) and CWDs in safe and protective learning environment for learning,
personal empowerment, active citizenship and / or employability
III. COMMUNITY DIALOG
 Promote community dialogues on positive gender norms (e.g., equal opportunity for
participation and leadership, GBV free environment, challenging negative stereotypes)
through school / learning programme-based children / gender clubs with the participation of
teachers / facilitators, guardians, and girls and boys themselves as change agents
IV. PROTECTION ACTIVITIES
 Ensure an integrated approach to empowerment and protection of girls and boys through
strengthening of linkage with Mental Health and Psychosocial Support (MHPSS) and child
protection services for 15,025 girls and boys (50 girls
 Dignity kit set provided to 725 displaced adolescent girls
V. STRENGTHEN EDUCATION CLUSTER
 Strengthen education cluster systems to ensure effective and coordinated implementation of
Education in Emergencies interventions
 1. 7 ORGANIZATION OF STRUCTURE

Imagine1day country office is in Addis Ababa and project offices at regional, zonal, and
satellite districts, directed by the Country Director, Deputy Country Director, National program
director and Regional Program director; respectively are mainly responsible for the project
management. The Regional Program director is directly report to the national Director and has
overall responsibility for the daily project activities in the targeted Districts and for establishing a
close working relationship and contact with project Districts and intervention sites.
The project has employed 441 personnel in a position of Regional Program coordinator, zonal
program coordinator, social workers, and education in emergency program officers, ASR
facilitators, APLP facilitators and Skill development facilitators. Plus, other head office
personnel such as Country Director, Deputy Country Director, National program director,
finance and administration manager and National Education and Child Protection in Emergency
Coordinator is support the project.
Social workers and EIE program officers mobilize the community and provide technical support
to ASR and APLP facilitators. They also works with the school students, teachers, PTAs and
community at large to improve the education quality in each community. They are also
responsible to mobilize community to enhance community participation.

1. 8 PROJECT CONCENTRATED

The Imagine 1 Day International Organization -Ethiopia Country Office's program is aimed at
contributing to the national efforts of improving and ensuring universal quality primary
education for children of Ethiopia. Accordingly, Imagine1day designed a project named
“Strengthening access to safe and protective education services for girls and boys internally
displaced and in host communities in Oromia region in Ethiopia mainly to address the out of
school age children, quality and access components of pre-primary and primary education,
provision of protection services and provide life skill developments for those with the age of
three categories. Project is focused on Problem Solving, Cooperation, communication, Empathy,
Respect, Participation, Self-awareness, Decision-making, Critical thinking, Negotiation,
Creativity, Planning, peace building, and Resilience skills. The project is expected to generate
innovative models of connecting stakeholders and partners particularly the communities, project
implementers, donors and beneficiaries for sustainable education development.
Imagine1day will employ strategies to create systemic lasting results, by focusing on building the
leadership and technical capacity of key stakeholders, who will influence the sustainability of
this project. In so doing, some key points is given attention including strengthening the
management and leadership of the community particularly the PTAs, and enhancing the
facilitators/teacher's and stake holders’ capabilities to deliver the right learning, protection and
skill development service through continuous capacity building and technical support.

