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25 project proposal

Industrial Internship (Mekelle University)

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AKAKI POLYTECHNIC COLLEGE

AKAKIPOLYTECHNIC COLLEGE
CONTACT NAME TSEGAYE ADUGNA
TITLE AKAKI POLYTECHNIC COLLEGE TO
AKAKI TVET INSITUTE
TELEPHONE
EMAIL
September, 2022

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Table of Contents
1. Introduction........................................................................................................................................ 4
2. Basic Description of the Institution..................................................................................................... 4
Table2.1 List of department and program.................................................................................................... 5
Table2.2 Data of enrolled trainees in last three consecutive years............................................................... 6
Table2.3 Short term training program in the last three consecutive years................................................... 6
Table2.4 Number of graduate’s year 2014 E.C. Regular and extension program........................................ 6
Table2.5 Number of certified instructors..................................................................................................... 6
Table2.6 Competency assessments pass rates in percentage 2014............................................................... 7
Table2.7 Trainees graduated and employed by the year 2013 E.C.............................................................. 7
3. Relevance to the overall Institutional, Country and Regional Strategies and Goals............................ 8
4. SWOT Analysis................................................................................................................................... 9
5. Governance and Leadership.............................................................................................................. 10
5 .1 Administrative and Academic staff................................................................................................ 10
Table5.1 Total Administrative and Academic staff.................................................................................... 10
5.2 Monitoring and evaluation.............................................................................................................. 12
5.3 Institutional Development Plan/IDP................................................................................................ 12
5.4 Distinctive Area Competence/DAC.................................................................................................. 12
6. Current Budget and Financing Sources............................................................................................. 13
Table6.1 Budget for the last three years.................................................................................................... 14
Table6.2 Income generated for the last three years.................................................................................... 14
7. Departments/Programs...................................................................................................................... 14
8. TVET Delivery and Pedagogical Innovation..................................................................................... 15
9. Work shop and facilities........................................................................................................................ 16
9.1 workshops and facilities.................................................................................................................. 16
Table9.1 Area of workshop....................................................................................................................... 16
10. Industry, Research and Innovation................................................................................................ 17
Table10.1 MOU signed for cooperative training and industry extension service...................................... 17
Table10.2 Research and technology conducted......................................................................................... 17
11. Inclusiveness................................................................................................................................. 17
11.1 The gender balance strategy.......................................................................................................... 18
12. Greening TVET............................................................................................................................. 18
13. Community Engagement............................................................................................................... 19
14. Investment Plan............................................................................................................................. 19

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Table14.1 Total physical asset investment and working capital................................................................. 19

Table14.2 Regular and short term program............................................................................................... 20
Table14.3 Curriculum and TTLM development........................................................................................ 21
Table14.4 Instructor Upgrading................................................................................................................ 21
Table14.5 Payment for employees............................................................................................................ 21
Table14.6 Fixed Asset............................................................................................................................... 22
Table14.7 Consumable materials............................................................................................................... 23
Table14.8 Consultation and promotion..................................................................................................... 23
Table14.9 Infrastructure............................................................................................................................ 24
Table14.10 Transportation......................................................................................................................... 24
Table14.11 Sequence activities.................................................................................................................. 25
15. Challenges........................................................................................................................................... 25
16. Mitigation strategy.............................................................................................................................. 25
17. Transferring the lessons of the project to other TVET Institution........................................................ 26
18. Management of the Project.................................................................................................................. 26
Table18.1 Work breakdown structure........................................................................................................ 27

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List of table

Table2.1 List of department and program.................................................................................................... 5

Table2.2 Data of enrolled trainees in last three consecutive years............................................................... 6
Table2.3 Short term training program in the last three consecutive years................................................... 6
Table2.4 Number of graduate’s year 2014 E.C. Regular and extension program........................................ 6
Table2.5 Number of certified instructors..................................................................................................... 6
Table2.6 Competency assessments pass rates in percentage 2014............................................................... 7
Table2.7 Trainees graduated and employed by the year 2013 E.C.............................................................. 7
Table5.1 Total Administrative and Academic staff.................................................................................... 10
Table5.2 APTC Structure.......................................................................................................................... 11
Table6.1 Budget for the last three years.................................................................................................... 14
Table6.2 Income generated for the last three years.................................................................................... 14
Table9.1 Area of workshop....................................................................................................................... 16
Table10.1 MOU signed for cooperative training and industry extension service...................................... 17
Table10.2 Research and technology conducted......................................................................................... 17
Table14.1 Total physical asset investment and working capital................................................................ 19
Table14.2 Regular and short term program............................................................................................... 20
Table14.3 Curriculum and TTLM development........................................................................................ 21
Table14.4 Instructor Upgrading................................................................................................................ 21
Table14.5 Payment for employees............................................................................................................ 21
Table14.6 Fixed Asset............................................................................................................................... 22
Table14.7 Consumable materials.............................................................................................................. 23
Table14.8 Consultation and promotion..................................................................................................... 23
Table14.9 Infrastructure............................................................................................................................ 24
Table14.10 Transportation......................................................................................................................... 24
Table14.11 Cost breakdown structure....................................................................................................... 25
Table18.1 Work breakdown structure........................................................................................................ 27

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1. Introduction
Technical and vocational education has given trainees hands-on experience to prepare them for
employment in the workplace. Vocational education is a well-developed outcome-based
schooling system which balances the theoretical and practical application in Ethiopia.

