“I-LEAD: Promoting Job Employment

through Accessible Education and

Digitalization”

VIS - Volontariato Internazionale per lo Sviluppo

August, 2022

Addis Abeba
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 1. Project Summary

“I-LEAD: Promoting Job Employment through Accessible

Project title
General Objective
Type of beneficiaries
Number of the beneficiary
Area of operation
Duration of the project
Time of Commencement
Implementing Agency
Contact Person
Education and Digitalization”
To contribute to the enhancement of quality, equitable and
inclusive education and promoting lifelong learning
opportunities for all in Ethiopia.
Students (600, 50% with disability), Managers and administrative
staff of TVET schools (300), Teachers (200), Members of Federal
task force in Inclusive Education (25), Delegates of local offices
to map people with disability (100), Members of Disabled People
Organization (DPO) (300), Members of the private-public
platform (16) HR Managers (100), Members of the local
Community attending the presentation on the Evidence-based
study (50), Members of the local community attending the
sensitization events organized by DPO (1500).
Direct Beneficiaries
Female: 45%, male 55%; total 3,191
Indirect beneficiaries:
6,191 and Government members at Woreda, Zonal, Regional
and Federal level.
Addis Ababa city, Oromia and Sidama Regions
36 months (August 2022 – July 2025)
1-August-2022
VIS -Volontariato Internazionale per lo Sviluppo.
Endale Tilaye (Deputy Country Representative) VIS Ethiopia
Country Coordination Office
Meskel Flower Road, Building 697, 4th Floor, Kirkos 02/04
Addis Ababa - Ethiopia
Telephone: 011 4667616 - Fax: 011 4671548
e-mail: admin.ethiopia@volint.it

Donor Italian Agency for Development Cooperation – AICS

Project Budget: 53,241,572.72 ETB (72%)
Administrative costs: 21,215,662.54 ETB (28%)
Project Budget: direct project cost Total Budget: 74,457,235.26 ETB (100%); “Equal amount of
and administrative cost 1,391,724.02 EURO, at monthly Info euro Exchange rate of 53.5

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2. Background & Project justification

Background information

Ethiopia is classified 173 out of 189 Countries analyzed by the Development Human Index done
by UNDP (2020); it is classified 135 out of 157 Countries based on the human capital index
developed by the World Bank WB (Human Capital Index 2018). Regarding the disability in
Ethiopia, according to the report done by the WB and WHO (2011) there are around 15 million
people with disability – considering children, youth and adults- which it means 17,6% of the
population. The majority of people with disabilities live in rural areas, where the basic services
are limited and often inaccessible. It is estimated that 95% of people disabled live under the
poverty line and they are obliged to beg or depend of family support, when present. COVID-19
pandemic increased the previous inequality, aggravating the exclusion of people with disability
from the social protection net (UNFPA, August 2020).

The analysis conducted by VIS, together with the revision of the main available studies and the
dialogue with the main actors active in this sector confirmed four macro-problems, related
among themselves: 1) Access to education. Ethiopia is among the Countries with the lower
percentage of school attendance of people with disability in primary school, with an estimated
percentage of 3% (Global partnership for education, 2018). The statistics tend to reduce more
in relation to vocational training.

Despite more than 1.600 TVET's acting in Ethiopia, only 0,81% of 1 million students enrolled in
TVET in the years 2019/2020 are persons with disabilities (FTVETA 2019/2020). Regarding the
geographical distribution, almost 79% of them are from Addis Ababa, Oromia and Sidama, areas
target of this project. The national trend is confirmed by the data collected in the 7 TVET target
of this intervention, where out of 3,181 students (March – April 2021) only 0.79% (<50% F.) are
disabled students with different types of disability. The main reasons for this, coming out from
the Key Informant Interviews carried out during the initial assessment, these are the main
causes that prevent school attendance: A) Low awareness of the management of the possibility
to organize inclusive courses and low preparation/formation of the teachers. B) Lack of school
programs and trained teacher on Special Needs. C) Physical barriers. D) Lack of partnership with
enterprises and associations of disabled people. E) Lack of guidelines and policies inside the
TVET. 2) Unemployment of people with disability. 3) Stigma towards the productivity of
disabled people. In particular, the lack of access to TVET has a significant impact on the
dependency of disabled on their own families/households, fostering their inactivity in the labor
force and stigmatization. 4) Insufficient knowledge of the rules and regulations present in the
sector. Poor dissemination of the guidelines and structural limitations of TVET in terms of
accessibility and teachers’ knowledge, it will negatively impact the growth of the percentage of
disabled enrolled in the TVET as it is expected by FTVETA.

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Project Justification

In April 2019, the Federal TVET Agency, in partnership with the Ethiopian Centre for Disability
Development (ECDD, local partner of the project) has published the "Guidelines for the
inclusion of people with disability in TVET", alongside a multisectoral implementation plan
on tout-court inclusion. Therefore, the project fits into an existing institutional framework,
offering innovative solutions to the identified strategic plans. To achieve equitable and inclusive
sectoral good governance for education and job placement, the project aims to raise
awareness and generate knowledge about disability, among both trade associations (regarding
current opportunities) and training centers and enterprises. It also aims to organize
training/job placement pilot activities to generate data, studies, and tangible experiences to
elaborate and spread sectorial advocacy that will lead to a cultural and structural change of
the Ethiopian society regarding the communitarian inclusion of persons with disabilities.

The choice to focus the project action on TVET comes from a multidimensional analysis of
inclusivity, built on the training-job axis as a social integration factor. Therefore, market-
oriented training courses will be flanked by actions to raise/build communitarian awareness on
disability and develop a culture of inclusivity.

The project will be implemented in Addis Ababa city administration, Oromia and Sidama Regions. In
particular these are the TVET target of the project:
 Don Bosco TVET College Mekanissa Addis Ababa.
 Bosco Children TVET (private TVETs), Addis Ababa.
 Burayu TVET College, Oromia Region.
 Sululta TVET College, Oromia Region.
 Legetafo TVET College (public TVETs), Oromia Region.
 Dilla Polytechnic, Sidama Region
 Don Bosco TVET Dilla, Sidama Region.

2.1. Background of VIS

VIS has been operating in Ethiopia for over 15 years. In 2005 it was recognized by the Ethiopian
Ministry of Justice as an organization suitable to operate. In accordance with the Charities and
Societies Proclamation n ° 621/2009, on October 8th 2009 VIS also obtained the Registration
Certificate of the Charities and Societies Agency. This license was renewed on November 16th
2015 and allows VIS to operate officially in the following sectors: water hygiene and sanitation;
education and professional training / work and livelihood.

Similar to this intervention, there are projects successfully carried out by VIS in the past years
such has the Project, "DEAL: Development of innovative Employment oriented schemes and
Active Labor market measures” to increase livelihood and decent work opportunities for
vulnerable youth and women at risk of irregular migration in Tigray, funded under the SINCE
Program of the European Union and the Embassy of Italy. Furthermore, within the same

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initiative, VIS was co-applicant of the SINCE project in the Addis Ababa, implemented with
People in Need INGO and the other partners such as Concern and Chadet.

In Addis Ababa, a pilot intervention (from a sectoral point of view) was completed in 2017 with
the contribution of the Italian Agency for Development Cooperation: "Print your future:
Development of the graphic and printing sector in Ethiopia (AID 10128 / VIS / ETH)", which
aimed to develop the technical / professional skills in the field of graphic and printing sector and
to increase the job opportunities.

Currently, VIS is implementing the following projects with the overall objective to reduce
irregular migration and promoting job opportunities: a) "Prevent, Promote, inform: build
alternatives to Migratory Flows in Eastern Tigray (PREVENT)" funded by the Italian Ministry of
Foreign Affairs, and b) "Enhancing Job Opportunities and Employability for Youth and Women
(EnJOY) Project”, a project financed by the European Commission through the EU Emergency
Trust Fund for Africa in a consortium of 4 partners organization.

All the projects mentioned - carried out in partnership with international NGOs and local
partners - use a synergistic approach aimed at improving the quality of some basic services
connected to each other to mitigate the causes of irregular migration; in particular, in all
projects the VIS deals with the training / work sector. VIS promotes inclusive and sustainable
development, through professional technical training courses in favor of the most vulnerable
groups in order to encourage employment both in the formal and self-employment sectors.

3. General Objective of the Project

The overall goal of the project is to contribute to the enhancement of quality, equitable and
inclusive education and promoting lifelong learning opportunities for all in Ethiopia.

The general objective is in line with the SDG 4, target 4.5, in fact the project aims to contribute
to the improvement of vocational training towards strengthening scholastic inclusion for people
with disability. The impact of the project is in line with the principles to “not leave anyone
behind”, pillar of the “European Consensus for Development” and of the “Planning document 3
years document of the development cooperation 2019- 2020”.