1. 9 ROLE OF SOCIAL WORK STUDENTS IN FIELD WORK

Students play a vital role in ensuring that the fieldwork exercise is successful. Below are some of
their roles and expectations.
• Right from the start, students need to actively participate in securing placements that are
appropriate for social work education. Students should follow the guidelines and procedures
provided in this manual in selecting the agencies.
• After securing the placement, the student has the responsibility to report to the university
fieldwork coordinator about the placement as well as submit a copy of the acceptance letter duly
signed by the responsible person in the agency.
• In case the student wishes to change to a different agency from the one they had originally been
placed into, the student should first get the approval in writing from the fieldwork coordinator
before they proceed to a different organisation. This will help in harmonising the supervision of
the student. Any change in the placement should be done within at least 2 weeks after the
beginning of the internship programme. Students who do not communicate such changes in
time risk not being supervised and will be required to submit reports and other requirements
reflecting the original placements in the coordinator’s records.
• He/she is supposed to report to the agency/organisation of placement and makes sure that the
field placement is fully completed.
• He/she is expected, under the guidance and assignment by the agency supervisor, to execute the
tasks allocated by the agency supervisor.
• The student is expected to participate in the activities of the organisation for example
workshops, meetings and other occasions when invited.
• The student is expected to keep records of all activities they are engaged in, in a diary/journal
indicating lessons learnt and challenges faced. Copies/samples of such journals can be obtained
from the fieldwork coordinator. This diary should be presented to the supervisor as part of the
supervision visit when required.
• The student has to make sure that he/she is available for supervision by both the agency
supervisor and academic supervisor.
• The student is expected to periodically brief the agency supervisor on their progress and seek
advice when necessary in time for any amendments, corrections and other changes.
• The student is expected to terminate their helping relationships with clients in a professional
way. They are supposed to make a detailed report on the cases they were working on, how far
they had gone, what was left to do and similar information, thus handing over the responsibility
to the agency supervisor who will take the appropriate action.
• Students are expected to write and submit a report to the university (fieldwork coordinator or
academic supervisor at the end of the placement period

1.9.1 CASE STUDY OR CASE WORK

I, CASE INTERNAL CONFLICT IN OROMIA REGION
The internal conflict that was erupted in some part of Oromia region such as Guji, east Guji,
and welega zones has resulted in displacement of people from their living areas. It has brought
many children to be out of school, exposed them to gender based violence, and psychosocial
crisis. These conflicts and clashes in the region affected the social fabric and disrupted social
services including education. As a result, 395 (126 girls and 296 boys) age 5-17 school age
children in ten projected targeted districts of Oromia region are currently out of school. The
situation in the area affected the most disadvantaged and those affected by humanitarian
situations, benefit from an equitable and resilient education system enabling them to acquire
relevant knowledge and skills. Women's participation in education is constrained by instability of
the area, economic, socio-cultural, familial, personal and school factors. The economic problems
relate to parents’ inability to send girl children to school especially if schools are far or in areas
of instability, or girls’ dropout due to lack of finances or lack of access to sanitary materials. The
problem is more serious in rural and conflict areas. Moreover, the traditional division of labour
in homes constrains girls' success in education. School distance and harassment, feelings of
discomfort to participate equally with men are stumbling blocks for female students especially in
conflict areas.
Education is highly regarded as a long lasting and reliable solution to end the vicious circle of
poverty. However, the conflict situation in the areas brought instability not to carry out the
teaching learning process in a safe and protected environment. To mitigate the problem,
implementation of a strategic project that considers the situation is important. Accordingly, the
project delivers an integrated services that meets children’s learning, skill development and
protection needs.

II, CASE OF DISABILITY

Galata Jilo was born on 2001 in Hambala Wamana District, His mother is Mrs. Badatu Boruu
and his father is Mr. Jilo Ganale and Galata was the 6th person in his family, Dugan has five
brothers and four sisters for a total of nine siblings. Because of his own disability, he had no
relationships with others in their family. So far he has not been able to complain about the
problem, express his opinion He has not been able to express his opinion openly in any
conversation, However as much as possible he is currently taking his family home with his
needed support equipment purchased. This his grade 3th four student.

3, CASE LEARNING AND TEACHING METHODS IN BETE PROJECT

In this project how to children learn about their environment in two ways. They are self-
initiated interaction with the environment and teacher-guided learning. In the teaching and
learning process, what children need to learn, what the teacher teaches and what the students
actually learn in the classroom should be intertwined. Also In this teaching and learning
process, it is important to teach using a variety of methods keeping in mind the learning
environment of the children. The training manual covers the methods of teaching children in
grade 'O', the nature of children's play, skills , children's songs fairy tales and field trips as well
as the methods that teachers should use when teaching different subjects was designed to
contain Children gain knowledge through interaction with their environment and guidance from
their teachers , If teachers use the same method when teaching children, decide to use different
methods as the child may be late due to their behavioral state.
1.9.2 ROLE OF THEORIES IN YOUR FIELD WORK

We used theory is of learning theories there are 3 main schema’s of learning theories;
behaviorism, cognitivism and constructivism.