Addis Ababa vocational education and technology development bureau have fifteen institution
and polytechnic college in the city. Akaki polytechnic college is one of polytechnic college
among five in the Addis Ababa city, which has given training and industry extension service for
micro and small enterprise in the sub city.

Education and training are important means of addressing youth employability instrument to
tackle the problems of labour demand. Akaki polytechnic college understand the proposed
project education for skills and employability that in line with the five year and ten-year strategic
plan which design to expansion of quality training opportunities by strengthening and improving
the school to work transition for those in secondary technical or postsecondary education.

The college will have medium to long term impacts on the ability to deliver quality training and
improvements by the project self-sustaining. The college aims to address the issue of skills
development for youth-at-risk, women, including the economically vulnerable and the socially
excluded single mom. Formal education and training systems often do not reach marginalized
youth. Hence, TVT is an alternative opportunity of delivering training need to be explored and
obtained. Trainees acquire knowledge skill and attitude to advance challenges prior.

The college objectives are to deliver innovative demand-based training. These cover a cross-
section of vulnerable youth including school dropouts; low-income household, students with
disability, mental disorder students, those in rural areas and working in the informal economy.

2. Basic Description of the Institution

Akaki Polytechnic College was formed with the establishment of comprehensive high school in
1969 E.C by Swedish Missionary Donation. The school was initially held from grade 7 up to
grade 12 as comprehensive high school.

Until 1994 the school had served as higher school (secondary Education) from the ninth to the
twelfth grade. At beginning of 1994 as per the Ministry of education newly revised TVET
Policy, the school has modified its service, general education as TVET institute for those who

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completed grade ten students under the administration of the federal democratic government of
Ethiopia as institute at 2001.

Akaki TVET institute further up graded its service and title by delivering TVET program in
terms of 10+1, 10+2 and 10+3 in all modalities (Regular, Extension and short term) to college at
the year of 2002 E.C the institute changed in to TVET College by expanding the education
training service. By the honour of Addis Ababa City Government, the college up graded itself in
to polytechnic College with the collaboration with Addis Ababa City Administration TVET
Agency, since then the polytechnic College played a significant role in acquiring improving, up
grading trainee’s skill at different level and has graduated thousands of trainees.

Now a day, the college organized itself with technical departments within three campuses (Main,
Yenegewsew and Tesfa) and made very attractive training environment. The college has total of
30 buildings, the total area of 77,504 sqm2. Now a day a college is providing for 2921 Regular
programs trainees& 8325 short term trainees, providing industry extension services for1545
enterprises under which total 5578 enterprise owners are considered.

Once the college become polytechnic college, it opens different departments with the labour
market demand from private industries, government and NGO to ensure the occupational
standards. The college play a vital role to ensure a competent, self-confident and entrepreneur
youth and women.

Table2.1 List of department and program

No. Department Program
Regular Extension
1 Automotive department  
2 Electro technology  
3 Metal engineering  
4 Survey and drafting  
5 ICT  
6 Leather  
7 Furniture  
8 Urban agriculture  
9 Business  
10 Construction  
11 Furniture  
12 Hotel and Tourism  

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Table2.2 Data of enrolled trainees in last three consecutive years

Academic year Gender Program
Male Female Total Regular Extension

2012 E.C. 1983 968 2951  

2013 E.C. 1613 889 2502  
2014 E.C. 1303 657 1960  

Table2.3 Short term training program in the last three consecutive years
Academic year Gender Short term
Male Female Total
2012 E.C. 4043 3475 7518 
2013 E.C. 5629 9110 14739 
2014 E.C. 2873 4989 7862 

Table2.4 Number of graduate’s year 2014 E.C. Regular and extension

program
No. Department Gender
Male Female Total
1 Automotive department 177 4 181
2 Electro technology 93 6 99
3 Metal engineering 9 0 9
4 Survey and drafting 23 19 42
5 ICT 66 91 157
6 Leather 5 14 19
7 Furniture 12 0 12
8 Urban agriculture
9 Business 52 211 263
10 Construction 170 17 187
11 Garment 13 28 41
12 Hotel and Tourism 3 9 12

Table2.5 Number of certified instructors

No. Educational level Gender

Male Female Total percentage
1 A level 25 8 33 9.88 %
2 B level 224 77 301 90.12%
Total 249 84 334 100%

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Table2.6 Competency assessments pass rates in percentage 2014

Total Assessed Competent
First round assessment F M Total F M passed Pass %
1 Level 1 387 294 681 223 259 482
2 Level 2 230 249 479 374
3 Level 3 101 360 461 307
6 Short term Agriculture 1203 1711 2914 943 1506 2449
Total 4535 3612 79.64%

Table2.7 Trainees graduated and employed by the year 2013 E.C.

