Federal-state program (PN 2019.2151.

9)

Proposal for an individual measure with the federal state of Hesse

contents

List of abbreviations

Donor: 3

Applicant

Project title:

1 Initial situation and problem description

2 Presentation of the project

2 .1 Project goal
2 .2 Target group and other stakeholders
2 .3 Partner structure
2 .4 Methodical implementation of the project and use of instruments

2 .5 Cooperation with bilateral TC projects in the partner

country
2 .6 Developmental effectiveness and sustainability.
2.7 risks

Appendix 1: Cost estimate (BMZ share only)

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Federal-state program:
New formats for cooperation in technical cooperation

project proposal

List of abbreviations

AV Order manager
BLP Federal-state program
ESDP Education Sector Development Plan
(National Education Sector Development Plan)
single development cooperation
FTA Federal TVET Agency
(National Vocational Training Agency)
GTP Growth and transformation plan
(National Development Plan)
HCD human capacity building
HELP Hessian state office for technology training
HMWEVL Hessian Ministry for Economics, Energy, Transport and Regional
Development
MoE Ministry of Education
(Ministry of Education)
pm project number
SDGs Sustainable Development Goals
TVET Technical and Vocational Education and Training
(vocational training)
TZ Technical Cooperation
VAT value added tax
VGK administrative overheads

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project proposal

grantor:

State: Hesse
condition _ Ministry: Hessian Ministry for Economics, Energy, Transport and Regional
Development
Contact person: Bernd Kistner
Address: Kaiser-Friedrich-Ring 75
Zip code location: 65185 Wiesbaden
Telephone: 0611 815-2366
Email: bernd.kistner@wirtschaft.hessen.de

applicant

GIZ country office: North Rhine-Westphalia

Contact person: Gabriele Kohlisch
Address: Wallstrasse 30
Zip code location: 40213 Düsseldorf
Telephone: 0211 8689 124
E-mail: gabriele.kohlisch@giz.de

Project title : _

Title Qualification of Ethiopian specialists in vocational training

in the field of IT

Duration (from – to ) 10/01/2021 – 12/31/2022

Total cost 603,159.00 EUR

post country
Grant to GIZ EUR 50,000.00
In-kind contribution EUR 194,261.00
Grants to Third Parties EUR
Total EUR 244,261.00 percentage 40%
Contribution BMZ
Total EUR 358,898.00 as a percentage 60%

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Federal-state program:
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project proposal

1 Initial situation and description of the problem

Despite average economic growth of more than ten percent since 2005, an estimated 30
percent of the Ethiopian population still live below the poverty line, according to the World
Bank. In the 2020 Human Development Index of the United Nations Development
Programme, Ethiopia ranks 173 out of 189.
A major obstacle to economic development is the low level of productivity, which also results
from the low level of training of the workforce. Less than 50% of the urban workforce has an
educational qualification. Youth unemployment presents Ethiopian society with enormous
economic, social and societal challenges:
In a country with a predominantly young population (mean age 18.8), an estimated 22% of
young people aged 15-29 are unemployed. In addition to high youth unemployment, long
transfer times to the labor market, precarious employment in the informal economy and
underemployment are widespread. The situation of young women is particularly difficult. With
an unemployment rate of 29.9%, they are particularly disadvantaged compared to young
men (12.9%).
According to a SWOT analysis by Germany Trade and Invest , another obstacle to economic
development is the poor IT structure of the Ethiopian market. At the same time, the analysis
attributes great opportunities to the expansion of IT structures in order to make investments
in the Ethiopian economy attractive. This assessment is also reflected in the new digitization
strategy of the Ethiopian Ministry of Science and Higher Education ( MoSHE ).
With the Growth and Transformation Plan II (GTP II 2015/2016 – 2019/2020 ), the Ethiopian
government has set itself the goal of making Ethiopia a middle-income country by 2025 . The
GTP II refers, among other things, to the results of the GTP I, which came to the conclusion
that although the TVET recording capacities have been increased, there is also a great need
for action on the issues of quality and relevance of the TVET system. This requires
concentrated efforts to achieve fundamental improvements.
The central qualitative weak point for employment-oriented qualification in vocational and
higher education is that educational institutions and companies do not work together
sufficiently in the qualification of future skilled workers to ensure up-to-date, practice-oriented
and needs-based training. In addition, teachers are not sufficiently qualified to impart
practical content in their lessons. As a result, the training does not meet the needs of the
economy. The causes are manifold. There is a lack of experience and practical examples for
the effective and, above all, coordinated integration of the different learning locations in both
the vocational training and university sectors (training of vocational school teachers).
In order to complete the paradigm shift to effective cooperation and greater business
proximity and practical orientation, teaching staff, in-house trainers and school administrators
need practical and didactic, but also digital skills that support this goal.