I, BEHAVIORISM

Behaviorism is based on the idea that knowledge is independent and on the exterior of the
learner. In a behaviorist’s mind, the learner is a blank slate that should be provided with the
information to be learnt. Through this interaction, new associations are made and thus learning
occurs. Learning is achieved when the provided stimulus changes behavior. A non-educational
example of this is the work done by Pavlov. Through his famous “salivating dog” experiment,
Pavlov showed that a stimulus (in this case ringing a bell every time he fed the dog) caused the
dog to eventually start salivating when he heard a bell ring.
The dog associated the bell ring with being provided with food so any time a bell was rung the
dog started salivating, it had learnt that the noise was a precursor to being fed. I use a similar
approach to classroom management. Behaviorism is based on the idea that knowledge is
independent and on the exterior of the learner. In a behaviorist’s mind, the learner is a blank slate
that should be provided with the information to be learnt. Through this interaction, new
associations are made and thus leaning occurs. Learning is achieved when the provided stimulus
changes behavior.
II, COGNITIVISM THEORY
Cognitivism In contrast to behaviorism, cognitivism focuses on the idea that students process
information they receive rather than just responding to a stimulus, as with behaviorism.
There is still a behavior change evident, but this is in response to thinking and processing
information. Cognitive theories were developed in the early 1900s in Germany from Gestalt
psychology by Wolfgang Kohler. In English, Gestalt roughly translates to the organisation of
something as a whole, that is viewed as more than the sum of its individual parts.
Cognitivism has given rise to many evidence based education theories, including cognitive load
theory, schema theory and dual coding theory as well as being the basis for retrieval practice. In
cognitivism theory, learning occurs when the student reorganises information, either by finding
new explanations or adapting old ones.
This is viewed as a change in knowledge and is stored in the memory rather than just being
viewed as a change in behavior. Cognitive learning theories are mainly attributed to Jean Piaget.
Examples of how teachers can include cognitivism in their classroom include linking concepts
together, linking concepts to real-world examples, discussions and problem-solvin.
Cognitive learning theorist, Jerome Bruner based the spiral curriculum on his idea that “We
begin with the hypothesis that any subject can be taught in some intellectually honest form to any
child at any stage of development”. In other words, he meant that even very complex topics can
be taught to young children if structured and presented in the right way. The spiral curriculum is
based on three key ideas.
Students revisit the same topic multiple times throughout their school career. This reinforces the
learning each time they return to the subject. The complexity of the topic increases each time a
student revisits it. This allows progression through the subject matter as the child’s cognitive
ability develops with age. When a student returns to a topic, new ideas are linked with ones they
have previously learned. The student’s familiarity with the keywords and ideas enables them to
grasp the more difficult elements of the topic in a stronger way.
 III, CONSTRUCTIVISM THEORY
Constructivism is based on the premise that we construct learning new ideas based on our
own prior knowledge and experiences. Learning, therefore, is unique to the individual learner.
Students adapt their models of understanding either by reflecting on prior theories or resolving
misconceptions.
Students need to have a prior base of knowledge for constructivist approaches to be
effective. Bruner’s spiral curriculum (see below) is a great example of constructivism in
action.As students are constructing their own knowledge base, outcomes cannot always be
anticipated, therefore, the teacher should check and challenge misconceptions that may have
arisen. When consistent outcomes are required, a constructivist approach may not be the ideal
theory to use.
Examples of constructivism in the classroom include problem-based learning, research
and creative projects and group collaborations.