L2 L3 L4 L5 M F Total
M F M F M F M F
1 Automotive Graduated 11 - 16 - 19 2 - - 46 2 48
Employed 11 0 16 0 19 2 - - 46 2 48
2 Electricity Graduated 13 3 11 - 8 3 4 0 36 6 42
Employed 13 3 11 - 8 3 4 0 36 6 42
3 Garment Graduated 8 29 1 4 1 3 - - 10 36 46
Employed 1 1 1 4 0 1 - - 6 2 8
4 Survey Graduated - - 4 1 4 4 1 1 9 6 15
Employed - - 0 0 0 0 0 0 0 0 0
5 Construction Graduated 44 3 14 3 45 3 - - 103 9 112
Employed 8 3 0 0 45 3 53 6 59
6 ICT Graduated 1 1 13 32 11 28 5 6 30 67 97
Employed 1 1 13 32 11 28 5 6 30 67 97
7 Furniture Graduated 11 0 11 0 11
Employed 0 0 0 0 0 0 0 0 0 0 0
8 Hotel Graduated 2 5 4 6 - - - - 6 11 17
Employed 0 4 1 1 - - - - 1 5 6
9 Leather Graduated 8 11 - - - - - - 8 11 19
Employed 1 4 - - - - - - 1 4 5
1 GMF Graduated 15 0 - - - - - - 15 0 15
0 Employed 3 0 - - - - - - 3 0 3
Total graduated 274 148 422
Total employed 268
Employment rate 63.5 %

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3. Relevance to the overall Institutional, Country and Regional

Strategies and Goals
The project intended to support the trainees in Akaki polytechnic college in the field of
agriculture, and primarily focus on youth development trainee’s age group 18-30 and enhance a
better opportunity to support the community in daily consumable agriculture product for the
surrounding area, and also the capital city of Addis Ababa. In Ethiopia it is known large number
of population live in rural area and highly dependent on subsistence agriculture rather than
commercial, hence the college revised its strategy include agriculture sector as it is burning
issue. Agriculture is a business, but most people believe hardly it is just a way of life. Having,
train more than four thousand in our college among other department we do confirm our strategy
has the right track and ensure our mission to address both employability and create job
opportunity as the micro small enterprise. Measurable figures for setting goals are placed in our
strategy that makes easier to assess the progress and achievement. The Akaki polytechnic
college aims to provide skilled manpower and work force for industries that fit the Ethiopian
development strategy.

Despite the fact that Ethiopian government national goal is agricultural lead to industrialization,
industrialization can’t enhanced without modern and best agricultural activities. Modernization
of agriculture is another carrier for Ethiopian development.

This project proposal fits with ten years of ministry of skill and labour strategy, which are job
opportunity and enterprise development, addressable quality of skill training, research and
technology development, in which Akaki polytechnic college gives priority for youth and
women employability for income generation with their own initiation.

Ethiopia’s development plan highly focuses on agriculture where 80% of people live in rural
area and spends their day to day activities on agriculture sector. In recent years, the government
of Ethiopia understand the previous gaps and start to change the methodology as well as
involvements to improve subsistence agriculture in to commercial agriculture. Ethiopia has
started to see the outcome of agricultures in stock production and plant production with some
parts of the country where integrated farming adopted.

On the other hand, most of African population size depends on agriculture economy like
Ethiopia. Agriculture in some countries in Africa has well developed and ensure large amount of
GDP, but still there is too far to go considering the available resource.

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4. SWOT Analysis
SWOT Analysis is a strategic planning and strategic management technique used to help the
college to identify the current and futures of the project Akaki polytechnic college SWOT
analysis, both negatively and positively impact that has been noticed. Strength and weakness
considered as an internal factors, whereas opportunity and threat considered as an external factor.

Strength Weakness
 Conduct capacity building for both academic and  Shortage of office, office equipment and
supporting staff furniture for all trainers
 Conduct continues meeting with stakeholders  Some trainer have skill gap with the new
 Most trainers are competent and certified developed OS
 Presence of occupational standard and  Shortage of water
curriculum  Unable to use information technology for
 Organized and well equipped workshop operation
 Available of classroom for training  Lack of sport fields
 All directorates give support to ensure quality  Lack of well-organized promotion system
training in all aspects by providing necessary  Shortage of waters in the compound
material, facilities including human resource
 Conduct audit by external and internal auditors
 Anti-corruption directorate monitor and has
taken corrective measure for audit findings
 Annual inventory for fixed machineries and
consumable materials
 Qualified trainers that support unknown
malfunctioning and minimize waiting time
 Attracting different NGO to works with college
Opportunity Threat
 The college budget is centrally funded by the  Failure to explore the opportunities that
government stakeholders can get from the college
 Government giving attention on TVET has a  The reminiscence of the mind-set that the
role to create job opportunity TVET graduates are secondary to that of
 TVET stakeholders work together to fill the gap the graduates of the university
 Support the college mission with different NGO  parents aspirations for white collar jobs for
 Available of skilled expertise and well their children
experienced institution to share with knowledge  Poor attitude of the community towards
and skill TVET standard and TVET institutions
 Development of science and technology, which  International or local Political crisis
happen in assisting of training quality  Instability /Market price fluctuation and
inflation
 Lack of street light
 Lack of transportation

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5. Governance and Leadership

5 .1 Administrative and Academic staff

Akaki Polytechnic College has total staff of 463of which female 155 and male 308 members.
The college has its own structure according to the studied BPR where each and every body of
the college member has carrier or task in order to achieve the college’s mission and vision.