4. Specific Objective of the Project

The project specific objective is to contribute to ensure inclusive and equitable quality education
in Ethiopia by strengthening equity in access to TVET, labor market opportunities and social
inclusion of vulnerable groups, including people with disabilities, in Addis Ababa, Oromia and
Sidama Regions. The choice to focus the project action on TVET comes from a multidimensional
analysis of inclusivity, built on the training-job axis as a social integration factor.

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To achieve it, the project aims to generate three main results:
 R.1. 7 TVET centers1 will develop educational and managerial skills and strengthen their
accessibility to promote inclusive, safe, and innovative learning and working
environments.
 R.2. Development of inclusive employment services and facilitated access of persons with
disability to wage labor and self-employment activities.
 R.3. Increased participation, skills, and knowledge of persons with disability about their
rights and the job and/or educational opportunities within their communities and raised
awareness of local communities about social inclusion.

5. Results [Expected Outcome]

R.1. 7 TVET centers will develop educational and managerial skills and strengthen their
accessibility to promote inclusive, safe, and innovative learning and working environments.
In line with the International Labor Organization (ILO)’s guidelines “Including persons with
disabilities in Technical and Vocational Education and Training”, this result will be generated by
working on three axes: awareness-raising and capacity building of TVET centers’ staff about
disability (done by the partners CBM Ethiopia and ECDD); accessibility to TVET facilities in line
with the principles of universal design; inclusion and integration of persons with disabilities
through inclusive teaching material and digitalization (done by the partners CBM Ethiopia and
ECDD).

R.2. Development of inclusive employment services and facilitated access of persons with
disability to wage labor and self-employment activities.
In line with FTVETA "Guidelines for the inclusion of people with disability in TVETs", this result
will be achieved through the development of public-private partnership that will launch pilot
paths of education and job placement for persons with disability within the private sector and
the identification of leading value chains for self-employment and apprenticeship in the private
sector. Job opportunities will be combined with enhancement of soft, life and technical skills and
access to credit.

R.3. Increased participation, skills, and knowledge of persons with disability about their rights
and the job and/or educational opportunities within their communities and raised awareness
of local communities about social inclusion.
This result will be achieved through the creation of an official task force that will promote
inclusive education at the Woreda, Zone and regional level, with the aim of promoting the
engagement and active participation of the wider society to the project activities, and with the
implementation of several community-based activities.

6. Activities and Strategies

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Burayu TVET College, Dilla Polytechnic, Suluta TVET, Legetafo TVET College (public TVETs), Don Bosco
TVET College Mekanissa, Don Bosco TVET Dilla, Bosco Children TVET (private TVETs).

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6.1. Activities

Activities related to the project result R.1.

A1.2. Implementation of short-term TVET courses for out-of-school vulnerable youngsters,

including persons with disability

The activity will address the economic and social issues that prevent vulnerable young people,
with and without disabilities, from being able to access professional training courses. During the
3 years of the project, 600 students in conditions of economic poverty, of which at least 300
with disabilities, will participate in professional training courses. The project strategy provides
for an integrated approach between VIS and the other project partners, each of the partner will
contribute with its own main expertise with the goal of improving the professional training offer
aimed at employment. The TVET identified the courses that suits better students with disability:
graphics & typography, cooking and client services, logistic and agro-industrial. At the beginning
of the project, an initial assessment is planned in each TVET to validate and extend the courses.

The supply chains were decided on the basis of internal assessment, as well as the rooted
experience in the sector acquired by VIS during the past years. The strategy is to identify sectors
not yet developed but in high demand in the country (for example catering) or suitable for
people with disabilities (intellectual disability applies very well to work environments that
require sequential tasks such as, for example, logistics) since they will allow in a short period of
time to acquire minimum skills that can be immediately spent on the job market. The supply
chains are already recognized by the Ministry and the curricula elaborated and available. During
the three years of project implementation, at least 30 training courses with an average duration
of 6 months each will be launched for a total of 20 student participants per course.

The trend of employment demand shows, however, that employers are increasingly looking for
personnel who have a variety of transversal skills, including the ability to work in groups and
interact. These skills become even more decisive in a socio-cultural context, where one of the
main barriers to the participation of people with disabilities in job placement paths, is related to
social stigma. For this reason, VIS will organize a 10-day course in Soft and Life Skills Training for
300 students with disabilities and 300 vulnerable young people (600). The course, in line with
the content elaborated by the WHO, foresee training on the following thematic areas: a) Ability
to actively elaborate the decision-making process, evaluating the different options and the
consequences of possible choices; b) Ability to face life's problems in a constructive way; c)
Ability to explore possible alternatives and the consequences that derive from doing and not
doing certain actions. The training includes the following modules: Personal development and
enhancement; Definition of a personal and professional project; Development of self-esteem
and self-confidence; Decision making; Problem solving; Communication techniques;
Management of emotions and stress. At the end of the training, beneficiaries will be able to
identify their personal strengths and weaknesses, develop appropriate work ethics and behavior,
and increase their curiosity about the job. At the end of the above-mentioned training course, an
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Ethic Laboratory will be conducted on Ethics and Values. The laboratory, through a strongly
participatory approach, will deal with the following topics: Team assessment aiming at
developing personal skills and sharing of values; group and individual work aimed at increasing
operating results and improving personal and group objectives; creation of individual paths for
self-employment and human sustainability.

All students will be supported during their studies up to the acquisition of the Competency
assessment and Certification (COC), the nationally recognized assessment process to determine
if the student is able to perform the skills required according to the national standard. Once the
course is completed, the Institute will issue a nominative certificate that guarantees the quality
and ability of the participant, facilitating the subsequent phase of searching for job
opportunities.

A1.3. Implementation of infrastructure works and purchase of inclusive educational material

in 7 TVET centers

The activity is a priority for the inclusion of young people with disabilities in the target school
facilities. Among the main difficulties encountered during the design phase, the technical-
infrastructural problems within the TVET and the inaccessibility of the same for young people
with disabilities clearly emerged. The new National Guidelines on the inclusion of people with
disabilities in TVETs (FTVETA April 2019) underline the need and urgency to remove architectural
barriers and equip educational institutions with inclusive devices as a necessary step to promote
inclusive education.

In line with national and international standards in the field of disability and according to the
criteria of "reasonable accommodation and Universal Design", in each of the TVETs, renovation
works will be carried out in the classrooms, in the access and exit areas of the TVET, in the
libraries, in the toilets, moreover provision of tactile signals for the blind and hearing signs for
deaf people will be provided. After an initial evaluation phase, the tender for the execution of
the works will be launched. The tender will be held locally and the work will be assigned to the
company able to offer the best result in terms of quality / price in compliance with the required
criteria, which will be published through the production of a Term of Reference document.

Activities related to the project result R.2.

A2.1. Creation of Public-Private Partnerships (PPP) for the creation, reinforcement and
promotion of innovative school-work transition paths and self-employment opportunities

The PPP's methodology was adopted and consolidated by VIS to define partnerships based on
the ownership of the ongoing development processes and to create multi-actor spaces for
sharing good practices. This activity aims at creating Public-Private Partnership Platforms made
to promote job inclusion for people with disabilities for each target area. The objective of the
platforms is to structure the dialogue between TVET's and public and private companies in order
to develop pilot training and job placement paths for protected categories, within companies

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and to identify potential value chains for the definition of small businesses. This objective is in
line with the strategy of the "Guidelines for the inclusion of people with disabilities in TVET's"
approved by the Federal TVET Agency.

The platforms will be developed as spaces for updating and sharing current strategies, aimed at
defining sustainable and replicable employment paths. This requires alignment and coordination
between the training and work component so that the trainees can apply the knowledge
acquired in the formal market and in self-enterprise activities. To achieve the goal, the selected
TVETs and companies interested in expanding the employment and production network will
participate in the platforms, collaborating for the definition of training courses oriented to the
labor market. The platforms will have a participatory approach and they will work in consultation
with public authorities, including: Bureau of Labor and Social Affair, Bureau of Science and
Higher Education, Bureau of Heath, Bureau of Education, Public Employment Offices and local
associations of microcredit. The participation of the authorities will be decisive in defining the
sustainability of the project action, through a constant harmonization of the implementation
strategy with current or future policies and initiatives (subsidies, grants, etc.).

In the initial phase of the project, the platforms will develop a holistic verification model of the
selection criteria of the beneficiaries (family composition of the beneficiaries, average income,
minimum level of technical knowledge, etc.), which will define the standards to include the
direct beneficiaries in school-to-work transition paths or in start-up of income generating
activities (Cooperatives, Small and Micro Enterprises, Business Partnerships, etc.). The required
standards will be verified individually through a competency-based assessment conducted by a
working group made up of delegates from local authorities and internal project staff.