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Federal-state program:
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project proposal

The National Development Plan for the Education Sector 2015/16 – 2019/20 ( Education
Sector Development Program, ESDP V ) takes up these challenges and focuses on practical
and labor market orientation of teaching and training, not least through increased economic
cooperation. In the area of vocational and higher education, this focuses more on the
orientation towards the needs of industry and on the achievement of high employment rates
through qualitatively improved qualification offers. A combination of in-company and school-
based training is sought. It is also established that there is a shortage of female specialists.
Only 17% of teachers and 3% of managers are currently women.
As part of the current Education Sector Transformation Initiative of the Ethiopian Ministry of
Education, digital technologies are increasingly being improved and introduced in the
education sector in order to strengthen the training opportunities and skills of the education
system.
The state of Hesse supports Ethiopia in improving the quality of its vocational training
system. In October 2019, a corresponding agreement was signed in Addis Ababa between
the Hessian Minister for Economic Affairs, Tarek Al-Wazir, and Ato Getachew Negash , the
Director General of the Ethiopian Vocational Training Agency.
In the current BLP project, specialists in vocational training are being qualified in the areas of
automation and electrical engineering. The project presented here follows on from this and
focuses on imparting skills in the IT sector.
With the Hessian State Office for Technology Training (HLFT), the state of Hesse maintains
an institution that is specifically dedicated to the further training of vocational school teachers
from developing and emerging countries. She has specialized in job descriptions in the field
of renewable energies, environmental and electrical engineering, education management
and information and communication technology and has gained a lot of experience in the
process. In the 40 years of its existence, the HLFT has established close contacts in
business and is integrated into the Hessian vocational school system. The training costs at
the HLFT are borne by the Hessian Ministry of Education.

Presentation of the project

2.1 Project Goal

Expansion of skills of Ethiopian specialists and executives in vocational training in the field of
IT, as well as in school management , including the topic of " female leadership".

2.2 Target audience and other stakeholders

The target group of the measure are secondary school graduates, the unemployed,
underemployed and/or young people and adults threatened by unemployment, who have a

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project proposal

better chance of entering the first job market thanks to improved qualification and training
opportunities. As a result, better qualified workers are available for the Ethiopian economy. In
the long term, this has the potential to improve the performance of the Ethiopian economy
and create new jobs. Another target group are female professionals in the education sector,
who are being prepared for higher-level jobs through qualification measures.
The mediators are lecturers from the Ethiopian Technical University ( Ethiopian Technial
University, ETU), which is responsible for vocational school teacher training and further
education , vocational training staff and (future) managers from Ethiopian vocational training
institutions, specifically from the IT sector, but also other actors in the Ethiopian vocational
training system. In the case of vocational training staff for the 'School Management and
Female Leadership' module, the focus is on female (future) managers.