Table5.1 Total Administrative and Academic staff

Numbers
Male Female Total
1 Administration and Management Profile 8 6 14 3%
2 Academic staff/Trainer profile 250 78 328 70.84
3 Supporting Staff of the College 50 71 121 21.13%
Total 308 155 463
The college administered under Addis Ababa vocational training and technology development
bureau and managed by one main dean with three vice dean and two campus branches vice dean.
The three deans has their own specific target, the capacity building build, core process build
trainers and supportive staff capacity for better performance in their execution of task, fully
responsible for supply and mobilize the college resource with directorate hand to hand for the
college mission and vision to attain .

The trainee’s development vice dean responsible for efficient and quality of training with help of
each department head to implement an outcome based training, on the other hand it also
responsible for their competency assessment to confirm either the trainees are competent or not
with centre of competency.

The industry extension service vice dean responsible to generate competent micro and small
enterprise, who manufacture quality products/services. The industry extension service has four
core tasks to improve their product:

1. Skill gap
2. Technology
3. Entrepreneurship
4. Kaizen

The college has eight directorates that are Human resource management directorate (HRMD),
Internal audit directorate (IAD), Finance directorates(AD), Procurement directorates (PD), Anti-

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corruption directorates (ACD), Property administrative directorates (PAD), budget and plan
directorates (BPD), building administrative office (BAO).

Table5.2 APTC Structure

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5.2 Monitoring and evaluation

The Akaki polytechnic college has been monitoring and evaluating in each quarter through
predetermined checklist with continues support of applying BSC to measure the performance of
individual to achieve its task and overall goals and mission that fix the intended outcome at the
college strategies.

The monitoring and evaluation has been implementing in line of management structure, trainees
development vice dean, capacity building vice dean and industry extension vice dean to ensure
each task that has developed under operation plan in accordance with goals, mission and vision
strategy in accordance with goals, mission and vision. The internal monitoring and evaluation
team give feedback to improve the fault which is finding out under supervision activities.

Beyond this, an external monitoring and evaluation conduct the overall assessment and the
college evaluated by the higher education and monitoring in addition to internal monitoring and
evaluation

5.3 Institutional Development Plan/IDP

The Akaki polytechnic college plans to be the centre of excellence on the education and training
in the field of agriculture sectors and manufacturing sector including construction, leather,
garment, electrical and electronic, general metal fabrication, ICT, survey, automotive, wood
work, hotel and tourism intended be upgrade for provide training at level IV in garment and
general metal fabrication and assembly. Level IV and V trainings are characterized by every high
degree of complexity, interconnectedness transparency and dynamics. Thus, to realize the
ambitious objective of offering level IV and V training in both of the above named occupational
areas the college needs different training materials, tools and equipment’s etc.

5.4 Distinctive Area Competence/DAC

Akaki polytechnic college has different features that makes different from other poly technic
colleges. The college located where many industries and surrounding by farming communities.
The college give priority occupational area that complies with the requirements of the
occupational standards in terms of the curriculum, instructional materials, support facilities and
certified and qualified trainers. The college use the following criteria to select the DAC.

 Readiness and commitment of management to strengthen the capacity and resource to

offer priority technical education and skill developments.

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 Availability of basic facilities, resources and certified and qualified serve as a foundation
for the introduction of DAC priority TVET program.
 The demand for the priority programs and potential employment opportunities for
graduates in the regional and federal levels.
 Location of the institution in relation to the designated industrial area.
 Potential for the institution to introduce income-generating programs and activities in the
community relative to DAC.
 The centre for technology research and development, Close cooperation between the
institution, non-government organization, local government and the community.
 The DAC be the priority defined by the regional and federal authority.
 The DAC programs are based on the current occupational standards.
 The DAC program must follow the current curriculum format.
 The DAC must have competency based learning material and adherence to the outcome-
based system as an approach to learning.
 The DAC training delivery must adhere to outcome- based approach.

Based on the criteria which are set to select DAC, and by taking some special criteria in to
consideration Akaki poly Technique College has Selected፡-

1. Agriculture sector
1.1 urban Agriculture
1.2 agro-process
2. Manufacturing
2.1 Garment, Leather, automotive, construction, electrical and
metal engineering

Because when we consider the existence and availability of basic facilities & resource, the
availability of certified and qualified trainers, the demand for the priority programs and potential
employment opportunities for graduates in Addis Ababa region, we are certain that these are the
real distinctive areas of competence according to our context.