In the initial phase of the project, however, the TOR of the platforms will be defined through a
participatory approach that will involve all its members. Here are some possible examples of
TOR: definition of potential working sectors more accessible to young people with disabilities;
identification of the obstacles presents in the application of Federal laws on disability inclusion
at regional and local level and elaboration of proposals on how to overcome them;
strengthening the links between the business world and the professional training schools by
sharing and reshaping curricula; identification of existing microcredit services.

The platform will be held regularly (approximately every four months) and, if necessary, sub-
groups will be created to make it more operational in achieving the work plans that will be
progressively defined. The activity responds to a double logic: in the short to medium term, the
platform will take care of the tasks that will be defined along the course of the project; in a long-
term perspective, the platform will be able to exercise advocacy and lobbying to change the
strategies and the regulatory framework at the local and national level.

A2.2. Planning and implementation of work-based pilot paths of school-work transition and
job placement for vulnerable people, including persons with disability

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Once the training courses are completed, at least 300 students (of which at least 30% with
disabilities) will benefit from work-based pilot courses of the duration of 3 months, aimed at job
placement in the company. VIS will take care of the selection of the beneficiaries of the courses
according to the methods described in A2.1. Once the selection process has been completed, VIS
will start a co-design process within the PPP platforms created, aimed at involving companies
with a view to shared governance.

The type of school-to-work transition path will be defined together with the companies on the
basis of specific agreements. For each path there will be the collaboration between the TVET and
the company, both for the choice of the better path to follow and for the follow-up of the
beneficiary. The companies potentially interested in welcoming the beneficiaries will be chosen
from among those belonging to the PPP and/or from the contacts of the organizations involved
in the project. For certain specific skills required by the market, specialization courses functional
to certain market categories will be organized. For example, a specialization course is planned
for the Graphics sector aimed at introducing students (estimated at 25 students) to the world of
animated short films, as a means of visibility and communication. The course will be divided into
two parts: the first will give an overview of the types of short films. In the second, a technical
overview of the production phases, the necessary skills and the professional figures involved in
the process of making a short film will be given.

The pilot component will be linked to the use of vouchers (employment subsidies) for the
purchase of a package of services tailored to the needs of beneficiaries. The design of the
employment and training voucher will be defined within the PPP's while the management of the
funds will be assigned to the project management committee. The project management
committee will be in charge of transferring funds to service providers, companies in this specific
case, and not to the beneficiary himself. The school-to-work transition paths will be regulated by
special MOU signed between the beneficiaries, TVET's and companies.

In addition to this, in order to create the necessary pre-conditions for the creation of a more
inclusive workspace, a training cycle on Disability Inclusion is also provided for Human Resources
Managers operating in the areas of intervention. The training will be an opportunity to exchange
on disability issues, strategic methodological approaches and exchange of best practices for all
stakeholders in the area. Training will be conducted by VIS in collaboration with Albergo Etico
(Italian partner of the project), whose methodology includes in-depth studies on: good practices
of job placement, coaching and monitoring of people with disabilities included in the
environment work, in-depth study of the various disabilities, productivity at work, degree of
disability, potential - talents - difficulties, tutoring. Albergo Etico will be responsible for the
production of a manual and a TOT training course for trainers, while VIS will organize 4 training
cycles of 10 days for 25 participants each.

Once the skills assessment has been completed, the student will therefore be able to benefit
from an employment measure including: apprenticeship, fixed-term contract and permanent
contract. The value of the employment voucher will be established together with the companies,

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so as not to create distortions in the labor market, and will serve as a reimbursement of
expenses for the beneficiary and to cover the latter's insurance costs and business advice. The
voucher system will guarantee 300 students to participate in a work experience in the formal
market.

A2.3. Promotion of collective income-generating activities and self-employment of vulnerable

people (including persons with disability) through the creation of innovative occupational
paths, in partnership with microfinance institutions

At the end of the training courses in the selected TVETs, and as an alternative to job placement
initiatives in the companies, the young beneficiaries of the intervention will be accompanied by
the project staff and BOLSA delegates in the implementation of group income generating
activities (AGR) (Cooperatives, Small and Medium Enterprises, etc.) or self-enterprise. The
activity responds to the need to help young people with disabilities in setting up AGR, in
facilitating for them the access to productive inputs, such as capital and start-up kits, and in
identifying sustainable business activities, as expressed in the “Guidelines for the Inclusion of
people with disabilities in TVETs” and the “Convention on the Rights of Persons with Disabilities”
(UNCRDP).

In a first phase, 300 young people will participate in training courses in Micro-Entrepreneurship
(Basic Business Skills-BBS) for the duration of 10 days (15 courses * 20 people), in order to obtain
the financial skills necessary for an efficient administration of their own activities. The courses,
held by experts in economics and micro-entrepreneurship, will deal with two main topics:

1. Management of small individual and group / cooperative AGRs: elaboration of business plan,
business risk management, description of how cooperatives work and their functioning, notions
of accounting, financial planning, market mapping and strengthening of organizational and
technical skills etc.
2. Microfinance: use of the capital and/or assets for the start-up of small income-generating
activities (AGR), description of local financial institutions and their functioning, concept of
credit / debit, methods of repaying a loan, etc.

At the end of the BBS course, each beneficiary will produce a Business Plan, validated by the
delegates of the competent authorities, which will become a monitoring and verification tool for
the progress of the business activity that they will start.

The beneficiaries will then be able to start their own income-generating activities. The project
staff will conduct a new assessment of the skills acquired and, if necessary, an intensive
refresher course will be conducted to complete and / or update the technical skills acquired in
the training path within TVET's. Subsequently, the technical staff of VIS will accompany each
beneficiary in the strategic choice of starting the business on the basis of the acquired technical
skills and maximizing individual talents and professional aspirations.

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The beneficiaries of the group income generating activities (Cooperatives, Small and Medium
Enterprises, etc.) and self-enterprises will be equipped with in-kind goods such as supplies for
the start-up of small shops and small equipment and an initial capital of about 600 EUR. The
capital will be disbursed through the mediation of local microcredit associations using, where
possible, digital management and monitoring tools.

The repayment of the loans, combined with the accrued profit of the AGRs, will help the
microcredit institutions to expand the available fund and allow to assign new loans, promoting a
spirit of corporate social responsibility.

The start-up of generating activities will be linked to the professional courses attended by target
youth with disabilities and may relate to the start-up of activities such as small carpentry, sewing
shops, catering, graphics, etc.

Activities related to the project result R.3.

A3.1. Creation of a Federal task force aimed at promoting inclusive education

The project foresees the establishment of a Task Force on Inclusive Education within the Federal
TVET Agency. The group will consist of about 25 members of leading local, national and
international organizations working in the field of education and job inclusion. The purpose of
this task force is to create a solid and complete network that allows the design and development
of inclusive education and work tools and policies at the local, regional and national level in a
cohesive and interconnected way. The Task Force will be led by the Federal TVET Authority and
composed of representatives from the Ministry of Science and Higher Education, the Ministry of
Labor and Social Affairs, and the International Labor Organization (ILO) and Organizations of
People with Disabilities (DPO). The meetings will be organized on a quarterly basis, for a total of
12 meetings during the 3 years of the project. Each meeting will focus on a specific theme, and
experts and other organizations (such as the Ministry of Health or OSC and donors particularly
active in the sector) can participate in order to sharing ideas and skills.

The created task force will play a crucial role in promoting a mainstream focus on disability in
government policies and in general in institutional policies.

Among the planned tasks, the Task Force will be in charge of writing new guidelines and manuals
on inclusive education within TVET. A participatory approach is envisaged for their elaboration,
through the organization of various workshops, which will require the participation of managers
and officials of the TVET Authority at regional and federal level. At the end of the workshops,
which will involve a total of over one hundred people, expert consultants will be hired, who will
support the drafting of the new policies. The criteria for selecting consultants, the objectives to
be achieved, the methods and timelines to be respected will be detailed within specific Terms of
Reference (TOR).

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Once the new policies have been completed, a workshop will be organized which will see the
participation of institutional authority, already active in the implementation of the activities. The
event will be a formal recognition of the work carried out in the previous months and an
important moment for the dissemination of the new policies.