2.3 Partner Structure

The political executing agency is the Ministry of Science and Higher Education of the
Democratic Republic of Ethiopia (Ministry of Science and Higher Education , MoSHE ) as the
supreme service authority responsible for the subsectors of vocational and higher education.
Other partners at the federal level are the Federal TVET Agency (FTA), which reports to the
Minister of State for Vocational Education in the MoSHE , and the national vocational school
teacher university, ETU . At the regional level, cooperation takes place with the regional
TVET Bureaus (controlling authorities for vocational training at the regional level), the ETU
satellites (ETU branch offices for the training of vocational school teachers ) and vocational
schools.

On the German side , the Hessian State Office for Advanced Technology Training (HLFT) is
a partner for the advanced training units. The Hessian Ministry of Economics, Energy,
Transport and Regional Development (HMWEVL) provides the grant and the Hessian
Ministry of Education provides the in-kind contributions. In addition, Hessian commercial
companies and institutions are involved, which share their experiences in dual vocational
training with the Ethiopian training guests.

2.4 Methodical implementation of the project and use of instruments

The project is divided into four fields of activity:

Activity field 1
In a three-week online training course in Ethiopia, up to 36 vocational training specialists
acquire advanced knowledge in the areas of network technology and IT application systems.

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project proposal

In a final test, the best 24 participants who take part in the further face-to-face training
courses in Germany are determined.

Activity field 2
The subsequent field of activity is divided into two group measures in which 12 of the
specialists trained in the basic module come to the HLFT for a four-week classroom training
session. Before leaving for Germany, the participants take part in an (intercultural)
preparatory seminar that prepares them for their stay in Germany. At the HLFT, the
participants deepen their knowledge acquired in the online module in an advanced training
module. In addition to the theoretical development of IT competence, another focus is on
teaching pedagogical skills and knowledge about the interaction between business and
vocational school and how the cooperation between the two learning locations can be
designed. Through the integration of the HLFT in a vocational school and visits to Hessian
commercial companies and other players in vocational training, the specialists receive
information about the requirements of the economy for practice-oriented training. The aim of
the further training is , in addition to technical content, to expand the practical and didactic
skills of the teachers so that they can orientate their lessons more practically. There will also
be visits to training companies in order to make it possible to experience the involvement of
companies in vocational training.

Activity field 3
In addition to the technical component of school management/leadership, this field of activity
should also focus on the aspect of gender. It is aimed at 12-15 female specialists and
managers in vocational training in Ethiopia who are aiming for (higher) management
positions in the future. During a two-week stay at the HLFT, you will receive training in school
management /leadership. At the professional level , there is an important focus on the
cooperative character of vocational training and the associated special features in the
management of vocational schools. In this context, specialist excursions, seminars and
workshops are held, which also address the basics of management and leadership and
impart digital skills. As a further focus, the topic of female leadership will be given special
attention. To this end, components are integrated that aim to strengthen women's skills, self-
confidence and career planning.

Activity field 4
The trained lecturers and vocational school teachers and managers are intended to act as
multipliers in Ethiopia. Therefore, at the end of the training at the HLFT in Ethiopia, an event
is held in which the participants of the training measures come together and evaluate their
experiences and their transferability to the Ethiopian context.

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project proposal

In line with the gender strategy of the TC project "Capacity building in the education system"
particular value is placed on the promotion of female specialists and executives . Vocational
qualification of women, especially in technical fields, is rather the exception in the partner
regions, so that a quota of women of at least 40% is aimed at among the participants in
activity fields 1 and 2. In addition, a module on the topic of "promotion of women in technical
professions" is integrated into the further training at the HLFT.
Field of activity 3 provides for the participation of female specialists and executives only.

instruments :
For the implementation of the measure, in addition to the use of external staff, the use of a
part-time implementation manager and a part-time national specialist is planned.