6. Current Budget and Financing Sources

The overall budget for the last three years that is collected from the government treasury is
distributed in each year starting 2012 E.C.-2014 E.C. both regular and capital as shown below.

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Table6.1 Budget for the last three years

Source of
finance
1 2012 Governm Regular 74,000,000.00 66,351,315.97 89.32%
ent Capital 4000000.00 4000000.00 100.00%
treasury
Total 78,281,370.00 70,351,315.97 89.87%
2 2013 Government Regular 82,711,069.00 73,806,503.90 89.23%
treasury Capital 4,895,390.00 3,995,390.00 82%
Total 87,606,459.00 77,801,893.90 88.81%
3 2014 Government Regular 82,711,069.00 73,806,503.90 89.23%
treasury Capital 7,675,000.00 3,995,390.00 52.06%
Total 90,386,069.00 77,801,893.90 86.08%

In Akaki polytechnic college generated income in each year is shown below. But, still there is a
gap having no clear and acceptable methodology to practice income generation regardless of
waste.

Table6.2 Income generated for the last three years

No. Planed Collected Percentage
1 2012 1,519,760.00 1,628,130.13 107.13%
2 2013 3,771,740.00 2,003,391.44 53.11%
3 2014 4,148,914.00 1,290,687.75 31.10%

7. Departments/Programs
The department and program are developed with expertise in accordance with the occupational
standard that is developed by industries. The occupational standard consists of its learning
outcome in the form of basic element and the OS obtained additional specific criteria to confirm
measurable performance at workplace called performance criteria

The program in akaki polytechnic college assess and identify the demands of industries labour
and occupation to fill their gap, where additional discussion held with TVET trainers for further
measurable performance criteria expected at work place. Once the occupational standard
identified the curriculum and TTLM is developed by the trainer.

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AKPTC give priority for the agriculture sector in the field of urban agriculture and agro process
which is placed as distinctive area of competency. The college willing to involve the industries
working in agro process as well as institution to develop and revise the occupational standard
that suit the current technology and operation as it is shown below.

8. TVET Delivery and Pedagogical Innovation

Akaki polytechnic college uses the current outcome based training with 21 century competencies
for the knowledge, skills that citizens need to be able to contribute to their society. It
encompassing a broad range of skill sets and professional attributes, including: creativity,
divergent thinking, critical thinking, team working (especially in heterogeneous groups), work
autonomy, developed cognitive and interpersonal skills, social and civic competences,
responsible national and global citizenship, consciousness of interdependence, acceptance and
understanding of diversity, recognition and development of personal attributes, interactive use of
tools, communication in mother tongue and foreign languages, mathematical and science
competence, digital competence, sense of initiative and entrepreneurship, accountability,
leadership, cultural awareness and expression, physical well-being.

The process of creating improvements in the field of education which includes the technical and
vocational education and training (TVET) field requires qualified, competent, and efficient
TVET trainers to carry out the responsibilities that are demanded the 21st century skills. Based
on these requirements, one of the important aspects in the transformation of the Technical and
Vocational Education and Training (TVET) is the level of the TVET trainers’ competency in
TVET’s general. This is because competency demonstrates the teaching profession specification,
including the organization’s competency in which educators are able to successfully organize
teaching and training activities. Thus, the world is rapidly becoming a different place, and the
challenges to individuals and societies imposed by globalization and modernization are widely
acknowledged.

Akaki polytechnic college committed to deliver continuous capacity building training in line
with the 21st century skill training methodology for trainers and respective academic staff.

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9. Work shop and facilities

9.1 workshops and facilities
Akaki polytechnic college consists of twelve departments having well equipped machineries and
equipment with practical workshop in order to deliver the outcome based training to generate
competent trainees, fill the gap of skilled labour. The workshop has got technically organized in
to eight stations to improve the outcome based training knowledge, attitude and skill. On the
other hand most of the departments use their workshop for knowledge teaching/theories and skill
training/practice

Table9.1 Area of workshop

Department Area of workshop
1 Automotive 372m2
2 Electrical and electronics 500M2
3 Construction 500m2
4 Wood work 500m2
5 General metal fabrication 2572m2
6 Garment 2072m2
7 Leather 2072 m2
8 ICT 512m2
9 Urban agriculture 2072m2
10 Business
1000
11 Survey 500M2
12 Hotel and tourism 500
13 Library 400
14 Day care 200
15 Sport

The college need support to perform a better and the 21 century training methodology in all
departments that suit the private and industries labour demand having regular, extension short
term training. Hence, among many infrastructure need, we emphasis class room, workshop,
buildings, sportfields, greenery area, attractive lane in the compound and digital infrastructure
for the coming five and ten year strategic development plan in the campus and the surrounding
area.

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10.Industry, Research and Innovation

Akaki polytechnic college started to work with industries and higher institution to apply research
and innovation for strengthen the college mission. The college has been working different
technologies and transfer for micro and small enterprise to improve their product’s quality and
performance in line with production.