A3.3 Evidence-Based Study to measure the impact of inclusive policies and sharing
recommendations for consolidating the sustainability of project governance

To assess the impact of the project and support government offices, with particular attention to
FTVETA, the project foresees the collection and analysis of data to assess the relevance and
sustainability of policies on educational, social inclusion and employment of people with
disabilities. At the conclusion of the training activities and the awareness-raising components,
public and private actors will be called upon to develop an advocacy strategy aimed at
promoting greater participation and shared responsibility of public and private actors in the
processes of developing policies oriented towards inclusion of young people with disabilities.
The strategy will be presented within the PPPs (A2.1.) and the Federal Task Force (A3.1) and will
include: short-term actions to be implemented in the life of the project, short- and medium-
term strategic plans to be implemented in the long term (expected results, range of activities,
roles, responsibilities and achievement indicators).

The short-term strategy will include final recommendations for the consolidation of the process
of educational integration and job start-up in order to raise public and private actors’ awareness
on the efficiency and effectiveness of the current inclusive policies aimed at people with
disabilities. Recommendations will include: 1. Analysis of existing inclusive policies to assess
whether and to what extent they respond to the needs of people with disabilities 2.
Recommendations and suggestions to make the inclusion process comprehensive and
participatory. Both the analysis and the recommendations will be developed and validated
through an inclusive participatory approach of project governance consisting of CSOs, delegates
of the relevant offices, individuals and members of DPO's. The document will be presented
during an international event, which will be identified during the project life (for example, EU
Summit or events organized by ILO and other UN agencies) and will see the participation of at
least 50 people.

Strategies:

Considering the specific objectives and the expected results the intervention can be subdivided
into three components:
1. Training component.
2. School to work transition both for self-employment and apprenticeship in the private sector.
3. Creation of an official task force that will promote inclusive education.

All the three activities have a special focus on disability, in fact 50% of the youth students should
be disabled as well as the beneficiaries involved in the school to work transition activity, lastly
the task force has the specific task on Inclusive Education.

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7. Beneficiaries Selection Criteria
Direct Beneficiaries
The project target group will be 3.191 people, of whom: 600 TVET students (of whom 50% with
disability); 300 TVET’s principals and administrative staff; 200 TVET teachers; 25 members of the
Federal Task Force for Inclusive Education; 16 Delegates of local offices; 300 members of
Disabled People Organizations (DPOs); 100 HR managers; 1.500 members of the local
community attending awareness events organized by DPOs; 50 members of the local community
attending the presentation of the Evidence-based study; B) 7 TVET centers based in Addis Ababa,
Oromia and Sidama.

The selection process of the target group will be implemented by VIS in cooperation with local
partners and authorities (particularly the DPOs) and will prioritize persons with disability living in
extreme poverty, women (45% of the target group) and people that are exposed to multiple and
intersectional discrimination. Of the 3.191 members of the target group, 46% (1.470 people) will
be youth (i.e., aged between 15 and 19 years old). The estimation of the total number of
students was done crosschecking the schools’ capacities and the local authorities’
recommendations.

Regarding the results R2, during the kick-off phase of the project one working group of private
and public actors (TVET, Entrepreneurships, BOLSA delegates and other relevant offices) inside
the PPP, will be established so that they can develop an holistic verification model that will
define the standard for the linkage of the beneficiaries to school-work transition path or IGA
path.

Indirect beneficiaries
Other than the target group, the project will have a positive impact on more than 6.191 people
that will not be directly involved in the programmed activities. Of the project’s indirect
beneficiaries, 3.191 will be TVET students and teaching and administrative staff and 3.000 will be
family members of vulnerable students (50% of whom with disability) involved in the project
activities (estimate: 5 family members* 600 students). Moreover, the creation of an official task
force aimed at promoting inclusive education (R3) will favor the transfer of know-how to the
Woreda, Zone and Regional and Federal officers. Finally, the radio campaigns will reach many
people in the local community, seen the strong DPO rootage in the community.

8. Inputs [material, finance, and manpower]

8.1. Material
For the implementation of this project, it is foreseen the procurement and purchasing of items
and services. In particular, one vehicle (duty free) will be purchased at the beginning of the
project to carry out all the project’s activities. In all the 7 TVET, renovation works will be
undertaken in order to eliminate architectural barriers and give the chance to disabled students
to go to school and move freely. For the trainings, meetings, workshops, events procurement of
14
stationary, small furniture, visibility material, refreshments, hall rent is foreseen as well as
transportation refunds. For the R1: Purchasing of aids for disabled students enrolled in the TVET
(activity 1.2); purchasing of training material (activity 1.2); purchasing of inclusive education
material (activity 1.3). For R2: Protection material for the apprentices (activity 2.3); purchasing of
startup kits for IGA (activity 2.3)

8.2. Finance

The overall budget will be 74,457,235.26 ETB of which Project Budget: 53,241,572.72 ETB (72%)
and administrative costs: 21,215,662.54 ETB (28%)

8.3. Human Resources

The management of the project will be done at two levels or geographical areas: Addis Ababa
and Dilla (Sidama Region). Moreover, the project foresees the use of local and international staff
in order to reach the project expected results as well as efficient and effective coordination of
the project Governance from the strategic and the administrative point of view.

Table 1: Human Resources needed in the project

Description Unit Qty

Program Staff's
Inclusion Coordinator (1) Month 36
Field officer employment management AA (1) Month 36
Field officer employment management Dilla (1) Month 36
Training coordinator (1) Month 30
Data manager (1) Month 36
Support Staffs
Program Coordinator (1) Month 36
Country Administrator (1) Month 36
Accountant Addis Abeba (1) Month 36
Accountant Dilla (1) Month 36
Accountant SDB (1) Month 26
Driver Logistician Addis Abeba (1) Month 36
Driver Logistician Dilla (1) Month 36
Driver Logistician SDB (1) Month 26
Support Staff (cleaner, guards) (4) Month 144

9. Assumption and risks

Risks Level of risks (low, medium, Mitigation measures

high)

15
R1 Drop out of students with
disabilities
R2 Little interest by the local
market towards the IGA
started by the students
R2 Enterprises do not accept
as workers disabled people
Risk of overlapping in the
selection of beneficiaries with
other projects/initiatives done
by other organization in the
same area of intervention
Tension between people with
disability and other vulnerable
categories not target of this
project
The relationship inside the
communities deteriorates
with an increment of security
risks
10. Stakeholders Analysis
Name of Stakeholder
Medium The project will guarantee
support for each student with
disability involved in the
project with ad-hoc tools and
support. The involvement of
local community will
contribute to the social
inclusion of these students
Medium Careful evaluation and choice
of the IGA to be started based
on the local market demand
and resources’ availability,
both at the beginning of the
project and trough out it.
Medium Involvement of the
enterprises in the institutional
platform, sharing of
documents and evidence-
based experiences and
capacity building for the HR
Managers.
Medium Careful selection of the
beneficiaries in coordination
with the other organization
present in the area;
cancellation and replacement
of beneficiaries
Medium Building a Complaint and
Response Mechanism (CRM)
accessible for the local
community; full involvement
of the local community in the
development of all activities
Medium Reduction of the activities and
remote control of them;
coordination with donors and
other NGO present in the
area; Suspension of the
activities
Stakeholder Activities
16
Ministry of Finance
Ministry of Labor and Skills
Ministry of Science and High
Education
Ministry of Youth, Sport &
Culture of Ethiopia
Federal Technical and
Vocational Education and
Training (TVET) Agency
Federation of Ethiopian
Associations of Persons with
Disabilities
Italian Agency for Development Donor
Cooperation (AICS)
VIS
Beneficiaries
Coordinate the monitoring and evaluation of the project
activities with related equipment and materials and with the
contracting authorities until the termination of the period the
project. Monitoring and Evaluation.
Involved in the project’s implementation, Member of Federal
task force aimed at promoting inclusive education.
Monitoring and Evaluation.
Involved in the identification and selection of the
beneficiaries including students and teacher for the
implementation of the activities. Member of Federal task
force aimed at promoting inclusive education. Monitoring
and Evaluation.
Involved in the identification and selection of the
beneficiaries including vulnerable youths and disabled for the
implementation of the activities. Monitoring and Evaluation.
Involved in the training and coordination platforms. Leader of
the Federal task force aimed at promoting inclusive education
Involved in the identification and selection of the
beneficiaries including vulnerable person with disabilities for
the implementation of the activities. Member of Federal task
force aimed at promoting inclusive education.
Monitoring and Evaluation.
Implementing agency
Willing to participate to the project and benefit from the
project outcomes

11. Monitoring and Evaluation

VIS guarantees constant monitoring of the project together with the other project partners
trough out MEAL (Monitoring, evaluation, accountability and learning) model. VIS and the
project partners will develop an M&E plan at the beginning of the project that will be used
throughout the project period to track progresses and help make any adjustments in the
strategies of the project implementation. To track the progress of the project implementation
particularly to measure project inputs, activities and outcomes, data are going to be collected
from different sources.