1. 9. CURRENT PROGRAMS

The Imagine 1 Day International Organization current programs in west Guji zone, Hambela
Wamana and Birbisa kojowa district in education sector are outline as follows:
 Teaching and Learning
 The organization is teaching 345 summary Students
 Constructing 3 primary schools
 Fully furnishing 2 primary schools with student combined desk, blackboards, teacher
chair, and table, ECE furniture with playground, teacher notice board and classroom
notice boards.
 Constructing 2 libraries.
 Constructing separate pit latrine for boys and girls in 24 Schools
 Constructing water and supply water kit to 4 schools
 2 Schools provide with basic agricultural hand tools and tree planting
 Constructing 2 libraries
 Give the Training community members on water management .
 1.10 Annual Budget Allocation
The annual budget of Imagine 1 Day International Organization to successfully project a total
amount of Birr 56,957,279 (fifty six million nine hundred fifty seven thousand two hundred
seventy nine birr only allocated out of which birr 48,029,031 ( 84.32%) is allocated for program
activities while the remaining Birr 8,928,248 (15.67%) is assigned to cover administrative
expenses.
The source of fund will be both from local and foreign sources. 47,644,763.88 (83.65%) of the
fund will be from Imagine1day-UNICEF and the remaining 9,312,515.11 (16.35%) of the
required resource will be contributed by imagine1day head office, DEC and RCWDO in kind
and cash. In this regard, funds from Imagine1day-UNICEFhave already been secured
(Agreement attached ). The following table shows budget summary.

1.11. SWOT A NALYSIS (STRENGTH, WEAKNESS, OPPORTUNITY AND TREAT)

1.11.1. STRENGTH

The strength of Imagine1day is understanding education as a basic human right and essential
tool necessary for a productive and sustainable life. The right to access quality basic education is
the key to access all other basic rights. Imagine1day believes that integration, reinforcement and
refining the program is necessary to sustain the program. To best achieve this, utilizing
indigenous knowledge and strengthening the existing good practices through responsive, need
based and productive learning activities both within and outside the schools are essential.
Imagine1day understands projects are foundations for joint learning and scaling up of better
practices. Hence transparency, double accountability and responsible partnerships must be set
through clear delineation of roles and responsibilities of stakeholders. Imagine1day works
toward connecting all stakeholders and development partners toward building trust and
performing the best to empower children and community members for a quality life through
value added education and trainings.
 1.11.2. WEAKNESS
Normally projects cannot be absolutely free from Weakness. Imagine1day is not satisfied to
the political and administrative aspects of the government both at the federal and regional levels.
The followings are some of the weakness of Imagine 1 Day:
 Very sensitive to insecurity of the area and they couldn’t solve the problems with local
government co-operation.
 Facilitators and school principals are not enough strong and dedicated, not improved yet.
 Principals and teachers as well as district’s officers are more benefited above target groups.
 There were unethical acts in construction stream and material supply/unclear
 Inflation effects on materials cost was not considered very well during project plans.
 The basic infrastructure and remote geographic location of some of the intervention areas
 Partners were not awaked about incentives before implementations, they expected more.

1.11.3. O PPORTUNITY
An organization has full opportunities to overcome all the problems they encountered in
their projects’ activities. Co-operations with the both local and higher governments is a golden
opportunity to the organization. Issues such as instability, inaccessibility, poor infrastructures
and unethical professionals could be solved through cooperation with stakeholders. The
opportunity of the project is to strengthening access to safe and protective education services for
girls and boys internally displaced and in host communities. In so doing this, it connects
beneficiaries, partners and stakeholders in an effort to create a better future for children. Hence,
they can used all these beneficiaries and stakeholders as part of solutions for the obstacles in the
project area. Focusing on skills including Problem Solving, Cooperation, communication,
Empathy, Respect, Participation, Self-awareness, Decision-making, Critical thinking,
Negotiation, Creativity, Planning, peace building, and Resilience skills are good opportunities
which are doing by government on other side. If they co-operated with government they could
got assist including budget. Promote community dialogues on positive gender norms (e.g., girls
education and gender equality in education, early marriage, child labour and violence against
children both in and around the school equal opportunity for participation and leadership,
challenging negative stereotypes) through school/learning program-based children/gender clubs
with the participation of teachers/facilitators, guardians, and girls and boys as change agents.
1.11.4 TREAT