The project will lead the college to make advance research and develop technologies, upgrade
capacity of technology transfer through intensive works for better result. Develop innovative
table top small machineries to apply in the agro process industries and urban agriculture sector.
Hence, the college will engage in technology development process and transfer in each year and
make regular research to competent work force in agriculture sector.

Table10.1 MOU signed for cooperative training and industry extension

service
No. Sector Cooperative Industry extension Quantity
training service
1 Company  136
2 MSE   577
3 Private institution   12
5 NGO  3

Table10.2 Research and technology conducted.

No. Activity 2013 2014 Remark
Quantity Quantity
1 Tracer study 1 1
2 Labour market study 1 1 City level
3 Action research 1
4 Technology transferred 23 39

11. Inclusiveness
AKPTC has a strategy to keep gender balance in both academic staff and management
member/directorates, besides their staff. The college believes, that increasing task performing
capability of women at workplace and deliver a deliberate opportunity has a vital role for
productivity. On the other hand, the college notice women’s participation in decision making
process, boost self-confidence to make significant and tangible results. Among the eight
college’s core managements/directorates four of them audit, budget, finance and building
managements are women.

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The college has practiced an action research how to support girls in TVET system in the field of
ICT and adopt the results of action research to other department to deliver outcome based
training focus on knowledge, attitude and skill development. Besides, the college train more than
553 thousand refugees that came from different Arabic countries to join the current workforce.

11.1 The gender balance strategy

1. Gender equality for trainees
2. Gender equality for employees

The gender equality strategy for trainees include:-

 Be reflective and be objective

 Get feedback from colleagues and students
 Used gender neutral language
 Use project based training

Gender equality strategy for employees includes:

 Include diversity in hiring

 Review equal pay laws
 Promote work-life balance
 Create an open-minded atmosphere
 Provide mentorship for everyone

The college staff for low income peoples some internal strategy to support through back yard
plantation by them inside the campus besides involve the holiday gifts with college community.
The college has built a flexible workshop specific for disable trainees for garment, and leather
department where workshop is constructed at second and third floor respectively in the college.

12. Greening TVET

Green TVET is one of the five year strategies that has implemented inside the compound as well
as outside. Akaki polytechnic college has planted back yard fruit and vegetables for the last
consecutive four years; in addition to this make campaign with different government, private
institution and stakeholder.

Akaki polytechnic college isolated specific are inside the college compound for green TVET and
planted recreational and edible green plants, experienced sharing the green plants for low income
member of the college and community that are living the surrounding Area.

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13. Community Engagement

The Akaki polytechnic college has a long history of engagement for both financial and
infrastructure collaboration with the community that have been living in the surrounding area.
Akaki polytechnic college has a community engagement in different areas that are mentioned
below:-

13.1 College child parenthood

13.2 Volunteerism for helpless elderly people
13.3 Industry extension service

College parenthood having 21 female and male children, whom with no parents, starting the age
groups between age 3-age 19 and 2 of them are mentally disorder. The college give monthly pay
for children and give money for holiday spending

The college construct ten shelters with full furnished for older people and women in the akaki
kality sub city. The college give necessary hose hold equipment’s to sustain their lives.

The college give industry extension service for micro and small enterprise to make them
competent and manufacture quality products that make them profitable by minimizing cost and
improve delivery.

14. Investment Plan

The project will be categorised in to four sections that are initial phase, design phase, delivery
phase and summary phase. The initial phase will cover the overall preparation for the project to
succeed with the intended outcome. In this phase, we will develop current curriculum and
TTLM, conduct current resource assessment and fill the gap; training of trainers with their
individual gap.

Table14.1 Total physical asset investment and working capital

Investment
Total Physical Asset Investment 584,918,000
Working Capital 148,933,000
Contingency 73,385,100
Total 733,851,000

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Table14.2 Regular and Short term program

No Agriculture Department Program Trainees Total Outcome based delivery
. sector UC=unit of Capacity UC OS=occupational standard
competency CM= Curriculum
L= level D=Degree TTLM training teaching
learning materials
UC L3 L4 D OS CM TTLM
1 Animal  25 56   
science
Urban agriculture

Animal  25 42   
science
Short term  1  
Plant science  25 63   
Short term  1  
Natural  25 60   
resource
Short term  1  
2 Dairy process  25 38Crs./11  
6hrs
Agro process

Short term  1  
Fruit and  25 33Crs./12  
vegetable 0hrs
Short term  1  
3 Electrical Control    
electronics
4 Construction   
5 Automotive   
6 ICT   

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Table14.3 Curriculum and TTLM development