The beneficiary’s satisfaction will be monitor trough the creation of Complaint and Response
Mechanism (CRM), tool integrated into VIS accountability policy.
The project will be evaluated at various phases during the project cycle in order to gain an
overall picture of the project as no single data collection approach can supply all the information

17
necessary to understand project performance. Multiple complementary evaluation approaches
and methodologies will be applied to address different evaluation needs. The major purpose of
conducting the evaluation is:

1) Accountability, to both donor agencies and to the organizations and communities it serves.
2) Learning, for improving program design and implementation both within VIS and among our
partners
3) Advocacy, for strengthening enabling environments
4) Gaining additional resources and support, from donor agencies,
governments and communities

The project will conduct midterm and endline assessment. The midterm assessment has the
objective to verify the status of the project activities and results in the referred period. Instead
the endline assessment will evaluate if the results have been achieved and the reasons of it.

12. Reporting

Quarterly, interim and final reports will be submitted on a regular basis to governmental
authorities and the donor.

13. Sustainability and Phase out Strategy

13.1. Sustainability

The sustainability of the project is ensured by several elements:

- The long-term presence of VIS and its partners in Ethiopia and in the fields of TVET
and school-job transition (technical sustainability);
- The close alignment between the project and the FTVETA “Guidelines for the
inclusion of people with disability in TVETs”, as well as the participation of FTVETA
delegates to the Task Force for inclusive education (A3.1) (institutional
sustainability);
- The cost reduction obtained by planning project activities that will become part of
structures and activities that already exist, so that in the long-term the 7 TVET
involved will incur only in the costs related to their staff continuous
education/lifelong learning (economic and financial sustainability);
- The adoption of the “3R” (reduce, re-use, re-cycle) method for the implementation
of all the project activities (environmental sustainability).

13.2. Phase-out Strategy

18
The creation of an exit strategy for the different areas of the project will start from the first
weeks of implementation. It will be the result of specific processes of involvement and planned
contribution of all the stakeholders, with the development of adequate scaling up mechanisms.
Active participation of the stakeholders, responsibility sharing and ensuring the gradual hand
over of the ownership of each activity to respective entities will contribute to the phase out
strategy. In particular the establishment of the Federal Task Force is one of the main
components that will ensure sustainability and smooth phase-out.
Moreover, provision of vocational education and school to work transition activities will help
beneficiaries, especially the one with disability to rediscover that they can be productive, active
and responsible citizen of the Country. In addition, they are helped to be able to make decision
to work and support themselves and to develop the sense of self-esteem and self-respect
towards themselves rather than have attitude of being dependent on others. This will greatly
contribute to erase the social stigma on disabled people and to raise awareness of the fact that
they can be productive and active people, not only a burden to their families.

14. Organization and Management

Organization

To manage in optimal way, the activities, a strong coordination mechanism will be established
between the implementing partners and the key stakeholders. The implementing partners will
meet regularly to deal with the general planning and evaluation of the activities, the reports to
the institution and local authorities and the solution of problems of trade union nature that
might arise.

Management

The project will be led by one Project Coordinator (Expatriate), who has experience in
implementing AICS funded projects and who can speak, write a report in Italian language. The PC
has an overall responsibility of managing, supervising, coordinating all the project activities. The
PC is also responsible to communicate and report on project achievements, successes,
challenges and lessons learnt to the stakeholders and donor. The PC will report to VIS Country
Representative, based in Addis Ababa Coordination Office, who is in charge of ensuring quality of
program activities and alignment with the organization Country Strategy. Moreover, the project
has one inclusive coordinator responsible to keep the relationship to Local Authorities and the
TVETs involved, with direct supervision of PC. Furthermore, the project has 2 field Coordinator,
one in Addis Ababa and one in Dilla, which will coordinate the daily implementation of the
activities.
Finally, the project will be implemented trough staff assigned for different tasks, mentioned in
Annex 3.

19
The project will also be followed by the administrative point of view by a Country Administrator,
who oversees the financial process of the project and is also responsible for the overall financial
management and procurement processes of the project.

Annexes
Annex I. Physical and Financial action plan for Year One
Annex II. Physical and financial plan for the whole project period
Annex III. Manpower plan format
Annex IV. Fixed asset list plan format

20
 Annex I – Activity/ Physical & Financial Plan Format Year one
Unit of Year 1 Quarter 1 Quarter 2 Quarter 3 Quarter 4
Sr Unit price
BL Description measuremen Physica Financial Plan Physica Financial Plan Physical Financial Plan Physica Financial Plan Physica Financial
No ETB
t l plan [birr] l plan [birr] plan [birr] l plan [birr] l plan Plan [birr]
Direct Costs
Program Staff's
Inclusion Coordinator:
Education / Employment (salary,
1 1.3.1 month 92,881.94 12 1,114,583.33 3 278,645.83 3 278,645.83 3 278,645.83 3 278,645.83
insurance, perdiem, hotel,
transport…)
Field officer employment
management AA (salary,
2 1.3.3.a month 29,499.31 12 353,991.67 3 88,497.92 3 88,497.92 3 88,497.92 3 88,497.92
insurance, perdiem, hotel,
transport…)
Field officer employment
management Dilla (salary,
3 1.3.3.b month 29,499.31 12 353,991.67 3 88,497.92 3 88,497.92 3 88,497.92 3 88,497.92
insurance, perdiem, hotel,
transport…)
Training coordinator (salary,
4 1.3.4 insurance, perdiem, hotel, month 30,242.36 9 272,181.25 3 90,727.08 3 90,727.08 3 90,727.08
-
transport…) SDB
1 Data manager (salary,
5 1.3.5 insurance, perdiem, hotel, month 35,072.22 12 420,866.67 3 105,216.67 3 105,216.67 3 105,216.67 3 105,216.67
transport…)
Expert in creation and
monitoring of Public-Private
6 1.3.6 meeting 3,343.75 20 66,875.00 5 16,718.75 5 16,718.75 5 16,718.75 5 16,718.75
Partnership Platforms (8 meeting
* 10 days each)
Soft and Life Skills Trainer (6 each
1.3.16.
7 TVET x 10 days/20 students each trainer 2,229.17 140 312,083.33 35 78,020.83 35 78,020.83 35 78,020.83 35 78,020.83
2
course)
1.3.16. Disability inclusion trainer for HR
8
3 Manager

21
 1.3.16.
9 Basic Business Skills-BBS trainers
4

Trainers of professional training

1.3.17. courses for CoC certification (6
10 trainer 10,031.25 168 1,685,250.00 42 421,312.50 42 421,312.50 42 421,312.50 42 421,312.50
1 each TVET x 12 months x 3
courses / 20 students per course)

Translators / facilitators of
international courses and
platforms - 1 Public-Private
Partnership Platforms (1
1.3.18. translators * 3 days); 1 ethics
11
2 laboratory and course values (1
translator * 3 days); 1
communication / short film
training course (1 translator * 4
days)
Monitoring of public offices
12 1.3.21 delegates (Addis Abeba-Dilla) 2 days 3,343.75 30 100,312.50 15 50,156.25 15 50,156.25
- -
people x 15 days x 3 years
Subtotal Program Staff's 4,680,135.42 1,076,910.42 1,217,793.75 1,167,637.50 1,217,793.75
Activity cost

Hall rent for professional courses

13 2.1.2.1 days 222.92 840 187,250.00 210 46,812.50 210 46,812.50 210 46,812.50 210 46,812.50
(7 schools * 12 months)

Hall rent Ethics and values

14 2.1.2.2
laboratory (4 days) - - - - -
Hall rent Public-Private
Partnership Platforms (3 day's 8
15 2.1.2.3 days 3,343.75 12 40,125.00 3 10,031.25 3 10,031.25 3 10,031.25 3 10,031.25
platforms) and Dilla (3 day's for 8
platforms)

22
 Hall rent Training of Trainers for
school-to-work transition and
16 2.1.2.4 job placement in companies for
vulnerable categories, such as
people with disabilities (6 days)

Hall for short film training course

17 2.1.2.5
4 days
18 2.1.2.6 BBS room rental
Hall rent Evidence-based endline
19 2.1.3.1
presentation

Removal of architectural barriers

20 2.2.1.2 (7 TVET - rehabilitation / minor schools 706,200.00 2 1,412,400.00 1 706,200.00 1 706,200.00
constructions)

1,872,500.0
21 2.3.1.1 Purchase of 1 vehicle N 1 1,872,500.00 1 1,872,500.00
0 -
22 2.3.2.1 Rent of vehicles months 55,729.17 10 557,291.67 3 167,187.50 3 167,187.50 3 167,187.50 1 55,729.17

Purchase of CoC training

23 2.4.1.3 material (handouts, manuals, participants 2,229.17 200 445,833.33 200 445,833.33
stationery, consumables ...)