The main treatment the organization is currently providing is based on the internal conflict in
a few places in the state of Oromia such as Guji, East Guji, and Wallega zone, displaced people
and students without learning , as well as people who have lost clothing, food and shelter due to
the Conflict and conflict in the region, similarly those who have been socially affected in
addition to all those disturbed people cut, launched an Emergency Education program to educate
a total of 26,216 children (12,253 girls and 13,963 boys) who dropped out of school they are
teaching them. They are also treating economically disadvantaged and humanitarianly
disadvantaged people to acquire the necessary knowledge and skills to benefit from a fair and
resilient education system. Similarly, Women's participation in education is stabilized by
environment, economy, socio-cultural, family, and personal and school Internal to strengthen
their relationships, In addition to supporting materials for students with disabilities who cannot
go to school such as “crunch” and motor injuries , Also awareness is being raised for gender-
based violence, and psychosocial problems. Overall, the institute is providing treatment,
building psychology, keeping track of students beyond school hours, and getting treatment for
the injured who cannot go for treatment. School distance and harassment, feelings of discomfort
to participate equally with men are stumbling blocks for female students especially in conflict
areas. However, the conflict situation in the areas brought instability not to carry out the teaching
learning process in a safe and protected environment. To mitigate the problem, implementation
of a strategic project that considers the situation is important. Accordingly, the project delivers
an integrated services that meets children’s learning, skill development and protection needs.
 1.1. METHODS OF IMPLEMENTATION OF THE PROGRAM

Oromia regions have been selected for this project implementation considering educational
challenges and needs, population, and our presence and strong partnership in the regions. The
districts/woredas were selected in consultation with UNICEF’s Oromia field offices using three
criteria including; i) # of internally displaced out of school children (ages 5 -18) in the region and
woreda, ii) Existence of other education and child protection in emergency interventions in the
woreda, and iii) woredas worst affected by multiple emergencies (e.g., conflict and drought).
Accordingly, 10 woredas with the highest school aged IDP children with no access to education
and child protection services and extreme severity were prioritized for this project
implementation.

2. TIME OFFICE (DAILY OF ATTENDANCE)

The imagine one day working Office days is not the same because their Jobs are : Teaching
and Learning, office work, and Supervision, Office work and Supervision Teaching and
Learning is the Constant of starting from the Monday to Friday , morning at 2:30 – 7:30 and
afternoon at 8:00 – 11:00 time. Also Teaching and Learning is the Constant of starting from
the Monday to Friday, morning at 2:00 – 6:30 and afternoon at 7:00 – 11:00 time. If they
work accidentally on Saturdays and Sundays, they will be paid because it is considered overtime
work. Every employee in this office must work eight hours. We, however, only have an on
field educational program twice a week on Sundays and Wednesdays. However, we were also
involved in work every day of our program.

3. WEEK WISE CONSOLIDATED OUTCOME BASED REPORT

Follow up for ALP /APLP students and their facilitators to maintain and achieve the learning
teaching process
 Awareness has given for students, facilitators and school principal on the issue of handling of
students and class room management until school closure to support students not to absent
and dropout from school even when regular students go back to their parents.
 Community awareness on child protection and GBV is 34/20 female
 . Psycho social support given for disabled children and youths Girl 63 Boy 61 Total 124
 . Follow up of unaccompanied and separated children with integration of kebele women
affairs Example:- Unaccompanied girl 2 * separated Girl 1 Boy 1 Total 2