2.5 Cooperation with bilateral TC projects in the partner country

Designation of the project / PN:

Capacity Building in Education / PN 17.2148.9

Contact person /AV:

Katharina Ayenew/Lars Fiechel

Description of the cooperation with the TC project:

The project is carried out in close coordination with the TC project "Capacity building in
education". The aim of the program is to improve the quality and quantity of vocational
training at vocational schools and to strengthen teaching and research in engineering training
at universities . The planned BLP measure supports the TC project by strengthening
vocational school teachers as well as specialists and managers in the vocational training
sector through qualification measures to plan and act in a practice- and needs-oriented
manner. Through the cooperation, the partners of the TC project are given practical skills and
insights into operational practice in Germany. The experiences in Hesse strengthen the skills
of the teachers in their function as teachers and multipliers. By including the Hessian
economy in the measure, the dual system of vocational training is presented in practice and
the perspective of the economy on qualification requirements in vocational training is
clarified.

The selection of the participants and the content of the planned measures are carried out in
close cooperation with the TC project and partners in Ethiopia.

The BLP project supports the TC project in strengthening the capacity to act of various key
players in the vocational training system. The BLP project expands the scope of the TC
project to other job profiles.

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project proposal

Table: Operations and Funding Plan and Responsibilities

No Description of the work Responsible for financing needs Resource (BLP or
. package / activity implementation country or in-kind
(specific naming of contribution or
TC project, BLP, partner)
specialist partners,
etc.)
1. Implementation of a three-week TZ/BLP/HLFT 60,000.00 BLP/In child
online training
2. Implementation of a preparatory TZ/BLP 30,000.00 BLP
seminar in Ethiopia
3. Implementation of two four- TZ/BLP/HLFT 370,000.00 BLP/In-Child/
week training courses for Country
specialists in vocational training
in the field of network
technology and application
systems
4. Implementation of a training TZ/BLP/HLFT 90,000.00 BLP/In-Child/
course for (prospective) female Country
vocational training actors at the
decision-making level on
cooperation with industry in
vocational training
5. Implementation of a final event TZ/BLP 53,159.00 BLP
in Ethiopia

2.6 Developmental effectiveness and sustainability.

In November 2019, Germany agreed on a reform partnership with Ethiopia.

With its employment-oriented educational policy focus, the project supports the development
cooperation focus on vocational training and contributes to further advancing the
development of practice-oriented vocational training in Ethiopia.

The project is thus making a contribution to SDG 4 (high-quality education), the sub-goals of
which (in particular SDG 4.3 to 4.5) are based on the equitable expansion of quality-assured
access to vocational training and higher education. With its focus on the participation and
promotion of women, it contributes to the achievement of SDG 5 (gender equality).

The state of Hesse is implementing its cooperation agreement with the state of Ethiopia and
is further expanding skills development in the field of vocational training in Ethiopia. Hessen
is aiming for a long-term partnership with Ethiopia.

2.7 Risks

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New formats for cooperation in technical cooperation

project proposal

Due to the COVID 19 pandemic, there is a risk that face-to-face events cannot take place to
the planned extent in the event of travel restrictions. In this case, these would be transferred
to digital formats as far as possible.

There may be difficulties in obtaining a visa. This is counteracted by a careful selection of

participants and intensive preparation of the participants.

Due to unrest in various regions of Ethiopia, the situation is extremely volatile, especially in
the north of the country. This could affect the selection and travel options of participants and
prevent them from participating in the program or parts of the program at short notice.

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project proposal

Appendix 1: Cost estimate (BMZ share only)

cost estimate

EUR

1 deployment of skilled workers1 103,450.00

2 travel expenses 6,200.00

3 material goods 37,750.00

4 financing

5 HCD formats 88,942.00

6 Other direct costs 46,789.00

7 Total individual costs 283,131.00

8 Overheads/VAT/Profit 75,767.00

9 Offer Estimate 358,898.00

The state of Hesse steers a grant of 50,000.00 euros and in-kind contributions worth
194,261.00 euros to carry out the project. In addition, donations are made to third parties in
the amount of €0.00.

financial year Expenses Previously provided Funds newly made

(incl. VGK, calculated order amount * ) available
profit and VAT)

1st year 2021 30,000.00

2nd year 2022 328,898.00

1
This includes long-term/short-term experts, development workers, integrated and returning experts

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