Purchase of training material on

animated short films as a tool for
24 2.4.1.4
visibility and communication
(handouts, manuals, stationery)

Purchase of training material

Training of Trainers in the ethics
25 2.4.1.5 and values laboratory (handouts, participants 2,563.54 21 53,834.38 21 53,834.38
manuals, stationery,
consumables, refreshments ...)

23
 Purchase of Soft Skill training
teaching materials (handouts,
26 2.4.1.6 participants 222.92 600 133,750.00 600 133,750.00
manuals, stationery,
consumables, refreshments ...)
Purchase of training material
27 2.4.1.8 Training of Trainers school-to-
work transition and placement

Purchase of teaching material

28 2.4.1.9 Platforms (handouts, manuals, participants 1,448.96 80 115,916.67 80 115,916.67
stationery, refreshments ...)

Purchase of BBS teaching

2.4.1.1
29 material (handouts, manuals, participants 557.29 300 167,187.50 300 167,187.50
0
stationery)
Stationary TVET (7 TVET * 12
30 2.4.2.1 month 4,458.33 28 124,833.33 7 31,208.33 7 31,208.33 7 31,208.33 7 31,208.33
months)

31 2.4.2.2 Stationary for training and ToT lumpsum 107,000.00 1 107,000.00 1 107,000.00
- - -
Utilities TVET (7 TVET * 12
32 2.4.2.3 month 8,025.00 28 224,700.00 7 56,175.00 7 56,175.00 7 56,175.00 7 56,175.00
months)
Purchase of equipment for 1,070,000.0
33 2.4.6.1 TVET 7 7,490,000.00 2 2,140,000.00 2 2,140,000.00 3 3,210,000.00
technical courses (7 TVET) 0
Protective and / or support
34 2.4.7.1
material for apprentices

Course completion certificate fee

35 2.4.8.2 (Competency assessment and exams 107 100 10,700.00 50 5,350.00 50 5,350.00
Certification) (300 formats)

Purchase start-an income

36 2.4.9.1 generating activity creation kit
(AGR)

24
 Print of Evidence-Based study to
measure the impact of inclusive
2.4.10.
37 policies and sustainability of
1
project governance (80 copiess
for the dissemination of results)

Printing of manuals Manual for

company manager training
2.4.11.
38 course on PWD's insertion -
1
Albergo Etico (150 copiess for
dissemination)

Purchase of flights for meetings

2.4.12.
39 to be held in Addis Ababa / round flights 4,458.33 6 26,750.00 2 8,916.67 2 8,916.67 2 8,916.67
1 -
Hawassa for project beneficiaries

Payment of work grants for

40 2.6.2.1 apprentices from school to work
transition payment
Start-up of individual and / or
collective revolving funds for
41 2.6.3.1
AGR-type cooperatives
(revolving funds)
Payment for participants in CoC
certification professional training
42 2.6.4.1 participants 44.58 18000 802,500.00 6000 267,500.00 6000 267,500.00 6000 267,500.00
courses (300 formats x 6
months)
Payment for soft skill training
43 2.6.4.2 participants (600 formats x 10 participants 44.58 2000 89,166.67 500 22,291.67 500 22,291.67 500 22,291.67 500 22,291.67
days)
Payment of participants for
training short animated film as a
44 2.6.4.3
tool for visibility and
communication

25
 Payment for participants in
leadership training and
45 2.6.4.4 management management
associations for people with
disabilities
Basic Business Skills-BBS training
46 2.6.4.5
participants
Payment for participants event
47 2.6.5.1 presentation study evidence
based -50
Payment for participants
48 2.6.5.2 Training of Trainers ethics and
values
Payment for participants Public-
Private Partnership Platforms
49 2.6.5.3 Addis Ababa (10p x 3gx 8 participants 1,671.88 120 200,625.00 30 50,156.25 30 50,156.25 30 50,156.25 30 50,156.25
platforms) and Dilla (10p x 3gx 8
platforms)
Participants payment (1 ToT * 6
50 2.6.5.4
days seminar - 4 people)

51 2.7.1.1 COVID prevention staff material kit 267.5 540 144,450.00 540 144,450.00

Office COVID prevention

52 2.7.1.2 material (disinfectants, cleaning kit 1,070.00 144 154,080.00 144 154,080.00
materials)
beneficiaries COVID prevention 4,600.0
53 2.7.2.2 kit 267.5 4600 1,230,500.00 1,230,500.00
material 0
Purchase of fuel for project
54 3.3.1.1 month 22,291.67 22 490,416.67 4 89,166.67 6 133,750.00 6 133,750.00 6 133,750.00
vehicles
Vehicle maintenance / insurance
55 3.3.1.2 month 33,437.50 12 401,250.00 3 100,312.50 3 100,312.50 3 100,312.50 3 100,312.50
costs
Subtotal Activity cost 16,483,060.22 1,489,863.55 4,670,371.67 5,618,391.67 4,704,433.34
Total Direct Costs 21,163,195.64 2,566,773.97 5,888,165.42 6,786,029.17 5,922,227.09
Administrative Costs

26
 Support Staffs

Programme coordinator (salary,

56 1.2.1 month 171,048.00 12 2,052,576.01 3 513,144.00 3 513,144.00 3 513,144.00 3 513,144.00
insurance, travel, visa…)

Country Administrator (salary,

57 1.2.2 month 168,747.50 12 2,024,970.01 3 506,242.50 3 506,242.50 3 506,242.50 3 506,242.50
insurance, travel, visa…)
Accountant Addis Abeba -0.5
58 1.3.7.a (salary, insurance, perdiem, month 23,406.25 12 280,875.00 3 70,218.75 3 70,218.75 3 70,218.75 3 70,218.75
hotel, transport…)
Accountant Dilla (salary,
59 1.3.7.b insurance, perdiem, hotel, month 49,041.67 12 588,500.00 3 147,125.00 3 147,125.00 3 147,125.00 3 147,125.00
transport…)
Accountant SDB (salary,
60 1.3.7.c insurance, perdiem, hotel, month 18,570.67 2 37,141.35 2 37,141.35
transport…)
Driver Logistician Addis Abeba -
61 1.3.8.a 0.5 (salary, insurance, perdiem, month 9,622.57 12 115,470.83 3 28,867.71 3 28,867.71 3 28,867.71 3 28,867.71
hotel, transport…)
Driver Logistician Dilla (salary,
62 1.3.8.b insurance, perdiem, hotel, month 19,319.44 12 231,833.33 3 57,958.33 3 57,958.33 3 57,958.33 3 57,958.33
transport…)
Driver Logistician SDB (salary,
63 1.3.8.c insurance, perdiem, hotel, month 9,208.17 2 18,416.35 2 18,416.35
transport…)
1.3.20.
64 Support staff (cleaner, guards…) month 3,343.75 48 160,500.00 12 40,125.00 12 40,125.00 12 40,125.00 12 40,125.00
1
Subtotal Support staffs cost 5,510,282.87 1,363,681.30 1,363,681.30 1,363,681.30 1,419,238.99
Other Administrative costs
65 2.1.1.1 Field office rent month 22,291.67 12 267,500.00 3 66,875.00 3 66,875.00 3 66,875.00 3 66,875.00

66 2.1.1.2 Field office rent SDB -0.5 month 11,145.83 12 133,750.00 3 33,437.50 3 33,437.50 3 33,437.50 3 33,437.50

67 2.5.1.1 laptop n 53,500.00 7 374,500.00 7 374,500.00

27
68 2.5.1.2 printer, photocopy machine…. set 160,500.00 2 321,000.00 2 321,000.00

69 2.5.2.1 Office furniture pcs 160,500.00 2 321,000.00 2 321,000.00

70 3.1.1.2 Coordination office 0.3 month 20,062.50 12 240,750.00 3 60,187.50 3 60,187.50 3 60,187.50 3 60,187.50

Stationary Coordination office -

71 3.2.1.1 month 3,343.75 12 40,125.00 3 10,031.25 3 10,031.25 3 10,031.25 3 10,031.25
0.2

72 3.2.1.2 Stationary field office month 3,343.75 12 40,125.00 3 10,031.25 3 10,031.25 3 10,031.25 3 10,031.25

Office utilities, communication

73 3.2.2.1 month 5,350.00 24 128,400.00 6 32,100.00 6 32,100.00 6 32,100.00 6 32,100.00
cost
Office utilities, communication
74 3.2.2.2 month 8,025.00 12 96,300.00 3 24,075.00 3 24,075.00 3 24,075.00 3 24,075.00
cost SDB