4. LEARNING OUTCOME BY TRAINEE

This training has brought us many benefits. The outcome of this training The field
practicum space enabled us to systematically explore how to make initial contacts within the
Organization, Individuals and groups of people Also the conceptual framework and objective
field practice In above our expectations. Based on your assignment we have taken our practices
at Bule Hora Town with organization called Imagine 1 Day International Ethiopia Country
Office's program.we learned about organization Such as : History , Vision , mission, Objectives,
Activities / Projects, Structure, Focus Projects, current programs, Annual budget allocation
Implementation Method, Strengths, Weaknesses, Opportunities , Agreements of the Organization
and so on. In addition, based on our Field Education Procedures, we gained knowledge of
confidential guidelines and basic principles of social services law, and labor and employment
laws related to professional practice in the field of social work. Similarly, Knowledge based on
various fields of law has enabled us to apply it in depth to personal and social issues as well as to
our professional practice, And to work on solutions. Social problems and social work are deeply
rooted in the process of social interaction and Discussion between agents and agent groups
through social structures and dynamics. We understand the Professionals idea, the agents
involved in this process understand the problems they help out, and understand their ability to
assess and analyze social problems and processes and use their personal experience and semi-
professional knowledge to solve and identify problems. As well as we were able to understand
the nature and impact of the social work practice we were assigned to systematically explore the
fieldwork They are: problems and specific tasks involved, structural conditions of social work,
role of social worker, essential personal and professional characteristics, conceptual
developments of social work practice settings. In addition We were able to investigate,
determine and prevent possible methods and strategies etc. In addition we also understood how
to apply them appropriately to the contexts in which social work is carried out, and to the issues
and service users dealt with. we learned/adapted the challenges of field work from both social
and environment which we have tested through field education practices. There were conflicts
and poor infrastructures along the corridors of project sites. Finally, we learned how to evaluate
a given based on SWOT analysis. SWOT analysis helped us which angles we have to consider to
evaluating every organizations

6. CONTRIBUTION BY TRAINEE

We are Contribution our energy and ideas to the organization by participating in their
activities during our practice. We also played an important role in analysing our knowledge
through strengths and weaknesses, opportunities, agreements and organization of weekly reports
and planning and contributed strong ideas and insights. In addition, awareness was given on the
use of students as a facilitator by the school principal. Community awareness on child protection
and GBV was provided: social support, psycho support for children and support for youth with
disabilities as strong and women's affairs offices Village integration to monitor unaccompanied
and separated children, Provide special support to the unaccompanied children, Similarly
Implement proper ALP & APLP Monitoring, Raise awareness on CP/GBV and how We have
contributed thoughts on the possibility of reducing OOSC. In addition, we advised the grade 8 th
students to strengthen their preparation for the model examination and national examination and
other students to prepare well for the final examination in ALP/APLP program and Since there is
no relationship between school and PTA, CRC and CCC we gave insight , From the insight that
some facilitators have their responsibilities to perform well. In general, we have looked at all the
existing activities in this organization and suggested that the existing shortcomings be improved,
the existing strengths be continued and the objectives of the organization be achieved.

7. RECOMMENDATIONS TO ORGANIZATION
Based on the result of data from participants of the Field education, the following
recommendations are given as follows:
 They should work hard to achieve the World Vision where all people are connected to their
Growth and the Global Mission of Developing Leaders. Work hard to strengthen linkages
with mental and psychosocial health support in a coherent manner and to ensure the
protection of girls and boys.
 To ameliorate existing weaknesses : Strong and dedicated facilitators and school principals
 should be trained at the grassroots level, as well as principals and teachers of District officers
in the construction and supply of materials sectors to gain awareness of fully disciplined
professional staff necessary information should be provided. overview of the project: A The
project is to contribute to alleviating the problems in ten districts of Oromia state through
community mobilization of learning, development and protection.
 Therefore Imagine One day Program aims to contribute to the national effort to improve and
ensure quality primary education for children in Ethiopia to achieve this Out of school age
children, children with protection concerns, facilitators/teachers, members PTA's, CBO
leaders and communities should emphasize the education and protection concerns received
directly to the beneficiaries. In addition, they make the project expand rather than just a few
districts to make them broader. Especially in the pastoral areas where many are lagging
behind in education and they should be targeted in the future. Similarly, Relationship-based
practice methods and assessments determine the quality of learning from a process
perspective in a focused manner, strengthening learning issues in terms of input, process and
child care , plus children who need on going support and emergency support are different to
support the cost.
 Their focus on developing the leadership skills of their partners at the federal ministry level,
and in the state has created strong relationships with education bureaus and administrative
offices, as well as women and children offices and Youth and Sports offices and others
Focusing on Emergency Education, for future they have more program on Focus in from
pastoralist communities their the objectives of the organization be achieved.