No. Curriculum and TTLM Expertise, Development Daily estimated Total five year
Development trainer and days Expense estimated cost
officer
1 ModAns012015 20 30 1500 630,000
4 2 1500 12,000
30 2 1500 90,000
Sub Total 732,000
1.1 ModAns02/03/042015 2,196,000
2 ModPS01/02/03/042015 20/4/30 30/2/2 1500 2,928,000
3 ModNs01/02/03/042015 20/4/30 30/2/2 1500 2,928,000
4 ModDp01/02/03/042015 20/4/30 30/2/2 1500 2,928,000
5 ModVg01/02/03/042015 20/4/30 30/2/2 1500 2,928,000
Subtotal 13,908,000
6 Modsht01,02,03,04,05,2015 18 15 1500 270,000
4 2 1500 12,000
28 2 1500 84,000
Sub total 366,000
7 ModDegDPDG012015 5 60 2000 720,000
2 60 1500 180,000
6 5 1500 45,000
26 2 1500 60,000
Sub total 1,005,000
8 ModDegFtVgDG012015 5/2/5/26 60/60/5/2 1,005,000
ModDegCon012015 5/2/6/26 60/60/5/2 1,005,000
ModDegICT012015 5/2/6/26 60/60/5/2 1,005,000
ModDegEle012015 5/2/6/26 60/60/5/2 1,005,000
15 Subtotal 4,020,000
20,031,000

Table14.4 Instructor Upgrading

Sector Quantity Duration Estimated Estimated total
cost/person cost
1 Agriculture 20 3 year 100,000 2,000,000
2 Manufacturing 30 3 year 60,000 1,800,000
Total 3,800,000

Table14.5 Payment for employees

Employee Hrs./Day Total Hrs./5y Price/Hrs. Quantity Total price
1 Instructors 4rs 7,200 200 10 1,440,000
2 Trainers 2hrs 3600 100 22 7,920,000
3 Project Coordinators 7 12600 70 2 1764,000
4 Management member 2 3600 70 8 2,016,000
5 Academic members 2 3600 70 14 3,528,000

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6 Health officers 4 7200 50 2 720,000

7 Finance officer 2 3600 50 2 360,000
8 Procurement officer 2 3600 50 2 360,000
9 Libraries 4 7200 70 2 1008000
10 Registrar officer 2 3600 70 2 504,000
11 Maintenance 3 5400 50 3 810,000
12 Cleaners 2 3600 50 20 3600000
13 Driver 4 7200 50 4 1440000
14 Proctor 8 5760 40 2 460,000
Total 25,980,000

Table14.6 Fixed Asset

Machineries Qty. Estimated cost Total estimated cost
with Vat
1 Computer 150 90,000 13,500,000
2 Laptop 30 60,000 1,800,000
3 Tablet 75 25,000 1,875,000
4 Photocopy machine 30 80,000 2,400,000
5 Projector 30 50000 1,500,000
6 Printer 75 40,000 3,000,000
7 Arm Chair 200 600 120,000
8 Work shop bench Table 60 2000 120,000
9 Office chair 80 6000 480,000
10 Office table 80 5000 400,000
11 Conference table 5 80,000 400,000
12 Lateral 50 8000 400,000
13 Shelf 30 15,000 450,000
Dairy processing equipment
14 Testing equipment 3 263,000 789,000
15 Cream separator 4 100,000 400,000
16 Homogenizer 4 220,000 880,000
17 Cooling tank 4 200,000 800,000
18 Churner 5 300,000 1,500,000
19 Chees making equipment 2 500,000 1,000,000
21 Deep freezer 5 70,000 350,000
22 Pasteurizer 4 80,000 320,000
24 Packing machine medium 3 100,000 300,000
26 Sanitizer test kits 5 200,000 1,000,000
28 Thermometer 20 700 14,000
29 Filling medium machine 3 100,000 300,000
31 ICE cream container 3 70,000 210,000
32 Mix ingredient 3 70,000 210,000
33 Butter filling machine 2 1,400,000 2,800,000
34 Butter salt machine 3 150,000 450,000
36 Hot water generator 2 80,000 160,000
37 CIP tanks 3 30,000 90,000
38 Heat exchanger 2 1450000 2,900,000

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Total 40,918,000

Table14.7 Consumable materials

Estimated average Consumable Year Estimated total cost Remark
materials cost per year with per 5 year
1 4,000,000 5 20,000,000 Average is taken from the last
consecutive three years
Total 20,000,000

Trainee Yearly Five year

1 House rent 2000 200 4,800,000 24,000,000
2 Meal 1000 200 2,400,000 12,000,000
36,000,000

Yearly Five Yearly Yearly

Technology development Qty. Price Total price Qty. Price Total price
1 Technology and research 10 300,000 3,000,000 50 300,000 15,000,000

Table14.8 Consultation and promotion

1 Consultation team
1.1 Infrastructure design 2,000,000.00
1.2 Procurement 1,000,000.00
1.3 Biogas 1,000,000.00
1.4 Artificial intelligent 2,000,000.00
2 Promotion
2.1 Multimedia 1,500,000.00
2.2 Printing media 100,000.00
7,600,000.00

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Table14.9 Infrastructure
Infrastructure Qty. Estimated cost with VAT Total estimated cost