75 4.2.1.1 Bank cost month 1,070.00 12 12,840.00 3 3,210.00 3 3,210.00 3 3,210.00 3 3,210.00

76 4.6.1.1 Local audit years 51,039.00 1 51,039.00 1 51,039.00

Purchase and printing of visibility

materials (plates and signs,
77 5.1.1 lumpsum 80,250.00 0.5 40,125.00 0.5 40,125.00
stickers, translations of visibility
in Italy)

Subtotal Visibility 2,067,454.00 1,256,447.50 280,072.50 239,947.50 290,986.50

Total Administrative cost 7,577,736.87 2,620,128.80 1,643,753.80 1,603,628.80 1,710,225.49
Total cost 28,740,932.51 5,186,902.77 7,531,919.22 8,389,657.97 7,632,452.58

Annex II– Activity/ Physical & Financial Plan for the whole life span
Sr Unit of Unit price Project target for the whole Target for the consecutive years
BL Description
No measuremen ETB life span Year 1 Year 2 Year 3

28
 Physical Financial Plan Physical Financial Plan Physical Financial Plan Physical Financial Plan
t plan [birr] plan [birr] plan [birr] plan [birr]
Direct Costs
Program Staff's
Inclusion Coordinator: Education /
1 1.3.1 Employment (salary, insurance, perdiem, month 92,881.94 36 3,343,750.00 12 1,114,583.33 12 1,114,583.33 12 1,114,583.34
hotel, transport…)

Field officer employment management AA

2 1.3.3.a month 29,499.31 36 1,061,975.00 12 353,991.67 12 353,991.67 12 353,991.66
(salary, insurance, perdiem, hotel, transport…)

Field officer employment management Dilla

3 1.3.3.b month 29,499.31 36 1,061,975.00 12 353,991.67 12 353,991.67 12 353,991.66
(salary, insurance, perdiem, hotel, transport…)

Training coordinator (salary, insurance,

4 1.3.4 month 30,242.36 30 907,270.83 9 272,181.25 12 362,908.33 9 272,181.25
perdiem, hotel, transport…) SDB

1 Data manager (salary, insurance, perdiem,

5 1.3.5 month 35,072.22 36 1,262,600.00 12 420,866.67 12 420,866.67 12 420,866.66
hotel, transport…)
Expert in creation and monitoring of Public-
6 1.3.6 Private Partnership Platforms (8 meeting * 10 meeting 3,343.75 80 267,500.00 20 66,875.00 30 100,312.50 30 100,312.50
days each)

Soft and Life Skills Trainer (6 each TVET x 10

7 1.3.16.2 trainer 2,229.17 420 936,250.00 140 312,083.33 140 312,083.33 140 312,083.34
days/20 students each course)

Disability inclusion trainer for HR Manager (4

8 1.3.16.3 trainers - 1 x 4 session 25 participant each x 10 days 3,343.75 40 133,750.00 40 133,750.00
days)
Basic Business Skills-BBS trainers (2 trainers x
9 1.3.16.4 trainer 3,343.75 300 1,003,125.00 150 501,562.50 150 501,562.50
10 days * 15 days)

Trainers of professional training courses for

10 1.3.17.1 CoC certification (6 each TVET x 12 months x 3 trainer 10,031.25 504 5,055,750.00 168 1,685,250.00 168 1,685,250.00 168 1,685,250.00
courses / 20 students per course)

29
 Translators / facilitators of international
courses and platforms - 1 Public-Private
Partnership Platforms (1 translators * 3 days);
11 1.3.18.2 trainer 1,671.88 10 16,718.75 5 8,359.38 5 8,359.37
1 ethics laboratory and course values (1
translator * 3 days); 1 communication / short
film training course (1 translator * 4 days)

Monitoring of public offices delegates (Addis

12 1.3.21 days 3,343.75 90 300,937.50 30 100,312.50 30 100,312.50 30 100,312.50
Abeba-Dilla) 2 people x 15 days x 3 years

Subtotal Program Staff's 15,351,602.08 4,680,135.42 5,447,971.88 5,223,494.78

Activity cost
Hall rent for professional courses (7 schools *
13 2.1.2.1 days 222.92 2520 561,750.00 840 187,250.00 840 187,250.00 840 187,250.00
12 months)

14 2.1.2.2 Hall rent Ethics and values laboratory (4 days) days 3,343.75 4 13,375.00 4 13,375.00

Hall rent Public-Private Partnership Platforms

15 2.1.2.3 (3 day's 8 platforms) and Dilla (3 day's for 8 days 3,343.75 48 160,500.00 12 40,125.00 18 60,187.50 18 60,187.50
platforms)

Hall rent Training of Trainers for school-to-

work transition and job placement in
16 2.1.2.4 days 3,343.75 6 20,062.50 6 20,062.50
companies for vulnerable categories, such as
people with disabilities (6 days)

17 2.1.2.5 Hall for short film training course 4 days days 3,343.75 4 13,375.00 4 13,375.00

18 2.1.2.6 BBS room rental (12 sessions * 10 days) days 2,229.17 150 334,375.00 75 167,187.50 75 167,187.50

19 2.1.3.1 Hall rent Evidence-based endline presentation days 61,302.08 1 61,302.08 1 61,302.08

Removal of architectural barriers (7 TVET -

20 2.2.1.2 schools 706,200.00 3 2,118,600.00 2 1,412,400.00 1 706,200.00
rehabilitation / minor constructions)

30
21 2.3.1.1 Purchase of 1 vehicle N 1,872,500.00 1 1,872,500.00 1 1,872,500.00
22 2.3.2.1 Rent of vehicles months 55,729.17 10 557,291.67 10 557,291.67

Purchase of CoC training material (handouts,

23 2.4.1.3 participants 2,229.17 600 1,337,500.00 200 445,833.33 200 445,833.33 200 445,833.34
manuals, stationery, consumables ...)

Purchase of training material on animated

short films as a tool for visibility and
24 2.4.1.4 participants 2,229.17 25 55,729.17 25 55,729.17
communication (handouts, manuals,
stationery)

Purchase of training material Training of

Trainers in the ethics and values laboratory
25 2.4.1.5 participants 2,563.54 21 53,834.38 21 53,834.38
(handouts, manuals, stationery, consumables,
refreshments ...)

Purchase of Soft Skill training teaching

26 2.4.1.6 materials (handouts, manuals, stationery, participants 222.92 600 133,750.00 600 133,750.00
consumables, refreshments ...)

Purchase of training material Training of

27 2.4.1.8 Trainers school-to-work transition and participants 891.67 24 21,400.00 24 21,400.00
placement
Purchase of teaching material Platforms
28 2.4.1.9 (handouts, manuals, stationery, participants 1,448.96 160 231,833.33 80 115,916.67 80 115,916.66
refreshments ...)
Purchase of BBS teaching material (handouts,
29 2.4.1.10 participants 557.29 300 167,187.50 300 167,187.50
manuals, stationery)
30 2.4.2.1 Stationary TVET (7 TVET * 12 months) month 4,458.33 84 374,500.00 28 124,833.33 28 124,833.33 28 124,833.34
31 2.4.2.2 Stationary for training and ToT lumpsum 107,000.00 1 107,000.00 1 107,000.00
32 2.4.2.3 Utilities TVET (7 TVET * 12 months) month 8,025.00 84 674,100.00 28 224,700.00 28 224,700.00 28 224,700.00
Purchase of equipment for technical courses
33 2.4.6.1 TVET 1,070,000.00 7 7,490,000.00 7 7,490,000.00
(7 TVET)
Protective and / or support material for
34 2.4.7.1 participants 1,671.88 300 501,562.50 300 501,562.50
apprentices

31
 Course completion certificate fee
35 2.4.8.2 (Competency assessment and Certification) exams 107 300 32,100.00 100 10,700.00 100 10,700.00 100 10,700.00
(300 formats)
Purchase start-an income generating activity
36 2.4.9.1 participants 16,718.75 300 5,015,625.00 200 3,343,750.00 100 1,671,875.00
creation kit (AGR)

Print of Evidence-Based study to measure the

impact of inclusive policies and sustainability
37 2.4.10.1 copies 1,114.58 80 89,166.67 80 89,166.67
of project governance (80 copiess for the
dissemination of results)

Printing of manuals Manual for company

38 2.4.11.1 manager training course on PWD's insertion - copies 1,114.58 150 167,187.50 150 167,187.50
Albergo Etico (150 copiess for dissemination)