8. RECOMMENDATION TO DEPARTMENT
Before giving the letter of endorsement to the students department should have well
informed/known about the organization. Particularly, their interests to work with students, area
they have been working in because some organizations are not active where their offices exist.
Also the time given to field practices by department may not overlap with the schedule of an
organization to field works. Always the time which workers of an organization went to the field
was the time we were being a class in our group cases. Additionally, students should have
facilitated before going to the field. They may exposed to unwanted payments for the fees of
transportations, foods and accommodations.
 CONCLUSION

The Imagine 1 Day International Organization -Ethiopia Country Office's program is aimed
at contributing to the national efforts of improving and ensuring universal quality primary
education for children of Ethiopia. Imagine1day designed a project named “Strengthening access
to safe and protective education services for girls and boys internally displaced and in host
communities in Oromia region in Ethiopia. The project targets 15,025 girls and boys living in
Raiytu and Sawena districts in East Bale Zone, Meda Welabu district in Bale Zone, Liben and
Goro Dola in Guji zone, Hambela Wamena and Birbirsa Kojowa in west Guji zone, Boji Dermeji
district in west Welega zone, and Haro Limu and Gida Ayana districts in East Welega zone. Out
of school aged children, children with protection concerns, facilitators/teachers, PTA’s members,
CBO leaders and communities receiving learning and protection concerns are the direct
beneficiaries. Hence within ten months 4,200 children will access ASR, 5,582 children will
follow APLP, 10,825 children will follow life skill and 15,025 children will get protection
service.

The project will provide support for 15,025 girls and boys (50% girls, 10% CWDs) in IDP sites
(80% of the total target) and host communities (20% of the total target) to access safe and
protective learning opportunities linked with integrated child protection services, with focus on
gender-responsive and inclusive accelerated learning and transferrable skills training for out-of-
school girls and boys. The project will also benefit a total of 15,025 girls and boys (50 percent
girls) in IDP camps/sites and host communities through the provision of Personal Protection
Equipment (PPE) and WASH in school, and teaching learning supplies to support girls’ and
boys’ safe entry/re-entry to formal learning, and training/awareness raising on COVID-19
protection for female and male teachers, facilitators, and parents/guardians. This project deals
with creating access of learning for out of school aged children through accelerated school
readiness and accelerated primary learning program, providing protection service, deliver skill
development, and organizing capacity building program for facilitators/teachers, PTAs, CBOs
 and other stakeholders through training and experience sharing, to in Two districts of west Guji
zone.

Budget Summary: Operational vs Administrative Budget

N
o Activity Description Amount In ETB in %
1 Operational Budget
Strengthen access to education services in safe and protective learning
environment for girls and boys internally displaced and in host communities,
with a focus on accelerated learning program for 9782 Oromia out of school 19,787,388
children (50% girls, 2,838 children are from host community) to enter / re-
enter formal education.
Provide skills development opportunities for 10,825 Oromia out of school
girls and boys (50 per cent girls) and CWDs in safe and protective learning 8,528,568
environment for learning, personal empowerment, active citizenship and / or
employability
Promote community dialogues on positive gender norms (e.g., equal
opportunity for participation and leadership, GBV free environment,
challenging negative stereotypes) through school / learning programme-based 2,506,429
children / gender clubs with the participation of teachers / facilitators,
guardians, and girls and boys themselves as change agents
Ensure an integrated approach to empowerment and protection of girls and
boys through strengthening of linkage with Mental Health and Psychosocial 14,849,297
Support (MHPSS) and child protection services for 15,025 girls and boys (50
girls).
Strengthen education cluster systems to ensure effective and coordinated 948,000
implementation of Education in Emergencies interventions
Project Monitoring and Evaluation 1,409,349
Total Operational Budget 48,029,031 84.32 %
2 Administrative Budget
Furniture and Equipment 899,085
Salary and benefit Staff 5,352,188
Fuel and Vehicle Maintenance 137,016
Travel Expense ( Per diem & Air ticket )
Occupancy
Stationery and Office Supply 483,008
Communication 62,101
Office Rent 1,003,797
Insurance 93,152
Other costs like audit, visibility cost( printing, sticker ) 897,901
Total Administrative Budget 8,928,248 15.67 %
Grand total 56,957,279 100