1 Workshop/laboratories 4 60,000,000 240,000,000

2 Poultry house 1 40,000,000 40,000,000
3 Modern dairy farm 1 15,000,000 15,000,000
4 Classroom 10 2,000,000 20,000,000
5 Dormitory 1 80,000,000 80,000,000
6 Cafeteria 1 30,000,000 30,000,000
7 Library 1 20,000,000 20,000,000
8 Water drilling 1 10,000,000 10,000,000
9 Electrical installation 1 5,000,000 5,000,000
10 Biogas 1 10,000,000 10,000,000
11 Street light 100 30,000 3,000,000
12 Car parking 1 500,000 500,000
13 Digital infrastructure 1 20,000,000 20,000,000
14 Workshop flooring 6 750,000 4,500,000
15 Clink 1 25,000,000 25,000,000
16 Process control 2 500,000 1,000,000
17 Mechatronics trainer 2 1,000,000 2,000,000
526,000,000

Table14.10 Transportation
Vehicle Spec. Unit Qty. Estimated cost Total estimated cost

1 BUS 32 seats Pcs 1 8,000,000 8,000,000

2 Mini bus 16 seats Pcs 1 6,000,000 6,000,000
3 Automobile pickup 4 seats Pcs 1 4,000,000 4,000,000
Subtotal 18,000,000
Fuel
2.1 Fuel/2 Mini bus/5year Benzene/die Litter 9000 100.00 900000
(5L*2)*30day*12mo*5y sel
2.2 Fuel/day/2 automobile Benzene/die Litter 9000 100.00 900000
(5L*2)*30day*12mo*5y sel
2.3 Fuel/day/2 Bus Benzene/die Littre 7220 100.00 722,000
(4L*2)*30day*12mo*5y sel
Subtotal 2,522,000
Total 20,522,000

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Table14.11 Sequence activities

Sequence activities Year one Year2 Year 3 Year4 Year 5
1 Initial task Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
1.1 Conduct assessment
1.2 Upgrading Instructor
1.3 Curriculum and TTLM
1.4 Project based training design
1.5 infrastructure Consultation
2 Design phase
2.1 Infrastructure design
3 Delivery phase

3.1 Training
Purchase fixed and consumable
3.2
materials
3.3 Infrastructure building

3.4 Transportation
3.5 Maintenance/service
4 Summary phase
4.1 Evaluation
4.2 Report

15.Challenges
Project management is a very interesting and impressive task where everything is so smooth and
delivered at a rate of planning schedule, but there are challenges needs to be planned
considerably before execution or actual panning is outlined. In this project the challenges would
be:-

 Lack of well experienced government institution in agro processing

 Unable to share industries that manufacture agro processing machineries
 Few trainer with expertise of agro processing
 Integration of POS system with the project

16. Mitigation strategy

The project implementation will takes a five year period, under the implementation the five risk
avoidance mitigation strategy will be considered, and give response in accordance with risk.The
project administration members identify, monitor and evaluate risks and consequences inherent
to complete the project

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16.1 Accept risk

The acceptance strategy can involve collaboration between team members to identify the
possible risks of a project and ensure the consequences are acceptable or not.

16.2 Avoidance risk

The avoidance strategy will be presented, where the accepted and assumed risk planned earlier
under initial phase

16.3 Controlling risk

We will implement a controlling strategy that works by taking in to account risks identified and
accepted to take actions to reduce and eliminate the impacts of the risks

16.4 Monitor risk

Monitoring projects of the risks and consequences involves watching for and identify any
changes that can affect the impact of the risk. Project review plan will be implemented that
enables cost, schedule and performance in all aspects of the project.

17. Transferring the lessons of the project to other TVET Institution

The project intended to deliver to what extent the practical implementation of TVET training
delivery system generate competent trainees to engage employment these will give a great
opportunity to deliver transferring the lesson toward other TVET institution. The project will
have a monitory schedule quarterly with concrete stages of implementing in action plan after the
project is completed and revised with all corners of SWOT analysis, besides concrete challenges
that are involved throughout implementation five year period. The training must be involved
with knowledge theory with proper information sheet both in paper as well as video and practice
to develop skill both inside college and industries for cooperative training.

18.Management of the Project

The project Management is integrated with TVET system running at akaki polytechnic college
and the management involve main dean, vice dean, directorates and trainers to ensure continues
support and follow up to sustain college’s mission and goals within a five year period. The
college will deliver its optimum resource to involve an efficient outcome.

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The five year project execution period acquires strategic and action plan. Hence, the
management structure will add two full time positions the project administrator and the project
operation manager. The project administrator handles the project operation and facilitates the
training resources with intended outcome. On the other hand, the project operation manager will
smoothly implement standards with high level human resources to achieve quality of training.
The college main dean primary responsible person for the project to support, follow up and
monitor with the capacity building vice dean and trainees development vice dean. The capacity
building vice dean involve the eight directorates, where trainees development vice dean control
the delivery of training.

Table18.1 Work breakdown structure

1. Job title Project administration

Primary duties
1.1 Handle strategic, technical and operations
1.2 Facilitate the training resources
1.3 monitoring the progress of projects
2. Job title project operation manager

Primary duties
2.1 Handle high level human resource duties
2.2 setting standards for training process
2.3 implementing procedures and polices

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2.4 promote training culture and develop the college’s values, mission and vision
2.5 preparing learning materials
2.6 collecting feedback to improve training session

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