Purchase of flights for meetings to be held in

39 2.4.12.1 Addis Ababa / Hawassa for project round flights 4,458.33 17 75,791.67 6 26,750.00 5 22,291.67 6 26,750.00
beneficiaries
Payment of work grants for apprentices from
40 2.6.2.1 school to work transition payment (300 p * 3 participants 3,343.75 900 3,009,375.00 450 1,504,687.50 450 1,504,687.50
months)
Start-up of individual and / or collective
41 2.6.3.1 revolving funds for AGR-type cooperatives participants 15,381.25 300 4,614,375.00 300 4,614,375.00
(revolving funds)
Payment for participants in CoC certification
42 2.6.4.1 professional training courses (300 formats x 6 participants 44.58 54000 2,407,500.00 18000 802,500.00 18000 802,500.00 18000 802,500.00
months)
Payment for soft skill training participants (600
43 2.6.4.2 participants 44.58 6000 267,500.00 2000 89,166.67 2000 89,166.67 2000 89,166.66
formats x 10 days)

Payment of participants for training short

44 2.6.4.3 animated film as a tool for visibility and participants 167.19 100 16,718.75 100 16,718.75
communication (25 people x 4 days)

32
 Payment for participants in leadership training
and management management associations
45 2.6.4.4 participants 167.19 600 100,312.50 300 50,156.25 300 50,156.25
for people with disabilities (100 people x 6
days)
Basic Business Skills-BBS training participants
46 2.6.4.5 participants 167.19 3000 501,562.50 1500 250,781.25 1500 250,781.25
(300 people x 10 days)
Payment for participants event presentation
47 2.6.5.1 participants 1,671.88 50 83,593.75 50 83,593.75
study evidence based -50
Payment for participants Training of Trainers
48 2.6.5.2 ethics and values (1 ToT * 7 days seminar - 3 participants 2,229.17 21 46,812.50 21 46,812.50
people x 7 school)

Payment for participants Public-Private

49 2.6.5.3 Partnership Platforms Addis Ababa (10p x 3gx participants 1,671.88 480 802,500.00 120 200,625.00 180 300,937.50 180 300,937.50
8 platforms) and Dilla (10p x 3gx 8 platforms)

Participants payment (1 ToT * 6 days seminar -

50 2.6.5.4 participants 1,671.88 24 40,125.00 24 40,125.00
4 people)
COVID prevention staff material
51 2.7.1.1 kit 267.5 540 144,450.00 540 144,450.00
Office COVID prevention material
52 2.7.1.2 kit 1,070.00 144 154,080.00 144 154,080.00
(disinfectants, cleaning materials)

53 2.7.2.2 beneficiaries COVID prevention material kit 267.5 4600 1,230,500.00 4600 1,230,500.00
Purchase of fuel for project vehicles
54 3.3.1.1 month 22,291.67 46 1,025,416.67 22 490,416.67 12 267,500.00 12 267,500.00
Vehicle maintenance / insurance costs
55 3.3.1.2 month 33,437.50 36 1,203,750.00 12 401,250.00 12 401,250.00 12 401,250.00
Subtotal Activity cost 37,889,970.64 16,483,060.22 14,500,729.16 6,906,181.26
Total Direct Costs 0.72 53,241,572.72 21,163,195.64 19,948,701.04 12,129,676.04
Administrative Costs
Support Staffs
Programme coordinator (salary, insurance,
56 1.2.1 month 171,048.00 36 6,157,728.02 12 2,052,576.01 12 2,052,576.01 12 2,052,576.00
travel, visa…)

33
 Country Administrator (salary, insurance,
57 1.2.2 month 168,747.50 36 6,074,910.02 12 2,024,970.01 12 2,024,970.01 12 2,024,970.00
travel, visa…)
Accountant Addis Abeba -0.5 (salary,
58 1.3.7.a month 23,406.25 36 842,625.00 12 280,875.00 12 280,875.00 12 280,875.00
insurance, perdiem, hotel, transport…)
Accountant Dilla (salary, insurance, perdiem,
59 1.3.7.b month 49,041.67 36 1,765,500.00 12 588,500.00 12 588,500.00 12 588,500.00
hotel, transport…)
Accountant SDB (salary, insurance, perdiem,
60 1.3.7.c month 18,570.67 26 482,837.50 2 37,141.35 12 222,848.08 12 222,848.07
hotel, transport…)

Driver Logistician Addis Abeba -0.5 (salary,

61 1.3.8.a month 9,622.57 36 346,412.50 12 115,470.83 12 115,470.83 12 115,470.84
insurance, perdiem, hotel, transport…)

Driver Logistician Dilla (salary, insurance,

62 1.3.8.b month 19,319.44 36 695,500.00 12 231,833.33 12 231,833.33 12 231,833.34
perdiem, hotel, transport…)
Driver Logistician SDB (salary, insurance,
63 1.3.8.c month 9,208.17 26 239,412.50 2 18,416.35 12 110,498.08 12 110,498.07
perdiem, hotel, transport…)
64 1.3.20.1 support staff (cleaner, guards…) month 3,343.75 144 481,500.00 48 160,500.00 48 160,500.00 48 160,500.00
Subtotal Activity cost 17,086,425.54 5,510,282.88 5,788,071.34 5,788,071.32
Other Administrative costs
65 2.1.1.1 Field office rent month 22,291.67 36 802,500.00 12 267,500.00 12 267,500.00 12 267,500.00
66 2.1.1.2 Field office rent SDB -0.5 month 11,145.83 36 401,250.00 12 133,750.00 12 133,750.00 12 133,750.00
67 2.5.1.1 laptop n 53,500.00 7 374,500.00 7 374,500.00
68 2.5.1.2 printer, photocopy machine…. set 160,500.00 2 321,000.00 2 321,000.00
69 2.5.2.1 Office furniture pcs 160,500.00 2 321,000.00 2 321,000.00
70 3.1.1.2 Coordination office 0.3 month 20,062.50 36 722,250.00 12 240,750.00 12 240,750.00 12 240,750.00
71 3.2.1.1 Stationary Coordination office -0.2 month 3,343.75 36 120,375.00 12 40,125.00 12 40,125.00 12 40,125.00
72 3.2.1.2 Stationary field office month 3,343.75 36 120,375.00 12 40,125.00 12 40,125.00 12 40,125.00
73 3.2.2.1 Office utilities, communication cost month 5,350.00 72 385,200.00 24 128,400.00 24 128,400.00 24 128,400.00
74 3.2.2.2 Office utilities, communication cost SDB month 8,025.00 36 288,900.00 12 96,300.00 12 96,300.00 12 96,300.00
75 4.2.1.1 Bank cost month 1,070.00 36 38,520.00 12 12,840.00 12 12,840.00 12 12,840.00
76 4.6.1.1 Local audit years 51,039.00 3 153,117.00 1 51,039.00 1 51,039.00 1 51,039.00

34
 Purchase and printing of visibility materials
77 5.1.1 (plates and signs, stickers, translations of lumpsum 80,250.00 1 80,250.00 0.5 40,125.00 0.5 40,125.00
visibility in Italy)
Subtotal Visibility 4,129,237.00 2,067,454.00 1,050,954.00 1,010,829.00
Total Administrative cost 0.28 21,215,662.54 7,577,736.88 6,839,025.34 6,798,900.32
Total cost 74,457,235.26 28,740,932.52 26,787,726.38 18,928,576.36

35
 Annex III– Manpower Plan:

National/
No Required Person[position] Number Qualification Remark
Expatriate
1 Inclusion Coordinator (1) 1 MSc in social Science National

2 Field officer employment 1 BA in social Science National

management AA (1)
3 Field officer employment 1 BA in social Science National
management Dilla (1)
4 Training coordinator (1) 1 BA in social Science National
5 Data manager (1) 1 BA in IT or Statistics National
6 1 MBA/MSc in social Expatriate
Programme coordinator (1)
Science
7 Country Administrator (1) 1 MBA in Accounting Expatriate

8 Accountant Addis Abeba (1) 1 BA in Accounting National

9 Accountant Dilla (1) 1 BA in Accounting National

10 Accountant SDB (1) 1 BA in Accounting National
11 Driver Logistician Addis 1 BA in Logistics National
Abeba (1)
12 1 3rd degree driving National
Driver Logistician Dilla (1)
license
13 1 3rd degree driving National
Driver Logistician SDB (1)
license
14 Support Staff (cleaner, 4 National
guards) (4)

36
 Annex IV. Fixed Asset List:

No. Types of Asset /Material/ Equipment Quantity Budget Remark

1 1,872,500.0
2.3.1 Purchase of 1 vehicle 1
0
2 374,500.0
2.5.1 laptop 7
0
3 321,000.0
2.5.2 printer, photocopy machine…. 2
0
4 321,000.0
2.5.2 printer, photocopy machine…. 2
0
5 321,000.0
2.5.3 Office furniture 2
0
6 2.4.11 Purchase of equipment for technical 7,490,000.0
7
courses (7 TVET) 0

37